Life Orientation Grade 7 Textbook PDF

1 Yellow Dot Series Life Skills - Grade 7 Personal and Social Well-being Term 1 Module 1 (Week 1-2)...

1 Yellow Dot Series Life Skills - Grade 7 Personal and Social Well-being Term 1 Module 1 (Week 1-2) Self-Image Module 2 (Week 3-5) Changes in Boys and Girls Module 3 (Week 6-7) The Effects of Peer Pressure Module 4 (Week 8-9) The World of Work Formal Assessment (Week 10) Project Term 2 Module 5 (Week 1-2) Human Rights in the South African Constitution Module 6 (Week 3-5) Constitutional Rights and Responsibilities Module 7 (Week 6,7 and 9) Career Fields Formal Assessment (Week 8) Examination Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  2 Contents Module 1: Self-Image........................................................................................................... 3 Unit 1.1 - Positive Personal Qualities............................................................................... 3 Unit 1.2 - Personal Interests, Abilities and Potential......................................................... 4 Unit 1.3 - How to Improve your Self-image....................................................................... 4 Unit 1.4 - Respecting Diversity......................................................................................... 8 Module 2: Changes in Boys and Girls................................................................................ 10 Introduction..................................................................................................................... 10 Unit 2.1 - Physical and Emotional Changes................................................................... 11 Unit 2.2 - How Puberty Affects our Relationships........................................................... 14 Unit 2.3 - Respect, Appreciation and Acceptance.......................................................... 15 Unit 2.4 - Appreciate and Accept Yourself and Others................................................... 16 Module 3: The Effects of Peer Pressure............................................................................ 20 Introduction..................................................................................................................... 20 Unit 3.1 - How Peer Pressure can Influence an Individual.............................................. 23 Unit 3.2 - Appropriate Responses to Peer Pressure....................................................... 24 Unit 3.3 - Disagree in Constructive Ways....................................................................... 25 Unit 3.4 - Where to Find Help......................................................................................... 26 Module 4: The World of Work............................................................................................ 28 Unit 4.1 - Reading and Studying..................................................................................... 29 Unit 4.2 - Improving Your Memory.................................................................................. 31 Formal Assessment: Project.............................................................................................. 35 Module 5: Human Rights in the SA Constitution................................................................ 38 Introduction..................................................................................................................... 38 Unit 5.1 - Application of Human Rights........................................................................... 41 Unit 5.2 - Application of Responsibilities......................................................................... 41 Module 6: Constitutional Rights & Responsibilities............................................................ 44 Introduction..................................................................................................................... 44 Unit 6.1 - Dealing with Abuse and Identifying Threatening and Risky Situations............ 45 Unit 6.2 - Effects of Abuse on Personal and Social Health and Relationships............... 45 Unit 6.3 - Communication for Healthy Relationships...................................................... 48 Unit 6.4 - Protecting Oneself from Risky Situations........................................................ 49 Unit 6.5 - Protection and Places of Safety for Victims of Abuse..................................... 52 Module 7: Career Fields..................................................................................................... 55 Introduction..................................................................................................................... 55 Unit 7.1 - Interests and Abilities...................................................................................... 58 Unit 7.2 - School Subjects and Related Careers............................................................ 59 Unit 7.3 - Work Environment and Activities in Careers................................................... 60 Unit 7.4 - Opportunities within each Career Field........................................................... 61 Unit 7.5 - Challenges within each Career Field.............................................................. 62 Unit 7.6 - Level of Education Required and Duration of Study....................................... 62 Unit 7.7 - Services and Sources for Career Fields and Study Information...................... 66 Formal Assessment: Examination..................................................................................... 67 Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  3 Module 1: Self-Image Unit 1.1 - Positive Personal Qualities A person's self-image is the mental 1 picture somebody has of themselves. Self-image is a combination2 of details that are usually visible3, obvious4 or provable such as: height, weight, hair colour, gender, I.Q. score5, etc. as well as ideas about oneself that have been learned from personal experiences or by recognising how others behave towards you. A simple definition of a person's self-image is their answer to the question "What do you believe people think about you?" Generally, the picture each person has of themselves is quite resistant6 to change. A person’s self-image is usually a mixture of both positive and negative images. Self-image may be a combination of three mental pictures: 1. How the individual sees himself or herself. 2. How others see the individual. 3. How the individual thinks others see him or her. The way you see yourself, develops over time. It is formed by the people you meet, the things that you do and your successes or failures. Some people seem to have everything they need to have a good image of themselves (they are smart, good looking, etc.) but they have a bad self-image. Other people, who do not seem to have everything, develop good self-image despite these challenges. What kind of self-image do you have? Is it the same in all situations? 1Mental (say: men till) – to do with the mind 2 Combination (say: kom bin aye shin) – joined or mixed 3 Visible (say: viz ibbill) – something that can be seen 4 Obvious (say: ob vee us) – easily understood/clear 5 IQ Score – I.Q. stands for Intelligent Quotient. An IQ score is a number that represents intelligence 6Resistant (say: ree zis tint) – not affected by something Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  4 Activity 1.1.1 Click the following hyperlink and complete the quiz: http://kidshealth.org/en/teens/self-esteem-quiz.html The final summary might provide some useful insight into your self-image and help you to make better decisions in future. Unit 1.2 - Personal Interests, Abilities and Potential Your self-image is based on information that comes from: Your actions and Your interests Your abilities People you Other people’s behaviour admire comments to or about you Activity 1.2.1 1. Paste the Fingerprint Personal Profile and Fingerprint General Knowledge sheet into your LO book. 2. Your teacher will help you to create a fingerprint of your thumb. Once you have completed the fingerprint identification information required, complete the personal information in the text boxes. Unit 1.3 - How to Improve your Self-image We all experience problems with self-image at certain times in our lives - especially during our teenage years when we're figuring out who we are and where we fit into the world. The good news is that self-image changes over time - it is not fixed for life. So, if you feel that your self-image isn't all it could be, you can improve it. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  5 Self-Image Problems Before a person can overcome self-image problems and build healthy self-image, it helps to know what might be causing those problems in the first place. Two things, in particular, can have a big impact on our self-image: How others see or treat us and how we see ourselves. Parents, teachers, and other authority figures influence the ideas we develop about ourselves - particularly when we're young. If parents spend more time criticizing than praising a child, it can be harder for a child to develop good self-image. Because teenagers are still forming their own values 7 and beliefs, it's easy to build self-image around what a parent, coach, or other person says. Self-image can be damaged when someone whose acceptance is important (like a parent or teacher) constantly puts you down. But, criticism doesn't have to come from other people. Some people also have an "inner critic", a voice inside that seems to find fault with everything they do. And, people sometimes unintentionally model their inner voice after a critical parent or someone else whose opinion is important to them. Over time, listening to a negative inner voice can harm a person's self-image just as much as if the criticism were coming from another person. Some people get so used to their inner critic being there that they don't even notice when they're putting themselves down. Unrealistic expectations can also affect someone's self-image. People have an image of who they want to be (or who they think they should be). Everyone's image of the ideal person is different. For example, some people admire athletic skills and others admire academic8abilities. People who see themselves as having the qualities they admire — such as the ability to make friends easily — usually have high self-image. People who don't see themselves as having the qualities they admire may develop low self-image. 