2.1 The establishment of settlements

Where I live: …………………………………………………………………… and its history:

………………………………………………………………………………………….

………………………………………………………………………………………….

………………………………………………………………………………………….

………………………………………………………………………………………….

Activity 3

To judge your own environment [lo 1.6, 2.1]

Draw or paste pictures that will describe (a) the earlier appearance of your environment, (b) how you want your environment to look like, (c) how it can be improved, and (d) what it should not look like.

a) This is what our environment looked like before people lived there.

b) We would like our town/city to look like this place.

c) Plans we can make to ensure that our descendants will know what the environment looked like before people settled there

d) This is not the way that our place should look like!

2.type of settlement

A

B

Often people live together in large groups and sometimes they live in small groups. In the country a small cluster of houses and shops is called a village . A village is called a rural settlement .

When the cluster becomes larger and the number of businesses increases, it becomes an urban settlement .

Activity 4

To compare rural and urban settlements [lo 2.1, 2.2, 3.1, 3.2]

Answer the following questions in your groups:

• Do you live in a rural or urban settlement?
• Look at sketch A and sketch B and describe the following:

- the types of buildings

- the work that people do

- what means of transport they use

• What are the advantages of living in a city?
• What are the advantages of living in the country?
• Which services available in the city, are not found generally in the country?
• What problems could people encounter in cities/in the country?

Activity 5

To make suggestions that will solve the above-mentioned problems [lo 3.3]

Assessment

Learning outcome 1: geographical enquiry

The learner will be able to use enquiry skills to investigate geographical and

environmental concepts and processes.

Assessment standard

We know this when the learner:

1.6 uses information from sources (including own observations) to answer questions about people and places (e.g. “Why is it like that?”);

• uses geographical and environmental concepts and terms to report on enquiries in different ways (e.g. writing a paragraph, using a poster, artwork).

Learning outcome 2: geographical knowledge and understanding

The learner will be able to demonstrate geographical and environmental knowledge and understanding.

Assessment standard

We know this when the learner:

• describes the features of the local settlement, including land uses, and compares them with examples from other places;
• describes the importance of access to resources and services for people living in settlements.

Learning outcome 3: exploring issues

The learner will be able to make informed decisions about social and environmental issues and problems.

Assessment standard

We know this when the learner:

3.1 identifies issues associated with resources and services in a particular context;

3.2 identifies the factors that influence why some people have better access to resources compared to others in a particular context;

• suggests ways to improve access to resources in a particular context.

Memorandum

• Services
• Facilities

• Peacefulness
• Cheaper/lower crime rate

• Crime/Violence : Far from facilities
• Transport : Smaller variety
• Stress : Cheaper products