Focus Life Orientation Grade 10 Learner's Book PDF

CAPS Life Orientation Grade 10 E. Rooth A. Seshoka S. Steenkamp S. Mahuluhulu  Focus Life Orientation Grade 10 Learner’s Book Maskew Miller Longman (Pty) Ltd Forest Drive, Pinelands, Cape Town website: www.mml.co.za...

CAPS Life Orientation Grade 10 E. Rooth A. Seshoka S. Steenkamp S. Mahuluhulu  Focus Life Orientation Grade 10 Learner’s Book Maskew Miller Longman (Pty) Ltd Forest Drive, Pinelands, Cape Town website: www.mml.co.za © Maskew Miller Longman (Pty) Ltd 2013 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright holder. Every effort has been made to trace copyright holders. We, the publishers, apologise for any errors or omissions, and invite copyright holders to contact us if any have occurred, so that we can rectify them. First published in 2011 ISBN 978 0 636 11460 9 Pack ISBN 978 0 636 12706 7 Edited by Eldene Eyssell Illustrations by Mashet Ndhlovu, Belinda Leontsinis, Katja Abbot, Macewan Fleming, Annelise Meyer, Adrian Owen, with additional artwork by Rob Owen, Juanita Stead, Nanda Soobben, Rassie Erasmus, Saaid Rahbeeni and Walter Pichler Typesetting by Catherine Gillespie Cover image: Corbis/Great Stock Printed by Acknowledgements Photographs: Africa Media Online: pp36 (Rogan Ward), 38 (Ed Sutter), 51 (Clare Thomas), 76, 159 (Graeme Williams), 80 (Terry February), 80 (Baileys African History Archive), 80 (Paul Weinberg), 81 (David Goldblatt), 81 (Cedric Nunn), 84 (Shuter and Shooter Photography), 139 (Guy Stubbs), 170, 278 (Roger de la Harpe), 170 (Greg Marinovich), 235 (ILAM Archive), 237 (John Hogg); Andrew Ashton: p80; www.anexcdw.org.za: p65; Avusa Syndication: p124; The Bigger Picture/Alamy: pp8, 54, 80; Bigstockphoto: pp10, 15, 16, 19, 24, 28, 35, 40, 43, 51, 55, 59, 61, 63, 90, 117, 173, 174, 208, 210, 212, 220, 223, 226, 247, 253, 276, 287; Campbell Fleming: pp61, 195, 196, 239; Children of Fire: p148; CICR/GASSMANN,Thierry: p73; Digital Source: pp48, 86, 87, 102, 167, 195, 208, 231, 259, 261, 274, 275; Edna Rooth: pp166, 220; Eric Miller: pp21, 22, 51, 80, 81; www.facebook.com/bongo.miya: p145; Gallo Images: pp80 (AFP), 81 (Paul Weinberg), 112 (Foto24/Felix Dlangamandla), 127 (Media24), 205, 220, 263 (Rapport/Roger Sedres); Getty Images: p32; Greatstock: pp7, 9, 11, 23, 29, 35, 36, 38, 47, 50, 54, 175 179, 184, 201, 209, 210, 211, 220, 236, 249, 254, 267, 269, 272, 275 (Masterfile), 11, 14, 37, 48, 51, 60, 81, 99, 100, 117, 137, 142, 154, 204, 206, 208, 216, 220, 225, 226, 227, 233, 236, 249, 267, 268, 273, 275, 277 (Corbis),13 (Imagesource), 52, 82, 127, 140, 147, 269 (EPA), 103, 169 (MonkeyApple), 280 (Eyevine), 106 (BlendImages); Jan van der Poll and learners from Elswood Secondary School, Cape Town: pp25, 26, 58, 59,61, 71, 86, 87, 117, 125, 196, 197, 198, 199, 200, 202, 203, 229, 230, 231, 232, 233, 234, 245, 266, 270; www.istockphoto.com: p118; Johan Gerrits: p15; www.lovelife.org.za: p12, 146, 193; Mediaclubsouthafrica.com: p49 (Jeff Barbee), 77, 132, 133 (Chris Kirchhoff); Nelson Mandela Foundation/John Hogg: p81; Online@ ukzn.ac.za: p263; Picturenet Africa/AP/Gemunu Amarasinghe: p287; Rupert De Beer: p127; Shiela Reiser: p235; www.southafrica. net/2010: pp88, 89; www.unicef.com: p73; www.womensnet.org.za: pp21, 82; www.yoursportsouthafrica.info: pp121, 122, 123, 281, 285, 286, 287. Text: Centers for Disease Control and Prevention, USA: pp26, 129; Bua News: p139; City Press: pp140, 181, Cosatu: p134; General household survey 2012, Statistics South Africa: p134; Discovery Vitality: p165; Food and Agricultural Organization of the United Nations: p137; Gender Links: p138; Human Sciences Research Council (HSRC): pp22, 128; ITWeb: p145; Lead SA: p84; Mail & Guardian: p67; Media Club South Africa: p26; Move, Media 24: p96; Nicole Johnston/Oxfam: p97; Population Reference Bureau: p18; SAPA: p130; Sunshine Tour: p52; Sony Music Entertainment: p204; South African History Online: p166; Southern Africa HIV and AIDS Information Dissemination Service (SAfAIDS): p77; South African Qualifications Authority: p219; The Annual: p218; UCT/MRC Research Unit for Exercise Science and Sports Medicine: p71; UKZN Online: p263; UNICEF: p139; Universal Music Publishing Group: p11; Trafficking in Human Beings: A Guidance Note, 2004. United Nations Development Programme: p65; Volunteer and Service Enquiry Southern Africa: p146; Water Footprint Network: p139; www.actionforourplanet.com: p135; www.fin24.com: p253; www.my.monster.com: p226; www.southafrica.info: p218 Plan your Life Orientation assessment tasks Programme of assessment The weighting of marks for the five internal formal assessment tasks for Life Orientation in Grade 10 is as follows: Term 1 Learner’s Term 2 Learner’s Term 3 Learner’s Term 4 Learner’s Book page Book page Book page Book page Task 1 97 Task 2 164 Task 3 244 Task 4 291 Written task: Mid-year Written task: End-of-year Case study exam: 80 Project examination: 80 marks marks 80 marks 80 marks Task 5 93 Task 5 162 Task 5 241 Task 5 289 PET: 20 marks PET: 20 marks PET: 20 marks PET: 20 marks Total = 400 marks for grade 10 FOLO_Gr10_LB.indb 2 2013/12/12 4:39 PM  Term 1 Chapter 1: Development Chapter 2: Physical Chapter 3: Careers of the self in society Education Term 1: and career choices Term 1 Fitness programme Term 1 Unit 1: Strategies to develop Unit 1: Safety in Physical Unit 1: Self-knowledge for self-awareness, self- Education career choices esteem and self- Unit 2: Physical fitness Unit 2: Life domains development activities for weeks Unit 3: Socio-economic Unit 2: Power and gender 1 to 3 factors in career Unit 3: Value of participation in and study choices exercise programmes Chapter 4: Physical Education Term 1: Chapter 5: Democracy Fitness programme and human rights Term 1 Unit 1: Warm up Unit 2: Physical fitness Term 1 Unit 1: Diversity, discrimination activities for weeks and human rights 4 to 6 violations Unit 2: Our Bill of Rights Chapter 6: Physical Programme of assessment: and other human Education Term 1: Physical Education Task Term 1 rights instruments Fitness programme Exam practice Unit 3: Discriminating PE Term 1 Programme of assessment: behaviour and Unit 1: Warm up Written task: Case study human rights Unit 2: Physical fitness violations activities for weeks Unit 4: Challenge prejudice 7 to 10 and discrimination Term 1 7 FOLO_Gr10_LB_Term_1.indd 7 2012/11/14 11:43 PM  Chapter 1: Development of the self in society Term 1 Weeks 1–3 Unit 1: Unit 1: Strategies to develop self-awareness, Key questions self-esteem and self-development 1. How will you develop your self- Time: 1 hour esteem and self- awareness and 1.1 What are self-awareness, self-esteem and self- develop yourself? development? 