GR 8 CAPS eBook

2
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UNDERSTANDI NG
THE I CONS
activity
group/discussion activity
fun activity
NAVI GATI ON
This book is designed as an eBook. The navigation instructions therefore
apply to its digital use.
This CAPS booklet contains information and exercises regarding aspects
of the CAPS curriculum that are not covered in the Achieve Careers
Life Orientation manuals. Over the following pages, we have included
links to websites and online videos to help your learning experience. At
the time of production, all of these links were functioning and relevant
(simply click on the link to be taken directly to the online link). However,
Achieve Careers cannot be held responsible for any subsequent
changes to the online content by its authors.
website
video
TEACHERS NOTE
must-see video
Please note that this material is copyrighted and may not be shared with
other parties without consent from the author, Joanne Wood.
important point
warning/disclaimer
CONTACT US
new vocabulary
The author may be contacted at: [email protected] or at
P.O. Box 1036, Hilton 3245, South Africa
flipped classroom activity*
Feel free to post your questions to us using #achievecareers on social
media:
*A flipped classroom is a blended
learning strategy that challenges
traditional learning by delivering
educational content in different formats
(e.g., online). It often involves students
preparing for lessons at home or in
advance, so that they come to class
informed and ready for a discussion.
@Achieve_Careers
achievecareers
AchieveCareersSA
Disclaimer
Copyright © Achieve Careers (Pty) Ltd, Joanne Wood, 2021
Although the author and Achieve Careers (Pty) Ltd have made every effort to ensure that the information in this book was correct at press
time, the author and Achieve Careers (Pty) Ltd do not assume and hereby disclaim any liability to any party for any loss, damage or
disruption caused by errors or omissions, whether such errors or omissions result from negligence, accident or any other cause.
3
CONTENTS
O2
SECTION
O1
SECTION
HEALTH, SOCIAL &
ILITY
ENVIRONMENTAL RESPONSIB
DEVELOPMENT OF THE SELF
IN SOCIETY
Sexuality
Environmental health issues
10
HIV and AIDS
16
4
O3
SECTION
CONSTITUTIO
NAL RIGHTS &
RESPONSIBILIT
IES
Nation building
20
Human rights violations
26
Gender equity
32
Cultural diversity
36
4
S EC T I O N O N E
SEXUALITY
Sexuality education is designed to help scholars make sense of the physical, social and
emotional changes that take place during the teenage years. It is designed to provide
scholars with facts and information, and to facilitate an informed discussion about
sexuality.*
FOR THE TEACHER:
Young people need to acquire the knowledge, values and habits that will allow
them to develop healthy and responsible relationships as they grow up. While
parents play the primary role in their children’s sexuality education, your school has
a complementary role to play in providing you with objective and reliable information
on sexuality as part of a holistic education.
3 hours, Term 1, Weeks 4–6
DEVELOPMENT OF THE SELF IN SOCIETY
Sexuality:
» Understanding one’s sexuality: personal
feelings that impact sexuality.
» Influence of friends and peers on one’s
sexuality.
» Family and community norms, cultural values,
social pressures that impact on sexuality.
» Problem-solving skills: identity formation and
development.
Note: The topic of sexuality is covered
in conjunction with self-esteem. The
focus is on building scholars’ selfesteem in order to have a healthy
perception of their sexuality. This
Section, therefore, complements
Section One on self-esteem in the
Achieve Careers LO manual.
SOUTH AFRICAN CONSTITUTION: THE RIGHT TO
EQUALITY
When tackling the topics of sexuality and gender, it is important to take note of the
fact that Chapter two of our Constitution, the Bill of Rights, outlines our human rights—
specifically our right to equality.
“The state may not unfairly discriminate directly or indirectly against anyone on one or
more grounds, including race, gender, sex, pregnancy, marital status, ethnic or social
origin, colour, sexual orientation, age, disability, religion, conscience, belief, culture,
language and birth.
No person may unfairly discriminate directly or indirectly against anyone on one or more
grounds [as mentioned above]. National legislation must be enacted to prevent or prohibit
unfair discrimination.
Discrimination on one or more of the grounds listed above is unfair unless it is established
that the discrimination is fair.”**
*Ministry of Education Singapore. Introduction to Sexual Education In Schools, [Online], Available: bit.ly/SexualityEducation [20 Sep 2017].
**Western Cape Government. Bill of Rights (Chapter 2 of The Constitution of The Republic of South Africa), [Online], Available: bit.ly/WCGBillRights [20 Aug 2020].
The rights to the Achieve Careers (Pty) Ltd LO programme has been purchased for the year 2021 only, by your school. This programme may not be reproduced in any form without the permission of Achieve Careers (Pty) Ltd.
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5
S EC T I O N O N E
“Young boys are taught confidence and taking up space but we don’t do the same for girls. It needs to
change, along with calling women names like 'aggressive' when they are power ful.”
- Zozibini Tunzi, Miss Universe
SEXUALITY EDUCATION COVERS THE FOLLOWING
DIMENSIONS
•
Physical: Physical sexual maturation and intimacy, the physiology of sex and
human reproduction.
•
Emotional: Attitudes and feelings towards your own sexuality and that of others.
•
Social: Sexual norms and behaviour and their legal, cultural and societal
implications.
•
Ethical: Values and moral systems related to sexuality.
WORD BANK:
•
SEX: involves classifying people as male or female based on their reproductive
•
GENDER: “refers to the roles, behaviours, activities, attributes and opportunities
•
GENDER IDENTITY: “a person's internal sense of being male, female, some
combination of male and female, or neither male nor female.”**
organs.
that any society considers appropriate for girls and boys, and women and men.
Gender interacts with, but is different from, the binary categories of biological
sex.”*
Identify which terms are physiological (or biological) in nature and which terms are
constructed by society.
SEX:
GENDER:
GENDER IDENTITY:
Socially constructed:
Created by society
SOCIAL NORMS
Society (our cultures, families and the media) portray ideas of how men and women
‘should’ behave in order to fit in. There are unwritten rules of how we are expected to
behave. For example, girls may be encouraged to wear pink and play with dolls from a
young age, while boys may be encouraged to play outside with trucks and rough-andtumble.
Watch the video clip and discuss the following:
• Some of the social norms that exist in our society today.
Gender Roles and Stereotypes
(1.47)
bit.ly/StereotypesRoles
• What norms and stereotypes have started to change.
*World Health Organisaton. Gender, [Online], Available: bit.ly/GenderWHO [20 Aug 2020].
**Merriam-Webster. Gender Identity, [Online], Available: bit.ly/IdentityGender [20 Aug 2020].
The rights to the Achieve Careers (Pty) Ltd LO programme has been purchased for the year 2021 only, by your school. This programme may not be reproduced in any form without the permission of Achieve Careers (Pty) Ltd.
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6
S EC T I O N O N E
INFLUENCES ON SEXUALITY
Taboo:
Off-limits
Some cultures are extremely open about sexuality while, for others, just speaking
about sexuality is taboo. The same might be true for your family and friends. In other
words, there is no single approach to talking about sexuality.
Many factors influence sexuality, such as:
•
Family
•
Culture
•
Community
•
Friends
•
Religion
•
Education
•
Media
•
Celebrities
•
Past experiences
UR OWN
ADD YO
•
•
•
Use the silent flat sheet activity below as a way to analyse the factors that influence
your sexuality (your approach to sexuality, your gender identity and the gender
norms that appeal to you).
SILENT FLAT SHEET ACTIVITY
1.
Separate into groups, and on a large piece of paper, write down one of the key
words.
FRIENDS
RELIGION
COMMUNITY
PAST EXPERIENCES
OTHER
FAMILY
MEDIA
CULTURE
EDUCATION
CELEBRITIES
:
2.
In silence, write down your thoughts on how the factor influences your sexuality.
3.
Rotate groups, reading the current ideas that have been written down and adding
additional ideas you may have.
4.
As a class, debrief and discuss the various factors that influence sexuality.
GENDER SPECTRUM
Gender spectrum:
The term ‘gender spectrum’
illustrates that gender exists
on a continuum, showing
that being male and female
can exist on a spectrum,
without establishing them as
polar opposites
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7
S EC T I O N O N E
Reflect on how you communicate who you are to others. Look at your behaviour,
clothing, haircut, voice and other forms of presentation.
Re-read your reflection notes, and discuss the expectations of society when it comes
to the following ‘traditional roles’ that people are expected to play. In what ways
are these stereotypes changing? How does the way you act around people follow or
stray from these roles?
