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BGCSE: Social Studies Revision Notes Book

Inspire Tomorrow, Today

BGCSE PROGRAMME

SOCIAL STUDIES REVISION NOTES

BOOK 1

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Acknowledgements
This revision booklet is a product of many people who worked hard to see it ready for
use by Botswana Open University (BOU) learners. BOU wishes to acknowledge
contributions from the following:

Subject Specialist Programme Developer


J.D Dikinya
G.D Matebele

Editor
U. Tomeletso

Graphics Designer
M. Otukile

Course Overview
We extend to you a very special warm welcome from Botswana Open University and in
particular to this BGCSE Social Studies course. The course is based on the BGCSE national
syllabus. Social Studies is a multi-disciplinary subject that allows you to study both the
physical and human environments. Through this subject, you will be able to appreciate
the dynamic nature of the world. This course is intended for upgraders or learners who
have taken the subject before and wish to upgrade their exam mark.

Course Structure
The course is presented in the form of Revision Notes and Examination questions. The
aim of the Revision Notes is to enable you to answer questions in your final examination.
We have tried as much as possible to include other specific objectives not covered by the
assessment syllabus but usually examined. The course is packaged into three (3) booklets
as outlined below:

Revision Booklet 1: Provides an overview of the purpose and scope of social studies. It
gives you the tools to conduct research and allows you to discuss Botswana's sustainable
resource use.

Revision Booklet 2: Empowers you with the information, mindset, and behaviours
necessary to uphold moral principles in family and health care, comprehend the
fulfilment of your rights and obligations as a responsible citizen of Botswana and the
world, and, finally, help you cultivate problem-solving, critical thinking, behaviours
communication, inquiring, teamwork, and interpersonal skills that will make you
productive and adaptable in the face of change.

Revision Booklet 3: Discusses Economic Activities, Population and Settlement Studies.


It enables you to gain awareness, comprehension, and respect for many cultures as well
as the issues brought about by cross-cultural interactions. In addition, you will be able to
cultivate behaviours and attitudes that will help you recognise and value human equality
regardless of colour, race, ethnicity, gender, class, or creed. Finally, Revision Booklet 3
offers you the chance to understand how education and economic development are

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related. You will discover how education results in the development of human resources,
which is necessary for the growth of the economy.

Note that each booklet is divided into six topics. Each topic has several lessons as shown
in Table 1

Table 1: Social Studies Content

Topics Lessons
1. Social Studies and Research 1.1 Nature and Scope of Social Studies
Methods 1.2 Research Methods

2. Environment and Humanity 2.1 Environmental Concepts and Concerns


2.2 Population Dynamics

3. Kagisano in Botswana 3.1 Family


3.2 Nation Building
3.3 Governance
4. Citizenship and International 4.1 Citizenship in Botswana
Relations 4.2 Global Citizenry
4.3 International Relations
5. Culture 5.1 Cultural Diversity In Botswana
5.2 World Cultures

6. Education and Economic 6.1 Economic Development in Botswana


Development in Botswana 6.2 Education in Botswana
6.3 Education and Human Resource
Development

ASSESSMENT
You will continuously assess your understanding through in-text activities and self-
assessment exercises. You are encouraged to accurately and honestly do all these
activities as they will help you interact with the lessons as well as check your
understanding of the concepts. Answers to Self-check exercises are given at the end of the
Revision Booklet. You are also required to do a tutor-marked assignment on completion
of each booklet. The assignments marks are very important and will help you gauge your
readiness for the national examination. Note that exam hints are given throughout the
course.

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BGCSE Social Studies examinations consist of three papers as outlined below:

Paper 1: Written 1 hour 30 minutes (50 marks)


The paper is divided into two sections and all questions are compulsory.

Section A will consist of data response questions based on social issues. Candidates will
be required to interpret and analyse data. (20 marks)

Section B will consist of three structured questions which will require candidates to
explain socio-political, economic and environmental concepts. Questions may follow a
stimulus. (30 marks)

Paper 2: Written 2 hours 30 minutes (100 marks)


The paper has five essay structured questions each worth 20 marks. All questions are
compulsory.

Paper 3: Written 1 hour (50 marks)


This paper will have two compulsory questions based on research techniques.
The paper is intended for private candidates who cannot do coursework. It will also be
used by school candidates whilst necessary preparations for Coursework are being made.

Resources
Resources are items that you are likely to need to study a revision booklet. For example,
in the first revision booklets, you will need a mathematical instrument to practice map
reading skills. A list of reference books has also been given at the end of each revision
booklet. But if you cannot find these books, you can visit your local library or access the
BOU Moodle e-learning portal.

Learning Approach
Content in the booklets is presented in note form, to help you focus on important points
of a topic. Some lessons have in-text activities which are meant to help understand
important concepts and also to enable you to interact with the lesson. Each lesson ends
with a self-assessment exercise. You are advised to do these exercises before you proceed
to the next lesson, as they will help you to check if you have understood what you have
read.

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Revision Booklet 1

Introduction
This revision booklet covers some basic skills that are necessary for understanding and
applying to other sections of the course. These are research skills, analysis and evaluation
of environmental issues and concerns and population concepts and dynamics. The skills
acquired here lays down a foundation for learning other topics in this course.

Contents List

Lesson 1: The Nature and Scope of Social Studies


Lesson 2: Research Methods
Lesson 3: Environmental Concepts and Concerns
Lesson 4: Population Studies
Lesson 5: Population Dynamics

Resources and Learning Approaches


You will need special materials and tools to practice some skills. Things like mathematical
instrument sets are very essential for some activities. Practising your research skills may
require you to spend money on transport, printing and communication. Before you
embark on any research activity, you must contact your tutor for advice.

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Topic 1: Lesson 1

The Nature and Scope of Social Studies


Introduction
In this lesson, you will learn to understand and appreciate the nature and scope of Social
Studies. Social Studies is a multi-disciplinary subject. The major components of social
studies are Geography, History, Economics Civics and Science. Social studies is the study
of man and his physical, social, political, cultural and economical environment. It centres
on the development of man, how man influences his environment and how the
environment influences him in return

Learning Objectives
Upon completion of this unit, you will be able to:
• define Social Studies
• explain the nature of Social Studies
• explain the importance of Social Studies in Botswana
• evaluate the significance of Social Studies in Botswana

1.0 What is Social Studies?


Social Studies is the study of the relationships between human beings and the
environment in the past, present and future. It is about ways in which people interact
with each other and their environment.

Social studies assess man in his physical and social environment as well as the effects of
science, technology, and religion on him

2.0 The Nature of Social Studies


2.1 Social Studies as a multi- disciplinary Subject (it draws content from
many disciplines or subjects).

• Geography: Geography studies the atmosphere and physical landforms, the


people who inhabit locations around the globe and their impact on the world due
to populations, land use and available resources.
• Anthropology: Anthropology focuses on human societies and how they have
developed throughout history.
• Economics: Economics studies the production, distribution and use of goods
and services by sellers and consumers. There are many topics students can learn
about such as business economics, microeconomics, international trade and more.

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• History: History is the general study of past events. Classes can vary by time or
location, such as a class on American History or a class that covers the world
during the 1500s.
• Sociology: Sociology focuses on the study of human relationships and seeks to
understand the social behaviours between genders, races and families.
• Civics: Civics studies the responsibilities and rights of citizens in society.

2.2 Social Studies is dynamic i.e. it is always changing because of the following
factors:
• Sociologists define social change as a transformation of cultures, institutions
and functions. People are always changing as they interact with one another
from different cultures.
• New knowledge due to continued research and scientific discoveries.
• Developments such as technological and economic development.
• Changing Environment – people change to adapt to the changing
environment.
• Population composition and growth – results in social, political and
economic changes.

2.3 Social Studies uses a concentric or spiral approach in terms of content


coverage
• Concentric/spiral approach refers to moving from known to unknown. In
this approach, you first learn what you are familiar with, then move on to
learn about the unknown.
• In other words you first learn basic concepts and draw examples from local
experiences, then move on to new concepts and expand to global content
coverage.

3.0 The Importance of Social Studies in Botswana


Some of the reasons that Social Studies is important in Botswana are:
• For personal development and socialisation
• Inculcation of human values
• Instils a sense of responsibility
• Provides knowledge, skills, attitudes for protection and sustainable use of the
environment
• Acquisition of knowledge, skills, and attitudes for economic and social development

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4.0 The Significance of Social Studies in Botswana


Social Studies gives students the following:
• an understanding of the real world in which learning is connected to practice and
experience.
• acquire information in a range of areas, including politics, citizenship, cultural
sensitivity, and a basic understanding of global affairs.
• gain a broad understanding of their civic duties and responsibilities and get a better
understanding of how the government and economy work.
• develop desirable attitudes and behavioural patterns in interacting with the
environment in a manner that is protective, preserving and nurturing.
• acquire the knowledge, skills and attitudes that will create in them the spirit of
tolerance, respect for others and willingness to accept change.
• develop an understanding and appreciation of information technology and its
influence on the day-to-day activities.

