for South Africa - Oxford University Press Southern Africa

107 Pages·2014·18.79 MB·English

O X F O R D S E C O N D A R Y
AT L A S
for South Africa
T E A C H E R ’ S R E S O U R C E B O O K
Karen Morrison
Dr Patrick Wiegand
1
1
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OxfordSecondaryAtlasforSouthAfricaTeacher’sResourceBook
ISBN9780195766721
©OxfordUniversityPressSouthernAfrica(Pty)Ltd2014
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Contents
Introduction
GeographyintheSeniorandFETphases 5
Thestructureoftheresourcebook 5
Developingimportantskills 6
1 Using sources (maps and photographs) 7
Readingmaps 7
Readingandusingkeys 7
Directionandbearing 8
Locatingplacesusinggridreferences 9
Mapscales 9
Differenttypesofmaps 11
Otherimages 11
Howmapsaremade 11
Practicalactivities 13
2 Physical geography 16
Physicalgeography 16
NaturalforcesandprocessesthatshapetheEarth 16
Naturalfeaturesonmaps 16
Crosssections 17
Peopleandphysicalfeatures 18
SouthAfrica’srelief 18
Climate 18
Practicalactivities 19
3 Natural hazards and disasters 23
Naturalhazards 23
Earthquakesandvolcanoes 23
Climatichazards 25
Theimpactofnaturalhazards 26
Practicalactivities 26
4 Development issues 30
Whatisdevelopment? 30
Indicatorsofdevelopment 30
Talkingaboutdevelopmentpatterns 31
Factorsaffectinghumanwell-being 32
Sustainabledevelopment 32
Keepinguptodate 32
Practicalactivities 33
5 Transport, trade and tourism 35
Transport,tradeandtourism 35
Transport 35
Trade 36
Tourism 36
Practicalactivities 37
6 Settlement patterns 40
Settlements 40
Whydopeoplesettlewheretheydo? 40
Landusepatterns 41
Practicalactivities 41
7 Conservation and the environment 45
Conservation 45
Conservationareas 46
Environmentalissues 46
Practicalactivities 47
8 Population 50
Wherepeoplelive 50
Populationnumbers 50
Populationpyramids 50
Transformedmaps 51
Reasonsforchangesinpopulationpatterns 51
Practicalactivities 52
9 Worksheets
Worksheets1–11 55
10 Using the Atlas Workbook
Page-by-pagenotes 67
11 Using blank maps
Blankmaps 79
Answers to activities 93
Introduction
Thisresourcebookwasrevisedtocomplement responsibility,
(cid:4)
theOxfordSecondaryAtlasforSouthAfricaand socialandenvironmentalawareness.
(cid:4)
complieswiththeCurriculumandAssessment
PolicyStatement(CAPS)intermsofmapskills Thecontentsoftheatlasareusedasthebasisfor
contentforlearnersatSeniorandFETPhase.Itis developingknowledgeofthelearners’own
designedtohelpteachersfindwaysof province,SouthAfrica,theSADCcountriesand
incorporatingpracticalmapworkactivitiesinto
theworldasawhole.Thisknowledgerelatesto
theireverydayclassroompractice.Working
themesfoundinSocialSciencesandGeography.
throughtheactivitieswillhelplearnersdevelop
thehabitofusinganatlasformanydifferent
Learnerswhoareunfamiliarwithusinganatlas
purposes,suchasfindinginformation,making
orwhoneedtoreviewbasicatlasandmapskills
comparisonsandassimilatingdatafromarange
shouldbeginwithChapter1,asitcoversbasic
ofsources.
mapskills.Theactivitiesinthischapterare
largelylinkedtotheintroductorysectionofthe
Geography in the Senior and atlas(basicmapknowledge),buttheyalso
provideotherimportantmappingskills,suchas
FET phases
workingwithscaleanddirection.Thelevel,
abilityandexperienceofthelearnerswilllargely
Thematerialinthisresourcebookhasbeen
carefullyselectedandchaptershavebeenorganised determineyourchoiceofactivities.
aroundkeySocialSciences/Geographytopics. Wherelearnersarestrugglingwithbasic
Backgroundandsupplementaryinformationhas concepts,youmightconsiderusingtheOxford
beenincludedtoassisteducatorsandlearnersto PrimaryAtlasTeacher’sResourceBook.Here
workwiththemapsintheatlasinavarietyofways. materialisorganisedaccordingtospecificskills,
Theactivitiesprovideabalancebetween
andactivitiesrangefromintroductorylevelto
individualandgrouplearning,andcoverabroad
fairlyadvanced.
rangeofprocess,thinkingandlanguageskills.
