0-prelims-exploring social studies · for new curriculum implementation in botswana form 3...

For new curriculum implementation in Botswana

Form 3Teacher’s

Guide

Rosemary Ford

Alois Mlambo

Andrew Molwane

ExploringSocial Studies

Pearson Education Botswana (Pty) Ltd(Longman and Heinemann)PO Box 1083, Gaborone, BotswanaPlot 14386, New Lobatse Road, Gaborone, West Industrial SiteBotswana

© Pearson Education Botswana (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 permission of the publishers.

First published in 2011

ISBN 978-99912-595-3-6 (Teacher’s Pack with Teacher’s Guide and Test CD)ISBN 978-99912-412-7-2 (Teacher’s Guide)

Cover design by Indigo BlueTypesetting by Special FX and Barbara HirschCover photo from iStock PhotoPrinted by

It is illegal to photocopy any page of this book without the written permission of the copyright holder.

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Chapter 1 Research skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Topic 1 Research project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Chapter 2 Environment and humanity . . . . . . . . . . . . . . . . . . . . . . . . . . .12Topic 2 International environmental issues . . . . . . . . . . . . . . . . . . . . . . . 14Topic 3 Natural disasters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Chapter 3 Social and cultural environments . . . . . . . . . . . . . . . . . . . . . . .35Topic 4 Population studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Topic 5 Youth empowerment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Assessment 1 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Chapter 4 History and foreign relations . . . . . . . . . . . . . . . . . . . . . . . . . . .56Topic 6 The post-colonial era . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Topic 7 Foreign relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Chapter 5 Civics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80Topic 8 Botswana’s electoral system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Chapter 6 Economic development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90Topic 9 Self-employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Topic 10 Sustainable development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Topic 11 Education and human resource development . . . . . . . . . . . . . 112Assessment 2 Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

iv

IntroductionThis Exploring Social Studies Form 3 Teacher’s Guide demonstrates how the course covers the Revised Junior Secondary Social Studies Form 3 syllabus. It provides guidance on how to facilitate learning in your classroom as well as how to assess students’ progress and achievements.

Features of the Student’s BookThe Student’s Book consists of chapters that are divided into topics. In addition to all the activities and exercises in the Student’s Book, we have provided: A list of skills The objectives of the topic New words Emerging issues Support activities Extension activities Homework exercises, projects and case studies Interesting ICT activities Sample examination papers Assessment papers A useful glossary.

Features of the Teacher’s GuideThe Teacher’s Guide is divided into chapters, as per the Student’s Book. The chapters contain information about each topic. Each chapter has the following structure: A syllabus checklist: All the General and Specifi c Objectives have been met in this

course. They are summarised in the tables at the start of each chapter, and the page references clearly show you where the objectives have been addressed.

Skills: This section indicates what key skills are addressed in the topic. Background information/facts: This section gives you additional information that

you and your students will fi nd useful. Cultural and emerging themes and issues: This is a summary of the cultural and

emerging issues addressed in the chapter. They stimulate debate and increase students’ general knowledge.

Each topic thereafter has the following structure: Time allocation: This indicates how long you will need to cover this topic. Vocabulary to highlight: This is a list of words that you need to remember to

introduce to your students.

Introduction

v

Suggested resources: Here you will fi nd a list of all the resources you will need to teach this topic.

Suggested teaching methodology: The focus should be on student-centred, activity-based learning. The activities and exercises in the Student’s Book have been designed to give students a variety of opportunities to learn. First there is an introduction that sets the scene for the learning that will take place. Then there is a suggestion of how you can teach the work (in pairs, individually or in groups). The conclusion gives you tips on how to conclude the teaching in this topic.

Ability groups: We have provided guidance on how you can address remedial work and extension work.

Suggested assessment: This is a list of the assessment opportunities that appear in the Student’s Book.

Answers: All the answers to the questions in the activities, exercises, revision and assessment sections in the Student’s Book appear in these sections.

Introduction

1

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1 Research skills

Syllabus checklist: topics, general objectives and specifi c objectives in this topic

Topic 1: Research project

General objectives Specifi c objectives Assessment Student’s Bookpage/s

23

23

23

SkillsBy the end of this chapter, students should be able to: Develop desirable values, attitudes and behavior in interacting with the

environment in a manner that is protective, preserving and nurturing Master critical thinking and problem-solving skills to be able to analyse

various situations.

Background informationThis chapter builds on what students learnt about research skills in Form 2. It focuses on the importance of considering physical, socio-economic and political issues when choosing a research topic. Students are shown the steps that they must follow to carry out their research, for example, setting objectives, reviewing literature, sampling, developing a questionnaire, and collecting, presenting and interpreting data. Finally, they are taught to write a report on their fi ndings.

Students will work in groups to do a research project on litter, then choose their own research topics and work alone to complete individual research projects.

Cultural and emerging themes and issues Use of information/data Privacy Internet access

2 CHAPTER 1:

Topic 1: Research project (Student’s Book pages 1 to 23)

Time: 4–5 periods × 40 minutes

Vocabulary to highlightresources, feasible, methodology, respondent, population, sample, systematic sampling, elicit

Suggested resourcesStudent’s Book, internet, interviews with people in the school and community, maps, television, radio, newspapers, other printed material such as books, magazine articles, diaries, offi cial records and archives, observation

Suggested teaching methodology 1. Introduction

Chapter 1 takes students through the steps in doing a research project. They are provided with a list of possible topics, but may also carry out research on other topics that interest them, provided that they discuss these with you fi rst and have your approval.

2. Group, pair, individual workGroup research project

Activity 1 (Student’s Book page 2) In this activity, decide what size group will work best in your class, and help students choose their own groups. Groups should consist of between fi ve and ten students. Intervene in the process so that students do not simply choose their

friends, but rather a diverse group of individuals who will encourage and motivate one another to work well together.

Decide whether it will be more effective for you or the students to choose group leaders.

Make sure all students are given a chance to participate to the best of their ability in the group they are allocated. Make changes to groups where necessary if this has not been achieved in the selection process.

Planning your project Discuss with students the list of possible topics and get them to add their

own ideas to this list. Spend time explaining to students the factors they should consider when

deciding on their topics, for example, how big the project is, how long they

3Topic 1:

have to do the project, whether or not they have the resources needed to do the project, and whether or not they have people who can help them gather data.

Make students aware of problems they might encounter. If they suggest topics that really interest them, but that will be diffi cult for them to research, point out pitfalls and possible problems to them, for example, their chosen project is too large in scale; the distance to travel in order to collect data is an issue; statistics are not available or easy to access; they are unlikely to fi nd enough of a representative sample. If necessary, shift their focus to make their idea more feasible as a research project.

Choosing a topic – Littering Groups would normally choose a topic, but this has been decided already.

The topic which they will all work on is ‘Littering’. You have already discussed with them the problems they may encounter when choosing a topic, and you will revisit this later in the chapter.

Setting objectives Groups must now set objectives so that their projects have clear goals to be

achieved. In this instance, the objectives will be to fi nd out: Why students in the school litter Whether boys or girls litter more What school activities contribute to littering How littering affects students What the school is doing to combat littering.

Students may think of other objectives, so feel free to adapt and add to those listed in the Student’s Book. Write each objective as a question, as this can sometimes be easier for students to understand.

Reviewing literature Explain to students that there are sometimes endless possibilities of sources

that can be used for research, and it is therefore important to fi nd out which sources will be most useful. Answer their questions, and yield the most information for them. They need to search the internet for information, and choose sites that provide enough detail and answer their objective questions most comprehensively.

Activity 2 (Student’s Book page 6) This activity can be done as homework. Students must research and select various sources, read and summarise the information in the sources, and write a summary of their fi ndings. Give students a chance to prepare for this homework activity. They must discuss what each of them thinks will be possible for them to do at home, and which sources they will or will not have access to. Using all members of the group, they must try and cover all

4 CHAPTER 1:

possible sources, for example, if someone does not have access to the internet or library, they should rather fi nd suitable people who have knowledge of the topic and are prepared to be interviewed. Encourage them not simply to choose the fi rst literature sources they come across, but to be critical and thorough in their review of possible sources, exploring different options before making their choice.

Sampling The section on sampling in the Student’s Book provides a clear and detailed

explanation of both systematic sampling and random sampling. Read it carefully before explaining the concept to your students. In short, students will need to decide and understand: who they will collect data from (by asking them to answer a questionnaire) how many people they will collect data from how they will decide who their respondents are what a sample is why it is necessary to use a sample.

Exercise 1 (Student’s Book page 8)Students must use the information on Student’s Book pages 6 and 7 to help them write defi nitions for the three terms in this exercise.

Defi ning your population: Make sure all students understand this section, and use your own examples to point out the diffi culties they will experience if their population is too big (or too small). Use your school and specifi c students in the examples you use.

Start a class discussion on the population that will be used for the research project on littering. Get students to discuss and decide what size population they will use for their research, and why it should not be bigger or smaller than the size they choose.

Help your students to choose or defi ne a sample in the context of classes in their own school. Use the Student’s Book as a model and example. If classes are not named A, B, C, use the naming system that is used in your school, or if it is easier, use the name of the class teacher of each class. You will need a large area on which to draw up your example of systematic sampling, so it can be seen and understood by everyone in the class.

Ask questions to check that all students understand the concept of using the nth number to select the sample respondents. Spend time choosing respondents by using practical examples, for example, the students in your class, the students in Form 3, or the students in the school. Get your class to work with you to draw up the samples, making sure that they understand the concept.

5Topic 1:

Exercise 2 (Student’s Book page 10)Students must understand the concept of the nth number clearly in order to complete this exercise. If they do not, let different pairs help one another until everyone can do the exercise.

Once they have completed Exercise 2, get students to redo it, this time crossing off names as they go, so that the population of Form 1X is used more comprehensively.

Exercise 3 (Student’s Book page 12)Now students must repeat the exercise they did in Exercise 2, using the population of your own class in their sample. Get them to complete this activity for multiple groups as they did with Exercise 2.

Explain the notion of simple random sampling to students. This is not a diffi cult concept to understand, and will become clear to all when they do Activity 3.

Activity 3 (Student’s Book page 12)Follow the instructions on Student’s Book page 12 to complete Activity 3.

Activity 4 (Student’s Book page 13)This is no longer a ‘practice round’ and students must decide in real terms whether they will use random or specifi c sampling for their own research projects. They must then follow one of the methods they have recently learnt to compile their sample groups.

Developing a questionnaire Explain the difference between open and closed questions to your class, using

as many examples as you can. Ask the class to give you some examples of each type of question and check

that they understand the difference well. Exercise 4 (Student’s Book page 13)

Continue your discussion on open and closed questions, but shift the focus to the bulleted points in the exercise. Once you are sure that students can manage on their own, let them work in pairs to think of one open and one closed question for each of the bulleted objectives.

Together with your class, read the questionnaire on Student’s Book pages 14 to 16. Check that the students understand every word and question on the questionnaire. Think of some questions that respondents could possibly ask them and ask them these. Make sure they understand that the answers are to be chosen from the possibilities provided. In some questions (such as what form the student is in, what gender they are, what age there are), there is only one answer, but in many of the other questions respondents can tick more than one box.

6 CHAPTER 1:

Get each student to complete a questionnaire. This will help them to understand it better and to anticipate questions that may be asked of them.

Emphasise the importance of anonymity for the respondents. They must be reassured of this, in order for them to feel at ease when they answer the questions. Explain to your class that respondents are more likely to answer honestly if they are at ease in this regard.

Collecting data Follow the instructions in Student’s Book page 17 about handing out the

questionnaires. It is a good idea to ask the respondents to complete the questionnaires on

their own, or even to wait while they complete them. This will stop them discussing them and changing their answers when they compare them with those of other students.

Analysing data Remind students that they have been practising process skills such as

comparing, contrasting, sorting, classifying and analysing since they were very young. Give them some examples, for example, comparing colours, sorting buttons, using opposites, putting things in groups, evaluating answers.

Activity 5 (Student’s Book page 18)This is a group activity. Explain to the whole class exactly what they need to do, before they break into their research groups to complete the activity. Encourage them to think of their own ideas for analysis categories.

Presenting data Explain that there are many possible ways to present data, and that Table 8

on Student’s Book page 19 is just one possibility. Exercise 5 (Student’s Book page 19)

Students must work on their own and refer to Table 8 when they answer the questions. Tell them to read the questions very carefully as they must understand the meaning. Use question 2 as an example, and explain that they will have to look at two cells on the graph in order to answer it. Make sure they understand what is mean by a ‘row’ and a ‘column’.

A table, graph or pie chart is easy to read and interpret at a glance. Discuss what information it is necessary to include on a pictorial

representation of data.

Interpreting data Read the questions on Student’s Book page 20 and check that students

understand how to interpret the data they have presented.

7Topic 1:

Use examples from the research they have done to illustrate the answers to the questions.

Ask individual students questions to check that they understand clearly. Exercise 6 (Student’s Book page 21)

Students must work in pairs to interpret Table 8 on Student’s Book page 19 and the graphs on Student’s Book page 20. They can use the bulleted questions about interpreting data (on Student’s Book page 20) to help them write up their three points. Remind them to consider what patterns the graphs show, what these

patterns mean, what the data tells them, and what information is possibly confl icting, for example, it is interesting to note that more Grade 2 students would pick up litter than Grade 1 and 3 students.

Remind students of their initial research objectives: why students in your school litter; who, between girls and boys, litters more; what activities in the school contribute toward students littering; how littering affects students; what the school is doing to fi ght littering.

Finally, discuss the conclusions of the group research projects, with practical examples, and help each group to draw their own conclusions.

Activity 6 (Student’s Book page 21)Encourage inter-group discussion here, and ask questions to stimulate discussion.

Report writing Work through the list of what is required when writing a report on Student’s

Book pages 21 and 22. Explain each point to the students and ask them questions to make sure they

understand what is required of them. Then, let groups continue working by writing their reports. Check that they

are including all the required detail.

3. ConclusionAfter completing this topic, students should be able to:

identify a research topic follow research processes in carrying out a project compile a report.

Ability groups 1. Remedial learning

Get students to practise separate research skills, for example, choosing a population for different topics, working out a sample, or making up open and closed questions.

8 CHAPTER 1:

Give students short and simple research projects to do together in pairs or small groups.

Ask lots of questions that help students understand the concepts they are working with in this chapter.

Using the following list, think of simple activities that students can do, using each process skill, that will assist you in checking that they can all adequately perform these process skills: observe, collect data, investigate, communicate, symbolise, describe, measure, compare, contrast, organise, classify, analyse, problem solve, infer, hypothesise, predict.

2. Extension learning Refer students to the internet to do research on other topics that

interest them. Give students examples of collected data that they must analyse.

Suggested assessmentGroups can assess the research projects done by other groups when they present their fi ndings to the class. Ask each group to meet with another group and question them about their project. They must fi nd out how well the group worked together, what problems they encountered, how they resolved these, how they completed each step of the research, and how they would evaluate their own performance. Each group can then present to you their assessment of the other group.

You can assess the individual research projects in a similar way, interviewing each student, and awarding them a mark based on your fi ndings.

AnswersActivity 1 (Student’s Book page 2)There is not an answer to this practical activity. Students will have completed it successfully if they form diverse groups whose members work together productively.

Activity 2 (Student’s Book page 6)Students will have completed this activity successfully if all members of the groups write about half a page summarising the literature sources they researched.

Exercise 1 (Student’s Book page 8)Students can use their own words to write their defi nitions, but the meaning must be clear.

9Topic 1:

Population: the total number of people who live together in a place or group, for example, all the students in a school, all the people in a town, all the students in a class.

Sample: in this context, part of a population which is carefully chosen, in either a systematic or random way, to represent the population that will be used when gathering data for research.

Respondent: someone who takes part in research and answers questions.

Exercise 2 (Student’s Book page 10)The answers are: 1. n = 4: Basadi, Helen, Katlego, Onkabetse, Theo 2. n = 6: Francinah, Katlego, Pholoso 3. n = 8: Helen, Onkabetse 4. n = 10: Irada, Theo

Exercise 3 (Student’s Book page 12)The answers will be determined by the number of students in your class and their names. Get groups to check one another’s answers.

Activity 3 (Student’s Book page 12)The answers will be determined by the number of students in your class and their names. You can check as you go along that students are doing the activity correctly.

Activity 4 (Student’s Book page 13)The answers will be determined by the number of students in your class and their names. Get each group to check the sample of two other groups to see that they have been correctly done.

Exercise 4 (Student’s Book page 13)Students will come up with their own questions, but here are some examples of the types of questions they should be thinking of:Closed questions:

Are you male or female?Do you put litter into bins?Does litter affect you?Are you doing something to stop littering?

Open questions:Why do you think students litter?Why do you think boys litter more than girls/girls litter more than boys?How does litter affect you?What are you doing to stop littering?

10 CHAPTER 1:

Activity 5 (Student’s Book page 18)The answers to this activity will be different in each group. Once they have completed the activity, get groups to report back to the class on their analysis categories, and allow them to make changes if they think they hear better ideas from other groups.

Exercise 5 (Student’s Book page 19)The answers are: 1. 4 2. 3 (total includes both picking up litter and reporting the matter to a teacher) 3. 6 (total of those who would do nothing in all three classes) 4. The column will show the following totals:

Pick up the litter: 8Nothing: 6Report the matter to my teacher: 1

5. Most students would pick up the litter.

Exercise 6 (Student’s Book page 21)Students will all think of slightly different points, but check that they have based their answers on the table and graphs, and that they have considered the research objectives (why students in your school litter; who, between girls and boys, litters more; what activities in the school contribute toward students littering; how littering affects students; what the school is doing to fi ght littering).

Activity 6 (Student’s Book page 21)Pairs of students will get together in their groups and discuss their answers. Then, as a group, they must decide which conclusions and recommendations they will share with the class. The class should then come up with suggestions about how the problem of litter can be addressed in Botswana more generally. Make a list of these recommendations and try to get these implemented in your community.

11Topic 1:

Revision: Answers (Student’s Book page 23)

This activity is an individual one and will therefore be different for each student. They must follow all the steps in the chapter that the groups followed to complete the littering research project, applying these to their own or chosen choice of topic.

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Syllabus checklist: topics, general objectives and specifi c objectives in this chapter

Topic 2: International environmental issues


Topic 3: Natural disasters


Environment and humanity 2

13

SkillsBy the end of this chapter, students should be able to: Acquire knowledge and understanding of their environment and the need for

sustainable use/utilisation of natural resources Gain the necessary knowledge and ability to interact with and learn about their

community, the government and the world around them Develop critical thinking and problem-solving skills that would allow them to

participate actively in national development.

Background informationIn this chapter, students learn more about major environmental issues, such as climate change and mismanagement of resources. They learn about the causes and effects of these environmental issues, as well as how the challenges they bring about can be addressed.

Since the 1960s, the environment has received more attention, and environmental problems have been identifi ed. Environmental issues are addressed and dealt with in different ways around the world. Students look at some of the conservation strategies used worldwide to address environmental issues.

In this chapter, students learn about the different types of natural disasters, their causes and effects, and the different ways that people can prepare for them.

Cultural and emerging themes and issues Rising air pollution levels in Botswana and their effect on the vegetation of

mining town Selebi Phikwe Leaded petrol in Botswana Soil erosion by wind and water in Botswana, and its effects on the nation The effect of natural disasters (such as earthquakes) on developing countries, with

reference to early warning systems, building construction and population density.

14 CHAPTER 2:

Topic 2: International environmental issuesTime: 10–12 periods × 40 minutes (Student’s Book pages 24 to 45)

Vocabulary to highlightdegradation, desertifi cation, depletion, pollutants, consequences, contamination, soil, asphyxiation, acid rain, degradable, recycle, soil erosion, extinct, sustainable

Suggested resourcesInternet, newspapers and magazines, radio and television, the local environment, organisations involved in environmental issues, government departments


The term ‘environmental issue’ usually refers to the negative ways in which we interact with the environment, for example, damaging and mismanaging the environment. There are many types of environmental issues – some affect only small areas, but many are a problem all over the world. Discuss with your class local examples of environmental issues. Are any of these also global issues? How can the issues be solved? What can students, as individuals, do to help solve the problems? Spend time discussing the key idea on Student’s Book page 26.

2. Group, pair, individual workMajor environmental issues and their effects

Discuss the major environmental issues with the class. Make sure the students understand the meaning of all the words.