Self-assessment Exercise 1.1


Duration: 1 hour 30 minutes Total Marks: 25

Instructions
Answer all questions and on completion check answers at the end of the revision book.

1. What is Social Studies? [2]


2. Give examples of five concepts learnt in Social Studies. [5]
3. What are the components of Social Studies? [6]
4. Give two examples of the scope of Social Studies. [2]
5. Explain the value of Social Studies to Botswana. [4]
6. Give two examples of how you can apply what you learnt in Social Studies under
the following topics. [6]

a) Governance
b) Natural resources
c) Culture

[Total: 25]

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Topic 1: Lesson 2

Research Methods

Introduction
In this lesson, you will learn about methods of carrying out research in Social Studies.
Research as you will find out later, is a well-organised method of collecting information
used either to build on existing knowledge or to solve problems. You have probably used
this method of collecting information and solving problems.

Exam Hints: Final Exam questions on the topic “Research Skills” mostly appear in
section B of Paper 3 BGCSE Social Studies. In this paper, you may be given questions
based on provided research scenarios or general questions to test your understanding of
research skills.

Learning Objectives
Upon completion of this unit, you will be able to:
• identify a problem area or a research topic and state the objectives.
• apply methods of data collection such as interviews, questionnaires, observation,
simple surveys and document studies.
• demonstrate the ability to use and access information from the computer.
• describe the limitations of the methods used.
• demonstrate the ability to analyse and present data collected.

1.0 What is Research?


Read through the following definitions of research:
• The process in which scientific methods are used to expand knowledge in a
particular field of study (Welman & Kruger, 2001).
• The gathering of data, information and facts for the advancement of knowledge
(Phillips & Plugh, 1994).
• A process of steps used to collect data and analyse information to increase
understanding of a topic or issue (Struwig & Stead, 2001).

1.1 The Research Process

The following steps must be followed when carrying out a research project:
• Selecting a research topic.
• Formulating a research problem.
• Formulating research objectives or aims.

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• Formulating hypotheses.
• Planning and drafting a research plan.
• Presenting the research results.

1.2 Formulating a Research Problem/issue

For research to be conducted it starts with the identification of a research problem. The
research problem presents itself as a community concern resulting in a problem. The
identified community problem needs to be addressed through a systematic study
(research). In research the local communities where the research takes place become the
research population, hence used in the study. Geography as a discipline usually uses
environmental problems in conducting research. Examples are over- grazing, soil
erosion, deforestation, pollution, rangeland degradation, tourism, arable farming,
pastoral farming, veld fires, etc. After the identification of a research problem, the topic
is formulated.

1.3 Formulating a Research Topic

The following points must be considered when formulating a research topic:


• A topic explains what the research is all about.
• It can be in the form of a question or a statement.
• Should be focused/address a specific theme.
• Should have the name of the place where the research takes place.
• Should have the year in which the research was conducted.

Examples of how to formulate researchable topics;

Research Research Topic


Problem
Soil Erosion • The causes of soil erosion in Molepolole village in the year 2018.
• The impacts of soil erosion on plant growth in Mochudi in the year
2016.
• The possible solutions to the problem of soil erosion in Ramotswa
in 2010.
• The effects of soil erosion on the environment in Gamodubu in the
year 2015.

Overgrazing • The consequences of overgrazing on the environment in Tutume


village in the year 2017.
• The causes of overgrazing in Tlokweng in the year 2015.
• The impacts of overgrazing on animal health in Kopong in the
year 2012.
• The possible solutions to the problem of overgrazing in
Ramotswa village in the year 2013.

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After formulating the research topic, the researchers have to formulate research aims.
The research aims should address what the researcher wants to find out about the
research topic. Aims are very specific and are written starting with the stem “To find out”.

1.4 How to Formulate Research Aims

Topic Aim
The causes of soil erosion in Molepolole To find out the causes of soil erosion.
village in the year 2018.

The impacts of soil erosion on plant To find out the impacts of soil erosion on
growth in Mochudi in the year 2016. plant growth.

The possible solutions to the problem of To find out the solutions to the problem
soil erosion in Ramotswa in 2010. of soil erosion.

The effects of soil erosion on the To find out the effects of soil erosion on
environment in Gamodubu in the year the environment.
2015.
The consequences of overgrazing on the To find out the consequences of
environment in Tutume village in the overgrazing on the environment.
year 2017.

The influence of the English language on To find the influence of English language
the local language as spoken by the Tholo on the local language as spoken by the
village youths in the year 2024. youth.

Once the topic and the research aims are formulated, the researcher has to formulate the
research hypothesis. A research hypothesis is a prediction or assumption of the outcome
of the results of the research. It is sometimes called an educated guess.

1.5 Formulating the Research Hypothesis

The following must be considered when formulating a hypothesis:


• Hypothesis is made based on limited evidence as a starting point for further
investigation.
• Should be able to test whether a phenomenon is true or false.
• A hypothesis should be measurable.
• In formulating hypothesis use the following words to make the hypothesis
measurable: “the main, the major, one of the least, the higher, the larger, numeric
(67%, 10 out of 40) etc.
• For easy formulation of hypothesis turn your aims into a hypothesis.

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Examples of how to formulate a research hypothesis

Research Aims Hypothesis


To find out the causes of soil erosion. The main cause of soil erosion is
overgrazing.
To find out the impacts of soil erosion on Stunted growth is the major impact of soil
plant growth. erosion on plant growth.
To find out the solutions to the problem One of the main solutions to the problem
of soil erosion. of soil erosion is planting trees.
To find out the effects of soil erosion on 25% of the land is left bare due to soil
the environment. erosion.
To find out the consequences of The major consequence of overgrazing on
overgrazing on the environment. the environment is overstocking.

Once the researcher has identified the topic and formulated aims, there is a need to
consider which methods to use to collect data. The methods used to collect data should
be context specific, reliable and appropriate for the data to be collected. In this lesson, we
will discuss four methods of collecting data, and their advantages and disadvantages. The
methods used to collect data are questionnaires, interviews, observation and
documentary studies.

2.0 Methods of Data Collection

Collecting data simply means collecting information that you will use for testing your
hypothesis. Data can be collected from a primary source, for example, by collecting soil
samples or interviewing people on their personal experiences. If you collect data from
what others have written, you are collecting secondary data and your source is called a
secondary source. Thus, getting data from books, official statistics, journals and other
written documents gives you secondary data. In geographical research projects, you are
encouraged to use both primary and secondary sources for data collection.

To collect data, you need instruments, to collect and record your data. There are three
main instruments or methods of collecting data and these are questionnaires, interviews
and observation.

2.1 Questionnaire

It is a written set of questions given to respondents in order to collect information.

Steps taken to design a questionnaire are as follows:


• Prepare a set of short response questions.
• Decide on the sample size/make a sample of respondents.
• Issue questionnaires to respondents/send/email/take copies of questionnaire to
respondents.
• Collect questionnaires from respondents.
• Compile the information.

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Advantages of using a Questionnaire Disadvantages of using a


Questionnaire
- Allows for a large number of responses - Language barrier.
if the sample is large. - Ideal for the literate only.
- The respondents can consult other - Biased towards respondents.
sources. - Difficulty in verifying respondents.
- Larger coverage/wide coverage (in - Possibility of incomplete or blank
terms of space in a short period). questionnaires.
- Can be mailed to respondents. - Delayed response or low response rate.
- Gives first hand information. - Loss of questionnaires.
- Allows respondents to consult or seek - Not all questions can be answered.
clarity from other people - Lack of flexibility/confined to written
- Respondents can choose to remain questions.
unknown (anonymity). - Lack of clarity/lack of probing.
- Respondents answer questions freely.

2.2 Observation

It is a process of watching/observing an object or situation that is under study for a


certain period of time.

Steps taken in carrying out an observation are as follows:


• Write an observation checklist.
• Visit the area of study.
• Take field notes.
• Compile information.

Advantages of using Disadvantages of using Observation


Observation
• Adjustable, fields can be • Biased towards the observer.
changed. • Takes time/slow.
• Firsthand information • Unreliable/greatly influenced by events.
collected. • Costly (e.g. high transport costs).
• Re-visiting the study • Time consuming.
area is possible. • Lack of transport to revisit the area
• Specific data collected. • Can easily be obstructed/disturbed during
observation (e.g. by adverse weather
conditions)/strike/ may be interrupted by
unpredictable events such as bad weather.
• High travelling costs to the research area.

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2.3 Interview

It entails asking questions to respondents to gather information.

