SOCIAL STUDIES NOTES

New syllabus

SEKGAKWE REGION

COMPILE BY

NEW SYLLABUS

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MAPS

A map is a drawing representing all or a part of the earth’s surface.

ATTRIBUTES/ ELEMENTS OR CHARACTERISTICS OF MAPS

1. Title – shows us what the map is about.

2. Scale – is used to calculate the ground distance between places on a map. It shows map
users how many times smaller the map is when compared to the real area on the ground.
Scale shows the relationship between real life ground distance and distances on the map.
3. Key (Legend) and symbols – The key / legend explains the meaning of symbols used on
the map. Symbols show information and physical features on the ground.
4. Direction sign – Shows us where north is.

DIFFERENCE BETWEEN A MAP AND A PLAN

 Maps provide general information while plans give detailed and specific information
about a small area.
 Plans are drawn to a large scale while maps are drawn to a small scale.

DIFFERENCE BETWEEN A MAP AND AN AERIAL PHOTOGRAPH

 Maps are drawings made by hand while aerial photographs are photos taken using a
camera from an aircraft/ air balloon/ drone.
 Maps only show the information that the mapmaker wants to show while aerial
photographs show everything that the camera was able to pick at the time the picture is
taken.
 Maps have a key, scale, title and direction sign while aerial photographs do not have a
key, scale, title and direction sign.

DIFFERENCE BETWEEN A MAP AND A SATELLITE IMAGE

 Maps are drawn on hand while satellite images are taken by a satellite orbiting around the
earth.
 Maps only show what the mapmaker wants to show but satellite images show everything
that is on the way of the camera when the picture is taken.
 The altitude and slope of the land can easily be shown on a map but these are difficult to
show on satellite images.
 Maps have a key, scale, title and direction sign while satellite image do not have a key,
scale, title and direction sign.

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MAP SCALE

There are three types of map scale

a) STATEMENT SCALE – This type of scale is written in the form of a statement. For
example, one centimetre on the map represents hundred kilometres on the ground.

How to use statement scale to calculate ground distance

Given a map scale as one centimetre on the map represents hundred kilometres on the
ground. Measured map distance between the two places is 10 cm apart.
The calculated ground distance = 100km x 10cm
Answer = 1000 km.

b) LINEAR SCALE/LINE OR BAR SCALE – This type of scale is shown in the form of
a line or bar. E.g.

Bar scale

How to use linear/ Line/ Bar scale to calculate ground distance

Measuring distance along a straight line

You take a piece of paper; place it along the line that you are measuring. Mark each of the
distance and hold it along the linear scale.

Measuring distance along curved lines

i. Take a straight-edged piece of paper. Mark the starting point then move it until it
touches the shortest straight section of the curved line. Make a mark on the piece
of paper and the line that you are measuring. Continue doing this until the end of
the line that you are measuring. Place the marked piece of paper carefully against
the linear scale to find the exact distance.

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 ii. A string can also be used. Take string and put it along the winding line and mark
at the beginning of the line and at the end of the line. Take the string to the bar/
line scale, and determine the distance.

c) RATIO SCALE / REPRESENTATIVE FRACTION (RF) SCALE – This type of

scale is written in ratio form e.g. 1: 200 000. This means that 1centimeter on the map
represents 200 000 centimetres on the ground. Note that the units of the scale for the map
distance and ground distance are the same. It can also be in the form of a fraction
e.g.1/200 000.

How to use ratio scale to calculate ground distance

Ratio scale: 1: 200 000
Map distance between two places = 10cm
Calculate the ground distance
Answer: 10cm * 200 000cm = 2 000 000cm
Now convert 2 000 000cm to kilometres
2 000 000 / 100 000 = 20km.
The ground distance = 20km.

MAP DIRECTION

We use an instrument known as the compass to find the direction of one place from
another.

Cardinal Points

The main compass directions are North, South, East and West. Between the main
directions are intermediate points; north-east, south-east, south-west and north-west.

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Giving direction

When holding a book upright, always note that the top of the book is where your north is. The
bottom is the south, the right side of the book is the east and the left side is west.

When giving direction always imagine that you are standing at the place mentioned immediately
after the word from. For example, find the direction of X from T below. This is like saying if
you stand at T and point at X where would you be pointing. The ans wer is North West.

MAP KEY

The purpose of a map key is to help the map user to interpret the symbols used on the map.

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LOCATION PLACES USING LATITUDE AND LONGITUDE LINES.

Latitude lines

These are horizontal lines drawn on a map. All latitude lines begin at the line of equator. This is
the zero degrees (0º) line. The equator divides the earth into northern and southern hemisphere.

Other latitude lines are the:

i) Tropic of Capricorn - 23½ºS. This line passes in Botswana near Mahalapye.

ii) Tropic of cancer - 23½ºN.
iii) Arctic Circle – 66½º N
iv) Antarctic Circle – 66½º S

Lines of Longitude (meridians)

These are vertical lines. The zero degrees (0º) longitude line is known as the Greenwich meridian
or prime meridian. This line divides the earth into eastern and western hemispheres.

How to locate places on the map using latitude and longitude lines

 Always start by giving the latitude, which are always either South or North of the Equator
 Then find the longitude, Which are either East or West of the Greenwich Meridian
 The latitude and longitudes are measured in degrees (O)

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Source: Exploring S/ studies bk1

The latitude of Gaborone in the above map is 24ºS

The longitude of Gaborone in the above map is 25 º E

GRID REFERENCES

A grid reference is a network of uniformly spaced horizontal and vertical lines used to locate
places on a topographic map. The horizontal lines of a grid reference are called northings
because their numbers / values increase as one move northwards. The vertical ones are called
eastings because their values increase as one move eastwards.

Locating Places using 4 figure grid reference

 Start with vertical lines (eastings).

 Find the horizontal line (northing)
 The position of any point will be described by the bottom left corner of the point that
you are locating or southwest corner of a square in which a particular point is found.

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e.g 20 21 22 23

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*K *P

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The position of point K above is 2011

Landforms

Landforms are features such as hills, mountains, depressions, rivers, lakes etc. that we find in our
environment.

Contour lines

These are lines drawn on maps joining places of the same height above sea level or altitude.
Altitude is always shown in metres, E.g 50m. Contour lines are used to determine landforms on
a map.

Vertical interval / contour interval

This is difference between two adjacent / successive contour lines. For example;

10
20
30

The vertical interval of the above feature is 30 – 20 = 10m

DETERMINING PHYSICAL FEATURES USING CONTOUR LINES

Hills & Mountains- Hills and mountains are shown by contour lines whose values increase
towards the centre.

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 Hill/ Mountain

Plateau – Plateaus are flat at the top. There is a large open space at the centre of the contour
lines. E.g.

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A Cliff

Depressions – These are low lying areas. For example rivers, lakes, deltas etc. Contour lines
values decrease towards the centre.

e.g
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River Valley – this is another example of a depression. Rivers flow from a high land to a low
land. Its contour lines are V-shaped and the V points towards high land.

The river in the valley above is flowing to the south west.

Flat land – Contour lines of a flat land are very far from each other.

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200

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Sketch Maps

This is a simple map which shows only the main features of an area and their locations. Features
of sketch maps must be labelled clearly so that they can be identified easily. A map key and
direction symbol should always be provided.

The following is a description that will be used to draw a sketch map.

From my house I go south and follow a road that passes a hospital on the east. I then pass a bus
stop on the west. I ignore the road that turns east and turn on the next road that turns west. The
road crosses a river that has a bridge. After the river there is a school on the northern part of the
road where my friend works.

Sketch Map.

Key / Legend

- bridge
- School

- road
- hospital
- bus stop
- river
- house

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RESEARCH SKILLS

A research is a careful study or investigation about an issue or a problem.

Purpose of Research.

 To make an important decision – research will provide adequate information to allow the
research to make informed decision.
 To identify the causes and possible solutions to problems. It helps the researcher to be
able to find sources of the problem and possible answers to the problem.
 To get new knowledge. Research enable the researcher to be able to gain knowledge on
issues or problems where there has never been available information.
 To increase our understanding about an issue or a problem. It provides an opportunity to
expand our knowledge and have a thorough understanding of issue or a problem.

COMPONENTS OF A RESEARCH

1. Title (topic) – this tells us what the project or research is about. A correct title should
have an issue of research, a site / place / area of study and a period.
2. Background information - this is a description of an issue being researched. It gives us
detailed information about the issue being researched.
3. Statement of the problem – The researcher explains things that caused him or her to
carry out the research that in his or her view warrants a research about it.
4. Research aim or objectives – These are the statements that shows what the research
wants to find out / establish.
5. Hypotheses – This is a reasonable guess of what one thinks are the possible answers the
research will provide. The researcher attempts to provide possible answers to his or her
research questions.
6. Lite rature review – The researcher reads other sources on related topic to try and see
what other authors / researchers have written about the same / similar issue.
7. Research methods – These will include methods of data collection, data analysis and
data presentation.
A researcher can collect two forms of data :
a) Quantitative data – This is data that is in the form of numbers.
b) Qualitative data – This is data that is in the form of text. It can be people’s
knowledge, attitudes, beliefs, perceptions etc.

METHODS OF COLLECTING DATA

These are the different ways of collecting data e.g.
 Observation – the researcher observes by taking part in the activity (participatory
observation) or observes an event as it takes place and note the points.

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  Questionnaire – the researcher writes questions on pieces of paper and gives them to
respondents to answer.
 Documents study / documents analysis / Reading docume nts – these are reports,
diaries, minutes that the researcher reads and note specific points for the research.
 Inte rvie w – the researcher asks people questions orally.

8. DATA ANALYSIS
Analysis involves describing and comparing facts using different themes / classes of data
collected.
Data presentation – Data can be presented in the form of tables, pie charts and graphs
9. Acknowledge ments – The researcher thanks the people that helped him / her to carry out
the research.
e.g. I would like to thank my father Thabo and my mother Thando for helping me with
this research.
9. Limitations – These are the problems that the researcher came ac ross when doing the
research.
e.g. It was raining and I could not manage to go out and research.
- I did not have money for transport.
10. Conclusion – the researcher summarizes the research findings.

11. Recommendations – These are suggestions by the researcher on what may be done to
address the problem or an issue being researched on. A recommendation should have someone /
an organization responsible to take action and the action to be taken. e.g. The government
should educate farmers on different animal diseases.

12. Bibliography/Reference – The researcher lists the books that he or she used in his or her
research. These must be written in alphabetical order.

e.g

1. Maotwe, T. (1998). Principles of Agriculture. Gaborone: Macmillan.

2. Mauto. X. (2008). Living with HIV and AIDS. Gaborone: Longman

Ways of writing a re port

i)

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THE PHYSICAL ENVIRONMENT OF BOTSWANA

Physical Environment is the natural surrounding where people plants and animals live. It is made
up of elements such as soil, water, animals, vegetation, atmosphere and landforms. These
elements of the physical environment are very important to humanity but at the same time have
very serious challenges due to the manner in which human beings interact with them and o ther
natural challenges.

1. SOIL/ LAND: There are different types of soil in the environment e.g. sandy soils, clay
soils etc. People live on the land, produce and source their food from the soil, get water
from the soil, construct their shelter using water. The land/soil is faced with challenges
such as soil pollution and soil erosion due to deforestation and poor waste management.

2. WATER: There are different sources of water that include underground water and
surface water. People use water for building of houses, construction of roads, watering
plants and livestock. The challenges facing water resources include; high temperatures
that leads to high rate of water evaporation, low rainfall, sandy soils that loses water
quickly, water pollution due to poor waste management.

3. ANIMALS: These animals include domesticated and wildlife. They are a source of food,
a source of raw materials and tourist attraction. Animals are faced with challenges like
shortage of land, depletion/decrease on their number due to over- hunting and poaching.

4. VEGETATION: The different types of vegetation include scrubs, shrubs, forests, grass,
creepers and climbers. It is a source of food, a source of raw materials and energy, it
produces oxygen for people, helps in the formation of rainfall and regulates temperatures.
However, the vegetation is being destroyed by different human activities such as clearing
land for developments, timber production, fencing etc.

5. ATMOSPHERE: It contains different gases e.g. nitrogen, carbon dioxide, oxygen etc.
The air provides life to people and all living things. It influences rainfall and plants. The
challenges facing the atmosphere include pollution that has led to global warming and
climate change.

6. LANDFORMS: Landforms are features such as hills, mountains, depressions, rivers,

lakes etc. that we find in our environment. They are a tourist attraction, a source of food,
sources of raw materials etc. The challenges facing these different landforms include
pollution of rivers, lakes, littering, destruction of hills etc.

WEATHER AND CLIMATE

Weather is the condition of the atmosphere over a short period of time e.g. a week, a day or a
month while Climate is the average weather conditions of the atmosphere over a long period of
time 40 years in a given area.

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Instruments for measuring weather

Weather Element Instrument Units of Measurement

Rain Rain gauge mm
Wind Speed Cup Anemometer km / hr
Wind Direction Wind vane Compass points
Temperature Thermometer ºC
Humidity Hygrometer %
Cloud Cover Eyes Oktas Scale
Atmospheric pressure Barometer Millibars
Sunshine Sunshine recorder Hours and minutes per day

Measuring Rainfall

source : Social Studies is fun

The rain gauge is placed in an open area so that rain falls directly into it.

 A measuring cylinder should be placed on a flat surface

 Rain water is then poured into a measuring cylinder

 Reading is taken and the amount of rainfall is recorded after 24 hours.

