Social Sciences Worksheets gr7

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Social Sciences
Grade 7
Extension and Remediation

Worksheet Book
http://schools.pearson.co.za
MA S K E W MI LL E R L O N G M AN
9780636150270_plt_ssc_g07_wsb_eng_za_cvr.indd All Pages 2016/01/21 2:35 PM

Platinum Social Sciences
Grade 7
Worksheet Book
9780636150270_plt_ssc_g07_wsb_eng_za.indb 1 2016/01/21 2:49 PM

Geography Topic 1: Target Worksheet A
Name: Date:
1. Examine the street map below which shows an area in Cape Town. Give the grid squares in
which each of the following places is situated:
a. Rosebank Railway Station (1)
b. SACS High School (1)
c. Keurboom Park (1)
2. Draw and label the scale of the street map below as a line scale. (2)
3. Using the street map below, estimate the direct distance between Rondebosch and
Rosebank Railway Stations. (2)
4. Give the compass direction from Rondebosch Railway Station to:
a. Westerford High School (1)
b. Rhodes Memorial (1)
c. Groote Schuur High School (1)
Social Sciences Grade 7 © Pearson Marang (Pty) Ltd. Permission is granted to photocopy this page.

Name: Date:
5. Fill in the correct word in the blank spaces below.

a. The points where lines of latitude and longitude cross are called ______________. (1)
b. The _______________ distance is not the shortest distance between two points. (1)
6. Choose the correct word in the sentences that follow.
a. A map of the world is a large/small/medium scale map. (1)
b. The map of Cape Town is a large/small/medium scale map. (1)
7. Use the map below to find the countries that have the following coordinates:
a. 10°S 50°W (1)
b. 20°S 30°E (1)
8. Name two countries in Africa that are on the Equator. (2)
9. Name one country in Africa that has been in the news recently. Say why this country
was in the news. (2)
(20 marks)

Geography Topic 1: Target Worksheet B
Name: Date:
1. Refer to the street map below to answer the questions.

a. Name the schools that are situated in grid square C3. (2)
b. Estimate the distance along the railway line between Claremont Railway Station and
Rondebosch Railway Station. (2)
c. Draw a sketch map to show the route from Newlands Railway Station to SACS Primary
School. (3)
d. Use the string method to calculate the length of the journey from Newlands Railway
Station to SACS Primary School. (2)
e. In what direction is SACS Primary School from Newlands Railway Station? (1)

Name: Date:
2. Examine the map of the world below.

a. Calculate the shortest direct distance between South America and South Africa. (2)
b. Explain why the map of the world is called a small scale map even though it shows a
large area. (2)
c. Name two countries north of South Africa that the 30°E line of longitude passes through. (2)
d. Name the countries at the following coordinates:
i. 20°S 50°E (1)
ii. 20°N 80°E (1)
e. Give the coordinates for Zimbabwe and Japan. (2)
(20 marks)

Name: Date:
1. Fill in the missing words in the sentences below.

a. The__________ is the solid outer part of the Earth. (1)
b. The outer layer of Earth is broken into a number of giant slabs
called ______________. (1)
c. Molten rock called _____________ erupts from volcanoes and cools on
Earth’s surface. (1)
d. Most earthquakes occur along ________________ boundaries. (1)
e. Giant tidal waves associated with earthquakes are called _______________. (1)
2. Label the missing plate names at a. and b. on the map below. (2)
a.
b.
3. Name one plate that is mostly ocean. (1)

4. Correct the sentences below by replacing the word in italics with the correct word.
a. Earth’s plates move on top of the outer core. (1)
b. New land is made at a place where an earthquake occurs. (1)
5. Fill in the correct word in the sentences below.
a. Earthquakes happen when plate movement sends _______ through Earth’s crust. (1)
b. Earthquakes happen along lines of weakness in Earth’s crust, called ____________. (1)
6. Examine the photograph below.

Name: Date:
a. Name one way in which this earthquake has affected people. (1)
b. Name one other danger associated with earthquakes. (1)
7. Suggest one way people can reduce the impact of earthquakes. (1)
8. Which of the following is not a cause of flooding? (1)
a. long periods of heavy rain
b. removing natural vegetation
c. long periods of drought
d. people destroying wetlands
9. List one of the ways that floods affect people. (1)
10. Name one way in which flooding affects the land. (1)
11. The two drawings below show ways people can reduce the danger of flooding.
For each drawing, write a caption that explains the meaning of the drawing. (2)
a.
b.
(20 marks)

Name: Date:
1. Add the missing labels a. to d. to the diagram of Earth below. (4 x 1/2)
a.
b.
c.
d.
2. Name the plates a. and b. on the map below. (2)
b.
a.
3. Fill in the missing words in the sentences below.

a. Earth creates new ________ at the places where plates move apart. (1)
b. Molten rock that cools on Earth’s surface is called ___________. (1)
4. On which plate margin is the Ring of Fire found? (1)
5. Name one volcano that is part of the Ring of Fire. (1)
6. Give an example of two plates that are moving away from each other. (1)

Name: Date:
7. Choose the correct word in italics in the sentences below.

