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Life Skills - Grade 6. 2015. Tom Newby School. .

Life Skills - Grade 6 Personal and Social Well-being

Term 3

Module 9 Caring for animals (Week 1-2)

Unit 1: Cruelty to animals (pg. 5)

Unit 2: Taking care of and protecting animals (pg. 6) Unit 3: Places of safety for animals (pg. 7)

Unit 4: Reading (pg. 8)

Module 10 Caring for people (Week 3-4)

Unit 1: Considering other people (pg. 12)

Unit 2 Considerate communication (pg.13) Unit 3: Considering people through acts of kindness (pg.16)

Unit 4: Reading (pg.17)

Module 11 Nation building and cultural heritage (Week 5-7)

Unit 1: How do we unify our nation? (pg.20)

Unit 2: National symbols (pg.22) Unit 3: National celebrations (pg. 24)


Module 12 Gender stereotyping, sexism and abuse (Week 10-11)

Unit 1: Defining gender stereotyping, sexism and abuse (pg.28)

Unit 2: Effects of sexism, gender bias and abuse (pg. 30) Unit 3: Dealing with stereotyping (pg. 31)


Formal Assessment Assignment/Project (Week 8-9)

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Here are a few pictures of animals that are most commonly kept as pets. Can you name

them?

Which of these animals would you prefer to have as a pet? Which would you definitely not

choose?

Module 9 Caring for animals

Activity 1 Talk about pets and animals

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Some people have unusual taste in pets. Their choice of pets means that they have to

take special care of their animals and they are willing to accept this extra work. Here are

some pictures of unusual pets. Do you know what they are? Check your answers by

reading the list on page 3.

A

H G

F E

C D

B

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Unusual Pets A: Fennec Fox B: Tarantula C: Sugar Glider

D: Ferret E: Hedgehog F: Tree frog

G: Capybara H: Badger

Some animals are kept as pets while others are kept because they can help humans to get

a specific job done or provide food or ornamental value. Some animals are also used to

generate money, such as those kept in zoos or aquariums. Here are pictures of animals

that serve one of these purposes:

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People do not always treat animals as well as they should. Whether these animals are

kept as pets or for another reason, they have as much right to be treated with respect and

consideration as a human being does.

Mahatma Ghandi, one of the greatest leaders in modern times said the following:

“The greatness of a nation and its moral progress can be judged by the

way its animals are treated.”

Many people who treat their pets and work animals unkindly do so because they do not

have enough money to care properly for the animals. However, there are also people who

are simply unkind to animals because they are cruel or have no respect for animals. Other

people are cruel to certain animals because they are scared of them or believe that they

bring evil omens or bad luck. Some acts of cruelty are:

• Beating, stoning or kicking animals.

• Not feeding or giving animals water.

• Not providing enough shelter from sun, rain or cold weather.

• Overworking animals.

• Not providing veterinary care when an animal is sick.

• Killing animals or encouraging animals to kill each other.

This donkey has been overworked, abused and neglected by its owner.

Unit 1 Cruelty to animals

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We can take care of and protect animals by:

• Making sure that they have enough food and water.

• Making sure that they have a good shelter.

• Taking them to a vet when they are sick or hurt.

• Not overworking animals such as horses or donkeys.

• Reporting acts of cruelty to organisations such as the SPCA (Society for the prevention

of cruelty to animals) or the Animal Anti Cruelty League).

• Not hitting, killing or abusing an animal.

• Not allowing your ignorance or superstition make you do something cruel.

• Donating money or food to organisations that care for animals.

• Doing community service at animal shelters.

Here are just a few famous actors and celebrities who have given generously and/or worked tirelessly to promote the compassionate and humane treatment of all animals. Their support has helped to increase awareness, educate countless individuals and raise millions of dollars for non-profit animal welfare organizations worldwide.

♥ Paul McCartney ♥ Katherine Heigl ♥ Brad Pitt

♥ Pink ♥ Hilary Swank ♥ Alec Baldwin

♥ Ellen DeGeneres ♥ Mike Farrell ♥ Brad Pitt

♥ Pierce Brosnan ♥ Victoria Beckham ♥ Alicia Keys

♥ Charlize Theron ♥ Whoopi Goldberg ♥ Simon Cowell

♥ Woody Harrelson ♥ Robin Williams ♥ Joaquin Phoenix

Unit 2 Taking care of and protecting animals

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There are a number of large and small organisations in South Africa that provide places of

safety for animals who have been injured or abused. Some organisations specialise in

domestic pets and others care for more exotic animals. Some of the larger organisations

have been listed on this page. Search the internet if you would like to find smaller

organisations in your area.

The Society for the Prevention of Cruelty to Animals (SPCA) is a non-profit

animal welfare organization that was originally founded in England in 1824 to

pass laws protecting carriage horses from abuse. SPCA groups are now found

in many countries, where they campaign for animal welfare, assist in prosecuting cruelty to

animals cases and attempt to find new homes for unwanted animals they feel are

adoptable. The telephone number for the Benoni SPCA is: 011 894 2814/5

The Animal Anti-Cruelty League (AACL) has been protecting and

caring for animals since 1956. It is South Africa's second largest

independent Animal Welfare Organization, relying entirely on the

generosity and goodwill of the animal-loving public for financial support. It is an

organization that gets involved with all aspects of animal welfare - providing shelter for

abandoned animals, promoting adoption and running free clinics for low income families.

