Module 1

Contour lines

SOCIAL SCIENCE
Grade 9
 How do contour lines work?
● Contour lines are imaginary lines connecting points that are the
same height above sea level.
● Contour lines can be used to measure the height of
mountains, the depth of the sea floor and the steepness of
slopes
● On a map, the shape of the earth’s surface is represented by
contour lines.
● When you look at figure 2, it looks a bit like some circular blocks
stacked on top of each other - imagine this is a hill you are
looking at directly.
● In figure 3, it is shown what this would look like from above - this
is called a ‘bird’s eye view’.
● A scale of 1:10 000 means that 1 cm on the map presents 10
000 cm on the ground
Contour lines and intervals
● In the figure we can see that the land rises
from 0 m at sea level to 125 m at the top of the
hill.
● The map also shows that there is a 20 m
height difference between each contour - this is
the contour interval.
● A contour line is a line drawn on a
topographic map to indicate an elevation or
depression of the ground.
● A contour interval is a vertical distance or
difference in elevation between contour lines.
● Index contours are bold or thicker lines that
appear every fifth contour line.
Contour lines and intervals
● The contour interval is 20 m – it tells us that we
can estimate the height of the land at any point
between two contour lines.
● E.g.: the height of the land between the 40 m
and 60 m contour lines can be anything
between 41 m and 59 m.
Gradient descriptions, river valleys and spurs
● Contour lines help us to see the
gradient or steepness of a slope.
● In the image, we can see that the
contour pattern for a gentle slope
shows contour lines that are far apart
from each other.
● The contour pattern for a steep slope
shows contour lines that are close
together.
Let’s recap!

● Contour lines that are far apart from each other shows a gentle slope.
● Contour lines that are close together shows a steep slope.
Contour lines and contour intervals

● Contour line - is a line on a map connecting places that are at the same
elevation above sea level.
● Contour interval - the difference in elevation between two contour lines that is
adjacent to each other.
● Contour lines that are close together indicate a steep slope.
● Contour lines that are far apart indicate a gentle slope.
 Module 2

Orthophoto maps

SOCIAL SCIENCE
Grade 9
Vertical aerial photographs and orthophoto
images
 Recap
● Aerial photographs can be taken from two
different angles:
○ From above, which we call vertical aerial
photographs.
○ From an angle, which we call oblique
Replace with photo/graphic/icon
aerial photographs.
 What is an orthophoto
map

● It is a map of an area created from an aerial

photograph.
● Must be taken from a high altitude so you can
clearly see the landscape.
● They always use the same scale of 1 : 10 000.
Scale

● Orthophoto maps always use the same

scale: 1 : 10 000.

○ 1 cm : 10 000 cm
○ 1 cm : 100 m
○ 1 cm : 0,1 km

Different ways to write the scale for an orthophoto

map
Maps before aerial photographs
● Cartographers (a person who creates maps) had to draw the land on foot, mapping every
detail.
● As technology advanced, this process became easier.
● In the 1940s, cartographers switched to using five-lens cameras and stereoplotters which
allowed them to create maps using images.
● A stereoplotter is a device that uses two photographs of the same area to determine the
elevation of the land.
● Today, maps are created using digital images taken by powerful cameras.
How are orthophoto maps created?
● An orthophoto map begins with the image taken from a high altitude.
● The team collects data points from the land survey as the images are taken.
● The aerial images used to create a map of the area are transferred to a computer, and software is used
to remove distortions that can lead to an inaccurate representation of the terrain.
● Distortions can be caused by lens distortions and camera tilts.
● The software uses the data points collected during the flight to correct these distortions in the images.
● This data can correct the heights and depths of the contours that occur in the image.
● The image now gives us a true and accurate representation of everything in the environment, from trees
and houses to curves in the road.
How are orthophoto maps used?
● Orthophoto maps are used for GIS (Geographic Information Systems) - The map app on your phone is
a GIS.
● Orthophoto maps are used in a range of industries, such as insurance, transportation, and even in
recreational activities, such as hiking.
● They can help identify development opportunities, inform network investments, and help plan
transportation, such as bus routes through an area
● Aside from being used to measure true distances between features, orthophoto maps can also show us
the height of certain features as well.
Height
● Height on orthophoto maps can be shown through the use of contour lines.
● Be sure to watch the video in your notes about Orthophoto maps.
Contour lines and features on orthophoto maps

● Contour line - is a line on a map connecting places that are at the same
elevation above sea level.
● Contour interval - the difference in elevation between two contour lines that is
adjacent to each other.
● Contour lines that are close together indicate a steep slope.
● Contour lines that are far apart indicate a gentle slope.
● Which of the following contour patterns
would indicate a valley?
● Study the map of Queenstown below and
answer the questions that follow:

● 1. Is this a topographic or orthophoto

map?

