geo gr9 m1 development issues

8/3/2019 Geo Gr9 m1 Development Issues

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LEARNING AREA SOCIAL SCIENCES

FOCUS GEOGRAPHY GRADE

DEVELOPMENT ISSUES



MODULE FRAMEWORK AND ASSESSMENT PAGE

LEARNING OUTCOMES

(LO)ASSESSMENT STANDARDS

(AS)

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

AS(Pg. and mark out of 7)

LO(ave. out

of 7)

Assignmentsor tests

(%)

Ave. for LO(% and mark

out of 7)

LO 1 This is clear when the learner:

GEOGRAPHICALRESEARCH

The learner can applyresearch skills to studygeographical andenvironmental conceptsand processes.

1.3 analyses and makes inferences fromsources such as photo’s, maps,

atlases, graphs and statistics [workingwith sources];

1.5 recognises information in the field andrecords it [working with sources];

1.7 reports and formulates knowledgeobtained during the research by meansof an argument and interpretationbased on sources of information; usesmaps, diagrams and graphics; uses,where necessary, computers in thepresentation [communicating theanswer].




LEARNING OUTCOMES


(AS)



LO(ave. out

of 7)

Assignmentsor tests

(%)

Ave. for LO(% and mark

out of 7)

GEOGRAPHICALKNOWLEDGE ANDUNDERSTANDING The learner candemonstrate geographicaland environmental

knowledge andunderstanding.

2.1 gives a well-argued explanation of some approaches to development[people and places];

2.2 identifies ways in which Scienceand Technology have a positiveand a negative influence on

development [people andresources];

2.3 explains how sustainable developmentcan have a positive influence onpeople, places and environments[people and environment].



LEARNING OUTCOMES


(AS)



LOs(ave. out

of 7)

Assignmentsor tests

(%)

Ave. for LO(% and mark out

of 7)


EXPLORING THEISSUES The learner can take

informed decisions onsocial and environmentalissues and problems

3.1 identifies social andenvironmental conflicts in SouthAfrica and compares it with other

contexts [identifies the issue];3.2 identifies factors that have an

influence on selected social andenvironmental disputes, includingthose regarding rights; gender; social,economical and political claims withina specific context [factors affecting theissues];

3.3 analyses the reason for disputesor conflicts [makes choices];

3.4 takes informed decisions on varioussolutions to social and environmentalconflicts [makes choices].



MODULE CONTENT

Learning Unit 1

PAGE

1. POLITICAL BACKGROUND...................................................................... 1

Learning Unit 2PAGE

2. APPROACH TO DEVELOPMENT.............................................................. 4

Learning Unit 3PAGE

3. APPROACH TO DEVELOPMENT IN THE RSA ........................................ 8

Learning Unit 4PAGE

4. THE ROLE OF TECHNOLOGICAL DEVELOPMENT IN

ENVIRONMENTAL ISSUES....................................................................... 12

4.1 Technology and the growing need for food........................................... 12

– Biotechnology.................................................................................... 13

– Genetics............................................................................................ 14

4.2 The Green Revolution........................................................................... 18

4.3 The Green Revolution in India.............................................................. 19

4.4 Lessons from the Green Revolution..................................................... 20

4.5 Summary.............................................................................................. 24



KNOWLEDGE FOCUS

The knowledge focus in this module on development issues is:

Development issues:

• approach to development:

– concepts: developing, developed, sustainable development andsustainability;

– applicability to South Africa and other countries;

• the role of science and technology:

– effect on development;

– the Green Revolution;

– modification of crops;

– the use of appropriate technology.



LEARNING UNIT 1

DEVELOPMENT ISSUES

1. Political background The Second World War influenced political activities as well as development inSouth Africa. There was discord amongst the whites and the blacks were becomingimpatient. The ANC and their Youth League became active and the Smuts governmentwas in doubt about the road they should follow.

The country was rapidly getting urbanised, which had certain implications for itsdevelopment. The government of that time was of the opinion that segregation(separation and inequality amongst the different races) should be removed from thesystem. The pass laws became less stringent, blacks were recognised as men andwomen, and welfare programmes were launched to ensure the development of all thecountry’s people.