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Measuring Maximum Temperature

source: S/ studies is fun bk1

When air temperature rises, the mercury expands and rises up the metal tube. This forces the
index to rise too. Once the temperature drops, the mercury contracts and drops leaving the metal
index in the position to which it had been pushed. The reader takes the reading at the level of the
metal index closest to the mercury. The temperature readings are recorded then the metal index is
then drawn back by using a magnet.

Measuring Minimum Tempe rature

source: S/ studies is fun bk1

When temperature falls, the alcohol contracts and pulls the metal index downwards towards the
bulb. The minimum temperature is read by looking at the end of the metal index closest to the
bulb.

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Measuring Humidity

A hygrometer is made up of a wet – bulb and a dry – bulb thermometer. If the difference
between the two bulbs is small it means that the percentage moisture in the air is 100% and there
is high humidity. If the air is full of moisture there will be no evaporation and the readings on
both thermometers will be the same.

Wind Direction

Wind vane is used to find the direction of the wind. The direction is determined by observing the
direction of the arrow. The arrow points towards the direction from which the wind is blowing.
This is recorded using the cardinal points.

Wind Speed

A cup anemometer is used to measure wind speed. The speed is measured in km / hr. The
reading is taken from the speedometer mounted on the anemometer.

Cloud cover

The sky is observed and the period of cloud cover is recorded.

Air pressure

Atmospheric pressure is measured by mercury Barometer and Aneroid Barometer

Diagram,

How the mercury barometer works

 Air exerts (put pressure) weight on the mercury in the container

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  The mercury is forced to rise along the tube

 The height of the mercury in the class tube is the weight of the air at that particular point

 Take the reading at the height of the mercury which indicates the weight of the air and
record it

How the Aneroid Barometer works

diagram

 When atmospheric pressure increases the top of the collapsible box bends inwards, it
pulls down the string through the hook.

 The pulling causes the pointer to turn and point to the graduation or measurement on the
cylinder.

 The reading is obtained from the measurement cylinder in Millibars indicating the weight
of the air.

Sunshine recorder

 A strip of paper marked with hours and minutes is placed below the glass ball.

 As the sun shines through the ball it burns a small line along the paper.

 At the end of the day the paper is taken out and reading taken to determine the
number of hours the sun shined.

 The reading is then recorded.

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Types of Rainfall

Convectional Rainfall

Source : Diamond S / studies book 1

Relief or Orographic Rainfall

Source : Diamond S / studies book 1

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Frontal or Convergence rainfall

Source : Diamond S / studies book 1

Difference between Convectional and Frontal Rainfall / Conve rgence

 Convectional rainfall occurs when the sun heats the earth and water while frontal rainfall
occurs when cold and warm air masses meet.
 Convectional rainfall is accompanied by thunder and lighting while frontal rainfall is light
and drizzles.
 Frontal rainfall commonly occurs along coastal areas while convectional commonly
occurs in areas that experience high temperatures

Difference between Convectional and Relief Rainfall

 Convectional rainfall occurs when the sun heats the earth and water while relief occurs
when moist air is forced to rise over hills / mountains.
 Convectional rainfall is accompanied by thunder and lighting while relief rainfall is calm
and gently.

Difference between Frontal and Relief Rainfall

 Relief occurs when moist air is forced to rise over hills / mountains while frontal rainfall
occurs when cold and warm air masses meet.
 Relief occurs around mountainous areas while frontal occurs mostly around coastal areas

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THE CLIMATE OF BOTSWANA

Botswana is generally a semi – arid area. Most of the parts in Botswana receive less than 500
mm of rainfall annually. Rains usually fall in summer, but it is unreliable and unpredictable.
Winters are usually dry and cold with the southern part being the coldest.
The driest areas in Botswana are the western and south western parts while the northern part is
the wettest. Most of Botswana is hot in summer with temperatures ranging between 25o C and
30ºC while winter temperatures range between 12 0 C and 180 C.

Botswana’s Major Environmental Zones

Source : S / studies is fun book 1

CHARACTERISTICS OF THE DESERT ENVIRONMENT

Climate

a) Rainfall – This area receives average rainfall of less than 250mm annually. Rains fall
in summer and are unreliable.
b) Temperature – Temperatures in summer are between 27 and 40ºC while in winter
they are between 0 and 12ºC. Thus the desert area is very hot in summer and very
cold in winter.
c) Humidity- humidity is low due to low rainfall
d) Cloud cover- there is low cloud cover.

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 Soil
Most of the desert area is covered with sandy soils. These have poor water holding
capacity as particles are loosely packed.

Vegetation
Vegetation – The desert has few scattered trees. It mostly has dry scrubs and shrub
vegetation. Most of the trees in this area are drought resistant. Examples, cactus, thorny
bushes.
Characteristics of vegetation
 They have long tap roots to enable them to reach water deep under the ground.
 They also have waxy leaves to help retain/ keep moisture.
 Plants have fleshy roots and leaves to store water
 Plants have small leaves to reduce transpiration
 Plants are short (stunted)

CHARACTERISTICS OF THE SEMI DESERT ENVIRONMENT

Climate

a) Rainfall – This area receives average rainfall of between 250mm and 400 mm
annually. Rains fall in summer and are unreliable.
b) Temperature – Average temperatures in summer are between 26 0 C and 28ºC while in
winter they are between 120 C and 17ºC.
c) Humidity- Humidity is low due to low rainfall
d) Cloud cover- low cloud cover
Soils
Most of the semi desert area is covered with infertile sandy soils. The soils have poor water
holding capacity as particles are loosely packed.

Vegetation
The semi desert has bush and shrub, acacia thorn trees and savanna vegetation. The shrub
savanna grows closer to each other compared to that of the desert because rainfall is slightly
higher.

HOW THE DESERT AND SEMI DESERT ENVIRONMENT HAVE INFLUENCED

THE TRADITIONAL LIFESTYLES OF PEOPLE LIVING THERE

People who originally lived in these environments are Basarwa and Bakgalagadi.

a) They were hunter gatherers- The availability of wild animals and vegetation enabled
them to gather for food. Dependency on these resources made them to develop

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 conservation measures to protect their environment. However over dependence on these
resources led to depletion and migration of animals.
b) They built te mporary shelter – Temporary shelter was influenced by their nomadic type
of life. Shelter was built using branches and grass because these were readily available in
their environment. The use of simple materials for building shelter by Basarwa conserved
the environment.
c) They were nomadic people- they moved from one place to another following wild
animals and in search of wild fruits. Bakgalagadi moved mainly in search of water for
their livestock. Their movement from one place to another allowed the vacated area to
recover in terms of animals and vegetation.
d) They painted on rocks- the availability of rocks made it possible for them to paint rocks
to indicate the activities they did at that particular area and their ways of life. It
strengthened their relationship with their environment. This also helped to preserve the
environment as these rocks remained protected.
e) They wore clothes made of animal skins-They wore clothes made from skins of
animals that they hunted from their environment. High temperatures influenced them to
put on light clothes hence needed fewer animal skins to make clothes. However, hunting
animals to acquire skins meant that animals could get depleted.
f) They used ostrich egg shells to store water - they did this due to little rainfall
experienced in the area and limited water sources. They gathered unfertilised eggs whose
shells were used for storing water and that conserved the enviro nment as the ostriches
continued multiplying.
g) Bakgalagadi were semi-nomadic pastoralists- Limited water resources and pastures
influenced Bakgalagadi to move occasionally from one place to another in search of
water and pastures for their livestock. Moving their livestock around allowed the
environment to recover. However, since they kept large herds of cattle, this had the
potential to deplete the vegetation and cause soil erosion.

CHARACTERISTICS OF THE HARD VELD OR EASTERN MARGIN

ENVIRONMENT

Climate

a) Rainfall – This area receives average rainfall of between 350mm and 550 mm annually.
Rains fall in summer and are of mostly of convectional type.
b) Temperature – Average temperatures in summer are between 26 0 C and 27ºC while in
winter they are between 120 C and 18 ºC.
c) Humidity- humidity is moderate

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Soils
The area is covered by Limpopo soils which are fertile soils. The soils are well drained. The
rocky soils are found particularly on hills and areas around Bobonong.

Vegetation
The vegetation consists of tall trees with thick trunks and grass. For example tree and bush
savanna and mophane trees. Trees are deciduous type of trees that lose their leaves in winter
and grow again in summer.

HOW THE HARDVELD/ EASTERN MARGIN ENVIRONM ENT HAS

INFLUENCED THE TRADITIONAL LIFESTYLES OF PEOPLE LIVING
THERE

People found in this environment are Bangwato, Bakwena, Bakalanga etc.

a) They hunted - They hunted wild animals such antelopes, kudu etc that were available
in their environment.
b) They gathered –gathered fruits, mophane worms that were found in their
environment.
c) They built their shelte r using clay soil – They built huts using clay soil and roofed
with grass as these were available in their environment.
d) They practiced arable farming – Since their environment had fertile soils, they
grew crops.
e) They practiced pastoral farming – Because their environment received high rainfall
they reared livestock.
f) They caught fish– Those who lived near rivers caught fish to supplement their diet.

NB- The dependence on these natural resources such as soil, water, fish wild animals and
vegetation for their survival has influenced the inhabitants to develop conservation
strategies, e.g. controlled hunting. However over dependence on these natural
resources has led to their depletion. In some instances traditional methods of
farming have had negative impact on the environme nt, e.g. loss of soil fertility and
soil erosion.

CHARACTERISTICS OF THE SWAMP ENVIRONMENT

Climate

a) Rainfall – This area receives rainfall of between 450mm and 600 mm annually.
Rains fall in summer and are of mostly of convectional type.

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 b) Temperature – Temperatures in summer are below 27ºC while in winter they are
below 16 ºC.
c) Humidity is high.
Soils
The area is covered by fertile alluvial soils. Soils around the Makgadikgadi area are greyish in
colour, poorly drained and saline (salty) soils.
Vegetation
The vegetation consists of tall trees and grass. It also has water loving plants such as reeds and
water lilies. Palm trees are found around the swamps.

HOW THE SWAMP ENVIRONMENT HAS INFLUENCED THE TRADITIONAL

LIFESTYLES OF PEOPLE LIVING THERE
People who live here are Bayei, Bambukushu, Batawana, Basubiya e.t.c.

a) They were Hunting- They hunted animals such as hippopotamus that were found in their
environment to supplement their diet.
b) They were gathering – They gathered water- lilies, reeds, that were found in their
environment to supplement their diet.
b) They practiced farming – They practices small scale pastoral farming due to available
tsetse fly and predators in the area. Due to available fertile alluvial soils, people also grew
crops.
c) They used canoes for transport – They used canoes made from tree trunks that they got
from their environment to use in the swamp.
d) They practiced fishing – Their environment had perennial rivers so they were able to catch
fish.
e) Built shelter using reeds - they used reeds that grew in the swamps and rivers as building
materials.
f) They practiced basketry- they used reeds that grew in the swamps and rivers to make
baskets and mats
g) They practiced wood carving- this was enabled by the availability of hardwood in the area.

NB- The inhabitants of this environment benefitted from these resources that includes,
fish, wild animals, birds, and vegetation such as reeds, palm trees and grass. Despite
the somewhat dangerous nature of this environme nt due to variety of animal species
living in this area the inhabitants have learnt to live in harmony with these animals.
However overexploitation of these natural resources such as fish, wild animals, birds,
trees and reeds had led to their depletion.

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CHARACTERISTICS OF THE DECIDUOUS FOREST ENVIRONMENT

Climate

a) Rainfall – This area receives average rainfall of 600 mm or more annually. Rains fall
in summer and are of mostly of convectional and frontal type.
b) Temperature – Temperatures in summer are below 26 ºC and in winter they are
between 12 and 18 ºC.
c) Humidity is high

Soils
The area is covered mostly with sandy soils. There is also clay soils which are easily water
logged (poorly drained).

Vegetation
Most of the vegetation found in this area is deciduous. This type of vegetation loses its leaves
in winter. It consists of tall trees which are hardwoods e.g. mukwa and mukusi, few bushes
and scattered grasses.

HOW THE DECIDUOUS ENVIRONMENT HAS INFLUENCED THE

TRADITIONAL LIFESTYLES OF PEOPLE LIVING THERE

People who live here are Bayei, Bambukushu, Herero, Basubiya e.t.c.

a) They we re hunting- They hunted animals such as kudu, antelopes, elephant, etc that
were found in their environment to supplement their diet.
b) They were gathering – They gathered water- lilies, reeds,that were found in their
environment to supplement their diet.
c) They practiced farming – They practices small scale pastoral farming due to
available tsetse fly and predators in the area. Due to available fertile alluvial soils,
people also grew crops.
d) They used canoes for transport – They used canoes made from tree trunks that they
got from their environment to use in the Chobe river .
e) They practiced fis hing – Their environment had perennial rivers so they were able to
catch fish.
f) Built shelter using reeds - they used reeds that grew in the rivers as building
materials.
g) They practiced basketry- they used reeds that grew in the rivers to make baskets and
mats
h) They practiced wood carving- this was enabled by the availability of hardwood in the
area.

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 NB- The inhabitants of this environme nt benefitted from these resources that
includes, fish, wild animals, birds, and vegetation such as reeds and grass. Despite
the some what dangerous nature of this environment due to variety of animal
species living in this area the inhabitants have learnt to live in harmony with
these animals. However overexploitation of these natural resources such as fish,
wild animals, birds, trees and reeds had led to their depletion.

SOCIO-ECONOMIC FACTORS THAT LEAD TO AN UNSUSTAINABLE

ENVIRONMENT

Unsustainable environment is situation where the environment is degraded to an extent that it

can no longer effectively support human use. Mismanagement of the environment makes it
difficult for people both present and future generations to meet their needs.