Pollution Read the defi nitions together with your class and unpack and explain

diffi cult words so that the defi nitions become easier to understand. Point out examples of pollution in your area, if possible. Make sure they understand that pollution is usually caused by people putting

substances into the environment that were not there before. It is not a natural phenomenon and can be avoided.

Activity 1 (Student’s Book page 26)Students will work in groups of three to fi ve. Let them choose their own groups, but check the composition of the groups and swop anyone who you think would work more productively in another group.

15Topic 2:

Before students begin the activity, check they understand what is meant by physical, chemical and biological pollution, and by air, land and water pollution. They will also need to understand what ‘raw material resources’ and ‘cultural assets’ are to discuss and answer the questions.

Refer students to Table 1 on Student’s Book page 27 and discuss the negative effects of pollution. Ask students to think of local examples of how they and the community they live in are affected by pollution.

Air pollution Ask students whether they think people living in caves might have

experienced air pollution from their fi res. What would the difference be between this pollution and the type of pollution caused by the Industrial Revolution? Check that students understand the importance of the impact of the Industrial Revolution (both how it impacted on society and on the environment at the time and in the future).

Air pollution does not only happen outside. In cities, many offi ces and indoor spaces are air-conditioned and do not get a regular supply of fresh air from outside. Many of these spaces are even more polluted that the air outside buildings in big cities. The sources of air pollution in offi ces is varied and can include the chemicals in photocopy machines, electrical and telephone cables, air conditioning pipes that contain mould and other tiny bacteria, chemicals like ammonia in cleaning liquids, cigarette smoke, and even parts of carpets, paint, vinyl, tiles and building materials.

Try to fi nd practical examples of each of the pollutants listed in Table 2 on Student’s Book page 28. Use the information on Student’s Book pages 27 to 31 to assist you. This will make the examples more meaningful to students, so they are not just names and words that they struggle to remember.

If possible, get students to experiment with particulate matter. They may be familiar with the particulate matter that is generated from fi re, but if not, try to arrange a controlled burning of fossil fuels (wood or coal) and demonstrate how these give off dust and soot.

Try to fi nd an example of road construction in the area and point out the dust and particulate matter that is generated there. Do the same for concrete and concrete products.

Once students have a good understanding of particulate matter, discuss the ways in which it can be harmful (by causing soiling, corrosion, and chemical reactions, compromising respiratory systems, causing allergies and possibly cancer).

Emerging issue (Student’s Book, page 29)Discuss the issue of rising air pollution levels in Botswana, which have contributed signifi cantly to damage to vegetation in the mining town of

16 CHAPTER 2:

Selebi Phikwe. Most of the trees have turned yellow while others have had their growth stunted. You might like to add the following information: People living in the Selebi Phikwe area (where nickel-copper is mined) were often sick with headaches, other ailments and diseases. Research was done and it was suspected that the headaches, fl u and chest pains people often suffered from were linked to the effects of air pollution caused by the mining activities. Search for internet sites which provide more information on Selebi Phikwe (such as www.sarwatch.org or www.bioline.org.br). This is also a good opportunity for students to fi nd out how the research was carried out and some sites, for example, www.ncbi.nlm.nih.gov provide information on this aspect.

Exercise 1 (Student’s Book, page 32)Students must work in groups of six to answer the questions. The answers can all be found within the content of the chapter.

Land pollution Discuss the section on land pollution. With your class, make a long list of

all the waste they can think of. Spend time doing a practical exercise with your students. Get them each to

carry a large packet or bag around with them for one or two days, and collect in it all the waste that they generate. When they are at home, they must collect their share of the waste their household generates. Examine what the collected waste is made up of. Add to the list you made earlier. Get students to divide it into waste that can be re-used or recycled, and waste that cannot – this will drastically reduce the amount of waste. Now, with the leftover waste, they must decide on the best way to dispose of it. Should it be burnt, or perhaps buried? What method can students think of? This exercise will prepare students to do Activity 2.

Activity 2 (Student’s Book, page 32)Students will do this activity in pairs. Their answers will vary according to whether they live in a city, smaller town or rural area.

Water pollution Explain the information on water pollution, to be found on Student’s Book

page 33. Remind them what chemical and biological pollution are, and discuss what type of pollution each of the points listed on page 33 could be categorised as.

Talk about each of the listed sources of water pollution with particular reference to local (and national) examples wherever possible. Solid and liquid industrial and municipal waste:

Where is the waste in your area disposed of? How is it disposed of? What happens to it then?

17Topic 2:

Agrochemical pollution from the application of pesticides, herbicides or fertilisers: Are there farms in your area which could cause this problem? If not, where are these farms situated?

Pollution arising from health control, especially the control of mosquitoes and other parasites like mites and spiders: How are mosquitoes and other parasites controlled? Does spraying take place? How does health control in your area contribute to pollution?

Oil spills arising from the transportation and use of oil: The thick crude oil which lies on the surface of the ocean after an oil spill is very quickly spread by wind and ocean currents. The oil mixes with water and becomes sticky. Sea animals are not aware that the oil spill might be dangerous, so often swim straight into it. The sticky oil causes many deaths. Birds’ feathers and the fur of seals become matted and therefore useless as a source of warmth, so the animals die of hypothermia. Some animals and fi sh swallow oil and become sick or die. Shells, seaweed, algae and food sources of marine life become poisoned by the oil, causing the animals not to have food. Even a small oil spill can cause untold damage to the marine ecology, and the effects of oil spills can last a long time after the oil has disappeared from the sea’s surface.

Industrial emissions of gases and dust particles: Remind students of the section on particulate matter, then review and elaborate on your earlier discussion.

Mining processes require lots of water, which is usually used with lots of toxic compounds. Water seeps from the mines and enters river systems: This is a useful example to examine in Botswana. Try to fi nd specifi c examples and case studies, in order to make the topic more real to students.

Activity 3 (Student’s Book, page 34) This activity will be done as homework. Check that all students understand what is required of them before leaving school.

Environmental degradation and resource depletion Soil erosion

If possible, point out sites where soil erosion is evident in the area where you live. If not, try to collect pictures to show your class. Talk about the causes and results of soil erosion.

Emerging issues (Student’s Book, pages 35 and 36)Explore the issues cited as emerging issues on Student’s Book pages 35 and 36.

Exercise 2 (Student’s Book, page 36)Students must work individually to complete this exercise, using the

18 CHAPTER 2:

information on Student’s Book pages 34 and 35, and the extra information that you have provided.

Activity 4 (Student’s Book, page 36)This is a group activity. Let students work in groups of four or fi ve, so that they all have to participate in fi nding answers to the questions. Make students aware that they must draw on what they have learnt in Chapter 2 (from Student’s Book pages 24 to 35) to back up their own opinions, which they will use in their answers. Don’t spend too much time on discussion before students start the activity, so that you avoid infl uencing their thinking. This is a useful problem-solving activity, where they are called on to use what they have learnt earlier in this chapter to back up their own creative solutions and ideas about how to solve the problems posed in the questions. Suggest to students that they also do their own research (using the internet, newspapers and radio, and other people’s knowledge and opinions), which will help them give more comprehensive and substantiated answers to the questions.

Resource depletion The resources listed on Student’s Book pages 36 and 37 are all natural resources.

Get your class to think of further examples of resources (both natural and made by people, for example, libraries, books, the internet). For each resource students can decide whether they might be threatened with depletion, and if so why, and whether they are renewable or non-renewable resources.

Climate change Do some prior research into climate change issues that affect different parts of

the world, and in particular those that affect Botswana. Introduce these to your class, and encourage those who are interested to do their own research to fi nd out more about these issues. Make sure all students understand that (in the same way that climate refers to long-term weather conditions), climate change refers to the long-term change in weather patterns. They must be aware that ‘long-term’ can refer to decades, centuries or even millions of years. The change that can be experienced may be in the average rainfall or temperature of an area, or in extreme weather events that happen all over the world.

Although the earth has always experienced forms of climate change (the formation of mountains and valleys has an effect on climate; the melting of the polar caps in the past causing sea levels to rise has an effect too), the biggest factor affecting climate change today is global warming. This is due largely to air pollution caused by carbon dioxide in the air – a result of people burning coal, oil and gas. Explain to students that carbon dioxide and other greenhouse gases trap heat from the sun in the atmosphere, and the more greenhouse gases there are, the more heat is trapped, which causes temperatures to rise.

19Topic 2:

Focus on issues that affect Botswana – deforestation and destruction of the ozone layer. Point out that the ozone layer is not the same issue as global warming. (The ozone layer is destroyed by CFC gases, which do not have the same effect as carbon dioxide and other greenhouse gases.) Discuss the implications of a rise in temperature in Botswana.

Measures to combat climate change Spend time talking and asking questions about the measures that have

been taken to combat climate change – laws, research and education – and get students in groups to decide whether or not they think these measures can be effective.

Activity 5 (Student’s Book, page 38)Students must work individually. They can choose any natural resource issue and complete the questions about their chosen resource.

Activity 6 (Student’s Book, page 38)Students can do this for homework, using the information they have already covered in this chapter.

Conservation of the environment Summarise the sections covered on environmental degradation and resource

depletion. Ask questions to check everyone understands these sections. Then, point out that there are solutions to these problems which they will investigate in the following section on sustainability (Student’s Book pages 39 to 43).

Sustainability Get students to look up the meaning of the word ‘sustainable’ and spend

time discussing this with your class. Talk about the vital relationship between sustainable development and

environmental sustainability – if the environment is not sustained, it is not possible to sustain development.

Remind students of your discussion on recycling, when they were dealing with the section on air pollution. Spend time talking about this in more depth now. What are ways that waste can be recycled? Are there any companies or government departments that provide recycling services? Would it be feasible for your school to start a recycling project for the community? What would happen to the waste collected for recycling?

Activity 7 (Student’s Book, page 40)Students will work individually. They will choose one environmental issue and plan a presentation on their chosen issue. They must describe the issue, outline causes, discuss consequences and suggest steps to alleviate the issue. Encourage them to use practical or local examples to illustrate their points, and to fi nd graphic material to make their presentation more interesting.

20 CHAPTER 2:

Case studies of problems in Botswana will also make their presentations more accessible to the rest of the class.

Activity 8 (Student’s Book, page 42)Students must work in pairs. Suggest to students that they start this activity by searching on the internet for words such as: carbon footprint, carbon footprint projects, carbon footprint ideas, carbon footprint products. They should fi nd plenty of websites offering the information they are looking for. Encourage them to choose projects that are relevant to Botswana, and that could provide a lesson for everyone in the class.

Conservation Discuss the organisations, departments and agencies mentioned on Student’s

Book pages 42 and 43. Get students to do research to fi nd out more about what each of these bodies does to promote conservation in the country or the world.

Activity 9 (Student’s Book page 44)Students are to work in pairs. Some environmental issues affecting Botswana that students could possibly focus on include drought, overgrazing, which is partially responsible for desertifi cation (another issue), lack of water resources, depletion of vegetation due to wood being used for fi res, and pollution due to mining.

3. Conclusion

Step by step, work through the summary on Student’s Book page 44. Ask your class questions and set them short tasks that test their understanding of the main issues raised in the chapter. Once you are satisfi ed that they have a good understanding of the chapter, ask them to spend twenty minutes questioning one another in a similar way.After completing this topic, students should be able to:

discuss the major environmental issues in the world outline the consequences of mismanagement of the world environment evaluate efforts being made to address mismanagement of the world

environment suggest ways of conserving the world environment.


There are a number of fairly complex new words in this chapter. Make a list of them and get students who need extra help to:

write down or choose their meanings from a list ask one another questions using the words use the words in sentences draw pictures to illustrate the meaning of the words.

21Topic 2:

2. Extension learningThere is plenty of scope for extra research to be done on the issues raised in this chapter. If students are especially interested in a particular issue, encourage them to fi nd out more and to present their fi ndings to the class or to a small group of other interested students.

Suggested assessmentGroups can assess one another’s presentations. As a class, work out a list of criteria for assessing the presentations. Give each group a list, and let them complete it and give their feedback to the group they have assessed. You can assess the individual exercises and award marks based on your fi ndings.

AnswersActivity 1 (Student’s Book page 26) 2. Allow students to come up with their own examples. Some possible answers are: a) Physical pollution: includes smoke from fi res, noise pollution, dust,

humidity, for example, fi re, dust damaging a crop, humidity causing disease. b) Chemical pollution: means chemicals that are released into the air, water or

earth which then pollute the environment, for example, poisonous insecticides, gases, waste from factories, insecticides or chemicals used to treat seeds could cause pollution on a small farm.

c) Biological pollution: refers to viruses, bacteria, spores and other parts of ecology, for example, if other types of seed became mixed up with a maize crop, polluting its purity.

3. A big city could experience pollution in the following ways: a) Air pollution: hazy skies, impure air, exhaust fumes, factory emissions, often

caused by chemical pollution. b) Land pollution: physical or biological pollution would probably be the main cause

here, for example, in the form of litter, noise, dust, humidity, alien vegetation. c) Water pollution: chemical and physical pollution can cause factory waste in

rivers, impure water, poisoning of water systems. 4. Raw material resources could include: water, fuel, minerals, food (crops and

animals), building materials, forms of energy, or anything that is harvested, collected or used to create a new product

5. Possible examples of cultural assets suffering the effects of pollution could include cultural tourism and national parks.

22 CHAPTER 2:

Exercise 1 (Student’s Book page 32)Students will work in groups of six on this exercise. The answers can all be found on Student’s Book pages 26 to 31: 1. According to the United States National Research Council:

“Pollution is an undesirable change in the physical, chemical and biological characteristics of our air, land and water that may or will harmfully affect human life or that of living conditions and cultural assets; or that may or will waste or deteriorate our raw material resources.”

2. a) Particulate matter consists of small solid particles and small liquid droplets (like aerosols), suspended in the air.

b) The burning of fossil fuels, especially coal and petroleum, cement and concrete products, road construction, backyard burning and bush fi res

c) Soiling and corrosion of materials, soiling of and chemical reaction with the leaves of plants, compromising the breathing processes of living things, increases in human respiratory illnesses such as asthma and bronchitis, irritation of the nose and throat causing hay fever, cancer

3. Damage to vegetation or plants; corrosion of stonework and metals; weakening of bleached fabrics contributes to the formation of photochemical smog; affects the sense of smell; some nitrogen oxides such nitrogen dioxide have a foul smell that irritates the throat, causing dryness and roughness of the throat; decreased night-vision.

Activity 2 (Student’s Book page 32) Students will have different answers here, based on what they observe and where they observe it.

Activity 3 (Student’s Book page 34) Students will have different answers, based on what they observe.

Exercise 2 (Student’s Book page 36)The effects of soil erosion: 1. Erosion on agricultural lands and forest lands reduces organic matter (humus) in

the soil. 2. Soil erosion worsens dry conditions in dry weather and causes fl ooding in wet

weather. 3. Erosion destroys the structure of the soil and reduces plant nutrients, ultimately

reducing crop yields. 4. Erosion reduces the density and abundance of organisms in the soil which are

important to soil productivity and water movement through the soil.

23Topic 2:

5. Soil removed by soil erosion can be carried into water bodies such as rivers, lakes and dams and this can lead to water pollution, killing aquatic organisms.

6. Windborne soil contributes signifi cantly to air pollution, illness and damage to machinery.

Activity 4 (Student’s Book page 36)Answers will be determined by students’ ideas and opinions. Make sure these are backed up by solid information that they fi nd in the Student’s Book or throughtheir research.

Activity 5 (Student’s Book page 38)Students will have different answers, based on the natural resource issue they choose to cover for the activity.

Activity 6 (Student’s Book page 38)Students will have different answers, based on what they observe.

Activity 7 (Student’s Book page 40)The answers will depend on which issue is chosen. Work with groups to create a different memorandum for each issue, and use it to assess the group.

Activity 8 (Student’s Book page 42)Answers will differ, depending on the projects that the students select. Ensure that the reports include answers to the issues raised in the bullet points in the activity.

Activity 9 (Student’s Book page 44)Answers will differ, depending on the environmental issue selected and theresearch done.

24 CHAPTER 2:


The answers to the multiple-choice questions are: 1. B 2. C 3. A 4. D 5. B

25Topic 3:

Topic 3: Natural disasters (Student’s Book pages 46 to 63)


Vocabulary to highlightfocus, epicentre, primary effects, secondary effects, tropical cyclone, tornado,vector, seismic

Suggested resourcesInternet, newspapers and magazines, radio and television, the local environment, organisations involved in environmental issues, government departments


In this topic, students learn about natural disasters – earthquakes, tsunamis, volcanoes, weather-related hazards, and epidemics. Students will study their causes and effects, and how people can prepare for them.

2. Group, pair, individual workNatural disasters

Tell students about the different types of natural disaster that will be covered under this topic. Explain that these natural events happen beyond our control, and are often unpredictable. Their effects can be devastating to people and property.

Explain that natural disasters result from natural processes within the environment, rather than from human activities and mismanagement of the environment, as is the case with environmental issues.

Earthquakes Explain all new words carefully and use them in context as often as

you can. Ask questions about the diagram on Student’s Book page 48 showing where

most earthquakes occur. Ask students if they can see any regularity or obvious pattern in the diagram.

Exercise 1 (Student’s Book page 49)Students are to work in pairs. Using the diagram on Student’s Book page 48, in conjunction with an atlas, wall chart or globe, students must list as many countries and areas as possible that they think may be affected by earthquakes. They must use both sources to help them answer this question.

26 CHAPTER 2:

The effects of earthquakes:Make students aware that earthquakes can cause huge and widespread devastation. They are diffi cult to predict and can happen very suddenly. People are

therefore not prepared for them. Earthquakes can change the topography of the earth, for example, by causing deep gorges, valleys and trenches to form, on land and under the sea. The Himalayan Mountains were formed when continental plates collided with each other.

Landslides are another result of earthquakes, and sometimes small hills can completely disappear.

In cities, buildings can collapse, factories and power plants using chemicals can explode. Trees can fall over and anything rooted in the earth is no longer stable. Fires often start as a result of gas leaks and electrical shorts.

Many people die as a secondary result of the earthquake, because of lack of food, water, housing, clinics, medical supplies, facilities and loss of communication (no telephone lines, cell phone networks damaged).

Ask students questions about Table 1 on Student’s Book page 49 to check that they understand the content.

Tsunamis Tsunamis are caused by forceful movement in the earth’s crust, such as an

earthquake, under or close to water. A tsunami travels as waves of water, and, depending on the depth of the water, can move at great speeds. The waves move away from the epicentre of the earthquake or crust movement, and may not cause any damage until they reach a shoreline.

When a tsunami hits a coastline, massive destruction results. Apart from the initial fl ooding, loss of life and property, secondary effects similar to earthquakes occur for some time after the event.

Read and ask questions about Table 2 on Student’s Book page 50. It may be easy for you to get hold of pictures from the 2004 tsunami from your local newspaper. Photos can make an event more real for students, and they may fi nd details easier to remember too.

Volcanoes As with earthquakes and tsunamis, volcanic eruptions most commonly

happen around the Pacifi c Rim (the ‘Ring of Fire’) where there is movement between plates in the Earth’s crust. Volcanoes cause devastation and loss of life mostly through toxic gases, ash and dust clouds, and lava fl owing quickly down slopes. In Pompeii, in Italy, an entire village was frozen in time when an erupting volcano buried the buildings and people under four to six metres of ash. This site was lost and then later excavated to reveal people doing exactly what they had been doing when the volcano erupted in 79AD.

27Topic 3:

Table 3 on Student’s Book page 51 provides details of the effects of volcanic eruptions. Ask students questions to elicit their understanding of this.

Exercise 2 (Student’s Book page 52)Students must work in pairs to answer the questions. The answers can all be found on Student’s Book pages 47 to 51.

Weather hazards Weather hazards can include hurricanes, storms, tropical storms,

tornadoes, fl oods and droughts. Make students aware that tropical cyclones (systems of very low pressure)

are also known in different parts of the world as a hurricane, typhoon, tropical storm or willy-willy.

The direction of wind movement is different in the northern and southern hemispheres, which is the most important difference between hurricanes and cyclones. Also, hurricanes have wind speeds of over 120 kilometres per hour, so all hurricanes are cyclones, but not all cyclones are hurricanes.

Each tropical cyclone is given a distinctive, short name, taken from a list of given names, of which there are six lists that are used in rotation over six years. See: www.nhc.noaa.gov/aboutnames.shtml.

