Social Sciences Gr7 TRB

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Successful Grade 7
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Contents
Progress tracker
Geography – adjusted from Term 2 for the new 2020 academic calendar 4
History – adjusted from Term 2 for the new 2020 academic calendar 12
Assessment planner
Geography 19
History 20
Social Sciences (combined) 21
Formal assessment worksheets

Geography 22
History 28
Examinations
Exemplar mid-year exam 35
Exemplar end-of-year exam 43
Additional activities
Extension and remedial activities 54
Assessment template rubrics

Assessment rubrics 59
© Oxford University Press Southern Africa (Pty) Ltd 2017.

This material may be reproduced for class use with Oxford Successful Social Sciences Grade 7 Learner’s Book.
Note to teachers:
The formal assessment worksheets in this book are taken from the Oxford Successful Social Sciences Grade 7
Learner’s Book. The answers to the worksheets can be found in the Oxford Successful Social Sciences Grade 7
Teacher’s Guide. The page references for the answers in the Teacher’s Guide are given below.
Formal assessment worksheets

Geography Term 1 TG page 40 History Term 1 TG page 58
The additional activities in the book can be found in the Teacher’s Guide as follows:
Geography: Describe a route using a street map TG page 36
History: The city of Timbuktu TG pages 61–62
Geography: Population growth and change TG page 102
History: The arrival of the Dutch TG page 121
History: Get history learners talking in the 21st century TG page 151
The exemplar examination papers (for mid-year and end-of-year exams) can be found in the Learner’s Book,
with the answers in the back of the Oxford Successful Social Sciences Grade 7 Teacher’s Guide. Part 1 of the
examination covers Geography and Part 2 covers the History content.
Examination worksheets
Mid-year exam TG page 152
End-of-year exam TG page 155
Additional exam papers are available in the Teacher’s Guide for your use:
Mid-year exam TG page 159
End-of-year exam TG page 169
3
Progress tracker for Oxford Successful Social Sciences Grade 7
Geography
Term 1: Module 1: Map skills (no changes)
Content and concepts Learner’s Time allocated Formal assessment Planned Date of
(as per CAPS) Book page (as per CAPS) activities timeline completion* Teacher reflection
Local maps and street 8
maps
− Finding home, school 8
and places of interest
− Using an index and grid 8 2 hours
Weeks 1–2
to find places in a street (1,33 weeks)
guide
− Using a street map to 10
find places and describe
a route
Sketch maps and 11
explaining routes
− Sketching maps to show 11
the route from one place
to another
− Determining and 12 3 hours
Weeks 2–4
showing compass (2 weeks)
directions on a local
sketch map
− Explaining a route 12
verbally and estimating
distances
Sketch map of local area 14 Project
1 hour
− Drawing a sketch map of 14 LB pp. 14–15; Week 4
(0,66 weeks)
your own area TG pp. 39–40
4
Content and concepts Learner’s Time allocated Formal assessment Planned Date of
(as per CAPS) Book page (as per CAPS) activities timeline completion* Teacher reflection
Distance and scale 16
− Lines scales and word 16
scales
− Different scales for 16
different maps – small-
scale and large-scale
18 4 hours
maps Weeks 5–7
(2,66 weeks)
− Measuring indirect
distances on a street
map 19
− Calculating distances on
a map (direct and
indirect routes)
Current events 21
− Places in the news on a 21
2 hours
world map Weeks 7–8
(1,33 weeks)
− Latitude and longitude 21
of places in the news
Revision & assessment 23 Revision assessment
3 hours
LB pp. 23–24; Weeks 9–10
(2 weeks)
TG p. 45
5
Geography
Term 2: Module 3: Volcanoes, earthquakes and floods
(adjusted for the new 2020 academic calendar)
Content and concepts Learner’s Time allocated Formal assessment Planned Date of Teacher reflection
(as per CAPS) Book page (as per 2020 activities timeline completion*
ATP)
Structure of the Earth 44
− Core, mantle and crust 44
− How the crust moves: 45 3 hours
Weeks 1–2
Introduction to tectonic (2 weeks)
plates and plate
movements
Volcanoes 46
− Volcanoes – locations 46 1 hour
Week 3
around the world (0,66 weeks)
− Why volcanoes occur 48
Earthquakes 50
− Location of earthquakes 50
around the world
− Causes of earthquakes 50
− Effects of earthquakes 50 4 hours
− Why some communities 52 (2,66 weeks) Weeks 3–6
are at higher risk than 4,5 hours Weeks 4-6
others (3 weeks)
− Reducing the impact of 52
earthquakes
− Case study of a selected 53
earthquake
6
ATP)
Moved to Term 4 54
Floods
− Causes of floods 54
− Effects of floods 56
− Why some communities 56
4 hours Activity 12
are at higher risk than Weeks 6–8
(2,66 weeks) LB p. 58; TG p. 75
others
− Reducing the impact of 57
floods
− Case study of a selected 58
flood
Moved from Term 3
Population concepts 82
− Birth rates, death rates 82
and population growth 3 hours Activity 3 Weeks 1–2
rates (2 weeks) LB p. 85; TG p. 101 Weeks 7–8
− Infant mortality rates 84
− Life expectancy 84
No formal assessment for Revision assessment