E
BEING FEMININ
ACTING LIKE A
T
BEING A PERFEC
ER
TH
PARENT (MO
OR FATHER)
MAN
BEING T
BREADW HE
INNER
FIXING
THE CA
R
COOKING
, CLEANI
NG
AND TAK
ING CAR
E OF
T HE HOU
SE
UR OWN
ADD YO
Compare and contrast five pictures from a typical men’s magazine and a typical
women’s magazine. Analyse how each magazine portrays social roles differently.
Do you agree with these portrayals?
MEN'S
)
MAGAZINE
WOMEN'S
)
MAGAZINE
ADD
YO
UR
CO
MM
EN
TS
HER
E
Reflect on the magazine images you sourced. How does the media portray and
sexualise men and women?
MENU
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8
S EC T I O N O N E
Perspectives on sexuality
HARVARD VISIBLE THINKING ROUTINE: CIRCLE OF VIEWPOINTS ACTIVITY
Complete the following:
1.
• The media
t
e momen
h
t
s
in
g
e
b
“Beauty
l f .”
e your se
b
o
t
e
id
you dec
hanel,
- Coco C
er
design
fashion
Working in groups, consider the topic of sexuality from one of the following
perspectives:
• Parents
• Scholars
• A religious figure
• A culture of your choice
2.
Analyse the following from the perspectives of your group members, on:
• Sexuality (the message about sexuality that they are likely to portray)
• The factors that would have influenced their perspectives
• Their beliefs about sexuality education
3.
Share the perspective of your group with the rest of the class.
PERSONAL FEELINGS THAT IMPACT SEXUALITY
You may be wondering why we are tackling these topics so early in your high
school career. Research has shown that it is important that scholars are aware of sex
education long before they engage in any form of sexual activity. In other words, the
purpose of this section is to be proactive and informative. In addition, studies have
shown that sex education is linked to delayed sexual activity.*
However, in Grade 8 you will already be starting to form an identity and opinion of
yourself, separate from that of your parents. Trying to identify the type of person you
want to be can be a confusing time for you. Part of your identity is how you feel about
your body and how you look—in other words, your self-esteem.
Having a positive body image means generally feeling good about how you look.
It is unrealistic to think that you can feel completely positive about your body every
single day. Instead, having a positive body image means feeling good about your
body most of the time. The topic of self-esteem is covered in your Achieve Careers LO
manual.
CELEBRITY CULTURE
The media often portrays unrealistic and airbrushed images of celebrities, which we
try to live up to. However, South African model and Miss Universe 2019, Zozibini
Tunzi, has become an inspiration for many women in South Africa for many reasons.
“I grew up in a world where a woman who looks like me—
with my kind of skin and my kind of hair —was never
considered to be beautiful; I think it is time that stops today. And
I want children to look at me and see my face. And I want them to
see their faces reflected in mine.”
- Zozibini Tunzi, Miss Universe
“When I was in high school and I had acne, I spent a lot of time
sulking in my room. I was depressed. I was not happy. High
school is hard enough , but having this problem and
knowing that everyone is looking at you in the hallways...”
- Adam Levine, singer and songwriter
*Ashcraft, A. and Murray, P. (2017) 'Talking to Parents About Adolescent Sexuality', [Electronic], Available: bit.ly/ParentsAdolescentSexuality [26 Aug 2019].
The rights to the Achieve Careers (Pty) Ltd LO programme has been purchased for the year 2021 only, by your school. This programme may not be reproduced in any form without the permission of Achieve Careers (Pty) Ltd.
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9
If you have a negative body image, there are various things that you can do
about it:
•
Be aware that social media provides a snapshot of
people’s lives. People tend to post pictures of when they are
looking their best. It is important to realise that these perfect snapshots
definitely do not give a realistic image of a person’s entire life.
•
Be aware that pictures and videos on Instagram, TikTok and in
magazines are usually touched up to make the models look
perfect. The media puts pressure on us to have these unrealistic
expectations of perfection.
•
Exercise releases endorphins that have been proven to boost your
mood. In addition, exercise keeps you in shape and assists you in
maintaining a healthy weight.
•
Surround yourself with positive people. If your friends are
absorbed in dieting and trying to look like celebrities, it is likely that
you will feel pressure to do the same. Rather try to surround yourself
with friends who are comfortable with who they are, and who do not
put pressure on you to look a certain way.
staceface29
S EC T I O N O N E
Improving your body image
19 likes
wendyree Love it...You gurrrlz look great!
Where is that lipstick from?
Staceface29 From a shop called FaceMake.
lusandoT
Imagine that you were confronted with this social media feed.
• What pressures would you feel as a result of seeing these images?
• How might it affect a teenager’s self-esteem and body image to
constantly see images like these?
• What can teens do to manage this pressure?
14 likes
Reality vs
INSTAGRAM
#JUSTWOKEUPLIKETHIS
#NATURALBEAUTY
lusandoT they see me rollin’ #perfectday
dreaming.dan
33 likes
dreaming.dan #thisislove #foreverlove
nompilo21 You guys make such a cute couple!
jessie.madondo
#YOUAREWHATYOUEAT
#EXERCISE
#HEALTHYLIFESTYLE
25 likes
jessie. madondo #europe #travel #decholiday
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10
S EC T I O N T WO
HEALTH ISSUES
Environmental health issues are relevant to each and every one of us. As a result, it is
our responsibility to preserve the world in which we live.
Discuss and identify some key environmental issues that we experience today.
Sustainable:
Maintainable, viable,
considering the long-term
Disparity:
Gap
Exacerbated:
Made worse
Zero Waste with Bea
Johnson (8.31)
bit.ly/ZeroWasteCCTV
1
•
•
•
• Pollution
Watch the video clip on the left and discuss Bea’s zero waste lifestyle. Identify two
steps she has taken that you can adopt in your own life.
2
CASE STUDY
FOR THE TEACHER:
3 hours, Term 3, Weeks 4–6
HEALTH SOCIAL AND ENVIRONMENTAL
RESPONSIBILITY
Environmental health issues:
» Application of laws and policies to
protect environmental health: address an
environmental health issue.
» Earth Day: preservation of the environment.
» Honouring Earth Day: ways of being kinder
to the Earth.
» Develop and implement an environmental
health plan.
PROJECT 90 BY 2030
Project 90 by 2030 is an NGO based
in South Africa.* The name Project
90 by 2030 is inspired by George
Monbiot’s book “Heat”, which calls
for a 90% reduction in greenhouse
gas emissions if we are to avoid
catastrophic effects such as global
warming, desertification and the
spread of diseases and pandemics.**
OUR MISSION:
We are a change-focused organisation
aiming to inspire and bring about
significant, positive change in the way
we engage with earth systems and each
other.*
OUR VISION:
Project 90 by 2030 is committed to
inspiring and mobilising, South African
society towards a sustainably developed
and equitable low-carbon future.*
*Project 90 by 2030. Who We Are, [Online], Available: bit.ly/ProjectWhoAre [24 Aug 2020].
**IBERDROLA. Greenhouse Effect, [Online], Available: bit.ly/GreenEffectProject [24 Aug 2020].
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11
S EC T I O N T WO
HARVARD VISIBLE THINKING ROUTINE: COMPASS POINTS ACTIVITY
Select one of the environmental issues that you feel passionate about and analyse it by
answering the questions in the Compass Points Activity below.
ENVIRONMENTAL ISSUE:
What statistics or information
do you
NEED
What do you
to know about this
environmental issue in order to make
NEED
to do about this
environmental issue, as a responsible
a difference?
citizen?
N
What are your
CONCERNS
{NEED}
for
future generations should we fail to
address this environmental issue?
What
EXCITES
you about the
potential ways that you can improve
this environmental issue?
W
COMPASS
{WORRISOME}
What are the
E
ENVIRONMENTAL
{EXCITES}
What
RISKS
and side effects of this
STRATEGY
you about the future
environmental issue?
environmental issue?
What
EXCITES
of the Ear th, if we can improve this
do you propose to
address this issue?
S
{STRATEGY}
What
ACTIONS
do you want to take
to improve this environmental issue?
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12
S EC T I O N T WO
ENVIRONMENTAL HEALTH LAWS
Responsibilities of Government
1.
2.
Preserving and protecting the natural environment is a duty of the government
which is committed to creating a prosperous and equitable society that lives in
harmony with its natural resources. This duty is carried out at all levels of the
government.
National level: One of the most important players at this level of government is the
Department of Environmental Affairs (DEA) who are mandated to protect and
conserve the environment for the benefit of present and future generations.
Regional level: At this level, Provincial conservation agencies are key players.
They partner with independent official bodies such as the South African National
Biodiversity Institute (SANBI) and the South African National Parks
(SANParks).
