CAPRICORN SOUTH

2021 GRADE 12 LIFE ORIENTATION PROJECT

Activity 1: 45 marks

Memorandum

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ACTIVITY 1: Discussions, project, campaigns and events which address

discrimination and human rights violation
MARKS: 45

Question 1
1. Define and give an example of the following:
1.1.1 Discrimination (1x2=2)
 The unjust or prejudicial treatment of different categories of people,
especially on the grounds of race, age, sex, or disability.√
 The intended or accomplished differential treatment of persons or
social groups for reasons of certain generalized traits.√
Example of discrimination
 An example is if an older employee is not allowed to work as part of
a social media marketing team because they are considered too old
to understand the concepts, despite having the same level of
expertise as younger employer.√
 Girls not allowed to play soccer at school because it‟s a boys sport.
 Not getting a promotion because you are pregnant. √
 Being refused entry in some public places like hotels, shops
because you are black. √

1.1.2 Human rights violation (1x2=2)

 the disallowance of the freedom of thought and movement to which
all humans legally have a right√
 those rights aren't protected or blatantly disregarded√
Example of human rights violation
 Forcibly evicting people from their homes (the right to adequate housing)√
 Contaminating water, for example, with waste from State-owned facilities (the
right to health)√
 Failure to ensure a minimum wage sufficient for a decent living (rights at
work)√
 Failure to prevent starvation in all areas and communities in the country
(freedom from hunger)√
 Denying access to information and services related to sexual and
reproductive health (the right to health)√
 Systematically segregating children with disabilities from mainstream schools
(the right to education)√
 Failure to prevent employers from discriminating in recruitment (based on sex,
disability, race, political opinion, social origin, HIV status, etc.) (The right to
work)√
 Failure to prohibit public and private entities from destroying or contaminating
food and its source, such as arable land and water (the right to food)√
 Failure to provide for a reasonable limitation of working hours in the public
and private sector (rights at work)√
 Banning the use of minority or indigenous languages (the right to participate in
cultural life)√
 Denying social assistance to people because of their status (e.g., people
without a fixed domicile, asylum-seekers) (the right to social security)√

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 Failure to ensure maternity leave for working mothers (protection of and

assistance to the family)√
 Arbitrary and illegal disconnection of water for personal and domestic use (the
right to water).√

1.2 Identify any FOUR form of human rights violation. (4x1=4)

 Forcibly evicting people from their homes (the right to adequate housing)√
 Contaminating water, for example, with waste from State-owned facilities (the
right to health)√
 Failure to ensure a minimum wage sufficient for a decent living (rights at
work)√
 Failure to prevent starvation in all areas and communities in the country
(freedom from hunger)√
 Denying access to information and services related to sexual and
reproductive health (the right to health)√
 Systematically segregating children with disabilities from mainstream schools
(the right to education)√
 Failure to prevent employers from discriminating in recruitment (based on sex,
disability, race, political opinion, social origin, HIV status, etc.) (The right to
work)√
 Failure to prohibit public and private entities from destroying or contaminating
food and its source, such as arable land and water (the right to food)√
 Failure to provide for a reasonable limitation of working hours in the public
and private sector (rights at work)√
 Banning the use of minority or indigenous languages (the right to participate in
cultural life)√
 Denying social assistance to people because of their status (e.g., people
without a fixed domicile, asylum-seekers) (the right to social security)√
 Failure to ensure maternity leave for working mothers (protection of and
assistance to the family)√
 Arbitrary and illegal disconnection of water for personal and domestic use (the
right to water).√
(ONLY FOUR FOR ONE MARK EACH)

1.3 Differentiate between a right and obligation and give a clear example of each.
(2x2=4)
Right
 a moral or legal entitlement to have or do something
 what people are entitled to
 is something a person has which people think should not be taken away
Example of right

 Human dignity (Everyone has the right to be respected.)√

 Life (Everyone has the right to life. South Africa does not allow the death
penalty.)√
 Freedom and security 9No one may be arrested without trial, violently
assaulted, tortured or punished in cruel, inhuman or degrading ways. )√