● 2. What is the scale of this map?

● 3. Give the name of the highest

point on this map.

● 4. Write the scale of the map as a

word scale.
● 5. Is this a rural or urban settlement?
● 1. Classify the feature labelled C
on the orthophoto map of George.
Look at this aerial photograph. Would the
hilltop labelled A have gentle or steep slopes?
 Module 3

Topographic maps

SOCIAL SCIENCE
Grade 9
 Recap
● Topographic maps are a representation of a
three-dimensional landscape on a piece of
paper.
● Topographic maps also use contour lines to
connect points of equal elevation.
Replace with photo/graphic/icon
 Drone images ……..
● Aerial photographs can be taken from two
different angles:
○ From above, which we call vertical aerial
photographs.
○ From an angle, which we call oblique
Replace with photo/graphic/icon
aerial photographs.
What is a topographic
map
● They are two-dimensional representations
of the Earth’s three-dimensional landscape.
● They are detailed and accurate
representations of manmade and natural
geographic features on the ground, such as
roads, railroads, power lines, contours etc.
● They have a scale of 1 : 50 000.
Features found on topographic maps

● Topographic maps make use of symbols to show these features.

● Ensure that you study and know the symbols in your notes.
 How is height shown on topographic
maps?
● Contour patterns are used on topographic maps too.
● On the symbol map you will see that 1449.2 is the spot
height and Δ46 represents the trigonometrical beacon
number.
● If the symbol for a spot height is .82 it means that the
estimated height of the landscape is 82 m.
● The contour lines on topographic maps are brown, with
the height above sea level written on the lines in a space
along the lines.
A simple conversion hack
Let’s practice conversions

● Convert 250 mm to cm.

Let’s practice conversions

● Convert 92 000 cm into km.

Scales on topographic maps

● Refresh your memory on scales and how

to use each of these scales.
● Remember that topographic maps use a
scale of 1 : 50 000.
● This means that 1 cm on the map is equal
to 50 000 cm on the ground.
● You can use the conversion hack we
learnt previously to convert to meters and
kilometres.
● Ensure to watch the video on measuring
distance on topographic maps in your
notes.
Landforms and their contour patterns
Let’s practice calculating distance with scales
The distance between Red Hill and Flag Hill when measured with
a ruler is 16 cm.

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1:50 000 map of Ladysmith, KZN

Let’s practice calculating distance with scales

Calculate on the topographical map the straight line distance from the
reservoir at (E) to the train station at (D). The measured distance is
10cm. Provide your answers in km. Presume the map is of a 1: 50 000
scale (Show all working out).
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Let’s practice calculating distance with scales

Discuss the settlement pattern of this map.

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Let’s practice calculating distance with scales

State TWO ways height is represented in a topographical map.

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You want to set up your zombie bunker at the highest point in
Ladysmith. Which grid reference has the highest point.

● N1

● M3

● A5

● A9
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 Module 4

Information from maps and photographs

SOCIAL SCIENCE
Grade 9
Describing landscapes and identifying land use

Questions to ask when describing landscapes

● How high is the land?

○ Clue: We should look at contours, spot heights and trig beacons.
● Is the area flat or hilly?
○ Clue: We should look out for contour patterns; find steep and gentle
slopes.
● Are there perennial rivers or non-perennial rivers?
○ Clue: We need to look at the symbols.
● Is there a coastline?
○ Clue: If there is no coastline, the area is inland.
● Are there dams?
○ Clue: We need to look at the symbols.
Identifying land use
Questions to ask when identifying land use:

● Is the area used for crops or fruit farming?