Provincial conservation
Agency examples are:*
•
KZN Wildlife
•
Dept. of Economic Affairs, Environment & Tourism
•
Cape Nature
•
Dept. of Environment & Nature Conservation
•
Dept. of Agriculture, Conservation & Environment
Within the South African Constitution, we all have the right to an environment that is
beneficial to our health and well-being. With this right comes a personal responsibility
for every South African to actively play a role in protecting our environment. Three key
pieces of environmental legislation are:
The Constitution of the Republic of South Africa Act, 1996
We have the right:
•
To an environment that is not harmful to our health or wellbeing.
•
To have the environment protected for the benefit of present and future generations,
through reasonable legislative and other measures that:
- Prevent pollution and ecological degradation
- Promote conservation
- Secure ecologically sustainable development and the use of natural resources
while promoting justifiable economic and social development.
The National Environmental Management Act, 1998
The National Environmental Management Act (NEMA) defines the environment as
“the surroundings within which humans exist”.** These are made up of:
As a class, analyse:
• The environmental rights
that are provided in our
Constitution and the
responsibilities that we have
in response.
• The role and necessity of
environmental legislation in
our country.
1.
The land, the water and the atmosphere of the Earth.
2.
Micro-organisms, plant and animal life.
3.
Any part or combination of the first two items on this list, and the interrelationships
among and between them; and the physical, chemical, aesthetic and cultural
properties and conditions that influence human health and well-being.
The Environment Conservation Act, 1989
The aim of this Act is to protect and control the use of the environment. Some of the
important aspects of this Act include:***
1.
Ecological protection.
2.
Protection of the natural environment.
3.
Managing environmental pollution.
4.
Putting regulations in place so any offences can be penalised.
*Custodians of Professional Hunting & Conservation - South Africa. Provincial Conservation Contact Details, [Online], Available: bit.ly/ConservationDetails [24 Aug 2020].
**Republic of South Africa Government Gazette. National Environmental Management Act, 1998, [Online], Available: bit.ly/NEMAAct [28 Sep 2020].
***Ecolex. Environment Conservation Act, [Online], Available: bit.ly/EnvironmentConservationAct [26 Aug 2019].
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13
S EC T I O N T WO
SUSTAINABLE DEVELOPMENT
NEMA defines sustainable development as “the integration of social, economic and
environmental factors into planning, implementation and decision-making so as to ensure
that development serves present and future generations”.*
Read NEMA’s definition of sustainable development above, and use the space below to
identify an economic, an environmental and a social development issue.
e.g., Economic growth
ECONOMIC
SUSTAINABLE
le
ab
uit
q
e
bea
SOCIAL
viable
rabl
e
ENVIRONMENTAL
e.g., Employee wellbeing
e.g., Waste management
Be inspired by the United Nation's encouragement below and do the following:
• Select two of the UN’s sustainable development goals and argue for or against them.
• Refer to the “UN’s Lazy Person’s Guide to Saving the World” and select a level 1, a
level 2 and a level 3 action that you can take to make a difference.
UN’s Lazy Person’s Guide to
Saving the World
bit.ly/UNSustainability
Level 1:
Level 2:
Level 3:
UID**E
RSON'S G
E
P
Y
Z
A
L
r
E
o
H
w ld
T
v in g t h e
“
( t o sa
End extreme poverty. Fight inequality and injustice. Fix climate change.
Whoa. The Global Goals are important, world-changing objectives that
will require cooperation among governments, international organisations
and world leaders. It seems impossible that the average person can
make an impact. Should you just give up?
No! Change starts with you. Seriously. Every human on
earth—even the most indifferent, laziest person among us—is part of the
solution. Fortunately, there are some super easy things we can adopt
into our routines that, if we all do it, will make a big difference.
”
*Republic of South Africa Government Gazette. National Environmental Management Act, 1998, [Online], Available: bit.ly/NEMAAct [28 Sep 2020].
**UN Sustainable Development Goals. The Lazy Person’s Guide to Saving the World, [Online], Available: bit.ly/UNSustainability [13 Jun 2017].
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14
S EC T I O N T WO
DAY
PRESERVATION OF THE ENVIRONMENT
International Earth Day takes place on 22nd April all around the world. It:
•
Brings together people who have the same passion for environmental
sustainability.
•
Encourages awareness about environmental issues and encourages people to
collaborate on this day in order to take action.
Earth Day Network
bit.ly/EarthDayEnvironmental
Use the link below to research the 2020 theme chosen for Earth Day and explain
the reasons for choosing this theme.
2020 theme for Earth Day:
Earth Day 1970–2020: 50
Anniversary | Time Will Tell
(5.28)
bit.ly/EarthDayTimeTell
Reasons for this theme:
th
If the 2021 theme for Earth Day is available when you are researching, make note
of it in the space below. If not, provide a suggestion and justify your answer.
2021 theme for Earth Day:
Reasons for this theme:
d o in g
r y o u r cl a ss is
o
u
o
y
t
a
h
w
s
Te ll u
vi a
nd
n th e 2 2 A p r il
o
y
a
D
h
t
fo r E a r
ia .
s o c ia l m e d
n
ers #goinggree
chievecare
#earthday #a
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15
S EC T I O N T WO
1.
ANSWER THE FOLLOWING QUESTIONS:
Explain the role of the government in protecting our environment.
“We will not accept a life
of fear and devastation.
2.
The crisis is now. People
Our Constitution affords us the right to a safe and healthy environment. What
responsibilities do we have, as a result?
are dying.”
- Yola Mgogwana,
climate change activist
3.
What is your definition of eco-sustainability?
4.
Explain the benefits and challenges of a zero waste home.
EASY WAYS TO BE KIND
TO THE PLANET
{tick the circle if you do any of the
following}
5.
Turn off the tap while
brushing teeth.
Name the three aspects of sustainable development.
Walk, bike or carpool.
Take your own bag to the
shops.
6.
How does the NEMA define sustainable development?
Eat local food.
Eat less meat.
Unplug your appliances
when not in use—your TV,
lights, etc.
Reduce, reuse and recycle.
Use heaters sparingly.
1
As a class, brainstorm the ways in which your class can raise awareness regarding ecosustainability, to honour Earth Day and to preserve our environment.
Buy a plant for your home.
Educate yourself on the
importance of protecting
the plant and share this
knowledge with others.
Water the garden with your
used bath water.
2
As a class, select one of the projects or awareness campaigns that you have
brainstormed, to implement. The project should:
• Be realistic
he r th in gs yo u
Ar e th er e an y ot
e or as a cl as s?
co ul d do , al on
• Enable everyone in the class to participate
• Make a difference to environmental awareness in your school.
3
Take action! Now that you have learnt about the importance of your involvement in
environmental health issues, plan to implement your project as a class (ideally on
Earth Day).
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16
S EC T I O N T WO
HIV
This section aims to provide information about HIV and AIDS so that we are properly
informed regarding physical wellness and safety relating to the virus.
TRUE/FALSE QUIZ
Before getting stuck into the content in this section, assess your knowledge on the
topic of HIV/AIDS by completing this quiz. Identify where your knowledge gaps are
and ensure that you address them when working through this topic.
T RUE FALSE
1.
An example of an opportunistic infection is pneumonia.
2.
You can get AIDS through sharing saliva.
3.
AIDS stands for Acquired Immunodeficiency Syndrome.
4.
You can only get HIV through sexual intercourse.
5.
Antiretrovirals can cure HIV and AIDS.
6.
ABC stands for Abstain, Be Faithful and use a Condom.
7.
Babies can get HIV from their mothers during breastfeeding.
8.
You should not touch someone who has HIV.
9.
Healthy eating has no impact on HIV and AIDS.
10. The situation of HIV and AIDS is improving in South Africa.
11. There is now an approved HIV vaccine.
12. Antiretroviral treatment helps people with HIV live longer, healthier lives.
13. HIV attacks and destroys the immune system, which makes it harder for
the body to fight off infections.
What is Global Health?
(3.29)
bit.ly/WhatGlobalHealth
FOR THE TEACHER:
14. Without treatment, HIV can gradually destroy the immune system and
advance to AIDS.
Before working through the content on HIV and AIDS, complete the ‘Before Group
Research’ part of the 321 Bridge (Harvard Visible Thinking) activity on p. 19.
Watch the video clip and discuss the following:
2 hours, Term 3, Weeks 7–8
• Global health.
HEALTH, SOCIAL AND ENVIRONMENTAL
RESPONSIBILITY
• Health equity.
HIV/AIDS:
» Informed, responsible decision-making about
health and safety.
» Management with medication, diet, healthy
living and positive attitude.
» Prevention and safety issues relating to HIV
and AIDS.
» Caring for people living with HIV and AIDS.
• Underlying causes of HIV/AIDS (consider: social, cultural, economic,
environmental, political, behavioural or biological factors).
ur discussion
f yo
Make notes o
here
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17
S EC T I O N T WO
WHAT IS HIV?