7Values (say: val use) – standards of behaviour/your judgment of what is important in life 8Academic (say: ack a de mick) – to do with education/schooling Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  6 Most people who have low self-image often do have the qualities they admire - They just can't see it because their self-image is trained that way. Why Is Self-Image Important? How we feel about ourselves can influence how we live our lives. People who feel that they're likeable and loveable (in other words, people with good self-image) have better relationships. They're more likely to ask for help and support from friends and family when they need it. People who believe they can accomplish goals and solve problems are more likely to do well in school. Having good self-image allows you to accept yourself and live life to the fullest. Steps to Improving Self-Image Try to stop thinking negative thoughts about yourself. If you're used to focusing on your shortcomings, start thinking about positive aspects of yourself that outweigh them. When you catch yourself being too critical, counter it by saying something positive about yourself. Each day, write down three things about yourself that make you happy. Aim for accomplishments rather than perfection. Some people become paralysed by perfection. Instead of holding yourself back with thoughts like, "I won't audition for the play until I lose weight," think about what you're good at and what you enjoy, and go for it. Try new things. Experiment with different activities that will help you get in touch with your talents. Then, take pride in new skills you develop. Recognize what you can change and what you can't. If you realise that you're unhappy with something about yourself that you can change, then start today. If it's something you can't change (like your height), then start to work toward loving yourself the way you are. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  7 Set goals. Think about what you'd like to accomplish and then plan for how to do it. Stick with your plan and keep track of your progress. Take pride in your opinions and ideas. You are entitled to have an opinion and ideas even if they are different to those of other people. Don't be afraid to voice them. View mistakes as learning opportunities. Accept that you will make mistakes because everyone does. Mistakes are part of learning. Remind yourself that a person's talents are constantly developing, and everyone excels at different things. Have fun. Enjoy spending time with the people you care about and doing the things you love. Relax and have a good time — and avoid putting your life on hold. Exercise! You'll relieve stress, and be healthier and happier. It's never too late to build healthy, positive self-image. In some cases, where the emotional hurt is deep or long lasting, it may require the help of a mental health professional, like a counselor or therapist. These experts can act as a guide, helping people learn to love themselves and realise what's unique and special about them. Self-esteem plays a role in almost everything you do. People with high self-esteem do better in school and find it easier to make friends. They tend to have better relationships with peers and adults; feel happier; find it easier to deal with mistakes, disappointments, and failures; and are more likely to stick with something until they succeed. You are It takes some work to develop good self-image, but once you special do, it's a skill you'll have for life. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  8 Unit 1.4 - Respecting Diversity People with a positive self-image have respect for themselves and, because of this; they are able to treat other people with respect too. They appreciate each person’s individuality and diversity9. They value the dignity, privacy and freedom of others. In this way, they enhance10the self-image of other people. Case Study 1.4.1 Jayleigh Chadmar is a new student at your school. The Chadmar family is South African but they have been living in Dubai11 since she was born. During the time they lived in Dubai, Jayleigh’s family became Muslims and the children went to a local school that taught in Arabic. There was very little need to speak English. Jayleigh finds it difficult to speak English, although she does know few words. Because Jayleigh’s family are devout12 Muslims, she prefers not to take part in sport or music extra murals, and she has permission to wear a Burka13 to school. At school, the children don’t speak to her because they can’t understand what she is saying. Some of the children tease her about her clothes and her accent. She is usually alone at break time so when the bells rings and all the children go to class, 9Diversity (say: die verse a tee) – a range of different things 10Enhance (say: en hans) – improve or increase 11Dubai (say: Doo buy ee) – Dubai a city is situated on the Persian Gulf coast of the United Arab Emirates 12Devout (say: dee vowt) – having or showing deep religious feeling or commitment 13Burka (say: burr kah) – a long, loose garment covering the whole body from head to feet, worn in public by women in many Muslim countries. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  9 she does not know where to go or what she is supposed to do. She sits on the sport stand in the afternoon, watching the children at extra murals, while she waits for her parents to collect her. They usually collect her at about 16:00. This is very different from how things were in Dubai. There, she was popular and did well at school. Jayleigh feels lonely and sad and a little scared. Activity 1.4.1 1. Your teacher will revise letter writing skills with you. 2. Paste Activity Sheet 1.1.1a and b into your LO book. 3. Read Case Study 1.4.1. 4. Compose a formal letter, as if this was happening at your school. 5. Your teacher will give you the school’s postal address. 6. Include the following information in your letter: a. A summary of what you have noticed about Jayleigh, her behaviour and the behaviour of the other learners. b. What you think this is doing to her self-esteem. c. What you understand diversity and respect for others to be and why it is important. d. A quote from the South African Constitution that supports your opinions about diversity and respect. e. What you think the Principal can do to solve the problem. f. What you think the children (including you) at the school can do to solve the problem. g. What Jayleigh can do to improve her self-image? Remember to follow the guidelines for letter writing: Addresses, Date, Salutation or greeting, Ending a letter and Structure. Use the guidelines on Activity Sheet 1.4.1b to help you include all of the required information. 7. Use correct grammar and punctuation. 8. Hand a draft copy of the letter to your teacher, for editing, before you write the final copy neatly into your LO book. 9. Use the heading: Activity 1.4.1 Formal Letter Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  10 Interesting Facts about Self-Image Over 70 percent of girls age 15 to 17 Among teenage students, 44 percent of girls avoid normal daily activities, such and 15 percent of boys are attempting to lose as attending school, when they feel weight. bad about their looks. More than 40 percent of boys in Grade 7-12 regularly exercise with the goal of increasing muscle mass. 75 percent of teens with Teenage girls that have a negative view of themselves are four low self-esteem reported times more likely to take part in activities with boys that engaging in negative they’ve ended up regretting later. activities like cutting, bullying, smoking, drinking, or disordered Only 2% of women think that they are beautiful. eating. Many people’s image of themselves is very different from the way other people see them. Usually, people are very self-critical and have low self-esteem. Take a look at the following video: http://www.youtube.com/watch?v=litXW91UauE 7 in 10 girls believe that they are not The top wish among all teen girls is for their good enough or don’t measure up in parents to communicate better with them. This some way, including their looks, includes frequent and more open conversations. performance in school and relationships with friends and family members. 81% of 10-year old girls are afraid of being fat. Module 2: Changes in Boys and Girls Introduction As children grow into young adults, their bodies, emotions and ways of thinking about things change. The time of life when boys and girls become men and women is called puberty or adolescence. This can be a very confusing time for young people, especially when nobody has taken the time to explain why changes are taking place and what those changes are. It is also a difficult time for friends and family of that person and it is sometimes made more difficult if the friends and family don’t understand that ‘different’ behaviour patterns are all part of a Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  11 natural process called growing up. So, if you... and your friends...and your family… are all fully informed about puberty then this transition period can be a celebration rather than a curse. As you go through puberty, you change physically and emotionally. These changes are the result of hormone changes in your body. For girls, the hormone is called oestrogen and for boys it is called testosterone. Some of the physical changes differ for boys and girls and some are common to both gender groups, e.g. growing taller or getting hairier. The emotional changes are usually more stressful than the physical ones because, during puberty, members of the opposite sex, and what they think about each other, become more important than they were before. The need to be liked or loved becomes significant – if you don’t have a healthy self-image, this could be problematic. Unit 2.1 - Physical and Emotional Changes Here are some normal emotional changes that both boys and girls have to deal with: a. Being worried about your changing body shape. b. The need to be more independent and make your own decisions or choices without asking an adult. c. Finding it important to be part of a ‘group of friends’ and wanting them to play a more important part in your life. (Choose them wisely!) d. People responding to you differently. If you are tall for your age then people may think you should 'act older,' or if you are small for your age they may insist on treating you like a child. e. A community expects more from older children – this might make you feel nervous or anxious. f. Mixed up feelings and mood changes. This is hormonal14and is very difficult for young adults and their parents to deal with. g. Changes in the way you think and your sense of what is right and wrong – particularly with regard to physical contact. 