2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Map skills

CONTENT AND Orientation of Map skills (focus: topographic maps) Map skills (focus: topographic and Revision and
CONCEPTS learners for Grade 9: Formal assessment
orthophoto maps) consolidation
• Welcome
learners to Grade 1:50 000 Contour lines: 1:50 000 topographic 1:50 000 topographic 1:50 000 topographic 1:50 000 topographic 1:10 000 orthophoto 1:10 000 orthophoto Test
9 maps maps: maps: maps maps:
Geography/Social topographic maps: • Height clues on maps 50 marks
Sciences as a Read map symbols to
topographic Contour patterns Contour patterns • Scale and Co-ordinates to locate • Vertical aerial • How height is Map skills questions on
subject identify:
maps showing river showing river valleys, measuring features photographs shown on
topographic and
• Explain the • Concept of valleys, hills, hills, mountains, ridges distance on (review Grade 8) orthophoto maps
orthophoto maps
• Natural features mountains, ridges and spurs topographic
programme of contour lines
• Orthophoto • Contour lines on
on topographic maps
assessment maps • Steep and gentle and spurs images made orthophoto maps:
(formal and slopes • Using line and from aerial Identifying
informal) • Constructed (description of ratio scales photographs features
features gradient)
• Introduce the
topic: Map skills • on topographic
(focus: maps
topographic and
orthophoto
maps)
• Give a brief
outline of the
topic

SKILLS AND Information from topographical maps

VALUES • Interpret information from topographic and orthophoto maps and aerial photographs
• **describe the landscape
• identify land use
• settlement patterns: Identify shape, size and location

RESOURCES TO • Local and other topographic and orthophoto maps and aerial photos*
ENHANCE • Satellite images (such as Google Earth)
LEARNING
• Atlases

INFORMAL • Informal assessment can be done once every 2 to 3 weeks

ASSESSMENT • Homework/classwork/worksheet
• Informal assessment should be source-based
• Oral assessment: Simple questions and answers.
• Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.

SBA (FORMAL Test: map skills

ASSESSMENT) Assess and give feedback to learners
50 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Development issues

CONTENT AND Development Factors affecting development Opportunities for development Revision and consolidation Formal assessment
CONCEPTS
Revision, feedback Ways of The Human Reasons for differences Reasons for Alternative Sustainable Sustainable Controlled test:
and corrections of measuring Development Index in development: differences in development, development, including development, including Term 1 content: 35
Term 1 assessment development: particularly alternatives economic, social and economic, social and
development (HDI): Life expectancy, • Historical factors
to industrialisation environmental factors environmental factors
marks
Introduction of the such as • Health and Term 2 content: 40
topic: education, GDP per colonialism welfare
capita marks
Development issues • Trade imbalances: • Education
Unfair trade Source-based questions
Meaning of • Political and paragraph writing:
• Technology and stability
development, 75 marks
industrialisation
including economic,
social and Low order: 30%
Middle order: 50%
environmental aspects High order: 20%

SKILLS AND • Ask questions and identify issues

VALUES • Discuss and listen with interest
• Collect and refer to information (including newspapers, books and, where possible, websites
• Use geographical knowledge to solve problems
• Discuss and debate issues: Recognise bias and different points of view
• Develop own ideas based on new knowledges
• Suggest solutions to problems
• Devise and frame questions
• Suggest solutions to problems

RESOURCES TO • Social Sciences textbook

ENHANCE • Atlas/globe/world map
LEARNING
• Newspapers/magazines
• YouTube videos/internet (Google Earth)
• Statistics South Africa: Census in brief

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT • Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework/classwork/worksheet
• Informal assessment should be source-based

SBA (FORMAL Controlled test:

ASSESSMENT) Term 1 content: 35 marks
Term 2 content: 40 marks
Total: 75 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Surface forces that shape the earth

The impact of people The impact of people

Weathering Erosion and deposition Revision and consolidation Formal assessment
on soil erosion on soil erosion