H uman: This particular virus can only infect human beings.
HIV weakens your immune system by destroying important cells
I mmunodeficiency:
that fight against disease and infection.
V irus: A virus can only reproduce itself by taking over a cell in the body of its host.
Human Immunodeficiency Virus (HIV) is a virus like many others such as influenza (the flu).
Your body can usually deal with viruses on its own. However, with HIV the immune system
battles and cannot get rid of the virus.
Your body contains cells which fight disease. HIV attacks these cells and eventually
destroys them. This means that the body becomes weaker and cannot fight infections any
longer. At this point, HIV can lead to AIDS. If HIV is treated and managed properly, a
person may never develop AIDS.
AIDS stands for Acquired Immunodeficiency Syndrome. This is the most
severe stage of HIV. People living with AIDS are prone to many other diseases such as
tuberculosis (TB) because their immune system is so low and cannot fight infection. HIV
can be managed with the right kind of medication so it is crucial to receive treatment early
to avoid the onset of AIDS.
SYMPTOMS OF ACUTE HIV INFECTION:
Headache
Fever, skin rashes
Cough and sore throat
Weight loss
Muscle pain
Swollen lymph nodes
Joint pain
Diarrhoea, vomiting
These symptoms are similar to flu-like symptoms and they generally appear two to four
weeks after being infected. However, some people show no symptoms whatsoever at this
stage. The only way to know your HIV status is to get tested.
The Science of HIV/AIDS
(3.42)
bit.ly/ScienceHIVAIDS
Watch the video clip and answer the following:
HIV/AIDS has taken the lives of over
people worldwide.
people are
and it is often transmitted from
currently living with HIV/AIDS. To contract HIV, the virus must enter via the
, such as
, semen, vaginal fluids or
. Once in the bloodstream, HIV targets a number of cells but, most importantly, the
cell that plays an important role in our immune system and fighting infections.
cells which are a type of
The virus is particularly hard to treat because its
rate is so high. During these initial stages, called the
period, a person may not show any major symptoms for up to
immune system is suppressed and is much more susceptible to cancers and
. A person does not die from AIDS; they actually die from an
years. After progressing this far, the
such as
that their
body could not fend off.
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18
S EC T I O N T WO
HOW DO YOU CONTRACT HIV/AIDS?
HIV is passed on through certain human bodily fluids.
Sharing
fo o d
•
Sexual contact: During sexual contact, bodily fluids are exchanged and a
partner with HIV can pass it on to the other.
•
Pregnancy, childbirth or breastfeeding: A mother can pass HIV on to
her baby through bodily fluids, such as the vaginal secretions and blood during
birth. When the baby is born, HIV can be passed on through breastfeeding.
•
Drug use: Drug users who share injections with others risk contamination of
their blood.
•
Occupational exposure: Healthcare workers have the greatest risk for this
type of HIV transmission. If you work in a healthcare setting, you can come
into contact with infected blood or other fluids through needles or cuts. Some
healthcare workers have been infected when body fluids splashed into their
eyes, mouth, or into an open sore or cut.
•
Blood transfusion: People can contract the virus through infected blood or
an organ transplant from an infected donor. However, screening requirements
make this very rare.
MANAGEMENT AND LIVING WITH HIV AND AIDS
HIV Counselling and Testing (HCT)
Inse
ct
Toile
Kissi
Sw
Sneezes
bite
t
t sea
ng
eat
s
/coughs
HIV testing services (HTS) is now often referred to as HCT as it includes a wide range
of services that come with HIV testing. Legally, when HIV testing takes place, the
person being tested must have both pre-test information and post-test counselling to
ensure understanding of treatment options.
Early detection of HIV is important in successfully treating and managing the infection.
Knowing one’s status empowers people to take care of their health and be aware of
avoiding transmitting HIV to others.
Swim
p o o l wm i n g
ater
Spit
Air
Antiretroviral Therapy (ART)
There is no cure for HIV/AIDS, but it can be treated with antiretroviral therapy (ART)
if it is diagnosed early. However, ART is at its most effective when the medication is
taken exactly as prescribed. Many people fail to do this because of poverty, social
stigma, lack of access and other issues.
Nutrition
Healthy eating is key to the management of HIV/AIDS, as your immune system needs
support in order to function as best as it can. A potential sign of AIDS is weight loss
and this can have negative health effects.
Immunisations
Bath
ing
Huggin
The following vaccines are recommended for people with HIV:
g
•
Hepatitis B
•
Meningococcal
•
Influenza (flu)
•
Pneumococcal (pneumonia)
•
Tetanus, diphtheria and pertussis (whooping cough). A single vaccine called
Tdap protects adolescents and adults against the three diseases. Every
10 years, a repeat vaccine against tetanus and diphtheria (called Td) is
recommended.
•
Human papillomavirus (HPV) (for those up to age 26)
Additional vaccines may be recommended based on an HIV-infected person’s age,
previous vaccinations, risk factors for a particular disease, or certain HIV-related
factors.* While this is generalised information, it is recommended that a person with
HIV seeks the advice of a doctor or clinic.
Exercise
Physical activity is a further means of managing a healthy lifestyle with HIV/AIDS.
People who exercise improve their ability to combat disease.
*AIDSinfo. HIV Treatment - HIV and Immunizations, [Online], Available: bit.ly/HIVImmunizations [24 Jul 2017].
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19
HARVARD VISIBLE THINKING ROUTINE: 321 BRIDGE
Now complete the “After” part of the activity.
BEFORE GROUP RESEARCH
AFTER GROUP RESEARCH
Your initial response to HIV/AIDS
Your new response to HIV/AIDS
3 Thoughts/ideas
3 Thoughts/ideas
2 Questions
2 Questions
1 Myth
1 Fact
??
BRIDGE
S EC T I O N T WO
For more about the “321
Bridge” Harvard Visible
Thinking Routine, refer to
321 Bridge
bit.ly/HarvardThinkingBridge
??
Explain how your new responses connect to your initial responses.
HIV/AIDS awareness campaign video:
You have been tasked by your school to help educate other scholars on the subject of HIV and
AIDS. You have been asked to do so by creating a short video clip to enhance awareness and
dispel myths about HIV and AIDS at your school. You will be given one Life Orientation lesson
to conduct research and to start putting together your video clip.
Practicalities:
• Aim towards your video clip being approximately three minutes in length. It should be
educational, eye-catching, colourful and address the points listed below.
• A bit of background information about HIV and AIDS (e.g., what the words stand for
and how the virus attacks the body).
• Ways in which you can contract HIV and AIDS.
• Ways in which you can prevent yourself from getting HIV and AIDS.
• Explain how a person can manage living with HIV and AIDS through medication,
diet, healthy living and a positive attitude.
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20
S EC T I O N T H R E E
NATION
Nation building is a process of unifying the people in a country and creating a strong
sense of national identity. Apartheid divided people and the nation, encouraging people
to focus on their differences.
This resulted in poverty, lack of access to education, racial discrimination and
violence. It has been important for South Africa to focus on rebuilding our national
identity to break down the barriers that were caused by past injustices in order to
create a proudly South African nation.
Racial equity:
is the just and fair inclusion
into a society in which all
people can participate,
prosper and reach their full
potential regardless of their
race, colour or ethnicity*
Nation Building (1.18)
bit.ly/AfricaNarrative
Nation building has been used to unify South Africans by creating racial equity.
South Africa has implemented a nation building process whereby there are shared
values, an integrated economy, and an inclusive society that brings everyone together
to work towards a common goal: making South Africa a wonderful country.
Nation building is important to develop a feeling of belonging, and with it,
accountability and responsible behaviour. Efforts must be made to ensure that various
cultures are respected and that equal citizenship for all is guaranteed.
As a class, take a look at the two word cloud images below:
Threats to Nation Building and Factors that Promote Nation Building.
•
Discuss the meaning of each word and elaborate on its relevance.
•
What words could you add and why?
•
Discuss how racism poses a threat to nation building.
•
Discuss how nation building strives to build racial equity.
•
Brainstorm ways in which you (as an individual and as a class) can contribute
towards nation building within your community, at school and at home.
FOR THE TEACHER:
2 hours, Term 3, Weeks 9–10
CONSTITUTIONAL RIGHTS AND
RESPONSIBILITIES
Nation Building:
» Different ways to promote nation building
in different contexts: community, school and
home.
» Contributions of men and women towards
nation building.
*Blackwell, A,G & Kramer, M. et al.(2017) ‘The Competitive Advantage of Racial Equity’, [Electronic], Available: bit.ly/RacialEquityAdvantage [20 Jul 2020].
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How Powerful is South
Africa (3.27)
bit.ly/HowPowerfulSA
S EC T I O N T H R E E
Watch the video clip and identify something that contributes to nation building and
something that detracts from it.