a. Earthquakes happen when Earth’s crust moves along cracks called plates/faults/
shock waves. (1)
b. Earthquakes often occur close to oceans/cities/plate margins. (1)
8. Suggest one reason why the effects of earthquakes are reduced in rural areas. (1)
9. In the table below, write one effect of each of the causes of flooding. (3)
Causes of flooding Effects of flooding
a. Long periods of heavy rain cause rivers to fill up.
b. People burn and remove vegetation that causes
rainwater to flow quickly off the land.
c. People build dams on large rivers.
10. Examine the photograph below.
a. What factors may have caused the floods in this area? (1)
b. Why do you think these people are moving? (1)
c. What might have happened if they did not move? (1)
11. Suggest two ways the people in the photograph could protect themselves from flooding. (2)
Flooding close to the Ganges River in Bangladesh
(20 marks)

Name: Date:
1. Choose the correct meaning to match the words in the table below. (3)
Words Meanings
a. Life expectancy i. Disease that spreads across many countries
b. Infant mortality ii. The difference between birth rates and death rates
c. Population growth iii. Management of water supplies and sewage
iv. How long people can expect to live
v. The number of babies per 1 000 births that die before their first
birthday
2. List two factors that affect a country’s birth rate. (2)
3. Complete the missing numbers in the table below. (3)
Country Birth rate per 1 000 Death rate per 1 000 Population growth rate
per 1 000
South Africa 19 17 –
Japan 7 – –2
France – 9 3
4. For each of the examples listed in the table below, write the matching factor. Choose
from the following factors: economic status, family needs, government policy, conflict
and wars, disease.
Factors that affect birth and death rates Example
a. The Black Death
b. China’s one child policy
c. Political unrest in the Democratic Republic of
Congo
(3)
5. Examine the graph below.
a. Which stage shows high birth rates and high death rates? (1)
b. In which stage is population growth the highest? (1)
c. Which stage on the graph is most representative of South Africa? (1)

Name: Date:
6. Which one of the following is not a cause of world population growth? (1)
a. Scientific developments
b. Improved food production
c. Conflict and wars
d. Control of diseases and infection
7. Identify one example of curative health care and one example of preventative health
care from the following:
• operations
• massage
• washing hands
• vaccinations
• antibiotics
• breast-feeding.
Write your answer in the space below.
a. Curative health care ___________________. (1)
b. Preventative health care ________________. (1)
8. Match the meanings given below to the correct word in the table. (3)
• Management of water supplies and sewage
• The process of cooling or freezing food
• Chemicals that help to prevent and cure diseases
Words Meanings
a. Refrigeration
b. Sanitation
c. Medicinal drugs
(20 marks)

Name: Date:
1. Match each of the terms on the left with the correct definition on the right. (2)
Term Definition
a. Infant mortality • the death rate of children
b. Life expectancy • the death rate of children
• the number of babies that die before they
are one year old
• the number of babies born compared to
every 1 000 people in a country
• the number of deaths of old people
• the average age at which people in a
country die
2. Examine the information in the tables below. The following statements are false. Write out
each statement below so that it is true.
a. Countries with low life expectancy have low infant mortality rates. (1)
b. People live longer in countries where the infant mortality rate is high. (1)
3. Suggest one reason why life expectancy is higher in some countries. (1)
4. Give one reason that contributes to high infant mortality. (1)
Country Infant mortality rate
deaths per 1 000 live births
South Africa 57
Australia 5
China 25
Swaziland 81
France 4
India 61
Japan 3
Country Life expectancy years
South Africa 60
Australia 81
China 73
Swaziland 40
France 81
India 65
Japan 83
Brazil 72
Canada 81

Name: Date:
5. Examine the poster below.

a. In which country would you expect to see this poster? (1)
b. What is the message of the poster? (1)
c. What affect could this poster have on birth rates? (1)
6. Suggest one way the government of this country can ensure that people follow the
message of the poster. (2)
7. Do you think governments should try to control the size of people’s families? Give reasons
for your opinion. (2)
8. Examine the graph below.

a. What was the world’s population in 1000 AD? (1)
b. What was the world’s population in 2000 AD? (1)
9. In what year did the world’s population first reach one billion? (1)
10. Complete the sentence by choosing the best option from the list below.
Since 1975 the world’s population has increased by one billion people every __________. (1)
a. 20 years
b. 13 years
c. 5 years
11. Which of the following factors have caused the world’s population to increase? You
only need to write down two factors. (2)
a. Increased food production
b. Conflicts and wars
c. Control of diseases
d. A reduction in sanitation
standards
e. Canned food and refrigeration
12. Choose an example of preventative
health care from this list:
physiotherapy; breast-feeding;
casts for broken bones;
operations. (1)
(20 marks)