Socio-economic factors are such factors that have both social and economic implications on
the lives of people. In the process, these factors force the affected to depend entirely on the
environment for their survival. People exploit resources such as vegetation and soil to create
their own income (e.g. cutting trees to make fire wood for sale)

The following are some of the socio - economic factors that lead to an unsustainable
environment:
a) Impact of Pove rty/ Une mployment –Poverty means the poor have no means of
survival and therefore they depend on the natural resources on the environment such
as vegetation, soil etc to make a living. Poverty makes people to cut down trees to
make firewood and sell to make money. This results in over exploitation of such
resources leading to unsustainable environment.
b) Lack of Environme ntal awareness – Some people lack education & knowledge on
the need to conserve the environment. They therefore over cut grasses & over hunt
animals in order to satisfy their present needs without consideration of the damage
caused to the environment. This results in soil erosion.
c) Desire for wealth: The desire by people to create more wealth to raise their social
status influence them to over exploit resources from the environment. For example
over harvesting of soil, cutting down trees to produce timber and industrial activities.
These leads to land degradation, deforestation and pollution.

d) Impact of HIV & AIDS: This brings financial difficulties in affected families.
Money is spent on the sick buying them medication, food and other necessities. Due
to shortage of financial resources, the family turn to resources in the environment to

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 try and meet their needs. For example they depend on fire wood for energy and sell it
for money. In the process, the environment is depleted.

e) Use of Pit-latrines: People mainly resort to using pit- latrines because they cannot
afford to build water system toilet or lack of water supply in the area. The use of pit-
latrines pollutes under ground water. This makes such water not usable.

MAJOR ENVIRONMENTAL PROBLEMS IN BOTSWANA AND THEIR SOLUTIONS

a) Pollution – Some people make the environment dirty and untidy. This affects other
people’s health.
Solutions to problems of Pollution
 The government must punish people who pollute the environment.
 People must be taught about recycling and reusing waste.
 Areas where old equipment can be disposed safely must be created.
b) Deforestation/Woodland depletion – Some people cut down trees to make fire and for
building their houses. This results in the top soil been easily eroded.
Solutions to problems of Deforestation/ depletion of woodland
 People must be encouraged to use solar energy.
 People must practice afforestation
c) Soil Erosion – Activities that lead to soil erosion include; deforestation, ploughing up &
down the slopes and overgrazing.
Solutions to problems of Soil Erosion
 Practicing afforestation
 Ploughing across the slopes
 keeping correct stock rate
 Provide public education on environmental management.
d) Desertification – This is caused by a number of factors such as overgrazing, burning the
bush, depletion of the woodland etc.
Solutions to problems of Desertification
 Practicing afforestation
 keeping correct stock rate
 Provide public education on environmental management.
e) Overgrazed land: The vegetation gets depleted due to overstocking which results in
overgrazing.
Solutions to problems of Overgrazed land.
 The government must come up with laws of how many cattle each farmer should
keep. If the cattle exceeds the set number farmers must be forced to sell them.
 Farmers must be encouraged to buy ranches.

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  Over grazed areas must be given time to grow by moving livestock to un- grazed
areas.

ANALYSE THE ROLE OF INDIGENOUS KNOWLEDGE SYSTEMS (IKS) IN THE

MANAGEMENT OF NATURAL RESOURCES IN BOTSWANA

Conservation of the natural resources

Indigenous Knowledge System is also referred to as the traditional knowledge of different

societies that they used to survive in their different aspects of life.

Batswana use their taboos (meila) to communicate important information about their
environment. The Bangwato never harmed or hunted a duiker (phuti). As a way of preserving
the duiker it was believed that a person’s body would peel off if they ate it. This belief
protected the animal from extinction.

Owls multiply slowly therefore to conserve them Batswana said they were a witch bird. It
was supposedly used by witches therefore it was not edible. This enabled them to multiply.

When Basarwa hunted, they killed only what they needed or what they thought would last
them for days to come. Thus if they had meat at their homes they did not hunt. This ensured
that plants and animals multiplied. Also Farmers knew which cattle breeds were best for
meat and milk. So those for milk were never killed.

It is a taboo to burn heaps of cut trees in winter as this can annoy the gods who would
eventually stop bringing rains. People only burnt heaps after the rains had stopped falling.
This prevented veld fires as grasses are dry in winter and can easily catch fires.

Certain trees were never cut for fire wood (mosetlha, motopi, mogonono and morula).
This conserved the trees as they take a long time to grow.

Veld products such as phane and wildlife were carefully harvested in such a way as to
allow them to reproduce and replenish themselves.

DISCUSS THE FACTORS AFFECTING WATER RESOURCES IN BOTSWANA

a) Low rainfall – Botswana receives little rainfall so it takes long for dams to fill up. Low
rainfall leads to drought and shortage of surface water.
b) Seasonal rainfall – Rains only fall in summer so water sources dry up when there is no
rain. (Winter). This leads to little or no surface water.
c) Drought – Botswana often experiences drought so water sources dry up.
d) High tempe rature – Because of high temperatures in summer surface water evaporates.
This leads to drying of rivers.

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e) Pollution of underground water– this is a result of use of pit- latrines. Polluted water is
unsafe for people to drink it. Water is polluted through poor waste management and use
of pit latrines. Polluted water is useless to people.
f) Sandy soils – Botswana’s soils have poor water holding capacity so water quickly runs
off.

WATER CONSERVATION PRACTICES IN BOTSWANA

1. Wate r restriction measures put in place-In times of drought, the water authorities put
up restriction measures to regulate the use of water. For example, as not allowing people
to water their gardens with clean water. This conserves water as clean water will only be
used for essential purposes. However, insufficient monitoring mechanisms have led to
clean water being used for purposes not allowed.

2. Recycling of water- Large businesses are encouraged to install water recycling systems
to save clean water. This conserves water as clean water will only be used for essential
purposes. Recycling systems are very expensive to install and can only be afforded by
few businesses.
3. Installation of water tanks. People both at commercial and residential level are
encouraged to install water tanks to collect rain water. This water can be used during the
dry period and to reduce pressure on the available cleaned water. However, cleaning
rainwater can be very expensive.

4. Educating people about water Conservation-Businesses and organizations teach

people to re- use, recycle and reduce (3Rs) water. This limits the amount of clean water
that is used. However public campaigns are expensive, and not all people are reached.

5. Increasing water tariffs- increasing the water charges may deter people from using
more water. This saves water as less water will be used as people would not want to
spend more. However, people who can afford continue to using water more / can leave
people in debt as poor people may not afford.

6. Wate r is conserved through the construction of dams/ wells/ sinking boreholes- these
are constructed to collect rainwater and to collect underground water. This water will be
used instead of using cleaned water. However this collected water needs to be cleaned
which is very expensive.

7. Dry gardening techniques – This is when people use objects such as stones and pottery
of different colours, shapes and texture instead of using plants. They also use plants that
use very little water and those that are drought resistant. This helps to conserve water as
little clean water is used.

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8. Use of modern technology- the use of innovative/modern shower taps, bath mixers
ensure use of less water by controlling the amount of water released. This saves water as
less water is used. However these innovations are very expensive to buy and to install.

FAMILY IN BOTSWANA

A family is a group of people living in the same household, related through marriage, blood,
adoption or assimilation.

Marriage is a legal union between man and woman as husband and wife.

The Importance of marriage

 Marriage makes the relationship between a man and a woman official and legal. It gives
the couple a lifetime commitment to begin their own family.
 Marriage gives the husband and wife certain rights and responsibilities towards each
other – married people give each other love, support and conjugal rights.
 Marriage gives the husband and wife special rights in their communities’ e.g. only
married people can attend traditional marriage ceremonies (patlo).
 Marriage raises the status of the married couple- The wife is addressed by her marital
name and the status Mrs.
 Basis for childbearing – Marriage legalizes ownership of children to a man and his family
thus once their parents are married, children have the right to use their father’s surname.
 Marriage creates new family relationships – this is between a husband and wife’s
extended family members.

TYPES OF MARRIAGES IN BOTSWANA

a) Customary marriage

This type of marriage is performed according to the traditional customs of an ethnic group.

The Implications / effects of customary marriages on the rights and responsibilities of

married couples

Rights in Customary marriage

 Marital powe r – The husband is the head of the family. He makes all decisions
concerning the family. This is good as prompt decisions can be taken. This denies the
woman her right to contribute in the decision making process in matters affecting the
family.

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  Property rights – The husband owns and controls all the family property except those
that the wife had before marriage. This denies the woman the right to accumulate own
wealth and to have control over family property.
 Polygamy is allowed– A man can marry as number of wives as he wants to. This can
jeopardise the health of the woman as the woman can be exposed to Sexually Transmitted
Infections (STI’s).
 Custody of children – Children belong to the husband’s family and identify with their
father’s home village and ethnic group. It takes away the right of women to have custody
of children except during divorce.

Responsibilities of the husband in a customary marriage

 The husband is the main provider of the family. He must work and provide the basic
needs such as food, clothes and shelter for his family. This put the man under a lot of
pressure as the burden fell on him only. The woman becomes a dependent on the
husband.
 The husband represents his family in all important matters. The husband represents the
family in all important matters e.g. wedding negotiations. This makes him accountable
for all decisions affecting the family.
 He manages family resources and property. He takes care of the all family property e.g
cattle. This makes him solely accountable for all decisions on the family property.
 He trains/socialized sons in the roles and responsibilities of a man and husband. This
leads to the man carrying the burdden of raising the boy child.

Responsibilities of the wife

 She does all household chores such as cooking, cleaning etc. It keeps the woman in the
home with limited opportunities to participate in economic activities.
 She takes care of children in the family. This confined the woman to the household. This
means the wife loses the opportunity to participate in activities out there that could
empower her.
 She trains/socialize daughters in the roles and responsibilities of a woman and wife. This
leads to the woman carrying the bidden of raising the girl child
 She grows and harvests crops for the family. This jeopardized the health of the woman.

b) Civil Marriage
This is when a woman and man marry according to marriage laws created by the
government.

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 The Implications / effects of civil marriages on the rights and responsibilities of
married couples

Rights
 Both the man and woman are allowed to marry only one spouse. Both husband and wife
are accountable to their spouses. This gives them the right to claim their conjugal rights
to each other.
 The husband and wife are both heads of their family. They consult each other and have to
give consent (permission) before any decisions can be made about a family property.
That protects the rights of the couple over their family property.
 Couples can choose to marry ‘in community of property’ or ‘out of community of
property’. Those that marry in community of property share everything they own equally
and gives them equal rights over family property.
Those that marry out of community of property don’t share property. Their rights over
the property they own as individuals is equally and legally protected.
 When the couple divorce, custody of children is decided by the court of law. Anyone
among the couple can be given the custody of the children depending on the situation.

Responsibilities
 Both husband and wife have a responsibility to be remain faithful to each other. This
ensures stability of the marriage. This ensures promotion of health in the marriage.
 Both husband and wife are expected to respect and trust each other. This ensures stability
of the marriage. The chances of minimising conflicts in the family are high.

 Both husband and wife have a say in the decision making process. They are expected to
have open discussions about issues that affect them. It promotes common understanding
and cooperation in the marriage.
 Both husband and wife manage family resources and property. They are expected to both
take decisions and agree on issues affecting family resources. This promotes peace and
tolerance between the couple.

c) Religious marriage

This is when a man and woman get married according to the marriage laws of a particular
religion or religious group. The ceremony is usually conducted by a religious leader.

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The Implications / effects of religious marriages on the rights and responsibilities of
married couples

Rights in religious marriages

 Religions like Islam, ATR, allow a man to marry more than one wife. Some religion
allow only one partner e.g. Christianity. Where religious marriage allows polygamous
marriage, this can compromise/ put the health of married wo man at risk. These women
can be exposed to Sexually Transmitted Infections (STI’s).

 Marital Power: Some religions give the husband the right to be the head of the family
and to manage family resources. He makes all decisions concerning the family and the
wife is expected to be completely submissive to the husband. This is good as prompt
decisions can be taken. This denies the woman her right to contribute in the decision
making process in matters affecting the family.

 Some religions discourage divorce. Men and Women are not expected to divorce their
partners. For example, Christianity. Where couples are not allowed to divorce, their right
of freedom and choice is denied. This is also likely to keep a couple in an unhappy
marriage.

Responsibilities
 Couples must be faithful to each other. This ensures stability of the marriage. This
ensures promotion of good health in the marriage.
 Couples have a responsibility to care for each other and to raise children to be members
of their parents’ church. The couple is expected to teach their children beliefs and
teachings and laws of the religious group. This makes the couple answerable to the
conduct and behaviour of their children.

FACTORS THAT INFLUENCE FAMILY SIZES IN BOTSWANA

 Advanced me dicine / Family planning services – Because of the use of contraceptives

such as the pill and condoms families have fewer children. However, lack of knowledge
and accessibility to family planning services might fail to control family size.
 Education –Women who are still on study or furthering their education tend to spend
more time studying delaying child bearing. At that stage the woman is left with limited
time to bear more children. Education also equips families with knowledge and skills on
family planning hence fewer children or smaller families.
 Traditional / Cultural customs – Some cultures still practice polygamy. So such
families usually have a larger number of children than where a man has only one wife.

