standardised assessment 09 learner book - …€¦ · grade 9 2009 learner's book time: 5...

SOCIAL SCIENCES GRADE 9 STANDARDISED ASSESSMENT: 2009 LEARNER’S BOOK 1

SOCIAL SCIENCES

COMMON TASK FOR ASSESSMENT

Standardised Assessment

Section A

Grade 9

2009

LEARNER'S BOOK

�� Time: 5 Hours

�� Marks: 120

�� No. Pages: 24

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Activ

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Orie

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Cre

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Standardised Assessment: Social Sciences

Icons used

Contents

Introduction page 4

Task 1: page 6

Task 2: page 11

Task 3: page 15

Task 4: page 19

Theme: Democracy

Focus: Democracy in SA

Total marks: 120

TASK

Icon to introduce new activity

Activity 1

Icon to introduce a new activity for the task

Activities done Individual

Group


Introduction

This Standardised Assessment requires a minimum of 5 hours of classroom

contact time to complete. The tasks can be spread over two days to allow

learners to complete it.

The Standardised Assessment for Grade 9 is made up of four tasks and some

tasks have related activities. These tasks are set with the aim of assisting you in

the achievement of learning outcomes in the Social Sciences learning area. They

will guide you towards the attainment of relevant knowledge, skills and values

that are contained in the Social Sciences. This will be done within the context of

the growth and development of Diepsloot and the surrounding areas.

Some of the work required in the tasks will be completed on your own, but

some developmental work will be done in groups. One task requires you to read

sources during extra time of the Standardised Assessment working time. Your

educator will be there to help at certain times and you will be able to ask him or

her for assistance if needed.

The Context

The Standardised Assessment is made up of four different tasks.

� Task 1. Orientation towards Democracy in a South Africa

� Task 2. Focus on integrated Map work task

� Task 3. Access to housing

� Task 4. Data Handling.


Glossary of Terms

Use this glossary to help you decide exactly what is expected of you.

WORD

MEANING

Analyse Examine or investigate, then break down into parts or

elements. Find or show the structure of some written item,

music etc. Possibly includes discussion.

Annexation To take possession of.

Cite To mention, name, allude to or to quote.

Calculate To use numbers to find out a total number.

Compare To point out or show both similarities and differences.

Deduct To reason from a general idea or set of facts to a particular

idea or facts.

Describe Give the main characteristics of something or give an account

of an event without analysing it.

Discuss To examine an issue, using argument, through spoken or

written debate (write or talk about an issue) and emphasizing

different ideas and aspects.

Explain To make clear, interpret, and spell out the material you

present. Give reasons for differences of opinion or of results,

and try to analyse causes.

Evaluate Praise and/or criticise. Give your judgement on a decision or

item after having looked at all the evidence. .

Illustrate To make the meaning of something clear by using examples.

List Write a series of short statements, usually using numbers or

bullets.

Name To state something, to list; to give, identify or mention.

Rank To give an item or person a particular position on a list or

scale. Usually items /people are listed from first to last or last

to first.

Show To make clear, to point out, to explain.

Synthesise The opposite of analyse. Build up separate elements or facts

into a connected whole. Create, compose, modify or improve.


Orientation towards Democracy

This Task deals with:

LO1 (H) HISTORICAL ENQUIRY: The learner will be able to use enquiry skills to

investigate the past and present.

AS 4: Analyses the information in the sources [works with sources].

AS 5: Presents an independent line of argument in answering questions posed,

and justifies (using evidence) the conclusions reached [answers the question]

Group work

For the Task you will need:

� Sources 1 and 2

� Learner’s answer book

� Pen, pencil and ruler.

� 2 x A4 size paper for the poster

Activity 1.1. Creative response

1.1.1 [60 minutes. The day before you start the CTA].

At home, ask family members, relatives or neighbours to tell you about the

first democratic elections that took place in 1994. Record this information on

a piece of paper, bring it to school and discuss your findings in groups. Your

feedback must be presented to the class in the form of a poster. The poster

will be assessed according to the supplied rubric. (10)

Task

� 100 Minutes �Marks 30

1

Activity 1.1


1.1.2 In groups discuss, the meaning of Democracy and whether there

are various forms of democracy.