Do your own extra research on hurricanes, tropical storms/cyclones, tornadoes, fl oods and drought. The internet has many interesting sites and you can even visit sites which track tropical cyclones as you watch. Make this section especially interesting for your class, and they will probably be intrigued by the drama of this subject and keen to know more.

Spend time explaining and discussing the information provided on Student’s Book pages 52 to 55. Ask plenty of questions to check that students are following you well.

Activity 1 (Student’s Book page 54)This activity will be done in pairs, using the internet as a resource. Students should report back what they fi nd out about the secondary effects of Hurricane Katrina.

Exercise 3 (Student’s Book page 56)Students must work on their own and use the information provided on Student’s Book pages 47 to 55 to help them complete the table. Encourage them to use any extra information they have encountered.

Epidemics Epidemics are widespread occurrences of a disease or pest in an area and at

a particular time. Diseases (like malaria) can be caused by pests (like the mosquito) or by pollution of the environment, or contamination taken on through food or bodily fl uids. There are ways of preventing most diseases, and if these prevention measures are put into place, they should often make it possible to keep epidemics under control.

28 CHAPTER 2:

If possible, invite a medical person or someone qualifi ed in community health to speak to your class about pests, diseases, epidemics and the prevention thereof. You can usually get plenty of information on these topics from health departments or clinics.

Using the extra information you have collected, read and discuss the information on Student’s Book pages 56 to 58, and ask questions and instigate discussions amongst students to help them understand it well.

Case study (Student’s Book page 57)Students may be familiar with the effects of malaria from personal experience. Let them go home and ask questions about it. Then, have a class or group discussion and encourage them to tell one another their stories. They can also do some research on the internet, before answering the questions on Student’s Book page 57.

Exercise 4 (Student’s Book page 59)Students must work alone to answer the questions. Encourage them to do so in their own words, to show that they understand their answers.

Preparing for natural disasters Before you begin this section, ask students to suggest ways in which they think

people could be prepared for the natural disasters they have learnt about. Write a list of their ideas, which you can revisit once they have done this

section of the Student’s Book (pages 59 to 62). General protective and preventative measures

Spend time discussing the preventative measures and giving students examples of how they work. Public education prepares people so they know what to do in case of an

emergency and how to prevent one from happening (especially in the case of diseases), for example, to look out for initial stages of a disease, to avoid being bitten or stung by certain pests, to get out of buildings during an earthquake, to tune to a specifi c radio station for news and instructions on what to do during a disaster.

Scientists study and monitor conditions over time, and in certain instances are able to predict the onset of natural phenomena with a fair amount of accuracy. In these cases, warning systems, for example, sirens, are put into place to warn the public of impending events. This is not the case for all natural disasters, and some are actually impossible to predict.

Table 6 on Student’s Book pages 60 and 61 provides details of preparation measures that the public can take, and of warning systems that have been developed to help cope with natural disasters. Read, study and discuss the table with your class, asking questions as you go.

29Topic 3:

Emerging issue (Student’s Book page 62)Choose certain students to do some research into the issue described on Student’s Book page 62, and report back to the class with practical examples of how developing countries are at a disadvantage in terms of preparation and early warning systems.

Exercise 5 (Student’s Book page 62)Students must work alone to do this exercise. You can also ask them to do a similar exercise for other kinds of natural disaster.

Activity 2 (Student’s Book page 62)Students will work in groups to complete the activity. They will need to do research in order to complete it successfully. Encourage them to speak to farmers, read newspaper articles, search websites on the internet, speak to government and other organisations involved in this type of work, and interview people who have more knowledge about drought than they do.

3. ConclusionRead the summary on Student’s Book pages 62 and 63, and ask questions to check the understanding of your class.After completing this topic, students should be able to:

identify the major natural disasters in the world (droughts, fl oods, earthquakes/tsunamis, volcanic eruptions, hurricanes/typhoons, epidemics)

explain distribution of world natural disasters describe the impact of natural disasters on humanity suggest ways of preparing for natural disasters.


Give learners who are struggling a list of new words which they must fi nd and write defi nitions for.

2. Extension learningGet students to do research on other earthquakes, volcanoes and/or tsunamis that have happened over the past few hundred years. There are many examples to choose from, and some cities experienced dramatic earthquakes long ago but have not had another one in more recent times. Some examples are found in Egypt, Rhodes, in Greece, Port Royal, in Jamaica, San Francisco and Italy.

30 CHAPTER 2:

Suggested assessmentThe exercises in the chapter provide some opportunities for assessment. This chapter lends itself to research projects done by groups or individuals – you will fi nd plenty of scope for this.

AnswersExercise 1 (Student’s Book page 49)Students must use both the diagram on Student’s Book page 48 and an atlas, wall chart or globe to help them work out which countries might be affected by earthquakes. Possible countries and areas are: China, Japan, the Philippines, the Himalayas, Alaska, Greece, Turkey, Iran, Portugal, United States of America (San Andreas Fault in California), Chile, Mexico, Jamaica, Egypt, Nepal, India, Ecuador, Pakistan, Indonesia, various islands.

Exercise 2 (Student’s Book page 52)Students will word their answers slightly differently. Check that they understand what they have written and are not just copying defi nitions out of the Student’s Book. The answers are: 1. An earthquake is the sudden shaking of a section of the earth. (Students can add

as much detail as they would like to this basic defi nition.) 2. Students can give two examples of damage caused by any earthquakes, not

necessarily those cited in the Student’s Book, which are:Example 1: In January 1995, Kobe, on Awiji Island, Japan, there were about6 000 deaths and 35 000 injuries. 300 000 people lost their homes. Supplies of gas, water, electricity and telephone lines were disrupted. Some companies, including Mitsubishi and Panasonic, were forced to close, with the loss of over 20 000 jobs.Example 2: In January 1999, the Colombian earthquake in Armenia, Western Colombia, killed 2 000 people and many were injured. 180 000 people lost their homes. Water and electricity services were cut off and there were outbreaks of disease.

3. Tsunamis are caused by massive force events in the earth’s crust, either under or near a large water body such as the ocean. Large earthquakes with large epicentres under or near the ocean are the cause of the most dangerous tsunamis.

4. The effects of the Mount St Helens’ volcanic eruption were: loss of life from the poisonous gases caused by the eruption vegetation covering a distance of about 21 km to the north of the volcano

was destroyed transport and communication networks were disrupted a positive effect is that, now, Mount St Helens is a well-known tourist

destination.

31Topic 3:

5. Earthquakes, tsunamis and volcanoes most commonly occur around the Pacifi c Rim. (Students can explain what this is and provide more detail.)

Activity 1 (Student’s Book page 54)Students will have plenty of choice among websites when they search the internet using these terms.

Exercise 3 (Student’s Book page 56) 1. Students copy the world map on page 52 of the Student’s Book and use the

information on Student’s Book pages 48 to 55 to work out and indicate the main areas that experience earthquakes, tsunamis, volcanoes, hurricanes and tropical storms.

2. Causes or conditions necessary Effects

32 CHAPTER 2:

33Topic 3:

Case study (Student’s Book page 57) 1. Malaria is present in all areas of Botswana except for the south of the

Kalahari Desert. 2. Encourage students not only to refer to the information on Student’s Book

page 57, but also to use relevant sites on the internet. Suggest that they try www.uyaphi.com/botswana/malaria.htm for more information on malaria.

Exercise 4 (Student’s Book page 59) 1. An epidemic is a widespread occurrence of a disease or pest in an area, and at a

particular time. Environmental diseases are one of the greatest concerns in human health, and can lead to millions of deaths every year. (Students should put this in their own words as far as possible.)

2. This will depend on the experiences of students. They should all have either experienced or heard about an epidemic, but if they do not feel qualifi ed to answer this question, suggest some possibilities and pointers to research.

Exercise 5 (Student’s Book page 62)The answers should be written in the students’ own words, but the meaning should be the same for all of them. 1. Prediction is forecasting or calculating when something will happen.

Preparation is getting ready in advance for something that is going to happen. 2. Earthquakes are diffi cult to predict, but scientists do monitor seismic activity

and there are preparations that can take place, including: building wooden houses in areas at risk making buildings and transport structures stronger by reinforcing them on

large rubber shock-absorbers laying gas, water, and electricity lines in more fl exible pipes to prevent them

from breaking easily educating people on what to do during earthquakes. For example, in Japan,

1 September has been chosen as Disaster Day, in order to remind people how vulnerable to natural disasters they are. On this day, rescue drills are practised and children have lessons in school about to how to respond when there is an earthquake.

Activity 2 (Student’s Book page 62)This will be different for each group of students. Make sure the groups are working together productively, and that each of them has a concrete task to work on.

34 CHAPTER 2:


The answers to the multiple-choice questions are: 1. A 2. C 3. D 4. B 5. B 6. C

UN

I TCH

A PT E R

35

Social and cultural environments 3


Topic 4: Population studies

General objectives

Specifi c objectives Assessment Student’s Bookpage/s

Botswana

Botswana

environment

Topic 5: Youth empowerment

General objectives


empowerment

36 CHAPTER 3:

Topic 5: Youth empowerment

General objectives


SkillsBy the end of this chapter, students should be able to: Acquire skills to participate actively in national development initiatives Acquire knowledge and understanding of society, appreciation of different

cultures and religions, and a sense of citizenship.

Background informationIn population studies, the underlying factors (and their consequences) affecting the demography of a country will be studied. Students will become aware that understanding human behaviour and events such as birth, death, labour and economic development, health, movement, migration and distribution are key to understanding how the population of a country affects the prosperity of the country. This chapter also focuses on ways to empower the youth in Botswana. Some behavioural problems that affect the youth, and factors that contribute to these problems are examined. Challenges facing young people are identifi ed, and students will fi nd out what the Government of Botswana and other stakeholders are doing to assist the youth with these challenges.

Cultural and emerging themes and issues The implications of population growth vs economic development Issues surrounding international migration between countries in southern Africa Bridging the gap between the youth and the older generation, and the effects of

technology on this gap.

37Topic 4:

Topic 4: Population studies (Student’s Book pages 64 to 88)


Vocabulary to highlightpopulation growth rate, mortality rate, pandemic, population density, population distribution, urban migration, market, dependency ratio, internal migration, international migration, emigration, immigration

Suggested resourcesOther people, internet, government and NGOs, newspapers, publications


In this chapter, students will fi nd out more about population dynamics in Botswana. They will learn that the population of a country affects that country’s standard of living, and that population is never static, but is infl uenced by many different factors (such as the mortality rate, which is in turn infl uenced by other factors, such as diseases). Students will look at where people live, and at problems and solutions associated with the population growth and distribution in Botswana, as well as at the relationship of population and resources, and how this infl uences the movement of people.

2. Group, pair, individual workPopulation size and growth

In this section students will be required to understand some new and possibly confusing concepts. Work with them slowly and thoroughly, to make sure they follow each new step.

Before you begin, check that everyone knows what is meant by population. Do some practical activities, using the population of the classroom and school as examples, and repeatedly using the new terms ‘population growth rate’ and ‘mortality rate’. Do a few examples using the formulas presentedon Student’s Book pages 65 and 66. Do a number of examples and makesure everyone understands what to do, before students attempt Exercise 1on their own.

Exercise 1 (Student’s Book, page 66)Students must work on their own, and use the formula presented in the example on Student’s Book pages 65 and 66 to help them with this calculation.

38 CHAPTER 3:

Factors that infl uence population growth Fertility rate

Discuss how averages are obtained. Do some practical examples, for example, ask each member of the class to say how many children there are in their family, then total these and divide by the number of students to get the average number of children in families of the class. Use this example to illustrate how fertility rates are worked out.

Mortality rateExplain what the mortality rate is and how it is calculated.

Activity 1 (Student’s Book, page 67)Students will work as a class to do this activity. Divide the class in half and tell them whether they will agree or disagree with the statement. Then let them work in smaller groups to decide on points that would support their argument. They can then get together with the other groups who are debating from the same point of view as they are, and take turns to discuss their points. Make sure the debate is ordered (you or a competent student should chair it), with groups taking turns, and students speaking one at a time.

Economic developmentRead this section or ask a few competent readers to read it to the rest of the class. Ask each student to make up one question about some aspect of it, and to ask the class for an answer.

Health and educationDo a similar activity with this section. Is there anything that students can add to the information on this page? Get them each to try to fi nd out one or two extra bits of information.

Population density and distribution Discuss the difference between population distribution and population

density. Use the space in the classroom to explain this. Use masking tape or string to divide the classroom up into square metres. Suggest different scenarios, for example, these four squares next to the door are swamps and too wet to live in; these two squares are rocky and you can’t plant or build here. Then get students to follow your instructions and distribute themselves either sparsely or densely in different (‘habitable’) parts of the classroom. As you go along, ask questions about what the population distribution is (per square metre) and whether the population distribution is dense or sparse.

Get students thinking about what factors might affect population distribution. Climate

Think of a list of jobs that people in Botswana do, including work in rural and urban areas. Allocate a job to each student in the class, for example, farmer, doctor, vet, builder, miner. Ask them to get into groups of four and

39Topic 4:

discuss what physical factors might affect where they live, for example, a farmer needs enough rain, a suitable physical environment, and fertile soil in order to carry out the job of farming successfully.

Soil fertility If possible, bring pots fi lled with good fertile soil and poor soil, and collect

photos of the areas mentioned on Student’s Book page 70. Disease

Do research to fi nd out the following about each of the diseases mentioned on Student’s Book page 71 (the following website may be helpful: www.en.wikipedia.org/wiki/Tropical_disease): what happens to animals when they have this disease how the disease is transmitted how the disease is treated what implications it has for people.

Explain the problems associated with each disease, and ask students to use what they have found out to choose better areas of Botswana for farmers and their animals to inhabit.

Mineral deposits Try to fi nd out what the populations are of some of the mining towns

mentioned on Student’s Book page 71. Compare these fi gures with the population density of more remote areas, and make students aware of how the population distribution is affected by the location of minerals.

Physical environment Discuss the relationship between soil fertility and physical environment.

Urbanisation and urban migration Ask students why they think urban migration has increased so dramatically

over the past 40 years. Ask them to discuss this with older people at home to fi nd out what their views are, and then to report their fi ndings in class.

Check, by asking questions, that students follow the paragraph on Student’s Book page 71, and understand what is meant by ‘negative urban migration’.

Once the class has discussed and understood all the factors mentioned on Student’s Book pages 70 to 72, repeat the activity you did earlier with the marked-off square metres in your classroom. This time, tell students which of the squares have mineral deposits, good climate, fertile soil, diseases, and favourable or unfavourable physical environments, and let them choose where to ‘live’. Use, in context, the new terms introduced in this chapter as often as you can.

Exercise 2 (Student’s Book page 72)Students must complete this exercise on their own. Talk about the questions and methods students must use to work out the answers before they start working on the exercise.

40 CHAPTER 3:

To answer the questions, students must divide the population density by the area given, that is, question 1 is 186 000 divided by 5 470, and question 2 is 83 000 divided by 8 300. To fi nd the answer to question 3, students must fi nd out and divide the population of Botswana by the area of Botswana, and then compare it with the density of Francistown and Gaborone.

Activity 2 (Student’s Book page 72)Students will complete this activity in groups. They can look at photos of urban and rural areas, and also think of the areas in which they live in order to work out the answers.

Activity 3 (Student’s Book page 72)Students will complete this activity in groups. They need to read the instructions carefully, then decide which of the two statements they will support. They then gather information and ideas to back up their argument, write their research down in point form, and organise it logically before presenting it to the class.

Population problems in Botswana You will now discuss the key idea that population growth puts pressure on

the available resources of a country. Shortage of food

Read and discuss the paragraph on Student’s Book page 73. Get students to look at the packaging of food they eat, and to see where it originates. This will give them a good idea of what is imported and how much.

Shortage of health facilities After explaining and discussing the paragraph on health facilities, ask

students if they can give practical examples of how this problem has affected them or members of their families. What solutions can they suggest to the problem? Are these ideas feasible? What problems do they raise?

Shortage of educational facilities Does the explanation on Student’s Book page 74 hold true for your school?

On average, how many students are there to a classroom? Is this too many? What problems do you, as a teacher, experience in this regard? Explain these to your class, using practical examples to illustrate what you tell them. Again, ask them if they can suggest any short- or long-term solutions to the problem.

Shortage of housing Read and discuss the section on housing on Student’s Book page 75. Is

there an informal settlement in your area? What experience do students have of it? Can they relate local examples of the problems raised in the Student’s Book? What ideas do they have that will help alleviate these problems?

41Topic 4:

Population and development Students will now examine how the size of the population has an effect on

the economic development and environment of Botswana. Check that everyone grasps the meaning of these terms, explained on

Student’s Book pages 76 to 78: market, market size, market spending power, dependency ratio, and high mortality rate. Try to think of local examples that will help illustrate the meanings for students who are having diffi culty with them, for example, think of goods and services that some of their parents supply, and of local markets where these goods and services are supplied and exchanged.

Case study (Student’s Book page 76)Encourage students to do extra research into the case study, and to look on the internet or in newspaper archives for information regarding the case cited. Perhaps there are other case studies that they can locate and tell the class about. Get them to talk to adults in their community and fi nd out if they know of any other examples.

Exercise 3 (Student’s Book page 77)This exercise is to be done individually. Before students attempt this exercise, you should have worked as far as the end of Student’s Book page 78. Give students enough time to think and talk about the questions with others who may help them with ideas for answers. Give them some pointers and guidance about where they can fi nd their answers.

Population and the environment In this section, students look at problems that are created for the

environment due to population growth. In Botswana these are largely due to the country’s reliance on mining, the high demand for wood fuel, the shortage of available and suitable land, and pollution of the environment.

Botswana’s reliance on miningCheck that students can locate on a map all the named places on Student’s Book page 79, and explain what each of the minerals are. You can also point out that apart from the minerals running out, the mining of these minerals often has a negative impact on the environment which can take many years to be rectifi ed, and sometimes can never be corrected.

High wood fuel demandMost people in rural areas use wood to make fi res for cooking and light. Trees are not usually planted to replace those that are cut down. In cases where trees are planted to replace those that have been used for fuel, their rate of growth is far slower than the rate at which trees are cut down for wood fuel.

42 CHAPTER 3:

Shortage of available landRead the paragraph on land on Student’s Book pages 79 and 80. Ask students to work in groups to try and represent the diffi culty of solving the land problem in a fl ow diagram, using arrows and lines or a circle. Choose one that clearly shows the problem, and draw it for the class to see.

PollutionThe shortage of land may be an extremely diffi cult problem to resolve, but pollution is something that everyone can help alleviate. Let students work in small groups to discuss ways in which each of their households can lessen this problem. Are there more ways in which the government can help? What other ideas do students have?

Activity 4 (Student’s Book page 80)Students will complete this project in pairs for homework. Spend time talking to the students about the interview skills that they have previously learnt. Remind them what sort of questions to ask, to plan their questions beforehand, how to record their answers, and that they should thank the interviewees. They must not just turn the four points listed on Student’s Book page 80 into questions, but rather think about what questions to ask in order to get the information they need to know about the four points. Check that they understand the purpose of the interviews they will do, and suggest ways they can choose who their interviewees will be so that they each use a good cross-section of people.

Strategies to manage population growth Reinforce the population problems that were highlighted in the previous

pages as you introduce this section. Point out any strategies that are similar to suggestions made by students earlier in this chapter, when they thought of ideas that might help to solve some of these population-related problems.

Family planning Read and discuss this section, and ask students their opinions on whether

family planning is a useful strategy in controlling population growth. They must give reasons for their answers.

Rural development Explain and discuss each of the points listed on Student’s Book page 81:

telecommunications, road construction, transportation, infrastructure, electrifi cation, provision of piped water.

Ask students to work in groups to discuss and decide how each of these points can help as a strategy to manage population growth. They must think of examples to illustrate their opinions, for example, electrifi cation means that less wood is used as fuel, so fewer trees are cut down, leaving the land better equipped for people and animals to live on.

43Topic 4:

Activity 5 (Student’s Book page 81) Students are to work in pairs. They can select any 10 students in the school to complete the table and bar graph, and to answer the questions.

Internal and international migration Explain the difference between internal and international migration to your

class. Ask them to think of examples of each of these that they have already come across in this chapter.