Steps taken in using the interview method are as follows:


• Prepare a set of questions.
• Decide on the sample size.
• Appoint with respondents.
• Introduce yourself and the topic.
• Sit with respondents /meet with the respondents.
• Ask questions.
• Write down responses/note down responses/take down responses.
• Compile information.

Advantages of using an Interview Disadvantages of using an Interview

• Suitable for both literate and illiterate • Biased towards the


people. interviewer/Biased information.
• Follow up questions may be • Respondents may withhold
done/probing. information.
• High response rate. • Lack of cooperation.
• Firsthand information. • Can take a long time/time consuming.
• Clarity on information. • Lack of security.
• Privacy/confidentiality. • Long distance travelled to the
• Respondents answer without research area.
collaborating with others. • Disturbed or interrupted by
• Flexible (e.g. Tricky questions may be bad/adverse weather conditions.
explained). • Respondents may not honour
• Gestures/nonverbal behaviour may appointments.
be observed

2.4 Documentary Study

It refers to information which has been documented. It can be obtained from materials
like textbooks, journals, magazines, newspapers, videos, TV documentaries and the
Internet.

Steps taken in using Documentary study are as follows:

• Collect relevant materials/documents.


• Study documents to extract relevant information.
• Compile information.

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Advantages of using Documentary study Disadvantages of using Documentary


study
• Data has already been collected, • Biased towards the writer.
validated and approved. • Data might be outdated.
• Data might be related to the topic • Time consuming.
studied. • Lack of accessibility to some
• Difficult concepts are explained. information.
• Information can be revisited/sources • Torn / missing pages in textbooks/
can be used many times. documents.
• Easy to gather information in a short • High travelling costs.
time. • Lack of transport to visit area of
• Saves time if material is available. study.
• Detailed and specific data may be
obtained.
• Source of primary data.

3.0 Methods of Data Presentation

After data has been collected it is presented in many ways. Data can be presented in the
form of:

- Written form/text - Prose


- Bar graph - Histogram
- Pie chart - Photograph
- Line graph - Map
- Scatter gram - Statistical tables
- Flow chart - Pictogram
- Diagrams

3.1 Consider the following when Constructing Graphs:

• A graph should have a title.


• Title should be in capital letters and underlined.
• Correct plotting.
• A consistent scale starting at zero (0).
• Do not use abbreviations (abbreviations should be accompanied by a key)
• Labeling of X and Y axis.
• Where the scale is given for both X and Y it should be observed all the time.
• For bar graphs/charts, histograms/graphs, the width of bars should be equal and
the space between them should be equal.

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• For lines, they should start and end where they are supposed to.
• A ruler and pencil should be used, no free hand.
• For Pie-chart check the title, and correct labeling of sectors (measured) in degrees.

3.2 Consider the following when Drawing a Piechart:

• Write the title /heading to show what the pie chart is about.
• Calculate sector angles
• Draw sector angles
• Label sector angles
• Measure sector angles

3.3 Points to Remember when Drawing Graphs:

a) Start with the workings/calculations before producing a pie chart/graph.


b) Calculations should be shown on the same paper preferably at the top of the pie chart.
c) The following can lead to loss of marks when constructing graphs.
• No use of a protractor, compass, sharp pencil and erasers because they contribute
to giving wrong angles hence loss of marks.
• No labels (angles not shown, percentages and names of segments)
• Meaningless titles are given (e.g. Pie chart) For what? Titles should be drawn from
questions asked.
• Must know the difference between bar graph and histogram (see an example in
Figure 1)

Figure 1: A Histogram and a Bar Graph

You can see that bars for the bar graph leave space and there is no space between bars
of a histogram.

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3.4 What should be done with the data presented?

After collecting data and presenting the information the following things are done.
Students should know that when answering this question only action words/ verbs are
used;
• Test a hypothesis.
• Present/interpret/Analyse data
• Evaluate the data.
• Make recommendations.
• Write a conclusion/make a conclusion/ summarise.
• Write a report.
• Publish.
• Submit to relevant authorities

4.0 Problems Encountered when Conducting Research

As researchers engage in conducting research they encounter some problems during the
process. These are general research problems. They should not be specific to any data
collection method. An observation has been made that students tend to confuse these
general problems with disadvantages of data collection method. The following are the
problems that the researcher could encounter when carrying out research:

• Lack of cooperation/ uncooperative community members.


• Lack of transport to go to the research area.
• Lack of money for transport.
• Lack of security/risk/insecurity
• Lack of accessibility /inaccessibility /lack of access to high income areas /low
income areas.
• Disruptions/ disturbances by some events such as bad weather, accidents, and
fights.
• Time consuming/lack of time.
• Language barrier.

5.0 Recommendations
• This is advice given on what to do to solve the problem or address it.
Recommendations should be directed towards the focus group (community) that
was under research.
• From previous responses observations have been made that students tend to
direct their recommendations to the government only, and some of these are not
practically possible.

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• Recommendations are written with the use of the stem “should”. For example, in
your research report on the topic “Causes of littering in your school” you can
recommend that future research on the same topic should be extended to the
whole village.

Self-assessment Exercise 1.2


Duration: 1 hour 30 minutes Total Marks: 50

Instructions
This exercise is divided into three sections. Answer all questions in each section.
On completion check answers at the end of the revision booklet.

Section A
1. What recommendations would you make to your local community to ensure that veld
products are used wisely? [5]

Section B
1. You are carrying out research on soil erosion in your local area.
(a) (i) Formulate a research topic for the study. [1]
(ii) State three aims of your research. [3]
(iii) State three possible hypotheses for your research. [3]

(b) The observation method was used to collect data on soil erosion.
(i) State three advantages of collecting data through the observation method. (3)
(ii) Give three other methods that could be used to collect data. [3]

(c) As a result of your research, suggest problems that farmers may experience due to
soil erosion. [4]

(d) What recommendations would you make to farmers? [5]

(e) Give any three methods used to present data. [3]

[Total: 25]
Section C

1. Senior secondary school students carried out research on overcrowding in their local
area.

(a) (i) Formulate a research topic on overcrowding. [1]


(ii) Suggest two possible aims for your study [2]
(iii) Formulate any three hypotheses from the topic [3]

(b) A questionnaire was used to collect data on overcrowding.


(i) Describe how you would use a questionnaire to collect data. [4]
(ii) State five disadvantages of using a questionnaire. [5]

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(iii) State two other methods that can be used to collect data [2]
(iv) After collecting data, what would the students do with it to complete their research?
[3]
(v) Suggest five problems that students are likely to face when carrying out research in
an overcrowded area. [5]
[Total: 25]

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Topic 2: Lesson 1

Environmental Concepts and Concerns


Introduction
In your JC Social Studies, you learnt about Botswana’s environmental concerns or
changes that included water scarcity, land degradation, human–wildlife conflicts and
many others related to waste management. Some of these challenges continue to grow
due to climate change. In this lesson, you will learn to demonstrate an increased
awareness of environmental issues and actively participate in environmental
conservation.

Exam Hints: Final Exam questions on the topic mostly appear in all exam papers. For
example, in paper 3, you may be given questions based on a provided research scenario
on this topic to test your understanding of research skills.

Learning Objectives
Upon completion of this unit, you will be able to:
• define environment, land degradation, environmental impact assessment and
sustainability;
• identify different types of environment in Botswana;
• explain the importance of different types of environment to human life;
• investigate the impact of human beings on the environment e.g. land degradation,
pollution, poaching, etc;
• explain the importance of Environmental Impact Assessment (EIA).
• describe different ways in which the environment can be sustained, for example:
eco tourism, afforestation, game farming, etc;
• explain different ways stakeholders care for the environment;
• evaluate the role of stakeholders
.
1.0 What is the environment?
Environment refers to all forms of living organisms and surroundings or conditions
which support their existence. People are part of the environment.

1.1 Types of Environment in Botswana

In the previous lessons you have learnt that Botswana has different climatic regions, soil and
vegetation types. Because of these differences in environmental characteristics, the country
has been divided into environmental regions, each with its distinct physical features. This
division is based on the uniformity of certain environmental factors (soil, vegetation, climate

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and relief features) within a particular area. The country is divided into the following types
of environment:
The Hardveld or Eastern Margin
Desert and Semi desert
Deciduous forest
The Swamp/Wetland

2.0 The importance of different types of environment to


human life
The environment influences our well being in many ways.

It determines the way we live and how we meet most of our survival needs. All living
organisms have a certain way of relating to their environment to survive.

There are certain things we have to do to meet the challenges of the environment. The
whole process of changing and adjusting (getting used to) in order to meet the challenges
of the environment is called adaptation.

2.1 Adaptation to the Hardveld or Eastern Margin Region

Food: People who live in this region practice mixed farming because the region has loam
soils and rainfall ranging from about 450mm to 550 mm a year. From the local vegetation,
people gather wild berries, fruits and harvest mophane worms.