Atlasskillsandcompetencywithmapsisakey
elementofSocialSciencesandGeography.The
The structure of the resource book
activitiesinthisresourcebookensurethat
learnersbuildonthegraphicacy(mapandgraph
Chapters1–8dealwithspecificSocialSciences/
readingandinterpretation),enquiryand
Geographytopics.Eachofthesechaptersfollows
communicationskillsthattheyweretaughtinthe
asimilarpatternandoffers:
SeniorandFETPhases.Theactivitiesareskills-
basedandrequirelearnerstodevelopbeyondthe (cid:4) clearlyexpressedcontents,
levelofbasiccompetencies.Learnersthenre-use conceptexplanationsandbackground
(cid:4)
andapplytheirnewly-learnedskillsindifferent informationforteachers,
contextstoachievemastery. appropriateexamplesfromtheatlasto
(cid:4)
Theapproachtoactivitiesandthe reinforcewhatisbeingtaught,
encouragementofcriticalthinkingskillsfully skills-developmentandapplicationactivities
(cid:4)
supporttheGeographycurriculumaims.Learners
atthreedifferentlevelslinkedtospecific
areencouragedtovalueanddemonstrate:
topicsintheOxfordSecondaryAtlasfor
co-operation,
(cid:4) SouthAfrica.
empathy,
(cid:4)
6 OXFORD SECONDARY ATLAS FOR SOUTH AFRICA TEACHER’S RESOURCE BOOK
Chapter9containsaseriesofworksheetsthatcan theirlives.Theyarealsoaskedtoclarifyfacts
bereproducedforclassroomuse.Theserequire andconcepts,ortoidentifyquestionsor
learnerstoapplyandcombineskillstaughtin issues.Theseareimportantproblem-solving
previouslessons.Theycanthusbeusedtoassess skills.
learners’masteryofskillsandknowledge. Organisationalandresearchskillsarealso
(cid:4)
Chapter10providespage-by-pageadvicefor developed.Learnersareexpectedtolocate
usingtheLearner’sWorkbookwhichisavailable informationandtotranslateandsummarise
onorderthroughOxfordUniversityPress thatinformationinanappropriateway.
SouthernAfrica. Someactivitiesencouragelearnerstoevaluate
(cid:4)
Chapter11containsblankmapsofSouth andassessinformationandtofindevidenceto
Africa,Africaandtheworld.Thesemapscanbe supportorrejectaparticulartheoryorclaim
tracedorcopied,ormadeintooverhead bydrawinginferencesfromtheirdataand
transparencies,forclassroomuse.Suggestionsfor reachingdecisions.
usingthemapsaccompanytheoutlines. Certainactivitiesprovideopportunitiesfor
(cid:4)
Thereisacompleteanswersectionattheback learnerstoapplyknowledgeandmake
ofthebooktohelpyouassessthepractical predictionsorconclusions.
activities. Insomeactivitieslearnersneedtofind
(cid:4)
informationfromothersourcesandmay
Developing important skills havetheopportunitytoreadreferencebooks,
magazines,journalsandnewspapers.
Learnersareexpectedtocommunicatetheir
Someofthewaysinwhichlearnerswilldevelop (cid:4)
skillsthatareessentialinalllearningareasare solutionstoproblemsinwaysthatare
outlinedbelow. appropriatetotheinvestigationandthe
audience.Theyusemaps,graphs,charts,
Theactivitiesarebasedonaninquirymodel sketchesandtechnicaldiagramstodothis.