3 hours
this term LB pp. 59–60; Weeks 9–10
(2 weeks)
Revision & assessment 59 TG p. 76
7
Geography
Term 3: Module 5: Population growth and change
ATP)
Moved to Term 2
Population concepts 82
− Birth rates, death rates 82
3 hours Activity 3
and population growth Week 1–3
(2 weeks) LB p. 85; TG p. 101
rates
− Infant mortality rates 84
− Life expectancy 84
Factors affecting birth rates 86
and death rates
− Disease 86
− Pandemics of the past 88
(Black Death in Europe, 4 hours
smallpox at Cape, COVID- (2,66 weeks) Weeks 3–5
19 must be included) 4,5 hours Week 1–3
− Economic status (3 weeks)
− Family needs, attitudes 88
and beliefs
− Conflict and wars 89
− Government policy 90
8
ATP)
World population growth 91
− Pattern of world 91
6 hours
population growth from
(4 weeks) Weeks 5–9
1 AD to present day
4,5 hours Week 4–6
− Developments that have 91
(3 weeks)
affected population
growth
Revision & assessment 97 2 hours
(includes Volcanoes & (1,33 weeks) Revision assessment LB Weeks 9–10
Earthquakes and Population 1,5 hours p. 98; TG p. 107 Week 7
growth & change – 50 marks) (1 week)
Moved from Term 4
Management of resources 124
− Concept of conservation 124 5 hours
− Conservation areas 125 (3,33 weeks) Weeks 3–6
128 3 hours Weeks 8–9
− Community conservation
(2 weeks)
projects
− Eco-tourism; examples 130
9
Geography
Term 4: Module 7: Natural resources and conservation in South Africa
ATP)
Natural resources 120
− Natural resources on 120
3 hours
Earth Weeks 1–2
(2 weeks)
− Uses and abuses of 121
some natural resources
Started in Term 3, continue
in Term 4 124
124 5 hours
− Concept of conservation
(3,33 weeks) Weeks 3–6
− Conservation areas 125
3 hours Weeks 1–2
− Community 128
(2 weeks)
conservation projects
− Eco-tourism; examples 130
10
ATP)
Water in South Africa 132
− Who uses South Africa’s 132
water?
− Availability of water and 132
requirements in South
Africa
134 4 hours
− River health and the
(2,66 weeks) Weeks 6–8
care of catchment areas
135 3 hours Weeks 3-4
− Disappearing wetlands
(2 weeks)
and why conservation is
necessary
− Responsible use of water 137
resources: agricultural,
industrial and domestic
users
Moved from Term 1
Floods 54
− Causes of floods 54
− Effects of floods 56
− Why some communities 56 4 hours
are at higher risk than (2,66 weeks) Activity 12 Weeks 6–8
others 4,5 hours LB p. 58; TG p. 75 Weeks 5–7
− Reducing the impact of 57 (3 weeks)
floods
− Case study of a selected
flood 58
Revision & assessment 138 Revision assessment LB

3 hours Weeks 9–10
pp. 139–140;
TG p. 137
11
History
Term 1: Module 2: The kingdom of Mali and the city of Timbuktu in the 14th century
(no changes)
ATP)
Trade across the Sahara 26
Desert
− Camel caravans as the 26
means of transport
27 2 hours
− Goods brought from Weeks 1–2
(1,33 weeks)
Europe and North Africa
into Mali
− Traders spread Islam in 27
the 9th century
The kingdom of Mali 29
− Mali at the height of its 30
power under Mansa
Musa 3 hours
Weeks 2–4
− Mansa Musa’s 31 (2 weeks)
pilgrimage to Mecca
− Construction of the 31
Great Mosque
12
ATP)
The city of Timbuktu 33
− Leo Africanus’s 33
eyewitness stories of his
travels
7 hours Activity 6
− Timbuktu as a trade 37 Weeks 4–8
(4,66 weeks) LB p. 40; TG p. 57
centre on the Trans-
Saharan caravan route
− Timbuktu as a centre of 37
learning
Revision & assessment 41 Revision assessment LB
3 hours
pp. 41–42; Weeks 9–10
(2 weeks)
TG pp. 59–60
13
History
Term 2: Module 4: The transatlantic slave trade
ATP)
West Africa before the 62
1 hour Week 1
European slave trade
(0,66 weeks)
The nature of slavery in 64
1,5 hours
West Africa before
(1 week)
Europeans
Slavery in the American 66
South
− Plantations: tobacco, 66
rice, sugar cane and
cotton
− Reasons for using slave 66
labour
− How slaves were 67 3 hours
captured, sold and
4,5 hours Weeks 2–4
transported from West
(3 weeks)
Africa
− Slave markets 68
− Numbers of slaves that 68
were taken to America
− What happened to the 69
raw materials that slaves
produced?
14
ATP)
The impact of the 70
transatlantic slave trade on
slaves 6 hours Weeks 3–7
− What was it like to be a 70 (4 weeks) Weeks 5–8
plantation slave in the
American South?
The impact of the 76
transatlantic slave trade on
the economies of different
continents 76 2 hours
76 (1,33 weeks) Activity 8 Weeks 7–8
− West Africa
1,5 hours LB p. 78; TG p. 95 Week 9
− America and Britain 77
(1 week)
− Gains for America and
Britain and a negative
impact on West Africa
(2 weeks) Revision assessment Weeks 9–10
1,5 hours LB p. 80; TG p. 97 Week 10
(1 week)
15
History
Term 3: Module 6: Colonisation of the Cape in the 17th and 18th centuries
ATP)
Revision from Grade 5 100
− Indigenous inhabitants 100 2 hours
of the Cape in the 17th (1,33 weeks)
Weeks 1–2
century 2,5 hours
− Where African famers 101 (2 weeks)
settled
Dutch settlement 104
− Reasons for the VOC 105
(DEIC) permanent
settlement at the Cape
1652 10 hours
− Results of the Dutch 106 (6,66 weeks) Activity 4 Weeks 2–8
settlement 10,5 hours LB p. 110; TG p. 116 Weeks 3-9
− Expanding European 113 (7 weeks)
frontiers
− Land dispossession and 115
consequences for the
indigenous population
Revision & assessment 118 3 hours Revision assessment Weeks 9–10
(2 weeks) LB p. 118; TG p. 120 Weeks 10-11
16
History
Term 4: Module 8: Co-operation and conflict on the borders of the Cape Colony in the early
19th century (adjusted for the new 2020 academic calendar)
ATP)
Arrival of the British and 142 2 hours
the expanding frontiers of (1,33 weeks)
European settlement 3 hours Weeks 1–2
(2 weeks)
The eastern frontier of 145
European settlement
− Frontier wars on the 145
eastern frontier of 5 hours
European settlement (3,33 weeks) Weeks 2–5
− Soldiers and officials 148 4,5 hours Weeks 3-5
− British immigration 150 (3 weeks)
− Abolition of slavery 1836 150
− Boers migrate and move 151
into interior: Great Trek
The northern frontier of 153
European settlement
− Expanding trade 153
− Kora and Griqua 154 5 hours
Weeks 5–8
communities (3,33 weeks)
− Southern Tswana 155
communities
− Missionaries and traders 156
17
(2 weeks) Revision assessment Weeks 9–10
4,5 hours LB p. 162; TG p. 150 Weeks 6–9
(3 weeks)
18
Adjust as necessary according to the amended 2020 Annual Teaching Plan)
Social Sciences Grade 7 Assessment planner – Geography
Term 1 Term 2 Term 3 SBA mark Term 4 Year-end
Rating
(40% of test mark Year
Name Project Task Task code
Test year Exam (60% of mark
( /50) ( /15) ( /30) (1–7)
mark) year mark)
19
(Adjust as necessary according to the amended 2020 Annual Teaching Plan)
Social Sciences Grade 7 Assessment planner – History
Term 1 Term 2 Term 3 SBA mark Term 4 Year-end
Rating
(40% of test mark Year
Name Task Task Task code
Test year Exam (60% of mark
( /45) ( /35) ( /30) (1–7)
mark) year mark)
20
Social Sciences Grade 7 Assessment sheet: Social Sciences
Geography History
Total Rating
Name Total (50% Total (50%
SBA Year end SBA Year end mark code
of SS mark) of SS mark)
21
Worksheet: Geography Term 1
Project: Drawing a sketch map of your own area