14Hormonal (say: hor moan nil) –A hormone is a substance produced in an organism to stimulate specific cells or tissues into action. To be hormonal means to behave in a certain way because hormones are stimulating your body to do something. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  12 h. One minute you have lots of energy and the next you feel so absolutely dead tired that you just want to be left alone to 'veg out'. This is particularly difficult for parents to understand. Girls' changes a. Bodies become curvier and hip bones widen. b. There is weight gain, particularly on the hips. This does not mean you have to start a diet to lose weight. In fact you would be unhealthy if you did not put on some weight. It just means that you are getting a womanly shape. Just continue to eat healthy foods and get regular exercise. c. Muscles get bigger and stronger, but they do not show up as much as boys' muscles. d. Breasts start to develop. First there is a small swelling under the nipples, and then the whole breast area starts to get bigger. e. Menstruation starts. f. Your skin may change slightly and pimples may develop. g. There may be some whitish jelly from the vaginal area before or in between periods. (Don't worry it's just your body's way of cleaning itself.) Boys’ changes a. Boys gain weight, shoulders get wider and muscles start to get bigger and stronger. b. You may notice that you are getting an 'Adam's apple'. This is your larynx or voice box getting larger and sticking out at the front of your throat. Your voice may seem to be all over the place, squeaky then deep or even sound like it is cracking. Don't worry - when your larynx has finished growing your voice will sound 'normal' again and probably a bit deeper than before. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  13 c. The penis gets longer and wider and testes15 (or testicles) get larger. d. Breasts look like they're developing a bit! (Don't worry this is quite normal and usually goes away by the end of puberty.) e. Apart from hair starting to grow on your body, it also grows on your face, like a beard, moustache or sideburns. Usually it's pretty thin at first but gets stronger and darker towards the end of puberty. f. Your skin may change slightly and pimples may develop. g. You get erections 16 sometimes because you're nervous or excited and other times when it just happens by itself! This can be a bit embarrassing, at first, but other people don't usually notice them as much as you do and if you don't think about the erection or you concentrate on something really boring (like saying the alphabet backwards) things will settle down again. h. You may have 'nocturnal emissions'17or wet dreams while you are sleeping. The 'wet' stuff is semen18and you haven't wet the bed! It is also a normal part of growing up. Do you know the story of the ugly duckling that turned into a swan? There may be times during puberty when you feel that you have a lot in common with the duckling! Gradually though, you will turn into a swan! Well perhaps not, but you will turn into the wonderful, unique adult that is you." If you would like to read more, have a look at the Adolescence topic on the Teen Health site (Hover over the highlighted word, press Ctrl and left click to access the Teen Health site). Activity 2.1.1 1. In your LO workbook, write today’s date and the heading: Changes in Boys and Girls 2. Paste the Activity Sheet 2.1.1 into your LO book. Depending on whether you are a boy or a girl, fill in the missing word in the heading. 3. Select any five changes that might occur during puberty. Your selection can include emotional and/or physical changes. 15Testes (say: test ease) – male reproductive glands (Singular: testis) 16Erections (say: ee reck shins) – enlarged and rigid state of the penis 17Nocturnal emission (say: knock turn nil – ee mee shin) - also known as a wet dream, it is a spontaneous orgasm during sleep that includes ejaculation for a male, or vaginal wetness or an orgasm (or both) for a female. 18Semen (say: sea min) –male reproductive fluid Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  14 4. Summarise the changes you have selected, and, using only key words, write your selection into column one of the table. 5. In the second column, using correct grammar and punctuation, explain, in one sentence, why this change is something that you would be concerned about. Unit 2.2 - How Puberty Affects our Relationships During puberty, many young people find that their relationship with family and friends begins to change. It is at this stage of their lives that young children begin to feel that they can make their own decisions and they start to develop their own identity. Sometimes, this need to be taken seriously or to have their opinions viewed as worthwhile comes into conflict with society’s expectations or the rules and regulations that govern a culture. Understanding the changes and how these impact on relationships Some teenagers tend to argue more with family members when they think that they are not being treated as the ‘almost adults’ that they are. They often find younger siblings irritating and childish and feel indignant when they are expected to follow the same rules as their younger sisters or brothers. This conflict is very challenging for families to deal with. Many teenagers begin to identify with their friends on a far more significant level than before. This may be because the other teenagers are going through the same crises 19 as they are and this creates a common bond. Unfortunately, this common bond can sometimes become destructive and the need ‘to belong’ and ‘be liked’ by peers can lead to behaviour that is illegal, dangerous or does permanent damage to family relationships. 19Crises (say: cry sees) – problems/emergencies/challenges (singular – crisis) Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  15 It is natural for teenagers to become more interested in their friends during puberty and it is also natural for romantic relationships to become more important. The best advice that a teenager can follow is: Find an adult that you trust and confide in them when you are faced with relationship issues that confuse you – particularly with regard to romantic relationships that start becoming physical. It is not a good idea to seek advice from your friends – they only know as much as you do. Unit 2.3 - Respect, Appreciation and Acceptance Respect refers to a feeling of admiration for somebody because they have certain qualities, abilities or accomplishments that you aspire to. Amelia Earhart Usain Bolt http://www.ameliaearhart.com/about/bio.html http://en.wikipedia.org/wiki/Usain_Bolt Shaka Zulu http://www.sahistory.org.za/people/king-shaka-zulu Respect also refers to appreciation of other people’s rights, feelings and belongings. Appreciation means that you recognise the value and worth of something. Acceptance means that you value other people for what they are and what they are capable of in the same way as you accept the reality of who and what you are. A previous section of these notes dealt with self-image and how that self-image can be developed by you and the people around you. When you reach puberty, your body and emotions will begin to change and this might affect your image of yourself. Because your friends start becoming more important, the things they say about you and the opinions Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  16 they have about you, especially in terms of physical changes, could have a negative effect on your self-image. You might fall into the trap of feeling inadequate20. Respect the changes that are occurring, accept that there are certain changes you have no control over, and believe that you are wonderful just the way you are. You do not need anybody else to tell you what you already know. And, if you know it with conviction21, nobody can make you think anything else. Remember, though, that respect works both ways…..if you want people to treat you with respect, then you must show respect to them as well. How to show respect for other people:  Compliment people instead of making fun of them.  Listen carefully when other people speak.  When people give their opinions, consider them carefully before responding.  Consider what people like and don’t like.  Try to say good things about people when they are not around and try to steer clear of gossip and saying mean things about people behind their backs.  Look at people when you talk to them – the expression on their face and in their eyes will tell you what impact your words are having.  