Name: Date:
1. Match the words in the table to the correct meaning on the right. (3)
Words Meanings
a. abuse • to do with the sea
b. fauna • to use something in a bad
c. marine or harmful way
• when a living thing no
longer exists
• animals
2. Complete the following sentence by choosing the correct word from below.
National parks are examples of ___________________________________. (1)
flora heritage conservation areas
3. Name one of South Africa’s national parks. (1)
4. Complete the sentences below.
a. Community conservation considers the needs of the environment as well as the
needs of ______________. (1)
b. Tourism that is based on the land’s natural resources such as wildlife is
called ____________. (1)
c. Conservation encourages people to __________ resources so that they do not
become damaged. (1)
5. What percentage of South Africa’s coastline is protected in marine reserves? Choose
from the answers below. (1)
10% 17% 21% 27%
6. Which one of the following activities is not allowed in marine conservation areas:
swimming, fishing, tourism, poaching? (1)
7. Give the correct water use for each of the remaining sectors labelled a to c. (3)
b.
a.
c.
Farmers

Name: Date:
8. Which of the following is not a use for dams? (1)

a. Controlling the flow of water in rivers
b. Generating electricity
c. Places for recreation
d. Preventing the sea washing over the land
9. Fill in the missing information on the spider diagram below which shows how wetlands
are damaged.
water from
farmers drain
wetlands used for
wetlands
irrigation
wetlands
alien
plants invade
wetlands
Ways wetlands are damaged (1)
10. Choose a word from the following list to complete sentences a-c: alien plants, rehabilitate, local
area, settlements, indigenous plants, catchment area.
a. Plants from outside the area, called __________ plants, use more water than plants
that naturally grow in the area. (1)
b. The quality of water in a river is affected by all the activities that take place in the
____________. (1)
c. Fifty percent of South Africa’s wetlands have been destroyed because of farming
activities and ________________. (1)
11. Suggest one way farmers can use water more responsibly. (1)
12. Suggest one way industries can use water more responsibly. (1)
(20 marks)

Name: Date:
1. Use the clues below to complete the crossword. (10)

1
Clues across
1. Water that humans can drink
3. To harm something, such as a natural resource
4. The protection and preservation of our natural resources
5. Conservation involving the local people in the area
7. Area covered by water for most of or all of the year
8. Recreation in areas of natural beauty that does not damage the natural environment or resources
Clues down
1. The illegal hunting of animals
2. Belonging to the natural environment, for example: soil, water and air
5. The area drained by one main river
6. To do with the ocean

Name: Date:
2. Look at the photograph below. Name three examples of ecotourism activities people
could do in this area. (3)
3. Give one way ecotourism can benefit local communities. (1)

4. Suggest one way eco-tourism activities could harm this area. (1)
5. Name one way commercial farming methods may damage farm land. (1)
6. Suggest one way farmers can use water more responsibly. (1)
7. The drawings below show ways people can use water more responsibly in their homes.
Write suitable captions for each of the drawings. (3)
a.
b.
c.
(20 marks)

History Topic 1: Target Worksheet A
Name: Date:
1. Fill in the missing word in each sentence.

a. Mali traded across the __________ Desert. (1)
b. _______ in the Mali kingdom called became an important trading city and centre
of learning. (1)
c. The followers of the religion of Islam are called ______. (1)
d. The mineral called ______ was mined at the town of Taghaza. (1)
e. Oral history was told by storytellers in Mali called _______. (1)
f. The name of the period in history in Mali of outstanding wealth and achievement
is called it’s _____ Age. (1)
2. Give one word for each of the following descriptions.
a. Material objects that are studied by archaeologists (1)
b. King or emperor in Mali (1)
c. A journey to a sacred or holy place (1)
d. The building in which Muslims worship (1)
e. A mineral traded by Mali that is valuable because it is hard to find, scarce and
beautiful to look at (1)
f. Someone who has studied for a long time and has a lot of knowledge (1)

Name: Date:
3. Look at the photographs and answer the questions below.
a. What is the name of the books that were found in Mali and that were written long ago? (2)
b. What kind of source of information are these books? (1)
c. What is the name of the script (handwriting) the books are written in? (1)
d. Give one word for the skill of being able to read and write. (1)
e. Name three other kinds of sources that historians use to find out about the past. (3)
(20 marks)

History Topic 1: Target Worksheet B
Name: Date:
1. Complete this diagram by filling in the four different kinds of sources historians use to
find out about the past.
Historical sources
(4)
2. Look carefully at each of the sources below and on the next page and answer the questions
that follow.
Source A: This is a photograph of a camel caravan crossing the desert.
a. Give three reasons why people use camels to travel across a desert. (3)
b. The camels are carrying slabs of salt. What kind of historical source is salt? (1)
c. If the man walking with the camels told you a story about his journey, what kind of
source is his story? (1)

Name: Date:
d. What kind of source is this building? (1)

e. What kind of source is the photograph of the building? (1)
f. How can you tell that the building is a mosque? (1)
g. Why do you think the man in the picture is so well covered with clothing? (2)
Source B: This is a photograph

of a mosque in Mali
h. What kind of source is this story as the griot is telling it? (1)
i. What kind of source does it become in Marissa Moss’s book? (1)
j. From whose point of view is the source told? (1)
k. Do you think the source is trustworthy? (1)
l. Give a reason for your answer. (1)
m. What do you know about Mali today that has changed much of the historical wealth
of Timbuktu? (1)
‘Long, long ago, when Mali was a

powerful kingdom, there was a great king
named Mansa Musa. He made Timbuktu
into the City of Gold. Walk around
Timbuktu today, and you can still see the
enormous mosque that the king built.’
(Adapted from: Marissa Moss. Tales from
Timbuktu. National Geographic Explorer March
2009, p.12)
Source C: This is a story about Mansa Musa

that griots have passed onto the next
generation of Malians and to tourists
(20 marks)

