Handels Onnie

Grade 7 EMS

Economic and Management Sciences

Grade 7
Term 1
2020

20 INFORMAL ASSESSMENTS/ACTIVITIES:
1. History of money (5 activities)
2. Wants and needs (5 activities)
3. Goods and services (4 activities)
4. Inequality and poverty (6 activities)

CAPS-based informal assessments/activities

to prepare learners for formal assessments.

1
 ECONOMIC AND MANAGEMENT SCIENCES

GRADE 7

TERM 1

The Economy –
HISTORY OF MONEY:

Activity 1: Traditional communities

1.1. Define the term “traditional communities”.

______________________________________________________________

______________________________________________________________

______________________________________________________________

1.2. Briefly differentiate between traditional and modern communities.

Traditional communities: Modern communities:

1.3. Indicate whether the following statements suggest traditional or modern

communities. Make a cross (X) in the suitable column.

No. Statement: Traditional Modern

communities: communities:
1.3.1
Use technology
.
1.3.2
Trade on a daily basis
.
1.3.3
Use few or no technology
.
1.3.4
Is not industrialised
.
1.3.5
Situated in cities
.

2
Activity 2: Bartering

2.1. What do you understand under “Bartering”? Give an example to motivate your
answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

2.2. Why do you think bartering was essential before money was available?

______________________________________________________________

______________________________________________________________

______________________________________________________________

2.3. Discuss three problems bartering holds.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

3
Activity 3: Promissory note

3.1. What is a Promissory note?

______________________________________________________________

______________________________________________________________

______________________________________________________________

3.2. Study the scenario below and and prepare a promissory note which Jeremy
will issue to Joe on 10 January 2020.

Jeremy Barker buys meat, valued at R1 250, from Joe Botha, but he does
not have enough cash to pay Joe. He promises to pay Joe the full amount
of R1 250 on 31 January 2020.

PROMISSORY NOTE:
Date: __________________

I, ______________________________, promise to pay an

amount of R ___________ to _______________________

on ______________________ .

____________________
Signature

4
Activity 4: Coins and paper money

Study the scenario below and answer the following questions.

Claudia wants to go jog a little before she goes to the shop to buy a long
list of groceries. She is uncertain what type of money she should take
with her.

4.1. Advise Claudia on the type of money she should take with her. Coins or
notes? Motivate your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

4.2. Which one of coins or notes was developed first and why was it developed?

______________________________________________________________

______________________________________________________________

______________________________________________________________

4.3. Why do we say money is “representative”?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

5
Activity 5: Electronic banking; The role of money

5.1. What does “electronic banking” refer to?

______________________________________________________________

______________________________________________________________

______________________________________________________________

5.2. Discuss three advantages of electronic banking.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

5.3. Explain one disadvantage of electronic banking.

______________________________________________________________

______________________________________________________________

______________________________________________________________

5.4. Explain 4 roles of money in broad.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

6
 ECONOMIC AND MANAGEMENT SCIENCES

GRADE 7

TERM 1

The Economy –
HISTORY OF MONEY:

MEMORANDUM:

Activity 1: Traditional communities

1.1. Define the term “Traditional communities”.

 Is a community in which people satisfy their needs themselves.
 They produce their own fruit and vegetables and keep cattle and sheep to
satisfy their need of food.
 These communities do not use technology and is also not industrialised.
 They do not engage in trade.
 Mostly situated in rural areas.
 Any other relevant answer.

1.2. Briefly differentiate between traditional and Modern communities.

Traditional communities: Modern communities:

Produce their own fruit and vegetables to
Buy food and other necessities at shops.
satisfy their need of food.
Use few or no technology. Relies on technology for communication.
Is not industrialised. Hoogs geindustrialiseerd.
Mainly make use of bartering; do not Use money to buy what they need;
engage in trade that much. engage in trade on a daily basis.
Mostly situated in rural areas. Mostly situated in cities.
Workers are mostly semi-skilled or
Workers are mostly unskilled.
skilled.
Any other relevant differences.

7
1.3. Indicate whether the following statements suggest traditional or modern
communities. Make a cross (X) in the suitable column.