(cid:4)
andsupportthedevelopmentofcognitive (cid:4) Learnersgainpracticeinreading
skills. meaningfullyandwritingcoherently,thereby
Someactivitiesrequirelearnerstodefinea increasingtheirlevelsofliteracyandoverall
(cid:4)
topic,problemorissuewhichisrelevantto languageandcommunicationskills.
1 Using sources (maps and
photographs)
thatneedassistanceandfurtherpractice.
Thischaptercovers: Theseactivitiesarecoveredhereatafairlybasic
level.However,theskillswillbereinforcedandfurther
(cid:4) Basicmap-readingskills(revision) developedaslearnersworkthroughthematerialinthis
(cid:4) Differentkindsofmaps resourcebook.
(cid:4) Howmapsaremade
(cid:4) Usinganatlas
Readingandusingkeys
(cid:4) Usingmapsandphotographs
(cid:4) Comparisonandanalysisofmapinformation
Symbols
Alllearnerswillhavesomeexperienceofsymbols.For
Reading maps example,theyseeroadsignsandidentifyproductsby
theirlogos.
Inordertoreadandunderstandmaps,learners Symbolsareusedtorepresentdifferentplacesand
needtobeableto: featuresonmaps.Inordertounderstandwhatthe
readanduseakey, symbolsmean,youneedtorefertothekey.Akey
(cid:4)
understandandusebasicdirectionsand accompanieseachmapintheOxfordSecondaryAtlas
(cid:4)
bearings, forSouthAfrica.See,forexample,thepoliticalmapof
locateplacesonmapsusinggridreferences, SouthAfricaonpage12andthephysicalmapofSouth
(cid:4)
readscalesandusethemtocalculate Africaonpage13.
(cid:4)
distancesandareas. Makesurethelearnershavereadandunderstood
thesectiononmapsymbolsonpage8.Thisinformation
Most learners should have developed and used iscrucialforeffectiveuseoftheatlas.
these skills in the Intermediate Phase. Encouragelearnerstolookthroughtheatlasandto
However, some will be more competent map identifydifferentinformationgiveninmapkeys.
users than others. The activities and exercises DifferentkindsofsymbolsusedonmapsintheOxford
at the end of this chapter have been carefully SecondaryAtlasforSouthAfricaaredetailedbelow.
designed to help learners reinforce the map
skills that they developed in the Intermediate Pointsandicons
Phase. At the same time, these activities will
Someinformationonmapsisgivenintheformofpoints
allow you to assess how well learners can
oricons.Forexample:
apply these skills and identify those learners
(cid:3)
(cid:4) (cid:6)
airport battlesite gold N nationalroad
monument (cid:4) majorcity (cid:8) particularlyhazardous drypan
volcano
8 OXFORD SECONDARY ATLAS FOR SOUTH AFRICA TEACHER’S RESOURCE BOOK
Linesandarrows Direction and bearing
Someinformationonmapsisbestrepresented
Manymapshaveadirectionindicator
N
usinglinesorarrows.Bordersandtransport
liketheoneontherighttoshowwhere
routesareoftenshownusingdifferentthicknesses
northis.Mostmapsaredrawnwith
andstylesoflines.Themovementofweather,
northatthetop.
oceancurrentsorpeoplecanbeshownusing
Learnersshouldbefamiliarwith
arrows.Themapshowinginternationaltransport
compassdirectionsandshouldbeabletodescribe
routesonpage79oftheatlasusesdifferent
directionsusingthefourcardinalandtwelve
colouredlinestoshowthemainairandshipping
intermediatecompasspoints,asshownonthe
routes.
compassrosebelow.
Arrowsofdifferentthicknessescanalsobe
usedtoindicateamounts.Forexample,the
diagramshowingtheGreenhouseEffecton
N
NNW NNE
page69ofthisResourceBookusesscaledarrows
toshowinputsandoutputs.Belowareexamples NW NE
oflinesandarrowsyouwillfindintheatlas.
