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  4. Die ontstaan van nedersettings

2.1 Die ontstaan van nedersettings  (Page 2/2)

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3. Waarom is ons dorp/stad juis hier aangelê?

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My woonplek: ................................................................. en die geskiedenis van sy stigting:

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Aktiwiteit 3

Om die eie omgewing te beoordeel [lu 1.6, 2.1]

Julle kan in die spasies prentjies teken of plak om te verduidelik (a) hoe julle omgewing vroeër gelyk het, (b) hoe jy wil hê dit moet lyk, (c) hoe dit verbeter kan word en (d) hoe dit nie moet lyk nie. Julle kan dit ook op aparte velle doen.

a) So het ons omgewing gelyk voordat mense daar gaan woon het.

b) Ons wil graag hê dat ons stad/ dorp soos hierdie plek moet lyk.

c) Planne wat ons kan maak sodat ons nageslagte sal weet hoe ons omgewing gelyk het voordat mense hier kom woon het.

d) Só behoort ons plek glad nie te lyk nie!

2.tipe nedersetting

A

B

Soms woon mense in groot groepe saam en ander kere weer in kleiner groepies. Op die platteland word ‘n klein groepering van huise en winkels ‘n dorpie genoem. ‘n Dorpie word ‘n LANDELIKE NEDERSETTING genoem.

Wanneer die groeperings groter word en meer besighede insluit, word dit ‘n groot dorp of selfs ‘n stad. Dit staan dan bekend as ‘n STEDELIKE NEDERSETTING .

Aktiwiteit 4

Om landelike en stedelike nedersettings te vergelyk [lu 2.1, 2.2, 3.1, 3.2]

Kyk of julle die volgende vrae binne jul groepe kan beantwoord.

  • Woon julle in ‘n landelike of ‘n stedelike nedersetting?
  • Kyk na sketse A en B en beskryf:

- die tipe geboue

- watter werk die mense doen

- van watter vervoermiddels hulle gebruik maak

  • Watter voordele is daar om in ‘n stad te bly?
  • Watter voordele is daar om op die platteland te bly?
  • Watter dienste is in die stad wat nie so algemeen op die platteland gevind word nie?
  • Watter probleme kan mense in stede / op die platteland ervaar?

Aktiwiteit 5

Om voorstelle te maak wat die bogenoemde probleme sal oplos [lu 3.3]

Verminder probleme in landelike gebiede Verminder probleme in stedelike gebiede

Assessering

Leeruitkoms 1: aardrykskundige ondersoek

Die leerder is in staat om ondersoekvaardighede te gebruik om aardrykskundige en omgewingsbegrippe en -prosesse te ondersoek.

Assesseringstandaard

Dis duidelik wanneer die leerder

1.6 inligting uit bronne (insluitend eie waarnemings) gebruik om vrae oor mense en plekke te beantwoord;

1.7 aardrykskundige en omgewingsbegrippe en -terme gebruik om op verskillende maniere verslag te doen oor ondersoeke (teken van kaarte).

Leeruitkoms 2: aardrykskundige kennis en begrip

Die leerder is in staat om aardrykskundige en omgewingskennis en -begrip te toon.

Assesseringstandaard

Dis duidelik wanneer die leerder

2.1 die eienskappe van die plaaslike nedersetting, insluitend landgebruik, beskryf en dit vergelyk met voorbeelde van ander plekke (mense en plekke);

2.2 die belangrikheid beskryf van toegang tot hulpbronne en dienste.

Leeruitkoms 3: verkenning van vraagstukke

Die leerder is in staat om ingeligte besluite oor sosiale en omgewings-vraagstukke en –probleme te neem.

Assesseringstandaard

Dis duidelik wanneer die leerder

3.1 vraagstukke kan identifiseer wat met hulpbronne en dienste in spesifieke kontekste gepaardgaan;

3.2 faktore identifiseer wat veroorsaak dat sommige mense in ‘n spesifieke konteks groter toegang tot hulpbronne het as ander;

3.3 voorstelle maak oor hoe toegang tot hulpbronne in ‘n spesifieke konteks verbeter kan word.

Memorandum

Myndorp/-stad Hawedorp/-stad Nywerheidsdorp/-stad Toeriste-aantreklikheid
Kimberley Knysna Sasolburg Knysna
Koffiefontein Port Elizabeth Kimberley Port Elizabeth
Kaapstad Kaapstad Kimberley
Knysna Kaapstad
Port Elizabeth Warmbad
Skukuza
Heroldsbaai
Hogsback
  • Dienste
  • Geriewe
  • Rustigheid
  • Goedkoper/minder misdaad
  • Geweld/misdaad : Ver van geriewe
  • Vervoer : Minder verskeidenheid
  • Stres : Duurder produkte

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Source:  OpenStax, Aardrykskunde graad 4. OpenStax CNX. Oct 21, 2009 Download for free at http://cnx.org/content/col11083/1.2
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