Internal migration Discuss the different types of internal migration on Student’s Book pages

82 to 85, and ask questions to check the class understands the meanings of the words centrifugal and centripetal. Explain the push and pull factors that infl uence internal migration, listed in Tables 4 and 5 on Student’s Book pages 83 and 84.

Before you get to the section on the consequences of this migration, ask students what they think the consequences might be. Let them discuss possibilities in groups, then read the section on the consequences and check whether any of their ideas are right.

Activity 6 (Student’s Book page 85)Students are to work in pairs. One student should give fi ve reasons for wanting to move to another area, and the other student should give three consequences of moving. The students should then swop places and repeat the activity.

International migration Use some examples to illustrate the difference between emigration and

immigration – these are commonly misused terms. Emigration

Explain the push and pull factors listed in Table 6 on Student’s Book page 85 that infl uence international migration.

ImmigrationHave a class discussion about the following questions: What do each of the reasons that are listed for immigration mean? Why should they attract people from other countries? What does this say about the situations in the other countries?

Consequences of international migrationAfter explaining the consequences of international migration, ask students whether they think they are positive or negative points. Are there any positive points that students can think of which may be the consequences of international migration?

44 CHAPTER 3:

Activity 7 (Student’s Book page 87) This group activity is closely related to the emerging issue cited on Student’s Book page 86. Students must back up all their opinions with reasons and research. Give groups time to fi nd out more before they report back to the class.

Exercise 4 (Student’s Book page 87)Students work on their own to complete this exercise. Before students attempt it, work through the summary on Student’s Book pages 87 and 88 and refer back to the main points of the chapter, asking questions to check that all the students understand its content.

3. ConclusionAfter completing this topic, students should be able to:

discuss factors infl uencing population growth analyse population distribution in Botswana outline the main population problems in Botswana explain the relationship between population, development and the environment evaluate the strategies used to manage population growth investigate the causes and consequences of internal and international migration.


When working on new concepts such as population growth, simplify things and use the classroom population to represent the country’s population. Let students pretend they each represent a family. They can draw their family on paper, and decide when a new member is born or when an older member dies. Monitor how this affects the larger population of the classroom.

2. Extension learningStudents can fi nd out the population fi gures for the area where you live, and decide what positive factors and what negative factors there are to the physical environment, soil, climate, and so on, of the area.

Suggested assessmentExercise 4 will be useful in assessing students’ general understanding of the chapter.

45Topic 4:

AnswersExercise 1 (Student’s Book page 66)The answers are: 1. 1 681 000 – 1 327 000 = 354 000 354 000 ÷ 1 327 000 × 100 = 26.7% 2. 50 000 ÷ 2 300 000 × 1 000 = 21.7 (This represents the number of deaths per

thousand, which is how the mortality rate is expressed.)

Activity 1 (Student’s Book page 67)The debate will be a success if it is carried out in an orderly way, with all students having a turn to make at least one point for or against the statement.

Exercise 2 (Student’s Book page 72) 1. Gaborone: 186 000 ÷ 5 470 = 34 people per km2

2. Francistown: 83 000 ÷ 8 300 = 10 people per km2

3. Botswana’s population is 1.8 million, and the area is 582 000 km2. If the population were evenly distributed, the average density would be 3 people per square kilometre. This is much less than the average density for Gaborone and Francistown.

Activity 2 (Student’s Book page 72)This discussion will be infl uenced by the area in which you live and by what its physical attributes are. Land is usually more expensive in cities because it is more in demand – more people are living in a more concentrated area.

Activity 3 (Student’s Book page 72)Students must choose to agree with either point 1 or point 2, and must write down all the reasons why they agree with that point, then present their argument to the rest of the class.

Exercise 3 (Student’s Book page 77) 1. Students to think of as many sources of food and shelter as possible, for example,

the few family members who are employed, friends, the government, etc. 2. 1.5 million ÷ 300 000 people = 5. (The dependency ratio is 5.)

Activity 4 (Student’s Book page 80)The answers and essays will depend on whom students interview and what information they collect. Check that they have planned carefully, and recorded the information in an organised way. This will provide them with the skeleton for their essays and ensure that they are well organised.

46 CHAPTER 3:

Activity 5 (Student’s Book page 81)Answers will depend on the information given by the students whom the class interviews. Students should use the information covered so far in the chapter to substantiate which family size they prefer.

Activity 6 (Student’s Book page 85)Students should use the information from Student’s Book pages 83 to 85 and any other information they have to give the reasons for moving and the consequencesof moving.

Activity 7 (Student’s Book page 87) 1. Students must choose to agree or disagree with the statement, write down their

reasons for doing so, and then present their argument to the rest of the class. 2. Students must use the information from Student’s Book page 86 to work out the

advantages and disadvantages of having foreigners in the country.

Exercise 4 (Student’s Book page 87)The answers here will depend on the opinions of students, as well as their references to earlier parts of the chapter (Student’s Book pages 65 to 85).

47Topic 4:


The answers to the multiple-choice questions are: 1. C 2. B 3. D 4. A 5. A

48 CHAPTER 3:

Topic 5: Youth empowerment (Student’s Book pages 89 to 109)


Vocabulary to highlightempowerment, socialisation, nuclear family, per capita, stakeholder, civil society

Suggested resourcesInternet, newspapers, people in the community, radio, television, the government and non-governmental organisations mentioned in the chapter, other students at your school


This chapter also focuses on youth empowerment. Students will look at the causes of some behavioural problems associated with the youth, and at challenges facing the youth. Students will identify economic projects that could be run by the youth, and assess efforts being made by various stakeholders to empower the youth.

2. Group, pair, individual workChallenges facing the youthWho are the youth?

Let students work in pairs and write a quick list of all the family and close friends they have who are part of the youth. They can write another list of family and close friends who are not part of the youth, and compare numbers.

Youth empowerment Discuss each of the bulleted points listed on Student’s Book page 90, and

check that students understand each of them. Get students to think of practical examples of how each of these points is meaningful for them, personally. Have a class discussion about the examples they think of.

Conditions to promote youth empowerment There are four aspects of youth empowerment listed and explained on

Student’s Book pages 91 to 92 (access to knowledge, skills and fi nancial support, economic conditions, government commitment and a stable environment). Read and discuss these in detail. Some of these points may not be easy for students to relate to, so take time to discuss each of them, using

49Topic 5:

examples from your own community that will make the points more real for students. Get students to work in small groups and think of further examples.

Activity 1 (Student’s Book page 93)Students will work in pairs to do the activity. Once they have decided on their answers, give each pair a chance to report back to the class on their answers. Let them discuss answers they disagree on, and add to one another’s ideas.

Common youth behavioural problems Point out to students that these problems are not specifi c to Botswana –

countries all over the world experience the same problems, so they are fortunate to live in a country that is making an effort to address the problems.

Activity 2 (Student’s Book page 93)Students will do this activity individually, but if you think it might help them, let them talk about the questions in pairs or small groups before they attempt to answer them alone.

Factors that lead to youth behavioural problems Discuss the factors which lead to behavioural problems amongst the youth:

poverty lack of education lack of parental guidance type of family modern technology gangsterism drug and alcohol abuse.

Since this is not a very uplifting topic, try to bring in positive factors wherever you can, so it does not seem like a hopeless situation to students. It is important that they have hope and believe that it is possible to solve the problems that face them. Although many of them face the problem factors that are under discussion, it may help them to feel more positive if they become aware that they are not alone, and that there are ways to alleviate some of the problems.

Activity 3 (Student’s Book page 96) Debating is a very useful skill, and it is worthwhile teaching your students

how to debate successfully. Students learn to argue a point, as well as how to show respect for others who are arguing a point and giving their opinions.

When holding a debate, fi rst make sure that your class understands the point of the activity, which is the process of debating, rather than the end result of the debate. Students may have to argue from a view that they actually do not agree with, but make sure they know that it is not what they think, but how they put their argument across that matters.

50 CHAPTER 3:

Always give your class enough warning about a debate, so they have time to prepare their arguments, by doing research, thinking about the topic and discussing their ideas.

It is useful to rotate the role of debaters and audience, so there are not too many people debating at the same time. Divide the class in two. Let half the class be the audience, and divide the other half into two, to debate against each other.

Try to organize debates in your classroom often, so that everyone has a turn to debate. Perhaps you can have a book or box where students can write their ideas for debating topics.

If you are awarding marks for the debate, ensure that all students know what marks will be awarded for, and what they should be trying to achieve. Let the audience help with the marking.

Let each side have an equal time to state their point of view, and then to argue against the other side. If you have time after that, open the debate to the audience too. Only one person must speak at a time, and a chairperson must control the debate, so that it happens according to plan.

Activity 4 (Student’s Book page 97)As a class, make a list of some keywords that students can use for their searches on the internet before they work in pairs on the activity.

Major challenges facing the youth in Botswana This section deals with challenges facing the youth in Botswana:

drug and alcohol temptation HIV/AIDS and sexually transmitted diseases (STDs) unemployment crime.

Spend time discussing the details provided in each section, asking questions to gauge students’ understanding. Wherever possible, ask students to relate their personal experiences or the experiences of people they know, to illustrate the different topics.

Activity 5 (Student’s Book page 99)Here is an opportunity for another debate for the class. Follow the guidelines in Activity 3 to help students improve their debating skills.

Exercise 1 (Student’s Book page 101)This is an individual exercise, which students should be well equipped to do if you have spent time preparing them with your discussion and reading of the section on challenges to the youth. Students can fi nd answers in the Student’s Book, and by talking to people at home and at school, by doing research on the internet, in newspapers, the news on television or on the radio.

51Topic 5:

Empowering the youth In this section, students will look at the positive steps that are being taken to

empower the youth and solve the problems facing them in Botswana.

Stakeholders in youth welfare Check that students understand the meanings of new words. Talk about the

roles of stakeholders in the welfare of youth, and discuss the emerging issue presented on Student’s Book page 102. Students may be quite familiar with parents and traditional and community leaders as stakeholders, but may need to spend more time on the sections on non-governmental organisations and civil society and on youth-driven economic projects. Have they heard of any of these organisations? Do they know what they do? Do they know anyone who has had assistance or taken part in projects organised by any of them? If so, what was this? Give students time to research and fi nd out more about the organisations listed on Student’s Book pages 103 and 104.

Exercise 2 (Student’s Book page 102)Students will complete this alone. They must be honest with their answers, and try to be as comprehensive as they can when they complete the table.

Activity 6 (Student’s Book page 104)This is a group discussion. Make sure members of groups are working well together and that all members are participating in the discussion.

Efforts to empower the youth Ask students what they think are the positive implications of the youth being

empowered. Wherever possible, get them to give their own examples to support their answers. Read and discuss the sections on the programmes that have made notable efforts to empower the youth, as in: The National Youth Policy and the National Action Plan for Youth The Botswana National Youth Service Awards The Youth Development Fund.

Discuss the case study on Student’s Book page 106, of the Botswana Youth National Service Award Winner. Has anyone heard of this award winner?

Have a youth empowerment award competition in your class. Ask each student to write a few paragraphs about what they think are the most important ways of empowering the youth, and how they would carry these out in practical ways. Let the class vote for the best ideas, and award these students a certifi cate or small prize for their efforts.

Activity 7 (Student’s Book page 107)This is an individual activity, which students must try to answer honestly and in as much detail as they can. Give them enough time to think about their answers and to do research if necessary.

52 CHAPTER 3:

Exercise 3 (Student’s Book page 108)Students will do this activity alone. They can use the Student’s Book, speak to people, do research in newspapers and on the internet, and form their ideas and opinions before they write down their answers.

3. ConclusionTo conclude this topic, make your own summary of it together with the class. Get them to add anything that has been especially meaningful to the class. Then read the summary on Student’s Book page 108, and add any points that they have missed. Have a class quiz to check their understanding of the chapter.After completing this topic, students should be able to:

explain the concept of youth empowerment identify common behavioural problems exhibited by the youth discuss the factors that contribute to the development of unacceptable

behaviour among the youth discuss the role of different stakeholders (parents, traditional and community

leaders, NGOs and civil society) in the welfare of the youth discuss the major challenges facing the youth in Botswana identify the economic projects that could be run by the youth assess efforts being made to empower the youth in Botswana.


Students should be able to relate quite well to this chapter, but spend time with anyone who has diffi culty with any aspect of it. Give students practice in their essay writing skills. Suggest different topics to them, and get them to write one or two paragraphs on the topics. Read their paragraphs and suggest ways in which they can improve them next time they do the exercise.

2. Extension learningLet interested students visit one of the organisations involved in youth empowerment, and report back to the class on what they found out ontheir visit.

Suggested assessmentAssess the debating skills of your class according to the guidelines given in Activity 3 in the Teacher’s Guide.

53Topic 5:

AnswersActivity 1 (Student’s Book page 93)These answers will depend on what each pair of students discuss and answer.

Activity 2 (Student’s Book page 93)The answers will be different for each student, as the question relies on their personal experiences.

Activity 3 (Student’s Book page 96)The debate on video games should take place using the guidance given on debates.

Activity 4 (Student’s Book page 97)The answer may include information on any gang-related activities in any African country or countries.

Activity 5 (Student’s Book page 99)The debate should take place using the guidance given on debates.

Exercise 1 (Student’s Book page 101)Answers will depend on each student’s research and ideas.

Exercise 2 (Student’s Book page 102)Answers will depend on each student’s research and ideas.

Activity 6 (Student’s Book page 104)The answers will depend on the discussions had by the various groups.

Activity 7 (Student’s Book page 107)Answers will depend on each student’s research and ideas.

Exercise 3 (Student’s Book page 108)Once more, answers will depend on each student’s research and ideas.

54 CHAPTER 3:


The answers to the multiple-choice questions are: 1. D 2. A 3. C 4. B 5. A

Assessment 1: Answers (Student’s Book page 110)

Multiple choice questions 1. B 2. D 3. C 4. A 5. B 6. D 7. B 8. C 9. D 10. D

Short-answer questions 1. a) What are the causes of teenage pregnancy in Botswana junior schools? b) They indicate what the research is all about. c) Look at the responses from the subject to see how the questions of the study

have answered and what they are saying. d) Consider what the fi ndings are, to see whether the objectives have been

achieved or not, what the hypothesis and problem statement say regarding the fi ndings.

2. a) Epidemic b) Pests c) Soil erosion d) Hydrocarbons 3. Natural disasters are rapid changes that occur in our planet Earth and affect our

environment. They can include droughts, earthquakes, fl oods, hurricanes, volcanic eruptions and tsunamis. Weather hazards are closely linked to the conditions of the atmosphere and include hurricanes, fl oods, and droughts.

55Topic 5:

Four main causes of damage associated with hurricanes are high winds, ocean storms, fl ooding and landslides.

4 a) The number of people in a country b) Climate and soils c) (i) Shortage of food: More food is needed as the population grows. Since

subsistence agriculture is widely practiced in Botswana, the food supply is not enough to feed everybody in the country. This has forced Botswana to import many food products from other countries like South Africa.

(ii) Shortage of housing: The high rate of population growth can also cause shortage of decent accommodation. Rapid population growth has led to rapid growth of squatter settlements in many countries. These squatter settlements are created by poor people who cannot afford to pay for houses.

d) Unemployment

CH

A PT E R

History and foreign relations

56

4Syllabus checklist: topics, general objectives and specifi c objectives in this chapter

Topic 6: The post-colonial era


Topic 7: Foreign relations


57

SkillsBy the end of this chapter, students should be able to: Develop an understanding of the processes leading to the formation of

government, and participate in national activities Develop an appreciation of the historical events leading to the birth of a nation Appreciate the importance of national principles and ideals on nation building.

Background informationThe main focus of this chapter is on the post-colonial era in Botswana. Students will trace the historical developments from 1966 to the present, learning about the challenges that the leaders of the newly independent Botswana faced in 1966 when Botswana became a republic and was no longer under British colonial rule. They will become aware of the socio-economic and political achievements of independent Botswana and the signifi cance of the long-term vision for the country. They will also learn about Botswana’s foreign policy and international cooperation, and understand what foreign policy is, what factors and principles determine it, what challenges face it and how it affects citizens. They will also fi nd out about the formation and organisation of the SACU, SADC, AU and UN.

Cultural and emerging themes and issues Botswana is now one of the more successful and stable economies in Africa, and

its currency is one of the strongest.

58 CHAPTER 4:

Topic 6: The post-colonial era (Student’s Book pages 112 to 127)


Vocabulary to be highlightedcolonial rule, domestic, infrastructure, free market system, press, arable, free enterprise, parastatal, multi-party

Suggested resourcesStudent’s Book, members of the community (students will rely a lot on members of their communities for their research in this section), internet, newspapers, the media (billboards, pamphlets)


Read the introduction on Student’s Book page 112 and explain new words to your class. Ask them to speak to adults at home and fi nd out whether any of them remember the time before independence, or the time of independence in 1966. What do they remember? How has the country changed?

2. Group, pair, individual workDomestic challenges at independence

Explain the difference between domestic and international affairs. You might like to use the example of airports, where fl ights within a country are called domestic fl ights, and those to other countries are called international fl ights.

What was Botswana like at independence? If possible, get someone who remembers the time of independence to come

and talk to your class about this topic. Ask them to address the main points given on Student’s Book page 113 (the drought, the poor economy, dependence on only a small cattle production industry and subsistence agriculture, the lack of paved roads, schools, hospitals, and the few graduates). Encourage the students to ask this person questions and to try and get a real sense of what it was like living in Botswana at that time.

Challenges facing the Botswana Government Before students read this section, given what they already know about the

state of the country at independence, ask them to suggest what challenges

59Topic 6:

they think faced the new government of Botswana in 1966. What ideas would they have thought of if they were living at that time?

Read and discuss the bulleted points on Student’s Book page 114. Are any of these the same as the ideas they thought of? What other ideas are there? Do they think these were clever ideas?

Exercise 1 (Student’s Book pages 114 to 115)This is an individual exercise, but you may want students to discuss the question in pairs or small groups before they start working alone. Read the passage on Student’s Book pages 114 to 115 with the students. Check that they understand its meaning and explain any news words. Then, let them answer the questions on their own.

Activity 1 (Student’s Book page 115)Let students work alone on the activity without prior discussion. Assist anyone who cannot fi nd the word in a dictionary.

Socio-economic and political developments since independence Point out to students that they should feel proud of the achievements

Botswana has made in mining, transport and communication, agriculture, tourism, manufacturing, education and health, and politics.

Mining Try to fi nd out more about the discovery of minerals in the 1960s and

1970s, and tell your class about these discoveries. How were the fi rst diamonds, copper, coal and salt discovered? How were they mined at fi rst?

Talk about the implications of having De Beers and Anglo-American Corporation of South Africa come into the country to dominate the mining sector. In what ways was this positive? In what ways was it not? Who in your class has personal experience of being part of the mining sector? What can they tell the class about their experience?

Transport and communication Partly as a result of the success of mining, and the taxes paid to the

government by the mining companies, transport and communication were improved dramatically. Discuss this section, on Student’s Book pages 116 to 117, with reference to roads, air transportation and media services.

Ask students to each fi nd out from older members of their families or community about two or three big changes that have happened in their lifetimes, since the discovery of minerals. Draw two columns on a large sheet of paper or board with the headings ‘Then’ and ‘Now’, and make comparisons by listing all the changes that students suggest.

Activity 2 (Student’s Book page 117)Students will work in pairs. They should come up with as many options as possible before writing them down.

60 CHAPTER 4:

Agriculture Ask students to think back to earlier chapters and tell you what they know

about agriculture in Botswana, for example, where it is mainly carried out, what problems are associated with the geography of the land, what the main types of agriculture are, and what some of the problems are that farmers face.

Read and discuss the sections on Student’s Book pages 117 to 119 on cattle farming and crop agriculture. Try to bring each point alive and make it more interesting by using a practical example, for example, bring pictures that show what tsetse-fl ies look like or how cotton is grown; ask a vet to come and speak to the class about how diseases affect cattle and how they are controlled; contact and fi nd out more about the BAMB and the ALDEP, so you can present interesting details to students.

Activity 3 (Student’s Book page 118)This is an individual activity. Help students to locate sources they can use for their essays. Botswana Meat Commission has its own comprehensive and easily accessible website which students can visit at www.bmc.bw Students can also use Wikipedia, and do a search for other websites that provide information on this commission. If they are not able to access the internet, give them the contact details of the head offi ce of the commission and suggest they write a letter to them or telephone them to request information: Botswana Meat Commission Head Offi ce, Private Bag 4, Lobatse, Botswana. Tel: (267) 5330321/5331000.