Name: Date:
1. The following sentences are about how slaves experienced life in the American South.
Eight of the sentences are correct. Cross out the incorrect sentences. (8)
• Slaves were treated as a piece of property that belonged to their owner.
• Slaves were sent to school to learn to read and write.
• Slaves were slaves for life and their children became slaves too.
• Slaves were free to do as they pleased.
• Slaves were treated as if they were not human beings.
• Slaves were always well treated.
• Slaves were treated kindly.
• The children of slaves became free people.
• Slaves were forced to work for their owner.
• Slaves did not receive wages.
• Slaves were well paid.
• Slaves had no rights.
• Slaves had human rights.
• Slaves weren’t allowed to learn how to read or write.
• Slaves were treated with extreme brutality.
• Slaves enjoyed working all day.
2. Look at the drawing and answer the questions that follow.
a. What event is being shown in this drawing? (1)

b. What is being bought and sold? (1)
c. Where did those being sold originally come from? (1)
d. In which country are they being sold? (1)
e. What did the buyers want to use those being sold to do for them? (1)

Name: Date:
3. Look at the photograph and answer the questions that follow. You can use the information
in the Learner’s Book to help you.
a. What kind of source is the photograph of Harriet Tubman? (1)

b. Why is Harriet Tubman famous? (2)
c. If someone told you that Harriet Tubman died as a young woman, how would you use
this source to correct them? (1)
d. Name three other people that you learnt about in this topic who resisted slavery in
the American South. (3)
(20 marks)

Name: Date:
1. Arrange these events in the correct time order.

• American Declaration of Independence
• The Thirteen Colonies were founded by Britain
• Civil War in the USA and the end of slavery
• Slaves brought to America from West Africa (4)
2. Read this poster and then answer the questions below.
a. Who was Harriet Tubman? (1)

b. What was the Underground Railroad? (2)
c. Is the poster written from the point of view of slaves or slave owners? (1)
d. Explain your answer. (2)
e. Explain why Harriet Tubman was nearly caught while sleeping beneath this sign. (1)

Name: Date:
3. Read Source A below and answer the questions.
‘No day dawns for the slave, nor is it looked for. It is

all night – night forever.’
(From: Lessons and Resources for Black History Month:
Slavery in the American South – The Constitutional Rights
Foundation (www.crf-usa.org))
Source A: An ex-slave’s description of what it was

like to be a slave
a. Explain what the ex-slave means about slavery in Source A. Give examples to support
your answer. (7)
b. Use Source A to create a title for a book about slavery in the American South.
Write your title on the book cover below. (2)
(20 marks)

Name: Date:
1. Fill in the missing words.

a. San rock ______ are found all over southern Africa. (1)
b. The Khoikhoi were herders who kept _____ and _____. (2)
c. The _____ started a settlement at the Cape in 1652. (1)
d. ________ were brought to the Cape to do building and ______ work. (2)
e. Afrikaans developed from _______ and the _______ languages. (2)
2. What were each of the following called?
a. The first European settlers who were given farms at the Cape in 1657 (1)
b. A disease that sailors got from not having enough fresh food (1)
c. French-speaking settlers who came to the Cape in the 1680s (1)
d. The religion brought to the Cape by slaves (1)
e. Farmers who kept livestock and used wagons to move around to find grazing (1)
f. People who came to the Cape to teach others about their religion (1)

Name: Date:
3. Look carefully at the map and answer the questions that follow.
This map shows the places where Cape slaves came from.
a. Write down the names of four countries that slaves came from. (4)
b. What was the name of the VOC Dutch trading company’s capital in the East Indies? (2)
(20 marks)

Name: Date:
1. Around when did the Khoikhoi herders begin moving into the western parts of
southern Africa? (1)
2. What was the VOC’s name in English? (1)
3. What was the settlement at the Cape started as? (1)
4. When did the first large group of slaves arrive at the Cape? (1)
5. When was Genadendal mission station started? (1)
6. Which San language did Bleek and Lloyd translate into English? (1)
7. Examine Source A and answer the questions.
a. What kind of houses did the Khoikhoi live in? (2)
b. The Khoikhoi herders kept cattle and sheep. What useful things did they get from
their livestock? (3)
c. From which European country were the ships in the bay probably from? (1)
Source A: A painting of a Khoikhoi settlement at Table Bay, 1706

Name: Date:
8. Examine Source B below and answer the questions.

a. What animals can you see in the picture? (2)
b. Where did the trekboers sleep? (1)
c. Where do you think the servants and slaves slept? (1)
d. What do you think the trekboer used his gun for? (2)
e. Why did the trekboers need a lot of space? (2)
Source B: Trekboers in the Karoo