In the meantime, however, Afrikaner nationalism was growing. This was thebeginning of important changes in the country. Eventually the National Party won diegeneral elections in 1948. This made them the governing party and the system of Apartheid became official. Segregation or the separation of races became formalpractice, and all groups and areas were not developed equally. Certain areas andpopulation groups remained behind. This is why we still refer to “previouslydisadvantaged communities”. The present government is trying to rectify the situationby offering everybody equal access to development and prosperity. This is one of thecountry’s biggest challenges in which all of us have to cooperate.

Genl. J.C. Smuts – leader in the United Party A typical example of separate amenities

The first three prime ministers after the National Party came into power. From left to right:

dr. D.F. Malan (1948 – 1954), mr. J.G. Strydom (1954 – 1958) and dr. H.F. Verwoerd (1958 – 1966)



Activity

1.1

TO WRITE AN ESSAY ON THE CHANGES THAT TOOK PLACE IN SOUTH AFRICA

AFTER 1940

LO 3.1

LO 3.2

LO 3.3

LO 3.4

Study the following photos. Write an essay of one A4-page to describe the changes inmore detail. Give examples of specific changes that had taken place. The Historyteacher and the learners’ parents and other members of the family might be able tosupply more information. Ask two or three learners to read their reports to the class,and encourage discussion.

District Six

Sharpeville

Selected sources to consult

1. Müller, C.F.J. e.a.: 500 Jaar Suid-Afrikaanse Geskiedenis, Kaapstad. 1980

2. Ormer-Cooper, J.D.: History of Southern Africa, London, 1994

3. Welsh, F.: A History of South Africa, London, 2000

4. Giliomee, H.: The Afrikaners, Cape Town, 2004



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LEARNING UNIT 2

2. Approach to development

The level of development varies from country to country. According to thesedifferences, countries can be divided into different categories or groups. Two termswhich are often used, are developing and developed countries.

Developing countries are still in the process of developing. The economic andsocial systems have not yet been developed sufficiently. The growth that does takeplace, is therefore not enough to supply in the needs of the country’s inhabitants.One such example is Angola, where the development of basic services still lagsbehind that of other countries. Services such as health, housing, transport,education etc. still need to be expanded considerably before the total population willbe properly cared for. Even in certain parts of South Africa some of the backlogshave not been met. Can you think of parts of our country where there is room for

improvement? Are there similar needs to be found in your own area? What can thegovernment and the inhabitants do about it?

Developed countries have already attained a high level of economic and socialdevelopment, like Germany, The Nederlands and most other European countries.Large parts of the U.S.A., as well as certain areas in South Africa are well-developed. What are some of the typical features of developed countries?

Activity

2.1

TO BECOME AWARE OF DIFFERENT

APPROACHES TO DEVELOPMENT IN THE RSA

LO 2.1

To talk about development, we need certain key concepts. The meanings of thesewords have to be fully understood to make sure we use them correctly.

Explain the following:

developed and developing countries (also give examples of countries or areas)

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sustainable development: what does it mean?

Consult sources such as Caring for the earth – South Africa: a strategy for sustainable

living , by John Yeld. This is a publication of the South African Nature Foundation (SANF)

and the World Conservation Union (IUCN). ISBN 0-62017685-7

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cornerstones of sustainability: measures to ensure sustainable development

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urbanisation



Explain the concept, and name the implications. Also give your own opinion onthe matter (What are your personal feelings, and what solutions do you suggest?)...........................................................................................................................

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depopulation of rural areas

Explain what the term means to you, and name the possible consequences. Also give

your own opinion on this phenomenon (How do you feel about it, and why? What

solutions can you suggest?)

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First World (Give examples of “First World countries”, and give reasons whythey are called as such.)

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Third World (Give examples of Third World countries, with reasons why theyare known as such.)



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Activity

2.2

TO DISTINGUISH BETWEEN DEVELOPING AND DEVELOPED

COUNTRIES

LO 2.1

Make a tick in the appropriate column opposite the name of each country to indicate if itis essentially a developed or developing country. What do you know about thesecountries to help you decide where to place your tick? It is necessary to gain factualknowledge about the different countries of the world. Chat to each other and to your families at home and find out what they know about each country. Learners who readthe daily newspapers or watch news programmes on television, will find it easier todecide whether a country falls in the developed or developing category.