○ Clue: We need to look for symbols showing cultivated land for
crops, orchards and vineyards.
● Is the area used for forestry?
○ Clue: We need to look for the woodland symbol and buildings
marked ‘sawmill’.
● Are there mines in the area?
○ Clue: We need to check for mine names or mine dumps.
● Is the area used for transport?
○ Clue: We need to check for road and railway symbols.
● Is there a built-up area of a town or city?
○ Clue: We need to look for the symbol for a built-up area.
Settlement patterns

● Landscapes can change over time as a result

of how they are used.
● Settlement patterns offer insight into how
places develop over time.
● To identify settlement patterns, we need to
ask more questions.
Questions to ask when identifying settlement patterns
● Is the settlement on the coast, next to a river, on flat land, or in a valley?
● What is the shape of the settlement?
○ Clue: Is it roughly circular, ribbon-shaped (if it is built alongside a river or a road, for example) or
semicircular (if it is on the coast, for example)?
● Why do you think the settlement is located in this place?
● Is it a route centre?
○ Clue: Does the settlement have roads and railways passing through or around it? We need to
look for the symbols.
● Does the settlement offer services to surrounding farmers?
○ Clue: We need to look for symbols of cultivated land or orchards and vineyards around the
settlement.
Questions to ask when identifying settlement patterns
cont…….
● Look for amenities in the settlement, such as water (dam nearby), electricity (power lines marked on the
map), schools, hospitals, churches, police stations, post offices and recreation grounds.
○ Clue: We need to look for symbols.
● Is the settlement an industrial town?
○ Clue: We need to look for large buildings in black, which could be factories.
● How big is the settlement?
○ Clue: You can measure it using the scale.
Combining orthophoto and topographic maps
An orthophoto map is a zoomed-in version of a topographic map.

1. Which area does the orthophoto

map show?
2. Which dam can be spotted on both
maps?
3. Try to spot Opiekopie on the
orthophoto map. In which block is it
on the topographic map?
Describing landscapes and identifying land use

Questions to ask when describing landscapes

● How high is the land?

○ Clue: We should look at contours, spot heights and trig beacons.
● Is the area flat or hilly?
○ Clue: We should look out for contour patterns; find steep and gentle
slopes.
● Are there perennial rivers or non-perennial rivers?
○ Clue: We need to look at the symbols.
● Is there a coastline?
○ Clue: If there is no coastline, the area is inland.
● Are there dams?
○ Clue: We need to look at the symbols.
Identifying land use
Questions to ask when identifying land use:

● Is the area used for crops or fruit farming?

○ Clue: We need to look for symbols showing cultivated land for
crops, orchards and vineyards.
● Is the area used for forestry?
○ Clue: We need to look for the woodland symbol and buildings
marked ‘sawmill’.
● Are there mines in the area?
○ Clue: We need to check for mine names or mine dumps.
● Is the area used for transport?
○ Clue: We need to check for road and railway symbols.
● Is there a built-up area of a town or city?
○ Clue: We need to look for the symbol for a built-up area.
Settlement patterns

● Landscapes can change over time as a result

of how they are used.
● Settlement patterns offer insight into how
places develop over time.
● To identify settlement patterns, we need to
ask more questions.
Questions to ask when identifying settlement patterns
● Is the settlement on the coast, next to a river, on flat land, or in a valley?
● What is the shape of the settlement?
○ Clue: Is it roughly circular, ribbon-shaped (if it is built alongside a river or a road, for example) or
semicircular (if it is on the coast, for example)?
● Why do you think the settlement is located in this place?
● Is it a route centre?
○ Clue: Does the settlement have roads and railways passing through or around it? We need to
look for the symbols.
● Does the settlement offer services to surrounding farmers?
○ Clue: We need to look for symbols of cultivated land or orchards and vineyards around the
settlement.
Questions to ask when identifying settlement patterns
cont…….
● Look for amenities in the settlement, such as water (dam nearby), electricity (power lines marked on the
map), schools, hospitals, churches, police stations, post offices and recreation grounds.
○ Clue: We need to look for symbols.
● Is the settlement an industrial town?
○ Clue: We need to look for large buildings in black, which could be factories.
● How big is the settlement?
○ Clue: You can measure it using the scale.
Combining orthophoto and topographic maps
An orthophoto map is a zoomed-in version of a topographic map.