2. What influences your self-esteem Self-awareness and self-awareness? Self-awareness means you know yourself. You know your: 3. How will you show interests likes and dislikes respect for yourself skills goals, wishes and hopes and others? strengths and weaknesses values and beliefs. I value honesty, I have strengths such as doing fairness and respect. well in mathematics and languages. I communicate clearly. I am popular so I have Key words many friends. self-awareness – know yourself self-esteem – like and value yourself I enjoy and am good at self-development – sport; I play soccer. improve yourself media – ways of communication; for I am skilled in finding I have weaknesses. I example: newspapers, magazines, TV, radio, websites quickly and sometimes waste time Internet, Facebook, emailing my friends. and arrive late for school. Twitter, cellphones influence – affect, have an effect on, an impact I am interested in response – reaction, how computers, reading books I have goals, such as I like being with my you behave, what you do about politicians and passing Grade 10 and friends but do not like reflection – to think watching music DVDs. going to university. selfish people and crime. about, to consider confident – sure of yourself, you believe in yourself Jabu is self-aware. He knows his qualities. He thinks about the different aspects of himself. Self-esteem Self-esteem means how much you like yourself. This means how you feel about yourself, and how good or successful you think you are. It refers to: how much you like, rate and value yourself how confident you are; how much you believe in yourself. 8 Chapter 1: Development of the self in society Term 1 FOLO_Gr10_LB_Term_1.indd 8 2012/11/14 11:43 PM  Example of high self-esteem Key words Jabu has high self-esteem. He: affirm – offer likes, accepts and believes in himself someone support and usually feels confident encouragement knows what his strengths are and works at becoming even stronger public speaking – to give a talk or speech to other works hard at improving his weaknesses. people assertive – firm, sure Self-development of yourself, clear what Self-development means how you improve yourself. This means how you: you need and want to communicate build on your strengths uniqueness – being improve on your weaknesses different, special, develop your life skills individual, unusual, not like anyone or anything become the best person you can be. else Example of self-development Jabu knows he needs to improve on his time management. So he now: keeps a diary and plans each day does not waste time if something needs to be done, he tries to do it immediately. Jabu realises he needs to explore his skills and interests more: so he volunteers at the community youth centre; there he is able to develop his leadership skills. The difference between self-awareness, self-esteem and self-development Self-awareness, self-esteem and self-development are all aspects of yourself. Below is a table that summarises the difference between them. The difference between self-awareness, self-esteem and self-development Self-awareness Self-esteem Self-development know yourself like yourself improve yourself know your: believe in yourself strengthen weaknesses skills, strengths, weaknesses, respect yourself build on your skills and likes, dislikes, interests, goals, value yourself strengths values have confidence Activity 1: Improve your self-awareness 1. Give an example for each of the numbered items. The example must be true for you. This should help you become more self-aware. (16) a) Interests c) Strengths e) Likes g) Goals b) Skills d) Weaknesses f) Dislikes h) Values 2. Look at the checklist on the next page. Then write only the numbers of the sentences and the words always, sometimes or never next to each number. Think carefully about what is true for you. (10) At the bottom of the next page you can check what your answers say about your self-esteem. continued on pg 10 Chapter 1: Development of the self in society Term 1 9 FOLO_Gr10_LB_Term_1.indd 9 2012/11/14 11:43 PM  Do you: Always, sometimes, never ‘Promise me you’ll a) Solve your problems and get out of trouble? always remember: b) Make your own decisions that are based on information and You’re braver than you are responsible? believe, and stronger c) Think you are popular and that other people like you a lot? than you seem, and d) Keep to your aims or goals and do what you have planned? smarter than you think.’ Christopher Robin to e) Feel good about yourself; like who you are? Winnie-the-Pooh. f) Know that you are in charge of your life? g) Like the way you look? h) Cope with what comes your way, no matter what it is? i) Think you are not as good as most other people you know? j) Worry that you will fail? 3. Which aspects of yourself do you think you need to develop? List three and give a reason for each. (6) 4. Explain how you will improve on one of your weaknesses. (4) 5. Describe what you will do to strengthen one of your skills. (4) 1.2 Factors that influence self-awareness and self-esteem Many factors or things influence, or affect, the way in which you see yourself. The factors affect how much you like yourself and how well you know yourself. These factors include: what other people say about you what happens in your life how well you cope with the difficult things in your life your response or reaction to your successes and failures how popular you think you are; how much you think your friends like you how your family, friends and other important people in your life treat you: they can build your self-esteem if they support and praise you, or break down your self-esteem if they say only negative or bad things to you. The media such as newspapers and magazines, TV and radio, cellphone messages, MXit, entries on Facebook and the Internet can also have a large effect on your self-esteem. Pictures of what some people think are perfect faces and bodies, types of people, adverts and fashions may have an effect on how you see yourself. You may compare yourself to these images. Some people try to be or look just like their favourite celebrities. When they can’t do this, they feel bad about the way they are or look. Media messages may affect your self-esteem. and ‘always’ or ‘sometimes’ to 9 and 10, you have low self-esteem and need to work on liking yourself more. have high self-esteem; that is very good. If you have answered ‘never’ or ‘sometimes’ to 1, 2, 3, 4, 5, 6, 7, 8 Answers to question 2: If you have answered ‘always’, to 1, 2, 3, 4, 5, 6, 7, 8, and ‘never’ to 9 and 10, you 10 Chapter 1: Development of the self in society Term 1 FOLO_Gr10_LB_Term_1.indd 10 2012/11/14 11:43 PM  How do I see myself? How much do I try How much or little do to improve myself? I