The number for the Johannesburg branch is: 021 534 6426

The Carthorse Protection Association is a non- profit organisation

that is based in Cape Town. Its mission is to protect working horses

and donkeys from abuse. The association provides a clinic, call out

response, veterinary and rehabilitation services. Although they are

based in Cape Town, they are usually able to find people assist in other areas of South

Africa. Their contact number is: 082 6 599 599

Unit 3 Places of safety for animals

http://en.wikipedia.org/wiki/Animal_welfare

http://en.wikipedia.org/wiki/Cruelty_to_animals

http://en.wikipedia.org/wiki/Cruelty_to_animals

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Monkey Business By Thomas Hartleb

It's hard to resist those big brown eyes, that little human-like face and

those bushy white ears. Yet, few people realise that by getting a

marmoset monkey, they're dealing with a wild animal and not a pet.

Marmosets that have been left to run free around the house have

been known to drown in toilet bowls and burn their paws on hot

plates.

Wendy Macleod is a primatologist and manager of the World Primate Sanctuary in Esther

Park, Kempton Park, where she takes care of around 150 marmosets. It costs R200 a

month to look after a single monkey. About four new ones are brought to her every month

by owners who don't know how to care for them.

Lack of awareness often causes owners to overlook problems until it's too late. Most of the

marmosets Macleod receives suffer from rickets, the result of undernourishment and lack

of exposure to sunlight. They also easily contract human diseases such as the common

cold.

Macleod says that marmoset sellers should educate their buyers about how

to care for and feed these monkeys."Buyers must also do their homework,"

she said. "These are very specialised creatures." Even marmosets that have

been hand-reared from birth can be aggressive.

Unit 4 Reading

Case Study

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The National Society for the Prevention of Cruelty to

Animals' wildlife unit manager, Rick Allen, pointed

out that the problem with marmosets is that they

enact their wild behaviour in captivity. In a

household, they become territorial around the

dominant person and will protect him or her by biting

other people. Marmosets are social animals so it is

also important that they mix with other marmosets.

A breeder from Meyerton, Helen Swart, said once these "little humans" become sexually

active at around one to two years of age "they start becoming nasty". "They're very nice in

a cage and lovely to look at, but they're definitely not pets," she said.

Macleod estimates that there are between 300 and

500 marmoset breeders in Johannesburg alone.

"Traders here make a lot of money," Macleod said.

The normal selling price for one is around R2 500.

Males sell for slightly less. She wants to see a permit

system introduced to control the ownership and

breeding of these animals. She estimates that there

are between 3 000 and 6 000 marmosets in the

country, with this figure increasing by up to 1 000

every year. "This is scary stuff," Macleod said.

Dr Dorianne Elliott, of the bird and exotic animal clinic at

Onderstepoort, in Pretoria, said that, at the moment, a permit is not

needed to own a marmoset. However, it is illegal to transport a

marmoset from one province to another without a permit. Due to

lobbying by various groups, there is "some possibility" that a permit

system will be introduced soon to control the care and ownership of

these South American primates.

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What is a debate? A debate is an organised argument in which two different opinions about a topic are

discussed and presented. It’s a lot like a court case, where two lawyers are prosecuting or

defending a client, except nobody gets punished at the end of the debate.

Basic Debating Skills The Topic

All debates start with a topic, or proposition.

Affirmative and the Negative Sides

There are two sides to any debate. One side will argue for the proposition and another

against the proposition.

Example:

Affirmative: Cell phones should be allowed at school.

Negative: Cell phones should be banned from school.

Important

In a debate, the skill is to argue well for your case, even if you don’t agree with the debate

statement you are making.

Research

Activity 9.4.1 Debate

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Make sure that you have researched the topic and that you understand the vocabulary and

main arguments. If you are participating in a group debate then participants should form a

strategy as to who will present which information during the debate. Each member is

expected to contribute to the oral presentation and all of members are expected to

participate in the topic discussion, research and strategy planning of the debate.

The First Round of the Debate

The two teams that are participating should be seated in front of the class.

A spokesperson for each group should announce their proposal.

The affirmative group will receive two minutes to present their case to the audience.

The negative group then receives two minutes to present their case.

The Second Round of the Debate

After both sides have had a chance to speak, both teams receive two minutes to prepare a

rebuttal and summary. The order of presentations is reversed now and the negative side

presents their rebuttal and summary for the first two minutes. The last to speak is the

affirmative team who then presents their rebuttal and summary for two minutes. The

debate is now concluded.

If this is the first time your class is formally debating then keeping things simple is best and

your teacher can skip the second round of the debate.

Make a Judgment Usually, in debate, the winner is the one who has presented the strongest case. To

determine the winner, the remaining members of the class (audience) vote on which team

they thought made the most convincing argument. The teacher will also weigh his/her own

opinion as to who communicated clearly made the best arguments. This combination of

these two judgments will identify the winners.