No. Statement: Traditional Modern

communities: communities:
1.3.1
Use technology X
.
1.3.2
Engage in trade on a daily basis X
.
1.3.3
Use few or no technology X
.
1.3.4
Is not industrialised X
.
1.3.5
Mostly situated in cities X
.

Activity 2: Bartering

2.1. What do you understand under “Bartering”? Give an example to

motivate your answer.

 Bartering refers to people exchanging items without using money.

 E.g. James gives Sipho a chicken in exchange for onions and potatoets
Sipho produced himself.
 Any other relevant answer.

2.2. Why do you think bartering was essential before money was available?

 Bartering was needed because no one could produce all items he/she
needed to satisfy their needs.

2.3. Discuss three problems bartering holds.

 It is ineffective. Both parties in the bartering transaction should have a need

for the item the other party is willing to exchange.
 It is time consuming. The person, who wants to exchange the item you
need, should firstly be found.
 Some items are only available at certain times of the year. E.g. vegetables
and fruit.
 It is difficult to change the value of certain items. E.g. a sheep cannot be
exchanged in parts.
 Any other relevant answer.

8
Activity 3: Promissory note

3.1. What is a Promissory note?

 ‘n Promissory note is a document you give to someone (whom you owe

money) in which you promise to pay a certain amount of money on a
certain date.

3.2. Study the scenario below and and prepare a promissory note which
Jeremy will issue to Joe on 10 January 2020.

Jeremy Barker buys meat, valued at R1 250, from Joe Botha, but he does
not have enough cash to pay Joe. He promises to pay Joe the full amount
of R1 250 on 31 January 2020.

PROMISSORY NOTE:
Date: __________________

I, ______________________________, promise to pay an

amount of R ___________ to _______________________

on ______________________ .

____________________
Signature

9
Activity 4: Coins and paper money

4.1. Advise Claudia on the type of money she should take with her. Coins or
notes? Motivate your answer.

 Paper money/Notes
 Because notes are not as heavy as coins. She can take more notes than
coins because she has a long list of groceries to buy.

4.2. Which one of coins or notes was developed first and why was it
developed?

 Coins
 Coins were developed to replace the old system of bartering.

4.3. Why do we say money is “representative”?

 Money represents the value of services you offer (salary/wage) or it

represents the value of goods or services you want to exchange (e.g.
when you want to buy a can of cold drink).

10
Activity 5: Electronic banking; The role of money

5.1. What does “electronic banking” refer to?

 Electronic banking refers to the use of the internet, automatic teller

machines (ATM’s), cell phones or computers to perform certain banking
transactions.

5.2. Discuss three advantages of electronic banking.

 Saving time – you don’t have to stand in long queus at the bank
anymore.
 Convenient – you can perform banking transactions at any time on your
cell phone or computer or at an ATM.
 Effective – transactions are processed faster.
 Safety/Security – people don’t have to carry cash anymore; it decreases
the chances of getting robbed.

5.3. Explain one disadvantage of electronic banking.

 Fraud – people’s banking details can be stolen and illegal transactions

can be done on their behalf.

5.4. Explain 4 roles of money in broad.

 Unit of value – money carries a specific value, so this makes it easier

and quicker for consumers to buy goods and services.
 Medium of payment – it takes away the need to barter. Money can be
used to pay for items you need.
 Encourages saving – savings allos us to create purchasing power. When
we save we accumulate money that we can use to buy things at a later
stage.
 Maintains a healthy economy – money motivates individuals and
businesses to be more productive and in doing so, a healthier economy is
ensured.
 Makes specialising possible – if money is used as medium of payment,
producers are able to specialise in what they want to produce.

11
 ECONOMIC AND MANAGEMENT SCIENCES

GRADE 7

TERM 1

The Economy –
WANTS AND NEEDS:

Activity 1: Concepts relating to wants and needs

1.1. Table the main difference between wants and needs.

Needs: Wants:

1.2. Indicate whether the following items are Needs or Wants. Make a cross (X) in
the suitable column.

Nr. Item Needs Wants

1.2.1. Bread
1.2.2. Pizza
1.2.3. Sports car
1.2.4. Fresh air
1.2.5. Sufficient sleep
1.2.6. Shelter
1.2.7. iPhone
1.2.8. Protection
1.2.9. Big two storey house
1.2.10 Swimming pool
.