like myself? What do I tell How do I think about myself about who I am and what I how I am doing? want in life? What kind of media do I How do I deal with take seriously, for example difficulties and what my friends say on my challenges? Facebook Wall? What do my family, friends How well do I know and teachers say to me myself; how self- and about me? aware am I? Sithandwa talks about what influences her self-awareness and self-esteem. The media also can have a good influence on how we see ourselves. We saw and heard the song ‘Wavin’ Flag’ by K’naan during the successful 2010 Soccer World Cup in South Africa. It helped to give us strength and self-belief as a nation. Activity 2: Investigate what influences you 1. Critically evaluate what influences you. Write short notes to explain at least seven factors that influence your self-awareness and self-esteem. (14) 1.3 Strategies to build confidence in yourself and in others Once you know what can influence your self-esteem, it is easier to improve. Helpful ways to improve your and others’ confidence are developing good communication skills, finishing tasks successfully, taking part in community activities, making good decisions and affirming others. Chapter 1: Development of the self in society Term 1 11 FOLO_Gr10_LB_Term_1.indd 11 2013/12/13 8:32 AM  Skills focus Communication skills Express yourself clearly so that others don’t misunderstand you or get the wrong idea. Make sure your message is heard and understood. Be assertive Say what you want to say clearly. Be polite and respectful, but sure of yourself. Know what you want. Stand as tall and straight as you can and speak for yourself. State your viewpoint or what you need. Make sure people understand what you say. They should not doubt what you mean. Remember to add a ‘please’ and ‘thank you’! Speak in public The more you practise speaking in front of others, the easier it gets. So take every chance you get, to stand up and speak! Hints for public speaking Prepare your talk well During the talk For a prepared talk, first write out Breathe in and out deeply to calm what you want to say. yourself. Write the main points or key words Look at the audience, smile and on a card or piece of paper. You can start your talk. take a quick look to remind yourself, Speak slowly, loudly and clearly. but don’t read from the paper all the Put energy and enthusiasm into time. Know your main points. your voice and body. Show that Then practise your talk so that you you are interested in your topic know it well. Present your talk to an and what you are saying. Outspoken Mati Ndhlovu won imaginary or pretend audience. Keep to the topic of your talk. the Young Communicator Keep to the time limit. of the Year award. She uses Always end with a short, strong message so people will remember every opportunity to practise what you said. her public speaking skills. (Source: Photo from UnCut, Complete your tasks or projects successfully loveLife Nov/Dec 2010.) Manage your time. Make your deadlines. Finish what you start. Persevere: keep trying until you complete your tasks. Participate in community organisations or life Volunteer. The more you help others, the better you will feel about yourself. You will also learn new skills and be able to get to know more about yourself. See Chapter 5 for more on how you can be a volunteer. Take part in events in your community: have hobbies and interests, be curious, talk to people, attend functions and celebrations, become a youth leader. Play sport. Register to vote. 12 Chapter 1: Development of the self in society Term 1 FOLO_Gr10_LB_Term_1.indd 12 2012/11/14 11:43 PM  Make good decisions Take responsibility for yourself. You are in charge of and in control of your life. So, don’t blame others for your decisions. How to make good decisions 1. Evaluate your situation. Think about what the decision means to you. 2. Get information about the different options or choices you have. 3. Carefully think about the effects or consequences of each choice or decision. 4. Decide what would be the most informed and responsible decision. Choose the best option. 5. Act on your decision: do what you decided. Affirm others To affirm means to support, to encourage and to give praise. Help others to become more confident. Praise them instead of putting them down with negative words. Let them see your respect instead of disrespect. Show how you care for others. Appreciate your friends, family, teachers and other important people in your life. Tell them you value them and that they are important to you. Thank them and give them honest praise where Say encouraging things to each other instead of name they deserve it. calling and insults. Spread kindness, not rumours. 1.4 Action plan to build self-esteem Be strong when others’ words hurt you. Whatever they say is just their idea, it is not always the truth. But accept criticism if it is helpful and true. End each day with a short reflection. Think about your successes of the day or what good you did on this day. Make a practical action plan to help you to develop yourself. AN TO BUILD SELF-ESTEEM EXAMPLE OF AN ACTION PL HOW LL DO AN D WH Y WHEN WHAT I WI At lea st once a week Join the debating society aki ng e group feedback Improve my public spe for the nex t two months Volunteer to giv skills; I know I am very shy. Wh ene ver I get a Do oral presentations I never speak in class. cha nce in class Ask questions in class y I must become les s shy and Offer to speak at communit get more able to speak in public. events so I can practise and experience. Chapter 1: Development of the self in society Term 1 13 FOLO_Gr10_LB_Term_1.indd 13 2012/11/14 11:43 PM  Activity 3: Improve your self-esteem and others’ self-esteem Jody is a sixteen-year-old Grade 10 learner at a school in Gauteng. She sometimes feels OK, but more often she feels bad about herself. She is unsure about the way she looks, and worries if she is as good as the other learners in her class. Her idol is a very skinny model. Jody is slightly overweight. She never speaks in class. She thinks she is unpopular and has no close friends. 