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 Early parenthood – Teenage pregnancies and early marriages result in a large family
because the period in which they can have children is longer.
 HIV / AIDS – people are scared of contracting HIV and they choose not children and this
leads to small family.
 Government legislations – the country’s law on maternity leave discourages families
from having many children. E.g. a woman working for government is paid full salary for
the first 3 children. They are not paid full salary for maternity leave after the first 3
children. However this does not deter working women from exceeding this number of
children as they continue to give birth to more children.
 Employment: Parents who have full time jobs tend to have smaller/fewer children
because they spend most of their time engaged in their jobs. Eg. having to attend
meetings away, going on long trips and even transfers. This puts a lot of pressure on their
family time.

The rights and responsibilities of family membe rs

 Basic needs e.g. food, clothes, water and shelter. Every member of the family is entitled
to these basic needs. It is also the responsibility of each member to ensure availability or
protect or use these in a responsible manner to ensure that they remain available.
 The right to love, care and protection by other family members. All members of the
family deserve love, care and protection from their family members. But it is their duty to
also conduct themselves in a way that will promote their safety and care.
 The right to help and sympathy in times of need. Whenever a family me mber is going
through difficulties other members of the family are expected to provide support to him
or her. The needy member should also show appreciation of the support given.
 The right to be treated fairly and justly by other family members. Where there are
differences in the family every member of the family should be heard and treated fairly.
The aggrieved member has a responsibility to act reasonably and with honesty.

Family me mbers have a responsibility to:

 Obey family rules and respect each other.

 Parents have the responsibility to nurture their marriage by providing love to their
spouses and taking full responsibility to raise their children.
 Parents have the responsibility to educate their children.
 Children have the responsibility to learn how to do domestic work from their parents.
 Help each other in times of need.
 Work hard and do their best towards becoming self- reliant in meeting their basic needs.

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CHALLENGES FACING FAMILIES IN BOTSWANA

1. HIV & AIDS – Families have to have the resources to take care of the sick and pay for
the cost of burying those who die. Where both parents have died, other family members
find it difficult to take care and support the orphans. Most of the children left behind are
left vulnerable to social ills. (Drug and alcohol abuse, Rape, Prostitution, theft, incest).

Solutions to the challenge above

 People must be encouraged to go for HIV testing as they will be able to protect
themselves if they know their status.
 Those that are infected must be encouraged to enrol on Anti Retroviral therapy (ARV)
and follow prescription.
 Expectant mothers should be encouraged to enrol in Prevention of Mother To Child
Transmission Program (PMTCP).
 Public awareness on HIV & AIDS

2. Poverty and unemployment – People who are not working cannot support themselves
and their families sufficiently. The situations influence them into engaging into criminal
activities. They fail to support their children adequately.

Solutions to the challenge above

 People should share ideas on how to generate money, e.g. self employment.
 They should be encouraged to take advantage of government poverty eradication
programmes. E.g. ISPAAD, LIMID, IPELEGENG,
 Government can come up with programs to export labour.

3. Divorce – There is high number of divorce cases in Botswana. This affects the couple
and their children as their family is torn apart. Family members experience trauma,
financial constraints, stigma etc.

Solutions to the challenge above

 Encourage couples to go for marriage counselling before marriage, dur ing marriage and
after divorce.
 Parents and other relatives should avoid interfering in the couple’s marriage.

4. Domestic violence/ Abuse– involves the verbal/emotional, sexual, physical violence

experienced in some families. Victims of this abuse suffer emotional or psychological
trauma (strain), which they sometimes find it difficult to deal with. This may lead to
problems such as depression, suicide, passion killing, bullying etc.

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Solutions to the Domestic violence/ Abuse

 Law enforcement officers must enforce the laws e.g. apprehend and prosecute
offenders.
 Professional help must be provided to victims and perpetrators. E.g. counselling
 Public education on domestic violence

5. Disabilities in the family – there are different disabled people in different families in
Botswana. This is a challenge as some of them are blind, deaf, mute, paralysis etc. Some
families lack knowledge on how to handle or deal with this situation. The situation is
worsened by lack of financial resources which makes it difficult for these family to
support disabled members.
Solutions to the challenge above
 Family members must be educated on how to deal with disabilities.
 Family members should be counselled and given support to accept and appreciate their
disabled members.
 Families with disabled members should be encouraged to allow them to mix with the
community for them to be appreciated.

Discuss the role of the family in conserving natural resources

Families must:

 Keeping the right number of livestock for the size of the grazing area. This is done to
prevent overgrazing. Thus reducing effects of soil erosion.
 Watering of flowers and vegetable gardens early in the morning and late in the evening.
This reduces evaporation rate. Hence water will be conserved.
 Plant woodlots.
 Collect litter – Some families use litter like used plastic bags for weaving hats and mats.
 Closing the water taps tightly after use.
 Practicing the 3R’s
 Use of Indigenous Knowledge Systems
 Use of Ecotourism

NB: the role of the family identified (activity), the importance of the activity. The
natural resource that is conserved. (Soil, water, vegetation, animals, minerals)

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Gende r Issues

Gender is the social and cultural roles, characteristics and values given to males and females
by society.

Gender equality is the idea that males and females should be treated in exactly the same way.

Gender equity is treating males and females in ways that are fair to each in a given situation.

The Importance of gender equity

 It enables males and females to benefit from opportunities, resources and developments
in their countries fairly. E.g. by allowing them to study courses of their own choice, land
and property.
 It ensures political rights and fairness for both women and men. E.g. women are also
enjoying leadership positions.
 Helps men and women to value each other as human beings. This encourages them to
respect and support each other in a given situation.
 It shows society the values of both male and females. Both can contribute equally to the
development of the country.

The roles and status of men in a traditional society

Men were traditionally given a higher status than women in a society.

The traditional roles include:

 They were the heads of their families. They made all decisions concerning the family
maters. This denied women the opportunity to take part in the decision making.
 They represented and negotiated on behalf of their families especially during weddings.
 They owned and took care of the family cattle.
 Men held positions of power and authority.
 They were responsible for defending the community against attacks by enemies.
 They supervised the initiation school for boys.

NB: identify the role, expansion of the role, implication of the role on the wome n.

The roles and status of wome n in a traditional society

Women were given a subordinate status to men.

The traditional roles include:

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  Supported their husband’s decisions. They were expected to support their husband’s
decisions even when they did not agree with them. This could sometimes put family in a
disadvantage due to bad decisions taken by the husband.
 Took care of their husbands.
 Took care of household chores like cleaning, cooking etc.
 Planted and harvested the crops.
 They took care of the girl child during confinement period.
 They supervised the initiation school for girls.
NB: identify the role, expansion of the role, impact of the role.

Changes in the roles of men and wome n

 They are both heads of their families. They both contribute to the decision making and
welfare of the family. This has proven to increase wealth of the family.
 Some women nowadays earn better salaries than their husbands.
 Men also do household chores.
 Women can now take care and support their children on their own.
 Women now hold positions of authority in the society e.g. chiefs.
NB: identify the role, expansion of the role, positive impact of the role.

DISCUSS THE CULTURAL PRACTICES THAT DISCRIMINATE AGAINST MEN

AND WOMEN.

Discuss the Cultural practices that discriminate against men

 Confinement after child-birth - A man was not allowed to enter the confinement room
after child birth. This discriminated against men because they were prevented from
bonding with their children at an early stage.
 Payment of bride price - When a man marries he has to pay bride-price (bogadi) but a
woman does not. This discriminated against men as those who could not afford to pay
bride-price could not marry.
 Payment of damage- men were supposed to pay for impregnating a woman before
marriage. This discriminated against men as the decision was consensual.

Discuss the Cultural practices that discriminate against women.

 A woman has no right to claim maintenance from the father of the child if the child is
born out of marriage. Only the woman’s parents are paid compensation not the woman.
This made it difficult for the woman to take care of the child.

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  Marital power/ polygamy - Men are allowed to marry more than one wife but women are
not. This put the woman at a risk of contracting sexual diseases.
 Wearing of special mourning clothes. During bereavement, a woman whose husband has
died is expected to wear special mourning clothes but a man doesn’t. In some cultures the
widow was excluded from attending certain traditional activities.
 Socialization of women – women were taught that they are subordinate of men. For
example, a woman was not given the same opportunities as men. This made women feel
inferior to men.

EVALUATE ATTEMPTS MADE TO PROMOTE GENDER EQUITY IN BOTSWANA

 Males and females are given equal access to opportunities e.g. land, education, jobs. This
has enabled them to enjoy the same benefits. This gives both women and men a chance to
accumulate wealth. However, very few women hold high positions in government. The
government should intensify education on gender equity issues.

 Signing of international agreements on gender issues. This recognizes importance of

respect for human rights and the need for gender equity. This is done through celebration
of important international dates like international day for Elimination of Violence
Against Women and Children.

 A women’s Affairs department was established which ensures that gender equity issues
are included in the work of all government ministries and departments. The department
addresses topics like Women and Poverty, the Girl child, Women and Health etc.

 Educating the public on gender issues.

 Changing laws that discriminate on the basis of gender.

NB: identify the strategies made to promote gender equity in Bots wana, explain the
strategy given, explain the failures and successes of the strategy. The learne rs are also
expected to give possible alternatives.

SUGGEST WAYS OF EMPOWERING MEN AND WOMEN

Empowering means to help people gain control of their lives by giving them the power,
knowledge, skills, attitudes and resources that they need to realize their full potential as
individuals or as a group.

Men and wome n can be empowe red by:

 Removing laws that discriminate against them. Government should come up with laws
that are gender neutral. (those that give equal rights and opportunities)
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  Educating the workforce on gender issues by drawing gender policies, interpret them to
the employees and monitor implementation of gender issues in the work place.
Institutions like the Kgotla and Churches must be used for Educating and Sensitizing
people on gender based violence. Conducting campaigns to raise awareness on gender
based human rights violations such as forced or early marriages and domestic violence.
 Providing career guidance to encourage boys and girls to train for any career of their
choice.
 Inclusion of gender issues in the curriculum.

DESCRIBE THE FORMS, CAUSES AND SOLUTIONS OF GENDER BASED

VIOLENCE

This is any harmful act that is done against an individual or a group of people because of
their gender.

Forms of gender based violence

 Physical violence – This is about causing pain and injury to the body e.g. slapping,
kicking, beating etc.
 Sexual violence - This is about forcing a person into any sexual or persistent unwanted
sexual attention e.g. rape, forced prostitution, incest ( related people having sexual
activities)
 Mental/ e motional violence – damaging another person’s self-esteem and self
confidence e.g. being constantly humiliated and insulted, threats to life, safety and
security.

CAUSES OF GENDER BASED VIOLENCE

 Socialization – In some societies men are made to believe that women cannot challenge
them. Some people were raised in homes where violence and rage were part of their daily
living so it makes them violent.
 Unequal access to resources such as land and education. Because men have better access
to resources women depend on them for everything and they are therefore vulnerable to
them.
 Lack of proper guidance and non – violent mentors in upbringing of children – Children
grow up with anger emotions and therefore think that in order to show that you are hurt
you have to be violent.
 Unfaithfulness in relationships – this causes conflicts among couples due to lack of trust
and betrayal leading to violence.
 Low self esteem/ bitterness/ pride/ inferiority complex

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SOLUTIONS TO GENDER BASED VIOLENCE

 Provision of gender education-People must be educated about gender based violence

issues in order to encourage respect for men, women, girls and boys.
 Punishme nt of offenders- Offenders must be punished severely. E.g. lengthy sentences.
 Intensify law enforce ment and policies- Laws and policies that promote gender equality
and equity must be enforced.
 Providing guidance and counselling- Counselling must be offered to victims and
perpetrators of gender based violence.
 Provide public awareness- There must public campaigns against gender violence and
discrimination. Community structures such as the Village Development Committees must
be used to change people’s cultures, beliefs and attitudes.
 Parenting and socialization techniques must put emphasis on gender equality. Duty
allocation within the home must be gender sensitive. Children should be raised to do all
kinds of jobs whether they are males or females.

THE ORIGINS OF HUMANS

Pre-history – is the period before people started writing.

History- is the study of past events. It is a period when people first developed writing and
started creating written documents.

Discuss various sources of historical information

1. Material remains / artefacts

When people leave a place, they leave behind objects such as bones, seeds, pottery, tools,
jewellery and fossils are important sources of history. These are things that Historians use to
learn about the past. They show us what kind of tools were used, animals and plants that
lived at that time. Artefacts such as pottery and bones can last longer and allow gathering of
important information about people who lived in the past.

Disadvantages of using material re mains

o Some of the artefacts used by people in the past no longer exist because they rot
and there is no evidence about them. Eg. Metal, wooden utensils,
 Material evidence does not show how people felt and how they thought.

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2. Oral traditions
These are stories about the past that are passed from one generation to the next by word
of mouth. Researchers usually get this information by interviewing old people. It enables
the researcher to get first hand information from eye witnesses. The researcher is able to
make follow up questions to get more information.

Disadvantages of using Oral traditions

 It is not possible for the interviewee to remember everything that happened in the
past.
 Information about dates, names and events sometimes gets mixed up or not
remembered correctly.
 People can be biased and give only information that favours them.
 Information can be distorted

3. Documentary sources
These include written information, photographs and films about events that took place in
the past. This enables researchers to have easy access and the documents can remain
available for a long time. Documented information remain unchanged.

Disadvantages of using docume ntary sources

 Writers can state their opinions as facts
 Not everything can be recorded or written.
 Some records may be destroyed.

HUMAN ORIGINS ACCORDING TO CREATION STORIES

a) Christianity

In the beginning God created human beings. God took some soil from the ground and formed
a man. He breathed life- giving breath into him and the man began to live and was named
Adam. God then planted the Garden of Eden and put man in charge of caring for it. He then
created different kinds of animals. Finally he created a woman out of a rib he took from the
man and named her Eve. Then he instructed them to multiply.

b) Basarwa

The Basarwa believe that a supernatural being called Huwe created all living things including
people. Huwe lived in the sky with the souls of dead people.