Each person has the right to control their own actions and you should respect that right by allowing them to say ‘No’ if you ask them to do something they don’t really want to do. Unit 2.4 - Appreciate and Accept Yourself and Others Puberty is a life-changing stage in human development and it is a process that every young person must go through in order to reach adulthood. Because it is so significant, 20Inadequate (say: in add a quit) – less than needed/not good enough 21Conviction (say: kon vick shin) – with absolute certainty/without any doubt Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  17 many cultures have special celebrations and ceremonies to honour the change from child to adult. The Jewish culture (Judaism) celebrates the onset of puberty when children turn thirteen. For boys, this is called a Bar mitzvah and for girls it is called a Bat mitzvah. In certain African cultures, boys are required to participate in an initiation process that is designed to prepare them for manhood. Activity 2.4.1 1. Make use of the following websites to research the varieties of ways that puberty is celebrated. This is also sometimes referred to a Rite of Passage. Islam: www.spiritualliving360.com/index.php/muslim-rituals-marking-the-transition-from- childhood-to-adulthood-37907/ Hinduism: http://hinduism.about.com/od/basics/a/Hindu-Samskaras.htm Judaism: http://judaism.about.com/od/lifeevents/a/whatisabarmitzvah.htm Christianity: http://www.bbc.co.uk/religion/religions/christianity/ritesrituals/confirmation_1.shtml Amish: http://www.wisegeek.org/what-is-rumspringa.htm#slideshow African Traditionalhttps://www.boundless.com/art-history/africa-in-the-modern-period/traditional- and-contemporary-african-culture-a-comparison/the-rite-of-passage/ 2. Prepare a Power Point presentation of no more than 5 slides on one of the following cultures: Hindu (Samskaras), Islam (Rites of passage), Judaism (Bar and Bat mitzvah), Christianity (Confirmation), Amish (Rumspringa), African Traditional Religions (Rites of passage) Each slide should have images and explanatory text. 3. Save a copy of your presentation in a Life Orientation folder in the following way: Your name and Class –LO Appreciation and Acceptance - Date. 4. Your teacher will divide you into groups of 3-5 to view each other’s presentations. Each group should select one presentation to be presented to the class. Developing an attitude of appreciation Watch the following video clip: (https://www.youtube.com/watch?v=JYwgaouqpJk) Many people have a very critical view of themselves. This is a very strange habit that most people get into when they approach adulthood. What’s more, this habit seems to Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  18 afflict22almost everybody and, once the habit is formed, it follows people into their adult lives. Once you understand how crazy and illogical it is, however, you will see that it is simply a trap. Fortunately, it is a trap you can escape from! It is called the 90-10 trap. If you observe the people you come into contact with, you might notice that most of them tend to focus their attention, thinking and conversations on the worst 10% of their lives. The 90% in the trap stands for the rest of a normal day – which is usually pretty good – and the 10% stands for the remaining part of our day that might be filled with problems and hassles. Obviously, every day is different and some days are really bad. But, the way a typical day plays out is probably like this: Suppose for illustration’s sake, you had ten things to do during the day. Nine of them go reasonably well. The last one doesn’t. Which one do you think about most that evening? Which one do you text your friends about? Which ones do you discuss with your parents? You get the idea. Suppose, in addition, that you interact with ten people during that day. Nine of them are pleasant and respectful, but one was a real jerk! What do you say when somebody asks you how your day was? “You know, I had a pretty good day and everyone was nice to me.” Probably not. A more typical answer might be… “One of the kids at school was a real jerk!” The point is this: You don’t have to ignore the dramatic parts of your day or ignore the hassles and problems. Focusing only on what is good and right in your life is going a bit far. However, creating a bit of balance in what you chose to focus on is a healthy way to approach life. Try to talk about the good things 90% of the time and complain about the 10% of unpleasant experiences, 10% of the time. Falling into the 90-10 trap is like looking at a beautiful painting and, instead of appreciating the beauty, focusing on the fact that you don’t like the artist’s signature. So, how does the 90-10 trap relate to you and your adolescence? Well, if you fall into the 90-10 trap with your daily life, you will fall into the same trap with your self-image. The 90% of you that is fantastic and worth appreciating, will become overshadowed by the 22Afflict (say: a flikt) – cause pain or trouble or be a problem Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  19 10% that is not so wonderful (and you had better believe that everybody has something about them that is not ideal). Once you fall into this trap, you will begin to do the same with other people. You will start to compare your 10% with other people and, if you come up short, you might begin to feel inadequate. This could lead to depression and jealousy – tough emotions to deal with. Just for fun, the next time you talk to your parents or a friend, ask them to tell you about the best part of their day. You’ll probably catch them off guard! And, you might just be the one to start a positivity and appreciation epidemic. Oprah Winfrey, famous T.V. talk show host and philanthropist, keeps a gratitude journal. Each day, she writes down five things that she appreciated during the course of the day. Activity 2.4.2 Use the following link to see what Oprah has to say about her gratitude journal. http://www.oprah.com/oprahs-lifeclass/Oprah-on-the-Importance-of-Her-Gratitude-Journal- Video Start a journal of you own in which you do the following every day: 1. Write 5 things that happened to you during the course of the day that you really appreciated. 2. Write 5 things that you did today or about yourself, that made you feel good about yourself. Try it for two weeks, without skipping a day, and see whether you are escaping from the 90-10 trap. Good luck. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  20 Module 3: The Effects of Peer Pressure Introduction As you grow older, you'll be faced with some challenging decisions. Some don't have a clear right or wrong answer — like should you play soccer or field hockey? Other decisions involve serious moral questions, like whether to bunk, try cigarettes, or lie to your parents. Making decisions on your own is hard enough, but when other people get involved and try to pressure you one way or another it can be even harder. People who are your age, such as your classmates, are called peers. When they try to influence how you act, to get you to do something, it's called peer pressure. It's something everyone has to deal with — even adults. Defining Peer Pressure Peers influence your life, even if you don't realize it, just by spending time with you. You learn from them, and they learn from you. It's only human nature to listen to and learn from other people in your age group. In the 1980s some researchers did an interesting study on the dynamics of peer pressure. Case Study 3 Why is social pressure so great during adolescence? A team of doctors decided to conduct an experiment to study the ways in which group pressure influences young people. To accomplish this, they invited 10 teenagers into a room and told them they were going to evaluate their "perception" to learn how well each student could "see" the front of the room from where he sat. Actually, all the teenagers were very close to the front of the room and everybody Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  21 could see quite easily. What the doctors were actually studying was not the eyesight of the students, but the effects of group pressure. The doctors said, "We're going to hold up some cards at the front of the room. On each card are three lines — Line A, Line B, Line C, each of different length. In some cases Line A will be the longest; in other cases Line B will be the longest, and in still other cases Line C will be the longest. Several dozen cards will be shown with the lines in a different order. We'll hold them up and point to Line A, Line B and Line C on each card. When we point to the longest line, please raise your hand to show that you know it is longer than the others." They repeated the directions to make sure everybody understood, and then raised the first card and pointed to the top line. Object of the Game What one student didn't know was that the other nine had been secretly informed earlier to vote for the second longest line. In other words, they were told to vote wrongly. The doctors held up the first card and pointed to Line A, which was clearly shorter than Line B. At this point, all nine students co-operated in the scheme and raised their hands. The fellow being studied looked around in disbelief. It was obvious that Line B was the longest line, but everybody seemed to think Line A was longer. He later admitted that he thought, “I must not have been listening during the directions. Somehow I missed the point, and I'd better do what everybody else is doing or they'll laugh at me.” So he carefully raised his hand with the rest of the group. Then the researchers explained the directions again: "Vote for the longest line; raise your hand when we point to the longest line." It couldn't have been simpler! Then they held up the second card, and again, nine people voted for the wrong line. The confused fellow became tenser over his predicament, but eventually he raised his hand with the group once again. Over and over he voted with the group, even though he knew they were wrong. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  22 This one young man was not unusual. In fact, more than 75 percent of young people tested behaved that same way. They sat there time after time, saying a short line was longer than a long line! They simply didn't have the courage to say, "The group is wrong. I can't explain why, but you guys are all confused." A small percentage - only 25 out of 100 - had the courage to take their stand against the group, even when the majority was obviously wrong. This is what peer pressure does to an insecure person. Power of a Friend Another interesting characteristic was revealed by this study. If just one other student recognized (voted for) the right line, then the chances were greatly improved that the fellow who was being studied would also do what he thought was right. This means that if you have even one friend who will stand with you against the group, you probably will have more courage, too. But, when you're all by yourself, it's pretty difficult to take your stand alone. Now, this raises an interesting question. Why is social pressure so great during adolescence? Why are we so afraid of being rejected by the group? Why must we do what we're told by those of our same age? Why can't we be independent? The answer to these questions goes back to the subject of inferiority. When you feel worthless and foolish — when you don't like yourself — then you are more frightened by the threat of ridicule or rejection by your friends. You become more sensitive about being laughed at. You lack the confidence to be different. Your problems seem bad enough without making them worse by defying the wishes of the majority. So you dress the way they tell you to dress, and you talk the way they tell you to talk, and all your ideas are the group's ideas. You become afraid to raise your hand for what you know is right, or to express any of your own views. Your desire is to behave in the "safest" way possible. These behaviours all have one thing in common: They result from feelings of inferiority. This article was adapted from Preparing for Adolescence: How to Survive the Coming Years of Change by Dr. James Dobson with the permission of Gospel Light/Regal Books (Ventura, CA 93003). Copyright 1989. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  23 Unit 3.1 - How Peer Pressure can Influence an Individual Peers can have a positive influence on each other. Maybe another student in your science class taught you an easy way to remember the planets in the solar system or someone on the soccer team taught you a ‘cool’ trick with the ball. You might admire a friend who is always a good sport and try to be more like him or her. Maybe you got others excited about your new favorite book, and now everyone's reading it. These are examples of how peers positively influence each other every day. Sometimes peers influence each other in negative ways. For example, a few kids in school might try to get you to bunk class with them, your soccer friend might try to convince you to be mean to another player and never pass the ball, or a kid in the neighbourhood might want you to shoplift with him. Why Do People Give in to Peer Pressure? Some kids give in to peer-pressure because they want to be liked, to fit in, or because they worry that other kids might make fun of them if they don't go along with the group. Others go along because they are curious to try something new that others are doing. The idea that "everyone's doing it" can influence some kids to leave their better judgment, or their common sense, behind. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  24 Unit 3.2 - Appropriate Responses to Peer Pressure Walking Away From Peer Pressure It is tough to be the only one who says "No" to peer pressure, but you can do it. Paying attention to your own feelings and beliefs about what is right and wrong can help you know the right thing to do. Inner strength and self-confidence can help you stand firm, walk away, and resist doing something when you know better. It can really help to have at least one other peer, or friend, who is willing to say "No," too. This takes a lot of the power out of peer pressure and makes it much easier to resist. It's great to have friends with values similar to yours who will back you up when you don't want to do something. You've probably had a parent or teacher advise you to "choose your friends wisely." Peer pressure is a big reason why they say this. If you choose friends who do not use drugs, bunk class, smoke cigarettes, or lie to their parents, then you probably won't do these things either. Try to help a friend who's having trouble resisting peer pressure. It can be powerful for one kid to join another by simply saying, "I'm with you - let's go." Even if you're faced with peer pressure while you're alone, there are still things you can do. You can simply stay away from peers who pressure you to do stuff you know is wrong. You can tell them "No" and walk away. Better yet, find other friends and classmates to hang around with. Ultimately, how you deal with peer pressure is a reflection of how you feel about yourself. Your self-image will play a major role in your responses to peer pressure. People who have low self-image usually respond to peer-pressure in a passive or aggressive manner. People who are self-confident are usually assertive in their response to peer pressure. Here are a few examples of each type of response. If you react to peer-pressure in the ways listed in column one and two, you might have to take a serious look at why you have fallen into the 90 -10 trap of self-esteem. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  25 Passive people Aggressive people Assertive people Accept things the way they Try to control others. Stand up for their rights without are. disregarding the rights of others. Give in easily to others. Can be rude, mocking, Express their views when sarcastic or violent. required but also listen to what others have to say. Go along with what others Want their own way. Are calm and polite during want. discussions, even if they don’t agree with another’s opinions. Do not stand up for Do not listen to other Remain calm and seldom lose themselves. people’s opinions. their temper. Do not voice their opinions. Attack other people’s Take action that is thought opinions. through and when appropriate. Do not stand up for other Lose their tempers easily. Meant it when they say ‘No’ people when they are in and don’t feel guilty about it. trouble. Do not take action easily. Take action without thinking about consequences. Feel guilty when they say ‘No’. Unit 3.3 - Disagree in Constructive Ways If you are in a situation where you are feeling pressured, there are a few practical skills you can try.  Say ‘no’ in a firm and calm voice and keep on saying ‘no’ until the pressure is removed.  Suggest another activity.  Use humour to change the atmosphere.  Explain the reasons why you cannot do what is being asked.  Ignore the person exerting pressure and talk to somebody else or leave the area.  Make an agreement with at least one other friend to stick together and support each other.  Be very clear in your own mind about what is right or wrong and stick to these principles and beliefs.  Don’t take things personally – remember that you are disagreeing with an idea and not the person. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  26 Unit 3.4 - Where to Find Help If you continue to face peer pressure and you're finding it difficult to handle, talk to someone you trust. Don't feel guilty if you've made a mistake or two. Talking to a parent, teacher, or school counsellor can help you feel much better and prepare you for the next time you face peer pressure. Apart from friends and trustworthy adults, there are several helplines you can call for free advice and counselling. You can find their current contact details in a telephone directory, on the Internet or information services. ChildLine South Africa loveLife understands your Assistance from trained sexuality counsellors for Youth line: 0800 121 900 abused young people. http://www.lovelife.org.za/ 0800 055 555 SA Depression and Anxiety Group sms: 31393 011 262 6396 Emergency: 0800 567 567 Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  27 Activity 3.4.1 Answer the questions about the case study, in your LO workbook. Use the following heading: Activity 3.4.1 Peer Pressure 1. How old do you think Anand is? 2. Why do you think Sanjay looks up to Anand? 3. Do you agree with Anand that a man has to watch sport on T.V. in order to be a real man? Justify your answer. 4. In what manner does Sanjay give in to Anand’s peer pressure? 