12
Activity 2: Basic needs of individuals/families, communities and countries

2.1. Choose a description in Column B which best matches the terms in Column A.
Write only the correct letter in the ANSWER COLUMN. E.g. 2.1.1. E.

NO. COLUMN A COLUMN B ANSWER

2.1.1 A. Responsible for the needs of a
Households 2.1.1.
. country.
2.1.2 Public goods and B. A term in Economy describing
2.1.2.
. services people who live together.
2.1.3 C. Responsible for the needs of
Communities 2.1.3.
. communities.
2.1.4 D. Large groups of people living or
National government 2.1.4.
. working together.
2.1.5 Provincial and local E. Used to satisfy the needs of
2.1.5.
. government communities.

Activity 3: Basic needs of individuals/families, communities and countries

3.1. Indicate whether the following items are needs of individuals and families,
communities or those of a country. Make a cross (X) in the suitable column.

No. Item Needs of Needs of Needs of a

individuals communities country
and families
3.1.1. Food
3.1.2. Law and order
3.1.3. Education and training
3.1.4. Protection against crime
Protection against attacks from
3.1.5.
other countries
3.1.6. Shelter
3.1.7. Entertainment and recreation
3.1.8. Water
3.1.9. Medical care
3.1.10. Clothing

13
Activity 4: Primary and secondary needs

4.1. Briefly distinguish between primary and secondary needs.

Primary needs: Secondary needs:

4.2. Explain the two main types of primary needs.

4.3. Explain the two main types of secondary needs.

14
Activity 5:

Unlimited needs; Limited resources to satisfy wants and needs

5.1. What does it mean to have unlimited needs?

______________________________________________________________

______________________________________________________________

5.2. Briefly explain what the economic problem is.

______________________________________________________________

______________________________________________________________

______________________________________________________________

5.3. How can be contribute to the sustainable use of resources? Give one
example to support your answer.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

15
 ECONOMIC AND MANAGEMENT SCIENCES

GRADE 7

TERM 1

The Economy –
WANTS AND NEEDS:

MEMORANDUM:

Activity 1: Concepts relating to wants and needs

1.1. Table the main difference between wants and needs.

Needs: Wants:

Refers to items which people cannot Refers to items which people can
live without. live without, but which makes life
more comfortable.

1.2. Indicate whether the following items are Needs or Wants. Make a cross
(X) in the suitable column.

No. Item Needs Wants

1.2.1. Bread X
1.2.2. Pizza X
1.2.3. Sports car X
1.2.4. Fresh air X
1.2.5. Sufficient sleep X
1.2.6. Shelter X
1.2.7. iPhone X
1.2.8. Protection X
1.2.9. Big two storey house X
1.2.10 Swimming pool X
.

16
Activity 2: Basic needs of individuals/families, communities and countries

2.1. Choose a description in Column B which best matches the terms in Column A.
Write only the correct letter in the ANSWER COLUMN. E.g. 2.1.1. E.

NO. ANSWER
2.1.1
B
.
2.1.2
E
.
2.1.3
D
.
2.1.4
A
.
2.1.5
C
.

Activity 3: Basic needs of individuals/families, communities and countries

3.1. Indicate whether the following items are needs of individuals and families,
communities or a country. Make a cross (X) in the suitable column.

Nr. Item Needs of Needs of Needs of a

individuals communities country
and families
3.1.1. Food X
3.1.2. Law and order X
3.1.3. Education and training X
3.1.4. Protection against crime X
Protection against attacks from
3.1.5.
other countries
X
3.1.6. Shelter X
3.1.7. Entertainment and recreation X
3.1.8. Water X
3.1.9. Medical care X
3.1.10. Clothing X

17
Activity 4: Primary and secondary needs

4.1. Briefly distinguish between primary and secondary needs.

Primary needs: Secondary needs:

Refers to those needs necessary for Refers to those needs not necessary for
survival. survival.