44
c) Bakalanga

They say that Ngwale was their creator. Ngwale was the child of God who lived in a cave.
Their ancestors and animals are believed to have come out of that cave.

d) Batswana

They believe their first ancestor was a man called Matsieng. He lived underground under the
control of a god called Tintibane. Lowe, a one-sided spirit helped him escape from
underground to the world above through a hole. He brought his property and people with
him.

The theory of evolution

Evolution means a process of change that happens very slowly. The theory of evolution is
the idea that all living things have developed over millions of years from earlier forms of life.
Evolution was caused by natural selection. Natural selection means only plants and animals
that are the strongest, healthiest and best adapted to their environment survive. The selection
of which animal or plant species survived and which one became extinct was the result of a
process called Survival of the fittest. Fitness included features like being better than others in
getting food. Those that failed to adapt to the changes in the environment became extinct/
disappeared/died out/perished.

STAGES OF HUMAN EVOLUTION

Australopithecine

These are the first ancestors of modern human beings. They were discovered in olduvai
Gorge, lake Turkana and Taung in South Africa.

Characteristics

 They walked on two legs but with a forward stoop (bend) to see predators from afar.

 Had small brains similar to apes they did simple tasks

 Had strong teeth to grind meat

 Had big toe-like thumb that enabled them to climb trees

 Had thick fur to protect them from harsh weather

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Homo Habilis (Handy man)

They lived about 2.5 million years ago. The remains of the Homo habilis were first
discovered in O lduvai Gorge in Tanzania

Characteristics

 They walked on two legs with a stoop to see predators from afar, and to use upper
limbs for other tasks.

 They had a larger skull and brain than Australopithecine that enabled them to:

 make tools known as oldowan tools and manipulate

objects with precision.

 Climb trees to protect themselves from predators.

 communicate using language

 feed on vegetables and fruits

HOMO ERECTUS (UPRIGHT MAN)

Their remains were found at Java in Indonesia. They lived around 1.8 million years ago.
Characteristics of Homo Erectus

 They had a larger brain which enabled them

1. To live in the caves and near rivers.

2. To make and use fire to cook food and keep warm.

3. Make tools with precision (tools for a specific purpose) called Acheulian tools

4. To use language to communicate

 They walked upright which enabled them to see afar

Homo sapiens

Also called wise- man. Lived about 50 000-300 000 years ago. They looked like the people of
today. Skeleton remains were found around Klasies River in South Africa.

Characteristics of Homo sapiens

 They walked upright to see afar and to walk faster

 Had a larger brain than Homo erectus which enabled them to:

46
 1. live in caves and communicated with each other.

2. use fire to cook and keep warm.

3. Eat a variety of foods including meat

4. Make beads from ostrich egg shells and made clothes from animal skins

5. paint rocks

6. Bury their dead

7. Make complex stone tools called microliths

THE TECHNOLOGICAL STAGES

The Early Stone Age

This was the time when hominids used and made stone tools. The stone tools used during this
time were called Oldowan tools and Acheulian tools.

Oldowan stone tools were made by Homo-Habilis and were first found at Olduvai Gorge in
Tanzania. Examples of these tools are choppers and cleavers. These tools were made by
trimming (hitting a smaller piece with a large one to get flakes).

Acheulian stone tools were made by the Homo Erectus and were found at St Acheul in
France. Examples are the hand axe and cleavers. The hand axe was used as a knife and
scrapper.

The tools were blunt, heavy and simple. The tools were used for slicing, scrapping digging
and chopping.

Diagrams of early Stone Age tools

The Middle Stone Age

The tools made during the middle stone age were called flake and blade tools, these were
made by Homo sapiens. The tools were made from stone flakes. The method used to make
the tools was chipping (by knocking off large flakes from a core stone using a bone or a piece
of wood as a hammer).

They were thinner, smaller and lighter than the oldowan and Acheulian tools.

47
The tools were made for different tasks. They made blade tools that they used for cutting,
chopping, digging and scrapping. The tools were cut to a required shape and size. The tools
were made by fixing handles on small stone blades and flakes.

Diagrams of early middle Age tools

The Late Stone Age

The tools made during the late stone-age were known as microliths. They were made by
Homo sapiens. The method used was Chipping (the tools were made from small stone flakes)
These tools were made by gluing several small flakes together and attaching them to a
wooden handle using gum from trees. Examples of such tools were spears, knives, arrow
heads, scrappers, choppers, etc. Arrows were smeared with poison made from plants and
insects. They also dug holes on stones and fixed them to a stick to make the tool heavier,
such tools were used for digging.

The tools were lighter, sharp, and tiny in size as compared to middle stone-age tools.

Diagrams of late Age tools

The Iron Age Technology

This was the period when people mined and used iron or metal to make tools. The Bantu
speaking people are believed to be the ones who introduced this technology in Southern
Africa. The Iron Age technology was divided into two stages being early Iron Age and late
Iron Age.

Early Iron Age - During the Early Iron Age period pottery was made. The pottery made was
thick, and not well fired hence not hardened. E.g. Gokomore, Broadhurst, Tloutswemogala.

Late Iron age- the pottery made was thinner than that of early Iron Age and well fired and
hardened. The pattern around the mouth of the pot was neat. The pots were painted or
polished in red or black. E.g. Great Zimbabwe.

The method used is called smelting. The iron ore is crushed and mixed with charcoal. The
mixture is heated in a clay furnace (heater). This is done until a chunk of iron is produced.
The heated piece of iron is hammered into the type of tool desired. Examples of tools made
are hoe heads, spears, blades that were used for cultivating the land, axes, knives, spears etc.

48
 EARLY CIVILIZATION IN MESOPOTAMIA

Locating Mesopotamia

Source: Diamond S / studies book 1

Mesopotamia is a low lying area between Tigris and Euphrates rivers. Mesopotamia is located
between 30-40 ON and 40-50o E. Mesopotamia is located North-west of the Persian Gulf and on
the East is the Zagros Mountain.

Discuss the Social Way of life of people of Mesopotamia

 They belonged to diffe rent social classes. There were those of the upper class (king, queen
and nobles), middle class (government officials), lower class (labourers and fishermen) and
slaves. People could not move between classes.
 Religion – They believed in many gods. Their gods lived in the ziggurat (means mountain of
god and is very large pyramid shape platform with a temple at the top). People went to the
Ziggurat to pray and took gifts with them. They talked to their gods through the priest or
priestesses. Only priest or priestesses were allowed to enter the temple. People were had to
obey their gods.

49
 Marriage – The father was the head of the family. A married woman’s job was to take care
of her children. Man could marry more than one wife
 Social rights and responsibilities – They owned property. Slaves could be bought and sold.
The duty of the people to obey the law. Men had a duty to participate in the army. Men had
more right than women, E.g. men were allowed to be unfaithful whereas women could be
killed for being unfaithful.
 Settlement – They lived along the banks of the Tigris and Euphrates rivers. They lived in
cities and towns. Farms were located outside the cities and towns.
 Education- they had some formal education where people were taught how to read and
write. This education was not as formal as today. The form of writing is called cuneiform.

Discuss the economic Ways of Life

 Practiced farming –They were mixed farmers. The Tigris and Euphrates rivers deposited
fertile soils that enabled them to grow crops. The crops could be traded or used as a source of
food. During flooding crops could be destroyed by water. Some of the harvest was given to
the priest or priestesses for the gods and to feed the poor.
 Fishing- they caught fish in the Tigris and Euphrates rivers.
 Traded with other groups – They bartered with their neighbours for timber and minerals.
 Land ownership – the land belonged to the city’s god. Farmers rented land from the priest
and priestesses.

Discuss the political ways of life

 Establishme nt of Laws/ government – the king made all the laws with the help of his
advisors. The laws were called code of Hammurabi/ code of laws. All the people obeyed
these laws as they were used to govern them. Those who broke the law were punished
through death or fines. The laws kept order in their societies.
 City states- people were citizens of city states, each city had its own laws.
 United into Empires– people of Mesopotamia were united into one empire by King
Hammurabi.

Discuss the Technological Development

 Writing – Their form of writing was known as cuneiform. They used pictures to represent
different words. They wrote on wet clay tablets. This enabled them to keep permanent
records. It was difficult to draw pictures on wet clay tablets therefore the writing was
simplified to use wedge shaped lines.
 The wheel – The wheel was made from wood. They used it to transport heavy goods.
Sometimes donkeys were used to pull it.

50
 Seeder plough – It enabled farmers to plough and plant at the same time. This enabled
farmers to save time and to plough larger fields producing more food.
 Irrigation – Farmers dug ditches or canals from rivers across their fields to water their crops.
These rivers sometimes flooded so they built dykes or weirs (barriers) to avoid this problem.

Compare and contrast early Mesopotamian technology, settlement and government with
those of modern times

NB: Compare is used to show similarities and differences

Contrast is used to show diffe rences only

Settlements

Similarities

 People in Mesopotamia lived in cities just like people in the modern world.
 People in Mesopotamia lived near rivers just like people in the modern world.

Differences
 In Ancient Mesopotamia cities were surrounded by wall and moat while modern cities are
not walled.
 In Ancient Mesopotamia people lived in cities while people in the modern world people live
in cities, towns and villages.
 In Ancient Mesopotamia cities were smaller while cities in the modern world are bigger.
 In Ancient Mesopotamia people lived in city-states while in the modern world people live in
countries or nation states.

Government

Similarities

 In ancient Mesopotamia people were ruled by kings just like people in the modern world
 In ancient Mesopotamia they had written laws just like people in the modern world
 In ancient Mesopotamia people were governed by written laws and those who break the law
were punished just like people in the modern world
 In ancient Mesopotamia people had rights to own property just like people in the modern
world

51
 Differences

 In Ancient Mesopotamia city states were ruled by kings who were believed to be gods while
modern world leaders are elected and are not believed to be gods.
 In Ancient Mesopotamia there were independent state with each having its own laws while
modern world the county’s laws are used by all people.

Technology

Similarities

 In Ancient Mesopotamia were able to read and write just like people of the modern world
 In Ancient Mesopotamia people irrigated their crops used just like people of the modern
world
 In Ancient Mesopotamia used the plough just like people of the modern world
 In Ancient Mesopotamia used the wheel just like people of the modern world

Differences

 In Ancient Mesopotamia they used weirs and dykes for irrigation while in the modern world
they use sprinklers and drip feed.
 In Ancient Mesopotamia they used the wooden plough while in the modern world they use
iron disc plough.
 In Ancient Mesopotamia they used form of writing called cuneiform while in the modern
world they use letters of the alphabet.
 In Ancient Mesopotamia they used wooden wheel while in the modern world they use metal
and rubber wheel.
 In Ancient Mesopotamia they used mud and clay as building material while in the modern
world they use steel and cement.
 In Ancient Mesopotamia they wrote on clay tablets using stylus while in the modern world
they write on paper using ink pens.

52
EARLY CIVILIZATION IN EGYPT

Source: Diamond S / studies bk 1

Location of Egypt

Egypt is located between latitude 22o N and 310 N and longitudes 25o E and 34o E. It is on the
North eastern part of Africa.

Discuss the social ways of life of people of ancient Egypt

 They belonged to different social classes. The classes were upper class (king, queen and
nobles), middle class (soldiers, scribes, and traders), lower class (peasant farmers, servants)
and slaves. People were able to move from one class to another.
 They were religious people– They believed in many gods. A statue of the god or goddess
was kept in the temple and was cared for by the priest and priestesses. They believed in life
after death hence they mummified bodies of the dead.
 They married. People married within their social classes. The husband was the head of the
family.
 Education – Only boys and a few girls from the upper class attended school. People who
could write were called scribes and were highly respected. Other classes were denied the
opportunity to go to school.
 They settled along the river – Most settlements were located along the Nile River. The river
provided them with fertile soils and water. This enabled them to produce large quantities of
grain crops.

53
 Economic Ways of Life

 Land owne rship – The land was owned by the Pharaoh and farmers were only allowed to
use the land as tenants. They grew crops such as barley, wheat and fruits such as palm dates
and figs. They were made to pay tax to the pharaoh for using the land.
 Farming – Farming took place along the banks of the Nile River as it deposited fertile soils
that enabled them to grow crops.
 Trading – They bartered with their neighbours for iron and silver. This enabled them to
acquire goods not available locally. Later, they began to use silver pieces to pay for goods.
 Hunting and gathering – They hunted and gathered to supplement their food. They hunted
birds and caught fish in the Nile river.
 Payment of tax – All farmers paid tax in the form of grain to the Pharaoh.
 Craft production- Artisans built boats and building such as pyramid. Crafts people made
furniture and woven linen cloth from flax. Boats were used for transporting goods.

Political ways of life/ governance

 Leadership- the ancient Egyptians were led by a Pharaoh who was a divine ruler. Leadership
was hereditary. The Pharaoh had absolute powers. He controlled the military, administration
and religion.
 Making of laws – the Pharaoh made all the laws with the help of his advisors. All the people
obeyed these laws. Those that broke the law were punished through death or fines.
 Empires – Initially Egypt was divided into two kingdoms, Upper and Lower Egypt. Later a
single kingdom was created.

Structure of the government

Pharaoh

Military Administrative Religious

The Military

The Upper and Lower Egypt each had its own army corp. Each army corp was headed by a chief
deputy.

The Administration

The senior officials of the administration were the viziers or chief ministers. Their duty was to
supervise district governors, ensure that canals were dug and settle disputes.