Clothing: People who live in this region, wear light clothes in summer and warm clothes in
winter. These clothes are made by local factories or imported from other countries.

Shelter: People in cities, towns and big villages build modern houses using cement and
corrugated irons or tiles for roofing. In small parts of some big villages, we see both modern
and traditional houses made out of mud bricks and grass thatch.

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2.2 Adaptation to the Swamps (Okavango) and Deciduous Forest


(Kasane) Areas
Swamps region have high rainfall and fertile soils although mostly waterlogged.

Food: People practice mixed farming, rearing livestock and growing crops like watermelon,
maize, beans and millet. The area has perennial rivers like the Okavango and its distributaries
and the Chobe River, which make fishing one of the main activities. People also harvest edible
wild fruits known as tswii,

Clothing: People in this area wear modern clothes as dictated by the weather. However, some
local communities like the Herero have their traditional attire made up of modern clothes.

Shelter: People of the swamps and the Kasane area have both traditional and modern houses.
Traditional shelters are both mud huts and reed huts. The reeds for construction are obtained
from the rivers.

Other activities include basket making, pottery and canoe construction which are made
possible by the availability of local raw materials.

2.3 Adaptation to the Semi-desert and Desert Regions


The people who live in these areas are mostly Basarwa and Bakgalagadi. They have adapted
to the hostile climatic conditions of this area in many ways.
Basarwa; In order to adapt to their environment, Basarwa
• lived in smaller groups or bands to ensure that food, which was in short supply, was
used by a smaller number of people.
• used to be nomadic in search of water, gathering food and hunting for small and big
animals using bows and poisoned arrows.
• used sticks and grass to build temporary shelters and wore clothes made from animal
skins.

The Bakgalagadi: also occupy the Semi-desert areas where the climate is not that harsh.
Even though they
• Practice livestock farming, particularly cattle, goats and sheep because the rangeland
can support livestock farming. The Ghanzi district is well known as the centre of the
beef cattle industry in Botswana.
• Produce some crops like melons, beans and sometimes sorghum. Like other Tswana
groups from the Eastern margin, Bakgalagadi use crops and their livestock as sources
of food. Some farmers also produce vegetables like potatoes and onions under
modern irrigation methods, supplying most parts of the country.
• All wear modern clothes and build modern houses and mud huts like other groups of
Batswana.

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3.0 The Impact of Human Beings on the Environment


Humans impact the physical environment in many ways: overpopulation, pollution, burning
fossil fuels, and deforestation. Changes like these have triggered climate change, soil erosion,
poor air quality, and undrinkable water.

3.1 Land degradation


Land degradation refers to the continued loss or deterioration of the biological and physical
value of the environment.

This is mainly caused by human activities such as deforestation, veld fires, poor methods of
both pastoral and arable, farming, mining and construction works.

All these have resulted in soil erosion, degradation, or damage of the ecosystems and loss of
biodiversity, climate change and barren and unproductive land.
It is important to understand the concepts of rangeland and rangeland degradation before
discussing the causes of land degradation.

a) Rangeland
• The term rangeland means vegetation, that is, grasses, shrubs, forbs and trees
growing naturally in an area where domesticated and wild animals graze or
browse.
• It is a stretch of grazing land where animals feed or land that supplies
forage/vegetation for grazing animals. It is often not fenced.

b) Rangeland degradation/destruction
• It is the deterioration or reduction in the quality of grazing land for livestock.
• The permanent decline in the rate at which the rangeland yields grazing and
browsing products.

Rangeland degradation refers to the decrease in the quality of forage/grazing and


browsing resources. This is caused by both human and physical factors.

3.2 Human Factors Causing Rangeland Degradation


• Deforestation which causes soil erosion and leaves the land bare.
• Overstocking which leads to overgrazing.
• Over harvesting of thatch grass which reduces forage.
• Veld fires which destroy vegetation.
• Expansion of settlements due to population growth taking away pasture land.
• Lack of knowledge/education which leads to poor methods of farming.

3.3 Physical Factors Causing Rangeland Degradation


• Flooding due to heavy rains
• Drought/lack of rainfall
• Poor/less fertile soils
• Salinisation of the soils
• Hot/high temperatures

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• Naturally occurring forest fires

3.4 Effects/Results of Rangeland Degradation


• Soil erosion resulting in gullies and removal of topsoil
• Desertification
• Loss of quality of soil
• Loss/low quality livestock
• Increased water run-off
• Poor pasture/lack of grass for livestock

3.5 How Rangelands can be Managed/Sustainable Use of Rangelands


• Ranching/fencing/paddocking/ rotational grazing to control the movement of
livestock
• Controlled stocking of livestock/correct stocking rates
• Growing fodder crops/supplementary feeding
• Construction of fire breaks
• Controlled cutting of vegetation
• Public Education
• Research on rangelands
• Zero grazing
• Afforestation
• Irrigation of fodder crops rather than relying on rainfall

4.0 Role of Government, Private Sector, NGOs, Local


Authorities and Local Communities in Sustainable use of
Rangelands

a) Government Efforts Towards Management of Rangelands


• Introduction of Clustered borehole drilling
• Cluster fencing/zoning of land
• Public education and training for farmers
• Establishment of ranches
• Subsidisation of stock feed
• Introduction of the Integrated Farming Policy

In 1975, the government introduced the Tribal Grazing Land Policy (TGLP) to prevent
rangeland degradation. The reasons/objectives of the TGLP were to:
• fence grazing areas to control the movement of livestock
• reduce overgrazing and soil erosion
• divide land into communal, commercial and reserved farming areas
• educate farmers on the sustainable use of rangelands
b) Private Sector/NGOs
• Support government initiatives through funding and training
• Start commercial farming businesses (feed lots)
• Sensitise the public through competitions for farming equipment.

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c) Local Authorities
• VDCs and Dikgosi support conservation and management through formation of
farmers’ and conservation committees.
• Public campaigns geared towards mismanagement.
d) Local Communities
• Selective/seasonal harvesting of grass
• Practicing sustainable methods of farming

4.1 Pollution
Types of Pollution and their Causes

Types of Pollution Causes


Air • Gases and smoke from mines and industries
• Dust from construction
• Gases from vehicles
• Gases from animal waste
• Fumes from the production of chemicals
• Natural gas for heating homes and industries
• Thermal Power plants e.g. Morupule coal fueled power plant
• By-products of manufacturing

Water • Dumping home/industrial waste into the ocean and other water
sources
• Oil/ fuel spillages in the rivers and oceans
• Disposal of sewage in water bodies
• Pit latrine can contaminate underground water
• Acid rain

Land • Littering from packaging a homes


• Waste from construction, industries and mines
• Mineral extraction (waste dumps)
• Use of agricultural chemicals

Noise • Road traffic


• Air traffic
• Construction
• Industrial
• Entertainment/celebrations
• Animals

4.2 Poaching
Poaching refers to the illegal hunting or catching of game or fish on land that is not one's
own or on land under official protection.

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Causes of poaching

• Poverty leading to food shortages.


• Unemployment or the dire need to generate income.
• Increasing game-meat trade.
• Increasing trade in high value animal products such as horns/ivory, leather,
fur/feathers and bones.

Things We can do to Help Prevent Poaching in Botswana

• Report crime related to poaching or illegal trade of animal products.


• Do not buy products of endangered species or illegally obtained animal products.
• Create animal sanctuaries.
• Develop/create game parks and reserves.
• Use sensors and trackers.
• Outlaw sales/purchase of animal products.
• Community-Based Anti-Poaching Initiatives.
• Use of technology.
• Use of fencing.
• Resolving/settling human-wildlife conflicts.

5.0 Explain the Importance of Environmental Impact


Assessment (EIA)
Environmental Impact Assessment (EIA) is a tool used for the prediction, assessment,
monitoring and evaluation of environmental impacts of a proposed development project.
EIA is done on projects such as: Dam construction, road construction, mining, building
bridges, commercial farming projects, tourism development etc. The importance of
conducting an EIA is to:
• safeguard plant species.
• safeguard animal species.
• safeguard animal habitats.
• identify possible negative impacts of the proposed development project before
and after it is done.
• assess whether a project should be carried out, down scoped or stopped.
• identify possible mitigation measures.
• provide for monitoring and evaluation of the project.
• explain the benefits of a proposed project to the local community.
• act as a consulting tool with communities.
• promotes sustainable development.
• ensures business continuity.

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6.0 Different Ways in which the Environment can be


Sustained
Eco tourism - According to The International Ecotourism Society (TIES), ecotourism can
be defined as “responsible travel to natural areas that conserve the environment, sustains
the well-being of the local people, and involves interpretation and education”.

Afforestation – Refers to the planting in areas where there were no trees before or areas
that are bare of vegetation because of deforestation by human or animal activities.