4.2. Explain the two main types of primary needs.

Physical needs: Security needs

Refers to our bodily needs that should be Refers to the need to feel save and
satisfied in order to function properly. protected.

4.3. Explain the two main types of secondary needs.

Social needs: Self-worth needs:

Refers to the desire to be part of a group Refers to these needs that should be met
or team. in order for us to feel good about
ourselves.

18
Activity 5:

Unlimited needs; Limited resources to satisfy wants and needs

5.1. What does it mean to have unlimited needs?

 It means that when one need is met, the need to something else arises.
 People’s needs will never be satisfied completely, because we always need
something. E.g. sleep, food, etc.
 Any other relvant answer.

5.2. Briefly explain what the economic problem is.

 To satisfy unlimited needs with limited resources.

5.3. How can be contribute to the sustainable use of resources? Give one
example to support your answer.

 Resources should be used sparingly to ensure that it will still be available

for future generations.
 By recycling, reusing and reducing.
 E.g. by not throwing away items that had been used, but rather to give it to
someone who could use it for something else.
 Any other relevant answer.

19
 ECONOMIC AND MANAGEMENT SCIENCES

GRADE 7

TERM 1

The Economy –
GOODS AND SERVICES:

Activity 1: Concepts and examples of goods and services

1.1. Explain the difference between goods and services and give an example of
each.

Goods: Services:

Definition:

Example:

1.2. Match the descriptioin in Column B with the term(s) in Column A. Write only
the correct letter in the Answer column. E.g. 1.2.1. B.

No. COLUMN A COLUMN B ANSWER

1.2.1 A. Services we need on a daily
Utility goods 1.2.1.
. basis.
1.2.2 B. Products we use on a daily
Manufactured goods 1.2.2.
. basis.
1.2.3 C. Goods which lasts for a long
Essential services 1.2.3.
. time.
1.2.4 D. Goods which are used to
Luxury goods 1.2.4.
. produce products.
1.2.5
Consumable goods E. Wood is an example hereof. 1.2.5.
.
F. During production resources
1.2.6
Natural goods are converted to finished 1.2.6.
.
goods.
1.2.7
Capital goods G. Goods which do not last long. 1.2.7.
.
1.2.8 H. Services we do not need to
Durable goods 1.2.8.
. function properly.
1.2.9 Non-essential services I. A sports car is an example 1.2.9.

20
 . hereof.

Activity 2:

Producers and consumers; The role of households as producers and

consumers

2.1. Differentiate between producers and consumers.

Producers: Consumers:

2.2. Indicate whether the following persons/organisations are producers or

consumers. Write only Producer or Consumer in the Answer column.

No. Persons/organisations Answer:

2.2.1
Amy sells her labour to a business.
.
2.2.2
Gerald buys groceries at the supermarket.
.
2.2.3
ABC Stores sells electric appliances.
.
2.2.4
Pearl makes affordable jewellery to sell.
.
2.2.5
The Municipality removes refuse every Tuesday.
.

2.3. When will households be classified as producers?

______________________________________________________________

______________________________________________________________

______________________________________________________________

2.4. When will households be classified as consumers?

______________________________________________________________

______________________________________________________________

______________________________________________________________

21
Activity 3:

Using goods and services efficiently and effectively

3.1. What does it mean to use goods and services efficiently?

______________________________________________________________

______________________________________________________________

______________________________________________________________

3.2. Suggest three ways how water, as a non-renewable resource, can be used
efficiently.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Activity 4:

How to recycle and reuse goods to satisfy needs and wants

4.1. Why should goods be recycled and reused?

______________________________________________________________

______________________________________________________________

4.2. Explain the 3 R’s of sustainable use of goods/resources.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

22
 ______________________________________________________________

ECONOMIC AND MANAGEMENT SCIENCES

GRADE 7

TERM 1

The Economy –
GOODS AND SERVICES:

MEMORANDUM:

Activity 1: Concepts and examples of goods and services

1.1. Explain the difference between goods and services and give an example
of each.

Goods: Services:
Definition:  Physical products that are  Work that is done for people
made to satisfy needs and who need it.
wants.  Cannot be seen or touched.
 They can be seen and  It is thus not tangible.
touched.
 Also called tangible assets.
Example: Television set, computer, cell Hairstyling, legal services,
phone, sweets, sugar, etc. consultation services, medical
Any other relevant example. services, etc.
Any other relevant example.