1. Read through the points about factors that affect self-esteem and read about strategies that can be used to improve self- esteem. Then help Jody to improve her self-esteem. Give her three suggestions about what she can do to like herself more. (6) 2. Now design an action plan to build your self-esteem. Copy the table headings of the example of an action plan on page 13 and fill in your own words. (6) 3. After two weeks, see how well you have followed your action plan. Write a paragraph to explain how you have improved your self-esteem. (8) Jody has low self-esteem 4. Imagine you are on the SABC South Africa’s got talent! show. Get into a small group to create a short song, rap or dance that gives a message to promote self-esteem. Present this to the class. (10) 1.5 Acknowledge and respect uniqueness and differences Every person in the world is unique. Uniqueness means that every person is different in some ways, and is special. Although there are many similarities among people, there are also differences. People have different looks, cultures, beliefs, skills, interests, ideas, practices, fashions, needs, values, likes and so on. Respect differences; never fear or laugh at differences. Our Constitution does not allow discrimination based on differences in race, culture, gender or ability. Always imagine how you would feel if you were the other person. Race, gender and ability There are many different cultural groups and races in South Africa. Respect all races. No race is better or worse than any other race; we are all equal. Everybody needs respect, whether the person is girl or boy, woman or man. We all have different abilities. Respect people who are differently abled than yourself; show you acknowledge, value and admire them. 14 Chapter 1: Development of the self in society Term 1 FOLO_Gr10_LB_Term_1.indd 14 2012/11/14 11:43 PM  Skills focus Tools to help you to respect differences A tool is an aid to help you. We respect and acknowledge our differences… we are Tool 1: How to respond to differences best friends! Here are some tips on how to respond when you do not agree with another person’s viewpoints: Stay calm and friendly, and be polite. Listen to what they are saying. Do not interrupt or shout at them. Say: ‘I do things differently, but I respect you for the way you do things. I don’t want to change you to my way. But I also want you to accept me for the way I am.’ Tool 2: Reach out: learn more about other people Get to know as much as you can about other cultural, race and ability groups. The more you know, the easier it is to respect others. Focus on how you are similar. Accept differences and see them as opportunities for you to learn more. Reach out to people who are different from you; make new friends. Activity 4: Show how you are unique and respect differences 1. Look at the pictures below. For each of the pictures, decide: a) In what way is the person different from you? (2) b) In what way is the person the same as you? (2) c) How would you show respect to the person in each picture? (2) 2. Write a paragraph to give one example where you have shown respect for differences. Your example must be real and truthful. (4) 3. Write a short essay of not more than one page to explain why you are unique. Give at least five examples of your uniqueness. (10) Please accept and respect me. I have the same needs, hopes and dreams as you, even if I am from another country! Accept me for who I am. I am different from you, yes, but in many ways we are the same. Chapter 1: Development of the self in society Term 1 15 FOLO_Gr10_LB_Term_1.indd 15 2012/11/14 11:43 PM  Unit 2: Unit 2: Power and gender Key questions Time: 1 hour 1. What does the term ‘gender’ mean? 2.1 Definition of concepts: power, power relations, 2. What are the masculinity, femininity and gender differences between It is important that you understand the concepts or ideas relating to gender. This a man and a will enable you to think carefully about your own gender role and it will help you to woman? debate and talk about these issues. 3. What is the effect of gender inequality? Power Power means to have control or authority over another person or your environment. Key words It also refers to force, strength or might. relationship power Power is the ability to get things done. inequality – not having How you understand power can affect your equal or the same power in a relationship relationships. Power is abused if one person power – control over has too much power over another person. people or things That leads to unequal power relations. gender – the role in society that you are expected to play Power relations depending on whether Power relations are the sharing of power you are a woman or a girl, or a man or a boy between people in a relationship. For many power relations – the years men held the position of power over sharing of power between women in the workplace and in the home. people in a relationship masculinity – having However, this is changing as government qualities that are and society are trying to promote equal associated with men or An unequal power relationship. boys power relationships. femininity – having In some relationships one of the partners can be dominant, that is, have more qualities that are associated with women power and control over the other. The person who is less dominant is called or girls submissive or meek. In some cultures, women are encouraged to be submissive stereotypical – having to men. Men often have more power because they are physically stronger than a fixed and very simple idea of a particular type of women. But our laws protect women from abuse. person or thing An unequal power relationship is where one person has the power to either norms – attitudes or behaviour that are give or deny something to the other person. Often, money, violence, emotional expected or thought of as abuse and sexual intimacy are used to control the other person. normal An equal power relationship is where no person has power over the other person. Masculinity Masculinity means maleness. This refers to the male sex. It also means to behave in ways thought of as typical for men or boys. Masculinity describes men and boys and refers to their being manly, or their manliness. The idea of masculinity is sometimes combined with social customs. This could encourage male control over women. 