Exercise 2 (Student’s Book page 119)Let students work on this activity entirely on their own. Allow them to ask you the meaning of any words they don’t understand, but encourage them to answer the question by themselves. The answers are all contained within the paragraph that they must read.

Activity 4 (Student’s Book page 120) Students are to work in groups of three or four. Before they go out to do

research, check that the members of the groups will be able to work well together. Do they live close to one another so they can easily get together? Is there anyone shy or ill equipped for the activity and likely to need assistance or encouragement from someone else? If so, who will provide this? Are there any obvious clashes waiting to happen amongst the students in a group?

Remind students of what they know about carrying out interviews. Get them to plan their questions and strategies for doing the research before they begin it. Once they are well prepared, let them go out to speak to farmers.

If the nearest farming community is too far away for this activity to be practical, get students to do a similar activity by speaking to older members of the community who used to do farming.

61Topic 6:

Tourism Talk about the reasons why tourism has become possible in Botswana.

Why did it only become possible after independence? What changed at that time? Ask students to do research on the internet and to interview people to fi nd out what the major tourist attractions in Botswana are. What other countries do tourists come from?

Manufacturing Make this section interesting by asking the class to bring to school any

locally made products they fi nd in their homes, for example, food, textiles, or a picture of something made in Botswana.

Check that all students understand the new words introduced and spend time asking questions and discussing the section in detail so that they all feel familiar with what it is saying.

Education and health Work out the percentage increase in the number of children attending

school for primary and secondary school, so that students can understand that the increase in numbers cited on Student’s Book page 121 is indeed a dramatic one.

Read the case study on Student’s Book page 122 about Patrick van Rensburg with your class, then ask the students to work in small groups to discuss it and to answer the questions. You will need to organise for your class to interview members of the Youth Brigade Movement, and to prepare students for the interviews so that they are as productive as possible.

Explain the terms used in the paragraph on higher education on Student’s Book page 122 and 123 and ask questions to check that everyone understands the paragraph.

Discuss the different health services and HIV/AIDS campaigns. Ask each student to go home and look for evidence on billboards, pamphlets and adverts that they see or hear for evidence of these campaigns. They can also talk to people about the health services and campaigns and try to fi nd out more. They can report back to the class about what they observe.

Activity 5 (Student’s Book pages 123 to 124)This is an individual activity, though students will need some guidance in preparing to do the activity. They will need to draw on what they learnt in Chapter 3 on population studies to help them with this activity.

Discuss the emerging issue on page 124 with reference to the sections on mining, transport and communication, agriculture, tourism, manufacturing, education and health, and politics.

Politics Compare the political situation of Botswana with those of some other

African countries. Use examples of governments in other African countries

62 CHAPTER 4:

where elections have not always been peaceful and where multi-party systems are not upheld.

Botswana’s long-term vision Prepare yourself by sourcing a copy of the Framework for a Long-term Vision for

Botswana and familiarising yourself with it. You can fi nd the documents on the internet at: www.ub.bw/ip/documents/2002_A%20framework%20for%20a%20long%20term%20vision%20for%20Botswana.pdf

Using the bulleted points on Student’s Book page 124 as well as your knowledge of the document, point out and elaborate on the most important points of the document. Talk to your class about the points of the document that have already been successfully implemented, and about those that still need to be implemented. Are there any areas that students can be involved with promoting?

Activity 6 (Student’s Book page 125)This is a group activity. Refer students to the website where they can read the section of the document that they are allocated (www.vision2016.co.bw). They can then do the research required by the activity, and fi nd examples of how the pillar they are allocated applies in their local community. Make sure everyone has enough time to do the required research and to organise the information they collect. Then let them present their fi ndings to the class.

The signifi cance of Vision 2016 Encourage students who did not do enough research in Activity 6 to further

their research so that they are well prepared for the following activity. Activity 7 (Student’s Book page 125)

This is a group activity. When making posters, the following points are important to remember: There should be one main, clear and simple message on the poster Do not include too much text Use large lettering Make sure the information on your poster is correct Think about the design of the poster – what is eye-catching to passers by? Will you make the poster by hand or on a computer? If by hand, who will write it? What colours will you use? What will be

eye-catching about it? If you are going to use a computer and print the poster, will you do it in

colour or black and white? If colour, what colours can be seen from a long way off?

What font is bold and easy to read? Will you use only one font, or more?

63Topic 6:

Activity 8 (Student’s Book page 126)This is a class activity. Encourage groups to draw on the experience they gained in the previous activity when completing this one.

Activity 9 (Student’s Book page 126)This is an individual activity. Remind students of the correct format for a formal letter. Discuss the appropriate tone and use of language for the letter. Get students to check one another’s letters to make sure spelling and grammar mistakes are eliminated.

3. ConclusionIn conclusion, refer to the summary on Student’s Book page 126. Ask students if they can add two or three sub-points to each of the points of the summary. Do they think there is anything obvious left out of the summary? Get them to page through Topic 6 and make their own point-form summaries.After completing this topic, students should be able to:

explain the major domestic challenges faced by leaders of the new republic of Botswana

outline the major socio-economic and political achievements Botswana has made since independence

discuss the signifi cance of the long-term vision for Botswana.


You may want to give some of your students practice in fi nding words in a dictionary. Give them ten words to arrange in alphabetical order, or ten words to look up in a dictionary. They must time how long this takes. This can be an individual activity, where they repeat the activity, trying to improve their time each time.

In sections such as the one on education and health (Student’s Book pages 121 to 123), get students to do extra research and report to the rest of the class what they fi nd.

2. Extension learningGet students to fi nd out from older members of their families and communities how the area has changed since the discovery of minerals in Botswana.When students do Activity 5 on Student’s Book pages 123 to 124, be supportive of students who may struggle with this activity. Give them detailed pointers about the steps they need to take to draw up a table, for example, how many columns, what the headings should be.

64 CHAPTER 4:

Suggested assessmentGet students to assess one another in pair, group and class situations. Where possible, get them to assist with determining criteria that you will use for assessment yourself.

AnswersExercise 1 (Student’s Book page 114) 1. Evidence: per capita income estimated between US$70 and US$90; majority of

the population was dependent on subsistence agriculture; literacy rate was low; services like health, sanitation, water, telephone, electricity and public transportation were non-existent; less than 10 km of paved roads, less than 50 university graduates.

2. The literacy rate is the percentage of people who can read and write. 3. Students will suggest their own answers, but should include the following: the

new government had to improve health care, education; create services like water, electricity, telephone, sanitation; they had to build roads, create job opportunities, improve the agriculture industry.

Activity 1 (Student’s Book page 115)According to the dictionary, sanitation is ‘the protection of public health by removing and treating waste, dirty water, etc’.

Students must explain in their own words why this sanitation is important, and why it can be seen as a measure of development. They should include these basic points: it improves living conditions and quality of life (and therefore human dignity) for citizens of the country; it makes hygienic conditions possible by making sure people are not drinking impure or dirty water; it alleviates diseases that are associated with human and other waste.

Activity 2 (Student’s Book page 117)Students will suggest their own answers for the role of transport in the social, economic and political context.

Activity 3 (Student’s Book page 118)Students’ essays will refl ect how much research they have done, and whether they have understood the information they have collected. Let students who excel read their essays to the rest of the class.

Exercise 2 (Student’s Book page 119) 1. Student’s answers should include: soil conservation, grazing experiments,

developing and distributing improved strains of grain, the construction of

65Topic 6:

dams, drilling of boreholes to tap underground water, emphasis on the production of only those foodstuffs that can be raised economically, the implementation of the Arable Lands Development Programme and the Tribal Grazing Land Policy programmes, which help farmers in communal areas.

Activity 4 (Student’s Book page 120)This will depend on the research conducted. The area in which your school is located will determine what problems farmers have faced.

Activity 5 (Student’s Book page 123) 1. The table should look something like this:

Statistical changes that occurred between 1966 and 2003

Event Time period (years)

Increased/ declined

Statistics

2. This will depend on what programmes have been instituted in the area where the students live.

Activity 6 (Student’s Book page 125)Check that students have been thorough in their research, and that each member of the group has participated fully in the activity.

Activity 7 (Student’s Book page 125)Use the criteria for making effective posters listed under the Activity 7 heading to check how successful students have been with their poster-making skills. You will also need to make sure that the vision and action words they have chosen are relevant and used correctly.

66 CHAPTER 4:

Activity 8 (Student’s Book page 126)Use the criteria for making effective posters listed under the Activity 7 heading to check how successful students have been with their poster-making skills. Also check that the information they have included is relevant and correct.

Activity 9 (Student’s Book page 126)Make sure that the format of the letter is correct. Evaluate the tone and language use, and check for correct spelling, punctuation and grammar. Give students individual feedback on their letters.

67Topic 6:


The answers to the multiple-choice questions are: 1. C 2. D 3. D 4. D 5. C

68 CHAPTER 4:

Topic 7: Foreign relations (Student’s Book pages 128 to 150)


Vocabulary to be highlightedforeign policy, foreign relations, diplomacy, mutual, pragmatism, sovereignty, apartheid, mandate system, retaliatory, antagonise, asylum, xenophobic, peacekeeping, peacemaking, ceasefi re, peace talks, customs, excise, marginalisation, Pan-Africanism, diaspora, charter

Suggested resourcesInternet, Student’s Book, newspapers, people in the community and in relevant positions of knowledge


Students will learn about how nations interact and what foreign policy is. In today’s world, which is divided up into countries, no country can isolate itself from the countries around it or from other countries in the world. This applies to people moving between countries, to communication, transport, trade and many other areas. Every country has its own laws but the laws that impact on other countries must be carefully planned so that both countries are happy with them.

2. Group, pair, individual workHow nations interact

In order for countries to work together, each country must have a policy or laws that enable them to work together in mutually acceptable ways. This is known as foreign policy, and foreign relations refer to the ways in which countries interact.

Explain new words and ask questions to make sure students understand the new terms. Ask students to suggest ways in which each of the following areas might affect other countries, or how the foreign policy of other countries in these areas might affect Botswana. First check that they understand the meaning of each of the terms: Trade Tourism Relief Sport Economic cooperation

69Topic 7:

Security Cultural exchange.

Activity 1 (Student’s Book page 129)This activity will be done in pairs, using the internet as a resource. Suggest keywords that students can use for their internet searches, for example, consulate and embassy, what is an embassy, what is a consulate, Botswana foreign relations, Botswana embassies, Botswana consulates.

Activity 2 (Student’s Book page 129)This individual activity will need to be carried out at home. Students should cut relevant articles out of newspapers, or report on items they saw on the television news.

Factors affecting foreign policy Discuss the general factors affecting the making of foreign policy, and ensure

learners understand each point.

Botswana’s foreign policy Discuss the specifi c factors affecting the making of Botswana’s foreign policy.

Encourage your class to participate in the discussion by adding their comments and asking you and one another questions.

Activity 3 (Student’s Book page 131)Students will work on this activity individually. Students can do research on the internet, in the library, read newspapers, and use the Student’s Book to answer these questions. Guide the students as much as possible with ideas on how to research this activity. Students can then present their fi ndings to the class.

Principles guiding Botswana’s foreign policy Let students work in groups of three or four. They can read Table 1 on

Student’s Book page 131, and decide amongst themselves what each point means. Once they are sure, they can summarise these in point form, then present their points to another group and compare notes, making corrections where necessary.

Exercise 1 (Student’s Book page 132)Students will do this exercise alone. They must read over the content covered in the topic so far before they begin, and have an opportunity to ask you questions about anything that is not clear to them. Remind them how to format their letter, and what tone they should adopt. Then let them work alone on the activity.

Activity 4 (Student’s Book page 132)Get students to bring newspapers to school, where they can work on this activity while you are available to answer their questions.

70 CHAPTER 4:

Botswana’s foreign relations since 1966 Invite someone to class who remembers how diffi cult it was for Botswana to

maintain good foreign relations with its neighbours and other African countries at the time of its early independence. Ask them to tell the class what they remember of this time, with specifi c reference to relations with neighbours and other African countries who were still under colonial rule (for example, Mauritius, Swaziland, Mozambique, Angola, Namibia, Eritrea, amongst others).

South Africa’s liberation struggles Try to fi nd some video footage or photos on the internet to illustrate what is

explained on Student’s Book page 133 about the state of the neighbouring Southern African countries in 1966. Do some research yourself to fi nd the titles of literature set in Southern African countries around this time, for example, Chinua Achebe, Doris Lessing, H. Ryder Haggard, Ngugi wa Thiongo. Reading this literature will help give students a better picture of the setting.

Use diagrams and charts to summarise information presented in theStudent’s Book.

Ask anyone you know who was involved in any of the armed struggles to come and speak to your class and tell them of their experiences.

Botswana’s regional foreign policy Introduce the fi gure of President Seretse Khama to your class. After doing

your own research, present them with a short biography of the man and his achievements before explaining and discussing the foreign policy which he set. Work slowly through this section, illustrating with examples wherever possible, and checking by asking questions that every student is following your explanation. Every now and then, ask your students to get into pairs and explain to each other a specifi c point or term. Select certain of the pairs to tell the rest of the class what their understanding is.

Activity 5 (Student’s Book page 136)Students will do this activity in pairs. Check that they have managed to identify the picture correctly before allowing them to get on with the activity.

Exercise 2 (Student’s Book page 136)This is an individual activity, but before students begin, read the extracts to them, highlighting any diffi cult terms or words and explaining anything you think will be diffi cult for them to understand. Also read the questions and do the same with them, then let them work alone to answer the questions.

The costs of Botswana’s regional foreign policy Check that everyone understands the text and meaning of new words on

Student’s Book page 137. Use examples wherever possible to illustrate meaning.

71Topic 7:

Exercise 3 (Student’s Book page 137)Students must work alone and read from Student’s Book page 128 to 137 and fi nd the answers to the questions.

Activity 6 (Student’s Book page 137)Students must work alone to do research on the internet, or in newspapers and magazines to fi nd an article.

Botswana’s peacekeeping and peacemaking activities Collect newspaper articles and other documentary footage relating to the

events and situations mentioned in the bulleted points on Student’s Book page 138. Try to collect a comprehensive collection of resources, with which you can illustrate the information you present to your class. You can also ask anyone you know to come and talk to your class about events that they experienced personally or had a particular interest in.

Activity 7 (Student’s Book page 138)Students can make a table with three columns, with the headings Peacekeeping, Peacemaking and Explanation. They can list the examples in the fi rst two columns, and in the third column they can explain why they chose the fi rst or second column.

The impact of foreign relations on citizens The benefi ts of foreign relations

Get students to draw up a list, using two columns and the following headings: Things I like eating, drinking, using, wearing or doing Where it comes from (they must fi nd out where things, for example,

CDs, food, clothing originate). This activity should make them aware of the large number of commodities

that are imported into the country, and therefore of the importance of having good foreign relations.

Point out that at times certain countries, for example, Zimbabwe are subject to sanctions, and other countries will not trade with them. In cases like this, there are many commodities not available to the citizens of the country.

Disadvantages of foreign relations Discuss the bulleted points on Student’s Book pages 139 to 140. Do

students agree that these are all problems? How can they be tempered so that they are not big issues or disadvantages?

Activity 8 (Student’s Book page 140)Remind students of the rules that they have been taught regarding a class debate. Organise them into teams and an audience, and give them time to prepare their arguments for and against the statement. Remind them of the

72 CHAPTER 4:

importance of speaking through the chairperson, and speaking one at a time. Let the audience participate in the debate as well, and decide which of the teams has presented the stronger argument.

SACU, SADC, AU and UN Explain and ask the students to write down the full names of SACU, SADC,

AU and UN, to help them remember what the letters stand for. The Southern African Customs Union (SACU)

Read and explain the section on SACU on Student’s Book pages 140 to 141, then give students a short class quiz to check their comprehension of the section. Divide the class into four teams and let the teams take turns to answer. If the team whose turn it is does not know the answer, pass the opportunity on to the next team. Award points for each correct answer. Ask questions such as: What do the letters SACU stand for? Name one thing that the 1910 SACU Agreement provided for. What was the largest economy in the union? Name one example of the administrative structure established by the

2002 SACU Agreement. Exercise 4 (Student’s Book page 141)

After the quiz, students should be well equipped to work alone and draw a mind map of the SACU organisation, its structure and the main responsibilities of each component. Remind them to use only point form and to organise their mind maps in a logical manner.

From SADDC to SADC Proceed with this section in a similar way to the way you presented the

section on SACU (read, explain, quiz, use a mind map). You can also get students to work in pairs and ask each other questions about it.

Activity 9 (Student’s Book page 142)Let students discuss their ideas in pairs before they work alone to write down their answers to the activity.

Activity 10 (Student’s Book page 143)Give students time to do some research and think about their own ideas and observations before you have the class discussion.

The New Partnership for Africa’s Development (NEPAD) Refer back to the disadvantages of foreign relations listed on Student’s Book

pages 139 to 140, and ask students to decide whether the objectives of NEPAD address these in any way, and if so, how. Work on this section in a similar way to how you worked on the SADC and SACU sections.

73Topic 7:

Activity 11 (Student’s Book page 144)Give students ideas about where to fi nd information about the Millennium Development Goals, for example, by searching with those words on the internet. The eight millennium goals were set in 2000, to be achieved by 2015, and include eliminating dire poverty, reducing child mortality, and controlling the AIDS epidemic. A variety of internet sites list and explain the goals, some with graphic explanations which are easy to follow.Students will need enough time to research the achievements of Botswana in reaching the goals, so make sure you set a reasonable deadline for this activity. Once the deadline is reached, have the class discussion, encouraging all students to participate.

From the Organisation of African Unity (OAU) to the African Union (AU) Spend time discussing the OAU/AU, the OAU charter, the Pan-African

movement, Marcus Garvey, William E.B. du Bois and Kwame Nkrumah. If you know of anyone who could come to class to do an interesting presentation on any of these people, ask them to do so. Try to fi nd some pictures in newspapers and on the internet, which you can use to illustrate this section.

You can also organise a class quiz about the facts presented in this section. Exercise 5 (Student’s Book page 146)

This is an individual activity, which students should not have a problem completing. If they are stuck, tell them to read Student’s Book pages 145 and 146 and then to try again.

Exercise 6 (Student’s Book page 147) This is an individual activity. Students can do an internet search for ‘blank outline of Africa’ or you can choose a suitable blank map and reproduce it for the class. Before students start, you might like to refresh their geographical knowledge of Africa by completing a blank map of Africa with all the countries in their correct positions (whether or not they are members of the AU). Then let students get to work on the activity alone.

The United Nations (UN) Students have probably already become familiar with what the UN is in their

research on the Millennium Development Goals. Try to give practical examples and illustrations of each of the bulleted points on Student’s Book page 148. If there is time, get students to do some of their own research to fi nd out more about each point.

Then, without too much further explanation, let students begin work on the activity, during which time they will do their own research on the specialised agencies of the UN, and their functions. Get students to do a similar activity to fi nd out more about the administrative organs of the UN.

74 CHAPTER 4:

Exercise 7 (Student’s Book page 148)Encourage all students to take part in the activity, and to make notes about the fi ndings of other groups.

Activity 12 (Student’s Book page 149)Following the rules that by now your class should know well, organise them for the debate. As usual, let them choose what criteria will be used, and arrange who will debate from which point of view.

3. ConclusionAsk students to work in groups. Each group must summarise the main points of the chapter, then present these to another group. They can amalgamate their points, then compare them with the summary on Student’s Book page 149, adding points to their group summaries where appropriate.After completing this topic, students should be able to:

describe the major ways by which nations interact with one another explain the factors that determine Botswana’s foreign policy explain the major principles that guide Botswana’s foreign policy outline the major foreign policy challenges and successes from 1966 to

the present cite cases of Botswana’s involvement in external peacekeeping and

peacemaking initiatives discuss ways in which foreign relations affect the lives of citizens discuss the formation and organisation of the SACU, SADC, AU and UN.

Ability groups 1. Remedial learning In Activity 9, give some clues to students who are struggling, for example, to

think about where the countries are geographically placed, to think about what their main exports and industries include and where their expertise lies. Let students fi nd out more about what each of the responsibilities involves, by doing research in dictionaries, on the internet, and by asking questions.