• Which area does the orthophoto map

show?
 The top left corner of the topographic
map. Blocks A1-4, B1-4, C1-4 and D1
-4.
• Which dam can be spotted on both
maps?
 The Glen Dam
• Try to spot Opiekopie on the
orthophoto map. In which block is it
on the topographic map?
 Block C1
A simple conversion hack
Let’s recap calculations with orthophoto and
topographic maps
Orthophoto map
Calculate the distance in kilometers from Hezagon to
Bowker’s kop. (distance on map is 16cm)
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Let’s recap calculations with orthophoto and topographic
maps
Topographic map The distance between Red Hill and Flag Hill when measured with
a ruler is 16 cm.

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1:50 000 map of Ladysmith, KZN

 Module 13

Development

SOCIAL SCIENCE
Grade 9
Social, economic and environmental development

Let’s recap

• Development indicators – are tools that are used to measure or assess the
level of development of a particular region or country.
• Human Development Index (HDI) – a development indicator that helps us to
understand how well people are doing in three areas:
 Being healthy
 Getting an education
 Having a decent standard of living
The three main aspects of development
● Economic development
● Social development
● Environmental development
1. Economic aspects of development
● Economic aspects of development look at an individual’s or country’s wealth.
● Indicators include:
 Per capita income – a person’s average earning potential in a year.
 How a country earns their wealth.

• The way that a country earns it’s income is divided into three activities.
 Primary economic activities – all activities involved in the collection, extraction and harvesting of natural
resources from the earth.
 Secondary economic activities – the activity of turning raw materials into manufactured goods.
 Tertiary economic activities – the process of delivering services.
1. Economic aspects of development
● Developing countries are more involved in primary activities, while developed countries earn their
income by engaging in secondary and tertiary activities.
2. Social aspects of development
● A society that has strong social development means that the individuals living in it have a high
standard of life.
● Quality of life is an indicator of development that looks at how comfortable people’s lives are.
● Countries that offer a high quality of life have strong education systems and their infrastructure is well-
developed.
● Infrastructure includes roads, sewers, bridges, etc. which means that a society that is developed can
meet the basic needs of its people.
● This includes access to clean water, wholesome food, and housing.
2. Social aspects of development
• The social aspects of development also extend to politics.
• Areas that are considered to be more developed enjoy political and personal freedom, as well as basic
human rights.
• These are the ingredients of a strong democracy - It allows for equality for all people in that society,
regardless of their gender, race, culture, or religion.

• Developed countries are also known as first-world countries, and developing countries are otherwise
known as third-world countries.
3. Environmental aspects of development
• A country’s state of development also relies on how they use its natural resources - these are
resources that occur in nature that can be used for economic growth.
• The mark of a developed country is how effectively it can harvest those resources while causing as
little damage to the environment as possible.
• Their plans need to be able to continue for a long period while still leaving enough natural resources for
future generations to benefit from - this is called sustainability.
Ways of measuring development
● Measuring progress in development is important as it allows countries to identify areas of success and
areas where improvement is needed.
● GDP – Gross Domestic Product.
Measuring development

1. GDP per capita

● GDP – Gross Domestic Product
● It is the indicator most commonly used to measure a country’s development.
● It is calculated as the total value of services and goods a country produces in a year, divided
by the total number of people in the country – it is the average amount a person earns in a year
in relation to the amount of money produced in their country.
The struggle to develop
● Development and the increase of a country’s GDP per capita can often be
slow in developing countries.
● Reasons for this include:
● War – does not allow the security needed for a country to rebuild its
economy.
● Rapid population growth – puts strain on the country’s resources.
● Large debts – reduces a country’s financial resources.
● Disasters – Natural disasters, or man–made disasters.
The Human Development Index (HDI)
● The Human Development Index (HDI) is a tool used to measure the progress of a country towards
human development.
● This index takes into account factors such as:
● Life expectancy
● Education
● Standard of living
● The HDI is a valuable tool for governments, policymakers, and development organisations as it
provides a comprehensive overview of a country's human development status.
An overview of HDI
● The Human Development Index (HDI) is able to combine several important indicators to give a
more accurate indication of well-being and the level of development a country is at.
● A country’s HDI is represented as a decimal number between 0 and 1.
● A value of 0 is an indication that the country experiences the worst quality of life, while an HDI with
a value of 1 is an indication of the best quality of life.