As a class, discuss the following images illustrating positive and negative aspects of our
country. Brainstorm what it means to be proudly South African.
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22
S EC T I O N T H R E E
SOUTH AFRICA’S NATIONAL SYMBOLS
Representations:
Images, signs
A national symbol is a symbol of identity. They are visual or verbal representations
of the people who make up a country, or the goals, values or history of a country.
A little bit of information has been provided about South Africa’s national symbols.
Where necessary, fill in the missing information and conduct additional research of
your own.
NATIONAL ANTHEM
SOUTH AFRICAN FLAG
NATIONAL COAT OF ARMS
The State’s emblem and highest
visual symbol of the State. Its
central image is a secretary
bird and a sun rising in the
background. It also includes
South Africa’s national flower,
the protea.
Adopted on 27th April, _ (1) _
(Freedom Day) and first flown
on 10th May 1994 when Nelson
Mandela became President. The
Y shape is representative of _ (2)
_ and unity.
A combination of _ (3) _ and
The Call of South Africa. The
lyrics contain the following
languages: _ (4) _, _ (5)_ , _ (6)
_ , _ (7) _ , _ (8) _ . It represents
harmony among the different
South African cultures.
NATIONAL FLOWER
Giant or _ (9) _ (Protea
cynaroides). The South
African _ (10) _ team is
known as the Proteas.
NATIONAL FISH
The galjoen (Dichistius capensis),
found only along the coast
between Durban and Namibia.
Endemic to our coastal waters.
NATIONAL TREE
The yellowwood
tree. It can usually
grow to _ (11) _
high.
RAINBOW NATION
A symbol for unity and
nation building that
represents the multicultural
society of South Africa
coming together as one.
NATIONAL MOTTO
Written in the _ (14) _
language, meaning _
(15) _ .
NATIONAL BIRD
_ (12) _ (Anthropoides
paradiseus). Also known as the
paradise or Stanley crane.
NATIONAL ANIMAL
The springbok, one of the fastest
antelope. Also the name of our
South African _ (13) _ team.
1.
9.
2.
10.
3.
11.
4.
12.
5.
13.
6.
14.
7.
15.
8.
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23
S EC T I O N T H R E E
DIFFERENT WAYS TO PROMOTE NATION BUILDING
Community and sport
Sport provides a fantastic way to promote nation building because it brings everyone
together to support the same team. Regardless of your race, religion, age or gender,
you will be behind the Springboks when they play rugby against any other country. Think
of the feeling of cohesion when you see a stadium packed full of sporting fans supporting
our country’s teams.
Think back to the 2019 Rugby World Cup where South Africa bought the trophy home.
This event, along with the close relationship between the two leaders of the team, Captain
Siya Kolisi and Coach Rassie Erasmus, played a large role in unifying and inspiring the
country. All you have to do is Google the Springboks’ homecoming to see the national
pride that all South Africans felt.
At a community level, sport also creates cohesion. It is a great way to bring together
people from diverse backgrounds and provide people with the opportunity to play for the
same team.
Watch the movie “Invictus” and analyse how Nelson Mandela used sport as a way of
nation building.
“HEARTLINES CAMPAIGN: WHAT’S YOUR STORY?”
“We live in a country where suspicion, fear, prejudice and racism plague us daily. The growing
sentiment seems to be anti-black, anti-white, anti-rich, anti-poor, anti-foreigner... in fact
anti-everyone who is not like us or threatens our comfort . We have a tr ust deficit that
affects the quality of our relationships with others and hinders us from getting to know each
other better.
What if suspicion, fear, prejudice and racism were replaced by understanding, respect, love,
acceptance and tr ust? What if South Africa became a place renowned for our ability to know
each other and care about each other’s stories?
We cannot allow the scourge of prejudice, racism and mistr ust to derail our dream of being a
reconciled nation . For us to break down the things that divide us we need to understand
better the people we interact with on a daily basis. Understanding builds trust .” *
*Heartlines. What’s Your Story: The Campaign, [Online], Available: bit.ly/HeartlinesYourStory [24 Jul 2017].
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S EC T I O N T H R E E
Home
Promoting nation building starts at home. It is important to analyse whether you are speaking
positively or negatively about our country, and if you are taking action to address negative issues.
Cross-cultural communication:
Living in a diverse country like South Africa, it is crucial to effectively communicate across
cultures. This type of communication involves understanding how people from different cultures
communicate and perceive the world around them.
Tips to assist in cross-cultural communication:*
EDUCATE YOURSELF
Learn greetings in local languages,
and learn what gestures may be
disrespectful in other cultures.
BE MINDFUL OF DIFFERENCES
Communicating with people
coming from different cultural
backgrounds will impact our
communication with them. It is
important to be mindful that there
are differences and to not shy
away from those differences.
SPEAK CLEARLY
BE HUMBLE
Do not be afraid to ask for clarity
and get help when you need it.
Be mindful that speaking fast or
incoherently to someone who does
not speak your language can
hinder communication.
“Your pride for your country should not come after your country becomes
great; your country becomes great because of your pride in it.”
- Idowu Koyenikan, author
*Mind Tools. Cross-Culture Communication, [Online], Available: bit.ly/CommunicationCulture [21 May 2020].
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S EC T I O N T H R E E
CONTRIBUTIONS TO NATION BUILDING
Our country has many well-known role models who have made significant contributions
to our national pride. Naturally, former president Nelson Mandela is one such role model
who is associated with a number of virtues including:
•
Peace
•
Reconciliation
•
Democracy
•
Optimism
•
Embracing multiculturalism
As a class, discuss how each of the listed words are key to nation building in a postapartheid South Africa.
Archbishop Desmond Tutu
Another nation building role model is Archbishop Desmond Tutu, a social rights
activist who fought apartheid and, for his efforts to achieve a non-violent resolution,
received the Nobel Peace Prize in 1984. Tutu has continued to invest his energy into
nation building efforts such as the fight against HIV and AIDS, tuberculosis, poverty and
racism, to name a few.
Unsung heroes
In addition to the famous people that we have discussed, there are also everyday
people or unsung heroes, contributing to nation building in their day to day lives—these
are the people who fight social and environmental injustices.
1
2
3
Read through the information above, particularly that of the unsung heroes, and answer
the following questions.
Analyse what is meant by the term ‘unsung heroes’.
Explain the importance of having unsung heroes in our communities.
Identify a role model or unsung hero that you know personally (e.g., a family member,
friend, someone from your community or school) and identify their admirable actions
and qualities.
“Show me the heroes that
the youth of your country
look up to, and I will tell
you the future of your
country.”
- Idowu Koyenikan, author
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26
S EC T I O N T H R E E
HUMAN RIGHTS
Human rights are fundamental rights to which a person is entitled. These rights are
universal and are the same for everyone regardless of race, culture or gender. The
only time these rights can be restricted or taken away from you is under exceptional
situations, such as if you are found guilty of a crime when your right to freedom is
restricted.
Many of the basic ideas behind the human rights movement developed after the
Second World War and the atrocities of the Holocaust. This led to the Universal
Declaration of Human Rights, signed in Paris by the United Nations General Assembly
in 1948. The full spectrum of human rights involves respect for and protection of
civil, cultural, economic, political and social rights.
OUR CONSTITUTIONAL RIGHTS
The Constitution of South Africa details our rights as citizens of this country. Chapter 2
of our Constitution is dedicated to the Bill of Rights, which serves to uphold our human
rights.
These are:
LIFE
FAMILY OR
PARENTAL
CARE
FREEDOM OF
RELIGION, BELIEF
AND OPINION
A SAFE
ENVIRONMENT
TO LIVE IN
Everyone has the
FOR THE TEACHER:
4 hours, Term 4, Weeks 1–4
CITIZENSHIP
EDUCATION
HUMAN RIGHTS VIOLATIONS:
» Types of violations.
» Counter-strategies to violations of human
rights.
Gender Equity:
» Gender equity issues in a variety of athletic
and sporting activities.
» Defining gender-based violence.
» Emotional, health and social impact of rape
and gender-based violence.
» Prevention of violence against women: law
on sexual offences.
» Sources of help for victims: safety for girls
and women.
FREEDOM OF
EXPRESSION
WORK
FREEDOM AND
SECURITY
OWN PROPERTY
All humans are born free and equal in dignity and rights.
Article 1 of the United Nations Universal Declaration of Human Rights (UDHR)
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S EC T I O N T H R E E
Watch the video clip and complete the following:
The three core principles that human rights follow are:
1.
Interdependence
2.
3.