Introduction to the Difference between Impact of human Rivers: Features of Rivers: Features of Rivers: Features of Human contributions Case study: Test: Term 3 content
topic: Surface forces weathering, erosion activities erosion and deposition erosion and deposition erosion and deposition to erosion through Agriculture as a Source-based questions
that shape the earth and on weathering along a river course: along a river course: along a river course: agriculture, contributor to and paragraph writing
CONTENT AND Concept of weathering: deposition • Waterfalls and • Meanders Levees and deltas construction and erosion
CONCEPTS mining 50 marks
rapids
• Physical • Oxbow lakes
Low order: 30%
weathering • Gorges and
canyons
Middle order: 50%
• Chemical High order: 20%
weathering
• Biological
weathering

• Ask questions and identify issues

• Discuss and listen with interest
• Collect and refer to information (including newspapers, books and, where possible, websites)
SKILLS AND • Use geographical knowledge to solve problems
VALUES • Discuss and debate issues
• Recognise bias and different points of view: Develop own ideas based on new knowledges
• Suggest solutions to problems
• Devise and frame questions

• Social Sciences textbook

RESOURCES TO • Atlas/globe/world map

ENHANCE • Newspapers/magazines
LEARNING • YouTube videos/internet (Google Earth)
• Photographs of a range of landforms/topographic maps

• Oral assessment: Simple questions and answers

INFORMAL • Homework/classwork/worksheet
ASSESSMENT • Informal assessment should be source-based
• Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.

SBA (FORMAL Test: Term 3 content

ASSESSMENT) 50 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (GEOGRAPHY): GRADE 9 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

CAPS TOPIC Resource use and sustainability

CONTENT AND Resources use Sustainable use of resources Food resources Revision and consolidation Formal assessment
CONCEPTS
Revision, feedback, and Effects of unwise use of Ways resources may be used Role of individuals in Concept of food security Factory farming: Raising End-of-year examination
corrections of Term 3 resources: Over-fishing the sustainably: Sustainable fishing choosing more Role of science and livestock at high density Term 3 content: 35 marks
assessment oceans sustainable resource technology in food production Genetic modification of
use, such as reducing Term 4 content: 40 marks
Uses of natural resources: crops
Renewable and non- pressure on resources Source-based and paragraph
and lowering their Appropriate technologies
renewable and farming techniques Total: 75 marks
carbon footprint
Low order: 30%
Middle order: 50%
High order: 20%
SKILLS AND • Collect and refer to information (including newspapers, books and, where possible, websites)
VALUES • Use geographical knowledge to solve problems
• Devise and frame questions
• Ask questions and identify issues

RESOURCES TO • Social Sciences textbook

ENHANCE • Atlas/globe/world map
LEARNING
• Newspapers/magazines
• YouTube videos/internet (Google Earth)
• Photographs of a range of landforms/topographic maps

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT • Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework/classwork/worksheet
• Informal assessment should be source-based

SBA (FORMAL End-of-year examination

ASSESSMENT) Term 3 content: 35 marks
Term 4 content:40 marks
Total: 75 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Events leading up to and World War II: 1919–1945

CONTENT AND Orientation of World War II in the Revision and

The rise of Nazi Germany World War II in Europe Formal assessment
CONCEPTS learners for Grade 9: Pacific consolidation
• Explain the
programme of End of World War I, Hitler and the Nazis Reasons for public Nuremberg Laws and Nazi’s aggressive Extermination camps Examples of resistance America in the War vs Test: World War II: The
assessment Weimar Republic, during the 1920s support for the Nazi loss of basic rights of expansionist foreign and genocide, the to Nazism in Germany: Japan: Pearl Harbour causes and outbreak
(formal and Treaty of Versailles in The Great Depression Party and the 1932 Jewish people in 1935 policy for lebensraum Holocaust and the Warsaw Ghetto Uprising • Japanese (1919–1945)
informal) 1919 and brief of 1929 and effects on and 1933 elections Persecution of political (very briefly) Final Solution Americans Source-based questions
End of World War II in
• Discuss the class summary of German Germany The Enabling Act of opponents, Jehovah’s Outbreak of World War forcibly moved and paragraph writing:
rules punishments Europe into internment
1933 and dictatorship Witnesses, Roma II: Axis vs Allies 50 marks
camps in USA
• Briefly review (including (gypsies),
Grade 8, Term 4 concentration camps homosexuals, Slavs, • Japanese Low order: 30%
work: World War for opponents) black people and prisoner-of-war Middle order: 50%
I (1914–1918) disabled people camps for Allied High order: 20%
soldiers
Nazi Germany as an
example of a fascist
state (compared with
democracy)