2. Extension learningLet students who are interested do some deeper research into the Millennium Development Goals. They can choose one or two goals that interest them especially, and fi nd out more about these. They can present their fi ndings as a written or oral report.

Students can also do extra research which they can present to the class on the Pan-African movement, Marcus Garvey, William E.B. du Bois or Kwame Nkrumah. If they fi nd other people who were involved in this movement, encourage them to do further research on them too.

75Topic 7:

Suggested assessmentThere is a lot of scope in this chapter for students to assess one another’s answers and work. Make use of the opportunities which are suggested.

AnswersActivity 1 (Student’s Book page 129) 1. Embassy and consulate refer to government representations in a foreign country.

A country will have only one embassy in another nation, in the capital city. The country may have several consulates in other nations in bigger cities, but not in the capital city. Embassies are permanent diplomatic missions, whereas consulates can, in a sense, be called junior embassies.

2. Embassies and consulates for Botswana can be found in these countries, among others: Australia, Austria, Belgium, Brazil, China, Czech Republic, Denmark, Ethiopia, French Republic, Finland, Germany, Hong Kong, Italian Republic, Iceland, Ireland, Japan, Kenya, Malaysia, Mauritius, Netherlands, Singapore, South Africa, Sweden, Switzerland, Slovak Republic, Serbia and Montenegro, Thailand, Tanzania, United Kingdom, USA, Uganda, Zimbabwe.

Students can view a complete list of Botswana’s embassies at www.bw.embassyinformation.com/?einfo

A complete list of Botswana’s consulates is available at www.learn4good.com/travel/botswana_embassies.htm

Activity 2 (Student’s Book page 129)The answers will depend on what each student sees or hears.

Activity 3 (Student’s Book page 131)The answers will depend on the research that each student does.

Exercise 1 (Student’s Book page 132)Check the format and tone of students’ letters and let them read their letters to one another for feedback on how well they have achieved the right tone, whether their points are relevant, and whether they have achieved the objectives of the exercise.

Activity 4 (Student’s Book page 132)This will depend on what news is current.

Activity 5 (Student’s Book page 136) 1. From left to right; President Samuel Nujoma of Namibia, President Samora

Machel of Mozambique, President Kenneth Kaunda of Zambia and President Robert Mugabe of Zimbabwe.

76 CHAPTER 4:

2. i. President Samuel Nujoma – Fought for the liberation of Namibia from apartheid South African rule and saw Namibia to independence in 1990.

ii. President Samora Machel – Fought for the liberation of Mozambique from the Portuguese and the country gained independence in 1975.

iii. President Kenneth Kaunda – Led Zambia to independence from British rule in 1964.

iv. President Robert Mugabe – Led Zimbabwe to independence from British rule in 1980.

And these countries then worked together through independence. 3. Namibia. 4. i. Namibia – 1990 ii. Mozambique – 1975 iii. Zambia – 1964 iv. Zimbabwe – 1980

Exercise 2 (Student’s Book page 136)Students will fi nd the answers in the extracts and in the Student’s Book. They can look up any diffi cult words in the dictionary.

Exercise 3 (Student’s Book page 137)Answers will be found in the chapter.

Activity 6 (Student’s Book page 137)Students will fi nd different articles.

Activity 7 (Student’s Book page 138)Students must divide the examples up as follows, although there may be some debate about whether certain of them are peacekeeping or peacemaking activities. Peacekeeping mostly refers to situations where there is already fi ghting happening, and peacemaking refers more to negotiations:

Peacekeeping: Botswana’s 1993 participation as part of a peacekeeping force in Mozambique to

prevent clashes between FRELIMO and RENAMO during the ceasefi re period that eventually ended the Mozambican civil war

Botswana’s participation in another military intervention in Lesotho in 1998 to prevent an illegal overthrow of the Government of Lesotho by the army

Peacekeeping operations in other countries, such as Somalia and Sierra Leone.

Peacemaking: The key role that former President Masire played in mediating peace talks among

warring groups in the Democratic Republic of the Congo (DRC)

77Topic 7:

Botswana’s involvement with South Africa and Zimbabwe in Lesotho to persuade King Letsie III to reinstate the democratically elected government of Prime Minister Mokhele in 1994

Efforts as part of SADC to fi nd solutions to the Zimbabwean crisis, which has mainly been based on the controversial policy of ‘quiet diplomacy’, although Botswana has been the most outspoken in condemning human rights abuses in that country

Participation in the SADC Protocol on Control of Firearms, Ammunition and Other Related Materials, which is coordinated by the Southern African Regional Police Chiefs Cooperation Organisation (SARPCCO), established in 1995, which monitors and controls cross-border crime.

Activity 8 (Student’s Book page 140)Decide with your class on the criteria which will be used to evaluate the debate, and use these to decide on which team presents a more convincing argument and debates more effectively.

Exercise 4 (Student’s Book page 141)Get students to work in threes and check one another’s mind maps, to make sure they have included all the information required, that it is logically organised, and presented in point form.

Activity 9 (Student’s Book page 142)Give every learner a chance to participate in the class discussion, and to add to the points they wrote down originally. Their answers will be their own ideas, based on the information provided in Table 2 on Student’s Book page 142.

Activity 10 (Student’s Book page 143)The basis of the class discussion will be drawn from the section on SADC, students’ general knowledge, their research and observations.

Activity 11 (Student’s Book page 144)The class discussion should make clear whether or not students have done enough relevant research into the topic.

Exercise 5 (Student’s Book page 146)The answers are: 1. Marcus Garvey 2. William E.B. du Bois 3. Kwame Nkrumah

78 CHAPTER 4:

Exercise 6 (Student’s Book page 147)Students to draw their own maps.

Exercise 7 (Student’s Book page 148)Make sure pairs of students and the groups have answered these questions thoroughly, by getting them to report back to the class, and improve their answers and essays where necessary.

Activity 12 (Student’s Book page 149)Chat to your class and decide on the criteria which will be used to evaluate the debate, and use these to decide on which team presents a more convincing argument and debates more effectively.

79Topic 7:


The answers to the multiple-choice questions are: 1. E 2. D 3. E 4. D 5. D

80


Topic 8: Botswana’s electoral system


Skills

By the end of this chapter, students should be able to: Instill in themselves the knowledge, skills, attitudes and values necessary for good

citizenship Make informed decisions and participate effectively in civic life Develop an awareness of their rights, responsibilities and their interrelationships.

CH

A PT E R

Civics 5

81

Background informationBotswana has a democratic system of government which allows citizens to have elections on a regular basis, and thus to change their leaders. General elections are held every fi ve years in Botswana.

Botswana is a multi-party state – it has more than one political party, and these parties are free to compete to become part of the government. Every Motswana has the right to choose which type of government and which leaders they would like to rule the country.

In this chapter, students will learn how elections are run in Botswana and in other countries and fi nd out how the Independent Electoral Commission (IEC) was established. They will also learn how constituencies and polling stations are identifi ed, about the voting process and its importance, and about the roles of the elected representatives.

82 CHAPTER 5:

Topic 8: Botswana’s electoral system (Student’s Book pages 151 to 169)


Vocabulary to highlightelectoral system, totalitarian, representative democracy, Members of Parliament, censored, provisions, impartial, constituency, population quota, campaign, supplementary registration, general roll, supplementary roll, electoral roll, organs of government

Suggested resourcesStudent’s Book, internet, government departments, local councillors, elected representatives, newspapers


Let students read the introduction on Student’s Book page 151. Let them ask you questions about any points they don’t understand.

2. Group, pair, individual workBotswana’s electoral systemStudents will learn the difference between a democracy and a totalitarian nation.

Democracy Use the classroom as a mini model of a country to explain how democracy

works. You can hold a mini election in your classroom to illustrate the democratic process, showing how citizens can choose whom they wish to elect as leaders.

Activity 1 (Student’s Book page 153)Students work in groups to fi nd out information. If possible, visit the local offi ce of the political party that rules in your area, and obtain a manifesto of their philosophy, aims and ideas. You could also ask a representative of the party to come and address your class.

Totalitarianism Again, use the class to demonstrate what a totalitarian nation is. Research

some more information on monarchies, dictatorships and oligarchies, so you can illustrate the points in the Student’s Book page 153 with interesting

83Topic 8:

examples you have found on the internet. Try these keywords in your search: monarchy, dictatorship, oligarchy, totalitarian state, totalitarian nation, example of monarchy, example of dictatorship, example of oligarchy.

Exercise 1 (Student’s Book page 154)This is a group activity. Encourage students to give reasons that back up their answers. This will generate discussion within their groups.

Activity 2 (Student’s Book page 154)Let students get into three groups. Make changes to groups where you think the combination of students is counter-productive, so that all students will participate fully in this activity. If groups need to do some research to assist them with their role-plays, give them the opportunity to do so.

The establishment of the IEC Discuss the reasons why an IEC is of value in maintaining democracy. What

problems might countries encounter without the existence of an IEC? Explain the functions of the IEC, and make certain that everyone

understands these. Relate these to your discussion about the value of an IEC. Activity 3 (Student’s Book page 155)

Set a deadline for this activity, allowing enough time for all students to gain access to a computer. Suggest keywords that students can use in their internet research, and point out that sourcing newspapers published at the time of an election will provide plenty of information too. Once they have completed their research, have the class discussion. Make sure that ever student has an opportunity to report back on their research. Get students to write down the main points of the discussion, then use these points to make one main summary on the board for the whole class to copy.

Constituencies, polling districts and polling stations Talk about the possible diffi culties that could be encountered with delimiting

constituencies. Consider these factors, listed on Student’s Book page 156: The natural community of interest The geographical features (relief) The means of communication The population density The boundaries of tribal and administrative districts.

Make sure students understand the difference between polling districts and constituencies, and polling districts and polling stations. Get students to look up the meaning of each word in a dictionary.

Exercise 2 (Student’s Book page 157)This exercise is for the whole class. Let all learners write down the answers to the questions, then have an oral quiz to check their answers.

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Activity 4 (Student’s Book page 157)Students work in pairs for this activity. This information will probably also be available at the offi ces of political parties.

Exercise 3 (Student’s Book page 157)This is an individual activity. Students must refer to Student’s Book pages 154 to 156 to fi nd the answers.

The voting process in Botswana The information presented in this section should make students aware of

how many people and how much planning and work is involved in an election. Refer back to the paragraph on democracy on Student’s Book page 152, and remind students that this is why representative democracy is practical, as opposed to every citizen voting on every decision!

Spend time talking about and explaining the sections on Election Offi cers, qualifi cation of voters by different forms of registration, and the compilation of general and supplementary election rolls.

Divide the class into groups of fi ve or six. Give them a chance to skim Student’s Book pages 158 to 161. Then get each group to make up ten questions on the information presented on those pages. Have a class quiz using the questions groups have made up. Groups must take turns to ask and answer questions, and score a point for each correct answer.

Exercise 4 (Student’s Book page 161)Students will work on these questions individually. They should be able to fi nd the answers on Student’s Book pages 158 to 161.

Voting Before starting this section, ask the class whether they can suggest what is

involved in the process of voting, given what they have learnt so far in this chapter about the IEC, roles of Election Offi cers, and registration of voters.

Then, read and discuss the paragraphs on preparing to vote (on Student’s Book pages 161 to 162) and the code of conduct on Election Day (Student’s Book page 162).

Let students in pairs role-play the various actions that might happen on Election Day, including the things that are not allowed, listed on Student’s Book page 162. The rest of the class must say whether or not the action is allowed.

Lastly, ask questions about and discuss the fl ow diagram on pages 163 and 164 with your class. Check that they follow what is happening in all the steps.

Exercise 5 (Student’s Book page 165)This is an individual activity, the answers to which can all be found on Student’s Book pages 161 to 164.

85Topic 8:

Activity 5 (Student’s Book page 165)Recap what students know about doing interviews, and about making up questions they will ask interviewees. Remind them to use open and closed questions. Discuss the importance of showing their interviewee respect and thanking them afterwards. Make sure they understand the appropriate etiquette when they visit the Member of Parliament. Help them set up an appointment with the person. Perhaps the class can decide democratically who will be part of the small group that goes on the visit.Once they have visited the Member of Parliament, get the group to report back to the class on what they found out. Encourage the rest of the class to question them about their fi ndings and their visit.

The roles of elected representatives Explain to your class that representatives who win in the general elections

make up the National Assembly or Parliament, together with specially elected members, and that the process of electing specially elected members of the National Assembly is conducted by the Speaker of the National Assembly immediately after the general elections. The election of the specially elected members is done by both the President and the general election representatives.

Becoming a member of the National Assembly Discuss the meaning of the Oath of Allegiance and check that all students

understand this clearly.

Powers and functions of the National Assembly Read and explain what the organs of government and roles of the Cabinet

are. Ask questions to check that students understand the information presented on Student’s Book pages 166 and 167.

Have a quick class quiz on the terms and names found in this information. Get students to both ask and answer questions.

Exercise 6 (Student’s Book page 167)Students will work in small groups to answer these questions. The answers can be found on Student’s Book pages 165 and 166.

Activity 6 (Student’s Book page 167)This activity will be done in pairs. Students can use the internet and newspapers for this activity. They can fi nd plenty of information on the website of the Ministry of Youth, Sport and Culture: www.mysc.gov.bw

How elected representatives are held accountable Read and discuss the information on Student’s Book pages 167 to 168. Ask

students whether they think it is important for elected representatives to be

86 CHAPTER 5:

held accountable, and to suggest what problems could be encountered if they were not held accountable. Why do they think the examples provided on Student’s Book pages 167 to 168 are necessary?

Activity 7 (Student’s Book page 168)Rather than having the whole class visit the local councillor, the class can choose a few members to go and interview this person. The class can work together to formulate questions for these students to ask. The students must then report back to the rest of the class on their fi ndings. An alternative is to ask the local councillor if they will visit your class to be interviewed. If this is the case, get the class to plan their questions before the visit, and arrange a class discussion on the interview after it has happened.

3. ConclusionLet the class work in groups to review and summarise the chapter themselves, before referring to the summary on Student’s Book page 168. You can then read the Student’s Book summary together and students can add missing points to their own summaries.After completing this topic, students should be able to:

compare Botswana’s electoral system with other types of electoral systems explain the establishment of the Independent Electoral Commission (IEC) describe the processes and procedures regarding delimitation of constituency

boundaries, demarcation of polling districts/wards and identifi cation of polling stations

identify the basic elements of the voting process outline the importance of voting discuss the roles of elected representatives suggest ways of holding elected representatives accountable.


If students have diffi culty fi nding answers to questions from the information provided in the chapter, give them extra clues about where to fi nd the information, and about using headings and words in bold to locate information.Let students practise making summaries. Give them a few paragraphs to read on different topics of interest. At fi rst, give them keywords that will form the skeleton of their summaries; as they become more profi cient, they can work these out themselves. They must practise using point form to write down only the most important points of the paragraphs they read.

87Topic 8:

2. Extension learningStudents might like to do some research on elections in other countries, including how they take place, whether they are free and fair, and what their good points and problems are.

Suggested assessmentUse the exercises and activities for assessment, as well as the extra class and group activities suggested.

AnswersActivity 1 (Student’s Book page 153)The answers will depend on which party dominates your area.

Exercise 1 (Student’s Book page 154)Students will probably answer yes to the questions. They must also give reasons to back up their answers.

Activity 2 (Student’s Book page 154)This is a similar activity to the one where you held mini elections in your classroom to demonstrate the democratic process. The role-play will illustrate how well students have understood the concepts. Get other groups to ask them questions about their role-plays and to make constructively critical comments about it.

Activity 3 (Student’s Book page 155)Your summary should be comprehensive once all students have contributed to this discussion with the research they did.

Exercise 2 (Student’s Book page 157)The answers will depend on where your school is situated.

Activity 4 (Student’s Book page 157)The answers will depend on where your school is situated.

Exercise 3 (Student’s Book page 157) 1. Independent Electoral Commission 2. Any two of the functions listed on Student’s Book page 155, or that the class

researched when doing Activity 3.

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3. The defi nitions are provided in the Student’s Book pages 155 to 157. The largest electoral districts are called constituencies.Districts and towns are divided into polling districts for easier and better monitoring during the election of members to the District and Town Councils.Polling stations refer to the exact place where registration and voting takes place, usually a school.

Exercise 4 (Student’s Book page 161)The range of answers will come from the information on Student’s Book pages 158 to 161.

Exercise 5 (Student’s Book page 165)The answers will be found on Student’s Book pages 162 to 164.

Activity 5 (Student’s Book page 165)The group that does the interview must report back to the class on what they found out from the Member of Parliament.

Exercise 6 (Student’s Book page 167)Students will fi nd these answers on Student’s Book pages 165 and 166.

Activity 6 (Student’s Book page 167)Get students to present their information to the rest of the class. They can add any interesting points to the research they have done.

Activity 7 (Student’s Book page 168)The answers will depend on the questions students ask the local councillor.

89Topic 8:


The answers to the multiple-choice questions are: 1. C 2. A 3. B 4. D 5. A

90


Topic 9: Self-emloyment

General objectives

Specifi c objectives Assessment

Student’s Bookpage/s

skills

Topic 10: Sustainable development

General objectives


CH

A PT E R

Economic development 6

91

Topic 11: Education and human resource development

General objectives


Skills

By the end of this chapter, students should be able to: Acquire knowledge of business, everyday commercial transactions and

entrepreneurship Instill in themselves the knowledge, skills, attitudes and values for good

citizenship Demonstrate their initiative and creative skills.

Background informationThis chapter is divided into three topics, namely self-employment, sustainable development, and education and human resource development.

In the topic on self-employment, students will look at what it means to be an entrepreneur, and factors that affect running a business. They will examine how supply and demand affect price, and what factors need to be taken into account in order for a business to make a profi t. They will fi nd out about budgets, and look at the advantages and disadvantages of self-employment.

In the topic on sustainable development, students will look at how sustainable development is a way of maintaining a better quality of life, while development continues. They will fi nd out about the benefi ts of sustainable development, and investigate the relationship between development and the environment.

92 CHAPTER 6:

Finally, in the topic on education and human resource development, students will focus on the relationship between education and the development of human resources in Botswana. They will learn what education and human resources are, and discuss the different types of career opportunities available in the formal and informal sectors. They will also identify careers that are related to caring for the environment.

Cultural and emerging themes and issues Diversity and the problem of being dependent on minerals The effects of the HIV pandemic on Botswana’s achievement of the human

development goals of Vision 2016 The representation of women in the formal sector of Botswana’s economy and the

drive to reduce poverty and promote gender equality.

93Topic 9:

Topic 9: Self-employment (Student’s Book pages 170 to 195)


Vocabulary to highlightentrepreneurship, profi t, goods, services, tangible, passive factor of production, exploit, foreign exchange, compensation, capital, real capital, fl oating capital, fi xed capital, needs, wants, consumer, demand, supply, market, law of demand, equilibrium price, surplus supply, surplus demand, utilities, disposable income, net income, marginal propensity to consume, credit, instalments, household savings ratio, budget, investing, appreciated, develop, borrow, lend, self-employment, foreign direct investment

Suggested resourcesBusinesses in the community, households, newspapers, Student’s Book, internet, families and friends, accounts and budgets


This topic will deal with entrepreneurship. Although a good idea for a business is not that diffi cult to fi nd, running a successful business means a lot of hard work. Students will fi nd out more about what it means to be an entrepreneur, what factors affect the running of a business, and about supply and demand, buying resources and raw materials, making a profi t, investing, drawing up a budget, and self-employment.

2. Group, pair, individual workWhat is entrepreneurship?

Make students aware that this topic will equip them with useful information and practical knowledge which will help them become entrepreneurs when they leave school, so they should make the most of the opportunity to gain these skills and this knowledge.

‘Entrepreneur’ is a word borrowed from French, which means someone who initiates and sets up a new business or venture, large or small, and successfully makes money from this. This is different from someone who is employed by a company that is already established (which may be a local business but is often also a larger national or multi-national fi rm). Get your class to do some research into the local businesses in your area. They must fi nd out who started the business, how long it has been going, whether or not it is successful, and the reasons for this. You can then have a class

94 CHAPTER 6:

discussion on this topic. Students can report back to the rest of the class on their fi ndings, and together you can make a list of what seem to be the common factors in successful ventures that local people have started.