1.1.3 As a group, do a role play through which you determine what the

feeling during 1994 was. You will be judged by your involvement in

the group work.

1.1.4 Find a newspaper or magazine article which displays an example of

xenophobia towards Africans in recent times. This will be used as

reference material for activity 1.2.

(Source 1: Information Booklet – South Africa: Independent Electoral Commission)


(Source 2: Queuing up in order to vote)

Source 2 :Teer-Tomaselli: Recollecting Democratic Voter Education in the

electronic media prior to the South African Elections)

It is March 1994. South Africans of all races are preparing to vote in the first one-

person, one vote multiparty elections in the country’s turbulent history.

Somewhere – it could be a matchbox house in Soweto, outside Johannesburg,

an avant-garde apartment, overlooking Cape Towns Clifton Beach, a hut perched

on a hill in Kwa Zulu-Natal – a radio plays an advertisement in any one of South

Africa’s eleven languages. It is an advertisement with a difference: it is not

selling washing powder or margarine; it is selling the idea that democracy can

build a future:

Source 3

Man’s voice: I am not a young man anymore. I have seen many things. And I

have many stories to tell. Sometimes I spend more time thinking


about my past than about my future, because I have eighty years of

the past to think about.

(Music up)

Lyrics: You are the people,

You’ve built this land,

It is your time now,

The future’s in your hands.

Man’s voice: Now, I think the future looks more exciting and more interesting

than my past. So, I think I will spend more time thinking about that,

starting with my vote.

Voice-over: We stand at the threshold of a new land. Now it is up to us. Let

every vote be a building block. Let our tolerance and goodwill

cement and unite our country.

On the 27th and 28th of April, as the world watches, let us build a

great nation. This message is brought to you by the business

community. Business stands for building a great nation.


Answer the following questions

Refer to sources 1and 2

1.2.1 Explain why sources 1 and 2 are primary sources? (2)

1.2.2 Describe the people and the surrounding portrayed in source 1. (1)

1.2.3 What can you deduce from source 1 with regard to the voting

process? (1)

Individual

1.3 Write an essay entitled: ‘The unfolding of democracy in the

New South Africa’.

Your essay should be structured as follows:

An introductory paragraph in which you give details of how you

experienced this year’s election campaign by the different political

parties and the actual elections.

Paragraphs 2-3 should describe how democracy should govern

our lives.

Paragraphs 3-4 must draw connections between the elections

in 1994 as perceived from the pictures and text provided in sources

1, 2, 3 and compare these to this year's elections. In your essay,

cite relevant information from the newspaper article you selected earlier

which demonstrates the subjugation of foreigners. Close your essay

with remarks on the Constitution and which rights are in fact protecting

all people in South Africa. (16)

The essay will be assessed according to the rubric below:

Activity 1.2


Rubric for assessing the essay

Assessment

Criteria

4 3 2 1

Content (4)

Response to

the question

is well written.

Opinions are

well

supported

with facts.

Response to

the question is

fairly written;

most opinions

are supported

with facts.

Response

adequately

addresses some

aspects of the

assigned topic;

opinions are

sometimes based

on incorrect

information.

Response to the

question consists of

unsupported opinions

that are marginally

related to the topic.

Idea development

(4)

Excellent use

of examples

and details to

explore and

develop ideas

and opinions.

Good reliance

on examples

and details to

illustrate and

develop ideas

and opinions.

Incomplete

development of

ideas; details and

examples not

always relevant.

Ideas not clearly

stated or developed.

Organisation (4)

Very logically

organized;

contains

introduction,

development

of main ideas

or ideas and

conclusion.

Contains

introduction,

some

development of

ideas and

conclusion.

Topics and ideas

discussed

somewhat

randomly; entry

may lack clearly

defined introduction

or conclusion.

The essay is

unstructured.

Mechanics (4) Flawless

spelling and

punctuation.

Few or no

spelling errors;

some minor

punctuation

mistakes.

Several spelling

and punctuation

errors.

Many instances of

incorrect spelling and

punctuation.