54
The Religious branch

Their duties were to clean the temple and statue, receive and prepare gifts perform and religious
rituals.

Technological Development

 Writing –Their form of writing was known as hieroglyphics. This type of writing used
pictures to represent objects, ideas or sounds. Writing enabled them to keep permanent
records.
 Paper making - They wrote on sheets of paper using papyrus reeds that grew along the
banks of the Nile river. They wrote by dipping the stylus on ink made from special plants.
 The Plough – They ploughed using a light wooden plough which was pulled by oxen. This
saved them time and could plough large fields.
 The shaduf – this was used to draw water from the river when the water level was down.
Water was then poured it into a canal next to the river at the edge of the field. The crops were
irrigated this way.
 Irrigation – Egyptians depended on the Nile River as a source of water. Farmers dug small
canals to carry water from the Nile River to small ponds into their fields.
 Mummification –Egyptians preserved dead bodies by drying them. The body was preserved
in order to keep it in good condition as they believed in life after death. They removed all
internal organs including the brain. The body was dried using a special substance called
natron. They packed mud and sand under the skin, the empty stomach was filled with linen
cloth. The body was then rubbed with oil and resins. It was then wrapped with linen clothes
and put in wooden coffins.
 Pyramid – it was built using heavy blocks of stones which were cut from quarries. Levers
were used to put each stone in the right place. The mummified bodies were kept in the
pyramids.

55
 Compare and contrast early Egyptian technology, settlement and gove rnme nt with
those of modern times.

NB: Compare is used to show similarities and differences

Contrast is used to show diffe rences only

Comparisons of Egypt with the modern world

Settlements

Similarities

 People in Egypt lived in villages and cities just like people in the modern world.
 People in Egypt lived near rivers just like people in the modern world.

Differences
 In Ancient Egypt most people lived in villages and few people lived in cities while modern
world most people live in cities and towns and few in villages.

Government

Similarities

 In ancient Egypt people were ruled by a king just like people in the modern world
 In ancient Egypt people were governed by written and those who break the law were
punished just like people in the modern world
 In ancient Egypt there was formalised structure o f government just like people in the modern
world
 In ancient Egypt senior government officials were appointed by the leader just like in the
modern world.

Differences

 In Ancient Egypt they believed the Pharaoh to be a god while modern world leaders are not
believed to be gods.
 In Ancient Egypt leadership was hereditary while in the modern world most leaders are
elected.
 In Ancient Egypt the position of senior government officials was inherited by their sons
while in the modern world senior government officials are appointed based on their
qualification.
 In Ancient Egypt legal disputes were settled by the viziers while in the modern world they
are settled by courts of laws.

56
 In Ancient Egypt laws were made by Pharaohs while in the modern world laws are made
through the parliament.
 In Ancient Egypt the Pharaoh had absolute power while in the modern world a system of
checks and balance is used.

Technology

Similarities

 In Ancient Egypt were able to read and write just like people of the modern world
 In Ancient Egypt people irrigated their crops used just like people of the modern world
 In Ancient Egypt people wrote on paper just like people of the modern world
 In Ancient Egypt used ox-drawn ploughs just like people of the modern world

Differences

 In Ancient Egypt they used shaduf to draw water for irrigation while in the modern
world they use sprinklers and drip feed.
 In Ancient Egypt wooden plough while in the modern world they use iron disc plough.
 In Ancient Egypt they used form of writing called Hieroglyphics while in the modern
world they use letters of the alphabet.
 In ancient Egypt they used simple technology while in the modern world they use
complex technology.
 In Ancient Egypt they used mud and stone as building material while in the modern
world they use steel and cement.
 In ancient Egypt they mummified the dead bodies while in the modern world they freeze
the dead body in mortuaries.
 In ancient Egypt they used stylus to write while in the modern world they use pens to
write.

57
THE ORIGINS OF THE NATION

Settlement of people in Southern Africa around 1800

Insert map

Source: Diamond S / studies book 1

COMPARE AND CONTRAST THE LIFESTYLE OF THE SAN AND THE KHOE
AROUND 1800

SIMILARITIES

1. They both believed in the supreme being

2. They were both nomadic

3. They both lived in temporary shelter

4. They were both hunter gathers

5. They both wore animal skin to protect themselves from harsh weather

6. They both married women from different camps

7. They both did rock paintings

Differences between the ways of life of the San and the Khoe

1. The Khoe lived in larger groups while the San lived in small bands.
2. The Khoe kept livestock while the San kept a hunting dog.
3. The Khoe had large material possessions while the San had little/ few possessions.
4. Khoe supplemented their food with hunting and gathering while the San depended
entirely on hunting and gathering their main source of food.
5. The Khoe only moved when pastures and water for their animals were not available while
the San moved constantly following movement of wild a nimals.
6. The Khoe built their houses using poles and woven mats while the San used grass and
tree branches found in the environment.
7. The Khoe used clay pots to store water while the San used ostrich egg shells.
8. The Khoe had chiefs while the San leader was chosen based on a certain skill E.g making
fire, water rights.

58
 The migration of the Bantu speaking people into Sothern Africa.

Source: Diamond S / studies bk 1

Bantu are a group of people who when referring to a person use the common word stem ‘ntu’.
For example for the Ndebele say ‘umuntu’, Tswana – motho, Kalanga – nthu etc.

The Bantu origins

They are believed to have originated in Cameroon. From there they moved southwards and
eastwards into central, east and southern Africa.

Migration of the Bantu speaking people

Insert map

The Bantu speaking people gradually migrated towards the south. There were two streams.

The western stream went southwards and eastwards from the Congo basin along the open plains
of the Okavango and Zambezi rivers.

The eastern stream who lived around great lakes in east Africa took two different routes, the first
group went along the Indian Ocean coast and the second group travelled inwards on the high
ground to avoid tsetse fly.

Causes of migration of the Bantu:

 The Bantu speaking people moved due to pests and disease. The Bantu depended mainly
on agriculture therefore they moved to protect their livestock from tsetse fly which

59
 caused sleeping sickness (nagana) for both people and livestock. This enabled them to
have a large herd of cattle as the new environment was conducive.

 Expansion of iron smelting: The Bantu mined and smelted iron so they wanted to expand
the knowledge. The knowledge of iron smelting led to making of bows, arrows and
spears for defence and protection.

 Increase in population: the increase forced people to move in search of new land to settle
and sources of food.

 Expansion of kingdoms: rulers wanted to gain more power and control so they attacked
other groups. It enabled people to share their agricultural practices with other kingdoms.

 Strong attacks from other groups: They were also having conflicts over succession issues

 Drought and famine: Climatic conditions of Bantu people area of the Sahel region forced
them to move as it was not conducive for their agrarian life (agricultural life).

Discuss Interaction between the Bantu and the Khoisan

 Traded with each other – exchanged iron objects for (and get) animal skins and
ostrich egg shell beads. As a result the culture of both groups was enriched. However
there was conflict over hunting grounds that led to migration of the Khoisan into the
dry Kalahari.
 Linguistic influence - Cultural exchanges resulted in both groups borrowing words
from each other. However the Bantu language became dominant over the Khoisan
language.
 Inte rmarriages – Bantu speaking men married Khoisan women. As a result new
societies were created e.g. Sotho-Tswana. Most of these marriages were forced and
those who refused fled into the drier areas of the Kalahari Desert.
 The Khoisan adopted permanent settlements/ Change in lifestyle – Khoisan
adopted a new way of life by living in permanent settlements (working on farms).
Instead of nomadic hunting and gathering. As a result people abandoned their own
culture

60
The ways of life of the Sotho Tswana around 1800

The main Bantu speaking people living in Southern Africa include the Sotho-Tswana, the Nguni,
and the Shona.

Economic Ways of life

1. They practiced mixed farming – They grew crops such as beans and sorghum and
kept livestock like cattle and goats.
2. The practiced hunting and gathering – They hunted animals like hares for their
families; bigger animals were hunted with the permission from the chief.
3. They mined and smelted iron – They used iron to make tools E.g. spears and knives.
4. Traded with neighbouring groups – They practiced barter trading (exchanging goods
for others).

Social Ways of life

5. They were religious people – they believed in their ancestors. They gave their
ancestors gifts such as food and beer as a sign of respect.
6. They inter- married – They practiced polygamy. The groom’s family paid bride price
in the form of cattle. The head of the family was the father.
7. Made clothes – They made clothes out of animal skins. The husband made clothes for
the family.
8. They built shelter – They lived in circular huts made from clay and cow dung. The
roofs were thatched with grass. The floors of the huts were smeared with cow dung.
9. Practiced initiation ceremonies – Boys and girls who had reached puberty were sent
for Bogwera and Bojale. They were taught about adult life at these schools. When
they completed they were given some tasks to perform in the village.
10. They had settlement patterns – They lived in settlement patterns known as the three
site system that is they moved from the fields to the village then the cattle post.

Political ways of Life

11. They had political leaders-they were led by chiefs and headmen and the position of
chieftainship was hereditary
12. The chief was responsible for the welfare of the people, making laws, settling major
disputes and for defending them.
13. They ruled with the assistance of the headman and they consulted them before
making important decisions.

61
The movement of different Bats wana groups into modern Botswana

Source: Diamond S / studies book 1

Bakgalagadi

They broke away from Barolong and moved to the Kgalagadi area between 1500 and 1600. The
first groups to leave were Bakgwatlheng. They settled in Molepolole. Later they split up and
Baphaleng moved away and settled near Shoshong. The other group, Bangologa settled along the
Molopo River.

Bakwena, Bangwaketse and Bangwato

They lived at Dithejwane near Molepolole they were led by Kgabo-Kwena. Kwena quarrelled
with his younger brother Ngwato. Ngwato and his people moved to Shoshong and were known
as Bangwato. Later Bangwaketse broke away from the Bakwena and settled at Kanye.

Bakgatla

Bakgatla ba- ga-Kgafela used to live in an area known as Transvaal. They were forced out of this
area by the Boers. They moved to Mochudi and settled on the land given to them by the
Bakwena. Bakgatla-ba-ga Mmanaana broke away and went to live in Thamaga and Moshupa.
62
GOVERNANCE IN BOTSWANA

Botswana has three main branches of government; these are the Legislature, Executive and the
Judiciary.

LEGISLATURE

Composition of the Legislature

 National assembly; president, vice president, elected members of parliament, specially

elected members of parliament, attorney general (legal advisor), speaker of the national
assembly and deputy speaker of the national assembly.

 Ntlo ya dikgosi

Duties of the Legislature

 Pass new laws, change existing laws and make new laws.
 Approve the government National Development Plans.
 Approve the annual budget.
 Give the government permission to borrow money from other countries
 Discuss government policies.
 Ensures that the country’s customary and cultural heritage is preserved through
representation by Ntlo ya dikgosi.
 Ensures that public funds are used for the intended purpose.

EXECUTIVE

Composition of the executive

 President

 Vice-president

 Ministers

 Assistant ministers

 Public service ( government employees who work in different ministries)

Duties of the Executive

 Make government policies and implement them.

 Propose new laws, amendments of old laws or changes to the constitution.
 Maintain peace and order in the country.

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  Make the annual financial budget.
 Establish and manage relationships with other countries.
 Plan and manage the development of the country

THE JUDICIARY

Composition of the Judiciary

 Court of appeal

 High court

 Magistrate courts

 Industrial courts

 Juvenile courts

 Customary courts

 Land tribunals

Duties of the Judiciary

 They hear criminal cases.

 Interpret the Constitution.
 Interpret the laws passed by parliament.
 Settle civil cases E.g. adoption and divorce.

The system of checks and balance in Bots wana’s Constitution

This is a system where each branch of government has different powers over other branches. It
ensures that no branch is too powerful, this prevents abuse of power by leaders in Botswana. It
also enables the different branches to make decisions independently of the other branches.

How the 3 branches check and balance each othe r

Checks and balances on the executive

a. By legislature
1. Can pass a vote of no confidence in the president
2. Approve the annual budget
3. Approves the National development plan
4. Approves the President’s salary and allowances
5. Checks the conduct, effectiveness and efficiency of cabinet

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 6. If president refuses to sign a bill, the national assembly can send the bill back to
the, and if president does not sign within 21 days president may be forced to
dissolve parliament and call elections
7. Parliament may regulate the powers of the president as commander in chief of the
armies.
b. By judiciary
1. Ensures the constitution is followed when removing judges

Checks and balances on the Legislature

By the executive
1. A bill can only become a law after the president signs it
2. President gives permission for introducing or amending bills meant for dealing with
tax
3. Any minister is allowed to attend meetings in Ntlo ya dikgosi when a bill he/she
proposes is discussed.
By the judiciary
1. The High Court and Court of Appeal have the power to declare laws passed by the
National Assembly unconstitutional.
2. Parliament cannot reduce the salaries and allowances of judges

Checks and balances on the judiciary

By the legislature
1. If judiciary declares a law unconstitutional, Parliament can change the
constitution instead of changing laws so that the constitution is not violated.
2. Parliament can make laws that control the judiciary
By the executive
1. The president has the power to appoint the chief judge and judges
2. The president has the power to reduce or suspend or punish, forgive or free
anyone convicted by a court of law. This is known as the Prerogative of Mercy.

THE PURPOSE OF LAW

1. Promotes justice and prevents injustice- the use of police, courts of law and prison
system are used to enforce law.
2. Maintain peace and order – this is done by stating what is acceptable and not
acceptable. Those who break the laws are punished.
3. Protect the rights of all people equally- ensures that protection of peoples right
outlined in the constitution are upheld.
4. Enable disputes to be settled according to known rules- legal contract can be settled
in courts.