1.2. Match the descriptioin in Column B with the term(s) in Column A. Write
only the correct letter in the Answer column. E.g. 1.2.1. B.

No. ANSWER
1.2.1
B
.
1.2.2
F
.
1.2.3
A
.
1.2.4 I

23
 .
1.2.5
G
.
1.2.6
E
.
1.2.7
D
.
1.2.8
C
.
1.2.9
H
.

Activity 2:

Producers and consumers; The role of households as producers and

consumers

2.1. Differentiate between producers and consumers.

Producers: Consumers:
 Producers are those people/  Consumers are the people who buy the
businesses that use resources to goods of producers or who make use
produce goods and services in order of the service of service providers.
to satisfy the needs and wants of  Everyone is a consumer because we
people. need goods and services everyday.
 Producers who use resources to
deliver services are called service
providers.

2.2. Indicate whether the following persons/organisations are producers or

consumers. Write only Producer or Consumer in the Answer column.

No. Answer:
2.2.1
Producer
.
2.2.2
Consumer
.
2.2.3
Producer
.
2.2.4
Producer
.
2.2.5
Producer
.

2.3. When will households be classified as producers?

 People from households usually work at businesses and government. In

other words, they sell their labour in exchange for a wage/salary.

24
  They produce their own goods and services. E.g. they plant their own fruit
and vegetables to eat or they iron their own clothes.

2.4. When will households be classified as consumers?

 Households use many domestic goods, such as fridges, stoves, kettles,

etc. which they buy at furniture stores and they also make use of municipal
services, such as electricity, sanitation, refuse removal, etc.

Activity 3:

Using goods and services efficiently and effectively

3.1. What does it mean to use goods and services efficiently?

 To use goods and services efficiently means to use it with minimal waste,
cost and effort.

3.2. Suggest three ways how water, as a non-renewable resource, can be

used efficiently.

 Install water tanks to catch rain water.

 Repair leaking taps.
 Reuse water. E.g. bath water can be used for the toilets.
 Take care of underground water sources. Do not pollute it.
 Report broken pipelines and infrastructure to the municipality in order not to
waste water.
 Any other relevant answer.

Activity 4:

How to recycle and reuse goods to satisfy needs and wants

4.1. Why should goods be recycled and reused?

 It is important that resources be used sparingly ro reduce wastage and also

to limit expenses.
 Goods should be recycled and reused in order for resources that are used
in the production process to still be available for future generations.
 Any other relevant answer.

25
4.2. Explain the 3 R’s of sustainable use of goods/resources.

 Reuse – to find other uses for a product/resource.

 Reduce – to use less of a product/resource.
 Recycle – to use waste such as plastic and paper in the production of other
products.

ECONOMIC AND MANAGEMENT SCIENCES

GRADE 7

TERM 1

The Economy –
INEQUALITY AND POVERTY:

Activity 1: Concepts relating to inequality and poverty

Use the words in the wordbank below to complete the statements.

low; money; expense; poor;

income; high; poverty; rich

There is a number of very (1.1)______________ people in South Africa who earn a

lot of (1.2)_______________ . These people have access to more resources and
have a (1.3)_______________ standard of living. In contradiction to this, there are
also a lot of people living in (1.4)________________ and who receive a low
(1.5)________________ .

Activity 2: Socio-economic inequality

2.1. Discuss the term “socio-economic inequality”.

______________________________________________________________

______________________________________________________________

______________________________________________________________

26
2.2. Explain any three causes of socio-economic inequality.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Activity 3: Inequality in SA

3.1. Study the scenario below and answer the following questions.

There are two primary schools in Jacaranda city. One of these primary
schools is located in a wealthier suburb and they have access to the
latest technology, whilst the other primary school is situated in a poverty
stricken area where they don’t even have access to running water and
sufficient stationery.

