Grade 12 LIFE
ORIENTATION
CONSITUTIONAL RIGHTS
AND RESPONSIBILITIES ANSWERS
QUESTION 1
1.1 A üü (2)
1.2 C üü (2)
1.3 D üü (2)
1.4 A üü (2)
1.5 B üü (2)
1.6 D üü (2)
1.7 A üü (2)
1.8 D üü (2)
1.9 B üü (2)
1.10 D üü (2)
1.11 D üü (2)
1.12 B üü (2)
1.13 D üü (2)
1.14 A üü (2)
1.15 B üü (2)
1.16 B üü (2)
1.17 B üü (2)
1.18 D üü (2)
1.19 C üü (2)
1.20 C üü (2)
1.21 A üü (2)
[42]
QUESTION 2
2.1 Any two
of the following:
· Democracy (ü)
· Reconciliation (ü)
· Dignity (ü)
· Equality (ü)
· Responsibility (ü)
· Respect (ü)
· Freedom (ü) (2)
2.2 Someone who sees a gap or opportunity in the job market ü
and decides to make use ü
of that opportunity. (2)
2.3 It motivates
or drives people to achieve/perform. ü (1)
[5]
QUESTION 3
3.1 Any two of the following:
· Unhealthy citizens are a burden on the
health system. (ü)
· Medical aid premiums will increase due
to high medical costs. (ü)
· Could lead to a skills shortage/impact
on labour market. (ü)
· Any other valid reason (ü) (2)
3.2 Someone who
starts their own business ü
because of lack of employment opportunities. ü (2)
3.3 The Bill of
Rights. ü (1)
[5]
QUESTION 4
4.1 a) 45 ü
b) 8 ü (2)
4.2 Any two
of the following:
· Legal Aid Board (ü)
· Magistrate's Court (ü)
· Legal Aid Clinic at nearest university
(ü)
· "Lawyers for Human Rights" (ü)
· Legal Resource Centres (ü)
· Black Sash (ü) (2)
4.3 Discrimination
ü (1)
[5]
QUESTION 5
5.1 White
journalists were not welcome at the meeting. ü
Racist remarks were made. ü
White journalists were chased out of the room. ü
Coloured journalists were insulted by a black journalist. ü (4)
5.2 Discrimination
based on race. ü
White journalists. ü (2)
5.3 A person who
is black ü
on the outside ü
but who otherwise behaves on the inside ü like a white person. ü (4)
5.4 The coloured
journalists ü
who left in support of the white journalists who were chased out. ü (2)
5.5 We are
already in the second decade of democracy. ü We are supposed to be a rainbow nation. ü
There should not be divisions based on race. ü Discrimination is not permitted. ü (4)
5.6 Right to
equality ü
Right to human dignity ü (2)
5.7 Reconciliation
ü;
Dignity ü;
Equality ü;
Respect ü;
Democracy ü (5)
5.8 Accept a
valid answer that is in line with the Constitution and the Equality Clause. (2)
5.9 Accept an
answer that is in line with the Constitution and which will not offend anybody.
Learners have to make mention of the fact that one may not discriminate on
grounds of race. (2)
5.10 Accept an
answer that is in line with the Constitution and the Equality Clause. No racial
group may be discriminated against or excluded, especially not by the president
of the ANC, the person who stands in line to be the next president of South
Africa. (3)
[30]
QUESTION 6
6.1 Discrimination
based on race üü (2)
6.2 Human dignity
üü (2)
6.3 a) inhuman ü
b) degrading ü (2)
6.4 A video was
made of university employees ü
on their knees ü
eating food which had been urinated on. ü This constitutes a violation of ü
human dignity and of the core values of the Constitution, such as respect. ü (5)
6.5 Integration
and initiation ü
of five black staff members ü
into the hostel. ü (3)
6.6 No. ü
You may hold a demonstration ü
but must do so peacefully. ü (3)
6.7 No. ü The
university obtained an interdict ü
to prevent the illegal protest action. ü (3)
6.8 The media
increases awareness amongst people ü about their rights. ü It acts as a reliable ü source of information. ü On this basis, then, society
can work to bring down incidences of abuse. ü (5)
6.9 The media is
a watchdog that ensures that human rights are protected ü and that felons are
prosecuted. ü (2)
6.10 Learners’
answers must be in line with the Constitution and must make sense. (3)
[30]
QUESTION 7
7.1 In terms of
the Constitution, no one has the right to violate another individual’s body or
subject them to inhumane treatment. ü Everyone has the right to dignity. ü
Both these have been violated. (2)
7.2 Talk to
somebody she trusts. ü
If she is unable to talk, she could write her feelings down in a journal. ü
If she is religious, she could seek help from her religious leaders and pray. ü
She can engage in some activity (like physical exercise, dance, walking in
nature) that keeps her mind away from the trauma. ü She can seek justice for this
violation of her rights by identifying the perpetrators of this crime. ü
She can talk to her friends ü
and seek professional counselling or call an anonymous help desk. ü (7)
7.3 The statement
is totally unacceptable ü
because according to the Constitution she has every right to dress has she
pleases. ü
The Constitution allows her freedom and rights ü to make her individual choice to her dress code.