Activity 1 (Student’s Book page 172)The class discussion on local businesses will help inform students for this activity. Students may wish to do some further research, as for the class discussion they were looking at the topic from a positive, success angle in their research, and must now look at ventures or businesses that have failed. After doing this, get students to defi ne entrepreneurship in their own words.

Factors of production First make sure students can distinguish between goods and services. Let

them think of further examples of each of these, and list them on your board. Make a third column to list local businesses that supply the goods and services that your class has suggested for the list.

Once they are clear about what goods and services are, begin your discussion on factors of production. Spend time on each of the four main factors: land and natural resources labour capital entrepreneurship.

Explain new words as you go along, and ask students questions to check that they understand these clearly. Unpack longer terms such as ‘passive factor of production’, and check that students know that ‘passive’ is the opposite of ‘active’ as this will help them understand the word’s meaning.

Discuss land and natural resources in relation to the list of goods, services and businesses you made on the board. What land or natural resources does each of them require?

Talk about the emerging issue (Botswana’s dependence on minerals) listed on Student’s Book page 173 with your class.

People are of vital importance in producing goods. It is also very important to keep a labour force happy in their work conditions and with their compensation because when people are happy with their work, they are more likely to do it well. At the same time however, if the labour force is paid too highly, the business may not make a profi t, so this balance has to be carefully maintained. Ask your class to decide whether there would be many or only a few people working for each of the businesses they listed on the board.

Explain the meaning and relevance of capital to your class and check that everyone understands the defi nitions for real capital, fl oating capital, and fi xed capital. With reference again to the businesses listed on the board, ask students to decide whether each would use mostly fl oating or fi xed capital.

95Topic 9:

Talk about each of the bulleted points listed under the heading ‘Entrepreneurship’ on Student’s Book page 175. Let students work ingroups. They can choose fi ve of the businesses listed on the board, andbriefl y decide how each of the points would apply to that business, andwhat the differences would be between the different ventures producing goods and services.

Exercise 1 (Student’s Book page 175)This is an individual exercise, which students should manage well, since they have had some practice along the way applying their new knowledge to the list of goods and services they made with you on the board. Check that all students understand the symbols to be used to represent land, labour, capital and entrepreneurship before they begin.

Explain and discuss needs and wants. Give students some obvious examples of goods and services, which they must label as either needs or wants. Once they are good at this, think of more ambiguous examples for them to try.

Exercise 2 (Student’s Book page 176)Let students work in groups of fi ve. Some of the goods and services listed in the exercise may generate a debate, as for different people they may be either needs or wants. Allow fl exibility here.

Activity 2 (Student’s Book page 176)Students are to work in pairs. They will need enough time to think about and decide on their business ideas, so don’t rush them with this activity. Let them pursue any ideas, even if you can see immediately that they would not be successful. They must list the four factors of production as headings, then write their ideas in point form under each heading. They can use these notes to help them compile their reports. Ask each pair to choose one of their business ideas and tell the class whether they decided it could possibly be successful or not, and why.

Supply and demand Students have encountered a lot of new words and terms in this chapter.

Have a quick class quiz to recap on the meanings of the words and check that everyone is up to date with their understanding of them.

Present the new words and concepts on Student’s Book pages 176 to 180 (consumer, supply, demand, market, law of demand, equilibrium price, surplus supply, surplus demand) to your class, and use practical examples to explain the ideas and bulleted points to your class. At the end of this topic, have another class quiz. Divide the class into two or four teams, and get students to ask one another questions, and score points for their answers.

96 CHAPTER 6:

Activity 3 (Student’s Book page 179)Let students work alone on this activity, which they should not fi nd diffi cult. Once they have fi nished, talk about different ways that shops market their goods in order to get customers to choose their shop over others, for example, with specials, or with deals that make things appear cheaper even if they aren’t.

Exercise 3 (Student’s Book page 179)Students are to work alone on this activity. Before they start, explain to them how to work out the quantity of maize sold, by fi rst fi nding the money value on the Y-axis (Price per 80 kg bag) and then fi nding the related amount on the X-axis (Number of bags sold).

Making and managing money Have a short class discussion about what students think the purpose is of

money. Point out that everyone has expenses (for rent, food, transport and so on) which must be dealt with before there is money left to spend on other things. If they earned their own money, what would they do with it if they had money over after covering their monthly expenses?

Activity 4 (Student’s Book page 181)Students can do this activity at home, with the help of adults there. They will need to do a fair amount of research here, for example, how much electricity and transport costs, what telephone options there are and which are cheaper ones, what medical aid and insurance rates are, and so on. They should not simply take the expenses of a large household and use these here; rather, they will need to tailor it to refl ect the expenses of a small household or single person. Remind them to keep a record of their answers here, for later in the chapter.

Spending Using the activity students have just done, discuss the meaning of spending,

expenses and utilities. The new terms in the bulleted points at the bottom of Student’s Book page 181 will be explained over the next few pages.

Disposable income is what is left over once taxes and essential expenses have been deducted from total income. Think of more examples, based on the example of Mrs Modisa given on Student’s Book page 182. Present these to the class to help them understand this concept.

Get students to work in groups. Each group can make up an example (listing total income and expenses) for another group to work out the amount of disposable income left.

Discuss the meaning of new words, including ‘marginal propensity to consume’ but don’t let students become too concerned about this term as it is not essential to understanding the main concepts in this section.

97Topic 9:

Rather focus on the paragraphs explaining availability of goods and services, and credit. Point out the problems of spending on credit, especially when a steady job and reliable income are not present.

Exercise 4 (Student’s Book page 183)Refer students to Activity 4, where they had to remember the amount of money left after basic expenses. They should now be able to label that amount with the term ‘disposable income’.

Saving Spend time discussing the importance of saving with your class. Compare the

security of having savings with the insecurity of living on credit. Point out that fairly often it can simply be a matter of being patient and waiting until enough money has been saved to buy things that are wanted, as opposed to buying them on credit and trying to pay them off after acquiring them.

Get students to work in groups and read the suggested ways of saving on Student’s Book page 184. Once they have read them all, get them to have a group discussion to decide which they think are the most effective ways to save. What problems can they suggest might be linked to the ideas? Suggest the following as examples: When buying on a sale, we can sometimes be tempted to buy things we didn’t set out to buy and don’t really need, simply because the prices are very cheap. Or if we spend more time and money trying to compare prices before going shopping, have we actually saved ourselves any money?

Activity 5 (Student’s Book page 185)Students are to work individually. Using the formula on Student’s Book page 183, and the fi gure each student has remembered from Activity 4 (disposable income), students must calculate their household saving ratio. Once they have all done this, let them compare their ratios.

Activity 6 (Student’s Book page 185)Students are to do this activity individually. Discuss the activity in class fi rst so that every student knows precisely what is required of them. Then, give them enough time to complete the activity at home. Remind them to be polite and fi rst to fi nd someone who does not mind answering the questions. Some people may be sensitive about answering personal questions. Once everyone has done the activity, let students compare their fi ndings. They must keep their sources confi dential.

Investing Before you begin, ask questions to fi nd out how extensive students’ prior

knowledge of investment is. Explain and discuss the meaning of investment, fi lling in as many gaps as you can perceive in students’ knowledge of this topic. Carefully explain ways of investing, and use practical examples, as this

98 CHAPTER 6:

is not a topic that many students will have had any experience with. Check that they understand terms such as ‘real estate’ and ‘appreciation’. Don’t assume that they know these, as few of them will have had any experience of managing money, never mind investing!

Activity 7 (Student’s Book page 187)Ask students to bring newspapers to school, and let them work in pairs to read the business sections of these. They may not understand much of them, but encourage each of them to fi nd at least one little bit of information which they can share with the class.

Borrowing Use small practical examples, for example, stationery or possessions that

students have in the classroom, to explain the concept of borrowing and lending. Add the concept of charging interest to the simple example of borrowing and lending, and let students work in pairs to borrow and lend items, and charge each other interest. This will help them understand how the concept works in practice.

Budgeting This is possibly the most important thing for students to know about and

understand at this time of their lives. Make sure you explain thoroughly how to make a budget. This can be applied on either a small scale level (using small amounts that some students may have access to) or a household level (which some students may need to be involved with) or a business level.

Exercise 5 (Student’s Book page 189)This is an individual exercise, so check that all students understand what to do before they begin work on the exercise. 1. Remind them that they will need to take the business owner’s monthly

income (P100 000) and subtract from it the total obtained by adding all of his expenses together.

2. Provide some resources that will help students to fi nd out the price of a brand new truck in order to provide informed answers to this question.

3. This will depend on each student’s point of view. Encourage them to use the sound economic theory they have learnt in this chapter, and to back up their answers with their own reasons.

4. Students will need to divide the savings by the disposable monthly income of the business owner, and express this as a percentage to get the household savings ratio. The savings are P10 000; the disposable income would be the total income (P100 000) less the expenses (P55 800), which is P44 200. Remind them to look at Student’s Book pages 181 to 183 if they have diffi culty.

99Topic 9:

Opportunities and challenges of self-employment Read and discuss the section on self-employment. Ask students to work in

pairs. They can draw two columns to make a list of the advantages and disadvantages of self-employment in each column. Encourage them to add any of their own ideas to their columns, and to share these with the rest of the class.

Read and discuss the case studies on Student’s Book pages 190 and 191. Once again, get students to add any further ideas to their columns, using what they have found out from the case studies.

Government policies that promote investment Recap and remind students what they learnt on Student’s Book pages 185 to

186 about investment. Then, carefully work through the sections on investment policy, industrial development policy, small, medium and micro-enterprise (SMME) policy, foreign trade policy and competition policy.

Ask questions, ask students to provide examples, think of your own local examples and get class discussions going, to help students with this section.

Activity 8 (Student Book page 194)Students to work in pairs on this activity. Together the pair should choose a Government policy that promotes investment, before working individually on their research. Offer guidelines for sourcing information. Give the students time to consolidate their information and prepare their presentation for the class.

3. ConclusionGet students to work in groups. They must read over Topic 9 (Student’s Book pages 170 to 194) and ask one another questions about anything they don’t understand. Other students in the group who can explain the answers, must do so. If nobody in the group can help, they must write down the question and save it to ask the rest of the class after group discussion time. Give some clues to help students, but if nobody can answer the question, answer it yourself, and refer students to the relevant section of the chapter where the answer is explained.

Once you have thoroughly recapped, get students to work in pairs to write their own summaries of the main points of the chapter. They can use the headings in the Student’s Book, but must add a couple of points below each heading.

After they have done this, read the summary on Student’s Book page 194 together and let students compare it with the summaries they wrote. They can add to their summaries if necessary, or suggest additions that should be made to the summary in the Student’s Book.

100 CHAPTER 6:

After completing this topic, students should be able to: defi ne entrepreneurship identify the factors of production explain how supply and demand affect the price of goods and services explain the concepts spending, saving, investing, borrowing and budgeting discuss ways of saving and investing describe the opportunities and challenges of self-employment evaluate government policies that promote investment.


If certain individuals fi nd Exercise 1 on Student’s Book page 175 too diffi cult, pair them with another student, and let them work together to fi gure out the answers to questions 1 and 2.

2. Extension learningStudents can do research on the emerging issue of Botswana’s dependence on minerals (Student’s Book page 173) and organise and present their research to you or the class in the form of short essays or projects.

When discussing loans, for certain interested students you can add the time factor to their borrowing and lending activity (where they use objects they have in the classroom), and let them see how interest accumulates over time, and how this can be an issue in paying back loans.

Suggested assessmentThe activity where students must make a summary is a useful one for assessing their general understanding of the topic. You can also use the activities and exercises suggested for different types of assessment. Be sure to vary your assessment, so that sometimes students assess themselves, sometimes pairs or groups assess other students, and sometimes you assess them. A good variety of assessment means that you will have a fair picture of what students have achieved.

101Topic 9:

AnswersActivity 1 (Student’s Book page 172)The answers will depend entirely on the business situation in your area.

Exercise 1 (Student’s Book page 175) 1. The type of capital needed would be: a) Poultry farm: fl oating capital (the chickens, food) and fi xed capital (place for

them to live, for example, land, shed) b) Hair salon: mostly fi xed capital (building, basins, hairdryers, chairs, scissors,

hairdressing equipment); there would also be fl oating capital (for example, shampoo, water).

2.

Exercise 2 (Student’s Book page 176)There will probably be general agreement on the answers, though some (such as school, church, tea, vegetables, school shoes) may cause debate. Encourage this.

Activity 2 (Student’s Book page 176)Answers will depend on the ideas students have. Check that they have included all four factors of production in their reports.

Activity 3 (Student’s Book page 179)Students should manage to answer these questions easily. Encourage them to come up with their own reasons.

Exercise 3 (Student’s Book page 179) 1. P115 – About 50 bags 2. P75 – 80 bags 3. P25 – Graph does not show the answer

Item Factor of production

E

C

C

Water C

Electricity C

C

C

C

C

Yeast C

102 CHAPTER 6:

Activity 4 (Student’s Book page 181)This answer will depend on how much is allocated to each basic expense.

Exercise 4 (Student’s Book page 183)The answer is ‘disposable income’.

Activity 5 (Student’s Book page 185)All answers will be different, depending on the amounts chosen.

Activity 6 (Student’s Book page 185)Each student will have different answers to their questions. Check that they have completed the activity and remind them to keep their sources confi dential when they reveal their answers to questions.

Activity 7 (Student’s Book page 187)Encourage every student to report back on something they discovered, however small and insignifi cant it seems.

Exercise 5 (Student’s Book page 189) 1. This will be P100 000 minus the total obtained by adding all the expenses

together. P100 000 – P55 800 = P44 200 2. Students will need to fi nd out the price of a brand new truck in order to provide

informed answers to this question. 3. This will depend on each student’s point of view. If they can give at least one

economically sound and logical reason to back up their answer, allow them the leeway to answer from their own perspective. If not, they should use sound economic theory alone.

4. Total income: P100 000Expenses: P55 800Savings: P10 000Disposable income = Total income – Expenses

= P100 000 – P55 800 = P44 200

Household savings ratio = Savings ÷ Disposable income × 100 = P10 000 ÷ P44 200 × 100= 22.6%

Activity 8 (Student’s Book page 194)Answers will depend on the Government policy for investment that students select and the research they fi nd.

103Topic 9:


The answers to the multiple-choice questions are: 1. C 2. D 3. A 4. D 5. C

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Topic 10: Sustainable development (Student’s Book pages 196 to 214)


Vocabulary to highlightenvironmental management, consumerism, global warming, greenhouse effect,acid rain

Suggested resourcesThe community, internet, media, Student’s Book, environmental organisations


While development – factories, machines, roads and urban spread - improves our quality of life, it also takes an enormous toll on the environment. Sustainable development is a relatively new global approach which addresses development-related challenges such as poverty, social inequality and damage to the environment, while at the same time ensuring that the natural resource base of the world is not depleted or damaged. This topic focuses on the concept of sustainable development, the benefi ts of environmental management, and the relationship between development and environment.

2. Group, pair, individual workFocusing on sustainable development

Students will learn more about what sustainable development is, and how it can benefi t Botswana and the world. Spend some time using the internet and any other resources available to do your own research into the topic before you start this section. Do an internet search for ‘sustainable development’ and you will fi nd a variety of defi nitions and information on the subject.

What is sustainable development? Discuss the graphic explanation of what sustainable development is, and ask

questions to check how well students understand the concept. Explain the diagram in Student’s Book page 198, and ask each student to come up with a short defi nition of what they understand sustainable development to be. They must not just copy the defi nition in the Student’s Book, but use their own words and ideas.

105Topic 10:

Activity 1 (Student’s Book page 198)Before students can begin this individual activity, they must understand the sentence: Mankind’s continued welfare is highly dependent on a well-conserved and healthy environment.Let them work in small groups to discuss the sentence and decide precisely what it means before they begin their short essays. As they discuss the topic, they should write down points that they might like to discuss in their essays. Remind them of the importance of structuring their essays by planning what they will include in each paragraph, and where their argument will begin and end. Each paragraph should discuss a new point or idea, building an argument that is summed up in the conclusion.

Achieving sustainability For centuries, people have used resources without thought of their

sustainability or future, so changing people’s ideas about doing this is not always easy. It takes a lot of effort to change habits that have been followed for so long. It is therefore important to impress on students, as the youth, that is it not only possible, but absolutely vital to change old habits, and make sustainable development a way of life for themselves and future generations.

Discuss the history of sustainable development and remind students of the Millennium Development Goals which they learnt about in an earlier chapter, explaining how they relate to sustainable development. Discuss the UN Decade of Education for Sustainable Development. This information is provided in a fair amount of detail on Student’s Book pages 200 to 201. If you want to fi nd out more, visit websites on the internet that relate to each of the topics.

Activity 2 (Student’s Book page 202) Students must work in groups on this activity. It will probably work well

with groups that are larger than usual – eight or nine to a group. Let students choose their groups. In larger groups it can help if students feel comfortable with one another, as they are more likely to contribute to discussions. If they are ill at ease, they may feel awkward to say anything, and it is less noticeable when students don’t participate in larger groups.

Before they tackle the questions, get each group to: Read the article Find out what diffi cult words or terms mean Ask one another about anything that doesn’t make sense to them Ask one another questions about the article Correct one another’s answers and debate these if they disagree.

They can then proceed with the research and report writing.

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Encourage them to use different sources for their research, and to present their reports in a manner that makes them interesting for the rest of the class. They may like to: Take turns to speak Show pictures as they speak Dramatise parts of their presentation Involve the audience.

Before they begin working on the research and reports, tell them that they will be involved with evaluating the presentations. Spend time working out criteria together with the students, so they know what they are aiming for.

Guiding principles for achieving sustainabilityContinue with your in-depth explanations and discussions of the guiding principles for achieving sustainability. Use strategies to make the information interesting instead of simply reading it, for example, paraphrase a paragraph, and ask students to fi nd which paragraph you are talking about, use point-form summaries, get students to present in pairs bits of information (together with any extra research they can do), fi nd anecdotes and more case studies on the internet or in your community, use local examples where possible.

Examples of sustainable development strategiesGo through the examples on page 205 with the class. Organise students into groups of fi ve. Each of them must check the examples and count how many of the examples they can apply to their own lives (i.e. how many things they do themselves, in daily life). They can score one point for each thing that they do daily or consistently. The group then gets a total from the points scored by each student, and communicates this to the rest of the class. You can continue this exercise weekly, and see if there is any improvement in groups due to low-scoring students trying harder to achieve sustainable development strategies in their daily life. You can make this a class competition over the whole term, or start a new competition each term.

Let students read the case study on Student’s Book pages 205 and 206 and then answer the questions that follow on their own. Then, as a class discussion, ask them to suggest answers to the questions. What ideas of their own can they add to their answers?

Activity 3 (Student’s Book page 206)Students can work on the activity alone, but let them ask questions about anything they don’t understand, so that they are able to answer the questions in the activity, being fully informed about their meaning.

Environmental management Explain, discuss and ask questions about environmental management and

resource distribution. Once you have explained how the environmental

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management scheme shown in the diagram on Student’s Book page 207 works, ask students to suggest some examples of environmental management. Apply these to the points on the diagram to illustrate how they would work, and resolve any problem areas together with your class.

Get students to suggest why the benefi ts listed as bulleted points on Student’s Book page 207 are important. How do they benefi t students on a daily basis?

Illustrate the problem of unequal distribution of resources by using a map and diagrams to explain the information provided in the Student’s Book.

Activity 4 (Student’s Book page 209)You will need to do some prior research so that you can help students with this activity. Speak to friends and colleagues if you are short of examples of major inequalities between wealthy and poor in your area. Think about who owns what, who works where, who earns what salaries, who has access to which schools and resources, and so on. The point of this activity should be to try and think of good ideas and suggestions about how to address the inequalities. Once students have plenty of inspiration and enthusiasm, let them get on with their letters. Remind them how to format their letters, and what the appropriate tone of their language should be.

The relationship between the environment and development As explained in the Student’s Book, all societies in the world have a right to

improve their lives through developing better social, cultural, economic and political conditions. However, unless this growth is very carefully handled, it has the potential to place an unbearable burden on the environment, especially as the world population continues to increase.

Growth rates in development Ask students to get into groups of fi ve. They must read Table 3 on Student’s

Book page 209, and illustrate it graphically on a large sheet of paper, for example, with little pictures that explain the text.