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 5. Protect the interests of individuals, groups of people and the state. E.g. the
government uses the law to make people pay taxes.

THE STRUCTURE AND RESPONSIBILITIES OF GOVERNMENT AT NATIONAL

LEVEL

DRAW

DUTIES OF GOVERNMENT AT LOCAL LEVEL

1.Provide social services such as roads, primary health care and primary education.
2.Collect refuse and dispose it properly.
3. Coordinating community development through village development committees
4. Preparing district development plans in relation to national development plans.
5. Collect and care for stray livestock.
6. They allocate tribal land through land boards.
7. The make by-laws.
8. They control and licence trading activities.
9. They provide social welfare services and benefits to orphans and destitute people.
10. They establish, maintain and control parks, cemeteries and other public places.

STRUCTURE OF CENTRAL OR NATIONAL GOVERNMENT

This one is made up of elected representatives such as ministers and members of parliament. It is
divided into ministries headed ministers. Each ministry has specific responsibilities to perform in
order to reach the national development goals. Central government is responsible for the overall
functions of government in Botswana. It is headed by the President

DUTIES OF GOVERNMENT AT NATIONAL LEVEL

1. Maintain security and public order

2. Prepares the National budget and National Development Plans.
3. Building major infrastructure such as roads, airports and dams.
4. Providing public services such as water, medical and electricity.
5. Protecting the rights of individuals.
6. Defending and protecting the country from enemies.
7. Making and enforcing the law.
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COMPARE THE MAJOR RESPONSIBILITIES OF GOVERNMENT AT NATIONAL
AND LOCAL LEVEL

SIMILARITIES

1. They are both responsible for provision of education

2. They are both responsible for construction and maintenance of roads

3. They both prepare and implement development plans

4. They both make and enforce laws

DIFFERENCES

1. The government at national level make laws while the government at local level make
by- laws

2. The government at national level make development plans at national level while the
government at local level make developments plans at local level

3. The government at national level construct and maintain major roads while the
government at local level construct and maintain minor roads.

DISCUSS THE IMPORTANCE OF BOTSWANA’S NATIONAL PRINCIPLES

Democracy

 It promotes the respect for human rights and freedom. People will be allowed to enjoy their
rights. The right are listed in the constitution and have to be protected. The law enforcers
charge people who violate people’s rights.
 It allows people to choose the political leaders of their choice. Most democratic countries
are peaceful as people are allowed to air their views.
 It allows people to have different political views and still live together in peace. This
allows for new ideas/views in the running of the country.
 Leaders are answerable to their people. Elected members are expected to act and deliver on
their promises. A national referendum is held where need. If political leaders do not fulfil
their promises they can be removed.
 There is a system of checks and balance. It prevents abuse of power as leaders know that
there are other bodies that monitor them. This promotes good governance.

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  There is the rule of law. There is no one who is above the law, all decisions made do not
violate the constitution.

Unity
 It encourages citizens to place the interests of their country ahead of their own. People
have to forfeit their rights for the larger good of the nation. The country then remains
peaceful as people who that the nation benefits.
 It enables people to be tolerant on one another. People respect other people’s views and
opinions.
 It promotes cooperation. Where there is unity people are willing to help each other and
work together for the common good. This brings peace within the nation and to improve
other.

Development

 It enables people’s living standards to be improved. This enables people to have better
living standards.
 Since people have access to better health they live healthier. The mortality rate in the
country has gone down since health care has improved. People in rural areas also have
access to good health as government has made development across the country.
 It enables the country to be competitive. The GDP goes up and the country can produce
goods and sell to other countries.

Self reliance
 Government spends less money supporting citizens. Citizens are independent and
assist the government by starting companies and employing fellow citizens. This
enhances development in the country. It allows the government to concentrate on
developing the country. People are able to take care of themselves so the government
does not have to spend money on them.
 Government is free to make its own decisions without interference from other
countries. Since she is independent, she is able to make decisions that suits her
needs.

 It enables people to control their future. This ensures that they take decisions tha t are
best for themselves and their communities.
 It reduces dependence on imports. Therefore the country can become self sufficient
in the production of goods and services.

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Botho

 It promotes social harmony. People are treated with respect and dignity. People feel
that they are valued and respected. This encourages peace, tolerance and
cooperation in the country.

CHARACTERISTICS / FORMS OF GOVERNMENT

Democracy

 Citizens elect the leaders that they want and elections are fair and free.
 Government makes decision in an open and transparent way.
 There is no abuse of power as there is a system of checks and balances.
 The government consults the people through a referendum.
 Human rights are respected so people are treated fairly and justly
 There is rule of law.

Dictatorship
 Citizens do not elect the leaders that they want and elections are not fair and free.
 Government does not make decision in an open and transparent way.
 There is abuse of power as there is no system of checks and balances.
 The government does not consult the people when making decisions.
 Human rights are not respected so people are not treated fairly.
Monarchy

Types of monarchies

a) Absolute monarchy – The king or queen has total control over the government or
his or her people.
b) Constitutional monarchy – The king or queen shares power with political leaders
elected by the people. The monarch is the Head of state while the elected members
run the government.

Characteristics of Monarchy
 A king or queen is leads the government.
 The position of king or queen is hereditary.

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COMPARING DEMOCRACY WITH DICTATOSHIP
Similarities
 They are both headed by a leader

Differences
 In a Democracy there is practice of multi party political system while in
dictatorship there are no political parties and no opposition allowed.
 In a Democracy there are regular elections while dictatorship elections are no
elections.
 In Democracy the rule of law is observed while dictatorship it lacks rule of law
and people are ruled by decree
 In Democracy there are checks and balances in the power of government while in
dictatorship the dictator does not account to the people.
 In a Democracy the country is led by an elected president while in dictatorship the
country is led by a dictator.
 In Democracy allows the respect of human rights while in a dictatorship there is
violation of human rights.

COMPARE AND CONTRAST DEMOCRACY AND CONSTITUTIONAL MONARCHY

Similarities
 They both have rule of law
 They both have regular elections
 They both respect human rights
 They both have political parties
 They both have elected political leaders

Difference
 In a democracy there is one head of state being the president while in a
constitutional Monarchy there are two heads of state being a king/ Queen
(Monarch) and prime minister.
 In a democracy leaders are elected while in a constitutional Monarchy the
position of the monarch is hereditary.
COMPARE AND CONTRAST DEMOCRACY AND ABSOLUTE MONARCHY
SIMILARITIES
 They both have consultation with people

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 Differences
 In a democracy there are regular elections while in an absolute monarchy there are no
elections
 In a democracy major decisions are made by elected representatives while in an absolute
monarchy decisions are made by the royal family
 In a democracy is headed by a president while in an absolute monarchy they are headed
by a monarch (king/ queen)
 In a democracy there is a system of checks and balances while in an absolute monarchy
power is centralised as the monarch makes all important decisions
 In a democracy human rights are respected while in an absolute monarchy human rights
are compromised.
 In a democracy leaders are accountable to people while in an absolute monarchy the
leader/ monarch is accountable to the royal family only.
 In a democracy there is consultation of people in decision making while in an absolute
monarchy the monarch consult only with the royal family.
 in a democracy there is respect for the rule of law while in an absolute monarchy the
monarch can over rule the law

KAGISANO

Kagisano means social harmony and peace. This means people living peacefully together in the
country even though they have differences in gender, educational background or religious
background. Kagisano is important because it makes people to cooperate and tolerate one
another.

Suggest ways of promoting Kagisano in a community

 Encouraging people to respect one another. This involves people treating each other with
dignity and courtesy.
 Respecting rights of people. For example, allowing freedom of speech and the right to
participate in community meetings and discussions.
 Solving conflicts peacefully. This is done through negotiations and dialogue.
 Sharing natural resources fairly in the community. e.g. arable land and water
 Encouraging tolerance among people. Accepting each others weaknesses and differences
E.g. religion

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Recognise the significance of National Identity over Ethnic Identity

Ethnic Identity

This is a sense of belonging to a particular ethnic group, sharing the common culture of the
group and feeling proud of that group. For example being proud that you are a Mokgatla.

Symbols of ethnic identity are language, totems, clothing and food e.t.c.

National Identity

This is about being proud of your country. Symbols of National identity are an identity card

(Omang) and national passport, coat of arms, national anthem, language, currency.

Recognise the importance of national identity over ethnic identity

 It promotes patriotism by encouraging a sense of belonging and loyalty to one’s country.

 It encourages the upholding the national symbols by all.
 It encourages citizens to put the country’s needs ahead of their own.
 It unites people from different ethnic groups hence it helps avoid tribal wars.
 It encourages tolerance among all by accepting diversity of culture.

Suggest Ways of nurturing and protecting Bots wana’s image as a peaceful country

 By preventing wars by solving conflicts peacefully.

 Maintaining good relations with other countries.
 Respecting human rights
 Controlling crime such that people are safe.
 Treating everyone with respect and dignity.
 Being friendly and welcoming to visitors.

Botswana’s Economic development

Economic development is the process of using resources to create wealth for the country in order
to improve people’s standard of living.

The resources that a country can use to create wealth are water, land, wildlife, minerals, fish etc.
These natural resources have to be used sustainably.

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Sectors of production

a) Primary Sector – This sector of production involves removing/ extract raw materials
from natural resources in our environment. For example fishing, mining, quarrying,
farming etc.
b) Secondary Sector – This involves processing raw materials into semi- finished and
finished goods. For example, construction, milling, breweries, textile production, wine
making. Etc.
c) Tertiary Sector – It provides activities that provide services to individuals or businesses.
For example education, training, banking, entertainment, transportation, water, insurance
.etc.
d) Quaternary Sector –this involves intellectual activities that provide information and
knowledge. Examples are libraries, information technology, archives, consultancy, etc.

DISCUSS THE BENEFITS AND DISADVANTAGES OF BOTSWANA‘S MIXED

ECONOMIC SYSTEM / MODEL

ADVANTAGES OF A MIXED ECONOMIC SYSTEM

 Custome rs enjoy reasonable prices. This is caused by the need to attract more
customers which encourages businesses to charge reasonable prices. Customers have
access to a variety of goods and services.
 Infrastructural development. Both government and private sector construct
infrastructure such as hospitals, roads, hotels, schools etc. This improves the economy of
the country.
 Setting minimum wage limits - the government sets minimum wage limits to protect
low paid workers. For example maids should not be paid less than P450.00. It prevents
abuse of employees by employers.
 Access to a variety of services. People have the opportunity to choose between the
services provided by government and private sector. E.g. health services, education,
entertainment. This helps people to enjoy good quality services.
 Availability of goods and services. Government makes sure that goods and services are
available in all parts of the country. This ensures that all citizens are taken care of.
 Increase in employment opportunities. Both government and private sector increases
jobs in the country. This creates income opportunities for everyone.
 Increase in investment and business opportunities. Individuals and companies have
the opportunity to invest or opening up their own businesses. Those businesses create
employment and provide income.
 Gaining of revenue by governme nt. Investors are required to pay tax. Revenue earned
through tax enables the government to carry out development.

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 DISCUSS THE DISADVANTAGES OF A MIXED ECONOMY

 Government monopolises provision of essential services. Essential services such as

water, electricity are provided by government only. The government cannot meet the
demands of the people resulting in poor service provision. There is limited choice for
such services.
 Poor service provision by governme nt. Government is not good at providing services
mainly due to shortage of skilled personnel and funding. People do not get the quality of
services they need.
 Limited profit making by the private sector. Private businesses will not be able to
make more profit because they are competing with government funded businesses that
are given soft loans (loans with low interest rates).
 It widens the income disparity between the rich and the poor. Most private businesses
are owned by the rich and exploit the poor (customers and employees) to make maximum
profits. This results in a wide gap between the rich and the poor.

ANALYSE THE EFFECTS OF HIV AND AIDS ON BOTSWANA’S ECONOM Y.

 Loss of skilled personnel – workers die due to AIDS. The loss of workers means that
there are fewer people doing the work and that some of the work is not done. This results
in government spending more money to train new workers instead of developing the
country.
 Lowers food production – when farmers and their labourers die, there is no one to grow
crops for the country.
 Lower productivity – People taking care of the sick have to absent themselves from
work occasionally so their jobs suffer because there is no one to do them.
 Lower savings – People spend most of their money taking care of the sick so they don’t
have money to save.
 Increased governme nt spending – The government spends the money that it could be
using to develop the country on buying medicine for the sick.

EVALUATE THE IMPACT OF ECONOMIC DEVELOPMENT ON THE LIVES OF

BATSWANA

 Increase in access to education – Most Batswana are now educated as many people are
able to attend schools to learn. This has led to increase in literacy rate, skills and
knowledge. The education system in Botswana does not equip its products with enough
skills that allows to compete internationally. The government should intensify the
teaching and learning of vocational skills and come up with programs that address the
skills needed in the job market.

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  Increase in income levels. This is possible because of improvement in the economic
development. Business investment and employment opportunities are available for
people to earn more money. This has enabled them to improve their standard of living.
However there are still some people who are not employed.
 Availability of health services – There are many clinics and hospitals that have been
built as a result of economic development. This has improved the health standard and
lowered mortality rate. However there are still some areas in the country where access to
medical services is a challenge.
 Access to clean water supply –There are many dams that have been built that supply
water to Batswana.
 Improved Transport and communication networks– Batswana can travel and
communicate easily as a result of the communication systems that have been
constructed. This has enhanced investment opportunities in Botswana.
 Availability of electricity in most parts of the country. Most places in Botswana are
connected to reliable electricity.
 Increase in Rural-Urban migration –Batswana have moved from rural areas to urban
areas because most business activities, better services and employment opportunities are
in urban areas. Villages are left with fewer young people to carry out agricultural
production.