Educate the Community/Nation


• Awareness campaigns
• Integrate/infuse sustainable use of natural resources into the school curriculum

Waste Management
• Recycle
• Reuse
• Reduce
• Repurpose

Reduce CO2 Emissions (how)


• Use compost manure
• Use solar powered transport
• Use clean sources of energy

Sustainable Management and Conservation of Water


• Use of tariffs
• Reuse/ reduce/ recycle water
• Water restrictions
• Public education and awareness
• Speedy repair of leaking pipes and taps

Promote Game Farming – Refers to the domestication or rearing of wild animals.


Advantages of Game Animals over Domestic Animals
• Wild animals are more resistant to several diseases.
• Wild animals can survive in marginal lands.
• Killing out percentage of wild animals is generally very high.
• Higher utilisation and conversion of forages to lean meat.
• Wild animals can survive with little or no water.
Climate Change Mitigation and Adaption

Climate change mitigation deals with actions aimed at reducing or preventing emissions
of GHG causing human-induced climate change. Climate adaptation refers to processes,
practices and structures to moderate potential damages or to benefit from opportunities
associated with climate change.

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• Reduce or prevent the emission of greenhouse gases


• Use renewable energies
• Conserve energy
• Conserve water
• Practice smart agriculture
• Conserve and restore forests
• Increase the community’s capacity to cope with climate change
• Recycle, reuse and reduce

7.0 Different Ways Stakeholders Care for the Environment

Non Governmental Organisations


NGOs like Kalahari Conservation Society (KCS), Association of Wildlife Clubs of Botswana
and Somarelang Tikologo encourage conservation education through:
• Provision of funds/sponsorship for trips, research projects and environmental
projects
• Provision of personnel
• Education to the locals on wildlife conservation
• Promotion of policies of the conservation of wildlife
• They research on wildlife.

Local Community
• Directly get involved in the management and conservation of wildlife in their
areas.
• Promote wildlife based rural development e.g. resources based management.
• Educate each other about wildlife conservation.

Local Authority
• Allocate land for wildlife conversation e.g. land boards.
• Establish rules and regulations on access and control of resources e.g. rangelands.
• Provide facilities such as boreholes e.g. councils.
Private Sector
• Provides guidelines for proper hunting of animals by tourists e.g. safari hunters.
• Provides sponsorships for community projects.
• Provides training to the locals.

Ways/Methods Used to Encourage Sustainable Use of Wildlife


• Introduce anti-poaching laws
• Using hunting seasons
• Issuing of hunting licenses
• Use of conservation and national parks Act
• Public education on the importance of wildlife conservation
• Protection of endangered species

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Government

• Bring in legislation under the National Conservation Strategy that will make the
utilisation of these resources sustainable
• Gatherers should be registered and monitored
• Quotas should be set to restrict overharvesting
• Develop commercial cultivation of these products
• Carry scientific research into these products as they are not well known
• Government should give recognition to veld products as a distinct land use activity
under National Development Plans and so monitor their use more closely.
Local Authorities
• Must look past their needs to the future and practice selective harvesting.
• Learn more about the products they are using especially proper ways of
harvesting and better ways of cultivating the products.
• Set up organisations that organise education for locals, place local quotas, decide
on areas to be harvested and areas left for recuperation and market the products
NGOs
• Lead the way in research and development
• Provide funding geared towards the promotion of forests and veld products

Thusanyo Lefatsheng is an NGO whose objectives entail the following:


• Develop methods of cultivation, processing and marketing of indigenous trees and
medicinal plants
• Harvesting such plants in a sound and ecological manner
• The protection and cultivation of endangered plant species
• The introduction of sustainable agricultural methods
• The creation of rural employment

Examples of Veld Products


• Devils claw (sengaparile)
• Mosithane
• Herbal trees
• Morula
• Morotologa
• Phane worm
• Honey e.t.c

8.0 Human Factors Leading to the Destruction of Forests


• Expansion of settlements leading to deforestation thus a reduction in the size of
rangelands
• Overstocking leading to overgrazing
• Overharvesting of thatch grass
• Clearing of land for agriculture
• Occurrence of veld fires
• Construction of infrastructure
• Air pollution which leads to acid rain which can kill plants

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• Mining / Industries

Self-assessment Exercise 2.1


Duration: 1 hour 30 minutes Total Marks: 40

Instructions
This exercise is divided into three sections. Answer all questions in each section.
On completion check answers at the end of the revision booklet.

Section A
a) Rangelands are in a state of decline in Botswana
i. Define Rangeland degradation [1]
ii. State four human factors that cause rangeland degradation. [4]
iii. Describe how the community might help reduce rangeland degradation. [5]
iv. Explain how pastoral farmers could use rangelands sustainably [5]

Section B
a) The government of Botswana conserves resources such as Wildlife and forests
in protected areas.
i. Name and locate on a sketch map of Botswana an area where wild animals are
protected. [8]
ii. Name any four forest reserves in Botswana. [4]
iii. Explain why forest reserves are mainly found in the northern part of Botswana. [2]
iv. Describe how the government protects forests and wildlife. [5]
v. Suggest why it is very important to conserve natural resources such as forests and
wildlife [6]

[Total: 25]

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Topic 2: Lesson 2

Population Dynamics

Introduction
In this lesson you will learn about population dynamics. Population refers to the number
of people occupying a geographical area at a particular time. It is studied because humans
are part of the environment, and their influence is more than that of any other species.
The number of people on the earth has been growing since the early years and continues
to grow with lasting impacts on the environment. In 2000, it was estimated at six billion.
Population dynamics refers to how population change in time and space. The four
primary components of population dynamics are birth, death, immigration and
emigration.

Examination Tips:
This module falls under Section D of Paper 2, where each of the three topics listed above
either stands on its own or is combined with another. The candidate either chooses this
question or another question on Settlement Studies.

1. Define, State, List, Mention, Suggest, Name and Give are examples of questions worth 1
mark per item. E.g.: list two push factors, are worth 2 marks.
2. Describe questions require outlining of features, characteristics or attributes of a
concept and are worth 1 mark e.g., describe the characteristics of an aging population just
mention them.
3. Explain how, explain why, give reasons or account for questions that usually require a
student to go further describing and saying why it is the case. e.g., Describe or explain
how rapid population growth affects resources: one will state the effect and how it
happens such as cutting down of trees leads to animal migration.

Learning Objectives

By the end of the topic learners should be able to:


• define the following concepts: population census, population (de facto and de
jure), population dynamics, and fertility rate. mortality rate, pressure, optimum
population, population explosion, population density, migration
• discuss socio-economic and cultural factors influencing fertility rate;
• explain factors that contribute to population growth;
• explain the effect of population growth on the environment;
• examine the impact of rapid population growth on available resources;
• suggest possible solutions to rapid population growth;
• examine the impact of HIV and AIDS on the population;
• discuss the importance of population census;
• assess the significance of population and development planning;

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• evaluate the importance of population policy;


• describe causes of conflict over the use of natural resources;
• discuss ways of resolving conflicts arising from the use of scarce resources by
stakeholders/communities/ government and NGOs;
• suggest possible solutions to problems caused by population growth on the
environment;

1.0 Definition of Terms


Population: Number of people occupying a geographically defined territory (country,
town, village etc.) at a particular time.

De facto Population: The number of people present at the time of conducting a census
(counting of people).

Dejure Population: Number of people present in the country and those living outside
the country.

Population Growth: An increase or decrease in the number of people. A positive growth


is called a natural increase while a negative growth is called natural decrease.

Population Pressure: The rate at which the population consumes resources.

Population Explosion: A sudden increase in population growth that doubles itself.

Optimum Population: When the population equals the number of resources available.

Over Population: The population exceeds/is more than available resources.

Under Population: The people are less than available resources.

Population Density: Number of people per square kilometer of land area. Calculated as
total population divided by land area e.g., Botswana population = 2 million, land area =
582000km2

Population Density is 2 000 000/582 000 = 3,46 people per square km

Population Distribution: How people are spread over a piece of land. When there are
many people in a small area/land we say the area is densely populated. When there are
few people in a large land, we say the area is sparsely populated.

Fertility Rate: Number of live births per 1000 population of women within the
childbearing period (15-45 years) only.

Birth Rate/Crude Birth Rate: Number of live births per 1000 population.

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Mortality/Death Rate/Crude Death Rate: Number of deaths per 1000 population.