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 Slavery (No one can be forced to work as a slave, without pay or forced to
work against their will.)
 Privacy (Everyone has the right to privacy, to not have their home, body or
property searched, theirpossessions seized or private communications read
or listened to without their permission.)√
 Freedom of religion, belief and opinion (Everyone may practise the religion
they choose, do what they believe is right and hold theirown opinions, as long
as they are consistent with the Bill of Rights and the Constitution.)√
 Freedom of expression (Everyone may express themselves freely, including
press and media, share ideasand art and do academic and scientific
research. No one may encourage war, inciteviolence or use hate speech.)√
 Freedom of assembly (Everyone has the right to gather together peacefully
and unarmed to demonstrateand protest.)√
 Freedom of association (Everyone can join with other people for whatever
reason.)√
 Political rights (Everyone can participate in politics; have free, fair and regular
elections, vote and standfor public office and hold office if elected.)√
 Citizenship (Citizenship of South Africa cannot be taken away from any
citizen.)√
 Freedom of movement and residence (Any citizen can leave South Africa and
return, live where they choose and have a passport.)√
 Freedom of trade, occupation and profession (Everyone can choose their
trade, occupation and profession.)√
 Labour relations (Everyone has a right to fair labour practices, join trade
unions, form or join employers „organisations. )√
 Environment (Everyone has a right to an environment that does not harm their
health and is protected against polluting)√
 Property (Everyone has the right to own land and other property. If the
government needs privately owned land or property, a fair price must be paid
for it. )√
 Health care, food, water and social security (Everyone has a right to health
care, food and water. Social security (grants of money) is tobe available for
people who cannot support themselves or their dependants by working.)√

Obligation
 An act or course of action to which a person is morally or legally bound; a duty
or commitment√
Examples of obligation
 Children must respect and appreciate parents and guardians√
 Children must respect others privacy√
 Children have the responsibility to take good care of themselves√
 Children have the responsibility to study and respectTeachers√
 Children have the responsibility to keep their rooms tidy√
 Children have the responsibility not to sexually abuseothers or put themselves
in danger of being abused√
1.4 Identify and give a brief description of organisation‟s mission that addresses
discrimination and human rights violation. (3x2=6)

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 People Against Suffering, Oppression and Poverty (PASSOP)√This

grassroots non-profit works in Cape Town, South Africa, and focuses on
the rights of refugees, immigrants, and asylum seekers. Founded in 2007
by Zimbabweans living in South Africa, the organisation was a response to
asylum seekers fleeing Robert Mugabe and the xenophobia these
vulnerable people encountered.√

 Lawyers for Human Rights (LHR)√Founded in 1979, the Pretoria-based

Lawyers for Human Rights began as an organization fighting human rights
abuse and oppression under apartheid. √

 Centre for Human Rights√ In 1986, the University of Pretoria‟s Faculty of

Law established the Centre for Human Rights. It serves as an academic
department and an NGO focused on human rights education. It was one of
the few institutions within South Africa to speak against apartheid abuses,
and in 1994, it served as a technical adviser during the writing of the
Constitution. In 2006, it was awarded the UNESCO Prize for Human
Rights Education.√

 DullahOmah Institute for Constitutional Law, Governance, and Human

Rights √Founded in 1990 by Dullah Omar, this institute was originally
called the Community Law Centre. It was a major player in negotiations
between the National Party government and democratic parties as
apartheid came to an end√

 The Commission for the Promotion and Protection of the Rights of

Cultural, Religious, and Linguistic Communities (CRL Rights √
Commission)This independent chapter nine institution was formed in 2002
under the South African Constitution. Its mandate is to “promote respect”
and guard the rights of cultural, religious, and linguistic communities.
These communities are vulnerable and have faced oppression, so the
CRL Rights Commission‟s job is to protect them by receiving and
investigating complaints√

 Amnesty International South Africa √Amnesty International South Africa is

a South African organisation that works to end human rights abuses along
with its affiliate organization Amnesty√

 (ONLY THREE FOR TWO MARKS EACH)

1.5 From the organisation you mentioned above (1.4), evaluate the effectiveness
of the project each organisation has been involved or engaged in. (3x2=6)
Learners are required to identify the projects each organisation has been
involved in and say whether it has work or not of two marks each‟

Example :
People Against Suffering, Oppression and Poverty (PASSOP)

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Their projects include LGBTQ+ refugee advocacy, gender rights, disabled

children support, and more. PASSOP fights for the rights of all immigrants,
including undocumented ones who lack reliable access to essentials like
healthcare and shelter. √PASSOP frequently protests current South African
foreign policies regarding immigration, and advocates for change in the
Department of Home Affairs.√

1.6 Define media (2) and indicate FOUR of its importance in fair reporting of
gender based violation:
a) Victim (4x1=4)
b) Community (3x1=3)
For the first part.

TWO marks (√√) for ONE well explained response.