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Your Debate Instructions

Work in groups of 4-8 people, divided into two equal teams.

The topics you can choose from are as follows:

1. People should be allowed to keep exotic pets without having permits.

2. Financial contributions to animal welfare organisations should be compulsory for all

taxpayers.

3. It should be compulsory for all students to have volunteered at least 60 hours of their

time to an animal shelter, zoo or similar organisation by the end of their school career.

4. Pet shops and internet web sites should not be permitted to sell animals.

5. Animals should not be used to do work for humans.

6. Zoos should be abolished.

Human beings are social creatures. We like having people around us and we enjoy

communicating with them. However, human beings are also different from each other.

We like different activities and food and we don’t all have the same beliefs and opinions.

In order to live peacefully together, we need to be considerate of other people by

accepting that they are different from us. We need to find ways of understanding what

their views are and why they are different from ours. Our inability to do this could lead to

conflict and even escalate to violent or biased behaviour. It is important to remember that

we cannot force other people to share our views and opinions and they cannot force us to

share theirs.

Module 10 Caring for people

Unit 1 Considering other people

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In groups of 3-4 people, discuss the following:

1. Your friend is of the Islamic faith and does not eat or drink anything from sun rise to

sunset during the month of Ramadan. Your birthday is in the middle of the Ramadan

month and you are not Islamic. How does your knowledge of Ramadan influence your

plans for a birthday party?

2. It is currently fashionable for young girls to wear crop tops and for boys to wear their

trousers so that their undershorts show. Your parents grew up when this kind of

clothing was considered inappropriate. You are going to a dance at your school and

your parents object to what you are wearing. What do you do?

Caring about other people is not just about giving them things. Communicating honestly

and respectfully is important too. Telling other people when you feel strongly about

something, without hurting their feelings, is one of the most important communication skills

you can learn. Another important communication skill is that of knowing when to keep

quiet and listen instead of talking. Considerate communicators are good listeners.

Unit 2 Considerate Communication

Activity 10.1.1 What would you do?

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Jenna-Lee and Sasha have been friends since Grade 1.

Sasha’s parents are about to get divorced and Sasha told

Jenna about it. She told Jenna-lee that she did not want

everybody to know about the divorce because she was

embarrassed. Jenna ignored Sasha’s request and told

some of the other children in her class. Clearly, Jenna has

not been a good friend and Sasha has every right to be

upset. However, Jenna’s inconsiderate behaviour should not give Sasha the right to be

mean. Sasha can choose considerate communication. Select the most appropriate

considerate communication strategy for Sasha, from the choices given below. Colour in

the most appropriate response.

Talk about what she has done straight

away, while you are still angry.

Wait until you have calmed down before

talking about what she has done.

Tell her how her actions made you feel. Insult her and called her names.

Say: You are an embarrassment to me.

Say: I felt embarrassed when you told them

my secret

Make sure your voice and body language

are calm when you speak to her.

Stand with your hands on your hips and

shout at her.

Interrupt her when she tries to explain what

she did and why.

Give her time to explain what she did and

why.

If she apologises, then accept her apology. Cry and say that you will never forgive her,

even if she apologises.

Speak to her as you are walking from one

class to another.

Arrange to meet her in a place where you

can talk privately.

Stand with your arms tightly folded and

throw your eyes in the air every time she

speaks.

Stand with your arms at your side and

maintain eye contact to show you are

listening attentively.

Activity 10.2.1 Choose considerate communication

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Read through the useful hints about communication listed below. Put a tick next to the

communication habits you think you generally use. If you have more ticks in the first group

then you are well on your way to becoming an expert communicator. If most of your ticks

are in the second group, you should ask an adult to help you improve your communication

skills.

Positive ways to communicate include:

• Look respectfully into the eyes of the person you are talking to.

• Try to put yourself into that person’s shoes – this is called empathy.

• Be calm and polite.

• Remember that other people don’t have to agree with you.

• Show interest and respect for other people views and opinions.

• Wait until you are calm before communicating.

• Do not interrupt a person who is speaking.

• Stand in an assertive manner – shoulders down, hands at side and feet slightly apart.

Negative ways to communicate include:

• Looking threateningly into the eyes of the person you are talking to.

• Stare at other things or do something else while the person is speaking.

• Say what you like even if you think it will upset the other person.

• Be aggressive and rude.

• Expect other people to always see things your way and criticise or make fun of other

people’s idea or views.

• Interrupt people when they are explaining something.

• Use aggressive body language – pointing, hands on hips, arms tightly folded, chest

pushed forward, shoulders raised and feet wide apart.

Activity 10.2.2 Are you a considerate communicator?

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South Africa has a unique word that describes considering other people through acts of

kindness. The word is ubuntu. Ubuntu is a Zulu/Xhoza word that, roughly translated,

means human kindness.

One of the important ideas underlying ubuntu is

that an act of kindness is shown without expecting any reward or payment. These acts

of kindness do not have to be world changing –

offering to make a meal for your neighbour

because he had sprained an ankle is an example

of ubuntu. Phoning one of your classmates to let

them know what work they missed while they

were absent from school is a form of ubuntu.