Infant Mortality Rate: Number of deaths for children under the age of five years per
1000 population

2.0 The Socio-economic and Cultural Factors Influencing


Fertility Rate

Socio-economic Factors Cultural Factors


Level of education Marriage patterns e.g. Early marriages
Employment status Child bearing age
Food security Initiation practices
Housing security Value attached to large families or many
children
Level of income Ritual pregnancy and birth practices
Government’s population control measures
or interventions (laws or policies, medical
aid, incentives)
Social support by family and community
Religion

3.0 Population Growth


The world’s population is increasingly growing all the time with the tendency to double
itself. The Atlas of World Issues (1988) recorded that from the year 1500-1900, the world
population had doubled in 300 years but by 1960 it had doubled again (a period of just
60 years).
In 2000 the world’s population exceeded six billion with the highest numbers/growth in
Africa, Asia and Latin America (developing/third world). This population explosion has
resulted in such countries struggling to deal with numerous problems.

3.1 The Factors Influencing Population Growth

Birth rate and death rates


• Population decreases if the death rate is higher than the birth rate.
• Population increases if the birth rate is higher than the death rate.
• The reasons for high birth rates include: lack of use/access to family planning
• Services (contraceptives), religious beliefs that discourage the use of
contraceptives,
• Cultural values that encourage many children, early parenthood and unplanned
births.
• Pregnancies, improved health services resulting in less infant mortality.

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• The reasons for high death rates include: diseases e.g. epidemic diseases, HIV and
AIDS that kill many people, accidents, poor health care and medical facilities, lack
of access to good nutrition and good sanitation

Activity 1
Study the following list of activities and categorise them according to
the major factors influencing population growth.
• Improved food production/Agricultural production
• Development of Industries/ Industrialisation
• Migration Patterns
• Relationship between births and deaths
• Epidemic diseases
• Famine
• Wars and other conflicts
• Accident occurrence
• Socio-cultural factors
• Political factors

3.2 Impact of Rapid Population Growth on the Environment

• Increase in the spread of communicable diseases as health services are


suppressed.
• Increase in greenhouse gases (global warming), due to thermal heating and
cutting of trees thereby causing heat waves and drought in some areas and
flooding/stormy weather in others.

3.3 Impact of Rapid Population Growth on Available Natural


Resources
• Depletion of minerals, which are non-renewable as countries will extract more to
match the population.
• Deforestation due to settlement creation, need for firewood etc., which destroys
the environment.
• Desertification.
• Extinction of animals as they lose habitat to humans and other food (vegetation).
• Famine due to food shortage.
• Shortage of social amenities like health, education, water supply, sanitation etc.
• Depletion of natural resources such as land and water.

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3.4 Roles of Stakeholders in Curbing/Controlling Rapid Population


Growth

a) Government
• Education in schools and health centres better informs people and makes them
free to use contraception.
• Public campaigns give people a sense of ownership and responsibility.
• Formulate and enforce population policy (e.g., one or two children per couple),
this will control childbirth.
• Limiting paid maternity leave to just two children for public servants, makes
couples to adjust the need to have children vis-a-vis economic gains.
• Provision of free contraception (pills, loops, condoms, injections etc.), enables
access by all.

b) Non-Governmental Organisations
• Sponsor family planning campaigns, to help government achieve its goal.
• Help in educating the public on issues such as the use of contraception, which
empowers people.
• Some provide family health care services (abortion clinics, counselling etc). They
cater for those, who may have little influence on sex.

c) Churches
• The ancient value in churches (no sex before marriage), help a lot in controlling
early childbirth and sexual relations that may lead to childbirth.
• The teachings go a long way towards discouraging unnecessary births and
unlawful unions.

d) Local Authorities
Tribal leaders, councillors and community elders can join hands to encourage their
communities to embrace government family planning measures, policies and family
health programmes.

e) Communities
• Participate in the creation of awareness of family planning education especially at
clinics and through community health committees. This empowers people and
shows all that it is the right thing to do.
• Use of family planning methods such as injections, pills and condoms to control
birth rate. This gives people responsibility, as it is their decision to use
contraception or not.
• Practice of birth control initiatives such as abstinence, celibacy, child spacing,
delayed child bearing and limiting of child numbers by couples.

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4.0 Socio-economic Impact of HIV and AIDS in Botswana

4.1 Definitions
Human Immuno-Deficiency Virus (HIV): This is a virus that causes AIDS by attacking
the immune system making the body susceptible to infection by other opportunistic
diseases.
Acquired Immuno- Deficiency Virus (AIDS): This is a disease that results after HIV
weakens the immune system. It is an aggregation of opportunistic infections such as TB,
Diarrhoea etc that eventually kills the victim.
The impacts are found on people and the government.

a) People

Social Economic

The Stigmatisation of victims, which may Loss of breadwinners leading to poverty


lead to suicide and isolation
Picking of family members of the affected Increased dependency on surviving
especially children members of the family such as siblings
and spouses

Death of victims due to the disease

Increase in the number of orphans as


their parents die
Increase in child headed families who
lost parents
Family breakdown as spouses accuse
each other over who brought the
infection

b) Government

Social Economic

Pressure on healthcare facilities as more Increased spending on health care for the
people get sick sick

Shortage of medical supplies/drugs and Increased spending on orphan care


personnel as opportunist diseases enter
the playing field
Political instability as people become Slow development as money is diverted
dissatisfied with inadequate services in to fighting the scourge
hospitals and other health care centers

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Decline in productivity as people spend


time on sick leave or in hospital

Loss of labour as the economically active


die costing government to train new
people

4.1 Efforts Taken to Reduce HIV and AIDS Infections in Botswana


The government started these initiatives, but it is best to reflect on how other
stakeholders come into play towards fighting the pandemic.

a) Government
• Free supply of condoms
• Free supply of ARVs
• Provide free counseling and testing
• Educating the public and training personnel
• Research
• Enforcement of PMTCT programme
• Facilitation of the Home Based Care programme

b) Non-Governmental Organisations
• Public education through campaigns and dramatisation
• Sponsor research
• Provide counseling and testing services
• Provide condoms (some for free, others sell such as manufacturers and shops)

c) Community/People
• Use of condoms
• Taking treatment/ARVs
• Conduct Home Based Care
• Utilise PMTCT programme
• Public education such as at clinics
• Undertake counseling and testing

Self-assessment Exercise 2.2

Section A
1. Differentiate between optimum population and under population. [2]
2. Suggest three factors that can lead to population growth in an area. [3]
3. Explain how a growing population may affect the resources of a country. [4]

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4. List the four stages of the Demographic transition Model [4]


5. Give reasons for high death rates in the first stage of the model [4]
6. How can the government control population growth? [4]

Section B
1. List ways through which HIV and AIDS can be transmitted. [4]
2. Explain, how does HIV and AIDS affect the economy of a country? [6]
3. Describe the socio-economic effects of HIV and AIDS on the people of Botswana
[4]
4. How is Botswana government fighting the HIV and AIDS scourge? [5]

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Topic 2: Lesson 3

Population Migration
Introduction
You have learnt that population migration is one of the factors that influences population
growth. In this lesson, you will learn the causes and impacts of migration and their
possible solutions. You are encouraged to reflect on your own experience as you go
through this lesson.

Learning Objectives
At the end of the lesson, you should be able to:
• define migration
• differentiate between types of migration, for example: local, regional and
international, internal and external, temporary and permanent.
• critically assess population movements and evaluate their impact on available
resources
• evaluate the impact of migration on both rural and urban areas in Botswana.
• evaluate the government’s effort to curb rural-urban migration.

1.0 Definitions
Migration: According to Silitshena (1988), Migration is the movement of people from
their place of origin to a new place (destination), usually resulting in a change of
residence. However, in practical terms, the term has been used to describe any movement
of people from one geographical area to another.

Migrant: A person who engages in migration.

Immigration (in-migration): movement into a place or country. The people coming in


are called immigrants.

Emigration (out-migration): movement from a country to across its borders. Such


people are called emigrants.

2.0 Types of Migration


Migration can be classified as either internal or external.
• Internal or local migration: Usually movement within a country such as from a
rural to an urban area (rural-urban), rural area to another rural area (rural-rural),
urban area to a rural area (urban- rural) or urban area to another urban area
(urban-urban).
• External migration means movement outside the country’s borders. Here we can
have: Regional movement of people from one region to another such as from

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Central Africa to North Africa or simply international migration that may include
countries in other continents.

In terms of time, migration can also fall under temporary and permanent.
• Permanent migration means that there is no intention to return i.e., the migrant
assumes a new place of residence and abandons the other, e.g., Britons changing
citizenship to being Batswana.
• Temporary migration means that the migrant can either return one day or move
to the next destination. E.g., Foreign nationals working in Botswana for a
particular period and then going back at the end of the contract.

3.0 Causes of Migration


There are two places involved in the process of migration: Origin (place of departure/old
residence) and Destination (place of new residence).
The causes of migration are therefore factors that are found in either place that may force
a person (migrant) to decide to move from or to another place (pull-factors and push-
factors).