Name: Class:
For this project, you are going to draw a sketch map of part of your local area.
You have the rest of this term to draw your map. Hand in your completed map at
the end of the term. Your sketch map will be part of your formal assessment for
Grade 7.
• Your map must have a scale and show four compass directions.
• The map must contain lots of information about your local area.
You should make several rough maps before you draw your final map for
assessment.
You will need

• a large piece of paper or thin card, at least 30 cm × 45 cm
• an HB or B pencil and eraser
• a ruler
• coloured pencils.
Include symbols, a key and a scale

• You must use symbols for all the things you put on your sketch map.
• You must have a key to all the symbols you used underneath your map.
• If you live in a town or city, you should draw a map of an area between
200 m2 and 400 m2. If you live in the countryside, you may need to draw a
map of a bigger area in order to include enough things. Do not make your
area bigger than 600 m2.
• Use paces to measure distance. One large pace is about 1 m, while three
normal-sized paces make about 2 m.
22
Draw a frame for your map. This represents the outer edges of your chosen area.
• Walk around the outer edges of the area you are going to map. Note the
number of paces for each side. Convert your paces into metres.
• Now work out a scale. For example, if your area is 400 m2 × 300 m2, you
could have a scale of 1 cm represents 10 m. Then your framework will be
40 cm × 30 cm. You will be working with scale in the next unit, so this will
help you choose a scale and draw a scale line.
If you are not sure of how to do the scale, wait until you have been through the
next unit before you continue with your project.
Record own observations of land use and kinds of vegetation

Choose a part of your local area where there are plenty of things to put on your
map. Don’t choose an area of open fields with no buildings.
When you have chosen an area and measured it, check with your teacher before
you continue with your project. It may help to draw things in this order:
• Rivers, dams, roads, footpaths and railway lines. Put the symbols you use for
features in a key.
• Buildings. Remember that a map shows objects from above so only show the
top view.
• Use different symbols for special buildings such as churches, mosques,
schools, police stations and hospitals.
• Vegetation, such as trees, grass, crops, vegetables, pasture, parks and
recreation grounds. Shade different colours and use symbols.
Show four cardinalcompass directions

Work out where north is in your mapped area. The sun will shine on your house
in the morning from the east, and will shine on your house in the afternoon from
the west. If you know where east and west is, you can also work out where north
and south is.
Draw the cardinal points underneath your map.
23
Total: 15 marks
24
(Worksheet can be used in Term 4 as informal assessment)
Activity 12: Use sources and answer questions