(20 marks)

Name: Date:
1. Fill in the missing words.

a. The ______ arrived at the Cape in 1795. In 1795 the _____ River was the frontier
between the Cape Colony and the Xhosa. (2)
b. Between 1803 and 1806 the Cape Colony was again ruled by the _______. (1)
c. There were _____ Frontier Wars between the Colony and the Xhosa before 1806. (1)
d. The 1820 settlers came from _______. (1)
e. The _____ ______ was the movement of Boers out of the Cape Colony in the 1830s. (1)
f. The northern frontier of the Cape Colony in 1848 was the _______ River. (1)
g. The Griqua were a group of people of Khoikhoi, European and _______ descent. (1)
2. Give one name or word for each of the following descriptions.
a. African farmers who lived to the east of the Cape Colony (1)
b. The name of the area between the Sunday and Fish Rivers where trekboers,
Xhosa and Khoikhoi wanted the land (1)
c. When one country has political control over another country (1)
d. The chief who is sometimes called the greatest military commander in Xhosa history (1)
e. The ending of slavery in British colonies (1)
f. Another name for the Gariep River (1)
3. Look at the painting below and answer the questions.
a. What is this place? (1)
b. How can you see that it is in a town? (1)
c. Name two things that are for sale. (2)
d. Where do these goods come from? (1)
e. How can you tell that the picture shows the 19th century? (1)
(20 marks)

Name: Date:
1. Give two reasons why the British took over the Cape from the Dutch in 1795. (2)
2. Why did the Dutch rule the Cape again between 1803 and 1806? (2)
3. What was the name of the area of land over which the first four Frontier Wars were fought? (1)
4. Name two Frontier Wars in which Chief Maqoma was involved. (2)
5. What was the eastern border of the Cape Colony in 1853 after the 8th Frontier War? (1)
6. Look at the picture of the Kora horseman in Source A below and answer the questions.
Source A
a. Where did the first Kora people come from? (1)
b. Where did the Kora trade? (1)
c. What is the Kora man in the picture wearing? (1)
d. What do you think were the advantages for the Kora of having guns and horses? (2)
7. Use the map in Source B below to answer the questions.
a. Why do you think the British
kept moving the border
of the Cape northwards? (2)
b. Describe where the Caledon
River is. (3)
c. Who were the first group
of people from the Cape to
settle north of the Gariep? (1)
d. Where were the
Tswana states? (1)
Source B: Map of the northern frontier of the Cape

Colony
(20 marks)

Target Worksheet Answers

1. a. A3 (1)
b. C1 (1)
c. C3 (1)
2. 0 500
m (2)
3. 400 metres (2)
4. a. south-west (1)
b. north-west (1)
c. south (1)
5. a. coordinates (1)
b. indirect (1)
6. a. small (1)
b. large (1)
7. a. Brazil (1)
b. Zimbabwe (1)
8. Accept any two of the following: Gabon, Congo, DRC, Uganda, Kenya, Somalia. (2)
9. Learners name a country and give the reason why it was in the news. (2)
(20 marks)


1. a. Rondebosch Boys High School and Groote Schuur Primary (2)
b. 1 200 metres, 1,2 km (2)
c.
(3)
d. 600 metres (2)
e. north-west (1)
2. a. 6 500 km (2)
b. The map of the world shows a large area in very little detail. The world map is much
smaller than the area it shows. (2)
c. Accept any two of the following: Zimbabwe, Zambia, Tanzania, Uganda, Congo, DRC,
Sudan, Egypt. (2)
d. a. Madagascar (1)
b. India (1)
e. Zimbabwe is 20°S 30°E, Japan is 40°S 120°E. (2)
(20 marks)


1. a. crust (1)
b. tectonic plates or plates (1)
c. lava (1)
d. plate (1)
e. tsunami (1)
2. a. African Plate
b. South American Plate (2)
3. Pacific Plate (1)
4. a. mantle (1)
b. volcano (1)
5. a. shock waves (1)
b. faults (1)
6. a. Accept any of the following: death and injury; loss of homes and property; loss
of work places and schools; people become poor; roads and communication
lines are damaged. (1)
b. Accept any of the following: flooding; fires; leaking gas and sewage pipes; spread
of disease; thieves; homelessness; danger of buildings collapsing long after
the earthquake. (1)
7. Accept any of the following: build stronger/earthquake-proof buildings; put warning
systems in place; train rescue teams; educate people about what do when an
earthquake happens. (1)
8. c. long periods of drought (1)
9. Accept any of the following: drowning, destruction of food crops; destroys buildings;
spread of diseases and pollution. (1)
10. Accept any of the following: may wash away soil completely; crops ruined; buildings
destroyed; soil can be polluted or covered in salt water; creates food shortages. (1)
11. Learners’ answers will vary. Examples:
a. Educate people about the dangers of flooding.
b. Don’t build next to rivers. (2)
(20 marks)


