Grade 7 Training manual 2017
EMS: Economics
Inequality and Poverty
Term 3
INEQUALITY AND POVERTY
Glossary of Terms:
Learners must first give an description of the following words in their notebook:
CONCEPT
DESCRIPTION
Sosio-economic imbalances
Standard of living
Housing
Education
Health
Apartheid
Service delivery
Munisipality
Sanitation
Constitution
Inequalities
Poverty
Skills
Human rights
Learnership
Urban
Rural
Population density
Infractructure
Unemployment
Environmental damage
Discrimination
Crime
Job creation
Environmental sustainability
Unskilled
EPWP
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Economics Inequality and Poverty: Term 3
LESSON PLAN
Subject: EMS
Grade: 7
Educator(s) Signature:
Topic: The Economy:
Inequality and Poverty
Date:
HOD Signature:
Term: 3
Week: 8 - 10
Duration: 3 weeks, 6 hrs - 12 periods of 30 minutes
Prior Content knowledge:
Link with next lesson:
Needs and wants
The production process
Content:
Vocabulary/important words
Socio-economic imbalances,
• Causes of socio-economic imbalances
discrimination, inequality, injustice, poverty,
• Inequality in South Africa
challenges, redistribute, wealth, human
• Education and skills to fight inequality and
rights, rural, urban, infrastructure,
injustice
sustainable, job opportunities,
• Urban and rural challenges
empowerment,
• Creating sustainable job opportunities
Aims and objectives of the lesson
By the end of the lesson learners will be able to: :
• Discuss the causes of socio-economic imbalances
• Discuss the reasons for inequality in South Africa
• Discover how education and skills can fight inequality and injustice
• Explore rural and urban challenges
• Know the need to create sustainable job opportunities for the many people who are
unemployed
Teaching methods:
• Direct instruction
• Group teaching,
• Observation
• Discussion and
• Question and answer
Differentiation (Enrichment opportunities/ addressing
barriers to learning)
• Learners work as individuals to complete the class and
homework activities
• Learners work in groups to develop a mind map
• Learners are given important points and key work which
they write in their exercise books to guide them and
prepare them for informal and formal tasks
Assessment strategy
Formal
Informal
X
X
Form of assessment:
Assessment tool: Memo, Checklist
Class work, Project and Controlled test
Evidence of assessment
Teacher: Activities are peer marked, corrected, controlled, signed and dated. Notes given by
teacher are checked and teacher comments in the learners’ books.
Learners: Notes and activities are completed by the learners in their exercise books.
Class work, Homework, Project and controlled test should form the basis of informal and formal
activities to be given by the individual teacher.
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Teacher Activities:
Period 1 & 2
Introduction
Learners Activities:
Introduction
• In the introduction the teacher discusses
wealthy people and poor people with the
learners. He gives them an opportunity to
indicate their understanding of the differences
between the two.
• Important points out of the discussion are
written on the chalkboard.
• Indicate to the learners that wealthy people
have access to resources and enjoy a high
standard of living. On the other hand poor
people who earn very little and have limited
access to basic resources.
• Activity 1 is given to the learners to write as a
class work
• Answers to Activity 1 are discussed and peer
marking is done
Period 3 & 4
• Educator discuss and explain what inequality
in South Africa means
• Educator takes learners through the laws that
discriminated against all people who were not
classified as white i.e. during the apartheid
era
• In the discussion the terms such as redistribution, colonialism, RDP
(Reconstruction and Development Plan) etc.
are covered
• The results of inequalities in South Africa are
also discussed
• Important points are written on the chalk
board
• Activity 2 is given to the learners to write as
a home work
Period 5 & 6
• Answers to Activity 2 are discussed and peer
marking is done
• Educator controls the learner books
• Educator discusses the means of fighting
inequality and injustices
• Educator guides the learners in discussing
what a good education means and the
advantages
• Activity 3 Learners are instructed to work in
groups to draw a mind map about the
advantages of a good education (They can
even discuss it during their spare time)
• Learners listen and respond to the
teacher as s/he explains and introduces
the topic to them
• Learners ask the teacher questions that
will further clarify their understanding and
subsequent contributions.