Name: Class:
Read the report in the case study on page 58 of the Learner’s Book and use
what you have learnt about floods to answer these questions.
1 Where were the people who were most affected by the flood living? [3]
2 Where had they been told to live? [3]
3 Why do you think they were living so close to the river? [3]
4 What was the first thing the Alexandra Renewal Project had to do? [2]
5 List four other things this project did. [4]
Total: 15 marks
25
Name: Class:
Activity 3: Population growth and change
Study the table on page 85 of the Learner’s Book, which shows population
statistics for 2010 for six countries.
1 Explain what a birth rate of 50 means. [3]
2 Explain what a death rate of 18 means. [3]
3 What is the rate of natural increase for each of the six countries? [6]
4.1 Which country has the lowest rate of natural increase? (1)
4.2 Suggest two reasons why this country has a low rate of increase. (2) [3]
5.1 Which country has the highest rate of natural increase? (1)
26
5.2 Suggest a reason why this country has a high rate of increase. (1) [2]
6.1 What is life expectancy? (2)
6.2 Suggest two reasons for the low life expectancy in DRC. (2×2=4)
6.3 Suggest two reasons for the high life expectancy in New
Zealand. (2×2=4) [10]
7.1 What does an infant mortality rate of 74 mean? (1)
7.2 Suggest two reasons for the high infant mortality rate in DRC, Cambodia
and Pakistan. (2) [3]
Total: 30 marks
27
Worksheet: History Term 1
Activity 6: Create a poster on Timbuktu

Name: Class:
Before you start to create your poster, discuss these two questions in groups:
1 What do the Timbuktu manuscripts show us and are they worth preserving?
2 As Africans, it is important for us all to know about the successes of our
African past. We need to choose certain places, people and events that help
us to celebrate our African identity. Why is Timbuktu a suitable place for
this?
Poster task
• Create a poster in which you promote the idea of Timbuktu as a World
Heritage Site. You should think about the message you want to put across
and make sure that everything you choose to include in the poster helps to
put across the information you have learnt about Timbuktu.
• The design, symbols, words and images must work together to give a correct
and powerful understanding of the place and its importance in Africa’s history.
Make sure you put your poster together with thought and care. It should include:
• a strong central picture or image
• a quotation about West Africa or Timbuktu
• symbols or images that show your knowledge and understanding of the
importance of Timbuktu
When you are planning your poster, ask yourself these questions:
• Is the content accurate and relevant? (15)
• Is the message clear and does it show good understanding? (10)
• Is the poster neatly presented? (8)
• Does it use a range of pictures, symbols and words? (5)
• Are the language and spelling accurate? (7)
Total: 45 marks
28
Activity 8: Review the transatlantic slave trade

Name: Class:
1 Identify the differences between each of these pairs of terms. Relate your
answer to what you have learnt about the Slave Trade this term.
1.1 A farm and a plantation (3)
1.2 A fort and an arsenal (4)
1.3 A mutiny and a rebellion (4)
1.4 The Trans-Saharan and the transatlantic slave trades (4) [15]
2. Discuss how these women helped the antislavery movement:

2.1 Harriet Tubman
2.2 Harriet Beecher Stowe [2×3=6]
29
3. Work out where each of the following statements fits in the table below.
Write down the number next to the statement that is missing. The first one
has been filled in as an example.
Millions of slaves were brought from Africa.
The cotton gin made cotton farming more profitable.
Wars in Africa became more violent.
Britain became very wealthy.
Many people in the northern states supported the abolitionists.
Cause Effect
European slave traders sold There was less demand for handmade
manufactured goods in Africa African goods
3.1
The British government got more
money in taxes from traders and
factory owners
3.2
The demand for slaves increased as
more land was planted with cotton
3.3
Plantations in America needed a
large workforce
3.4
They set up the Underground Railroad
3.5
European slave traders bought
slaves in exchange for guns
[5]
4 Write a 100-word letter to an abolitionist newspaper explaining why even
though slavery made America a lot of money, you think it should end. You
must show your knowledge of how slave labour was used, what slavery did
to people, and how it was profitable. Read the table on page 78 of the
Learner’s Book before you start writing, as it will be used to mark your letter.
[9]
Total: 35 marks
30
31
Activity 4: Answer questions about slavery at the Cape

Name: Class:
Read Sources J and K on pages 110 and 111 of the Learner’s Book to answer
the questions that follow.
Use Source J to answer these questions:

1 How does Katie feel about her owners? [2]
2 Do you think Katie was treated like ‘one of the family’? Use information from
the source in your answer. [2]
Use Source K to answer these questions:

3 Why is Reijner’s surname ‘Van Madagascar’? [1]
4 Why is Reijner in court? [2]
5 Look back at the Tulbagh Code (Source I on page 109). Based on these
rules, discuss the sort of punishment Reijner would get. [2]
32
6 Who ruled the Cape at this time? Explain your answer. [2]
7.1 Do you think it was right for Reijner to be put on trial? Explain. (3)
7.2 Why was the wife of the slave-owner not put on trial? Discuss whether you
think this was right. (2×2=4) [7]
8 If you were the judge, who else would you want to hear from so that you
could get a fuller picture of what happened? [3]
Use both sources to answer these questions:

9 Do both sources show slavery to be cruel? Explain your view. [3]
33
10 In this assessment task, you have been given two sources on slavery at the
Cape. Are two sources enough to reach a conclusion about how slaves
were treated? Explain your view. [3]
11 What type of sources are Sources J and K? Explain your answer. [3]
Total: 30 marks
34
Exemplar mid-year exam
Part 1: Geography
Name: Class:
Question 1
At the back of a street guide is the index. This gives the page number on which a
particular street can be found. It also gives a letter and a number, for example
B2. What does B2 represent? [1]
Question 2
Study the street map of Mbombela below and answer the following questions:
35
2.1 Give the names of the two streets on either side of the police station. (2)
2.2 Give the grid references of the police station. (2)
2.3 Describe the route you would take walking from the Paragon hotel to Nel
Park. Use the words left, right and straight on. (4)
2.4 In roughly which compass direction does Piet Retief Street run? (1)
2.5 Use the line scale to calculate the direct distance from the police station to
the library. (2)
2.6 Use the line scale and a piece of string to calculate the indirect distance
from the police station to the library. (3)
[14]
Question 3
Draw the line scale if the word scale of a map is 1 cm represents 200 m. [2]
36
Question 4
Answer true or false for the following statements and correct those statements
that are false.
4.1 A map that covers a large area has a small scale.
4.2 A map with a large scale shows a large amount of detail.
4.3 A world map usually has a small scale.
4.4 The scale 1 cm represents 50 m is smaller than a scale 1 cm represents
100 m.
4.5 There will be less detail on a map with a scale 1 cm represents 50 m than a
scale of 1 cm represents 100 m.
4.6 Indirect distances are longer than direct distances. [8]
Question 5
Select the correct word from the word box to complete the sentences below.
crust mantle outer core core tectonic
The earth is made up of four different layers. At the centre is the 5.1 ,
the next layer is 5.2 followed by the 5.3
and the surface layer is called the 5.4 , which is
made up of 5.5 plates. [5]
Question 6
Write a short paragraph explaining how Africa and South America, which were
once joined together, are so far apart today. [5]
37
Question 7
Match the descriptions in Column A with the terms in Column B.
Column A Column B
Areas of weakness in the Earth’s crust magma
They occur where plates meet and magma squeezes out eruption
Hot magma that pours out onto the surface is called … lava
The term we give to a volcanic explosion plate boundaries
The red-hot, slow-moving rock of the Earth’s mantle faults
[5]
Column A Column B
magma
eruption
lava
plate boundaries
faults
Question 8
What is a tsunami? Describe how tsunamis occur and what their effects are. [5]
Question 9
Discuss how unusually heavy rains can lead to flooding. [5]
Total: 50 marks
38
Exemplar mid-year exam
Part 2: History
Name: Class:
Question 1
Use Sources 1A and 1B on page 168 of the Learner’s Book to answer the
following questions.
Refer to Source 1A.

1.1 Using Source 1A as well as prior knowledge, explain what goods traders of
the trans-Sahara trade route brought to Mali and with what they returned.
(6)
1.2 Refer to Source 1A. Why were camels well suited to travel the long
distances across the Sahara Desert? (3)
1.3 Suggest a reason for the camel’s nickname ‘ship of the desert’. (3)
39
Refer to Source 1B.
1.4 Source 1B is an example of a west African proverb. What is a proverb? (2)
1.5 Provide a quotation from Source 1B to prove that Timbuktu was a centre of
spiritual and intellectual learning. (2)
1.6 Now, using prior knowledge, explain why Timbuktu was viewed by many to
be a centre of spiritual and intellectual learning. (4)
1.7 Is it correct to say that Islam started in Timbuktu? Provide a reason for your
answer. (1 + 3 = 4)
[24]
40
Question 2
Use Sources 2A to 2C on page 168 of the Learner’s Book to answer the following
questions.
Refer to Source 2A.

2.1 According to the map, where were slaves from Africa transported to? (4)
2.2 Using prior knowledge and referring to the map, what was transported from
America to Britain? (3)
2.3 How were Britain and Africa linked in the slave trade? (3)
Refer to Source 2B.

2.4 Study Source 2B carefully and write a 40-word paragraph about how you
would feel if you were a slave waiting to be sold at auction. (4)
41
2.5 Source 2B shows slaves waiting to be sold in Virginia, in the American
South. Why were so many slaves needed in the southern American states?
(3)
2.6 How did traders in the northern states benefit from the slavery? (4)
Refer to Source 2C.

2.7 What was the aim of the abolition movement? (4)
2.8 Explain what the purpose of the poster was. (1)
[26]
Total: 50 marks
42
Exemplar end-of-year exam
Part 1: Geography
Name: Class:
Question 1
Answer true or false.
1.1 An index is always in alphabetical order.
1.2 A grid reference uses a letter and a number.
1.3 When you describe a route on a map, you begin at the destination.
1.4 A small-scale map contains a large amount of detail.
1.5 A sketch map should include symbols, a key, a scale and landmarks.
[5]
Question 2
Does a map of a local area, such as Mpumulanga below, have a smaller or a
bigger scale than a map of Africa? Explain your answer. [2]
Map of Mpumulanga Map of Africa
43
Question 3
Explain how to accurately measure the direct distance between two places
(x and y) on a map. [3]
Question 4
Give the correct name for the large pieces of solid rock that make up the Earth’s
crust. [1]
Question 5
Describe how and why tectonic plates move. [2]
Question 6
Give two examples of plate boundaries where there are volcanoes and explain
why volcanoes occur there. [3]
44
Question 7
State why some communities living in earthquake areas are at higher risk than
others and justify your statement. [4]
Question 8
Study the table on population below and answer the questions that follow.
Country Birth rate Death rate Life expectancy Infant mortality rate
(per 1 000) (per 1 000) (in years) (per 1 000 births)
Zambia 47 24 46 81
Thailand 24 10 64 69
New Zealand 14 8 80 6
Russia 7 10 70 12
Greece 11 7 79 5
8.1 Calculate the rate of natural population increase in Thailand. (2)
8.2 What is happening to the population in Russia? (1)
8.3 What does life expectancy mean? (1)
8.4 What does infant mortality mean? (1)
45
8.5 Suggest two reasons for the low infant mortality rates in Greece and New
Zealand. (2)
8.6 Suggest two reasons for the high infant mortality rate in Zambia. (2)
[9]
Question 9
What was the aim of China’s one-child policy? Describe how China’s government
encouraged couples to have only one child. [3]
Question 10
Write a paragraph on how HIV and Aids affect people’s health and how it is
impacting on South Africa’s population. [3]
46
Question 11
Describe the four main ways in which natural resources can be valuable to us. [4]
Question 12
Choose the correct word from the following word box to complete the sentences
below.
Zulu transfrontier snake San