You can also show ubuntu is a more formal way by volunteering to assist at community

centres, churches, welfare organisations and old age homes. You could also demonstrate

ubuntu by donating or collecting items that are needed at homeless shelters, orphanages

or places of safety.

Ubuntu does not only mean being kind to other people. It also includes acts of kindness to

the environment and the creatures that humans share this planet with.

Unit 3 Considering other people through acts of kindness

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Shayla Watson is a Grade 7 learner at Blouberg Ridge Primary

school in the Western Cape. She has an enormous heart and

a passion that sets her apart from most. Shayla visited a

township called Khayelitsha and was moved by the poverty

that she saw all around her. She decided to do something

about it and devised a project called Children Helping

Children. Here is what she arranged and did:

• She invited her classmates to spend 24 hours living like a street child, eating only plain

bread and fruit and drinking only water.

• They made sleeping bags out of newspaper and spent the night outside in those bags.

• The following morning was spent outside a number of shopping centers collecting food

and donations for the needy children at Ncedolwethu Educare

Centre in Khayelitsha

This project took place in October and 60 of Shayla’s classmates

joined her to make a difference in other children’s lives. The

public opened their hearts and their wallets to support this worthy

cause. Additional funds were raised as the same group of

classmates served as waiters at a local restaurant in November.

Throughout the whole project, Shayla has maintained a humble

demeanour and has never done anything to try to bring glory to

herself.

Unit 4 Reading

Case Study 1

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Afeefah Patel is a pupil at Robertsham Primary school. She is just 9 years

old, but her service to the environment is very grown up. She speaks out

against Rhino poaching and her actions have led to an increase in public

interest and fundraising.

At the age of 7, her family took a trip to the Kruger National Park. She saw, firsthand, the

damage caused by poaching. She took it upon herself to write a letter to Jacob Zuma,

explaining how sad she was about the rise of poaching in South Africa – particularly rhino

poaching. She has since joined the junior honorary ranger programme and has donated

R5000.00 to the Unite against Poaching organization. Afeefah says, “I want to tell people

to look after the rhinos otherwise there won’t be a big five.”

President Zuma responded to her letter, saying he was proud of her. Young Afeefah has

now set her sights on taking Zuma to the Kruger Park. I want to show him what is

happening - enough is enough.”

Work on your own. Complete the following activities in your Life Skills book:

1. James volunteered 40 hours of his time at a local old age home. He was awarded full

colours by his school for his community service. Do you think the school should reward

this kind of ubuntu? Give a reason for your answer.

2. What type of community service would you most interested in participating in? Explain

your choice.

3. Thembelihle and Saul volunteered to do litter patrol at their school every afternoon. Is

this a form of ubuntu? Explain your answer.

4. Afeefah, in the second Case Study, wants Jacob Zuma to visit the Kruger national Park

with her. Why does she think he is more likely to do something about the poaching

problem if he accepts her invitation?

Case Study 2

Activity 10.4.1 Explain, relate and interpret

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Nation-building is a term used to describe the process of creating a national common

identity. Nation building usually occurs when a country is being ‘rebuilt’ after a war or some

other event has broken the country down. In the case of South Africa, when apartheid was

abolished, the government had a duty to build a new national identity – one based on

equality and mutual respect. Nation building should develop a feeling of belonging and,

with it, accountability and responsible behaviour. Nation building is necessary to build

trust.

South Africa is made of many different cultures. People speak

different languages, have different religions and come from

different backgrounds. In order to make sure that South Africa

becomes economically and socially successful it is necessary for

its citizens to also have a shared identity – a common ‘South

Africanness’. Nation building helps the people of our rainbow

nation to share a sense of pride and responsibility for this country. Think about the soccer

world cup and how our different cultures united behind Bafana bafana – we were all South

Africans.

Cultural heritage is everything that people in a

country have inherited from past generations. This

includes things like buildings, art, books, monuments,

languages, customs, traditions and knowledge. People

can have a family heritage (practices and traditions that

are passed on from parents to children) as well as a

national heritage (practices and places unique to a

particular country).

Module 11 Nation building and cultural heritage

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In order to unify our nation, we need to know about our nation’s history. We need to be

proud of all the rich traditions, music and art from all its people. We can learn about our

nation’s history by doing things such as: Going to museums; Reading books; Talking to

adults about the past; Participating in events such as Heritage Day celebrations. One of

South Africa’s strongest nation-building tools is the National Anthem. It combines different

cultures and music styles to illustrate that we are a united nation.

Do you know the national anthem off by heart? Work in groups of 3-4 and practise the

National Anthem for a few minutes. If you group can sing the entire anthem without

needing to read it then you are ‘super nation-builders’!

Nkosi sikelel' Afrika Maluphakanyisw' uphondo lwayo,

Yizwa imithandazo yethu,

Nkosi sikelela, thina lusapho lwayo.

Morena boloka setjhaba sa heso,

O fedise dintwa la matshwenyeho,

O se boloke, O se boloke setjhaba sa heso,

Setjhaba South Afrika - South Afrika.

Uit die blou van onse hemel, Uit die diepte van ons see,

Oor ons ewige gebergtes, Waar die kranse antwoord gee,

Sounds the call to come together, And united we shall stand,

Let us live and strive for freedom, In South Africa our land.