This task deals with:

LO1 (G) GEOGRAPHICAL ENQUIRY: The learner will be able to use enquiry

skills to investigate the past and present.

AS 3: Analyses and reaches conclusions about information from sources such as

photos, maps and atlases, graphs and statistics [works with sources].

AS 4: Correlates information from various sources with information from maps,

atlases, satellite images or orthophotos [works with sources]

Activity 2.1

Group work

For this task you will need:

� Sources A1, A2 and A3.

� Learners answer book

� Pen, pencil, ruler, calculator, a piece of string or a pair of dividers.

2.1.1 Compare the scales of the topographical map (1: 50 000 source

A1) the vertical aerial photograph (1: 30 000 source A3) and

the orthophoto map (1:10 000 source A2). Rank the three scales

from the biggest to the smallest. Explain your answer. (2)

2.1.2 Refer to source A1. Identify THREE physical features that

limit the expansion of Diepsloot residential area. (3)

2.1.3 Refer to the map reference (source A1) for Diepsloot 2527DD.

Task

� 80 Minutes �Marks 30

2


What do the following numbers stand for?

2.1.3.1 25 (1)

2.1.3.2 27 (1)

2.1.4 Compare the vertical aerial photograph of Diepsloot (source A3)

with the orthophoto map (source A2). Which of the two sources is

older? Explain your answer, giving evidence from the two sources. (3)

2.1.5 What was the land around Diepsloot previously used for before it

became a residential area? (Refer to sources A1, A2, and A3). (2)

2.1.6 Identify two ways in which altitude is shown in block G5 (2)

2.1.7 Your school is going to host its own environmental summit at

the Diepsloot Nature Reserve. Your group volunteers to help

organise the event.

� With your group, identify and list topical local environmental

issues.

� Your organising committee needs to identify an expert guest

speaker for the summit. Who could you approach as an expert

speaker on environmental issues in your neighbourhood? What

makes this candidate an expert?

� The committee decides to invite neighbouring schools to

participate in the summit. Write a catchy advertisement on (A3

paper) that could be sent to these schools to encourage other

learners to attend and participate in the summit. Your advertisement

will be assessed on the following rubric: (6)

Rubric for assessing an advertisement.

Group……. Good (2) Fair (1) Poor (0)

Is the topic or subject of the summit

clear?

Is the invitation or advertisement

catchy?


Would you be encouraged to

participate in and attend the summit?

Activity 2.2

Individual work

Refer to Source A1

2.2.1 What is the distance in kilometers from spotheight 1451.9 in block H1

to the end of the N14 in A6? Use a piece of string to measure

the distance on the map. (2)

2.2.2 Riding a bicycle at 10 km per hour, how long will it take you to

get to Krugersorp travelling on the N14 from spot height 1451.9

in block H?

Use this formula: speed

distance Time = (2)

2.2.3 Is trigonometrical beacon 101 visible from spot height 1350? Give

a reason for your answer. (2)

2.2.4 Locate an aqueduct in block G4.

2.2.4.1 What is an aqueduct? (1)

2.2.4.2 What purpose does this man-made feature serve? (2)

2.2.5 Refer to the Dainfern suburb, south of Diepsloot in source A1.

What evidence is there on the map that this is a high income

residential area. (1)



LO 1 (H) HISTORICAL ENQUIRY: The learner will be able to use enquiry skills to

investigate the past and the present.

AS 1: Investigates a topic by asking key questions and identifies a variety of

relevant sources to explore this topic.

AS 3: Analyses information in the sources. [Works with sources].

AS 4: Presents an independent line of argument in answering questions posed

and justifies (using evidence) the conclusions reached.

Source 3A: Right to Housing

Access to housing is a basic human right. However, historical inequalities and a

backlog in provision have led to shortages and many people do not have a

proper house. The right to housing is codified as a human right in the South

African Constitution and the Universal Declaration of Human Rights:

“Everyone has the right to a standard of living, adequate for the health and well-

being of his family, including food, clothing, medical care and necessary social

services and the right to security in the event of unemployment, sickness,

disability, widowhood, old age or other lack of livelihood in circumstances beyond

his control.” (Article 25 (1)).