In a democracy like South Africa, human rights are guaranteed by the country’s
. The three basic rights in Chapter 2: Bill of Rights are
,
and
citizens not only have rights but also the
.We as
to treat others according to
Civics Academy SA: What are
Human Rights? (5.58)
bit.ly/WhatareHumanRights
these rights and values, thus upholding the law.
SOUTH AFRICAN GENERAL ELECTIONS
The Constitution gives all South Africans over the age of 18 the right to vote. Our
last general election was held in 2019 (and is held every five years). The 2019
elections were the sixth elections that were held since the end of apartheid. We have a
multiparty system, which means that there are a number of political parties who run
for national election.
Watch the video clip and answer the following questions.
1.
When is an election considered free?
2.
What is the independent body in South Africa that runs the elections?
3.
What is the role of the IEC?
4.
Who has the power to review decisions and procedural fairness of the IEC?
5.
Name three ways fraud may occur on election day.
6.
Who is in charge of a voting station?
What are Free and Fair
Elections (7.30)
bit.ly/FreeFairVote
VIOLATING HUMAN RIGHTS
It is important to know your human rights so that you are able to understand when these
rights are being violated and discriminated against. If your human rights are being
violated there are various institutions that can assist you in dealing with those violations
and correcting them. These institutions include:*
•
The Public Protector
•
The South African Human Rights Commission
•
The Commission for the Promotion and Protection of the Rights of Cultural, Religious
and Linguistic Communities
•
The Commission for Gender Equality
•
The Auditor-General
•
The Electoral Commission
*The South African Constitution. State Institutions Supporting Constitutional Democracy, [Online], Available: bit.ly/InstitutionViolations [14 Aug 2020].
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S EC T I O N T H R E E
GENOCIDE
This is the calculated, planned extermination of an ethnic, racial or religious group
of people. It is one of the worst atrocities that a government can commit against the
people under its rule. It may involve:
•
Murder
•
Physical or mental harm
•
Preventing birth
•
Forcing children away from their parents
The Holocaust and the Rwandan Genocide are examples of genocide from the past
century.
“Your ordinary acts of
love and hope point to
the extraordinary promise
that every human life is of
inestimable value.”
- Archbishop Desmond Tutu
HARVARD VISIBLE THINKING ROUTINE: CIRCLE OF VIEWPOINTS
Working on your own, or in groups, consider the Holocaust from the perspective of the
following parties involved. Imagine their perspective on the situation and the factors that
were likely to have shaped it.
•
Jewish people (minority persecuted group)
•
Nazis (group who aimed to exterminate the Jews)
•
Other countries
The concept of human rights came into being largely after World War 2. In learning from
the past, the world acknowledged that it needed structures in place to avoid such atrocities
happening again. The Nazi perspective of the Jews involved the belief in a superior and
inferior race.
In South Africa, what can we learn from World War 2 to ensure that the following are
avoided?
•
Racism
•
Xenophobia
XENOPHOBIA
Xenophobia:
The fear or extreme dislike of
foreigners or strangers
There have been a number of xenophobic attacks that have taken place in South
Africa (especially during 2008 and 2015). People from other countries such as
Mozambique and Zimbabwe were discriminated against and even harmed.
Discuss the topic of xenophobia. Analyse the reasons why xenophobia occurs and
recommend ways to prevent xenophobia.
Now This World: Does South
Africa Hate Immigrants? (2.41)
bit.ly/DoesSAHateImmigrants
Refer back to p. 22 and discuss the South African motto. Explain the contradiction
between our motto and xenophobic attacks.
POLITICAL AND SOCIAL OPPRESSION
In many parts of the world, women experience various forms of political and social
oppression. This includes strict dress codes and severe limitations on women’s basic
liberties. In addition, women in some regions suffer greater poverty than men and
are denied political influence, education and job training. This abuse of human
rights often leads to political conflict, which in turn typically results in further human
rights violations. This creates a negative, downward spiral. Gang violence, human
trafficking, child abuse and the use of child soldiers are also classified as human rights
violations.
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Human trafficking involves the use of force or coercion of people into some type of labour
or prostitution. South Africa is currently among the 10 countries in Africa where human
trafficking is worst, with 100,000 people reportedly being trafficked in the country
annually.
S EC T I O N T H R E E
HUMAN TRAFFICKING
Examples of human trafficking
•
Forced labour: Labour trafficking is a form of modern day slavery in which
people are forced to work against their will, often enduring violence, threats and
lies. Examples include men and women forced to work in homes as domestic
workers and factory workers held in inhumane conditions with little to no pay.*
•
Debt bondage: Victims of debt bondage are forced to work to pay off a loan
of their own or of a family member. They are tricked into working for little or no
pay and with no control over the debt repayments. For this reason, victims often
continue to work without knowing that their debt has been paid off. The work,
undertaken in farming, mines, mills and factories, is often difficult and imposed
under brutal circumstances.**
•
Sex trafficking: Traffickers often target victims and use bondage or other forms
of control and manipulation to keep them involved in the sex industry against their
will. Sex trafficking exists within businesses such as fake massage businesses, escort
services and residential brothels on city streets, hotels and elsewhere.***
Source and read one media article or video clip about #bringbackourgirls. During
tragedies like these, it is easy to feel completely helpless. Identify three actions that you
can take in order to preserve human rights and counteract human rights violations.
“No one is born hating another person because of the colour of his skin, background or his religion.
People learn to hate, and if they can learn to hate, they can learn to love, for love comes more
naturally to the human hear t than its opposite.”
- Nelson Mandela, former President of South Africa
*Anti-slavery. What is Bonded Labour?, [Online], Available: bit.ly/BondedLabour [24 Aug 2020].
**National Human Trafficking Hotline. What is Human Trafficking?, [Online], Available: bit.ly/HumanTraffickingWhat [24 Aug 2020].
***The United States Department of Justice. Child Sex Trafficking, [Online], Available: bit.ly/TraffickingSex [24 Aug 2020].
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30
S EC T I O N T H R E E
HARVARD VISIBLE THINKING METHOD: OPTIONS EXPLOSION
Brainstorm potential social and economic causes for human rights violations, using the
following steps:
2.
1.
BRAINSTORM ALL
SORTS OF DIFFERENT
OPTIONS AND FIND
HIDDEN CAUSES.
LIST ALL OF THE
OBVIOUS CAUSES.
Be creative.
Put yourself in other
people's shoes to think
4.
OPTIONS
EXPLOSION
of ideas.
Piggyback on ideas you
3.
have had before.
SHARE YOUR IDEAS
WITH A PARTNER AND
ADD ANY OF THEIRS
THAT YOU DID NOT
HAVE YOURSELF.
IDENTIFY WHAT
YOU HAVE LEARNT
ABOUT FACTORS
THAT CONTRIBUTE
TO CAUSING HUMAN
RIGHTS VIOLATIONS.
1.
2.
3.
4.
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31
S EC T I O N T H R E E
COUNTER-STRATEGIES TO VIOLATIONS OF HUMAN
RIGHTS
The United Nations aims to preserve human rights on an international scale, while at a
local level the South African Constitution includes the Bill of Rights which also protects the
human rights of South Africans.
In addition in South Africa we have the South African Human Rights Commission (SAHRC)
as well as the Public Protector who are responsible for ensuring the protection of human
rights in the country.
In order to understand human rights violations, we have to understand the causal factors.
Such factors include economic issues and social problems.
Protection agencies
Agencies or organisations exist to protect human rights, both locally and internationally.
When human rights violations take place, these agencies work to ensure that appropriate
legal steps are taken.
Select one local organisation (such as the South African Human Rights Commission) and
one international organisation (such as Amnesty International or Human Rights Watch)
which strive to counteract human rights violations, and research the following:
Enacted:
Passed, authorised
Human Rights Watch
bit.ly/HumanRightsW
• The objectives of the organisations.
• Steps that they take to achieve their objectives.
• A positive case study of something that they have achieved in the interests of
protecting human rights or addressing human rights violations.
HUMAN RIGHTS QUIZ
Answer the following quick quiz questions on what you have learnt about human rights
violations:
1. Genocide is:
A. Human trafficking
C. Slavery
B. The intentional extermination of a group of people
D. Gang related violence
2. This body is responsible for human rights protection globally:
A. The International Commission for Human Rights Violations
C. The Human Rights Council
B. The UN High Court
D. The UN Universal Declaration of Human Rights
3. Possible causes for human rights violations include:
A. Underdevelopment
C. Economic issues, such as poverty
B. Social issues
D. All of the above
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32
S EC T I O N T H R E E
GENDER
Gender equity is the process of addressing any imbalance in the representation of
men and women with regards to gender equality. Gender equality is regarded by
the United Nations as a human right. It does not imply that men and women are the
same, but that they have equal value and should be treated equally.