• Discuss among themselves and explain to
the teacher their understanding of the key
concepts mentioned by the teacher.
• Ask the teacher to explain aspects or
information given by other learners to gain
better clarity.
• Learners write /important points notes in
their exercise books
• Learners write their responses to the class
work activity in their exercise books
•
•
•
•
Learners listen and respond to the
teacher as s/he explains and introduces
the concepts
• Learners ask the teacher questions that
will further clarify their understanding and
subsequent contributions
• Learners complete notes provided by
educator
• Learners work in groups to develop a
mind map
•
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Economics Inequality and Poverty: Term 3
Learners listen and respond to the
teacher as s/he explains and introduces
the concepts
Learners ask the teacher questions that
will further clarify their understanding and
subsequent contributions
Learners copy the notes in their exercise
books
Learners write the home work in their
exercise books
Educator discusses the checklist with the
learners before they work in groups
Period 7, 8 & 9
• Presentations of the mind maps by different
groups it’s done
• Educator uses the checklist to assess the
learners
• Educator gives learners feedback on their
performance to prepare them for formal
assessment
•
Urban and rural challenges are introduced
and discussed in class
• Educator writes important points on the
chalkboard
• The role of the government in ensuring that
people get out of the poverty trap or cycle is
also discussed
Period 10 & 11
• Sustainable job opportunities are introduced
and discussed in class
• Educator writes important points on the
chalkboard
• Activity 4 is given to the learners to write as
a class work
•
•
•
•
•
•
•
•
•
Period 12: Controlled test
•
Resources:
Text books, learners’ exercise books, etc
Learners choose one representative from
each group to do the presentations to the
class
The whole class discuss the
presentations made by each group
Learners take part in the discussion on
urban and rural challenges and the role of
the government in ensuring that people
get out of the poverty trap or cycle
Learners copy the notes in their exercise
books
Learners listen and respond to the
teacher as s/he explains and introduces
the concepts
Learners ask the teacher questions that
will further clarify their understanding and
subsequent contributions
Learners copy the notes in their exercise
books
Learners write the home work in their
exercise books
In the presence of the educator
learners respond to questions on the
controlled test and write answers on
their answer sheet
Teacher’s comments/reflection:
HOD Input: Monitoring and support
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What are we going to learn?
•
•
•
•
•
Causes of socio-economic imbalances.
Inequality in South-Africa.
Education and skills to fight inequality and injustices.
Urban and rural challenges.
The creation of sustainable job opportunities.
Causes of socio-economic imbalances
• Socio-economic imbalances: imbalances in people’s access to resources such as housing,
health care, education and proper standard of living.
• Standard of living: people’s access to things such as goods and services that makes life
more comfortable.
•
•
•
•
Causes of these imbalances is apartheid.
Apartheid discriminated against people based on race.
Another cause of socio-economic imbalances South-Africa is the government’s poor service
delivery.
Local government and municipalities can not deliver sanitation and housing quickly enough.
Inequality in SA
• Constitution: it is the highest act of South-Africa, that sets out the rights and responsibilities
of all South-Africans.
• Bill of Rights:included in the Constitution; it is a list of all the important rights of the citizens
of a country.
• In 2000 South-Africa signed the United Nation’s Millennium-declaration.
• The inequality amongst race groups is busy shrinking , but the inequality within race groups
is getting bigger.
• South-Africa has one of the world’s highest inequality rates.
• Poverty and inequality rates do not decrease quickly enough.
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Economics Inequality and Poverty: Term 3
Race groups
Income
Black people
R7 283
Colored people
R14 126
Indian people
R23 938
White people
R62 360
Education and skills to fight inequality and injustices
•
•
Is the most important way of fighting inequality and injustice in South- Africa.