DISCUSS THE DANGERS OF CORRUPTION AND ECONOMIC CRIME TO

BOTSWANA’S ECONOM Y AND SOLUTIONS THEREOF

 The governme nt losses money – money is lost through bribery, tax evasion, etc. the
money that was supposed to accumulate to government is not paid to government. In the
end, the government is unable to carry out the p lanned development projects.
 It leads to unequal developments in the country. Developmental projects may not be
distributed fairly within the country where officials responsible for such services are
corrupt. This frustrates government efforts to develop the country.
 It leads to low productivity. Where people who are not qualified for particular jobs may
be employed instead of the qualified ones, it leads to poor quality work.
 It increases the cost of doing business in a country. Investors who are made to pay
bribery end up spending more money in running their businesses. Goods and Services
become more expensive because the money paid as bribe is added to the cost of
production.
 It can scare away investors. Countries that are infested with corruption are not
conducive for doing business. Investors would normally avoid investing in such places
because it is costly and risky.

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  It undermines the rule of law. If law enforcement officers are unable to enforce the law
because of their involvement in corrupt practices, the effectiveness of the law is
compromised. That is criminals are free to carry out corrupt activities damaging the
image of the country.

WAYS OF DEALING WITH CORRUPTION AND ECONOMIC CRIME

 Provision of public education/ aware ness – People must be taught about the dangers of
corruption and economic crime. The use of mass media, addressing kgotla meetings and
workshops in the work-place to teach people about corruption.
 Enforce criminal charges-The government must intensify charges against criminals &
the charges must range according to the weight of the case.
 Reporting corrupt practices – All sectors must be sensitized on corruption activities &
prevention techniques e.g. people must be giving toll free numbers that they can always
dial and report corruption.
 Formation of Crime prevention groups – locals must be encouraged to form crime
prevention groups responsible for fighting corruption& crime in their areas.
 Use of Information technology – The security forces should be trained on the use of
computers & installation of CCTV cameras so that they are able to see & monitor corrupt
people
 Investigate and prosecute offende rs- the country has independent departments that can
investigate corrupt issues and therefore investigations on corruption and economic crime
should be intensified. Eg. DCEC. People found guilty should be punished severely.

AGRICULTURE IN BOTSWANA

The Importance of agriculture in Bots wana’s economy

 Source of e mployment – Many people work as farmers or are employed by farmers

to provide livestock with food and water.
 Source of food – Farmers produce maize and beans that people need in order to live.
 Source of raw materials for other industries –Industries that processes and sell
meat, sell furniture and beer would not exist without Agriculture.
 Source of income – Meat that is sold to other countries provides Botswana with
foreign exchange.
 Provides investment opportunities – People can invest money in growing crops,
rearing livestock and fish farming.

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Proble ms facing the Agriculture Sector in Bots wana

 Low rainfall – Crops require about 500mm to grow. Most parts of Botswana receive
less than this.
 Frequent drought – This creates shortage of water and pastures for grazing.
 Poor soils – Botswana is mostly covered by poor sandy soils.
 Pests and diseases – Livestock and crops are affected by diseases such as foot and
mouth and corn crickets.
 Poor farming methods – Farming methods like mono cropping result in poor yields.
 Shortage of labour – Many young people are not interested in farming and are
leaving rural areas to cities

Solutions to the above proble ms

 Plant crop varieties and rear livestock that will still do well with little rainfall.
 Create and insurance fund for farmers so that they are paid compensation when there
is a drought.
 Encourage crop production in areas that have fertile soils.
 Farmers should rear livestock and grow crops that are resistant to common diseases.
 Sufficient Agriculture demonstrators should be employed to teach farmers good
farming methods.
 Create better opportunities for young people so that they are interested in training for
agriculture.

DIVERSIFYING AGRICULTURE IN BOTSWANA

The following activities must be done in order to diversify Agriculture in Botswana:

 Horticulture – Local farmers should produce enough vegetables and fruits in order to
meet the national demand.
 Oil Seed crops – Subsistence farmers must be encouraged to grow crops such as
sunflower and groundnuts.
 Dairy farming – Farmers must be encouraged to use the right farming methods a nd
technologies so that milk yields are high.
 Harvesting and processing veldt products – Veldt products like sengaparile, morula
fruits and mophane worms must be collected and sold.
 Game farming – Farmers must be encouraged to rear game animals like ostric hes and
kudus.
 Bee keeping – Farmers must be encouraged to produce honey and bees wax to sell.

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GOVERNMENT POLICIES FOR PROMOTING AGRICULTURE IN BOTSWANA

 Farmers are given seeds, fertilizer and draught power for ploughing and planting, this is
done through Integrated Support Programme for Arable Agriculture
Development(ISPAAD).
 The National Master Plan for Arable Agriculture and Dairy Development
(NAMPAADD) has been set up to promote commercial arable farming and dairy
farming.
 Increase employment opportunities for Batswana.
 Conserve scarce Agricultural and land resources for future generations.
 The government employs agricultural demonstrators to assist and teach farmers better
farming methods.

AGRICULTURAL PRACTICES THAT HAVE A NEGATIVE IMPACT ON THE

ENVIRONMENT.

 Overstocking – Keeping more animals for the size of the land damages the
environment.
 Mono cropping – Growing the same crop on the same land for many years reduces the
fertility of the land.
 Burning the bush – Fires destroy the vegetation and leave the land bare. This leads to
soil erosion.
 Deforestation – This increases the risk of soil erosion and destroys the homes of
animals.
 Over use of fertilize rs – This pollutes water in rivers as chemicals are washed into
rivers when it rains.

SUSTAINABLE DEVELOPMENT IN AGRICULTURE (BEST PRACTICES FOR

ECOLOGICALLY SUSTAINABLE DEVELOPMENT IN AGRICULTURE)

Sustainable development in Agriculture means that we should use agricultural resources wisely
to meet the needs of the present without destroying the ability of future generations to meet their
needs.

This can be done through the following ways:

 Crop rotation – This helps to reduce weeds and loss of soil fertility. For example ploughing
groundnuts in one season and sorghum the next season refills nitrogen in the soil.
 Maintaining the correct stocking rate – This helps prevent overgrazing and damage to the
soil.

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 Allow land to lie fallow – This allows the soil to recover and ensures that the soil remains
fertile.
 Wate r conservation – Farmers must use mulching to reduce water loss from plants.
Irrigation must also be practiced.
 Cultivating the soil to control weeds – Weeds must be controlled by cultivating the soil.
 Grow crops and rear animal breeds that are suitable to the environment.

MINING IN BOTSWANA

MINING AREAS IN BOTSWANA

Source diamond book 1

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STAGES OF MINING DIAMONDS IN BOTSWANA

 Extraction – Diamonds are mined using a method called open pit or open cast. This method
allows miners to extract minerals that are near the surface of the earth. The vegetation and
top soil (overburden) are removed, and then the rock containing the diamonds is blasted and
loaded into trucks for processing.

Open cast

Advantages of Open Cast Mining

 It is cheap compared to shaft mining

 It is fairly safe because people work on the surface of the earth so there few accidents
occur.
 Minerals are extracted quickly.

Disadvantages of Open Cast Mining

 When it rains, water can collect in or flood the pit & interfere with extraction.
 The pit has to be abandoned once the mineral is too deep.
 Open pit scars the land.
 Dust from the open pit pollutes the air.
 A large area of land around the open pit is left unused.

 Processing – This stage involves the following:

# Crushing – The mineral ore is crushed into small pieces.

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 # Concentrating – The crushed ore is mixed with water and chemicals in large drums
(Cyclones). This makes the lighter waste material to float at the top
and the diamonds or heavy waste material to sink.

# Drying – The concentrated material is taken to a machine where it is dried.

# Separating - The dried material is passed through and X-ray machine. This shines the
diamonds and triggers and air gun. The air gun blows air which separates
the diamonds from the waste material.
# Hand sorting – The remaining waste material is removed by hand.
# Sorting, grading & valuation – Diamonds are then sorted according to size, shape,
purity and weight.
# Cutting and Polishing – Diamonds are cut to a certain shape and polished so that they
sparkle.

NB Quality diamonds are known as gemstones while low quality ones are called industrial
diamonds. Diamond Trading Company Botswana (DTCB) is responsible for sorting, valuing and
selling diamonds mined in Botswana.

 Marketing – Botswana’s diamonds are exported to European and Asian countries.

STAGES OF MINING COAL IN BOTSWANA

 Extraction – A method of mining known as box – cut is used. Coal is extracted using a big
machine known as the continuous miner.

 Processing – The processing stages of coal are

# Cleaning – This is where coal is taken to the conveyor belt to a machine for cleaning.
This removes waste.
# Screening – Coal pieces that are about 30mm in size are transported to a stock

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 pile while the bigger pieces are taken to the crusher.
# Crusher – Bigger pieces are crushed so that they are 30mm in size.

 Marketing of coal – Most of the coal that is extracted in Botswana is used locally while some
is sold to Zimbabwe and Zambia. BCL mine uses it to heat copper nickel smelters

STAGES OF MINING COPPER NICKEL

 Extraction - This mineral is mined used the shaft method of mining. Explosives are placed in
holes drilled into the mineral ore and blasted. The mineral ore is loaded into a skip which is
pulled to the surface and the ore is taken to a processing plant.

Shaft Method

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Advantages of Shaft Mining

 The deepest mineral ores can be extracted.

 The land above the mine can be put to other uses such as building the processing plant.

Disadvantages of Shaft Mining

 Shaft mining is very expensive because transport, lighting and cool fresh air have to be
provided to miners working underground.
 It is dangerous working underground where accidents such as collapsing tunnels & gas
explosions may occur.
 It is difficult to rescue workers when accidents happen deep underground.
 Shafts & tunnels of abandoned mines are not filled up, these become dangerous when
settlements are built above them as they may collapse.
 Processing – This involves the following stages:
# Crushing – The mineral ore is crushed into small pieces.
# Grinding – The mineral ore is grounded into powder.
# Concentrating – The crushed ore is mixed with water and chemicals in large tanks.
(concentrators). Copper nickel floats and waste material sinks.

# Drying – The concentrated material is taken to a machine where it is dried.

# Smelting - The dry concentrate is heated using coal. Copper nickel turns into a thick
hot liquid and sinks to the bottom while waste floats.
# Cooling – The concentrate is removed from the smelter and put in water where it cools
and forms matte.
# Separating and refining – Copper is separated from nickel and impurities removed.

 Marketing – Taken to Zimbabwe and Norway.

STAGES OF MINING SODA ASH

 Extraction – the salty water is pumped to the surface and water is put in large ponds.

 Processing - The solid material is then separated from the water by evaporation. The material
is dried and processed into salt and soda ash.

 Marketing – Exported to South Africa, Zimbabwe, Zambia and Central Africa. It is used to
make glass, detergents and fertilizers.

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Uses of Minerals

Mineral Use Destination

Diamonds Making jewellery USA, UK, India, Belgium,
Used for strengthening the tips & edges of drilling & Holland & Switzerland
cutting tools & machinery
Copper For making copper wire, coins, electrical appliances, Zimbabwe, South Africa,
nickel electrical transmission lines, galvanizing other Norway, USA
metals.
Coal Generating thermal electricity Not exported
Domestic purposes like cooking
Soda Ash Glass making Zimbabwe, South Africa,
Making detergents and common salt Zambia

THE EFFECTS OF MINING ON THE DEVELOPMENT OF BOTSWANA

 Improves infrastructure – The money earned from mining is used to develop the country
e.g. built schools and roads.
 Creates jobs – People are employed to do different jobs e.g. managers, engineers etc.
 Improves local skilled labour – People acquire skills in engineering, medicine etc.
 Creates opportunities for other businesses - Mining companies depend on other
businesses to supply them with services e.g. petrol stations, banks.
 Development of mining towns – Places that are villages develop into mining towns e.g.
Orapa, Phikwe, Jwaneng.

OPPORTUNITIES IN THE MINING INDUSTRY

 It offers employment opportunities.
 Other people can start businesses to supply others with goods and services.
 People can invest in mining and share the profits that the company makes.
 Multiplier effect - Mining leads to the development of other industries because they
supply each other with goods & services.

CHALLENGES IN THE MINING INDUSTRY

 It is difficult to find ways of controlling negative impacts like pollution.

 Minerals are non-renewable and there is fear that one day they will run out.
 Mining companies have very little control over the prices of minerals and can go
bankrupt.

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  There is shortage of skilled labour. Mining companies hire skilled people from other
countries.
 The soda ash mine faces stiff competition for a market with the United States which also
exports soda ash products.

THE IMPACT OF MINING ON THE ENVIRONMENT

 Pollution – Mining pollutes the air land and water. This damages plants and people’s
health.
 Damages landscape – Where open pit mining is used, plants as well as places where
animal live are destroyed.
 Noise from the mines – Loud noise is produced when drilling through the rocks & when
the rocks are blasted.
 Vibration from the mines – blasting of the rocks underneath causes the earth to vibrate.
This causes the houses to crack, shake & break.

Solutions of Mining

 Train citizens in the skills required by the mining sector.

 Mount HIV / AIDS awareness campaigns for the workers.
 Adopt environmental protection and management measures to ensure environmental
damage is limited.
 Reduce costs of production so that minerals can be sold at competitive prices.

Add value to minerals before exporting them, so that the country can earn more money

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