According to the law she has not infringed legal code hence there was no
“crime”. ü (4)
7.4 POWA – People
Opposing Women Abuse üü
Rape Crisis centres – in different police stations üü (4)
7.5 These men
have broken the law ü
and committed a human rights abuse. The abuse that they have perpetrated is
serious ü
and warrants punishment by the court of law. The consequences of such action
are that they must be tried in a court and appropriate punishment must be
given. ü (3)
[20]
QUESTION 8
Strategies
(any six of the following):
· Communicate the problem to both parties. (ü)
· Try to find a win-win solution. If this is
not possible be prepared to compromise. (ü)
· Stay calm throughout your discussion. Focus
on the problem and do not become personal. Avoid negative body language. (ü)
· Be assertive and stand up for principled
actions but do not do so in an aggressive, threatening manner. (ü)
· Don’t do or say anything that you will regret
later. (ü)
· Ensure that you continue to find solutions
and not be passive and give up for the sake of peace. (ü)
· Avoid words that can be hurtful. (ü)
· If the negotiations end in a stalemate
initiate a mediator or arbiter who is fair, reliable and trustworthy. (ü)
Rights and
responsibilities
· Every individual has the right to make their
own choice but with that choice comes consequences. ü
· Every individual has the right to choose
their own religious practice. They also have the responsibility to respect
those who chose differently. ü
· Everyone has the right to his or her body and
no one has the right to violate that space in any way whatsoever. No one has
the right to inflict physical violence on another individual. ü
Everyone has the responsibility to protect others and to control their own
body. ü [10]
QUESTION 9
9.1 Yes. ü In a democratic country the media plays a critical
role in bringing reliable and trustworthy information to the people. ü The media is responsible and is a
watchdog for how the Government or any organisation operates within society. ü (3)
9.2 Yes. ü The pledge affects every child in the country
and in keeping with the country’s Constitution of transparency it is good to
allow society to give input. ü Interrogation of the details is
important in a democracy. ü (3)
9.3 The pledge is meant to allow pupils an
understanding of where they come from, and to give them a measure of where they
are going. ü
It is meant to instil
patriotism. ü (2)
9.4 The pledge provides space for understanding and gives
meaning to what the people went through in the country. ü It expresses the pain and
suffering of apartheid and the obstacles that had to be overcome. ü (2)
[10]
QUESTION 10
4 marks for responsibility of the media
4 marks for disseminating information
2 marks for the critical role of the media
· Evaluate whether reporting provides
space to reflect a democratic society in South Africa.
· The media has a crucial role to play
following the principles of democracy, the rule of law, good governance, human
rights and freedom of speech. Citizens have the right to access information
that has not been censored or distorted. The role of the media in a democratic
country such as South Africa springs from the fact that people have the right
to learn about matters of public concern. As members of a democratic country,
who claim freedom to speak about the workings of the government, the
journalists should be encouraged to debate and critically interrogate decisions
made by policy makers and government.
· No one should be reporting the truth and
facing negative repercussions. The role of the media is crucial in the
development of South Africa. The quality of information that individuals access
will influence the level to which individuals participate in various processes
in the country, e.g. the political arena.
· Lively and independent media are
essential in a democratic country. They are watch dogs who provide crucial
information on corruption. The rule of law prevails and charges will follow.
· The role of the media in our South
African society is not limited to reporting and analysing issues or events.
Journalists play a crucial role as opinion makers in their own right. They
provide invaluable information and quality space to issues such as HIV and Aids
and the dissemination of other newsworthy topics to society. Promoting free
media is in the interest of the country.