eco turtles national conservation
12.1 areas are areas on land and also in the sea where the
natural environment is protected.
12.2 parks stretch across the borders of different countries.
12.3 There are three types of rhino and three types of that
are threatened in the iSimangaliso Wetland Park.
12.4 Since 1999, the people have been allowed to hunt in
part of the Kalahari National Gemsbok Park.
12.5 tourists are careful not to harm the environment. [5]
Question 13
Which one of the main uses of water is the biggest? (Refer to the pie graph
below.)
[1]
47
Question 14
Describe three ways in which people impact on catchment areas affecting the
water supply. [3]
Total: 48 marks
48
Exemplar end-of-year exam
Part 2: History
Name: Class:
Question 1
Refer to Source 1A on page 172 of the Learner’s Book.
1.1 What do you understand the term ‘heritage’ to mean? (2)
1.2 When was the Great Mosque at Djenné standing today, built? (1)
1.3 According to the source, why has the Djenné mosque been declared a
World Heritage Site? (4)
[7]
Question 2
2.1 Using the source and prior knowledge, explain the conditions on the slave
ships. (5)
49
2.2 What would have happened to the slaves once the slave ships arrived in
America? (2)
Question 3
3.1 How would you describe the meeting between the Dutch and the Khoi? (2)
3.2 Using prior knowledge, write a 40-word paragraph to explain why Van
Riebeeck was sent to the Cape. (4)
3.3 Study the visual source carefully. How do you think the Khoi feel about Van
Riebeeck’s arrival? (2)
Refer to Source 3B on page 172 of the Learner’s Book.

3.4 Katie Jacobs spoke about her mother and some more cattle being sent to a
farmer in Frenchhoek [Franschhoek].
3.4.1 Which group of settlers settled in Franschhoek? (1)
3.4.2 Why were they fleeing their own country? (2)
50
3.5.1 Provide a quotation from the text to prove that Katie missed her mother. (2)
3.5.2 Why would her master not allow her to visit her mother? (2)
3.6.1 Within those four years slaves still had to work for their owners as
‘apprentices’. What is an apprentice? (1)
3.6.2 Why was this period of apprenticeship created? (2)
3.7 Explain why Source 3B is a primary source. (2)
[20]
Question 4
4.1 Provide a quotation to prove that Chief Maqoma tried to co-operate with the
British. (2)
51
4.2 Chief Maqoma launched a guerrilla war that frustrated the most skilled
British officers.
4.2.1 What is a guerrilla? (2)
4.2.2 Suggest a reason to explain why skilled British officers were

frustrated. (2)
4. 3 How are historians able to obtain information about Chief Maqoma and
his tactics? (3)
4. 4 According to the source, why would Maqoma view the British as a

threat? (2)
Refer to Source 4B on page 172 of the Learner’s Book.
4.5 Study Source 4B carefully. Provide three pieces of evidence to prove that
the Xhosa traded and/or were influenced by the British. (3)
52
4.6 Source 4B is a British artist’s impression of the Xhosa frontier wars against
the British but there are no British soldiers in the source. Why do you think
this is the case? (2)
[16]
Total: 50 marks
53
Geography: Describe a route using a street map
54
History: The city of Timbuktu
Find the following terms in the word puzzle below:
archaeologists barter camel caravans eyewitness

gold ivory Leo Africanus Mali market
oral tradition pottery Sahara Desert salt Timbuktu
A G L R O S A L T A G H T E M
H P C B N G U T K U B M I T O
P B D S Y T U E K I E Q G R J
R A I G L K A O S R B N V E H
A R C A H E O L O G I S T S C
T T Y S R K M L Y O R N S E K
K E L H M L Y A E T R A D D U
P R E N B W P H C D S V Y A X
O J O Q D J A E U M B A A R N
E H A T C E P F C A M R S A O
N G F V M H Z N K I C A N H I
H A R G R A E V A G A C V A T
B M I S U I R C T O S W Y S I
B R C Y F E R K D G O L D C D
E F A A T E M I E O C L R J A
P L N W L J A S J T O P A V R
D S U M A M L A E Y A H F T T
J S S E N T U W E Y E L F E L
I Z K A U O Y G K P Z J I R A
D P H E F S N I B Y R O V I R
P O T T E R Y S B D M X M D O
55
Geography: Population growth and change
Guidelines
• Spend some time discussing how to refer to the map and the key on page 84 of
the Learner’s Book.
• Discuss the prevalence of low life expectancy in Africa and high life expectancy in
areas like Europe and North America.
• Use an atlas to identify specific countries.
Answer the following questions by using the map on page 84 of the Learner’s Book:
1 What are the life expectancies of the following countries?
1.1 Brazil
1.2 Madagascar
1.3 New Zealand
2 Name any two countries that have a life expectancy of under the age of 50.
3 Name any two countries that have a life expectancy of between 50 and 59.
4 Name any two countries that have a life expectancy of between 60 and 69.
56
History: The arrival of the Dutch
Complete the worksheet by filling in the correct words. Choose words from this list:
refreshment difficulty April east

fort vegetable three barter
cattle Dutch settlement
Ships sailing to and from the Spice Islands in the
made a habit of calling in at the Cape to with
the Khoi tribes for fresh food.
In 1652, Jan van Riebeeck and ninety
employees of the Dutch East India Company arrived to start a
station.
They arrived in ships, well equipped with
seeds and with tools for agriculture and building. Their purpose was to build a
, to get
from the Khoi and to start a garden to
provide passing ships with the required
provisions.
During the 10 years which van Riebeeck spent in the ,
he fulfilled his aims, even if it was with great
at times.
57
History: Get history learners talking in the 21st century
Guidelines
• Divide the class into groups.
• Give each group at least three different sheets of paper to reflect different
people’s perspectives.
• At the top of the sheet write a status comment, for example:
1 Hannah Keaton: Really glad we moved to the Cape Colony. Trade is

booming.
2 Piet Kruger: These British officials make me ANGRY!
3 Jakot Msimbiti: Check in with Dingane in the Zulu kingdom.
• Have one person in the group be the particular character.