16 Chapter 1: Development of the self in society Term 1 FOLO_Gr10_LB_Term_1.indd 16 2012/11/14 11:43 PM  Femininity Femininity or womanliness means femaleness. This refers to the female sex. It also means to behave in ways thought of as typical for women. Femininity refers to the qualities or attributes of what is customarily seen as suitable for women and girls. This may lead to submissive behaviour on the part of women and girls. Gender Gender means the role in society that you are expected to play depending on whether you are a woman or girl, or a man or boy. Gender roles are given according to historical, political, economic and cultural norms, and may change over time. Opportunities and restrictions may be linked to your gender. Women and men have different biological qualities, power, status, expectations, norms, roles and responsibilities in society. Understand important terms Term Explanation Gender Socially made roles, behaviours, activities, and qualities that society sees as suitable for women and men. Gender is learnt, not a biological function. Sex Biological and physiological qualities that define women and men. You are born as a baby girl or boy; that is your sex. Female and male Groups according to sex Feminine and masculine Groups according to gender Activity 5: Match the columns 1. Match the term in column A with the correct descriptions in column B. Write only the number and correct letter for each number. (7) A B 1. Femininity a) sharing of power between people in a relationship 2. Power relations b) one person has the power to give or deny something to the other person 3. Masculinity c) control over another person 4. Power d) cultural, economic, political roles, restrictions and opportunities given to women and men 5. Gender e) biological qualities to tell the difference between women and men 6. Unequal power f) femaleness relationship 7. Sex g) maleness Chapter 1: Development of the self in society Term 1 17 FOLO_Gr10_LB_Term_1.indd 17 2012/11/14 11:43 PM  Power relations: decisions made by husbands Unequal power relationships are often seen in families. For example, household decision-making, such as making choices on health care, household purchases, and visits to relatives, is not always equally shared between women and men. Many men make the decisions about their wives’ health care. The effects are that when women cannot make health care choices for themselves, and they may be more exposed to illness and disease. Relationship power inequality also increases the risk of HIV in women. In many countries, men Graph showing the percentage of decisions made by husbands make the decisions regarding household purchases for both daily items such as food, and larger purchases such as furniture. This limits women’s economic power in the home. In some countries, men decide if women can visit their family and friends. When women cannot decide when to visit their own family and friends, they may become socially isolated (Adapted from The world’s women and girls 2011 data sheet. 2011 Population Reference Bureau.) or alone, and have less personal power. Activity 6: Investigate power relations Study the graph before you give written answers to these questions. 1. What does relationship power inequality mean? Give an example. (4) 2. How is a husband making decisions for his wife an example of unequal power relations? (2) 3. What percentage of men in Malawi and Senegal make decisions about their wives’ health care? (1) 4. In which country does the highest percentage of men make decisions about household purchases? (1) 5. Which two countries show the highest percentage of men making decisions about their wives visiting family? (2) 6. Which country shows the least decisions made by husbands? (1) 7. Discuss the reasons why men prefer to make household decisions. Suggest three reasons. (3) 8. What do you believe: should husbands make decisions for their wives or not? Give reasons for your answer. (6) 18 Chapter 1: Development of the self in society Term 1 FOLO_Gr10_LB_Term_1.indd 18 2012/11/14 11:43 PM  2.2 Differences between a woman and a man Women and men are similar in many ways but also different in some ways. The most obvious differences are biological. Table: The biological differences between women and men Women Men menstruate – ovaries that produce eggs testicles that produce sperm have two x chromosomes (XX) have one X and one Y chromosome (XY) vagina is inside body penis is outside body give birth – smaller and lighter with less bone mass taller and heavier with more bone mass less upper body strength more upper body strength more white blood cells more red blood cells bigger breasts that are usually able to small breasts that do not produce milk produce milk after woman has given birth girls start puberty changes almost two boys start puberty changes almost two years before boys years after girls fertility lessens after the age of 35 fertile till old age larger hip section than men, an smaller hip section adaptation for giving birth higher levels of the hormone oestrogen higher levels of the hormone testosterone skin has less collagen and sebum, so is skin has more collagen and sebum, so thinner and smoother is thicker and oilier less body hair more body hair larger body fat % smaller body fat % have to work harder to build muscle build muscle easily bruise easily bruise less easily skull is thinner and weaker skull is thicker and stronger less capacity for cardiovascular greater capacity for cardiovascular endurance endurance better night vision and better visual better distance vision and depth memory perception longer lifespan; live longer shorter lifespan; die sooner Reproduction and roles in the community Traditionally women were the caregivers and homemakers, but these roles are changing. In many modern households, men share both parenting and housekeeping duties. Just because it is the woman who gives birth does not mean that the man has no parental duties. It is best to use common sense and to discuss and agree together about the duties for women and men. Most roles in society are outdated and changing; it is up to individuals to modernise gender roles and responsibilities. Chapter 1: Development of the self in society Term 1 19 FOLO_Gr10_LB_Term_1.indd 19 2012/11/14 11:43 PM  2.3 Stereotypical views of gender roles and responsibilities Examples of gender differences as decided by societies: Women may earn less than men for similar work. Men are promoted to positions of power instead of women. For example, there are more male school principals than female principals. In some societies women are not allowed to smoke or drink, but men are allowed. Often men are allowed to have many partners, but women are allowed only one husband or one boyfriend. Male sports teams get more funding, media coverage and pay than female sports teams. In some societies men are allowed to drive cars while women are not. In some societies women are not allowed to go out without a male family member who serves as an escort. Women have to do more housework than men. Women play a larger role in parenting. In some societies, the widow does not inherit her husband’s home or money; the home and money go to her in-laws. Some careers are traditionally seen as just for men or just for women. For example, pilots, mechanics, engineers and army commanders are often seen as men’s jobs, while nurses, social workers, crèche assistants, librarians and What do you think about this view on gender roles? make-up artists are seen as women’s jobs. 2.4 Gender differences in participation in physical activities Men have larger hearts and lungs than women. The difference in the amount of oxygen they breathe has an effect on their physical performance. For example, when a man is jogging at about 50% of his ability, a woman will need to work at over 70% of her ability just to keep up with him. To ensure fairness in sport, men and women are separated, so they don’t compete against each other. For example, due to the biological difference between women and men, men play five sets and women three sets in tennis tournaments. Similarly, men run longer distances than women in long-distance races. 