The South African government, through the Department of Housing is making

money available for the provision of low cost houses by means of housing

subsidies. A subsidy is a grant of money. You do not have to pay it back, but the

subsidy is not money in your hand. The money goes to a developer or builder to

help you pay for your land or house. An applicant for a housing subsidy should

meet the following requirements:

Task

� 50 minutes �Marks 30

3


• Be a South African citizen

• Be over 21

• Have a combined household income of less than R7000 a month

• Be married or live with a partner

• Be a single person with dependents

• Never have received any other housing subsidy from the government

• Never have owned a house or property anywhere in South Africa.

If you are prepared to do some of the work or make some of the materials like

the bricks and door frames, you can bring down the total costs. Some people in

your group could get training to learn to become builders. This will create jobs

and ensure that more of the subsidy money stays in your community.

Source: Adapted from Macmillan: People in Place and Time

Individual work

3.1.1 Why do you think the government does not give people subsidies

as ‘money in their hand’? (1)

3.1.2 Why is a housing subsidy not enough for people to buy or build a

complete house? (1)

3.1.3 How could people raise the rest of the money needed to buy or build

a house? (1)

3.1.4 What problem could people experience because housing subsidies

are not enough for them to buy or build a complete house? (1)

3.1.5 Refer to the requirements for qualifying for a housing subsidy.

Explain why the government included the first one (be a South

Activity 3.1


African citizen) in the list of requirements. (2)

3.1.6 State one advantage of communities getting involved in helping to

buy or build their own houses. (2)

3.1.7 Would you regard a house as a basic human need? Explain your

answer. (2)

Group work: Research project

3.2.1 Refer to the articles on ‘Housing delivery in South Africa’ in the resource

pack and use the information to investigate factors that inhibit (slow down)

housing delivery in the country. You may identify one municipal area or

province and use it as an example. Use relevant sources and information

in the resource pack and articles from magazines, newspapers, library etc.

to analyse

the following:

� How far the province/ municipal area reaching the set target for the

number of houses promised to the people?

� Is the involvement of community members in building low

cost houses accelerating the delivery process?

� Challenges faced by developers in providing low- cost houses.

� Are the requirements for qualifying for a subsidy not contributing

to conflict over housing in your municipal area?

You will be assessed on the following criteria:

� Content of the research

� Use of relevant sources

� Relevance to the question.

� Acknowledgement of sources. (20)

Your research should be between 3-5 pages long, and will be assessed

according to the rubric below:

Activity 3.2


Rubric for assessing a research project.

Levels 4 3 2 1

Assessment criteria

Content (5)

The content has strong knowledge and understanding

The content has moderate knowledge and understanding

The content has basic knowledge and understanding

The content shows limited understanding

Use of relevant sources (5)

All sources used are relevant the research project.

Some sources used are relevant

Few sources used that are relevant to the research project

Sources used are irrelevant.

Relevance to question (5)

The research project has addressed all the questions of the research.

The research project has answered most of the research questions.

The research project has answered few questions

The research project is irrelevant to the questions posed

Acknowledgement of sources (5)

All sources have been accurately acknowledged.

Most sources have been acknowledged.

Few sources have been acknowledged.

Sources have not been acknowledged.

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LO 1 (G) GEOGRAPHICAL ENQUIRY: The learner will be able to use enquiry

skills to investigate geographical and environmental concepts and processes.

AS 1: Carry out independent enquiry about aspects of the interrelationships

between people, places and the environment.

AS 3: Analyse and reach conclusions about information from sources such as

photos, maps, graphs and statistics.

LO 2: (G) GEOGRAPHICAL KNOWLEDGE AND UNDERSTANDING: The

learner will be able to demonstrate geographical and environmental knowledge

and understanding.

AS 3: Explain how sustainable development could impact positively on people,

places and environments [people and the environment].

Individual work

4.1 Refer to Source 4: Energy for cooking, heating and lighting, Diepsloot

1996 and 2001 and answer the following questions.