NAME OF COUNTRY DEVELOPED: DEVELOPING:

Zimbabwe

USA

France

Congo

Argentine

Japan

Russia

Mozambique

Namibia

Activity

2.3

TO CONDUCT A CLASS DISCUSSION ON THE RSA AS A DEVELOPING COUNTRY

LO 2.1

THE RSA IS A THIRD WORLD AND DEVELOPING

COUNTRY AND SHOULD BE MANAGED

ACCORDINGLY

Discuss this statement. Give reasons why you agree or disagree with this statement,and explain how you reached your conclusion.



LEARNING UNIT 33. Approach to development in the RSA

Map of the RSA with former TBVC countries

FIRST STEP: DEVELOPMENT AREAS

Before we start discussing the issue of development, it is best to get a total picture by lookingat the map. Where would you expect to find the most and the least development, and why?Have you ever visited any highly developed as well as totally undeveloped areas? Tell theother learners about it, or write it down, and compare notes.

Now we can broadly divide the country into DEVELOPMENT AREAS or areas where a lot of development has already taken place. By including the former TBVC countries (find out what

the latter means), the areas will to a large extent agree with the present nine provinces, i.e.

[Present names]

1. Western Cape (the present Western Cape and parts of the

Northern Cape) [Western Cape]

2. Northern Cape (parts of the Western Transvaal and

Bophuthatswana) [Northern Cape]

3. Orange Free State (Qwaqwa and Bophuthatswana) [Free State]

4. Eastern Cape (Ciskei/Transkei) [Eastern Cape]

5. Natal/Kwazulu/Transkei [Kwazulu-Natal]

6. Mpumalanga (KaNgwane/Lebowa/Gazankulu) [Mpumalanga]7. Limpopo (Venda/Lebowa) [Northern Province]

8. PWV (Bophuthatswana/KwaNdebele) [Gauteng]



Development in Regions 4, 5 and 7 was important, as UNEMPLOYMENT figures were veryhigh. To ensure development, job opportunities were needed and workers needed to beemployed to improve their quality of life and earn money to buy the most basic provisions.(What do you regard as vital steps in creating new job opportunities? Why does thegovernment not simply hand out money to the poor? A sensible answer is needed if youintend to take part in planning the future).

Map of the RSA with development centres

SECOND STEP: DEVELOPMENT OF REGIONS/TOWNS

Specific centres of development already exist.

It is important to know where these regions are and to realise that development contributes to

the lifestyle and quality of life of the inhabitants of those particular regions. (Give examples.)

Now start your research on the development and activities in regions/towns that are regarded

as centres of a specific area. Include the following:

1. Large urban areas, e.g. four main industrial areas. First decide which areas you would

like to study, and why. Then collect information on the locality, history, climate, natural

resources, industries, farming, business enterprises, tourism and social development or

services (educational institutions, hospitals, organisations, sporting and other activities)

in these particular areas. How would you recognise a typical developed landscape?

What type of lifestyle do the inhabitants enjoy, and what would they not be familiar with

at all? Why? Would you prefer to live in an urban and developed area yourself? Why?



2. Deconcentration points, e.g. Atlantis (Cape Town); Imbali (Durban); Babelegi (North of

Pretoria). “Deconcentration” means that the centres of activity are moving outwards, so

that centres of development are no longer concentrated in the urban areas only.

“Concentration” happens when everything evolves around a single point, while

“deconcentration” means spreading out from one point. In language studies we would

call them “opposites”. You should be able to apply this grammatical term to Geography.(Think about other forms of “opposites” or “contrasts” occurring in other countries or

regions. You could even try to write a poem on geographical contrasts, or illustrate it in

a work of art. It could also serve as a topic for an oral discussion or essay in any of the

official languages.)

3. Discuss the large centralised industrial development areas, e.g. George; Vredenburg-

Saldanha; Mafikeng; Queenstown; Richards Bay; etc.

4. Find out which other industrial centres have potential, but have not yet been fully

developed. What do you regard as the possibilities or potential of these particular

areas? What type of initiatives would serve to speed up development in such areas?Think of cheaper railway transport, lower electricity tariffs, housing, financial aid, private

initiatives by entrepreneurs, etc.