WNW ENE
railway W E
nationalandsecondaryroads
WSW ESE
migration SW SE
zonesofslippage SSW SSE
S
Colours
Togiveexactdirectionsthatfallbetweenthe
Coloursonmapscan(sometimes,butnotalways) compasspoints,learnersshouldbeabletowork
besymbolic.LookatthepoliticalmapofSouth withbearing.Bearingisworkedoutfromnorth
Africaonpage12oftheatlas.Onthismapthe (0(cid:6))inaclockwisedirectionusingthe360degrees
coloursareusedtodistinguishbetweendifferent ofacircle.Theexamplebelowshowshowthis
provinces.Theyhavenomeaningbeyondthat,so works.
thecoloursarenotgiveninthekey.
ComparethiswiththephysicalmapofSouth
Africaonpage13.Onthismapthecoloursare
usedtodistinguishbetweenareasofdifferent
Drawapencillinejoining
heightsaboveandbelowsealevel.Themeaning
thetwoplacesconcerned.
ofeachcolourisgiveninthekey.
Thecolourchosenforthemapsdoesnot
necessarilyrepresentwhatthelandactuallylooks
like.Inthisatlas,highlandisshownaspurple
andverylowlandasyelloworgreen.
Colourcanalsobeusedtoshowdifferencesin
temperatureandrainfallindifferentareas,orto
Throughthepointfrom
indicatelanduseorregionsonamap.Darkerand
whichthebearingis
lightercolourscanalsobeusedasascale.For
required,drawapencil
example,onthesummertemperaturemapon linepointingtruenorth.
page14oftheatlas,thedarkestcoloursshowthe
areasthatexperiencethehighesttemperatures.
CHAPTER ONE: PLACE AND SPACE 9
Notethatthefirstgriduseslettersandnumbersas
co-ordinates.Thisisanalpha-numericgridand
thepositionofthewindmillcanbegivenas(C;5).
Alpha-numericreferencesarethesimplestwayfor
Usethisnorthlineto learnerstobeginworkingwithco-ordinates.
placeyourprotractor Thesecondgridusesonlynumberstoname
inthecorrectposition. thelinesonthegrid.Thisishowlatitudeand
longitudereferencesaregiven.Gridreferenceson
mapsarealwaysgivenwithlatitude
measurementsfirst.Thismeansthatlearnersread
thenumbersofftheverticalscalefirst.Sothe
positionofthewindmillonthisgridis(5;3),
not(3;5).
Tousethesegridsyoucansetlearnerstwo
typesoftasks:
Measuretheangleina
clockwisedirectionfromnorth (cid:4) tosaywhatisfoundataspecificsetof
tothelinerunningtowardsthe co-ordinates,
secondpoint. togivetheco-ordinatesofspecificitemson
(cid:4)
thegrid.
Co-ordinates on world maps
Thegridoflinesonaworldmapincludesthe
Locating places using grid numberofeachlineindegrees.The
references measurementsinbetweeneachdegreearegiven
inminutes.Thesearewrittenlikethis–30(cid:6)45(cid:5).
Therearesixtyminutesinonedegree.
Linesoflatitudeandlongitudeareusedtogive
Linesoflatitudearefurthermeasuredindegrees
andfindpositionsonmaps.Theselinescross
southandnorthoftheEquator(0(cid:6)),andlinesof
eachotherandformagridonthemaps.Because
longitudearemeasuredindegreeswestandeast
eachlineoflatitudeandlongitudeisgivena
ofGreenwich(0(cid:6)).Forthisreason,gridco-
measurementindegrees,thepositionofanyplace
ordinatesusuallyincludeadirectionaswell.For
onEarthcanbegivenusingco-ordinatesfromthis
example,thepositionofSowetocanbegivenas:
grid.Gridreferencesforallplacesintheatlasare Soweto 26(cid:6)15(cid:5)S 27(cid:6)51(cid:5)E
givenintheindexonpages84–93.
AlllatitudepositionsinSouthAfricaaregivenas
Ifthelearnersareunfamiliarwithgridsand
“S”becauseourcountryliesinthesouthern
co-ordinates,youcandealwiththisbyusing
hemisphere.Similarly,alllongitudepositionsare
examplesliketheonebelow.
givenas“E”becauseallofSouthAfricaislocated
eastofGreenwich.Referlearnerstopage2ofthe
OxfordSecondaryAtlasforSouthAfricaformore
5 informationonlatitudeandlongitude.
