Bgcse Social Studies Book 1
Bgcse Social Studies Book 1
Bgcse Social Studies Book 1
BGCSE PROGRAMME
BOOK 1
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BGCSE: Social Studies Revision Notes Book
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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:
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.
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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
Topics Lessons
1. Social Studies and Research 1.1 Nature and Scope of Social Studies
Methods 1.2 Research Methods
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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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)
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
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Topic 1: Lesson 1
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
Social studies assess man in his physical and social environment as well as the effects of
science, technology, and religion on him
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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.
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Instructions
Answer all questions and on completion check answers at the end of the revision book.
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.
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.
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.
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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”.
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.
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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.
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
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2.2 Observation
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2.3 Interview
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.
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After data has been collected it is presented in many ways. Data can be presented in the
form of:
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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.
• Write the title /heading to show what the pie chart is about.
• Calculate sector angles
• Draw sector angles
• Label sector angles
• Measure sector angles
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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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
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:
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.
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]
[Total: 25]
Section C
1. Senior secondary school students carried out research on overcrowding in their local
area.
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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
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.
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
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.
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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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.
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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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.
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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
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
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
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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.
Waste Management
• Recycle
• Reuse
• Reduce
• Repurpose
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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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.
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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
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• Mining / Industries
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
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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.
Optimum Population: When the population equals the number of resources available.
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 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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Infant Mortality Rate: Number of deaths for children under the age of five years per
1000 population
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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
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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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4.1 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
b) Government
Social Economic
Pressure on healthcare facilities as more Increased spending on health care for the
people get sick sick
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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
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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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.
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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.
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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
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
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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• 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.
Instructions
1. Answer all the questions.
2. The number of marks for each question is given in brackets. [ ]
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2. Give two examples of international and two examples of local migration. [4]
5. Explain three difficulties that international migrants may experience when settling
in a new country. [3]
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1. Social Studies is the study of human relationships and how they interact with
their surroundings [2]
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.
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.
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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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
1: Recommendations that you would make to your local community to ensure that
veldt products are used wisely are as follows:
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.
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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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.
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]
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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.
Section B
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iii) Why forest reserves are mainly found in the northern part of Botswana [2]
• High amount of rainfall
• Rich alluvial clay soils
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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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
Section B
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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
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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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.
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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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