● Life expectancy, level of education, and GDP per capita are three indicators used in HDI.
● These are a combination of social and economic indicators.
1. Life expectancy
• Life expectancy – The average lifespan of a person from when they are born until when they
die, in a particular country.

• Life expectancy is considered to be one of the most accurate social indicators of a country’s
development and standard of living because it encompasses factors such as the health services
the population has access to, and the level of nutrition they are receiving.

• Advances in medical technology and treatment have allowed the life expectancy in developed
countries to increase by more than 50% in the last 5 decades.

• Many developing countries have yet to feel the benefits of the latest medical innovations - many
of these countries have even experienced a drop in life expectancy due to diseases such as
malaria.
2. Education
● Education – the average level of receiving or giving systematic instruction, at a school or
university, in a country.
● A population with high levels of education is a skilled population -they are able to use the
knowledge and skills they cultivate to use their resources wisely, create jobs, and generate wealth
for the country.
● By investing in education, a country produces well-qualified individuals that are able to further
develop the economy.
● Developed countries that have invested in their education systems such as Japan, South Korea,
and China have seen a rise in their HDI scores of development.
● In many developing countries, levels of education have remained low as students have had to
leave school at a young age in order to find work to support their families.
Indicators of development
● Development indicators - tools that we use to measure the level of progress and growth in a
particular region or country.
● These indicators can provide us with a range of information on factors such as economic, social,
and environmental development - this can help us understand the current state of a society and
its potential for future growth.
● Development indicators include:
○ Gross Domestic Product (GDP)
○ Human Development Index (HDI)
○ Life expectancy
○ Literacy rate
○ Access to healthcare
○ Quality of infrastructure
HDI Investigation
Important information to know:
The Human Development Index (HDI) is able to combine several important indicators to give a more
accurate indication of well-being and the level of development a country is at. A country’s HDI is
represented as a decimal number between 0 and 1. A value of 0 is an indication that the country
experiences the worst quality of life, while an HDI with a value of 1 is an indication of the best quality of
life.

Questions
1. What does the abbreviation HDI stand for?
2. Define the term HDI and explain how it is interpreted.
3. What aspects of development are included (measured) in the HDI?
4. What is South Africa’s HDI score as shown on the map?
5. Comment on the quality of life in South Africa based on the score you
mentioned in 4.
Answers
What does the abbreviation HDI stand for?
Human Development Index.

Define the term HDI and explain how it is interpreted.

The Human Development Index (HDI) can combine several important
indicators to give a more accurate indication of well-being and the level
of development in a country is at. A country’s HDI is represented as a
decimal number between 0 and 1. A value of 0 is an indication that the
country experiences the worst quality of life, while an HDI with a value of 1
is an indication of the best quality of life.

What aspects of development are included (measured) in the HDI?

Life expectancy, level of education, GDP per capita.
What is South Africa’s HDI score as shown on the map?
0.650 – 0.699
Answers
What is South Africa’s HDI score as shown on the map?
0.650 – 0.699

Comment on the quality of life in South Africa based on the score you
mentioned in 4.
South Africa has an above average quality of life. So life expectancy, level
of education and GDP per capita is above average, which means we are
doing well in quality of life
HDI Investigation
Refer to the table and the Key below and answer the questions that follow:
Questions
1. What is the life expectancy in Asia?
2. Give the birth rate in North America.
3. How many times more is the death rate in Africa compared
to North America?
4. Which continent is the richest?
5. Explain how education can contribute to the development of
a country?
Answers
1. What is the life expectancy in Asia?
2. Give the birth rate in North America.
3. How many times more is the death rate in Africa compared
to North America?
4. Which continent is the richest?
5. Explain how education can contribute to the development of
a country?

1. 58
2. 16 per 1000 per year
3. Africa = 120, North America = 12. 120/12 = 10 times more
4. North America. They have the highest GDP per capita
5. A population with high levels of education is a skilled population -
they are able to use the knowledge and skills they cultivate to use
their resources wisely, create jobs, and generate wealth for the
country
HDI Investigation
Refer to the table and the Key below and answer the questions that follow:
Questions
1. Provide South Africa’s expected years of schooling in
2000.
2. Provide the life expectancy at birth for 2019.