SKILLS AND Historical concepts:

VALUES • Cause and effect
• Time and chronology
• Multi-perspective approach
Skills:
• Bring together information from sources
• Decide about what information to use from sources
• Contrast information from sources (compare two or more different points of view)
• Give reasons why historians, writers, etc. come to differing conclusions
• Discuss or debate and develop points of view and provide evidence from sources

RESOURCES TO • Sources from websites including YouTube: pictures, cartoons, extracts, videos, documentaries
ENHANCE LEARNING

INFORMAL • Informal assessment can be done once every 2 to 3 weeks

ASSESSMENT • Learners answer source-based questions: Cognitive levels (written)
• Discuss and debate
• Write paragraphs (written)
• Respond to oral questions: Cognitive levels
• Homework/classwork/worksheet
• Informal assessment should be source-based

SBA (FORMAL Test

ASSESSMENT) World War II: The causes and outbreak (1919–1945)
Source-based questions
Paragraph writing: 8 marks
50 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC The nuclear age and the Cold War

CONTENT AND World War II in the Definition of Areas of conflict and Areas of conflict and Division of Germany in The end of the Cold
End of World War II in the Pacific Revision and Consolidation Formal assessment
CONCEPTS Pacific superpowers and the competition between competition between the 1946 and the building War in 1989
meaning of “Cold War” the superpowers in the superpowers in the Cold of the Berlin Wall The fall of the Berlin
Revision, feedback Atomic bombs and the Atomic bombs and the Cold War War Wall in 1989 Controlled test
and corrections of beginning of the beginning of the Brief definition and Brief definition and Term 1: 35 marks
Term 1 assessment nuclear age nuclear age The fall of the Soviet
explanation of “arms explanation of “space Union in 1991 (cover Term 2: 40 marks
Increasing tension When, where, why and Why did the USA drop race” race” very briefly)
between the Allies how did WWII come to the bombs? 75 marks
after the end of World an end? Was it justified? Low order: 30%
War II in Europe Middle order: 50%
USSR (communism) High order: 20%
vs USA and the West
(capitalism)

SKILLS AND Historical concepts:

VALUES • Cause and effect
• Time and chronology
• Multi-perspective approach
Skills:
• Bring together information from sources
• Decide about what information to use from sources
• Contrast information from sources (compare two or more different points of view)
• Give reasons why historians, writers, etc. come to differing conclusions
• Discuss or debate and develop points of view and provide evidence from sources

RESOURCES TO • Social Sciences textbook

ENHANCE • Atlas/globe/world map
LEARNING
• Newspapers/magazines
• YouTube channel videos/internet (Google Earth)

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT • Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework/classwork/worksheet
• Informal assessment should be source-based

SBA (FORMAL Controlled test:

ASSESSMENT) Source-based questions
Paragraph writing: 8 marks
Essay writing: 20 marks
Term 1 content: 35 marks
Term 2 content: 40 marks
75 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Turning points in modern South African history since 1948