• Have the rest of the group comment and respond on the sheet of paper.
• No talking is allowed during this activity: only written commentary or questions and
answers on the sheet, for example:
Piet Kruger: These British officials make me ANGRY!
Jordan Connor: Hmmm? What’s up? Why are you angry?
Paige Flowers: Haven't you heard? The British are freeing the slaves.
Kaykay Davids: Really? First they stop the slave trade and now this!
Piet Kruger: So tired of the British. I’m taking my family and moving.
But where to?
58
Assessment rubrics
Rubric for assessing extended writing (Research)
Name: Class:
Level 1 Level 2 Level 3 Level 4
(0–1 marks) (2 marks) (3 marks) (4 marks)
Formulating Has not Has come up with Has formulated Has formulated
a question formulated a incomplete or clear and well- clear well-focussed
question or come unclear focussed question/problem/
up with a realistic question/problem/ question/problem/ issue which
problem or issue. issue; has relied on issue which requires high level
teacher for requires thinking skills in
formulation of moderately high order to do
question. level thinking skills. research.
Planning Has not followed Has completed Has completed Has completed all
instructions; has some of the work work within the work within the
not completed the within the given given time limit; given time limit;
work in the given time; has not has generally has had an
time; shows little planned sufficiently worked efficiently organised and
planning or and has worked with and with focus. goal-directed
interest. little interest. approach
throughout; has
referred to
numerous sources.
Gathering Has found little Has found some Has found good Has found a lot of
and information and/or information; has information; has relevant
organising does not include included rough included rough information; has
information rough notes. notes. notes; has re- included rough
structured notes; has
information in own restructured
words. information well.
Content Is mainly Is inaccurate too Is mostly accurate, Is accurate,
(multiply mark inaccurate, and/or often; and/or fairly thorough and thorough and
by 2) incomplete. included too much relevant; some knowledgeable;
irrelevant understanding of shows good
information; and/or the material is selection of
is incomplete. evident. relevant material.
Analysis Little awareness Shows some Explains the larger Explains issues
(multiply mark of what the larger awareness of larger issues well; clearly; shows a
by 2) issues are; gives issues, but does not includes own balanced
no analytical explain them; writing perspectives; understanding as
commentary. is largely descriptive shows well as perceptive
or narrative. understanding; awareness; makes
gives some insightful
analytical observations.
commentary.
59
Level 1 Level 2 Level 3 Level 4
(0–1 marks) (2 marks) (3 marks) (4 marks)
Structure Has no clear Has some Has introduction Has an
and introduction or paragraphing, but and conclusion; has introduction and
expression conclusion; has writing does not structured writing in conclusion; has
(multiply mark not structured develop logically or paragraphs and structured writing
by 2) writing in coherently; has develops a in paragraphs and
paragraphs or incorrect sentence coherent answer; develops a logical
clear sentences; structure at times. has generally and carefully
writing is jumbled accurate sentence developed
and confused. structure and uses answer; has used
words accurately. vocabulary and
expression
effectively;
accurate
sentence
structure.
Referencing Has plagiarised; Has some Has acknowledged Has shown
and/or has not plagiarism; and/or sources accurately, thorough
acknowledged any has not but they are limited; knowledge of
sources or acknowledged includes a others’ opinions
references; has no sources sufficiently; bibliography. and has quoted
bibliography. has a partial and
bibliography. acknowledged all
sources; full
references are
given throughout,
and includes a full
bibliography.
Total: 40 marks
60
Rubric for assessing extended writing
Name: Class:
Rubric for Level 1 Level 2 Level 3 Level 4
extended (0–1 marks) (2 marks) (3 marks) (4 marks)
writing
Content Is mainly Is inaccurate too Is mostly accurate, Is accurate,
inaccurate, and/or often; and/or fairly thorough and thorough and
incomplete. included too much relevant; some knowledgeable;
irrelevant understanding of shows good
information; and/or is the material is selection of
incomplete. evident. relevant
material.
Analysis Is not clear what Shows some Explains the larger Explains issues
the larger issues awareness of larger issues well; clearly; shows a
are; gives no issues, but does not includes own balanced
analytical explain them; writing perspectives; understanding
commentary. is largely descriptive shows as well as
or narrative. understanding; perceptive
gives some awareness;
analytical makes insightful
commentary. observations.
Structure Has no clear Has some Has introduction Has an intro-
and introduction or paragraphing, but and conclusion; has duction and
expressio conclusion; has writing does not structured writing in conclusion; has
n not structured develop logically or paragraphs and structured writing
writing in coherently; has develops a in paragraphs
paragraphs or incorrect sentence coherent answer; and develops a
clear sentences; structure at times. has generally logical and care-
writing is jumbled accurate sentence fully developed
and confused. structure and uses answer; has
words accurately. used vocabulary
and expression
effectively; accu-
rate sentence
structure.
Language Poor language Careless language Language mainly Correct and
with many and spelling errors. correct and appropriate
linguistic and appropriate. language used
spelling errors. throughout.
Referencing Has plagiarised; Has some Has acknowledged Has quoted and
and/or has not plagiarism; and/or sources accurately, acknowledged
acknowledged any has not but they are limited. all sources; full
sources or acknowledged references are
references. sources sufficiently. given
throughout.
Total: 20 marks
Total mark × 2 = 40
61
Rubric for creative response (oral)
Name: Class:
Creative Level 1 Level 2 Level 3 Level 4
response (0–1 marks) (2 marks) (3 marks) (4 marks)
rubric (oral)
Content Is mainly Is inaccurate too Is mostly accurate Is accurate,
inaccurate, often; and/or and relevant; some thorough and
and/or included too much understanding of knowledgeable;
incomplete irrelevant the material is shows good
. information; and/or is evident; enough selection of
insubstantial. information is relevant
included. material.
Insight and Is lacking in Shows some Shows awareness Is perceptive
understanding insight and understanding, but of issues and profound;
shows little little insight. surrounding the shows
understanding content, but does awareness of
. not make insightful themes and
comments about issues
them. surrounding the
content.
Structure Is jumbled, Has some ordering Has a clear Has a clear
confused, with of information, but beginning and beginning and
no logical overall effect remains ending; content is ending; is
coherence. disjointed. ordered and carefully
progresses structured for
logically. maximum effect;
makes logical
connections.
Presentation Has given no Has tried to speak Has spoken Has engaged
thought to how to clearly, but oral is effectively and with the
present boring and convincingly; oral is audience
information uncreative; little engaging if rather effectively with
effectively; uses variety in ordinary; some good voice
too few sources; presentation; and/or variety in pace and control and eye
poor voice reads from a page style. contact; varied
usage; negative only. pace and style.
body language;
unconvincing.
Creativity Has made no Has made little Has attempted to Is creative and
attempt to make attempt or given little make presentation imaginative with
meaningful and thought to making creative and appropriate
interesting; information interesting; some atmosphere and
boring. interesting. use of props. effective use of
props.
Total: 20 marks
Total mark × 2 = 40
62
Rubric for creative response (visual)
Name: Class:
Creative Level 1 Level 2 Level 3 Level 4
response (0–1 marks) (2 marks) (3 marks) (4 marks)
rubric
(visual)
Content Is mainly Is inaccurate too Is mostly accurate Is accurate and
inaccurate, and/or often; and/or and relevant; some knowledgeable;
incomplete. included too much understanding of shows good
irrelevant the material is selection of
information. evident. relevant
material.
Focus/ Is not clear what Is hard to see what Puts across a Puts across a
message the larger the message/theme message, but this is clear message,
message/theme is. not consistent has sorted
is. throughout. essential from
non-essential
information.
Presentation Is a poor and/or Has put the product Has put the product Has put the
sloppy together with little together neatly and product together
presentation; no care. carefully. with care and
care has been attention to
taken. detail.
Creativity Has given no Has included some Has chosen Has used layout
and visual thought to visual symbols or pictures appropriate and design
design layout; no original and words, but they pictures, symbols creatively to
thought or are not well placed; and words; shows reinforce the
creativity shown. has little original some original message; uses
thought and little thought and pictures,
creativity. attempts to present symbols and
the work creatively. words
perceptively;
creative and
original in
approach.
Language Poor language Careless language Language mainly Correct and
with many and spelling errors. correct and appropriate
linguistic and appropriate. language used
spelling errors. throughout.
Total: 20 marks
63
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Formal assessment worksheets