3. State whether South Africa’s life expectancy at birth

increased or decreased between 1990 and 2010.
4. Provide a possible reason for your answer in 2.3.3

5. Development refers to growth, strength, and progress of

a country.
6. Name TWO of the three categories that are used to
identify development.
Questions
1. Provide South Africa’s expected years of schooling in
2000. 13 years
2. Provide the life expectancy at birth for 2019. 64.1

3. State whether South Africa’s life expectancy at birth

increased or decreased between 1990 and 2010.
Decreased
4. Provide a possible reason for your answer in 3
Possible increase in illness (aids), malnutrition,
poverty
5. Development refers to growth, strength, and progress of
a country. Name TWO of the three categories that are
used to identify development
The economy
The society
The environment
 Module 14

Factors affecting development

SOCIAL SCIENCE
Grade 9
Differences in development around the world

• The differences in development experienced across the world are a result of

many different factors.
• This is because development indicators, Human Development Index (HDI)
ratings and levels of development vary between countries.
• When comparing two countries, they may have similar HDIs and levels of
development, despite vast differences between one or two indicators.
Why do we measure differences in development?
● Indicators of development and the information they reveal to us are useful for comparison
purposes.
● When we know a country’s state of affairs, it can be fairly ranked to receive aid.
● It also gives us insight into how a country is faring economically, socially and even
environmentally.
The invisible line
• Look at the figure to the right - You'll notice that the
Northern Hemisphere is more developed than the Southern
Hemisphere.
• Inequalities between the two hemispheres may be a result
of any number of these factors:
 The distribution of natural resources
 Economic strength
 Natural disasters
 Healthcare
 Trade policies
 Climate
 Leadership
 War
 History
• The invisible line that seems to run between North and
South, separating developed countries from developing
countries is called the Brandt line
Comparisons in development
The Asian Tigers
Since the 1960, a group of countries in Eastern Asia known as the Asian
Tigers have developed at a much faster pace than most other countries.
These countries include:
• Hong Kong
• Singapore
• South Korea
• Taiwan
In this “Asian model” of development the Asian Tigers directed their
resources and time towards their infrastructure, education systems and
trade links.
Economists and other countries have tried adopting similar policies and
plans as these countries did to speed up development
HDI
● HDI stands for Human Development Index.
● The HDI combines several important indicators to give a more
accurate indication of well-being and the level of development that a
country is at.

Note from Table 1 the progress in South Africa’s development between

1990–2019:
• Life expectancy at birth increased by 0,8 years.
• Mean years of schooling increased by 3,8 years.
• Expected years of schooling increased by 2,4 years.
• GNI per capita increased by about 21,6%.

What does this mean?