Answers to Activity 1 (6)
1. a. crust b. mantle c. inner core d. outer core (2)
2. North American, Eurasian (2)
3. a. crust or rock (1)
b. lava (1)
4. Pacific Plate (1)
5. Mt St Helens (1)
6. African Plate and South American Plate, Eurasian Plate and North American Plate, Pacific
Plate and Nazca Plate. Learners need to correctly name the two plates to get the mark. (1)
7. a. faults (1)
b. plate margins (1)
8. Accept any one of the following: there are fewer people; the buildings are not normally
high; buildings are often made from lighter material such as wood, which cause less
damage that concrete buildings when they collapse. (1)
9. Causes of flooding Effects of flooding
a. Long periods of heavy rain cause rivers • Rivers overflow onto the land.
to fill up. • Farmland is destroyed.
• People’s houses are washed away or
damaged.
• People and animals may drown or get
injured. (1)
b. People burn and remove vegetation that • Rivers fill up quickly and flood the land below
causes rainwater to flow quickly off the where the vegetation was removed.
land. • Flooding can affect both rural and urban
areas close to rivers. (1)
c. People build dams on large rivers. • Dams prevent flooding downstream until
there is a heavy rain and the dam fills up and
overflows.
• Unusual amounts of water released from
dams can flood the land below the dam. (1)
10. a. Accept any of the following answers: the river became full and overflowed as a
result of extra heavy rain; the removal of vegetation; the building of dams; the
lack of flood control measures. (1)
b. The people are moving with their possessions from their flooded homes and fields
which may have been washed away. (1)
c. Accept any of the following: they could drown; they could lose all their possessions. (1)
11. Accept any two of the following: People could protect themselves from flooding by
building protective walls next to the river banks; building settlements away from flood
risk areas; improving drainage so water can flow away more easily; diverting flood
waters into lakes and wetlands; educating people about the dangers of flooding. (2)
(20 marks)


1. a. Life expectancy: How long people can expect to live (1)
b. Infant mortality: The number of babies per 1 000 births that die before their
first birthday (1)
c. Population growth: The difference between birth rates and death rates (1)
2. Accept any two of the following: improved health care; better food and diet; economic
status; people’s beliefs and attitudes; conflicts and wars; government policy. (2)
3. Country Birth rate per 1 000 Death rate per 1 000 Population growth rate
per 1 000
South Africa 19 17 2
Japan 7 9 –2
France 12 9 3 (3)
4. Factors that affect birth and death rates Example

a. Disease The Black Death
b. Government policy China’s one child policy
c. Conflict and wars Political unrest in the Democratic
Republic of Congo (3)
5. a. Stage 1 (1)
b. Stage 2 (1)
c. Stage 3 (1)
6. c. conflicts and wars (1)
7. a. Curative health care: operations, massage, antibiotics (1)
b. Preventative health care: washing hands, vaccinations, breast-feeding (1)
8. Words Meanings
a. Refrigeration The process of cooling or freezing food
b. Sanitation Management of water supplies and sewage
c. Medicinal drugs Chemicals that help to prevent and cure diseases (3)
(20 marks)


1. a.Infant mortality - the number of babies born compared to every 1 000 people
in a country (1)
b. Life expectancy - the average age at which people in a country die (1)
2. a. Countries with low life expectancy have high infant mortality rates. (1)
b. People live longer in countries where the infant mortality rate is low. (1)
3. Learners can suggest any of the following reasons: good health care; better food and
diet; high economic status; fewer conflicts and wars. (1)
4. Accept any of the following: poor health care; food shortages; poor diet; conflicts
and war; women having children at an early age; lack of breast-feeding; poor sanitation.
5. a. China (1)
b. Learners should suggest that the poster is designed to inform people about the
benefits of having a small family. It suggests that families will have a better life
style if they limit their families to only one child. (1)
c. It may encourage people to have smaller families, which will help to lower birth
rates and maintain them at lower levels. (1)
6. Accept any of the following: they can fine people who have more than one child; they
can prevent people who have more than one child from getting better jobs; they can
force women to terminate pregnancies. (2)
7. Learners’ answers will vary. They must give valid reasons to support their opinion. (2)
8. a. about 500 thousand people (half a billion) (1)
b. 7 000 million or 7 billion (1)
9. 1850 (1)
10. b. 13 years (1)
11. Accept any two of the following: increased food production; control of diseases; canned
food and refrigeration. (2)
12. Breast-feeding (1)
(20 marks)


1. Words Meanings
a. abuse to use something in a bad or harmful way
b. fauna animals
c. marine to do with the sea (3)
2. National parks are examples of conservation areas. (1)
3. Learners can name any of the national parks shown on the map on page 87 of the
Learner’s Book. (1)
4. a. Community conservation considers the needs of the environment as well as the
needs of local people or the local community. (1)
b. Tourism that is based on the land’s natural resources such as wildlife is called
ecotourism. (1)
c. Conservation encourages people to manage/protect/care for resources so that
they do not become damaged. (1)
5. 17% (1)
6. poaching (1)
7.
b. forests
a. mines and
industry
Farmers
c. homes
(3)
8. d. Preventing the sea washing over the land (1)
9. Sample answers:
• People drain wetlands to build settlements.
• Pollution from settlements and industries kills plants.
• Farmers use fertilisers and pesticides that damage wetlands. (1)
10. a. Plants from outside the area, called alien plants, use more water than plants that
naturally grow in the area. (1)
b. The quality of water in a river is affected by all the activities that take place in
the catchment area. (1)
c. Fifty percent of South Africa’s wetlands have been destroyed because of farming
activities and settlements. (1)
11. Accept any of the following: improve their irrigation methods; grow plants that do
not need large amounts of water; plough less land; mulch the land; create swales to
harvest rain water. (1)
12. Accept any of the following: fix leaks; stop polluting water resources; recycle water. (1)
(20 marks)