No formal assessment for Revision assessment

Revision & assessment 138 Revision assessment LB

Project: Drawing a sketch map of your own area

You will need

Include symbols, a key and a scale

Record own observations of land use and kinds of vegetation

Show four cardinalcompass directions

Draw the cardinal points underneath your map.

Activity 12: Use sources and answer questions

2 Where had they been told to live? [3]

5 List four other things this project did. [4]

1 Explain what a birth rate of 50 means. [3]

2 Explain what a death rate of 18 means. [3]

6.1 What is life expectancy? (2)

7.1 What does an infant mortality rate of 74 mean? (1)

Activity 6: Create a poster on Timbuktu

Activity 8: Review the transatlantic slave trade

1.2 A fort and an arsenal (4)

1.3 A mutiny and a rebellion (4)

2. Discuss how these women helped the antislavery movement:

Activity 4: Answer questions about slavery at the Cape

Use Source J to answer these questions:

Use Source K to answer these questions:

4 Why is Reijner in court? [2]

Use both sources to answer these questions:

2.2 Give the grid references of the police station. (2)

crust mantle outer core core tectonic

Refer to Source 1A.

Refer to Source 2A.

Refer to Source 2B.

Refer to Source 2C.

2.8 Explain what the purpose of the poster was. (1)

Map of Mpumulanga Map of Africa

8.1 Calculate the rate of natural population increase in Thailand. (2)

8.2 What is happening to the population in Russia? (1)

8.3 What does life expectancy mean? (1)

8.4 What does infant mortality mean? (1)

Zulu transfrontier snake San

Refer to Source 3B on page 172 of the Learner’s Book.

3.4.1 Which group of settlers settled in Franschhoek? (1)

3.4.2 Why were they fleeing their own country? (2)

3.6.2 Why was this period of apprenticeship created? (2)

3.7 Explain why Source 3B is a primary source. (2)

4.2.2 Suggest a reason to explain why skilled British officers were

4. 4 According to the source, why would Maqoma view the British as a

Refer to Source 4B on page 172 of the Learner’s Book.

Find the following terms in the word puzzle below:

archaeologists barter camel caravans eyewitness

1.3 New Zealand

refreshment difficulty April east

Ships sailing to and from the Spice Islands in the