4.1.1 What is the most common use of electricity in Diepsloot? (1)

4.1.2 Why do fewer households use electricity for heating? (2)

4.1.3 Compare the number of households that used electricity for

lighting in 1996 and 2001. By what percentage has the number

decreased? (1)

Task

� 70 minutes �Marks 30

4

Activity 4.1


4.1.4 What could be the reason for the decrease in the number of

houses that use electricity for lighting? (2)

4.1.5 About 85% of households used wood for heating in 2001. Explain

the environmental effect of using wood as a source of energy. (1)

4.1.6 From what resource is South African electricity mostly generated? (1)

4.1.7 Copy the table below in your answer book and categorise the

following sources of energy as either primary or secondary.

Source Primary Secondary

(a) Electricity

(b) Paraffin

(c) Wood

(d) Coal

(4)

Group work: Presentation

[60 minutes. Preparation for the presentation should be done at home].

Imagine that you work for an environmental group whose aims are to educate

South Africans about the sustainable use of resources. You have been given

the task of educating a community that has just been provided with electricity

on how to ensure that they use this new service in a sustainable manner.

Provide a reasoned explanation of your presentation on educating this

community, ensuring that you deal with the following aspects:

• Electricity generation

• The effect of electricity on the environment

• Why electricity should be used sparingly

• How to save electricity

Activity 4.2


Your educator will divide the class into groups of 4 members. Each group should

decide who will make a presentation on their behalf. A presenter can refer to

notes that were used to prepare for the presentation, but should avoid reading

directly from the notes while presenting. The presentation will be assessed on a

rubric that is based on the following criteria:

• The content of the presentation (logical factual knowledge and

presentation)

• Organisation and synthesis

• Presentation skills: audibility, eye contact, articulation.

(10)

Rubric for assessing a presentation.

Assessment criteria 1 2 3

Content of the presentation and relevance to the question (4)

Content of in the presentation is irrelevant and does not answer the question. There presentation lacks focus and the audience will not be convinced by the information presented.

(0-1)

Some content in the presentation is relevant and answers the question. Some members of the audience might be convinced by information presented. (2-3)

The presentation is thoughtful, creative, focused and relevant to the question. The presentation is convincing. (4)

Organisation and synthesis (3)

The presented content fails to maintain a consistent focus. There is minimal organisation and effort and the presentation lacks logical progression of ideas. (0-1)

Some of the presented content is clear but there is no logical progression of ideas. (1-2)

Presented content is clear and concise with logical progression of ideas and effective supporting evidence. (3-4)

Presentation skills (3)

The presenter appears anxious and uncomfortable. The audience is largely ignored. (0)

The presenter is generally relaxed and comfortable, but too often, relies on notes. The audience is sometimes ignored. (1-2)

The presenter is relaxed and comfortable, speaks without unnecessary reliance on notes and interacts effectively with listeners. (2-3)


Group work

For many years, South Africa has suffered from poor energy efficient housing.

Low-cost housing is particularly poor for saving energy, resulting in high levels of

wasted energy, especially in winter. The result is harmful levels of air pollution in

townships, due mainly to coal and wood burning.

Research has shown that if low-cost housing can be fitted with solar energy

installations, then energy savings of as much as 65% could be made. This makes

solar energy for homes an environmental and money-saving success. Energy

saving homes can be built at the same cost as energy-wasteful houses.

Researchers at the University of Johannesburg have developed a new type of

solar energy panel. This new panel is cheaper to produce and it is far more

efficient and durable than any other solar panel available in the world today.

4.3.1 In groups, write a newspaper article about South Africa’s new solar

technology in which you include the following:

� A catchy headline for the article

� A comment or response from an environmental group.

� A comment or a response from a government spokesperson or from the

Department of Minerals and Energy. The rubric below will be used to

assess your newspaper article.

(8)

Activity 4.3


Rubric for assessing a newspaper article.

Group….

Does the article… Good Fair Poor

Take the form of newspaper article? (2) (2) (1) (0)

Include a catchy headline? (2) (2) (1) (0)

Include a comment or response from an

environmental group? (2)

(2)

(1)

(0)

Include a comment from a government

spokesperson for the Department of Minerals

and Energy? (2)

(2)

(1)

(0)

standardised assessment 09 learner book - …€¦ · grade 9 2009 learner's book time: 5...

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