1
1. P O T A B L E
2
R O
3
A B U S E A
4
S C O N S E R V A T I O N
O H
5
C O M M U N I T Y
A R N
T C G
C E
H S
6
M M
7
W E T L A N D
N R
T I
N
8
E C O T O U R I S M
(10)
2. Learners can name any three of the following: horse riding; game viewing; bird
watching; hiking. (3)
3. Learners’ answers could include any of the following: local people can sell things to
tourists; there may be jobs in tourist centres; local people can offer accommodation
to visitors. (1)
4. Accept any of the following answers. People may damage the environment by: starting
fires; littering; hunting animals and picking wild plants; driving through the bush or along
a beach; not respecting local traditions and customs; they could cause prices in the
area to rise making some things too expensive for local people. (1)
5. Accept any of the following: using large quantities of artificial fertiliser; polluting rivers
and the land with chemicals that cause the growth of alien and invasive plants;
irrigation methods that use lots of water. (1)
6. Accept any of the following: improving irrigation methods, e.g. irrigating during cool
times of the day; planting crops that do not use lots of water; clearing away alien
vegetation that uses large amounts of water; preventing evaporation by not ploughing
too much of the land. (1)
7. Sample captions:
a. Fix leaking pipes.
b. Use a bucket instead of a hose when washing and watering.
c. Fit toilets that use less water. (3)
(20 marks)


1.
a. Sahara (1)
b. Timbuktu (1)
c. Muslims (1)
d. salt (1)
e. Griots (1)
f. Golden (1)
2.
a. artefacts (1)
b. Mansa (1)
c. pilgrimage (1)
d. mosque (1)
e. gold (1)
f. scholar (1)
3.
a. Timbuktu Manuscripts (2)
b. Written (1)
c. Arabic (1)
d. Literate (1)
e. oral, visual, material (objects or artefacts) (3)
(20 marks)


1.
oral visual
Historical sources
material written
(4)
2.
a. Camels carry much more than a donkey/ they drink over 100 litres of water at a time/
they go without water for up to nine days/ they handle the heat without perspiring. (3)
b. material/object (1)
c. oral (1)
d. material/object (1)
e. visual (1)
f. It has a minaret for calling Muslims to prayer. (1)
g. Accept any two of the following: protection from the sun; protection from the wind;
protection from the sand; Islamic religion. (2)
h. oral (1)
i. written (1)
j. It is told from the point of view of someone who is proud of Mali’s history. (1)
k. No (1)
l. People who were not Muslims may tell a different story. (1)
m. Mali experienced a civil war which has destroyed large parts of Timbuktu. (1)
(20 marks)


1. • Slaves were treated as a piece of property that belonged to their owner.
• Slaves were sent to school to learn to read and write.
• Slaves were free to do as they pleased.
• Slaves were always well treated.
• Slaves were treated kindly.
• The children of slaves became free people.
• Slaves were well paid.
• Slaves had human rights.
• Slaves weren’t allowed to learn how to read or write.
• Slaves enjoyed working all day. (8)
2.
a. Slave market or auction (1)
b. People or slaves (1)
c. West Africa (1)
d. USA (1)
e. Hard work (1)
3.
a. Visual (1)
b. Accept any two of the following: a slave who escaped; a slave who helped others
escape; Underground Railroad. (2)
c. The photograph shows she lived to be very old. (1)
d. Joseph Cinque/Nat Turner/John Brown (3)
(20 marks)


1. • The Thirteen Colonies were founded by Britain
• Slaves brought to America from West Africa
• American Declaration of Independence
• Civil War in the USA and the end of slavery (4)
2. a. She was a slave who escaped to the North. (1)
b. It was a secret route that helped slaves to freedom. (2)
c. slave owners (1)
d. Negative view of Harriet Tubman/ reward for the capture of a slave/ accept any
other relevant point. (2)
e. She could not read or write. (1)
3. a. • Day time is associated with happy times, while night time is associated with
unhappy times.
• Slaves endured unhappy times.
• Slaves were not allowed to learn how to read or write.
• Accept any other relevant point (7)
b. Accept any title that shows negative impact of slavery. Award an extra mark for an
interesting and creative title. (2)
(20 marks)


1. a paintings/engravings (1)
b. cattle and sheep. (2)
c. Dutch/VOC (1)
d. Slaves building and farm work (2)
e. Accept any two of the following: Dutch; slave; Khoisan languages. (2)
2. a. Free burghers (1)
b. scurvy (1)
c. Huguenots (1)
d. Islam (1)
e. trekboers (1)
f. missionaries (1)
3. a. Accept any four of the following: Gambia, Nigeria, Angola, Madagascar, Mozambique,
India, Ceylon, East Indies. (4)
b. Batavia (2)
(20 marks)