THIRD STEP: DEVELOPMENT PROGRAMMES

Make a study of RIDP – the Regional Industrial Development Programme of 1991.

Objectives of RIDP:

Increased and wider regional development is envisaged to the advantage of larger

regions as well as a larger section of the population.

Move even further away from decentralisation points – develop the entire region so that

everybody is involved, allowing all to profit from the development.

Provide the various kinds of support needed for development as mentioned in Step 2.

Launch programmes such as the RDP to address work opportunities, employment, and

the issues of poverty. (What is the RDP program? Do you know of any such initiatives

where you live? Information should be obtainable from the city council, or they will refer

you to people who are knowledgeable on this issue.) What is your opinion on such a

program? Could you suggest similar plans for development? What do you regard as

priorities in your own region?



Activity

3.1

TO PRESENT INFORMATION ON A MAP AND MAKE CONCLUSIONS

LO 1.3

a) Draw the revised map of South Africa with its new provinces on tracing-paper and lay itover the map on p. 8. (The outline of each map should be of exactly the same size.)

b) Now compare the two in respect of:

the size of the areas of land;

distance from the large urban areas;

c) Make your own conclusions about the success/failure of the models.



LEARNING UNIT 4

4. The role of technological development in solvingenvironmental issues

4.1 Technology and the growing need for food

As the world population grows, natural resources become more strained. This meansthat the soil must produce even more crops to feed the population. Traditional methodsof cultivating crops are no longer efficient to produce food for the entire worldpopulation. In some countries, however a surplus or overproduction of agriculturalcrops is presently produced (e.g. in the USA), while other countries still have a problemin respect of meeting the nutritional needs of the population (e.g. in Ethiopia, where afamine rages).

In an effort to rectify the situation, scientific methods are applied to increase theproduction of agricultural crops. For this, however, money, manpower, technology andresearch are needed. If it is successful, new cultivars may be developed, yielding higher

crops than traditional crops. Certain cultivars of maize yield more heads than in thepast. This in turn leads to a higher agricultural production, which means that morepeople can be fed. People suffering from malnutrition cannot remain healthy, continueworking, and care for their families. Where people do not earn money to meet their basic needs, they cannot develop, and nor can their children. Neither can theycontribute to the development their country.



Biotechnology

Biotechnology refers to scientific techniques based on a knowledgeof biology. Biology studies life processes, for instance in plants.

This knowledge plays an important role in the development of newcrops. It may help to reduce the time and costs attached to the

process of development. Other methods include the use of genesto combat soil toxicity, making plants insect-resistant, as well asincreasing the nutritional value of plants.In developing countries farmers can profit from methods such asadding a certain gene to the canola plant that producesbetacarotene. This helps to replenish Vitamin A-deficiencies andthereby prevent damage to the eyes. Certain aspects related tosafety and the ethics of genetic manipulation, however, still needto be clarified. Ethics deals with the moral principles of what is“right and wrong”.

The sciences also contribute to the improved management of our

natural resources. In this way problems such as water shortages,the loss of fertile soil, the loss of natural trees and forests, animpairment of biodiversity, as well as the exhaustion of our fishingresources can be avoided.

Activity

4.1

TO FIND INFORMATION ON BIOTECHNOLOGY AND THE APPLICATION OF

SCIENTIFIC TECHNIQUES

LO 2.3

a) Although these processes are highly scientific, it might be a good idea to ask aperson specialising in this field to speak to you in clear, everyday language. Mostfarmers and agricultural officers are particularly good at this, while someone froma local cooperative, laboratory or agricultural school could also make acontribution.

b) You could form small groups to conduct interviews with a number of theseindividuals.

c) Posters on your findings can make an interesting exhibition for all the learners of your school, and even for neighbouring schools and members of the public.

d) Why is biodiversity (maintaining different forms of life) so important?



The canola flower and fields



Genetics

Our knowledge of cells, how they react and how they can be manipulated, isadvancing rapidly. Words such as cloning, genetic manipulation, GMO’s andgene therapy are becoming part of the everyday vocabulary in the media. Cell-biology, genetics and related fields are becoming even more important study

disciplines. Core information is passed on during the process of fertilisation. Thisinformation can be described as the plan according to which the new organism isto develop. The plan is inscribed in a special molecule, known as DNA. DNAconsists of codes. These codes determine all the features of the new organism.