3.1 Push Factors (disadvantages found at the origin)


• Unemployment in rural areas causes people to move to where they can find jobs.
• Epidemic diseases. People often run away from affected areas to avoid infection
• Unfavourable weather/climate. Adverse conditions (too hot/too cold) force
people to move to favourable climate areas.
• Political instability. Conflicts such as wars, uprisings, ethnic differences and
insurgency cause people to seek refuge in peaceful areas e.g., Ethiopians, Somalis
and Zimbabweans coming to Botswana.
• Famine. Areas prone to excessive food shortage lead to migration to places where
people can find food e.g., Somalis and most of the inhabitants of the Horn of Africa.
• Natural disasters (floods, earthquakes, volcanic eruptions, tsunamis,
hurricanes/cyclones/tornadoes, drought) drive people to less risky and safer
environments.
• Lack of or poor social services and facilities. People move to towns seeking better
provision of such in towns.
• Religious persecutions. In areas where people are killed or abused for their
religions, victims often run away to seek asylum among tolerable societies. In
Nigeria, where Sharia law is in force Christians and other religious groups have
been attacked by Muslims.

3.2 Pull Factors (opportunities/advantages found at the destination)


• Better employment opportunities
• Pleasanter climate/weather

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• Political stability/peacefulness
• Absence of killer diseases
• Natural disaster free areas
• Better social services/facilities
• Industrial development
• Improved agricultural development
• Bright light syndrome where people believe that town life is better, and
everything comes in gold

4.0 Impacts of Rural-urban Migration in Botswana


a) Rural Areas (Origin)
The effects can be both negative and positive.

Positive Negative
Increased job opportunities as Under-population/underutilisation of resources as
there are fewer job seekers people become less than the available resources
Less pressure on resources Decline in agricultural production (rural-urban) as
the able-bodied leave
Reduced crime and social ills
Low spread of communicable Slow provision of services due to low population
diseases as people are not threshold (number of people needed to provide a
overcrowded service)
Increased social cohesion as Slow development of the settlement as there is less
people can preserve their need to provide such
culture
Remittances (migrants send Rural depopulation (decline in population)
money home, which may
improve livelihood)
Loss of skills/brain drain as they move to better
paying jobs in urban centres

b) Urban Areas (destination)

Positive Negative
Skills gain Increased unemployment as many people
move there on assumption but later they don’t
get absorbed and increase the proportion.
Increased labour force as many come Increased social ills such as prostitution, street
seeking employment kids, juvenile delinquency and immoral
behaviours due to life hardships.
Increased purchasing power for Increased crime and drug abuse as security is
investors due to increased market. outmanned.
Increased development as thresholds Increased pollution/poor hygiene/poor
is reached. sanitation

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Overcrowding/shortage of housing and


development of slums. Majority of the
unemployed migrants cannot afford rent and
the town cannot cope with the influx.
Pressure on facilities and social services,
which are outpaced by growth in population
(health, education, water supply)
characterised by long queues at facilities,
delays and shortage of supplies
Increased traffic congestion as the number of
vehicles goes up leading to crowding at
intersections, along roads etc. thereby
affecting productivity.
Increase in accident occurrence. Congestion
and impatience result in avoidable accidents.
Pressure on political system as dissatisfied
and impatient unemployed and service
seekers pressure government to provide for
them.

5.0 Government Efforts to Curb Rural-Urban Migration

• Rural electrification
• Rural industrialisation
• Agricultural development
• Decentralisation of services
• Incentives for workers in rural areas such as free housing and travelling and
paydays in remote areas, Remote Area Service Allowance (RASA).
• Introduction of the National Settlement Policy
• Development of infrastructure in rural areas
• Improved water supply
• Financial assistance especially when setting up in a rural area.

Self-assessment Exercise 2.3


Time: 30 minutes Total: 25 Marks

Instructions
1. Answer all the questions.
2. The number of marks for each question is given in brackets. [ ]

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1. Define migration. [1]

2. Give two examples of international and two examples of local migration. [4]

3. In recent years, Botswana has experienced an influx of immigrants from mainly


Zimbabwe. Some from as far as Somalia, Ethiopia and the Democratic Republic of Congo,
are housed at Dukwi Refugee Camp.
a) Give three reasons behind immigrants coming to Botswana from the countries
listed. [3]
b) Explain the effects of migration of Zimbabweans on the country and its people
[4]
c) Outline the impact of rural-urban migration on towns and cities of Botswana
[5]
4. How can Botswana control the movement of people to towns? [5]

5. Explain three difficulties that international migrants may experience when settling
in a new country. [3]

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Answers to Self-assessment Exercises


Self-assessment Exercise 1.1

1. Social Studies is the study of human relationships and how they interact with
their surroundings [2]

2. Examples of five concepts learnt in Social Studies [5]

Culture, values, governance, citizenry, economy, sustainable development, population


dynamics, environment, land degradation, range degradation, population dynamics,
biodiversity, ecosystems

3. The components of Social Studies [6]

Social Studies is an integrated study of the social sciences. The key components of social
studies content knowledge include history, geography, sociology, economics and
financial literacy, civics, and governance.

4. Examples of the scope of Social Studies [2]

Social Studies is about first understanding our own world, including areas like family,
community, environment, and culture. It is also about learning new things outside our
experience and becoming aware of global issues and concerns.

5. The value of Social Studies to Botswana [4]

The primary purpose of social studies is to help young people develop the ability to make
informed and reasoned decisions for the public good as citizens of a culturally diverse,
democratic society in an interdependent world (National Council for the Social
Studies [NCSS], 2019).

6. Examples of how you can apply what you learnt in Social Studies under the
following topics. [6]

a) Governance
• Participation in law making activities
• Participation in law enforcement activities
• Participation in the implementation of public policies
• Voting in the national elections
• Educating people on governance related matters

b) Natural resources
• Actively involved in natural resource conservation and management committees or
organisations

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• Applying what I have learnt e.g. planting trees, crop rotation


• Sustainable use of resources
• Organising/participating in awareness campaigns

c) Culture
• Participating in cultural activities
• Respecting other people’s cultures
• Educating people about the importance of culture
• Conducting research on any culture related topic

Self-assessment Exercise 1.2


Section A

1: Recommendations that you would make to your local community to ensure that
veldt products are used wisely are as follows:

• Harvest selectively/phane that is ready for harvesting only.


• Public education on the use of harvesting methods.
• Uses of licenses / permits /payment before harvesting.
• Charges / fines imposed on those who do not follow up harvesting laws.
• Replanting, regenerate, re-vegetation to allow more breeding.
• Harvesting quotas.
• Controlled grazing.
• Seasonal harvesting / gathering.

Section B

1 (a) (i)
• The effects of soil erosion in Masunga in the year 2010.
• The impacts of soil erosion on the environment in Ramotswa in the year 2011.
• The causes of soil erosion in Mochudi in the year 2017.
• The possible solutions to the problem of soil erosion in Kopong in the year 2016.

(ii)
• To find out the effects of soil erosion.
• To find out the impacts of soil erosion on the environment.
• To find out the causes of soil erosion.
• To find out the possible solutions to the problem of soil erosion.

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(iii)
• The main effect of soil erosion is leaching of soil nutrients.
• The major impact of soil erosion on the environment is leaving the land bare.
• One of the least causes of soil erosion is running water.
• The major possible solution to soil erosion is planting windbreakers.

(b) (i)
• Adjustable, fields can be changed.
• First-hand information collected.
• Re-visiting study area is possible.
• Specific data collected.

(ii)
• Interview
• Questionnaire
• Documentary study

(c)
• Loss of fertile soils/poor soils/soil infertility
• Decline in crop yield/low crop production
• Lack of pasture/decline in pasture
• Poor crop growth
• Loss of soil nutrients
• Reduced grazing land.

(d)
• Farmers should plant trees.
• Farmers should plough across the slope.
• Farmers should apply organic fertilizers to the soil.
• Farmers should educate each other on soil erosion.
• Farmers should control their grazing.
• Farmers should create wind breakers.

(e)
• Written form/text
• Prose
• Bar graph
• Histogram
• Pie chart
• Photograph
• Line graph

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• Map
• Scatter gram
• Statistical tables
• Flow chart
• Pictogram
• Diagrams

(Total 25)

Section C

1. (a) (i)
2. The effects of overcrowding in Monarch in the year 2010.
3. The impacts of overcrowding on the environment in Ramotswa in the year 2011.
4. The causes of overcrowding in Mochudi in the year 2017.
5. The possible solutions to the problem of overcrowding in Kopong in the year 2016.

6. (ii)
7. To find out the causes of overcrowding
8. To find out the ways of curbing overcrowding
9. To find out the effects of overcrowding
10. To find out the impacts of overcrowding on the environment.

11. (iii)
12. 70% of land pollution in Monarch is caused by overcrowding.
13. The major cause of overcrowding is shortage of housing land.
14. The main impact of overcrowding on the environment is air pollution
15. One of the main possible solutions to the problem of overcrowding is creation of employment
in rural areas.