Learners in the poverty stricken area must walk to school because or the
poor condition of the roads. Most taxis do not want to service these
areas. They should also wait hours for taxis and busses that broke down.

Learners in the wealthier suburb can drive to school because their roads
are in a very good condition.

3.1.1. From the scenario, identify three inequalities that exist in Jacaranda city.

3.1.2. Recommend ways how each of these inequalities can be addressed.

3.1.1. Three inequalities: 3.1.2. Ways how inequalities can be

addressed:

3.2. Suggest any two acts or pieces of legislation the democratic government
implemented to address the inequalities in South Africa.

______________________________________________________________

27
 ______________________________________________________________

3.3. Discuss the purpose of one of the two acts mentioned in 3.2.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Activity 4: Education and skills to fight inequality and injustice

4.1. What does the term “poverty” refer to?

______________________________________________________________

______________________________________________________________

______________________________________________________________

4.2. What, in your opinion, is the only long term solution for poverty?

______________________________________________________________

4.3. Suggest four ways how the government can address inequality by means of
education.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

4.2. Explain the poverty cycle by choosing the correct word from the wordbank
below to fill in the missing words:

skilled; poor; unemployment; education; badly; good;

lower; slegte; unskilled; inkomste

A good (4.4.1) _________________ gives access to (4.4.2)______________

employment opportunities and makes career growth possible.
A (4.4.3) ______________ education leads to a (4.4.4)__________________
income or even (4.4.5)______________________.
If a person is (4.4.6)____________________ he/she could find a job that pays

28
 (4.4.7)________________ and if you have a lower (4.4.8)________________
you cannot afford better education. So the poverty cycle continues.

Activity 5: Urban and rural challenges

5.1. Briefly differentiate between urban and rural areas.

Urban areas Rural areas

5.2. Name four socio-economic challenges in rural areas.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5.3. Discuss any three socio-economic challenges in urban areas.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Activity 6: Create sustainable employment opportunities

6.1. Recommend five strategies to create sustainable jobs.

______________________________________________________________

29
 ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

ECONOMIC AND MANAGEMENT SCIENCES

GRADE 7

TERM 1

The Economy –
INEQUALITY AND POVERTY:

MEMORANDUM:

Activity 1: Concepts relating to inequality and poverty

1.1. Rich
1.2. Money
1.3. High
1.4. Poverty
1.5. Income

30
Activity 2: Socio-economic inequality

2.1. Discuss the term “socio-economic inequality”.

 Socio-economic imbalance/inequality refers to the inequality in people's

standards of living because of how rich or poor they are.
 It can also refer to the uneven distribution of social and economic
resources.
 Any other relevant discussion.

2.2. Explain any three causes of socio-economic inequality.

 Unemployment - People who are unemployed have a loss of income and

this leads to poverty.
 Legacy of Apartheid - Apartheid harmed blacks, coloured people and
Indians in the sense that they could not find good jobs.
 Geographic distribution of resources - People in cities group together
where there are good resources.
 Educational standard - Well-trained people find work easier. They are
usually located in cities. Many people in rural, poor areas find it difficult and
expensive to obtain a higher standard of education.
 Access to proper health care - Private hospitals and clinics are mostly
located in large towns and cities and is expensive. Unemployed and poor
people cannot afford the rates of these private institutions.
 Government corruption - means that money intended for poor people
cannot be used to their advantage.
 Poor service delivery by the government - many people feel that
services are not delivered fast enough, which prolongs their poverty. E.g.
granting and building RDP houses, electricity supply, removal of the bucket
toilet system.
 Natural disasters - eg. droughts can adversely affect rural people, who are
dependent on subsistence farming.
 Diseases and epidemics - eg. people who have AIDS can no longer work,
so they can fall into poverty.

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  Any other relevant answer.

Activity 3: Inequality in SA

3.1.1. From the scenario, identify three inequalities that exist in Jacaranda
city.

3.1.2. Recommend three ways on which each of these inequalities can be

addressed.