These codes are found in short units called genes. The study of this moleculeand structures such as genes, and the way in which it is passed on from onegeneration to the next, is called genetics.

Activity

4.2

TO FIND INFORMATION ON GENETIC MANIPULATION

LO 1.7

LO 2.2

DO THE FOLLOWING ON YOUR OWN:

a) Go to the library and find information on different types of plants that have beengenetically manipulated to ensure a higher production of crops. This is an example of how technology is used for development. Write down in your own words what youunderstand under genetic manipulation, and what is meant by technology. Find out whathappens in laboratories, and how scientists in different fields contribute to thedevelopment of a country.

b) Visit the following website on the internet (you will be able to find many others):

Google.com:

Saby Ganguly: From Bengal Famine to the Green Revolution (Use the title or key words in the title to execute a search).

Peter Rosset, Joseph Collins, Francis Moore Lappé: Lessons from the GreenRevolution, Tikkun Magazine, March/April 2000



DISCUSS THE FOLLOWING STATEMENTS IN GROUPS OF TWO:

Activity

4.3

TO DETERMINE THE EFFECTS OF THE USE

OF TOXIC SUBSTANCES ON HUMAN BEINGS AND THE ENVIRONMENT

LO 2.1

Pesticides can be applied to protect crops against damage frominsects. It may, however, also have a negative influence on theeco-system.

a) Get absolute clarity on the meaning of the above statement.

b) Find out what detrimental effects the use of pesticides may have on humanbeings and the environment.

Activity4.4

TO ESTABLISH IF FOOD PRODUCTION IN THE RSA IS SUFFICIENT TO MEET THE

NEEDS OF THE PEOPLE

LO 2.3

The big challenge facing the agricultural sector, is to produceenough food to provide for the world’s fast growing population. Incertain parts of the world, however, there are already people whocannot be fed sufficiently, and even die of hunger. According to

the figures of the World Bank, over 840 million people in the worlddid not have enough to eat in the year 2000. In developingcountries about 30 people per minute die of a food shortage. Theproduction of food will have to increase by 50% to feed theadditional two billion of people towards the year 2025. This makesthe present situation much more complex than before thebeginning of the Green Revolution in the 1970’s.

a) Is this also happening in our country?

b) Are there also people who eat too much?



Activity

4.5

TO USE COMMUNICATION NETWORKS FOR GLOBAL RESEARCH

LO 2.2

The enormous expansion of communication networks over the pastfew years can be applied for further global research on theagricultural sector. Fortunately information on the cultivation of aspecific plant can be shared worldwide with other farmers who wishto plant similar crops, or who experience similar problems.

a) Write a science fiction story or drama about what would happen if agriculturewere to disappear, and land is used only for industrial purposes or housing.

b) Have you noticed if the agricultural sector in your area is endangered in any way?

c) Why do people sometimes sell their valuable agricultural land?

Activity4.6

TO ESTABLISH IF PEOPLE ARE AWARE OF ASPECTS THAT IMPACT NEGATIVELY ON

THE ENVIRONMENT

LO 2.2

Environmental aspects that urgently need to be addressed, includepoverty, deterioration of the environment, the erosion of geneticresources, as well as uncertainty around the availability of food.

These factors influence a country’s development negatively andthey are a disadvantage to the inhabitants. These factors do notchange of their own accord. The inhabitants of each country mustbe made aware of these issues and they must have a desire to dosomething about it. Every person should develop a “greenconscience”.

a) How do you understand the expression “green conscience”?

b) How can you contribute towards combatting these aspects that have such anegative impact on the environment?



Activity

4.7

TO DISCUSS SCIENTIFIC DEVELOPMENT WHICH ENSURES THAT FOOD PRODUCTION REMAINS IN LINE WITH THE POPULATION

GROWTH

LO 2.3

Science is regarded as an important factor in solving the problemsalready mentioned. Recently there were three important scientificdevelopments that may help to ensure that food productionremains in line with the population growth:- The responsible use of bio-technology (no excessive or harmfuluse of

fertilizers, toxic substances, genetic manipulation, etc).- Better management and control of the natural resources

(protection,conservation and development of water, land, trees, plants and

crops).- Application of the information revolution (the application of newinformation

and findings that become available).