(cid:0)
4
3 (cid:1) (cid:2) Map scales
2
1 Mapscalesarediscussedonpage7oftheOxford
SecondaryAtlasforSouthAfrica.Mapsarescale
A B C D E
representationsoftherealworld.Obviouslythey
aremuchsmallerthantherealareas.Thescaleof
5
(cid:0) themaptellsyouhowmuchsmalleritisthanthe
4
realarea.IntheOxfordSecondaryAtlasforSouth
3 (cid:1) (cid:2) Africa,scaleisgiveninthreeways–asa
2 representativefraction(ratio),asalinearscale,
andasawordscale.Forexample,onpage48the
1
scaleisgivenas:
1 2 3 4 5
10 OXFORD SECONDARY ATLAS FOR SOUTH AFRICA TEACHER’S RESOURCE BOOK
1:55000000 Area calculations
Thelinearscalecanhelpyoutoworkoutthearea
0 550 1100 1650km
ofdifferentpartsofamap.
Therepresentativefractiontellsyouthatoneunit Thisscaleshowsthatonecentimetreonthe
ofmeasurementonthemapisequivalentto maprepresents20kilometresontheground.
55000000ofthesameunitsintherealworld.In
otherwords,themapis –5–5–0–01–0–0–0–0– thesizeofthereal
area. 0 20 40 60 80 100 km
Thelinescaleshowsyouthatonecentimetre
(thelengthofadivisiononthescale)isequivalent 1cm 2cm
to550kilometresontheground.Linescalesare
usefulforjudgingdistancesonmaps. A
Awordscaleuseswords,numbers,and B
abbreviationstostatethescaleofamap,for
example1cmrepresents100km.Therearemore
examplesofthethreescaletypesonpage7ofthe
IfyoulookatSquareA,youwillseethateachof
atlas.
itssidesis1cmlong.Theareaofthesquareis
Side(cid:2)SideorS2.Thismeanstheareaofsucha
Calculating distance and area
pieceoflandwouldbe20km(cid:2)20kmor400km2.
Straightorcurveddistancesonmapscanbe Areaisalwaysgiveninsquareunits.
measuredusingarulerorapairofdividers.
ThesidesofSquareBare2cmlong.
Thesedistancescanthenbeplacedagainstthe
Thismeansitsareainrealitywouldbe:
linearscaleandtherealdistancecanbereadoff
40km(cid:2)40km=1600km2.
thescaleontheline.
Ofcourse,areasonmapsarenotalways
However,thisisnotalwaysaccurateenough.
regularshapes.Onewayofestimatingtheareaof,
Toworkoutanydistanceusingthescale,wecan
applythefollowingformula: forexample,Limpopo,istodrawagridofsquares
overthemapandtocountthemtoworkoutthe
Distanceonmap(cid:2)scale(cid:4)distanceinreality area.Lookatthisworkedexample:
Theunitsofmeasurementthatyouusewill
determinetheunitsofmeasurementinyour Scale1:20000000
answer.Youwillneedtoconverttogetthe 0 100 200 300 400 500 600 700 800 900 1000km
measurementyourequire.Forexample: Limpopo
Scale1:150000000
Mapdistance(cid:4)15millimetres
Realdistance(cid:4)15mm(cid:2)150000000 NorthWest GauMtenpgumalanga
(cid:4)2250000000mm
Tochangethistokilometresyoudivideby FreeState KwaZulu-
Natal
1000000(thereareonemillionmillimetresinone
kilometre).Theansweristhus2250kminreality. NorthernCape
Thefollowingmayhelplearnerstoconvert
fromoneunittoanother,althoughtheyshould
havelearnedhowtodothisinmathematics. EasternCape N
WesternCape
(cid:3)1000
(cid:3)10 (cid:3)10 (cid:3)10
200kmx200km=40000km2
Therefore,onesquareonthegridhasanareaof40000km2.
km hm dam m dm cm mm
Thereareapproximately3squarescoveringLimpopoonthegrid.
(cid:2)10 (cid:2)10 (cid:2)10 (cid:2)10 (cid:2)10 (cid:2)10 Therefore,theareaofLimpopoisapproximately3x40000km2=
120000km2.
(cid:2)1000000