5. What do you think Sanjay should have done? Case Study 3.4.1 Why is social pressure so great during adolescence? Sanjay is in Grade 7. He is average in sports, but likes to play cricket, football, etc. However, Sanjay does not like watching cricket or any other match on T.V. He finds it boring to sit in front of the T.V. and watch other people play. He would rather go out and play the games himself. But, everybody else seems to enjoy watching sports and Sanjay feels left out. Whenever there is a match on, practically every other boy is glued in front of his T.V. set and Sanjay does not know what to do. On their way home, on the school transport, Sanjay finds himself sitting next to Anand. Anand is in Grade 12. Anand is very popular and his family is quite wealthy. Anand always dresses in the latest fashionable clothes and has the latest model of cell-phone. Sanjay looks up to him as his ideal. Anand asks him about the India-Pakistan match and Sanjay sheepishly tells him that he does not watch cricket matches. Anand is a die-hard cricket fan (although he watches more than he plays) and he is extremely surprised. He looks at Sanjay as if he is weird. He tells Sanjay, almost in Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  28 disgust, that he cannot be a man if he does not like watching cricket matches. He makes it sound as if it is a disease not to have an interest in watching cricket. Sanjay feels diffident (lacking in confidence) about himself. He believes in everything that Anand tells him. He develops an inferiority complex, believing he must be lacking in masculinity for not wanting to watch cricket matches. He forces himself to watch cricket for the next week and pretends to enjoy it. Formal Assessment Project: Information Booklet 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. Module 4: The World of Work There is an important link between reading with comprehension and studying well because studying is not just about learning for memorisation. Genuine and worthwhile learning is about remembering information AND understanding information and concepts so that they can be applied in different situations. Not everybody enjoys reading, but it is a skill that everybody needs if they would like to be successful students and citizens. One of the reasons that human beings, as a species, are so successful is the fact that they can read and write. Information can be passed on from one generation to the next through the written world. Reading and writing are so important that we call the time before humans started reading and writing – Prehistorical. There are three main types of reading: Reading for enjoyment, Reading for information and Reading for comprehension. Reading for enjoyment includes activities such as reading sms texts, newspaper articles, novels and poetry, etc. Research has shown that children who read for pleasure are likely to do significantly better at school than their peers. The research found that children who read for pleasure made more progress in Maths, vocabulary and spelling between the Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  29 ages of 10 and 16 than those who rarely read. It was further found that children (and adults) who read for enjoyment find reading pleasurable because they are able to visualise the characters, events and information. In other words – they produced a movie in their mind – the words on the page took on a higher meaning. Reading for information and comprehension requires a little more effort than reading for enjoyment, especially if you are studying. This is because your attention has to be focused on gathering information, understanding it and remembering it. However, there are some techniques that you can use to help you. Unit 4.1 - Reading and Studying How did you learn how to ride your bike? Someone probably gave you a few lessons and then you practiced a lot. You can learn how to study in much the same way. No one is born knowing how to study. You need to learn a few study skills and then practice them. Why work on your study skills? It will make it easier for you to learn and do well in class, especially as you move up to the Senior Phase of your schooling. Here are six steps to smarter studying: STEP 1 - Pay Attention: Good Studying Starts in Class Here's a question for you: Did you know that before you even begin studying, you've already started? Huh? Here's what we mean. When you pay attention in class and take good notes, you are starting the process of learning and studying. Do you have trouble paying attention in class? Are you sitting next to a loud person? Is it hard to see the board? Make sure you're sitting in a good seat that lets you pay attention. Tell your teacher or parents about any problems that are preventing you from paying attention and taking good notes. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  30 STEP 2 - Good Notes = Easier Studying Not sure how to take notes? Start by writing down facts that your teacher mentions or writes on the board during class. Try your best to use good handwriting so you can read your notes later. It's also a good idea to keep your notes, quizzes, and papers organized by subject. STEP 3 - Plan Ahead and You'll Be Glad You Did Waiting until Thursday night to study for Friday's test will make for a homework night that's no fun! It also makes it hard to do your best. We're all guilty of putting things off sometimes. One of the best ways to make sure that doesn't happen is to plan ahead. Ask for a cool calendar (something you like and can keep by your desk or study area) and write down your test and assignment due dates. You can then plan how much to do after school each day, and how much time to spend on each topic. Are lessons or extra- curricular activities making it hard to find time to study? Ask your mom or dad how to make a schedule of what to do when. STEP 4 - Break It Up! When there's a lot to study, it can help to break things into chunks. Let's say you have a test on 20 spelling words. Instead of thinking about all of the words at once, try breaking them down into 5-word chunks and working on one or two different chunks each night. Don't worry if you can't remember something on the first try. That's where practice comes in. The more days you spend reviewing something, the more likely it is to stick in your brain. There are also tricks called mnemonic (say: new-MON-ik) devices that can help you remember stuff. When you're trying to memorize a list of things, make up a phrase that uses the first letter of each. For example, are you trying to learn the eight planets and their order from the sun? Think: My Very Excellent Mother Just Served Us Nachos to remember Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Your teacher can give you ideas, too. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  31 Another way to chunk information is to study regularly instead of just the night before. You can always review your notes and read over the chapters you're working on. Or, if you're studying math or science, do some practice problems. How much studying should you do each night? Most brains can only pay attention for about 45 minutes. So, if you've been working for a while and find it hard to pay attention, try taking a break for some water or a walk around the house. Just fight the temptation to turn on the TV or stop working! STEP 5 - Lose the Confusion - Ask for Help You can't study effectively if you don't understand the material. Be sure to ask your teacher for help if you're confused about something. You can check yourself by reading through your notes. Does it all make sense? If not, ask your teacher to go over it with you. If you're at home when the confusion occurs, your mom or dad might be able to help. STEP 6 - Sleep Tight! So the test is tomorrow and you've followed your study plan - but suddenly you can't remember anything, not even 2+2! Don't panic. Your brain needs time to digest all the information you've given it. Try to get a good night's sleep and you'll be surprised by what comes back to you in the morning. Unit 4.2 - Improving Your Memory Train your brain Remembering what you have heard or read is an important life skill as well as a study skill. Many people lose their train of thought midway through a sentence - and it's not just about “senior moments”. Have you ever left a room to go and do something and then forgotten Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  32 what you left the room for? How many times in the last month have you forgotten where you put something? - a Maths book, your cell phone, the house keys… Absent-mindedness is not just about “getting older”, says neuropsychologist Dr. Joanna Iddon, She says, “In a recent study of healthy people, the average number of memory slips, like putting the coffee jar in the fridge, was around six per week, irrespective of age, gender and intelligence. In fact, it was the younger, busier people that were the most absent-minded.” Remembering is an active process. This means that we have to make a point of remembering, not only in our studying, but also in our general life. If we make an active effort to train our brains to remember daily things, then the brain becomes conditioned - it becomes a habit to remember. Making the most of your memory involves paying better attention, planning and organising. Luckily, there are some tricks and strategies to help you boost your brain power. Associate the memory with the environment: If, for example, a joke is heard in the presence of a particular smell, that same aroma may cue the memory for that joke. “More simply, when in an exam, I advise my students to visualise the place in which they were revising as a cue to memory,” says Andrew Johnson, memory specialist and lecturer in psychology at Bournemouth University. Clench your fist: Research suggests that balling up your right hand and squeezing it tightly actually makes it easier to memorise phone numbers or shopping lists. "Later, when you want to retrieve the information, clench the left hand. Researchers think the movements activate brain regions key to the storing and recall of memories. Learn something before bed time: “The best way to ‘consolidate a memory’ is to go through the information just before going to sleep,” explains Dr. Johnson. “This is because there are fewer ‘new’ interfering memories so you will remember it better the next day.” Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  33 Say the alphabet: “When you cannot recall a piece of information such as the name of an actor in a film, use the alphabet search method, i.e. going through the alphabet to find the first letter of the word or name you are trying to remember in order to jog your memory – it really works,” says Dr. Iddon. Drink more milk: Scientists asked 972 people to fill in detailed surveys on their diets and to complete eight tests to check their concentration, memory and learning abilities. Adults who consumed dairy products at least five or six times a week did far better in memory tests compared with those who rarely ate or drank them. Exercise more: Several studies have shown that aerobic exercise improves cognitive (brain) function and is particularly good at enhancing memory. Exercise is also thought to encourage the growth of new brain cells in the hippocampus – an area of the brain important in memory and learning. Get dancing: Music with strong rhythms and patterns - like reggae and salsa - are best for memory and problem-solving. The more complex the dance, the more the brain will be challenged. Say it out loud: This is the easiest of all methods for remembering everything from where you put your car keys to what you need from the shop to revising for a test, say memory experts. Say what you want to remember out loud to yourself - or even mouth it. Don’t swallow it whole: When someone gives you a phone number, use ‘chunking’ as a way of remembering it, suggests Dr. Moulin. “So, when given a string of numbers to remember such as 123957001066, break it down into 12 39 57 00 10 66 or even 1239 5700 1066. Try to chunk numbers according to something you find meaningful, like the age of someone you know, an address or a famous date.” Don’t Smoke: It can cause significant damage to your memory, say researchers at North Umbria University. When 69 students aged 18 to 25, were asked to memorise a list of tasks, those who had never smoked did best, remembering to complete 81% of the tasks. The smokers - on an average of 60 cigarettes a week - managed to get through only 59%. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  34 Use imagery: One type of mnemonic - or memory aid - relies on imagery rather than words. “A classic way of remembering a person’s name is to try and imagine it (or something associated to it) on the person’s face,” says Dr. Moulin. So, if you meet John Bridge – imagine a bridge on his face. Psychologists have found that the more bizarre and vivid the image the better it works. Make it mean something: While the digits 5019114421945 are hard to remember as they are meaningless, try assigning each set of three digits a meaning, advises Dr. Moulin. Try a car model, a favourite football formation, a birth day, etc. These facts may not be easy to remember - but not as hard as digits in raw form. Look for meaning in everything - especially if you can refer it back to yourself. Eat like Europeans: A Mediterranean diet - low in red meat and dairy and high in omega- 3 fatty acids found in oily fish and nuts - can help preserve memory. A study, in the journal Neurology, observed the diets of 17,478 people with an average age of 64. Those who followed the Mediterranean diet were 19% less likely to develop problems with memory. Doodle: In memory tests, doodlers performed 29% better than non-doodlers when asked to recall names and places, Plymouth University researchers found. Experts say doodling doesn’t tax the mind and allows us to concentrate on the task in hand. It also stops us daydreaming. Tuck into chocolate: Eating chocolate can improve your memory, said Oxford University scientists, who tested 2,000 volunteers. A separate study at North Umbria University found people given large amounts of flavonols, a compound found in chocolate, found mental arithmetic much easier. Don’t eat too much though!! Involve as many senses as possible: Say it, see it, draw it, hear it and touch, smell and taste it if you can. Get enough sleep: Lack of sleep boosts the formation of beta amyloid, the toxic protein that clogs up the brain, according to a study in the journal Science. “Disturbed sleep delays storage of memories and makes us forget sooner.” Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  35 Use it or lose it: Play games or take part in activities that stimulate the brain’s capacity for remembering. Try this link for some interesting games and activities: http://www.memory- improvement-tips.com/brain-games.html You can view the video clips about good study habits and study skills by typing the following into google search engine: Memory trick for Study habits – you tube Study skills for people who hate to study – you tube Learn more, study less: The Video course – you tube Note taking using Minds Maps – you tube Mnemonics memory tricks to remember anything for tests – you tube Formal Assessment: Project Important Information  You may do research and/or collect data for the following activities at home but all activities must be completed at school.  Each activity must be submitted for assessment in the format requested by your teacher.  When using the internet or another resource for information, the information may not be copied directly from the source. Information must be transcribed and written in your own words. Activity 1 A coat of arms is a unique design painted on a shield. These designs may be inherited, meaning that they pass from a father to his children. In the Middle Ages, these designs were shown on real shields, but today they are usually only drawn or painted on paper. Coats of arms are normally issued for real people but nowadays lots of countries and businesses also have coats of arms. Each symbol on the coat of arms represents something that has an important meaning to that person, country or company. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  36 Use the following link to open a website named Family Crest and Coat of Arms Generator: http://www.mytribe101.com/crest/ Follow the instructions given, to design a personal Coat of Arms: a. First, enter your family name (surname). b. Then, enter your family motto. Don't have one? Be creative! c. Choose two crest colours based on the characteristics offered. The colours you choose should reflect the kind of person you are. Remember, if you choose the same qualities for both colours it will be the same colour! Try to select two different qualities so that your crest has two colours. d. Choose a personal shield pattern based on the characteristics offered. e. Choose a personal icon based on the characteristics offered. f. Select ‘generate my crest’. g. Right click on the crest that you have created. Select ‘Save picture as…’ and save the crest in the Pictures folder on your tablet. Use the following file name: Personal Coat of Arms – Your name and class. h. Open the Pictures folder in your C-Drive. Locate the Personal Coat of Arms. Copy and paste the Coat of arms into a new word document. i. Save the Word Document, in your LO folder: Coat of Arms - Your name and class. j. Position the Personal Coat of Arms in the top left corner of the page. Ensure that the image is text wrapped ‘in front of text’ and that it is 8cmX8cm in size. Your teacher will show you how if you do not know how to do this. k. Create 4 text boxes and 5 label lines. Position the label lines and text boxes so that they point to each component of your Personal Coat of Arms. l. Label each component and provide a brief description of what made you choose the colour/characteristic. An example has been provided in the Resources at the end of this E-Book. m. You may use fonts and text box colours of your own choosing. n. Although no marks have been allocated for appearance, some extra effort will give the teacher some insight into the kind of student you are. o. Your teacher will provide instructions regarding submission of Activity 1. p. Use the Assessment Rubric to make sure you have completed all the required components of this activity. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  37 Activity 2 Ten suggested steps for improving your self-image are provided in Module 3. Select the five steps that you think would be most valuable to you in your journey towards developing a good self-image. Complete this activity on the Activity Sheet provided by your teacher. Instructions For each of the steps that you have selected, do the following: a. Write the title of the step. b. Give a description of the step, using your own words. c. Explain in two or three sentences, why you think this step is valuable to you. Activity 3 During puberty, many young people find that their relationship with family and friends begins to change. It is at this stage of their lives that young children begin to feel that they can make their own decisions and they start to develop their own identity. Sometimes, this need to be taken seriously or to have their opinions viewed as worthwhile comes into conflict with society’s expectations or the rules and regulations that govern a culture. Complete this activity on the Activity Sheet provided by your teacher. Instructions a. In each ‘cartoon’, a conversation is taking place between an adult and a teenager going through puberty. In each case, the teenager’s response can be directly linked to one of the changes listed in Module 2 Unit 2. These responses are inappropriate and are typical examples of how teenagers think they are misunderstood. b. For each conversation, explain what ‘puberty change’ you think is most responsible for the teenager’s response. c. Suggest what the teenager could have said that would have helped the adult understand their actions better. An example has been provided for you. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  38 Example Get off my case. What on earth have Everyone’s doing it. I you done to your hair? don’t have to have boring hair like yours! Puberty Change: Finding it important to be part of a ‘group of friends’ and wanting them to play a more important part in your life. Alternative Response: Mom, it’s the fashion at the moment and it’s school holidays. I will re-colour it once the new term starts. 1. Module 5: Human Rights in the SA Constitution Introduction The 1940s are remembered mostly because it was in this decade that the Second World War took place. During this war, the Germans and Japanese treated enemy soldiers and civilians with a great deal of cruelty. Because of this inhumane 23 behaviour, when Germany and Japan were defeated by the Allied Forces24 a special document was drawn up by a group called the United Nations. 