Give examples of the above to show that this knowledge can be applied in practice in order tomake a difference.

4.2 The Green Revolution

The Green Revolution refers to a campaign that was launched over thirty yearsago to dramatically increase food production. The term was created by theAgency for International Development in the USA in 1968. The term refers to theperiod from 1967 to 1978. Initially the focus fell on the expansion of land used for the cultivation of crops. During this time the production of crops such as rice andwheat was doubled. These products are known as staple foods – find out whatthis means and in which countries rice or wheat is used as staple foods.Eventually other methods and techniques were used to improve the production of crops. The next five points are important:

New crop cultivars

Irrigation

Fertilisers

Pesticides



Mechanisation



Activity

4.8

TO MAKE A STUDY OF TECHNIQUES USED FOR INCREASED AGRICULTURAL

PRODUCTION

LO 2.1

a) Write short notes on each technique, mentioning where it is applied – worldwide, as wellas in your environment. Also briefly state its contribution to development. Try to bringalong any visual material.

b) Write an essay or have a class discussion on what would happen if there is no more foodleft in the world or in our country.

c) What field of study would you follow if you want to make a contribution to solve these

problems?d) What career opportunities exist in this field?

e) Where is training in this field offered in our own country?

f) What is the role of farmers and farm workers regarding these issues, and what problemsdo they have to contend with?

g) Ask somebody who lives on a farm to tell you more about it, or plan a trip to a farm or agricultural-technical institution where farmers or officials can offer more information.

h) Would you consider becoming a farmer, farm manager, farm worker or agriculturalist?

i) What are the challenges, advantages and disadvantages of the above?



4.3 The Green Revolution in India

The Green Revolution in India comprised three elements:

The continual expansion of farming areas

Doubling the output of crops on existing farmland

Making use of genetically improved seed

The Green Revolution led to a record wheat harvest in 1978 – 79, making India one of the largest agricultural producers.

The production of crops per agricultural land unit has increased by over 30% since thecountry became independent in 1947.

Genetically improved seed yielded very good results. Over 70% of the wheat crop,35% of the rice crop and 20% of the manna- en grain crop came from geneticallyadvanced seed.

The Green Revolution has led to the creation of job opportunities as the need for fertilisers and chemical substances increased, and more dams were built.

The Green Revolution transformed India from a famished nation into an exporter of food. What advantages did it hold for the country?

a) Distribution of the Indian population. Thehighest densities are found in the middle and lower Ganges Valley and on the western and southeastern coastal plains.

b) The main farming systems and products. Rice,tea and jute are grown in the well-watered regions, while wheat, maize and cotton aregrown in the drier interior.



4.4 Lessons from the Green Revolution

Thee Green Revolution had its advantages, but certain lessons were also to belearned.

Activity

4.9

TO IDENTIFY THE MOST IMPORTANT LESSONS THAT THE GREEN REVOLUTION

IN INDIA HAD TAUGHT US

LO 1.5

Read the text below and write a short paragraph on each of the lessons thathad been learned.

Agriculture and the problem of overpopulation in India

The Green Revolution

When the population of a country grows so fast that it cannot produce sufficient food

in the long run, it eventually leads to famine. India is such a country that could not

succeed in feeding its entire population, for it is overpopulated to the worst degree,

while primitive farming methods have caused the country’s crops to be of the lowest in

the world. In an effort to align the production of food with the growing population,

they have over the past thirty years tried to apply the so-called Green Revolution in

India. The Green Revolution is based on the increased productivity of alreadycultivated land. This is achieved by the application of bigger amount of fertiliser and

the cultivation of new crops. Training programmes have been developed to introduce

inhabitants in rural areas to new ideas, farming methods and techniques.

New wheat, rice and maize varieties were also developed which produced more seed,

yielded higher crops, reacted better to the application of fertilisers, and contained more

proteïn.

The effective use of fertilisers did not increase only the agricultural production, but

also the water capacity of the soil.

Chemical as well as organic fertilisers were applied.

Consequently there was a total increase in the production that was slightly higher than

the annual population growth. Several record grain crops were yielded from time to

time.



Although the objectives of the Green Revolution were realistic and attainable, several

problems regarding their application are still being encountered thirty years later.

