4.3 Apply individual rights and responsibilities in everyday  (Page 3/3)

The policy requires that educators receive special training in religious instruction. The development of learning materials should also be seen as a priority.

(Source: Die Burger , 10 September 2003)

• Relevant rights / responsibilities:

Case Number 4:

This is a translation of a letter referring to a report titled "Graad 10 is 'n ramp" (Grade 10 is a Disaster) (DB, 5/9).

MOST GRADE 10s ARE BATTLING

School work really is more difficult for the 2003 Grade 10s. Some learners are not up to the task.

Compared to the previous year, they now have to work to a year plan, because they have to prepare themselves for grade 12 in 2005.

Nowadays, precious time is given to portfolio teaching. For this year, CTA (Common Task for Assessment) of Grade 9 learners commences as early as 6 October.

Time therefore is an important factor. Sufficient time for inculcation and "drilling" is something of the past. Basically, six months are available for the completion of the Grade 9 syllabus.

For this reason, remarkable shortcomings are evident, particularly in number subjects.

Skills that used to be taken for granted in the past have become virtual hindrances. Educators battle to complete the year's work of preparing the learners for the following grade.

In many schools, a small number of grade 10 learners see the "drastic about-turn" as a challenge. But many struggle to keep up - especially in overcrowded classes. The leap from Grade 9 (2002) to Grade 10 (2003) was enormous.

Measures to assist the children have to be taken urgently.

CORRESPONDENTGeorge

(Source: Die Burger 10 September 2003)

• Relevant rights / responsibilities:

Case Number 5:

SADNESS, ANGER STIRS THE HEART

I am filled with great sadness and anger this morning.

My heart felt torn asunder when, speaking to my husband, I was told that a colleague and friend of his had been shot.

At first, my thoughts were of gratitude to God that it had not happened to my husband, but then I was overcome with guilt for having thought in that way.

He had been a human being - a friend, father, son and well-loved colleague. Now he has become a number among the statistics of murdered police force members in our country.

Utter shock and disbelief caused by the event was registered on every face when I arrived at the police station. I had to reach my husband, to touch him and be assured that he was alive.

Pride filled me when I heard that four of the hijackers had already been apprehended and some firearms and stolen goods recovered, [and that] the search for the last suspect was continuing.

That all of the seven hijackers have been apprehended might be a good thing, but the fact that two of then were wounded during the process has had the effect that one of the policemen has had his firearm confiscated and now has to wait for the process of the law to be completed.

We are living in a sick society in which so-called "human rights" are upheld to the extreme.

AGGRIEVED WIFE OF A MEMBER OF THE SAPS

(Source: Die Burger, 6 August 2003)

• Relevant rights / responsibilities:

The mass media and human rights

The news reports and letters quoted above have all been taken form the same newspaper. Four of them are from the same edition of the particular newspaper. It is evident the newspapers carry a great deal of news dealing with human rights. To a greater of lesser degree, the same is true for other mass media like television and radio.

Therefore it is important that the rights of the media to publish this type of news are protected. Examine the Charter of Human Rights and indicate whether and how the interests of the media are protected under the Charter. Do you think that it is adequate? Explain.

Assessment

LO 2

Social Development The learner is able to demonstrate an understanding of and commitment to constitutional rights and responsibilities, and to show an understanding of diverse cultures and religions.

We know this when the learner:

2.1 discusses the violation of human rights and plans counter strategies;

2.2 explains how democratic processes can be employed to deal with local problems;

2.3 discusses how he / she would promote nation building in different contexts;

2.4 critically evaluates changes in cultural norms and values in terms of personal and community issues; and

2.5 is able to discuss the contributions made to social development by organisations from within different religions.