3.1.1. Three inequalities: 3.1.2. Ways in which these

inequalities can be addressed:
Inequality in schools – schools in Upgrading of all schools;
wealthier suburbs have access to Provision of basic services;
better resources than schools in Equal financial allocations to schools
poverty stricken areas. based on learner totals and other
contextual factors; etc.
Condition of roads in different areas. Upgrading of roads and infrastructure.
Insufficient public transport. The government can encourage
people to start transport businesses.
Regulating of public transport.
Stricter requirements to public
transport companies.

3.2. Suggest any two acts or pieces of legislation the democratic

government can implement to address the inequalities in South Africa.

 Employment Equity Act

 Skills Development Act
 Black Economic Empowerment Act
 Broadbased Black Economic Empowerment Act

3.3. Discuss the purpose of one of these acts mentioned in 3.2.

 Employment Equity Act prohibits discriminatory and unfair labour

practices in order to promote equity.

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  Black Economic Empowerment Act and Broadbased Black Economic
Empowerment Act aims to include black people in the mainstream
economy.
 Skills Development Act encourages businesses to offer education and
training in the workplace. In doing so their workers become more
employable and can be utilised optimally within the business.
 Any relevant discussion of any of the acts.

Activity 4: Education and skills to fight inequality and injustice

4.1. What does the term “poverty” refer to?

 People live in poverty when they do not have enough money to satisfy their
basic needs.
 Any other relevant discussion.

4.2. What, in your opinion, is the only long term solution to poverty?

 Education/training/skills development.

4.3. Sugggest four ways how the government can address inequality by
means of education.

 Increasing education and training standards in SA

 Providing resources to universities and schools to improve the quality of
teaching and learning
 Revision of the school curriculum
 Upgrading schools, especially in rural areas
 Free basic and tertiary education
 Encourage businesses to invest money in continuous education and
developing their workers’ skills and competencies
 Any other relevant answer.

4.4. Explain the poverty cycle by using the words in the wordbank below to
fill in the missing words.

4.4.1. education
4.4.2. good
4.4.3. poor
4.4.4. lower
4.4.5. unemployment
4.4.6. unskilled
4.4.7. badly
4.4.8. income

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Activity 5: Urban and rural challenges

5.1. Briefly differentiate between urban and rural areas.

Urban areas Rural areas

- A lot of people live in urban areas. - Fewer people live in rural areas
- Densely built areas with a lot of - Underdeveloped and not densely
houses, offices, shops, built areas; there are a lot of open
entertainment centres, public spaces, natural veld and agricultural
buildings, etc. lands
- Good developed infrastructure - Underdeveloped infrastructure –
such as running water, roads, provision of public services such as
electricity, etc. running water and electricity is
limited.

5.2. Name four socio-economic challenges in rural areas.

 Lack of employment opportunities

 Limited infrastructure
 Inadequate access to public services
 Lower standard of living
 Any four relevant challenges.

5.3. Discuss any three socio-economic challenges in urban areas.

 High cost of living – it is very expensive to live in cities.

 Pollution – Cities create large quantities of waste which should be
disposed of and in doing so, it causes air, water and noice pollution.
 Traffic congestion – Bigger amounts of vehicles put pressure on the
traffic system in cities.
 Influx/Migration of people – Many people migrate to cities in search of
better employment and economic opportunities.
 Any other relevant challenges.

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Activity 6: Create sustainable employment opportunities

6.1. Recommend five strategies to create sustainable jobs.

 Promote entrepreneurship and new businesses:

 Government can promote entrepreneurship by providing training in business
development and providing ongoing advice and support to entrepreneurs.

 Stimulate business expansion:

 Encourage businesses to expand, because the bigger the business, the
more people they can employ.

 Encourage manufacturing:
 Encourage entrepreneurs to start manufacturing businesses because these
types of businesses need more workers.

 Improve infrastructure:
 In areas with good infrastructure it is easier to start new businesses or
expand an existing business.

 Encourage skills development:

 Government can encourage businesses to develop their workers' skills and
thereby make them more employable in better paying positions.

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