Media could be defined as…
 the main means of mass communication which may include print, electronic
and internet means of broadcasting, publishing, sharing, disseminating news
content/information of different nature etc. toconsumers/friends/families/public
etc. √ in order to inform/educate/for leisure/recreational purposes etc. √
OR
 the various means of mass communication which may include television,
radio, internet, computer and the newspaper √ through which news,
information, knowledge, cultural activities, social content etc. is shared by
different consumers in a given country/society etc. √
• Any ONE of the above for ONE mark each (1x2)

The second part of the question

Marks will be awarded as follows:

ONE mark (√) for any FOUR well explained responses.

If the media reports fairly incidents of gender based violence, the victims may
 feel understood/accepted/supported. √
 be encouraged to report such incidents. √
 realise that they are cared for/people (community) sympathise/empathise with
them. √
 stop blaming themselves for being victims to GBV. √
 not feel worthless/good for nothing etc. √
 Acknowledge that the media understands their plight √
 be motivated to speak up more about gender based violence. √
 realise that the community does not judge them. √
 easily integrate into their communities. √
 develop strength to regain their composure in the communities. √

If the media fairly reports incidents of gender based violence, the community may

 begin to view the victims of gender based violence differently.√

 accept them without making any negative judgement of their ordeal. √

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 assist the community to teach others about the negative effects of gender
based violence. √
 become vigilant to spot/identify cases/occurrences of GBV √
Any THREE of the above for ONE mark each

1.7 Recommend THREE ways in which schools or communities can support

campaigns that deal with discrimination and human rights violation. (3x2=6)
 Get involved in your local area and help support human rights across the
world √ You can also organize public events which raise awareness and
money and encourage action on the big issues.√
 Organize a stunt√ An eye-catching street action or stunt will make sure
the authorities and the media hear your call for change. It‟s also a great
way to help your supporters and volunteers understand the issues. First of
all, think of the single, simple message you want to get across. Because
it‟s usually so urgent, it has to be easy to understand so people can join
in.√
 Make your school a Human Rights Friendly School √ which is a place
human rights are at the heart of the learning experience and makes
human rights an integral part of everyday school life. From the way
decisions are made in schools, to the way people treat each other, to the
curriculum and extra-curricular activities on offer, right down to the very
surroundings in which students are taught, the school becomes an
exemplary model for human rights education√
 Schools and communities can also raise awareness campaigns√ by
putting posters of stop bullying around the school and also do plays on
domestic violence √

1.8 Collect the relevant newspaper articles, data statistics or pictures to support
information about discrimination and human rights violation. (3)
Collect the relevant 0 1 2 3
newspaper articles, data No relevant Some relevant Good and relevant Excellent relevant
resource material. resource material. resource material. resource material.
statistics or pictures to No pictures, Some pictures, graphs, Good pictures, Excellent pictures,
support information graphs, illustration and graphs, illustration graphs, illustration
about discrimination and illustrations, no statistical data, but not and statistical data, and statistical data.
human rights violation statistical data all relevant to research all relevant to All relevant to
topic research topic research topic. All
data applicable to
topic

1.9 Write a bibliography to acknowledge all the sources you used. (3)
When assembling a final bibliography, your sources (texts, articles, interviews,
and so on) should be listed in alphabetical order as informed by the authors'
last names. Sources that don't have authors (encyclopaedias, movies) should
be put into alphabetical order by title.

FOR A BOOK:
Author (last name first). Title of the book. City: Publisher, Date of publication.

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EXAMPLE:
Dahl, Roald.The BFG. New York: Farrar, Straus and Giroux, 1982.

FOR AN ENCYCLOPEDIA:
Encyclopedia Title, Edition Date. Volume Number, "Article Title," page
numbers.

EXAMPLE:
The EncyclopediaBrittanica, 1997. Volume 7, "Gorillas," pp. 50-51.

FOR A MAGAZINE:
Author (last name first), "Article Title." Name of magazine. Volume number,
(Date): page numbers.

EXAMPLE:
Jordan, Jennifer, "Filming at the Top of the World." Museum of Science
Magazine. Volume 47, No. 1, (Winter 1998): p. 11.

FOR A NEWSPAPER:
Author (last name first), "Article Title." Name of newspaper, city, state of
publication. (date): edition if available, section, page number(s).

EXAMPLE:
Powers, Ann, "New Tune for the Material Girl." The New York Times, New
York, NY. (3/1/98): Atlantic Region, Section 2, p. 34.