Challenge: Can you translate any part of the anthem into another language? How about

trying to say the English section in Zulu or the Sotho words in Afrikaans?

Unit 1 How do we unify our nation?

Activity 11.1.1 The National Anthem

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National symbols are things like places, objects, activities or people that are unique to a

particular nation and are used to represent a community in a way that unites its people.

These national symbols are used in national events and celebrations to inspire patriotism

(duty to your country). They are designed to include every member of that particular

nation, regardless of colour, age or culture. National symbols can be visual (E.g. the

national flower), verbal (E.g. the national anthem) or iconic (E.g. the flag). Some National

Symbols develop without the government making the official symbols. For example,

Nelson Mandela could be considered an unofficial National Symbol for South Africa.

Visual National Symbols of South Africa

The Coat of Arms: South Africa's coat of arms is the highest visual symbol of the nation.

Its central image is a secretary bird with uplifted wings and a sun rising above it. Below the

bird, is the national flower (Protea) that represents the harmony of all cultures and the

country flowering as a nation. The ears of wheat are emblems of the fertility of the land

and the tusks of the African elephant symbolise wisdom, steadfastness and strength. At

the centre, a shield signifies the protection of South Africans. The spear and knobkerrie

are positioned to show defence of peace rather than a posture of war. Within the shield are

images of the Khoisan people, the first inhabitants of South Africa. The motto of the coat of

arms - !ke e:/xarra//ke - is in the Khoisan language and means "people who are different

joining together".

Unit 2 National Symbols

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The National Bird is the Blue Crane. This bird is found almost exclusively in South Africa.

The National Fish is the Galjoen. This fish is found along the coast from Namibia to Durban, and nowhere else in the world

The National Tree is the Real Yellowwood Tree. This tree is found is found from Table Mountain, along the southern and eastern Cape coast, in the ravines of the Drakensberg up to the Soutpansberg and the Blouberg in Limpopo.

The National Animal is the Springbok. This animal is normally found in the Free State, North West and Karoo up to the west coast.

The National Flower is the King Protea. This flower is not found anywhere in the world except in the Cape Province of South Africa.

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Iconic National Symbols of South Africa

The National Flag: The national flag of the Republic of South

Africa was adopted on Freedom Day, 27 April 1994, and first

flown 10 May 1994 - the day Nelson Mandela was inaugurated

as President. The individual colours, or colour combinations

represent different meanings for different people and therefore

no universal symbolism should be attached to any of the

colours.

The central design of the flag, beginning at the flag post in a 'V' form flows into a single

horizontal band to the outer edge of the flag. It shows the coming together of the diverse

colures within South African society and represents all of the South African people taking

the road ahead in unity.

Flying the flag

There are very specific instructions with regard to the use of the national flag. When the

flag is displayed vertically against a wall, the red band should be to the left of the viewer

with the hoist or the cord seam at the top. When it is displayed horizontally, the hoist

should be to the left of the viewer and the red band at the top. When the flag is displayed

next to or behind the speaker at a meeting, it must be placed to the speaker's right. When

it is placed elsewhere in the meeting place, it should be to the right of the audience.

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The colours of the national flag represent different things to different people. Work in

pairs. Draw a picture of the national flag. Based on what you have learned about in this

section of your workbook as well as what you know about South Africa, discuss what the

colours of the flag could represent. When you and your partner have reached a

consensus, label each colour on the map you have drawn.

South Africans celebrate a number of national days to remember important events in the

history of our country or to respect important ideas and ideals.

South African Human Right’s Day (21 March) Before 1994, Human Right’s Day was known as

Sharpeville Day. Today, South Africans celebrate Human

Right’s day to commemorate the 69 people who were killed

and the180 people who were wounded on 21 March, 1960,

when police opened fire on people who were taking part in

a campaign to end the use of ‘pass books’. The Pass

Book was a document which Black South Africans were required to carry on them to

'prove' that they were allowed to enter a 'white area'. Failure to produce the reference book

on demand by the police was a punishable offence in the 1960s.

Freedom Day (27 April)

The first official democratic elections in South Africa took place on 27

April in 1994. This date marks the official end of the apartheid era in

South Africa and our nation remembers how fortunate we are to live in

a democratic country by celebrating this day every year.

Unit 3 National Celebrations

Activity 11.2.1 The National Flag

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Youth Day (16 June) Before 1994, Youth Day was known as Soweto Day.

In 1976 protests started in Black schools when the

Education Department decided that Afrikaans had to

be used as a language of instruction in High Schools.

The Black people were already dissatisfied with a

‘Bantu Education’ schooling system that was

characterised by poor facilities, overcrowded

classrooms and inadequately trained teachers. They

knew that forcing children to learn and be taught through Afrikaans would make the

education system even more ineffective than it already was. On 16 June, 1976, more than

20 000 pupils from Soweto began a protest march. During clashes with the police and the

violence that occurred during the next few weeks, approximately 700 hundred people,

many of them youths, were killed. Youth Day commemorates these events and pays

tribute to the young people who stood up for their right to a good education.