1. 2 000 years ago (1)
2. Dutch East India Company (1)
3. Refreshment station (1)
4. 1658 (1)
5. 1738 (1)
6. /Xam (1)
7. a. Round, reed houses (woven reed mats spread over a framework) (2)
b. Milk, meat, skins/hides/leather (fat from fat-tailed sheep) (3)
c. Netherlands/Holland (1)
8. a. Horses, cattle (and sheep in the distance) (2)
b. In the wagon (1)
c. outside (1)
d. Hunting, protection against wild animals (and possibly to threat and chase away
Khoikhoi people from the land). (2)
e. Space for herds of cattle and flocks of sheep to graze (and more space to move
to when the grazing was used up). (2)
(20 marks)


1. a. British; Fish (2)
b. Dutch (1)
c. three (1)
d. Britain (1)
e. Great Trek (1)
f. Gariep (1)
g. slave (1)
2. a. Xhosa (1)
b. Zuurveld (1)
c. colonialism (1)
d. Maqoma (1)
e. abolition (1)
f. Orange (1)
3. a. A market/trading place (1)
b. Buildings in the background (church tower, houses) (1)
c. Ivory/elephant tusks and skins/furs (2)
d. Inland/ from the Tswana/places where there lots of elephants and other wild animals (1)
e. Women’s dresses/wagons (1)
(20 marks)


1. The British wanted to stop the French from taking over the Cape; they wanted to control
the sea route to the East. (2)
2. For the three years there was peace in Europe, and the Cape was given back to the Dutch
in terms of the peace treaty. (2)
3. Zuurveld (1)
4. Accept any two of the following: 6th, 7th and 8th Frontier Wars. (2)
5. Kei River (1)
6. a. The south-western Cape (1)
b. Along/ across the Gariep River (1)
c. He was wearing a jacket and hat made of animal skin/fur. (1)
d. Guns helped them to hunt and get meat and clothes; horses helped them to travel
far and drive oxen. (2)
7. a. They did this to try and keep control of the groups who moved northwards in an
attempt to get away from the Colony. (2)
b. It is a tributary of the Gariep River; it flows from the north; it is situated in what is
today the Free State. (3)
c. Griqua (1)
d. North of the Gariep/ in the middle of southern Africa (1)
(20 marks)

Pearson Marang (Pty) Ltd
4th Floor, Auto Atlantic, Corner Hertzog Boulevard and Heerengracht, Cape Town, 8001
Offices in Johannesburg, Durban, East London, Polokwane, Bloemfontein, Rustenburg and Mbombela.
website: http://schools.pearson.co.za
© Pearson Marang (Pty) Ltd
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of
the copyright holder.
Every effort has been made to trace the copyright holders of material produced in this title. We would like to apologise for
any infringement of copyright so caused, and copyright holders are requested to contact the publishers in order to rectify
the matter.
Maskew Miller Longman is an imprint of Pearson Marang (Pty) Ltd
First published in 2013
ISBN 978-0-636-15027-0
Edited by Gudrun Elliott

Book design by MML Studio
Cover design by MML Studio
Artwork by Janet Alexander and Rob Foote
Typesetting by Lorne McGregor
Printed by
Acknowledgements:
Almay, Arushko Galyna/Bigstock.com, Gallo Images/Getty Images, National Geographic Explorer,
Simone Lilienfeld, www.crf–usa.org

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Extension and Remediation

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5. Fill in the correct word in the blank spaces below.

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1. Refer to the street map below to answer the questions.

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2. Examine the map of the world below.

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1. Fill in the missing words in the sentences below.

3. Name one plate that is mostly ocean. (1)

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1. Add the missing labels a. to d. to the diagram of Earth below. (4 x 1/2)

2. Name the plates a. and b. on the map below. (2)

3. Fill in the missing words in the sentences below.

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7. Choose the correct word in italics in the sentences below.

Flooding close to the Ganges River in Bangladesh

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5. Examine the poster below.

8. Examine the graph below.

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8. Which of the following is not a use for dams? (1)

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1. Use the clues below to complete the crossword. (10)

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3. Give one way ecotourism can benefit local communities. (1)

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1. Fill in the missing word in each sentence.

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3. Look at the photographs and answer the questions below.

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Source A: This is a photograph of a camel caravan crossing the desert.

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d. What kind of source is this building? (1)

Source B: This is a photograph

‘Long, long ago, when Mali was a

Source C: This is a story about Mansa Musa

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a. What event is being shown in this drawing? (1)

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a. What kind of source is the photograph of Harriet Tubman? (1)

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1. Arrange these events in the correct time order.

a. Who was Harriet Tubman? (1)

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3. Read Source A below and answer the questions.

‘No day dawns for the slave, nor is it looked for. It is

Source A: An ex-slave’s description of what it was

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1. Fill in the missing words.

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Source A: A painting of a Khoikhoi settlement at Table Bay, 1706

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