20 Chapter 1: Development of the self in society Term 1 FOLO_Gr10_LB_Term_1.indd 20 2012/11/14 11:43 PM  Activity 7: Join a discussion about gender Get into groups of girls and boys. If there are many learners in your class, you can form a few groups of girls and a few groups of boys. 1. The girls’ group has to discuss: What are the benefits of being male? What makes it difficult to be male? 2. The boys’ groups has to discuss: What are the benefits of being female? What makes it difficult to be female? 3. Write down a list to summarise your main points. Choose a spokesperson to present your main points to the class. Give each group the chance to share their ideas before you respond. 4. Give the girls a chance to say whether they agree with the boys’ ideas. Then give the boys a chance to say if they agree with the girls’ ideas. 5. Write a short paragraph to explain what you learnt about how females and males see and understand each other. (5) 2.5 Influence of gender inequality on relationships and general well-being Differences in the status of women and men lead to unequal human rights and different experiences of health and well-being. Sexual abuse and violence When girls or women are involved in relationships where power is not equal, men may decide on the conditions under which sex happens. Sadly this may mean forced sex. Sexual abuse includes rape, incest and violent sexual acts. It refers to any inappropriate or wrong touching by family, friends or strangers that makes you feel uncomfortable. When you are forced to have sex, it is sexual abuse. Report abuse immediately, and tell an adult whom you trust. Some men are violent towards women and beat women up. These men are uneducated and don’t understand that their greater body strength does not give them the right to abuse women. Internet and cellphone sexual violence is on the rise. Never send anybody, even if you trust the person, a photo of yourself naked or in a sexual act. Often these photos end up on the Internet or get passed around school on cellphones. This leads to embarrassment and can lead to sexual violence against you. Chapter 1: Development of the self in society Term 1 21 FOLO_Gr10_LB_Term_1.indd 21 2012/11/14 11:43 PM  Graph: Reasons given by teenagers for pregnancy Teenage pregnancy I was not using any contraception. Unwanted teenage pregnancy may happen because of: 66% I wanted to have a baby. peer pressure 28% lack of information on safe sex and contraception, that is, It would show that I am a natural/fertile woman. 8% birth control and prevention It would make people respect me. poverty 6% It would make my boyfriend want to marry me. rape 5% I was forced to have sex against my will. wishing to have a baby to feel loved and have somebody to 3% love, but not wanting the baby once it is born because you I wanted to get the child support grant. 2% are not ready for such a responsibility thinking having a child will keep a relationship going or 0 20 40 60 80 100 force a marriage (Source: Swartz S and A Bhana. 2009. Teenage Tata: being forced to get pregnant because there is no choice Voices of Young Fathers in South Africa. HSRC Press.) due to gender inequality; it was the man’s decision. STIs including HIV and AIDS Gender inequalities influence your exposure to sexually transmitted infections (STIs), including HIV. In some societies males act out their masculine roles and so take control of sexual relationships. Gender customs may force women to be passive or obedient in sexual relationships. This means women may not discuss or negotiate for safer sex such as condom use, or abstention. Hence they will not be protected against STIs such as HIV. HIV is spread quickly when: women have no say in the use of protective measures during intercourse, such as the use of condoms there is age-mixing in sexual relationships, for example when a man of 45 has a relationship with a girl of 15 there is more than one partner there is transactional sex, that is, sex that is paid for rape occurs. Untreated STIs In both females and males, untreated STIs can increase the risk of HIV transmission. Women are at higher risk because most STIs go unrecognised; unlike in men, the sores or other signs are absent or hard to see. So women do not suspect they are at risk. Even when there are symptoms, STIs in women often go untreated. Activity 8: Investigate the effects of gender inequality 1. Is South African culture generally female or male dominated? Give a reason for your answer. (4) 2. What makes women more likely to become infected with HIV? (6) 3. Look at the graph. Identify the two most reported reasons for teenage pregnancy. Write four sentences of advice about the effects of teenage pregnancy to give teenagers who give these reasons. (8) 4. Write a paragraph to explain why ‘real men don’t rape’. (8) 22 Chapter 1: Development of the self in society Term 1 FOLO_Gr10_LB_Term_1.indd 22 2012/11/14 11:43 PM  Unit 3: Value of participation in exercise Unit 3: programmes Key questions 1. What are the health Time: 1 hour benefits of exercise 3.1 Value of exercise programmes that promote fitness programmes? If you participate in exercise programmes, it means you regularly take part in 2. What is meant by cardiovascular physical activities to improve your physical fitness. The more exercise you get, the fitness, muscular fitter and healthier you will be. As you become fit, you will enjoy yourself because strength, endurance you won’t feel so tired. and flexibility? living 3. What is the improving longer your endurance or relationship stamina becoming between physical physically fit and mental health? a lesser risk of getting: heart disease, building up colon cancer, type 2 diabetes, your resistance to high blood pressure, high diseases and helping you cholesterol, osteoporosis, a to get better sooner after Key words stroke illness cardiovascular fitness – ability of your heart increasing your weight (cardio), blood vessels flexibility control (vascular) and lungs to deliver enough oxygen and nutrients to the cells looking good; of your body to meet your skin will glow the demands of physical building your activity with health muscular strength physical fitness – your ability to perform physical activities