CONTENT AND Introduction to the The Universal 1948 National Party Oral history and Brief biography: Albert Freedom Charter Women’s March 1960: Formation of the Sharpeville massacre Revision and
Formal assessment
CONCEPTS topic: Declaration of Human and apartheid research project: Luthuli, his role in the Treason Trial Brief biographies: PAC in 1959 and Langa March: consolidation
Turning point in Rights after World War Main apartheid laws in Monitoring progress (30 ANC and resistance to Helen Joseph OR Sharpeville Massacre Causes, leaders,
modern South II broad outline minutes) apartheid Lillian Ngoyi and their and Langa March: events, short-term and Project:
African History since Brief definition and 1950s: Repression and The Defiance roles in resistance to Causes, leaders, events longer-term 50 marks
Case study: Group consequences
1948 explanation of racism Areas Act: Sophiatown non-violent resistance Campaign (including apartheid and short-term and
guidelines and criteria (30 minutes) forced removal to apartheid the influence of longer-term
for oral history and SACP banned Mahatma Gandhi) consequences
research project ANC programme of
Suggested topic: How action
apartheid affected
people’s lives and how
people responded
Research any
apartheid law and
interview a person who
was affected by that
law and determine
how he or she
responded

SKILLS AND Concepts:

VALUES • Time and chronology
• Cause and effect
Skills:
• Bring together information from sources
• Decide about what is important information to use from sources
• Investigate where information came from (check whether information is accurate)
• Give reasons why historians, writers, etc. come to differing conclusions
• Discuss or debate and develop points of view and provide evidence from sources

RESOURCES TO • Social Sciences textbook

ENHANCE • Atlas/globe/world map
LEARNING
• Newspapers/magazines
• YouTube videos/internet (Google Earth)

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT • Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework/classwork/worksheet
• Informal assessment should be source-based

SBA (FORMAL Project:

ASSESSMENT) 50 marks

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2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9

2023/24 ANNUAL TEACHING PLANS: SOCIAL SCIENCES (HISTORY): GRADE 9 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

CAPS TOPIC Turning points in South African history in 1960, 1976 and 1990

CONTENT AND 1976: Soweto uprising 1990: Release of Nelson Mandela and the
CONCEPTS Revision and consolidation Formal assessment
unbanning of liberation movements

Revision, feedback and Causes, leaders, events Causes, leaders, events Causes, leaders, events Events leading to 1994 Unbanning of political End-of-year examination: 75 marks
corrections of Term 3 of 16 June, spiralling of 16 June, spiralling of 16 June, spiralling election (in broad outline) movements in 1990 Assess ONLY Term 3 and 4’s content
assessment events that followed events that followed events that followed Internal resistance and Release of Mandela and
throughout the country, throughout the country, throughout the country, Term 3: 35 marks
Causes, leaders, events repression during the other political prisoners in
of 16 June, spiralling longer-term longer-term longer-term 1980s 1990 Term 4: 40 marks
events that followed consequences for consequences for consequences for Source based questions and paragraph and essay
resistance and repression resistance and repression resistance and repression External pressure on the Negotiations and violence
throughout the country, apartheid regime during 1990–1994 writing
longer-term the 1980s Low order: 30%
consequences for Democratic election in
1994 Middle order: 50%
resistance and repression High order: 20%

SKILLS AND VALUES History concepts:

• Cause and effect
• Multi-perspective approach
Skills:
• Bring together information from sources
• Decide about what is important information to use from sources
• Investigate where information came from (check whether information is accurate)
• Give reasons why historians, writers, etc. come to differing conclusions
• Discuss or debate and develop points of view and provide evidence from sources

RESOURCES TO • Atlas/globe/world map

ENHANCE LEARNING • Newspapers/magazines
• YouTube videos/internet

INFORMAL • Oral assessment: Simple questions and answers

ASSESSMENT • Learners should be able to follow simple instructions, such as writing in their books, reading from their books, etc.
• Homework/classwork/worksheet
• Informal assessment should be source-based

SBA (FORMAL End-of-year examination

ASSESSMENT) Term 3: 35 marks
• Source-based questions
• Paragraph writing: 8 marks
• Essay writing: 20 marks
Term 4: 40 Marks
Total: 75 Marks