ONLINE RESOURCES

Internet:
Author of message, (Date).Subject of message.Electronic conference or
bulletin board (Online). Available e-mail: LISTSERV@ e-mail address

EXAMPLE:
Ellen Block, (September 15, 1995). New Winners.Teen Booklist (Online).
Helen [email protected]

World Wide Web:

URL (Uniform Resource Locator or WWW address).Author (or item's name, if
mentioned), date.

EXAMPLE: (Boston Globe's www address)

http://www.boston.com. Today's News, August 1, 1996.

TOTAL: 45

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MARKING RUBRIC FOR ACTIVITY 1

Name and Surname of Learner:__________________________ Grade:_____________
Criteria Marks
1. Define and give an 0 1-2 3 4 /4
example of the Did not define Did define the term/s Definitions given Definitions given
any term and no but did not give an with one example with clear examples
following; example was example
1.1.1 Discrimination given.
1.1.2 Human rights
violation

1.2 Identify any FOUR 0 1-2 3 4 /4

form of human rights1. No form of 2. One or two forms of 3. Three forms of 4. Four forms of
violation. human right human right violation human right human right
violation was was identified violation was violation was
identified identified identified

1.3 Differentiate 0 1-2 3 4 /4

between a right and Did not Definition of one term Able to differentiate Able to differentiate
differentiate a was given with one between a right and between a right and
obligation and give a right and example. obligation and one obligation and two
clear example of each obligation and clear example was clear examples of
no clear given. each was given
example was
given

1.4 Identify and give a 0-2 3-4 5 6 /6

brief description of One/two Two/three Three organisations Three organisations
organisations organisations were were identified with were identified with
organisation‟s mission were identified identified with one two descriptions of good descriptions
that addresses but no description of missions of their missions
discrimination and description of mission
human rights any mission
violation.

1.5 From the 0 1-2 3-4 5-6 /6

organisation you No evaluation of Evaluation of one Evaluation of two Evaluation of all
any project was organisation‟s project organisation‟s three organisation‟s
mentioned above done was done projects was done projects was done
(1.4), evaluate the very well
effectiveness of the
project each
organisation has been
involved or engaged
in
1.6 Define media (2) 0-4 5-6 7-8 9 /9
and indicate FOUR of Definition given Definition given with Definition given Definition given
with one or two two to four with five to six with seven
its importance in fair importancein importancein fair importancein fair importancein fair
reporting of gender fair reporting of reporting of gender reporting of gender reporting of gender
based violation on gender based based violation on based violation on based violation on
violation on victim and victim and victim and

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victim and community victim and community community community

community
1.7 Recommend 0 1-2 3-4 5-6 /6
THREE ways in which No way was Only one Two ways Three ways
recommended recommend in which recommended in recommended in
schools or schools or which schools or which schools or
communities can communities can communities can communities can
support campaigns support campaigns support campaigns support campaigns
that deal with that deal with that deal with that deal with
discrimination and discrimination and discrimination and discrimination and
human rights human rights human rights
human rights violation. violation. violation.
violation.
1.8 Collect the 0 1 2 3 /3
relevant newspaper No relevant Some relevant Good and relevant Excellent relevant
resource resource material. resource material. resource material.
articles, data statistics material. No Some pictures, Good pictures, Excellent pictures,
or pictures to support pictures, graphs, illustration graphs, illustration graphs, illustration
information about graphs, and statistical data, and statistical data, and statistical data.
discrimination and illustrations, no but not all relevant to all relevant to All relevant to
human rights violation statistical data research topic research topic research topic. All
data applicable to
topic
1.9 Write a 0 1 2 3 /3
bibliography to No source Provided one/two Provide at least Provided at least
provided sources- incorrect three to four five sources
acknowledge all the reference technique sources according according to an
sources you used to acknowledge acknowledged
technique with reference technique
some minor without any
mistakes mistakes

/45
TOTAL
Educator:_______________________________ Date:____________________

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TASK 2: PROJECT
COVER PAGE

NAME OF LEARNER
GRADE 12
NAME OF SCHOOL

Activity Educator’s mark HOD/School District moderator Provincial

moderator moderator
Question 1.1.1 2
Question 1.1.2 2
Question 1.2 4
Question 1.3 4
Question 1.4 6
Question 1.5 6
Question 1.6 9
Question 1.7 6
Question 1.8 3
Question 1.9 3
TOTAL 45

OVERALL FEEDBACK TO LEARNER

MODERATION NAME SIGNATURE DATE

Educator/Marker
HOD/School Moderator
District Moderator
Provincial Moderator

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