well, and to have energy left for other tasks The health benefits of regular physical exercise Cardiovascular fitness Cardiovascular fitness means you have: a strong heart, which shows in a slow pulse rate; if your heart is strong, it does not have to beat so fast a large lung capacity; this allows more oxygen in your blood lower blood pressure the ability to exercise your body for long periods without running out of breath or getting tired. Examples of activities to improve your cardiovascular fitness: Activities that make your heart and lungs work harder will improve your cardiovascular fitness. Some examples of activities are: walking cycling dancing aerobics swimming. Chapter 1: Development of the self in society Term 1 23 FOLO_Gr10_LB_Term_1.indd 23 2012/11/14 11:43 PM  Key words Muscular strength Muscular strength and power is the ability of your muscles to exert force during an endurance – stamina, staying power, your activity. If you have muscular strength, you have: body’s ability to exercise strong muscles and tendons an increased metabolism for a long time without fewer back problems a good posture getting too tired flexibility – the ability less tiredness fewer injuries. to move your joints and use your muscles through Examples of activities to improve muscular strength: their full range of motion To improve your muscular strength, you could: muscular strength – the lift weights climb steps quickly ability of your muscles to exert force shot put push against a partner who weighs about the same as you. Endurance Endurance is the ability to exercise for a long time without getting tired. You need cardiovascular fitness and muscle strength for endurance. Examples of activities to increase endurance: cycling running jogging weight lifting aerobics swimming. Flexibility Flexibility is the ability to move your joints and use your muscles through their full range of motion. It is the range of motion around a joint. The benefits of flexibility If you are flexible, it: increases your range of motion prevents and reduces muscle soreness increases your speed improves athletic performance improves your body awareness, posture and balance improves your co-ordination improves your circulation helps to make you feel good is very relaxing reduces the risk of injury. Examples of activities to improve flexibility: Stretching and swimming are good for increasing your flexibility. Arm, leg, shoulder, chest, back and abdominal exercises will improve your flexibility. Yoga exercises are a gentle way to improve your flexibility. 24 Chapter 1: Development of the self in society Term 1 FOLO_Gr10_LB_Term_1.indd 24 2012/11/14 11:43 PM  3.2 Relationship between physical and mental health Regular physical activity can benefit your mental health. Health is more than not being sick. Health includes wellness, a good quality of life and a feeling of well-being. Physical activity can improve your mood and the way you feel about yourself. Physical exercise prevents stress, improves your performance at school and increases your well-being. Physical activity helps you to look and feel good. Regular physical activity: reduces stress, worry and depression helps you to relax makes you feel more confident clears your mind to help you focus on your studies helps you to sleep well improves brain functioning, concentration, focus, memory and alertness encourages you to socialise and meet new people allows you to enjoy yourself, feel happy and have fun! Key words endorphins – chemicals produced by the pituitary gland and the hypothalamus during exercise that help to lessen pain and promote feelings of happiness and well-being Physical exercise helps your brain to release endorphins. This helps you to feel good. Chapter 1: Development of the self in society Term 1 25 FOLO_Gr10_LB_Term_1.indd 25 2012/11/14 11:43 PM  Activity 9: Analyse case studies on the relationship between physical and mental health Case study 1: Reviving sport in schools The South African Democratic Union (SADTU) General Secretary Mugwena Maluleke said the union believes sport, art and culture are very important to learner development and should not be treated only as additional curriculum activities. ‘For SADTU sport is not only for fun, entertainment and competition, but it is one of the most effective unifiers of people of different races, cultures, sex and creed. We also see sport as one of the best promoters of health and wellness,’ he said. Participation in physical activity has many advantages. Besides the obvious benefits to health, participation in sport can contribute to improved school performance, as well as to a better self-image and sense of well-being. (Source: Adapted from Nosimilo Ndlovu, http://www.mediaclubsouthafrica.com) Case study 2: The relationship between physical Beyond these well-known health effects, exercise and achievement at school physical activity also has beneficial influences When teenagers participate in at least 60 on school achievement. There is substantial minutes of physical activity every day, many evidence that physical activity can help improve health benefits occur. Regular physical activity school achievement, including better marks. builds healthy bones and muscles, improves (Adapted from Centers for Disease Control and Prevention. 2010. The association between school-based physical muscular strength and endurance, reduces the activity, including Physical Education, and academic risk of developing chronic disease risk factors, performance. Atlanta, GA: U.S. Department of Health and improves self-esteem, and reduces stress and Human Services.) anxiety. Read both case study 1 and 2 before you answer these questions. 1. List five health benefits of participation in physical activity. (5) 2. Why does physical activity lead to a better self-image and sense of well-being? (2) 3. How does physical activity improve school achievement? (5) 4. Sport is very important to your development. Do you agree with this statement? Give three reasons to support your answer. (3) 5. Critically evaluate the time given for Physical Education (PE) per week at your school. Write a short paragraph to argue for more time at school for Physical Education (PE). Give reasons for your suggestions. (10) 26 Chapter 1: Development of the self in society Term 1 FOLO_Gr10_LB_Term_1.indd 26 2012/11/14 11:43 PM  Content summary: key concepts Chapter 1: Development of the self in society Term 1 Unit 1: Strategies to develop self-awareness, self-esteem and self-development Self-awareness means you know about your interests, skills, strengths and weaknesses, likes and dislikes, goals, wishes and hopes, and values and beliefs. Self-esteem means how much you like yourself. Self-development