Without it, it is not possible to get a good job and participate fully in the economy.
•
•
•
•
•
•
The Bill of Rights gives all South Africans , including adults , the right to basic education.
There is a large shortage of skills in South-Africa.
It is bad for the country’s economic growth.
Skills development act.
Businesses work with government to improve the skills of workers.
Learnerships: when a person works for a business and at the same time receives in service
training.
Urban and rural challenges
•
•
•
•
•
•
•
•
People move to urban areas in search of job opportunities.
Service delivery in urban areas is seen as more important than service delivery in rural
areas.
There is more poverty in rural areas than in urban areas.
Rural communities with their agricultural economies are seen as less important than urban
communities with their industrialised economies.
It is difficult to deliver services to rural areas where people are spread over vast distances.
There is less taxpayers in rural areas because of the low density of the population.
Political power is thus centralised in the population of urban areas.
Many of them can not get a job because of the fact that rural areas have little infrastructure.
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•
•
•
Infrastructure: the basic systems and services that are needed to keep a country going
properly for example buildings, transport, water and electricity.
Cities and towns have the following problems:
•Unemployment
•
Overpopulation
•Poor service delivery
•
Crime
•Environmental damage
•
HIV/Aids
Industries in urban areas usually disadvantages the environment.
The creation of sustainable job opportunities
•
•
•
•
•
Job creation is an important part of decreasing inequality and poverty so that more
people can partcipate in the economy.
Sustainable job creation is job opportunities that:
•
last long in order for employees to benefit more from it.
•
in industries that are driven by economic and environmental sustainability.
The country must thus create the job opportunities that can be done by unemployed people.
The government started in 2004 with the Expanded Public Works Program (EPWP).
This program targets unskilled and unemployed people.
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Economics Inequality and Poverty: Term 3
CLASS ACTIVITIES
ACTIVITY 1
Socio-economic imbalance
Study the following pictures carefully and answer the questions that follow:
PICTURE A
PICTURE B
1. Give 2 things how you can tell that the people in Picture A are poor.
2. Give 2 things how you can tell that the people in Picture B are wealthy.
3. Which basic needs the people in Picture A are able to satisfy. Mention only 3.
4. What do you understand by socio-economic imbalance?
5. List 5 causes of socio-economic imbalances in South Africa.
(2)
(2)
(3)
(3)
(10)
ACTIVITY 2
Homework (Inequality in South Africa and the Laws of discrimination)
1. What do you understand by the term ‘Inequality’?
(2)
2. What do you think was the main historical factor that caused inequality in South Africa? (2)
3. List three laws that were passed by the South African government during the years 1948 –
1994 that discriminated against all people who were not white?
(6)
4. List four examples of discrimination that occurred during 1948 – 1994 in South Africa. (8)
5. To correct the inequalities, the first South African democratic government (1994) adopted a
new constitution and also put new laws in place. Briefly discuss only four of these laws. (12)
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ACTIVITY 3
Classwork/ Homework (Education and skills to fight inequality and injustice)
1. Work in groups. Choose a scribe, a time-keeper and a presenter.
1.1. Discuss what you think ‘a good education’ means. Summarise your answer in two or
three lines.
1.2. Think about all the advantages that a person has if he or she has a good education.
Give as many ideas as possible.
1.3. Draw a mind map about the advantages of a good education.
N.B. Work in groups on the above questions and one will present to the whole class.
ACTIVITY 4
Classwork (Urban and Rural challenges, Sustainable job opportunities)
1. In a table form, use the key words provided below to explain the differences and challenges
experienced by people living in the urban and rural areas that may also cause inequalities
and make it very difficult to break out of a cycle of poverty. Key words: Jobs, transport,
education, housing, health services
(20)
2. What do you understand by a sustainable job?
(2)
3. Give four strategies that can be followed by people and the government to create sustainable
job opportunities.
(8)
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