Stereotype:
Oversimplified idea of a group
or person
21 Icons: Sophia Williams De
Bruyn (3.10)
bit.ly/SophiaDeBruyn
Analyse your reaction to the images on the next page and consider:
• Your thoughts and feelings about each image.
• The factors that shape your thoughts and feelings.
• Whether you possess any stereotypical views.
GENDER EQUALITY
( e .g .,
your
fa m
envi
i ly b
ro n m
e li e f
ent,
s, ed
ucat
ion)
While gender equality is a noble concept, its practicality is sometimes questioned.
Gender equity, by contrast, acknowledges that men and women have different needs
and focuses on affording men and women opportunities that result in an equal or
fair outcome; for example, different maternity/paternity leave conditions. While the
process provides different different conditions for men and women, the objective is to
have a fair outcome.
Equal pay for equal work is one of the areas where gender equality is threatened,
yet often women are paid less than men for doing the same work. This is one of the
reasons contributing to why most of the people living in poverty stricken conditions are
women. In South Africa, women are on average paid 28% less than men.*
EBRD - Gender Equality Works
(3.24)
bit.ly/EBRDGenderEquality
Watch the video clips and discuss the gender roles that shape the gender norms in
your society.
What Works: Gender Equality
by Design (3.03)
bit.ly/GenderEqualityByDesign
*International Labour Organisation. Global Wage Report 2018/19, [Online], Available: bit.ly/WagesGlobally [24 Aug 2020].
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33
S EC T I O N T H R E E
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34
S EC T I O N T H R E E
Sport stereotypes
As you may have noticed during your class discussion about the images on p. 33,
certain sports have been stereotyped as male or female sports. Luckily, this is
changing and more and more people accept that anyone can play any sport that they
choose.
Equal pay for equal play
Read the paragraph on equal
pay for equal play. Discuss what
message this sends to young
girls considering a professional
career in sport one day.
There has traditionally been less value placed on women’s sport. As a result,
fewer resources, lower prize money and poorer salaries are typically allocated to
professional women’s sport.
HARVARD VISIBLE THINKING ROUTINE: CIRCLE OF VIEWPOINTS
Cognitive dissonance:
The mental conflict that
occurs when your beliefs or
assumptions are contradicted by
new information. The unease or
tension that the conflict arouses
in people is relieved by one of
several defensive manoeuvres:
they reject, explain away or
avoid the new information;
persuade themselves that no
conflict really exists; reconcile
the differences; or resort to
any other defensive means of
preserving stability or order in
their perceptions of the world
and of themselves.*
Cognitive dissonance might
occur during this activity but it
is a natural part of the process.
The objective is to engage in
critical discussion and debate,
while learning to be tolerant of
other people’s viewpoints.
Read the instructions below and complete the activity.
PREPARATION:
In preparation for this activity, you will need to research the topic of equal pay for equal
play. Research two topical discussions on this issue (e.g., US Women’s National Soccer
Team).
ACTIVITY:
1.
Separate into groups, with each group adopting one of the following perspectives:
• Professional sportsman
• Professional sportswoman
• Spectators
• Aspiring sportswomen (girls aiming to be professionals one day)
• Sporting organisations who employ professional sportsmen and sportswomen
2.
3.
Discuss the topic of equal pay within your group from the perspective that your
group has been assigned. Analyse the factors that should impact on player
remuneration from the perspective of your group (e.g., number of wins, revenue
generated).
Select a representative from the group to go to the front of the class and discuss and
debate the topic from the group’s perspective.
Reflect on the following:
• What new information did you learn?
• In what ways did you succeed or struggle to be open minded towards the
perspectives of others?
• Describe the process of experiencing cognitive dissonance.
21 Icons: Caster Semenya (3.00)
bit.ly/IconsCaster
Watch the video clip “21 Icons: Caster Semenya” which refers to various difficulties
that Caster Semenya is facing as an athlete and as a person. In the space below,
identify additional difficulties that she is likely to be facing.
*Britannica. Cognitive Dissonance, [Online], Available: bit.ly/DissonanceCog [17 Aug 2020].
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35
S EC T I O N T H R E E
GENDER-BASED VIOLENCE
Gender-based violence is a violation of human rights and is defined as violence that is
directed against a person on the basis of gender. Most gender-based violence is
inflicted by men on women and girls, and includes any type of physical, psychological
or economic harm. Violence against women is one of the most widespread of human
rights abuses. The World Health Organisation tell us that 35% of women worldwide
experienced either physical or sexual intimate partner violence or non-partner sexual
violence in 2013. In South Africa, we know that the problem is even more severe. Genderbased violence in South Africa has now been called a national emergency.* However, it is
important to note that both males and females can experience gender-based violence.
Potential effects of gender-based violence on health
•
Injury
•
Disability
•
Chronic health problems
•
Negative impact on the family
•
Anxiety and fear
•
Sexually transmitted infections,
such as HIV and AIDS
•
Inability to work as per normal
•
Depression
•
Ostracism and social stigma
•
Trust issues
•
Poor self-esteem
•
Drug and alcohol abuse
•
Unwanted pregnancy
PREVENTION OF VIOLENCE
Education is key to the prevention of violence, because violence is a learned behaviour.
This means that if children are regularly exposed to violence when they are growing up,
and are not taught otherwise, there is an increased tendency to emulate this behaviour. In
South Africa, gender-based violence is a topic that is addressed year after year during Life
Orientation classes, to raise awareness on the subject and hopefully play an active role in
the prevention of violence.
Ostracism:
Feeling left out of society or
a group
In South Africa, the Sexual Offences Act forbids prostitution, brothel-keeping and other
activities related to prostitution. It also prohibits various other sexual offences including sex
with children and with the mentally incompetent. There is also a relatively new law within
Criminal Law known as the Sexual Offences Amendment Act (SOAA) which aims to
protect victims, especially women, children and people living with mental disabilities that
have been raped or have been victims of other sexual crimes/offences.
The International Rescue Committee works to break the cycle of violence by
helping survivors to heal, delivering care to victims of sexual assault, and bringing women
together for mutual support.
*President Cyril Ramaphosa. (2018). 'President Cyril Ramaphosa: Gender-based Violence and Femicide Summit'. [Electronic], Available: bit.ly/FemicideSummit [10 Sep 2019].
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36
S EC T I O N T H R E E
CULTURAL
South Africa is known
for its cultural diversity.
According to the Bill of
Responsibilities for the
Youth of South Africa,
our motto “calls on
us to build a common
sense of belonging
and national pride,
celebrating the very
diversity which makes
us who we are. It also
calls on us to extend our
friendship and warmth
to all nations and all the
people in the world, in
our endeavour to build a
better world”.*
GROUP ACTIVITIES
1.
As a class, discuss why you think that embracing cultural diversity is particularly
important in South Africa. What are the consequences, if we do not embrace
cultural diversity?
2.
Divide the class into six or more groups. Each group will research one of the
following cultures: Nguni, Sotho, Shangaan-Tsonga, Venda, Afrikaans, Hindu,
Khoisan, or another of their choice. Based on their research, each group will give a
short presentation back to the class, addressing the following:
• The norms and values of the culture (any cultural rituals, special celebrations,
major cultural beliefs, expectations, etc.).
• How these norms and values shape people’s behaviours, attitudes and choices.
• The ways in which this culture enriches South Africa.
We suggest that scholars are not a part of a group that is researching their own
culture. To enhance the learning process, scholars should conduct research and seek
to gain an in-depth understanding of a culture other than their own. The above list
of cultures to research is simply a suggestion. We advise asking the class to develop
their own list but ensure that all of the cultures represented in the class are taken into
consideration. At the end of the presentations, conduct a brief class discussion on
the topic of respecting difference and diversity, and how the myriad of cultures in
South Africa contribute to the country and to our national identity.
“A person’s language is in many ways a second skin , a natural
possession of every normal human being, which we use to
FOR THE TEACHER:
express our hopes and ideals, articulate our thoughts and
3 hour, Term 4, Weeks 5–7
values, explore our experience and customs, and construct
DEMOCRACY AND HUMAN RIGHTS
Cultural diversity in South Africa:
» Diverse cultural norms and values in relation
to personal and community issues.
» Influence of cultural norms and values on
individual behaviour, attitude and choices:
cultural expectations, practices and
traditions.
» Understanding diverse cultures: recognition
of diverse cultures to enrich South African
society.
» Respect difference: culture, religion and
gender.
» Celebrate unity in diversity: respect
difference and celebrate similarity.
Contributions to social development by
organisations from various religions.
our society and the laws that govern it. It is through language
that we function as human beings in an ever-changing world.
The right to use the official languages of our choice
has, therefore, beennrecognised in our Bill of Rights, and our
Constitution acknowledges that the languages of our people are a
resource that should be harnessed.”