23 Inhumane (say: in you main) – without compassion for suffering or misery/to be cruel 24Allied Forces – In World War 2 the two major groups at war were the Allied Forces and the Axis Forces. Some of the countries that made up The Allied Forces were: The United States, The Soviet Union, The United Kingdom, China, France, Poland, Canada, South Africa and Australia Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  39 One could call this document the Law of the Earth because it was a list of laws and rules that aimed to make sure that every person on this planet had certain basic rights. The Allied Forces hoped that this document would guarantee that the atrocities 25 that happened during World War 2 would never happen again. The document was called The Universal Declaration of Human Rights (UDHR). If you would like to view a PDF of this document then click the following hyperlink: http://watchlist.org/wordpress/wp- content/uploads/Universal-declaration-of-human-rights.pdf The UDHR has served as the foundation for most countries’ Land Laws (Constitutions). A constitution is a special group of laws that states how people should treat each other and how a government should treat people. The UDHR was one of the documents that our present Government considered when the South African Constitution was compiled. In particular, the South African Constitution focussed on the rights that its citizens were entitled to. Chapter 2 of the SA Constitution contains the Bill of Rights – a list of the rights that every SA citizen is entitled to, by law. These rights recognise the injustices26of the past and support the values of dignity, equality and freedom for all. Here is a simplified version of sections of the SA Bill of Rights. EQUALITY Everyone is equal before the law and may not be discriminated against. HUMAN DIGNITY Everyone has a basic human dignity which must be respected. FREEDOM AND SECURITY OF THE PERSON You may not be physically detained without trial or abused in any way. 25Atrocities (say: a tross cities) – extremely wicked or cruel acts 26 Injustices (say: in jus tis siz) – things that are unfair or wrong Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  40 LIFE Everyone has the right to life. SLAVERY, SERVITUDE AND FORCED LABOUR You may never be subjected to slavery or forced labour. PRIVACY Your right to privacy includes your body, home and possessions. FREEDOM OF RELIGION, BELIEF AND OPINION You have the right to think, believe and worship however you may choose. FREEDOM OF EXPRESSION You have the right to say, read and study whatever you choose but hate speech is not allowed. ASSEMBLY, DEMONSTRATION, PICKET AND PETITION You have the right to peacefully assemble, demonstrate and protest. FREEDOM OF ASSOCIATION You have the right to associate with anyone. POLITICAL RIGHTS You may form a political party, run for office and vote for any party in free and fair elections. CITIZENSHIP No citizen may be deprived of citizenship. FREEDOM OF MOVEMENT AND RESIDENCE You have the right to enter and leave the Republic at will. ENVIRONMENT You have the right to live in a protected, healthy environment. PROPERTY No-one may be deprived of property, except in terms of law of general application. HOUSING You have the right to access adequate housing. HEALTH CARE, FOOD, WATER AND SOCIAL SECURITY You have the right to health care, adequate food and water and social security. CHILDREN Every child has the right to a name, nationality and protection from abuse and exploitation. EDUCATION You have the right to a basic education in the official language of your choice. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  41 LANGUAGE AND CULTURE You have the right to use the language of your choice and practise your own culture. CULTURAL, RELIGIOUS AND LINGUISTIC COMMUNITIES You have the right to form, join and maintain cultural, linguistic27and religious groups of your own choice. The laws in the SA Constitution are upheld by a special Constitutional Court – the judgments made here are higher than any other law or group of people in the country. In South Africa, Human Rights Day is celebrated on 21 March. This day has been set aside to give us time to reflect on the importance of our Constitution and honour the people who fought to ensure that South Africa is a rights-based and democratic society. Unit 5.1 - Application of Human Rights Everyone is entitled to basic human rights. It is the government’s responsibility to make sure that the Bill of Rights is practised in this country and that human dignity, equality and freedom are available to all its citizens. The government needs to allocate money wisely so that basic services are provided. It is also the government’s responsibility to educate the people in the country about their human rights so that no-one is disadvantaged. Unit 5.2 - Application of Responsibilities As citizens, if we want to benefit from the rights in the SA Constitution, then we have a responsibility to respect the rights of others. To get rights……we have to give rights. In other words, we can’t expect the right to be protected from bullies but consider it acceptable to post rude messages or say mean things using media such as mix-it or Google chat. A person who accepts the responsibility that comes with the rights in the Constitution will:  Show respect to other people.  Be tolerant of other people’s differences. 27Linguistic (say: lin gwis tick) – to do with language Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  42  Use mediation and negotiation to solve conflict instead of violence and anger.  Be patient with other people.  Be a good listener.  Be slow to get angry and quick to forgive and to be understanding. Activity 5.2.1 Listed, in this activity, are some of the responsibilities that the government has to fulfil in order to make sure that people receive their Constitutional Rights. Each government responsibility has a matching citizen responsibility. This activity requires you to identify these individual citizen responsibilities. Complete this activity, in your LO book, using Activity Sheet 5.2.1. Activity 5.2.2 Answer the following questions, about the Case Study, in your LO workbook. Write the date and use the heading Activity 5.2.2: Freedom Hero. 1. Iqbal was sold into slavery at the age of 4 to help pay debts that his parents had incurred28. List two rights that he was denied by having to work at such an early age and explain how you think his rights were denied. 2. What did Iqbal do to help the children who were still being forced to work as slaves or for very low wages? 3. Why do you think Iqbal was murdered? 4. How did the Government of Pakistan let Iqbal down? 5. Everybody has the potential to be a hero if they believe strongly enough that something evil is being done. What ‘evil’ or ‘wrongdoing’ would make you do something heroic? 28Incurred (say: in kerd) – bring upon oneself Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  43 Case Study 5.2.1 Freedom Hero Iqbal Masih was born in Pakistan in 1982. When he was four years old, he was sold into slavery by his parents because they needed money to pay off debt. He was put to work at a carpet factory. He worked on the carpet looms until he turned ten. Then, he decided to run away. He refused to go back to the carpet mill because he knew his rights as a citizen. Pakistan had a law that banned slavery and child labour, but the Government of Pakistan could not enforce the laws properly. A group known as the Bonded Labour Liberation Front (BLLF) helped Iqbal to free himself from slavery. They also made sure that he started attending school. Iqbal believed that all of the children who were being forced to worked for no or low wages needed to be released and attend school. He started speaking out against the use of child labour. He gained international attention and soon began making speeches around the world. Iqbal won many awards: Human Rights Youth Acton award; ABC Person of the week; International Labour Organisation award. Soon after accepting the ABC award in America, Iqbal returned to Pakistan to continue his schooling. He was murdered on 16 April 1994 – he was 13 years old and had been free from slavery for only two and a half years. Nobody really knows who murdered Iqbal but there are assumptions that it was the carpet industry bosses because many businesses were losing money as a result of Iqbal’s speeches. Iqbal is a hero. It takes a lot of courage to stand up to powerful people and speak out against evil. Source: http://en.wikipedia.org/wiki/Iqbal_Masih Watch a short documentary about Iqbal: https://www.youtube.com/watch?v=Ctnr5pccSMY Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018. ©The Textbook Shop. Duplication or distribution is prohibited.  44 Module 6: Constitutional Rights & Responsibilities Introduction Abuse is the verbal, physical, sexual or emotional maltreatment of another person. Neglecting a person is also considered a form of abuse. Although there are laws that are supposed to protect people from abuse, there are still many cases in which people are harmed. It is important that all people are aware of situations that could lead to them being harmed so that they can identify threats and avoid risky situations. Abuse between adults and children Here are some of the ways that children can be intentionally harmed by an adult: Physical abuse: This is the most easily identified form of abuse because physical injury usually leaves bruises or marks. Sexual abuse: This includes all forms of inappropriate behaviour or inappropriate touching. Emotional and verbal abuse: This includes behaviour such as excessive criticism, angry yelling or behaviour that causes humiliation. Neglect: When an adult chooses to neglect the basic needs of a child to things like food, housing, clothes, medical care, supervision after school hours and emotional support. Abuse between peers Bullying is a form of abusive behaviour. Bullying somebody by calling them names or intimidating them can be just as abusive as beating somebody up physically. Bullying is an aggressive form of behaviour that is usually repeated if it is not reported. People who bully others have usually been bullied themselves by somebody – this does not give them the right to bully! Report bullying and keep on reporting it until the bullying stops. Yellow Dot Series Life Skills - Grade 7. Term 3 & 4 2018