Activity 5 (Student’s Book page 210)Remind students how your debates are usually organised. Recap the rules of the debate, then divide the class into two groups, and let them fl ip a coin to decide which team will debate from which point of view. Give them enough time to research and prepare their arguments, then begin the debate. Not everyone in the groups need participate in presenting the argument. Some of them can be part of the audience now - they will be well-informed after the research their team has done. Allow the audience time to contribute their thoughts, once both teams have had a chance to present their arguments to the rest of the class.

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Global warming Students may have heard of global warming, as it is so often in newspapers or

on television at present. Get them to tell you what they know about it, before you start this section. Collect as much information from the media as you can, and ask students to help you with this too.

Activity 6 (Student’s Book page 211)Students can work in pairs. They must talk and fi nd out more about how global warming could or has already affected the environment around you.

Activity 7 (Student’s Book page 211) Students can work in groups. Encourage them to take this activity seriously. This topic is very real – it is not simply a theory, and students must realise its importance to them and everyone around them. Get them to talk to others, read newspapers and information pamphlets on the topic, fi nd interesting bits of information on the internet, contact or speak to environmental organisations and people involved in sustainable development. Students must come up with as many ideas as possible.

Exercise 1 (Student’s Book page 212)Students will work alone on this activity, but make sure they understand the passage before they begin. If they really struggle, let them work in pairs or small groups, and interact with one another. If they do work in pairs or small groups, this should not be a reason to try any less to complete the activity.

Activity 8 (Student’s Book page 212)Students will work alone on this activity. They must fi nd their information in the Student’s Book, on the internet and in the media. Encourage them not to get any help this time, and to answer questions as comprehensively as possible. Once they have fi nished, they can compare their lists with those of other students, and add to them where appropriate.

3. ConclusionRead the summary to your class, one bulleted point at a time. For each point, get them to fi nd the relevant section within this section of the chapter, and to identify this for the rest of the class. Do they think they could add anything to the summary? Get them to write the summary out as keywords, together with any extra information they would like to add.After completing this topic, students should be able to:

explain the concept ‘sustainable development’ discuss the ways of achieving sustainable development outline the benefi ts of sound environmental management analyse the relationship between environment and development.

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Gather together anyone in the class who is fi nding this section diffi cult, and have a weekly quiz on different topics. Get them each to prepare for the quiz by choosing fi ve new words, terms or concepts with their meanings or explanations. They must then quiz the rest of the class about these. Let those who answer most questions correctly decide on the topic for the quiz the following week.

2. Extension learningStudents will fi nd a lot of information on global warming on the internet. Since this is such an important topic at the moment, get them to do some extra research on it, and present their fi ndings to the rest of the class, in the form of a short talk with illustrations.

Students can make posters to display and publicise more widely the research they did in Activity 7.

Suggested assessmentActivity 8 and the activity that students will do as the conclusion to the topic will both be useful ways to assess their general understanding of the subject matter. Other assessment possibilities are provided in the activities of the topic.

AnswersActivity 1 (Student’s Book page 198)Students will most likely not have enough material yet to write a comprehensive essay based only on the information in the Student’s Book, so it will be obvious who has done some extra research into the topic.

Activity 2 (Student’s Book page 202)Evaluate how well groups have worked on this exercise by their presentations to the class. Allow students in the audience to assist you with this.

Activity 3 (Student’s Book page 206)Try to fi nd time for students to present their answers to you. Ask questions and get them to explain their answers. Together with the students, decide whether they feel that they have answered the questions comprehensively.

Activity 4 (Student’s Book page 209)Get some students to read their letters to the class. Ask others to suggest further ideas that they themselves have used. Check the format and tone of the letters.

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Activity 5 (Student’s Book page 210)The outcome of the debate will depend on how well each team does with their research and argument. Make sure the debate is well organised and that as many students as possible participate.

Activity 6 (Student’s Book page 211)This will depend on where students live, but try to get them to give comprehensive and well researched answers.

Activity 7 (Student’s Book page 211)Students will all have different answers here, but the most important thing is that they take the activity seriously, and fi nd real, practical ways in which each of the sectors they are assigned can contribute to sustainable development.

Exercise 1 (Student’s Book page 212)The answers will be found in the passage on Student’s Book page 212.

Activity 8 (Student’s Book page 212)This activity will sum up quite well how much each student has learnt from this topic. Get them to add more to their lists once they hear the answers that other students came up with.

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The answers to the multiple-choice questions are: 1. D 2. D 3. D 4. C 5. C

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Topic 11: Education and human resource development (Student’s Book pages 215 to 231)


Vocabulary to highlighteducation, aspiration, profound, human resource development, assets, human resources, entrepreneurs

Suggested resourcesInternet, Student’s Book, people in the community, educational and government institutions and departments

Suggested teaching methodology 1. Introduction In this topic, students will look closely at the relationship between education

and the development of human resources in Botswana. They will explore the relevance of education and fi nd out what human resources are, and examine ways of improving human resources in Botswana. They will investigate different types of career opportunities in both the formal and informal sectors, and identify careers that are related to caring for the environment.

2. Group, pair, individual workWhat is education all about, anyway?

Point out to students that education need not only take place during their school hours, and that it is not always a formal process. Spend some time explaining and discussing each of the following points: acquiring knowledge (From what sources? When?) developing skills (What skills? Learnt from where?) achieving physical, mental and social development (In what form? Learnt

from where?) development of the mind (How? Details?) empowerment (In what way? How empowered?)

Exercise 1 (Student’s Book page 216)This is an individual exercise. After the discussion, students should be well equipped to complete it alone.

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The importance of education Discuss the importance of education, and add your own ideas to the points

presented on Student’s Book page 216. The questions below will help you to unpack the bulleted points, i.e. suggest points of discussion about what the points mean in reality. What are the characteristics of good citizens? What are practical survival skills? In what ways do these enable

individuals to earn a living and improve their living conditions? How do human resources contribute to the economic, social, cultural

and political development of a society? In what practical ways? What does it mean to develop the physical skill and intellectual

competence of individuals, to develop humanity and to cultivate character? How do we know when this has happened?

Point out to students that education is a lifelong learning experience, and something that we may and should continue to strive for all our lives.

Activity 1 (Student’s Book page 217)This is a class activity. Time students as they write down their ideas – two minutes only! Get students to call out a few of their ideas and write them down. Write the four points on large sheets of paper or on the board, and explain their meaning to the class, then get students to suggest under which heading each of their ideas should go. They can then call out the rest of their ideas, at the same time suggesting where to write the idea.

Where and how are we educated?Read and discuss the paragraph on Student’s Book page 217 about where and how we are educated.

What is human resource development? Carefully explain the new term to your class. Make sure they understand that

we can all contribute to society and economic development in some way (we are all human resources), so ‘human resource development’ is simply a term to describe ourselves being improved, educated and developed as a resource.

Make students aware that education can be both formal and informal, and together think of places (formal or informal places of learning) where humans might gain formal education, training on the job, or education through informal education, as suggested on Student’s Book page 218.

Remind them again that education does not only include ‘what we know’ but also involves the development of our qualities like honesty, love, integrity and compassion, our physical skills, and our attitudes and values. Get them to suggest examples of each of these: Physical skills Values (this normally involves other people) Qualities (these often describe our characters).

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Check, by asking questions, that everyone understands the meanings of new words that have been introduced in this topic.

Activity 2 (Student’s Book page 219) This activity will be done as a class. Students must read the passage alone, and then ask one another about any parts of it they do not understand. Explain anything that they cannot help one another with. Then ask for ideas that answer the two questions posed below the passage, and discuss these as a class. Suggest that they provide examples wherever possible.

Why improve human resources? Continue your discussion of the importance of human resources as assets.

Get students to work in pairs and study the table on Student’s Book page 220, and discuss its implications. Does anyone know of real countries (either past or present) that resemble the fi ctional ones represented in the table?

Activity 3 (Student’s Book page 221)This is a class activity, based on the table which students have just studied in pairs. You can either debate the questions as an informal class discussion, or you can organise a formal debate, using the methods that you usually use to do this (two teams – one supporting and the other refuting the argument; an audience who participates once the arguments have been presented; points awarded for good arguments; help from the audience in assessing the debating teams).

Botswana’s efforts to improve human resourcesContinue your discussion, focussing on Botswana’s efforts to improve human resources. Refl ect on the points listed in the table of the two fi ctional countries. Do students think that Botswana fi ts either model, or is it perhaps somewhere in the middle? Explain that there are various initiatives to help improve and develop

human resources in Botswana. Remind students about Vision 2016, which they learnt about in an earlier

chapter. Get students to read the information presented on Student’s Book pages 221 to 224 about: Vision 2016 Government’s Revised National Policy of Education Botswana Federation of Trade Unions’ Policy on Education in Botswana.

Together with your class, think of practical examples of how Vision 2016, the Government’s Revised National Policy of Education, and Botswana Federation of Trade Unions’ Policy on Education in Botswana have an impact on the day-to-day lives of students.

Activity 4 (Student’s Book page 222) This is an individual activity, but it would be useful to allow students to get into small groups and discuss their ideas relating to the questions before they start working alone.

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Activity 5 (Student’s Book page 223) Allow students to do their research for this activity at home. Suggest useful search words and websites to visit, for example, distance learning, BODOCOL, www.bocodol.ac.bwStudents will need to examine the websites carefully, and may want to contact BODOCOL to have some of their queries answered, so make sure you give them enough time to complete their research, and to organise, plan and write their essays.

Discuss the emerging issue on Student’s Book page 224 with your class, and ask them to use what they have learnt this year to make suggestions for solutions to the problem posed.

Exercise 2 (Student’s Book page 224)Let students work alone on this project to select their fi ve suggestions they think are important for their community. This will demonstrate how well they have understood this topic so far. Once they have all completed their list of suggestions, get them to work in groups of eight or ten, and tell one another what suggestions they chose, and why. They must back up their choices with reasons and debate the validity of other choices amongst themselves.

Activity 6 (Student’s Book page 224) This is a class discussion, but start with students working in groups of

fi ve or six, and encourage them to be innovative and think of ideas ‘out of the box’ that will help Botswana develop its human resources through education.

Remind them to focus specifi cally on rural areas, women and the poor. Once they have some ideas, begin the class discussion. Continue to

encourage creative ideas. Write all suggestions down onto a large sheet of paper or the board. Once all suggestions have been made, remind students of the format of a

formal letter, and let them choose the idea they will write about. Get them to plan their letters (what the main points will be, one per paragraph), check the spelling of new words, then write their letters.

Career opportunities in the formal and informal sectors Recap and explain the difference between the formal and informal sectors.

Discuss your ideas about where entrepreneurs generally fi t in. Do they move between sectors? Do they sometimes begin in the informal sector and move into the formal sector once they become successful?

Discuss the emerging issue on Student’s Book page 226. Using the table on Student’s Book page 226, can students think of reasons why qualifying women to obtain a greater representation in the formal sector would help reduce poverty?

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Project 1 (Student’s Book page 226)Although this is an individual activity, students should do their research in pairs or small groups. They can then work alone and do more research on what they have found out. Suggest a structure for the projects that students do, for example, headings could be: What are human resources? What is the informal sector? Common informal sector activities in my area Case study 1

What this person does Details of work, resources needed, hours, pay Positive factors associated with work Negative factors associated with work What assistance would be useful? Why?

Case study 2 What this person does Details of work, resources needed, hours, pay Positive factors associated with work Negative factors associated with work What assistance would be useful? Why?

Case study 3 What this person does Details of work, resources needed, hours, pay Positive factors associated with work Negative factors associated with work What assistance would be useful? Why?

Once students have done their research, get them to paraphrase it so they only include the main points in their letters to Government. Remind them what format to use, and how to plan their letters, before they start writing them.

Careers related to the care of the environment Read the fi rst paragraph to your class, and write these six bulleted points on

the board, as headings: Environmental research (fi nding out more about the environment) Environmental conservation and management (looking after the

environment) Environmental engineering (working technically with science and

engineering to improve the environment)

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Environmental law (making sure that laws relating to the environment are made and kept)

Environmental journalism (writing and informing others about the environment and problems linked to it)

Environmental planning and analysis (identifying ways to reduce damage to and sustain the environment).

Explain what each of the points relates to and unpack each one. Together with your class, make a list of possible jobs that are linked to each of the bulleted points, for example, environmental engineering could include any jobs that relate to pollution control, cleaning air, purifying water, looking after land and soil, recycling, managing waste, hygiene in factories, public health, and so on.Then continue with the sections that explain each bulleted point further, on Student’s Book pages 227 to 229.

Activity 7 (Student’s Book page 229)This is an individual activity, which will require that students do some research. Encourage them to focus on jobs that particularly interest them, or that they feel some affi nity with because they know someone who does such a job, or think it is very important, or think there is a shortage of people doing this work. Students must do research to fi nd out what qualifi cations are needed (either from school or to study further for the work), and where these may be obtained. Get them to present their research in an accessible and interesting manner, on small posters or as adverts for doing the jobs they have chosen, for example, use these headings (together with the information students have researched), illustrated in an appealing and interesting way: BECOME AN ENVIRONMENTAL ENGINEER WHAT YOU NEED TO STUDY: WHERE YOU CAN STUDY: WHY YOU SHOULD STUDY:

Their posters/adverts can then be displayed in the classroom, so other students can also benefi t from what they have each found out.

Project 2 (Student’s Book page 229) This is an individual project, but fi rst start working with the class as a

whole. Try to identify a few people working in a career related to environmental protection, and invite these people to your class.

Inform students of the background of each person, and get students to discuss, decide on and prepare a few questions to ask the people. Students can interview them in the classroom, where everyone can have a chance to ask their questions.

Students can then make notes and do further research on what they have found out from the interview. This will be used to prepare an oral

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presentation for the rest of the class. The further research is important, as it will make the presentations more interesting for the rest of the class.

You can get the class to help you assess the oral presentations, but make sure that everyone is involved in planning the assessment criteria beforehand.

3. ConclusionAsk students to work in groups of four or fi ve. Each group must summarise the main points of the chapter, using the Student’s Book headings to help them. Under each heading they must write (in point form or as keywords) the main points of each sub-section. They then present and compare their summary with that of another group. They can add to and amalgamate their points, then further compare their summary with the summary on Student’s Book page 230, adding points to their group summaries where appropriate. Have a class discussion and ask students to say what points they think could be added or subtracted from the summary in the Student’s Book.

After completing this topic, students should be able to: explain the purpose of education analyse the relationship between education and human resource

development suggest ways of improving human resources in Botswana classify different types of career opportunities in formal and informal sectors identify careers related to the care of the environment.


Write a list of new words and terms that students have been introduced to in this topic. Get them to fi nd and make up defi nitions for each of these, as well as examples that explain their meaning. They can swap these with other students for critical (but kind) feedback.

2. Extension learningGet interested students to do further research into the goals of Vision 2016, and present this to the class. They can also organise a class discussion about how much of the goals have been achieved thus far.

Some students can research the names and addresses or emails of current members of Government to whom the letters students write (in Activity 6 on Student’s Book page 224) can be sent.

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Suggested assessmentWhen students work in pairs or groups, involve them in the assessment process, for example, let one group assess another group, or one pair assess another pair. Make sure they are also involved in the drawing up of criteria, and know what is expected of them before they begin activities. In this topic there is a lot of scope for group assessment. This does not mean that individual assessment within groups should not also take place, and this is also easily achieved by involving students in the process. They can self-assess, or assess other individuals in their groups. Remember from time to time, to assess the behaviour and organisational skills of students in the classroom, particularly when they have debates and class discussions. Are they carrying out their roles in the debate correctly and successfully, for example, speaking one at a time, listening to the input of one team before refuting it, participating as an audience, and so on?

AnswersExercise 1 (Student’s Book page 216)The answers will depend on students’ own life experiences.

Activity 1 (Student’s Book page 217)The answers will depend on the experiences of the students.

Activity 2 (Student’s Book page 219) Students will base their answers on parts of the passage, but use their own opinions to support their answers.

Activity 3 (Student’s Book page 221)Students are asked to give their own opinions here, but also to base these on the knowledge they have acquired in this chapter.

Activity 4 (Student’s Book page 222) 1. Students will base their answers on Goal 1 of Vision 2016, using the extract

provided on Student’s Book page 222. They can also use the internet to fi nd out more if they want to substantiate their answers better. They should look at these websites: www.vision2016.co.bw or www.ubotho.net (and there are other websites which provide this information too – they should search for Vision 2016). The other Vision 2016 goals are:

An open, democratic and accountable nation A prosperous, productive and innovative nation An educated, informed nation A moral and tolerant nation

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A united and proud nation A compassionate, just and caring nation A safe and secure nation.

2. Students must read and fi nd out more about each of the goals, as describedon the various internet websites, then decide what resources will be needed foreach goal.

3. A ‘culture of transparency and accountability’ means that all leaders and people in positions of power (from the State President to local community leaders) are accountable to the citizens of the country by being honest and showing integrity in their actions. This is vital in a truly democratic country.

Activity 5 (Student’s Book page 223)Students’ essays will be based on the research they do on BODOCOL.

Exercise 2 (Student’s Book page 224)Students are asked for their opinions on which are the fi ve most important suggestions for strengthening human resource development through education.

Activity 6 (Student’s Book page 224)In this class activity, students must use their own ideas to make a list of suggestions on what other steps the Government of Botswana can take to develop its human resources through education (with particular reference to rural areas, women andthe poor).

Project 1 (Student’s Book page 226) The answers will depend on what informal sector activities are carried out, and what students fi nd out from their interviews.

Activity 7 (Student’s Book page 229)The answers will be decided by the jobs that students choose to research, and by the research they do.

Project 2 (Student’s Book page 229) The answers will depend on who students interview, and what they fi nd out in their interviews.

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The answers to the multiple-choice questions are: 1. C 2. C 3. A 4. D 5. D

Assessment 2: Answers (Student’s Book page 232)

Multiple-choice questions 1. B 2. D 3. A 4. C 5. B 6. C 7. A 8. B 9. B 10. C

Short-answer questions 1. a) One of the challenges Botswana faced at independence was that the

country’s economy was highly dependent on primary industries. These were not in a position to promote development especially due to a variety of factors. Farming, for example, was easily affected by droughts from time to time.

Another challenge was fi nding ways of promoting economic growth and development in the country. The country needed to develop more industries, to produce goods and services, to support the country’s agriculture, especially its cattle industry, to make Botswana a leading beef producer and exporter, and to provide enough health facilities and services so that the country would have a healthy and productive population.

b) Development of transport such as road and air transport Development of infrastructure in general, such as water and electricity

supply, communication network, etc. Construction of hotels for the accommodation of tourists

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Establishment of the Botswana Tourism Board which helped to promote the industry

Setting up wildlife management areas, game reserves and national parks c) It is signifi cant in that it is a plan for the future development of the country.

It is meant to uplift Botswana to higher levels. 2. a) Name, ID number (Omang), gender, full address and polling district b) Supplementary registration is additional registration of voters done outside

the general registration period. It is important because those who had missed registration for various reasons get a chance to register and exercise their right to vote.

c) On Election Day, nobody is allowed to campaign for votes or to convince any voter to vote for any particular candidate. Shouting of slogans is also not allowed, and neither is holding meetings concerning elections.

3. Establishing a budget helps to keep track of where money is spent. Saving is possible if one knows how much money is coming in and how much money is going out, which a budget enables. Although some debt is reasonable (e.g. to by a house), excessive debt must be avoided because interest gets greater over time and is very expensive.

4. Foreign trade policy aims at ensuring that other countries have access to Botswana’s industrial products and services. It also aims at helping local business people to buy raw materials that are not locally available from other SADC countries. This is done by reducing tariffs on incoming raw materials.

5. a) The purpose of education is to help people acquire knowledge, develop skills, achieve physical, mental and social development, and for empowerment.

b) Botswana’s Vision 2016: The vision guides the country’s future social, economic and political

development. The vision takes into account the spirit of botho, which is based on the country’s cultural heritage, democracy, development, self reliance, unity and respect for others. The vision has seven goals to be achieved by 2016, one of which is that by 2016, Botswana should be a prosperous, productive and innovative nation.

Revised National Policy of Education (RNPE): Education is very important in realizing Vision 2016. The RNPE is one of the

policies that the Botswana government uses to promote the country’s sustainable development. The policy addresses three main areas of formal, vocational and non-formal education.

c) Formal sector: lecturer, social worker Informal sector: shop assistant, car washer

0-prelims-exploring social studies · for new curriculum implementation in botswana form 3...

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