In pairs, read the information on Special Days in South Africa out loud.

Mandela Day (18 July) In 2009, the United Nations declared the 18 July

Nelson Mandela International Day. The 18th July in

the day that Nelson Mandela was born. Nelson

Mandela spent 67 years of his life fighting for

human rights and equality. Because of this

commitment to humanity, on Mandela Day, people

are asked to give 67 minutes of their time to

community service or charity work. The aim of this request is to encourage people all over

the world to take responsibility for making the world a better place.

Unit 4 Reading

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Heritage Day (24 September) This is a new public holiday in South Africa. Heritage

Day is a celebration of our country’s diverse people.

“When our first democratically-elected government

decided to make Heritage Day one of our national

public holidays, we did so because we knew that our

rich and varied cultural heritage has a profound power

to help build our new nation.” (Nelson Mandela)

Each year, the Government decides on a special theme for Heritage Day and people of all

cultures celebrate their customs and traditions.

Arbor Day (1-7 September) The first Arbor Day took place on April 10,

1872. It was the brainchild of Julius Morton, a

journalist and politician. He proposed that a

special day be set aside for tree planting and

increasing awareness of the importance of

trees. The first Arbor Day was an amazing

success. More than one million trees were

planted. Today, Arbor Day is celebrated all

over the world. In South Africa, Arbor Day is celebrated for an entire week. South Africans

celebrate Arbor Day from 1–7 September. Usually, the Government chooses two trees to

highlight and increase public awareness of indigenous trees. Various "greening" activities

are usually undertaken by schools, businesses and other organizations.

http://www.kwathabeng.co.za/travel/calendar/south-african-public-holidays.html

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Discuss, in groups of 3-4. 1. Many victims at the Sharpeville in 1960 were shot in the back. What clue does this

give you about what they were doing when they were shot?

2. What new education policy was a catalyst (starter) for the student march in Soweto in

1976?

3. What global environmental problem could be reduced by planting trees?

4. In which year did the first democratic elections take place in South Africa? Which

public holiday helps us to remember this election?

5. People are asked to contribute time to community service on Mandela Day. Why are

they asked to contribute 67 minutes rather than 60 minutes (1hour)?

6. The 1976 riots that we commemorate on Youth day were partly caused by the

Government forcing all black schools to use Afrikaans as the official language to teach

children. Tom Newby School uses English as the official language of teaching and

learning. What problems would be encountered at this school if the Government

decided to use Xhoza as the teaching language instead?

Research and report back to the class. 1. Which two indigenous trees were selected for Arbor week in 2013?

2. What is meant by the term: alien tree?

In Week 8 of Term 3 you will be required to prepare and submit a project for Formal

Assessment. Your teacher will discuss the project with you now so that you can begin to

gather information and plan your project. The instructions and requirements for this task

are given on page 34.

Activity 11.4.1 Questions for understanding

Activity 11.4.2 Preparing for Formal Assessment

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Stereotyping is when you judge a group of people who are different from you based on

your own and/or others opinions and/or encounters.

Gender stereotyping.

When you hear the words ‘army sergeant’, what gender

Comes into your thoughts first? Male or female?

When you hear the word ‘secretary’, do you picture a woman or a man?

Gender stereotyping is when people think that will behave in a certain way or will be able

to do certain things because of their gender. Are you guilty of stereotyping? Did you

select ‘male’ for the army sergeant and ‘female’ for the secretary?

Module 12 Gender stereotyping, sexism and abuse

Unit 1 Defining gender stereotyping, sexism and abuse

All women from Malawi are stuck up snobs. I met one

just like her once.

I met a really stuck up woman from Malawi last night.

You're just stereotyping. How can you judge an entire group of people

based on one person?

Gender: a word used to describe whether a person is

male or female.

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Sexism

Sexism is a type of discrimination that is based on a person’s gender. Are you guilty of

sexism? How would you feel about a girl joining a school soccer team? In most cases of

sexism, it is the female gender that is discriminated against. For example, some clubs or

service organisations refuse to let women join the clubs or treat them disrespectfully when

they do.

Charlize Theron, an Oscar award winning actress who was born in

Benoni, has taken part in many projects that discourage sexism. In

2005, she released a film called North Country. In this story, the

audience is shown how women miners are treated by male miners who

think women should not be allowed to work in the mines. The film is

available on DVD if you would like to view it – make sure your parents

are around to explain some of the scenes.

Abuse

Abuse means hurting somebody physically, mentally or emotionally. There are different

kinds of abuse and different reasons for abusers to hurt people. Gender-biased abuse is

abuse that specifically targets a person of the opposite gender. In many cases, males

abuse females. However, there have been cases reported where a woman abuses a man.

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Gender stereotyping and sexism can affect relationships between people at home, school

and at work. Read the following Case Studies to find out how:

Pedro is a Grade 6 learner at Blistlepark Primary School. His parents are Spanish and his

father has very traditional ideas about what boys and girls should do. Pedro’s father was

an excellent soccer player when he was younger and he wants Pedro to try out for the

soccer team at school.

Pedro doesn’t mind playing soccer, but it is on the same day as Art Classes. Pedro’s

father forbids him to attend Art Classes. He says that ‘real men’ don’t paint and draw.