It means that South Africa experienced a reasonable degree of
development between 1990 and 2019
Historical factors affecting development
• Countries develop differently due to inequalities between them.
• These inequalities include:
 Access to natural resources
 Economic systems
 International trade and relationships
 Markets to sell goods to
 War and tension within the country or between countries
 Natural disasters
 Access to education and healthcare
 The nature of the climate.
Developing differently
Why do countries develop differently?
• Countries are shaped by intrinsic and extrinsic factors.
• This means that they are shaped by what’s naturally inside them, and the relationship they have with
the people and countries around them.
• We will be focusing on the historical, political and economic reasons for development, and systems
such as education and welfare.
 1. Defined by our history
• Great ancient civilisations were often defined by the natural resources they had access to.
• Resources, however, don’t build a country – it is the rulership of good leaders who can use those raw
materials wisely to build their empires, which allows development to flourish.
• There are also cases of these ancient societies pulling ahead by developing weaponry, transport systems,
or other technology that gave them an advantage over the communities around them
• An example of a powerful ancient society are the Mayans. They developed a complex society with art,
science, writing and architecture. Their development was fueled by early success in agriculture and trade.
They harnessed their natural resources, such as limestone, salt and volcanic rock, to build despite the
unstable climate they lived in.
● History infamously also records periods when countries were
robbed of their ability to develop - Colonisation occurs when a
group of outside people take control over an area and
population of people that had been living there before the
colonists arrived. The colonists historically stripped the
country they invaded of its natural resources, sent these
home to be used in manufacture, and then sold the finished
products at a profit to make them wealthier.
Let’s look at Africa as an example of colonisation:
● The late 19th century saw the scramble for African territory
by European powers who wanted Africa's natural resources,
cheap labour, military vantage points, prestige, and markets
to sell finished goods to. Their influence changed many
aspects of Africa's cultural norms, religious beliefs,
infrastructure and governance.
Learning from the past to shape a better future
● Be sure to go study the table in your notes on how understanding how historical factors
affect development can help us in several ways. Here are the tree main points:
1. It allows us to identify the root causes of current challenges facing societies.
2. Understanding the impact of historical events can help us reconcile past injustices and
promote social cohesion.
3. By studying the successes and failures of past development efforts, we can design more
effective and sustainable strategies for the future.
Resources and population growth
● The availability and distribution of resources, as well as changes in population size, can have
significant effects on a society's ability to develop and progress.
● As we look a bit deeper into factors that affect development, such as history, trade, healthcare,
education and a stable political system, there are two more factors that we need to discuss that
also affect development.
● These are:
 Resources
 Population growth
A country’s resources
● The Democratic Republic of the Congo (DRC) is a rich case to study development.
● Its development has been hindered due to multiple political conflicts that took place in the 1990s.
● Despite these setbacks it has been developing because of its abundance of copper, zinc, cobalt,
coal, silver, platinum and uranium. Its forests are also abundant in lumber and its waterways are a
great source of fish.
● The DRC’s ability to export these natural resources allowed its economy to grow by 4.1% in 2018
and it has continued to grow ever since – this helps us to understand what an impact it can take on
a country when colonists strip it of its natural resources.
● In 2021, the DRC’s HDI was o.479.
● Use the following information to rank the DRC:
 Low human development – less than 0.550
 Medium human development – 0.550 to 0.699
 High human development – 0.700 to 0.799
 Very high human development 0.800 and above
The DRC has a low human development
A country’s population growth
• When the population of country booms, it can put a large strain on its economy - more people
means more resources are required to sustain them.

• Developing countries often experience high levels of population growth, often due to a lack of
education around family planning.

• In developing countries, there is a basic need to have many children for them to grow, work and
provide for their families.

• However, a lack of medical care means many children die young. Those who do not die are
unable to receive education and the cycle of poverty continues
 Module 15

Ideological differences about development

SOCIAL SCIENCE
Grade 9
Contemporary reasons for development
differences
Introduction
• Some countries are more developed than others.
• Contemporary reasons that affect development include:
• Economic growth
• Social issues
• Political stability
• Access to education
• Access to healthcare
• Technological advancements
Trade, health and welfare affecting development
• When countries can sell their surplus resources (extra resources) for
a profit, they can generate wealth for themselves.
• However, when one country is advantaged while the other is
disadvantaged by the exchange, there are trade imbalances or unfair
trade.
• ‘’A trade imbalance occurs when the income received from exports
does not equal the cost of imports. The ship on the left shows exports
An the ship on the left imports
• When imports are greater than exports, a trade deficit occurs and the
When imports are more than exports
importing country may need to take a loan to pay the difference it causes a trade deficit
• Developing countries often struggle to pay off the difference.
• When everyone involved in gathering the natural resources, creating
the product, and then selling the product receives their fair amount of
the profit, fair trade has taken place
Health equals wealth
• The health and wealth of a country work together - when people can afford to eat food that
nourishes their bodies, take time to relax, enjoy comfortable living conditions and receive strong
medical care, they are in turn, able to work productively and contribute to the economy.
• People in developing countries do not receive these benefits - they are often sick because they
do not have access to nutritious food and drinkable water.
• The lack of hygiene and poor living conditions also causes diseases to spread rapidly between
them, but they do not have access to enough doctors and hospitals.
• These sick individuals are unable to work and thus unable to contribute to the growth of the
country’s economy
Education
• A skilled population has the skills, experience and resources to come
up with new ideas, start businesses, improve technology and
accomplish difficult tasks.
• Developed countries pour money into their education systems for this
very reason.
• Developing countries suffer from high unemployment rates because
their labour force lacks the skills and experience to start successful
businesses and innovate.
• As a result, their income is lower and so are the taxes that they pay -
this means that their contribution to the economy is lower as well
compared to skilled workers
Political stability vs instability
• A country that enjoys political stability often can expect development - countries experiencing tension
or war from within (civil war) or with other countries are unlikely to develop while it lasts.
• War damages infrastructure, causes skilled individuals to emigrate to other countries and the
country's money is channeled toward weaponry.
• Businesses and services become ineffective in their functioning and development in countries
becomes slow as a result of the instability around them - the HDI is low.
• Political instability can also take the form of corrupt leaders, governments that aren’t democratic,
unpredictable dictators and civil tension.
• Investors don’t want to risk their money by loaning it to countries that will not use it wisely.
• Many countries in South and Central America have experienced violent instability since the 1980s,
while places like Europe, North America and several Pacific Ocean countries have developed greatly
due to the decades of political stability they’ve nurtured
Key terms to remember
• Development - refers to the positive growth, strength or progress something or someone experiences.
You might consider improving your geographical mapwork skills or working hard on your favourite
sporting activity as part of your personal development.