- Department of Education, South Africa
*South African Department of Education. A Bill of Responsibilities for the Youth of South Africa, [Online], Available: bit.ly/SABillOfRespons [20 Jun 2017].
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S EC T I O N T H R E E
RESPECTING DIFFERENCE
Living in a country where there is so much diversity in terms of culture, religions, race and
gender creates the following advantages:
Broader mind:
Different worldviews and perspectives mean that we are more open to having our beliefs
challenged and having our minds broadened. Many people say that you need to travel
in order to broaden your horizons, and while this may be true, our horizons can be
broadened at home if we are open to embracing diversity.
Flexibility:
If we are used to embracing diversity from a young age, this is advantageous when we
travel and enter into the world of work. Being flexible and able to understand and get on
well with people from a different culture, race, religion or gender to your own is a skill that
employers value.
Self-growth:
When we are required to live peacefully and effectively in a diverse society, we are given
the opportunity to continually practice and improve our ability to understand and respect
others. This ability becomes a key skill that we can then apply to our environment, and
friends and family as well.
57.7 Million South Africans.
11 OFFICIAL LANGUAGES.
Isindebele · Isixhosa · Isizulu
Sesotho · Sepedi · setswana
Siswati · Tshivenda
Xitsonga · English · Afrikaans
16.6 PERCENT English
is spoken by of the
population
25.1% of South Africans speak
isiZulu at home (the most common
home language)
Business Tech (2019) These are the Most Spoken
Languages in South Africa in 2019, [Online],
Available: bit.ly/SALanguages [26 Aug 2019].
Add your own here!
Contributing to social development:
Religious organisations typically play an important part in social development. Often
they are found fighting poverty, running various social development programmes such as
trauma and relationship counselling, and organising awareness campaigns and feeding
schemes.
Find a representative of a religious organisation and interview them, discussing the
following points. Write a one page report on your findings and show the recording to
your class.
• How does the religious organisation contribute towards social development?
• What are their beliefs regarding social development?
• What challenges do they face in the process?
Example:
An example of a religious organisation that plays a role in social development in
South Africa is NRASD (National Religious Association for Social Development),
which strives to build a just and equitable society that cares for all of its
citizens, especially those who are weak and marginalised. NRASD is an interfaith
organisation and has the objective of pooling together resources and grants in
order to have a more significant overall impact.
Add any extra questions you may have in the space provided:
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38
SO U R C ES
SOURCES
GENERAL REFERENCES
AIDSinfo. HIV Treatment - HIV and Immunizations, [Online], Available: bit.ly/
HIVImmunizations [24 Jul 2017].
Anti-slavery. What is Bonded Labour?, [Online], Available: bit.ly/BondedLabour [24 Aug
2020].
Ashcraft, A. and Murray, P. (2017) ‘Talking to Parents About Adolescent Sexuality’, Pediatric
Clinics of North America, [Electronic], Available: bit.ly/ParentsAdolescentSexuality [26 Aug
2019].
Blackwell, A.G., Kramer, M., Vaidyanathan, L., Iyer, L. & Kirschenbaum, J. (2017) ‘The
Competitive Advantage of Racial Equity’, [Electronic], Available: bit.ly/RacialEquityAdvantage
[20 Jul 2020].
Britannica. Cognitive Dissonance, [Online], Available: bit.ly/DissonanceCog [17 Aug 2020].
Business Tech. (2019) These are the Most Spoken Languages in South Africa in 2019,
[Online], 1 Jun, Available: bit.ly/SALanguages [26 Aug 2019].
Custodians of Professional Hunting & Conservation - South Africa. Provincial Conservation
Contact Details, [Online], Available: bit.ly/ConservationDetails [24 Aug 2020].
Ecolex. Environment Conservation Act, [Online], Available: bit.ly/EnvironmentConservationAct
[26 Aug 2019].
Heartlines. What’s Your Story: The Campaign, [Online], Available: bit.ly/HeartlinesYourStory
[24 Jul 2017].
IBERDROLA. Greenhouse Effect, [Online], Available: bit.ly/GreenEffectProject [24 Aug 2020].
International Labour Organisation. Global Wage Report 2018/19, [Online], Available: bit.
ly/WagesGlobally [24 Aug 2020].
Merriam-Webster. Gender Identity, [Online], Available: bit.ly/IdentityGender [20 Aug 2020].
Mind Tools. Cross-Culture Communication, [Online], Available: bit.ly/CommunicationCulture
[21 May 2020].
Ministry of Education Singapore. Sexuality Education: Introduction to Sexual Education In
Schools, [Online], Available: bit.ly/SexualityEducation [20 Sep 2017].
National Human Trafficking Hotline. What is Human Trafficking?, [Online], Available: bit.ly/
HumanTraffickingWhat [24 Aug 2020].
President Cyril Ramaphosa. (2018). 'President Cyril Ramaphosa: Gender-based Violence and
Femicide Summit'. [Electronic], Available: bit.ly/FemicideSummit [10 Sep 2019].
Project 90 by 2030. Who We Are, [Online], Available: bit.ly/ProjectWhoAre [24 Aug
2020].
Republic of South Africa Government Gazette. National Environmental Management Act,
1998, [Online], Available: bit.ly/NEMAAct [28 Sep 2020].
South African Department of Education. A Bill of Responsibilities for the Youth of South Africa,
[Online], Available: bit.ly/SABillOfRespons [20 Jun 2017].
The South African Constitution. State Institutions Supporting Constitutional Democracy,
[Online], Available: bit.ly/InstitutionViolations [14 Aug 2020].
The United States Department of Justice. Child Sex Trafficking, [Online], Available: bit.ly/
TraffickingSex [24 Aug 2020].
United Nations Sustainable Development Goals. The Lazy Person’s Guide to Saving the
World, [Online], Available: bit.ly/UNSustainability [13 Jun 2017].
Western Cape Government. Bill of Rights (Chapter 2 of The Constitution of The Republic of
South Africa), [Online], Available: bit.ly/WCGBillRights [20 Aug 2020].
World Health Organisaton. Gender, [Online], Available: bit.ly/GenderWHO [20 Aug 2020].
VIDEO REFERENCES
21 Icons, 2016. 21 Icons : Caster Semenya [video online] Available: bit.ly/IconsCaster
[3 Apr 2018]. Website: www.21icons.com. Photographer: Gary Van Wyk Images (www.
garyvanwykphotography.com)
21 Icons, 2013. 21 Icons: Sophia Williams De Bruyn: Short Film [video online] Available: bit.
ly/SophiaDeBruyn [24 Aug 2020].
AMAZE Org, 2018. Gender Roles and Stereotypes [video online] Available: bit.ly/
StereotypesRoles [24 Aug 2020]. Website: www.amaze.org
American Museum of Natural History, 2020. Earth Day 1970–2020: 50th Anniversary | Time
Will Tell [video online] Available: bit.ly/EarthDayTimeTell [24 Aug 2020]. Website: www.
amnh.org
ASAP Science, 2015. The Science of HIV/AIDS [video online] Available: bit.ly/
ScienceHIVAIDS [20 Feb 2018]. Website: www.asapscience.com
CGTN America, 2015. Zero Waste with Bea Johnson [video online] Available: bit.ly/
ZeroWasteCCTV [20 Jul 2018]. Website: www.zerowastehome.com
Civics Academy, 2016. What are Human Rights? [video online] Available: bit.ly/
CivicsAcademyHumanRights [24 Jan 2018]. Website: www.civicsacademy.co.za
Civics Academy, 2019. What Are Free and Fair Elections 07 [video online] Available: bit.ly/
FreeFairVote [24 Aug 2020]. Website: www.civicsacademy.co.za
European Bank for Reconstruction and Development, 2014. EBRD – Gender Equality Works
[video online] Available: bit.ly/EBRDGenderEqualityWorks [9 Jan 2018]. Website: www.
ebrd.com
Harvard University, 2016. What Works: Gender Equality by Design? [video online]
Available: bit.ly/GenderEqualityByDesign [29 Jan 2018]. Website: www.harvard.edu
HeartlinesSA, 2016. Changing the Narrative of Africa [video online] Available: bit.ly/
AfricaNarrative [29 Jan 2018]. Website: www.heartlines.org.za
Minute, 2016. What is Global Health? [video online] Available: bit.ly/WhatGlobalHealth [4
Apr 2018]. Website: www.minutevideos.com
Now This World, 2015. Does SA Hate Immigrants? [video online] Available: bit.ly/
DoesSAHateImmigrants [30 Jan 2018]. Website: www.nowthisnews.com
Now This World, 2015. How Powerful is South Africa? [video online] Available: bit.ly/
HowPowerfulSA [30 Jan 2018]. Website: www.nowthisnews.com