Pedro is very unhappy but he joins the team so that he doesn’t make his father angry.

But, he regularly tells the coach he is injured and goes to Art Classes without telling his

father.

Is Pedro’s father being fair? What do you think about Pedro’s solution to his father’s attitude?

Shannon is 35 years old. She is married and has one child. She has been working as an

accounts manager, at a local supermarket, for the last two years. About six months ago,

the supermarket expanded and another branch opened in a nearby suburb. Another

accounts manager, Phillip, was hired for the new branch. Phillip is also married and has

one child.

Unit 2 Effects of sexism, gender bias and abuse

Case Study 1 Real men play soccer

Case Study 2 Equal pay for equal work

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At the annual team building conference, Shannon noticed that Phillip arrived at the venue

in a new Mercedes Benz. She was curious to know how he could afford such an expensive

car. She knew how much she earned and she most certainly couldn’t afford it on what she

took home at the end of the month.

She decided to ask her boss about the situation. He told her that Phillip was earning more

than she was because he was the breadwinner for his family. He needed to earn more

money than Shannon because Shannon had a husband that could look after her.

Shannon was furious. She was doing the same work as Phillip and, she had been working

for the company for a longer period of time. She handed her resignation is on the day

after her conversation with her manager.

Is Shannon’s boss being fair? What do you think about Shannon’s solution to her boss’s attitude?

Sometimes, people who are guilty of gender bias or sexism, don’t realise that they are

stereotyping. If you think this is the case, you can sometimes deal with stereotyping by

gently explaining to the person how they are being gender biased or sexist.

People who are deliberately gender biased or sexist present more of a challenge.

Sometimes, when these people are confronted, they become argumentative, angry or

even abusive. If you know somebody like this, it might be a good idea to ask a responsible

adult to help you ‘educate’ that person.

Gender-based abuse is unacceptable. If you know of somebody who is being abused, it is

your duty to report the abuse. You can tell a responsible adult such as a teacher, minister

or family member or you can report it to the police. The police can arrest the abuser and

even issue a restraining order.

Unit 3 Dealing with stereotyping

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Article by: Ana Lukatela. Guardian Professional, Wednesday 13 February 2013

In many male-dominated traditional societies, where women often lack freedom of mobility, female health workers play a desperately needed role in bridging the gap between the private space of the home and the public arena of basic service provision. Pakistan and Nigeria have trained thousands of female health workers who promote family planning, safe motherhood, and proper care of newborns. This has helped the country achieve a two-thirds reduction in deaths among children younger than 5 years of age. Unfortunately, some people in these countries still think that a woman’s place is in the home!

Nasima Bibi was one of the 16 female health workers murdered in co-ordinated attacks across Pakistan in December and January. And, on 8 February, nine female health workers in northern Nigeria were killed in a similar manner – by gunmen on motorcycles.

These murdered women, some of whom were still just teenagers, played a critical role in these UN-sponsored polio vaccination drives.

The extremist forces in Pakistan and northern Nigeria that are targeting women health workers are sending an clear message that women are not welcome in public spaces and that they fear the social change that comes with women's mobility, empowerment and access to stable public sector employment.

The governments of these countries must find the killers of these young women and bring them to justice. Doing so would send a powerful message to not only extremists but all of society that women have a role to play in the public life of the country. We cannot ask women to take on public roles and then leave them to be gunned down on the street.

Unit 4 Reading – Gender Based violence is Universal

http://www.theguardian.com/guardian-professional-networks/all

http://www.guardian.co.uk/world/2013/feb/08/polio-workers-nigeria-shot-dead

http://www.guardian.co.uk/world/2013/feb/08/polio-workers-nigeria-shot-dead

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Class Discussion

1. This article states that in many male-dominated societies, woman cannot move around

freely. Why do you think this is the case?

2. Why are some of the men in these countries killing the female health care workers?

3. How is the contribution of the health care workers helping to develop Pakistan and

Nigeria? Do you think it is worthwhile?

4. Suggest how the Government could

a) Protect the health care workers from the violence.

b) Change the way these men think about the role of women in society.

One of the reasons why so many people stereotype men and women is because our

society is filled with messages that tell us how men and women should act, how they

should dress and what roles best suit each gender. Think of the adverts that you have

seen. How many of them show a group of women in a bar having a beer? Have you seen

an advert for washing powder where a man is hanging clean washing on the washing line?

Take a look at the following adverts. Discuss, in groups of 3-4 people, how the adverts

below, and on the next page, are encouraging our society to be gender biased. What

message are they sending about the role of men and women?

Activity 12.4.1 Questions for interpreting and thinking

Activity 12.4.2 Is our society teaching us to stereotype?

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Formal Assessment Task

Project Informative Essay: National Symbols

This essay will be assessed and your performance will be recorded and shown on your

Term 3 report.

You have probably been taught the basics of essay writing in your English Classes. Here

are a few notes to refresh your memory and explain what is required for an Informative

Essay.

What is an essay?

An essay is a factual piece of writing that describes, explains, argues, or analyzes a

subject. Essays can be different lengths but they are usually brief. A common design for

an essay is:

• An introduction;

• Information about important aspects relating to the topic;

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• A conclusion.