The extremely conservative peasant farmers are very traditional in their ways, so

that and renewal and change are met with scepticism and bias.

Most peasant farmers are still illiterate.

The peasant farmers are poor and cannot afford farming implements, insecticides,

pesticides and fertiliser.

The Green Revolution is an expensive programme and there is a lack of capital for

meeting the costs. The country increasingly relies on loans from abroad to pay for

their programmes.

The only way to make the Green Revolution succeed, is to ensure that a balance is

maintained between the growing population and the production of food. The

population growth needs to be carefully controlled and planned.

SourcesSwanevelder, C.J. e.a. Senior Geography Grade 8 , Cape Town, 1996Ganguly, S. From the Bengal Famine to the Green Revolution, Internet (Google.com)Rosset, P. e.a. Lessons from the Green Revolution, Internet (Google.com)

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Activity

4.10

TO ESTABLISH IF FAMINE CAN BE AVOIDED BY APPLYING TECHNOLOGICAL

DEVELOPMENT

LO 2.2

Do we need technology to beat famine?

Study the following notes and use them as a basis to answer the above question inyour own words.

YES:

There is no doubt that genetically manipulated seed yields higher crops. TheGreen Revolution has made a difference – experience and statistics have provedthis.

It is therefore a tried and tested way to produce larger amounts of food over ashort period.

BUT:

It seemed that the Green Revolution was not an ideal strategy to end the

shortage of food.

More food for those who do not have enough, is not a solution. Those who gohungry must be empowered to have access to food on a regular basis. Theconcentrated distribution of economic power (favouring only a certain part of thepopulation), and especially the limited access to land and spending power, mustchange.

The Green Revolution (including technology as such) did not solve theproblem of the high birth-rate.

It is in Asia (including India) where new seed varieties contributed to thebiggest production successes, that two-thirds of the world’s underfed population

live (more than in Africa where the problem used to be the biggest). In India 5000 children die of malnutrition every day. A third of India’s 900 millioninhabitants are poor. There is an urgent need for development on different levels.Is this also the case in our country? Where?

Statistics show that the amount of food available to each person the worldover, has risen by 11% from 1970 to 1990 (the GR period), while the number of hungry people has decreased from 972 million to 786 million. But if China’sstatistics are not taken into consideration, it seems that the number of those whogo hungry has risen from 536 million to 597 million. The improvement in Chinawhich distorts the world-wide figures, must rather be ascribed to the changes thathave been introduced to give more people access to land.



Do we need technology to combat famine?

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Technology-based farming is more expensive, which means that the profitmargins become smaller, making a bigger turnover essential. The peasant farmer cannot afford the initial costs, and he does not generate the necessary turnover.Hence a vicious circle is established. The peasant farmer is forced out of thesystem, while agriculture is taken over by “super farms”. This aggravates the lot

of the poor as they have no land to farm on, they cannot supply their ownfoodstuffs, even on a small scale.

Technology-based farming is not ecologically sustainable. The land isimpoverished, asking for more and more additives.

Technology-based farming makes a country dependent on the import of rawmaterials (fertiliser, poisonous substances, etc.). As the country can no longer afford it, or it becomes isolated due to trade sanctions, the situation may becomedisastrous, as has happened in Cuba. Cuba was a model of technology-basedfarming until sanctions prevented them from obtaining the necessary rawmaterials. This caused the country’s biggest food crisis in history. Cuba thenreverted back to a more self-reliant farming system and traditional farming

methods, which led to an admirable recovery.

4.5 Summary

Under what conditions are bigger crops not

the answer, and hunger not prevented?

a) When farmland, like any other commodity, is bought and sold, and societyallows super farms to swallow all the remaining agricultural land, the oldfamily estates disappear.

b) When the main producers of food (smaller farmers and farm workers) do nothave the power to negotiate with suppliers of farm implements and productdealers, they do not get a fair share from their farming output. Can you namea few practical examples?

c) When too much technology destroys the future food production byimpoverishing the soil, or when there are problems with pests and weeds, itgets more difficult to maintain good crop yields. This means that the farmer has to invest more than he eventually earns from his crop. In the long run hegets poorer and poorer, until he may even lose his land and possessions. Inthis case we get deterioration instead of development.

geo gr9 m1 development issues

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