means how you can improve yourself. Many factors affect your self-awareness and self-esteem, especially the people around you and the media. There are many ways in which all people are the same, and many ways in which we are different from one another. We need to respect people who are different from us. Unit 2: Power and gender For many years societies have used stereotypes about what women and men should be. They did this to make sure that men remained more powerful at home and at work, but this is changing. Differences in the status of women and men lead to unequal human rights and different experiences of health and well-being, such as: – sexual abuse and violence – teenage pregnancy – STIs including HIV and AIDS. Women and men are physically and biologically different, which affects how they play sport. Unit 3: Value of participation in exercise programmes Exercise programmes promote fitness. The health benefits of regular physical exercises include: – cardiovascular fitness – muscular strength – endurance – flexibility. The relationship between physical and mental health is well known. Regular physical activity can benefit your mental health. Chapter 1: Development of the self in society Term 1 27 FOLO_Gr10_LB_Term_1.indd 27 2012/11/14 11:43 PM  Chapter 2: Physical Education Term 1: Fitness programme Weeks 1–3: Time: 3 hours Key words Unit 1: Safety in Physical Education safety – protection of your well-being It is important to stay safe during your Physical Education (PE) classes. Carefully warm up – 5–10 minutes work through the safety guide at the start of each term. You will also see safety of gentle exercises and stretching to circulate the reminders next to specific activities throughout this book. Please look after your blood and prepare your own safety and the safety of other learners. body for exercise cool down – doing gentle exercises and stretches 1.1 Clothing to slow your heart rate and bring your body back Wear comfortable clothing that allows free movement. Wear a loose-fitting to its resting state after T-shirt on PE days. exercising Ensure your belt is not tight around your stomach. fitness components – cardiovascular endurance, Ideally, you would wear shorts that are knee-length, or just above the knees. muscle strength and Remove all jewellery as this could hurt you or a partner when you are flexibility (see Chapter 1 Unit 3) exercising. Never wear plastic clothes that do not allow your skin to breathe. Clothes that stop the evaporation or loss of your sweat can cause your body temperature to rise too much. Overheating is harmful. Wear a hat to protect you against the sun. 1.2 Footwear Shoes protect you from falling and injury, as well as from stepping on sharp objects. Wear comfortable takkies or trainers to allow for a good grip on the ground and free movement. Shoes need to be firmly laced so you don’t trip over your laces or lose a shoe while moving. Do not wear sandals or any shoes with heels. You could easily fall or other learners could step on your toes or feet. Wear socks to prevent getting blisters. 1.3 Surface area Clear the area of broken glass and sharp stones before you start your activity. Do not jump rope, do aerobics or run on a very hard surface, as you can injure your knees. The jarring when you land can harm you. Avoid cement or tar surfaces for these activities. Be careful when you exercise on grass if there is not an even surface, as you can injure yourself by falling into a hole. You could twist or break an ankle if the ground is very uneven. 28 Chapter 2: Physical Education Term 1: Fitness programme FOLO_Gr10_LB_Term_1.indd 28 2012/11/14 11:43 PM  1.4 Spacing during activities Ensure you stand an arm’s length away from the person next to you when you do exercises, so that you don’t bump into each other. You should be able to swing both arms around at full stretch and not touch another learner. When you use a jump rope, wait your turn to jump so you don’t bump the jumper. When you run behind a jogger, keep a distance between you so you don’t trip the person in front of you. 1.5 Follow instructions Always follow your teacher’s instructions. You can injure yourself seriously if you do not do as you are told. Listen carefully. Your teacher will explain what you have to do, and when to stop. Listen for the whistle, look for hand signals, and obey every instruction. Following instructions is for your safety and enjoyment, as well as for the safety and enjoyment of the rest of the class. 1.6 Safety on the road If you do your walking and jogging activities on the road, always: Stay on the pavements. Wear bright clothing. Wear luminous bands at night and reflectors to ensure car drivers can see you. Always face the oncoming traffic. Preferably stay away from public roads and exercise in your school ground or at a school near you. Follow the rules for pedestrians; because you are walking or jogging as part of a PE activity, does not mean you can break the rules of the road. Keep a distance from other runners so you don’t bump into them, trip them up or step on their heels. Do not run in heavy traffic areas, as you will be in danger from cars overtaking. You will also be exposed to dangerous petrol and diesel fumes, which can harm your lungs. Don’t jog or walk in the middle of the road. Jog or walk in single file, not next to each other. 1.7 Avoid strenuous exercise when you are ill Don’t participate in physical activity if you have flu. If you are injured during an activity, stop immediately. If you have a lifestyle illness or a long-term illness, physical exercise will be good for you. Do as much as you can without tiring yourself, or getting so hot that you feel uncomfortable. Chapter 2: Physical Education Term 1: Fitness programme 29 FOLO_Gr10_LB_Term_1.indd 29 2012/11/14 11:43 PM  1.8 Prevent dehydration by drinking enough water The more you sweat when you exercise, the more your temperature rises, and the more water you lose. This can lead to dehydration. Dehydration or drying out means your body does not have enough water or fluid. Dehydration can lead to painful muscle cramps, a loss of energy, smelly dark urine, headaches, heat stroke and confused thinking. It can even cause death. Drinking water helps you to stay hydrated, which is the opposite of dehydrated. If you are hydrated, you have enough water in your body. You know you are hydrated if you are not thirsty and your urine is clear. If you drink too much water, it can cause low salt levels in your body, which is also very dangerous to your health. So use your common sense and drink enough water to suit your exercise needs. Drink water before, during and after every exercise session. Drink water before you get thirsty; if you