The introduction The introductory paragraph presents the topic of the essay and sometimes offers an

opinion about the topic.

The information The information that is given about the topic is written in paragraphs. Each paragraph

should deal with a different subject and the first sentence should give the reader a clue

about what information is contained in the paragraph. The number of paragraphs in the

information section can vary depending on the purpose and content of the essay

The conclusion The conclusion usually summarises the information presented in the essay and can re-

emphasise the opinion or opinions that appeared in the introduction.

Types of essays

There are a variety of reasons for writing an essay. An essay can be

informative, argumentative, persuasive, descriptive, comparative or present

cause and effect.

What is an informative essay?

An informative essay is a type of essay that gives the reader information

about a topic. Informative essays are factual (non-fiction) and therefore they

require research and accuracy.

36


Instructions

Write an informative essay in which you provide information about any three

of South Africa’s national symbols (flag, flower, animal, coat of arms,

anthem, etc.) as well as the equivalent symbols from one of the following

Southern African neighbouring countries:

• Namibia

• Botswana

• Mozambique

• Swaziland

If you would like to choose another country, please ask your teacher to

approve your selection.

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Important Information

1. You will be required to write an essay that has five paragraphs that are

set out in the following format:

• An introductory paragraph

• Three information paragraphs

• A concluding paragraph

2. Your essay should not have headings at the beginning of each

paragraph. In other words do not write ‘Introduction’ and then write the

introduction. However, your list of references and sources must appear

under the heading ‘Bibliography’.

3. Separate paragraphs by skipping a line.

4. The ending to your Introduction must be the same as the sentences

highlighted in red on the template.

5. Your essay must have a title, e.g. Comparing National Symbols

6. You must work on your own to complete this project.

7. Your research, planning and preparation can be done at home or at

school (using resources provided by your teacher or the media centre).

8. Your draft and final essay must be compiled and completed at school.

9. You many not complete this essay at home. 10. You must write the information in your own words. If you copy straight

from an article or book you will lose marks.

11. Your essay must include a bibliography that lists the books or articles

that you used to find information. The bibliography should appear after

the concluding paragraph.

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12. Use the template and guidelines to help you with your essay composition

and planning but you should also try to make your essay unique by

adding to the suggestions given.

13. Remember that the first sentence in each Information paragraph should

give the reader a clue about what information is contained in the

paragraph

14. Use the rubric that has provided to check that you are doing everything

that you should do.

15. Your teacher will select two outstanding essays from each class. These

essays will be judged by the Principal and the three essays that impress

him/her the most will be published in the school newsletter. The winning

essay will be published in the annual school magazine.

16. You may use pictures or draw illustrations to make your essay more

effective.

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Template and Guidelines

What is a national symbol? What is the purpose of national symbols? What types of symbols are there? Compulsory sentence: Each country selects unique symbols that are important for its nation building. South Africa’s symbols are different to those in _______________(write the name of the country you have selected).

Title of essay

Provide details about one of the South African National symbols, e.g. the national flower. Describe what it is or give some interesting facts about it. Describe what it stands for and why it was chosen. Provide the same details about the equivalent national symbol for the country you have selected.

The Introduction

Three Information Paragraphs

(Each should deal with a different national symbol)

The Conclusion

How should people feel about their country’s national symbols? Where and when should they be used? Have South African national symbols been successful in unifying the people who live in this country? Say something meaningful about the way South Africa’s national symbols make you feel about this country.

Bibliography

For books that you have used, list the author and the title of the book. Example: Bronlee, P. Facts about symbols. For magazines or journals, give the title of the article, the name of the magazine and date of release. Example: Learning about culture. National Geographic. April 2014. For internet sources, list the title of the article, the website address and the date that you downloaded the information. Example: Symbols and meanings. www.symbolsatwork.co.za. 22 May, 2014

http://www.symbolsatwork.co.za/

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Rubric for assessing project

Layout and presentation

Layout and presentation - Criteria Possible

mark

Learner’s

mark

The essay has an introduction, 3 information paragraphs and a conclusion. 2

Paragraphs are separated. 1

The essay has a suitable title 1

The essay has a bibliography 1

The bibliography is set out according to the template and guidelines 1

The essay is neatly presented – handwriting, pictures cut and pasted neatly, etc. 1

The compulsory sentences in the introduction are included 1

Quality of spelling and language use 4

Work ethic - Criteria

Possible

mark

Learner’s

mark

Quality/evidence of research 2

Submission of own work (used own words and ideas) 2

Time management skills 2

Information - Criteria

Possible

mark

Learner’s

mark

The title is suitable for the subject of the essay 1

Pictures and illustrations have been used effectively 3

The introduction is effective and clearly shows what the essay is about 3

The first sentence in each information paragraph is a good topic sentence. 3

The facts presented in the first information paragraph are accurate and interesting. 10

The facts presented in the second information paragraph are accurate and interesting. 10

The facts presented in the third information paragraph are accurate and interesting. 10

The conclusion summarises the essay effectively and gives a personal opinion that is well

thought out

2

Total 60

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