16. (b) (i)


17. Prepare a set of short response questions.
18. Decide on the sample size/make sample of respondents.
19. Issue questionnaires to respondents/send/email/take copies of questionnaire to respondents.
20. Collect questionnaires from respondents.
21. Compile the information.

22. (ii)
23. Language barrier.
24. Ideal for the literate only.
25. Biased towards respondents.
26. Difficulty in verifying respondents.
27. Possibility of incomplete or blank questionnaires.

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28. Delayed response, low response rate.


29. Loss of questionnaires.
30. Not all questions can be answered.
31. Lack of flexibility/confined to written questions.
32. Lack of clarity/no probing.

33. (iii)
34. Interview
35. Observation
36. Documentary study

37. (iv)
38. Test a hypothesis.
39. Write a conclusion/make a conclusion/ summarize.
40. Present/interpret/Analyse data.
41. Submit to relevant authorities.
42. Write a report.
43. Publish.
44. Evaluate the data.
45. Make recommendations.

46. (v)
47. Lack of cooperation/ uncooperative community members.
48. Lack of transport to go to the research area.
49. Lack of money for transport.
50. Lack of security/risky/insecurity
51. Lack of accessibility /inaccessibility /lack of access to high-income areas /low income areas.
52. Disruptions/ disturbances by some events such as bad weather, accidents, fights.
53. Time consuming/lack of time.
54. Language barrier.

55. Self-assessment Exercise 2.1

56. Section A
o Rangelands are in a state of decline in Botswana
57. Rangeland degradation: It is the reduction of land productivity resulting from
inappropriate use of the land. [1]

58. Four human factors that cause rangeland degradation. [4]

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59. Veld fires


60. Overstocking
61. Deforestation
62. Pollution from mines and industries

63. How the community might help reduce rangeland degradation [5]
64. Balance the animal population with available forage.
65. Use the kind of livestock most suited for the available forage.
66. Practice rotational grazing.
67. Distribute animals evenly over the entire rangeland.
68. Control bush encroachment.
69. Distribute watering points evenly over the rangeland.
70. Conserve some forage for dry season feeding.
71. Replace dead or old plants with new ones.

72. Explain how pastoral farmers could use rangelands sustainably


73. Practicing correct stocking
74. Fencing grazing land
75. Controlling the spread of trees and shrubs
76. Controlling veld fires
77. Providing enough water
78. Controlling soil erosion
79. Controlling weeds
80. Controlling grazing.

Section B

a) The government of Botswana conserves resources such as Wildlife and


forests in protected areas.
i) Name and locate on a sketch map of Botswana any 6 areas where wild animals are
protected. [8]
• Chobe National Park
• Moremi Game Reserve
• Central Kalahari Game Reserve
• Khutse Game Reserve
• Makgadikgadi Pans National Park
• Northern Thuli Game Reserve
• Kgalagadi Transfrontier Park
• Mashatu Game Reserve
• Mokolodi Nature Reserve
• Manyelanong Game Reserve
• Moremi Game Reserve
• Lion Park Resort
• Gaborone Game Reserve

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• Khama Rhino Sanctuary

ii) Forests reserves in Botswana [4]


• Chobe forest reserve
• Kasane forest reserve
• Kasane forest extension
• Maikaelelo forest reserve
• Sibuyu forest reserve
• Kazuma forest reserve

iii) Why forest reserves are mainly found in the northern part of Botswana [2]
• High amount of rainfall
• Rich alluvial clay soils

iv) How government protects forests and wildlife [5]


• Afforestation – growing trees where forests have been cut
• Reforestation – planting of trees in areas with few trees
• Public campaigns or awareness on forests conservation
• Use of alternative sources of energy e.g. use of gas instead of firewood
• Use of government laws/ policies e.g. use of permits for firewood collection for
commercial purposes

v) Why it is very important to conserve natural resources such as forests and wildlife
[6]
• Wildlife helps in maintaining the eco-logical balance of nature.
• Wildlife/forests provide food for both humans and animals
• Forests help to maintain or mitigate climate change
• Forests help in regulating the hydrological cycle
• Wildlife provides important resources such as wood, medicine
• Forests prevent soil erosion
• Forests provide habitat for animals
• Forests provide jobs for many people across the world
• Wildlife is a source of income from tourism and processing industries
• Forests store carbon and release oxygen

[Total: 40]

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Self-assessment Exercise 2.2


Section A
1. Differentiate between optimum population and under population
• Optimum population: number of people equals available resources while under
population means the number of people is smaller than resources available. [2]

2. Factors that can lead to population growth in an area. [3]


• Agriculture development/increased food production
• Industrial development
• Birth rates exceed death rate

3. How a growing population may affect the resources of a country [4]


• Deforestation due to land clearing for settlement
• Shortage of land for settlement
• Pressure on water resources as there is need to supply many
• Increased environmental degradation due to poverty

4. The stages of the Demographic transition Model: [4]


• Stage 1- High Stationary
• Stage 2- Early Expanding
• Stage 3- Late Expanding
• Stage 4- Low Stationary

5. Reasons for high death rates in the first stage of the model: [4]
• Lack of drugs and doctors
• Poor nutrition/diet
• High incidence of killer diseases
• Famine

6. How can government control population growth? [4]


• Population policy that limits number of children
• Educate women/ freedom for women
• Give incentives for smaller families
• Avail family planning methods/contraception

Section B

1. Ways through which HIV and AIDS can be transmitted [4]


• Sharing sharp objects
• Blood transfusion
• From a mother to her child during pregnancy, at birth or through breastfeeding
• Unprotected sexual intercourse

2. How HIV and AIDS affect the economy of a country. [5]


• Decreased productivity as sick workers spend time at home or hospital

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• Pressure on health facilities and services and patients increase


• Increased spending on health care as the sick increase
• Slow development as money is diverted to healthcare
• Shortage of labour as the able bodied die

3. The socio-economic effects of HIV and AIDS on the people of Botswana


Social [4]
• Stigmatisation
• Isolation family breakdown
• Increase in number of orphans
• Increased death

Economic
• Loss of breadwinners leading to poverty
• Increase burden on breadwinners
• Decline in standard of living of a family

4. How Botswana government is fighting the HIV and AIDS scourge [6]
• PMCT programme
• Voluntary Counseling and Testing services
• Free provision of Anti-Retroviral Therapy
• Free supply of condoms
• Free public education
• Research
• Improve agricultural production

Self-assessment Exercise 2.3

1. Define migration [1]


• Movement of people between geographical areas either temporarily or
permanently
• Movement of people from one place to another

2. Examples of two international and two examples of local migration


Local. [4]
• Motlopi to Khumaga
• Letlhakane to Ramotswa

International
• South Africa to Namibia
• Burkina Faso to Botswana

3. a) Reasons behind immigrants coming to Botswana from the countries listed. [3]
• Running away from ethnic wars (DRC, Somalia)

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• Famine and shortage of food (Somalia, Ethiopia)


• Economic melt-down and hardships of life (Zimbabwe)

b) The effects of migration of Zimbabweans on the country and its people. [4]
• Shortage of employment as most employers opt for their cheap services
• Increase in crime as many come and do not find jobs
• Increase in social ills such as prostitution by both Zimbabweans and locals
• Overcrowding in towns and cities due to unplanned population for increase
• Conflicts between Batswana and Zimbabweans, as the latter are believed to bring
crime and take up jobs.

c) The impact of rural-urban migration on towns and cities of Botswana. [5]


• Shortage of education facilities/services
• Shortage of health facilities/services
• Overcrowding/shortage of housing
• Development of slums/shanty towns such as Old Naledi (Gaborone) and
Kgaphamadi (Francistown)
• Increased crime
• Traffic congestion

4. How Botswana can control movement of people to towns. [5]


• Rural electrification
• Rural industrialisation
• Agriculture development
• Use of the National Settlement Policy
• Decentralisation of Services

5. Difficulties which international migrants may experience when settling in a new


country. [3]
• language barriers
• adapting to a new culture
• finding employment opportunities
• accessing education
• facing financial instability
• absence of family support.

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References

Goudie A.S (1993), The Human Impact on The Environment. Blackwell Publishers,
Oxford.
May D. (1988), Geography of Botswana, Macmillan Boleswa Publisher, Gaborone.
Middleton Nick, (1988), Atlas of World Issues, Ilex Publishers, Oxford
Miller G.T. (1994), Living in the Environment, Wadsworth Publishing Company,
Belmont
Silitshena R. et al, (1998), Botswana, a Physical and Economic Geography, Longman,
Gaborone
Stodart R.H. (1989), Human Geography, People Places and Culture, Prentice Hall
Incorporated, New Jersey.
[email protected], (2018). World Population Distribution
The World Fact Book-CIA.gov. (2016), Botswana Population Pyramid

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