• The economy - the activities conducted to spread wealth and enrich people.

• The society - the measurement of the quality of life.

• The environment - the fluctuations in the physical conditions and the use of resources.
Checklist of indicators
The HDI uses three indicators to assess whether a nation is developed or developing. These indicators are:
• Life expectancy
• Education
GDP per capita
The HDI then ranks countries into four different categories.
The Western world
• When something is described as Western, it refers to the parts of the world that are historically or
presently European
• The Western world tends to include countries in North America, Europe and Australia.
• Most countries in Europe, North America and Australia are all considered developed countries.
• The majority of countries in Africa, Asia and South America are all considered developing countries.
• Ideology - A system of beliefs, ideas or ways of thinking that inform how people, groups and
countries address problems and create theories.
• According to HDI, the Western world fits within the higher categories, while the Global South fits into
the lower categories.
Reasons for these differences

The reasons for the historical difference between the Western world and the
Global South are as follows:
● Colonialism
● Spheres of influence
● Trade imbalances
● Industrialisation and technology
● Welfare systems
● Education
● Political stability
Reasons explained
1. Colonialism

• Most of the Western countries were empires or had colonial possessions at one time or another.
• The British, French, Spanish and Portuguese all had sizable empires.

2. Spheres of influence

• Large economies like the United States, Japan and Russia all have large economic and social
spheres of influence that allow them to use soft power in trade deals and foreign affairs decisions.
Reasons explained cont……….
3. Trade imbalances

• Large countries with strong economies have large currency reserves, which allow them to
manipulate smaller countries and economies.
• Often, developed countries have manufacturing-based industries that need access to raw materials
found in developing countries - these developing countries often sell resources for low prices,
which puts them at a disadvantage.

4. Industrialisation and technology

• Most Western countries embraced technology and industrialisation long before Global South
countries did, often because the Global South was deprived of industrialisation until the 20th
century.
• This has led to inequalities in development and economic upliftment.
Reasons explained cont……….
5. Welfare systems

• Western countries developed the first welfare systems, which were created to provide affordable
healthcare and social upliftment.
• Many Global South countries cannot afford these expensive systems, meaning they can’t deliver
crucial services to their people.

6. Education

• The Western education system is the most widespread in the world because of colonialism.
• However, the colonies often received a weaker, less-resourced version of that education.
• This means that Western countries have stronger research outputs and a more literate population,
as compared to the Global South.
Reasons explained cont……….
7. Political stability

• Western political institutions are centuries old - they’ve had time to learn
about adjustment and change.
• The Global South is only recently independent and its political systems
are new and fragile.
• When political instability occurs, it often hampers or damages
development in a country.
Africa
Let’s consider African countries and their context as a continent of diverse economic, social and
environmental conditions. We know from history that there is a strong bond with the Western
world. Go through your notes and study the connection between Africa and the Western World
in:

1. Colonialism
2. Spheres of influence
3. Trade imbalances
4. Industrialisation and technology
5. Welfare systems
6. Education
7. Political stability
End.