· There are some limits to media
reporting, namely defamation of character, privacy, protecting people who
inform confidentially.
· The media can play the role of a
consciousness-raising platform. For example, creating awareness of a
environmental disaster such as global warming. [10]
QUESTION 11
6 marks for good decision-making skills
4 marks for personal value system (this will vary according
to each student)
· Good decision-making skills can help
one make the right choices in life.
· One must take responsibility for
successful decision making.
· Decisions should not be made when one
is under pressure, stressed or tired. During such times one’s ability to make a
decision might be compromised.
· It is important to consider the
consequences when making the decisions.
· One needs to set realistic time
frames. One should not be forced into making decisions.
· Decisions should be carefully
considered with the various options. For example, a successful career could be
based on a good career development plan.
· Understand the moral dilemma in making
decisions based on personal values such as:
- Honesty
- Loyalty
- Integrity
- Commitment to work
- Personal
ideological principles
- Legal framework
- Obeying
authority/following religious, spiritual values.
The following strategies are essential:
· Learn to make timely and
well-considered decisions.
· Use mind maps – spider diagrams – to
think out issues.
· Plan and communicate.
· Make sure that correct information is
at your disposable before making a decision.
· Know that change is a possibility and
be flexible.
· When making choices take into account
the various options.
· Weigh the pros and cons.
· Identify unexpected consequences.
· Prioritise and maximise use of time
and resources.
· Learn a problem-solving approach.
· Learn from past mistakes. [10]
QUESTION 12
5 skills required (´ 2 marks each) = 10 marks
· Basic safety skills. A wide range of
skills may be mentioned depending on the context, e.g. in a tsunami you need to
know how to swim, in an earthquake people are needed who have highly
specialised skills of removing survivors from rubble.
· First aid. People with such skills
should volunteer their services and render assistance.
· In a large-scale disaster you need a
database of all information of the disaster.
· Communication system is essential.
· Respond quickly and efficiently to the
needs at hand.
· Be generous and ready to volunteer
whenever there is a need.
· Contact family and friends.
· Keep in touch with disaster workers. Disaster workers generally have managements
plans in place.
· All homes should have an emergency
survival kit to assist in times of disaster.
· Keep emergency numbers easily
available.
· Have a positive attitude and stay
calm. Practise controlling your behaviour to prepare for such a situation. [10]
QUESTION 13
Sex usually refers to the biological differences between males
and females. Gender refers to the roles that men and women play in the family
and within society. Gender stereotypes are assigned to men and women because of
their sex. In any South African culture men are valued more than women and are
thought to be the stronger sex. Men are seen as the decision makers. This
stereotype perpetuates and creates unequal power relations in the home,
workplace and society at large. (4 marks for the explanation on how and why
power relations emerge)
In the 21st century things have changed to some extent. Women
are allowed to work. Many do the same work as men and receive the same pay. (Learners
could give a definite yes with a critical discussion – a few of the points are
mentioned below. They could mention any 3 points for 2 marks each. They must
construct a plausible argument.)
· More women today are economically
independent.
· There are more women today in the
South African parliament than in the previous years.
· Women are more assertive than in the
past.
· Feminist movements and gender activist
groups have vocalised women’s plight.
· Women have taken a more equal place in
society but much work still needs to be done to overcome prejudice,
stereotyping and discrimination.
Or they could take a more neutral position or say no.
· Women are still oppressed.
· Women are still abused.
· Domestic violence amongst women is
high.
· Women are not given top positions at
management level. [10]
QUESTION 14
Learners will give a wide range of answers. Marks will be
awarded according to the following criteria:
· Identification – of community
organisation (1 mark)
· Purpose – a clear explanation of
the purpose of the organisation (4 marks)
· Issues addressed in the community
(5 marks)
Example:
· Siyakana Adult Literacy Centre in
KwaZulu-Natal.
· Purpose: Siyakana Adult Literacy
Centre offers adult literacy and life skills lessons to the disadvantaged
people who live at the nearby informal settlement. They teach basic literacy,
cooking, baking and sewing.
· Issues addressed: South Africa has a large percentage
of people who are illiterate. Illiteracy gives rise to many social ills such as
poverty, unemployment, lack of empowerment. Basic skills such reading and
writing are needed to function in society. It also provides skills such as
baking and sewing, which lead to job creation. This Centre creates socially and
economically independent people with power and knowledge. It addresses problems
of lack of self-esteem and confidence by empowering people. [10]
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