, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1: HUMAN RIGHTS EDUCATION
1. During a Grade 9 History lesson on Apartheid in South Africa, some learners make
discriminatory comments about race and culture. Explain how you would address this situation
using principles of human rights education.
In a Grade 9 History lesson on Apartheid, discriminatory comments about race and culture contradict
the constitutional values underpinning South African education. As a Social Sciences teacher, I
would address this situation using principles of Human Rights Education (HRE) to transform a
harmful moment into a constructive learning opportunity.
Two democratic values I would promote:
Human dignity: The Constitution of South Africa is founded on “human dignity, the
achievement of equality, and the advancement of human rights and freedoms” (TMS3731,
Study Guide, p. 20). I would emphasise that every learner has inherent worth and that
derogatory comments violate this foundational value.
Equality and non-discrimination: I would remind learners that our democracy rejects “racialism
and sexism” (TMS3731, Study Guide, p. 20). Comments that stereotype or demean others
based on race or culture directly undermine the constitutional promise of an equal society.
One strategy to encourage inclusivity and respect:
I would apply the Values and Awareness Model of HRE, which focuses on “transmitting basic
knowledge of human rights issues in such a way that it is integrated into public values” (TMS3731,
Study Guide, p. 21). This strategy uses engagement to help learners understand why discriminatory
language is harmful, rather than simply punishing the behaviour.
One practical classroom activity:
What the teacher will do: The teacher will pause the lesson calmly and state, “In our classroom,
we respect everyone’s dignity. Comments that attack people’s race or culture have no place
here because they contradict the human rights we are meant to learn and live by.” The teacher
will then facilitate a brief, structured discussion using a case study approach, asking learners to
analyse why certain words or ideas from the Apartheid era were designed to dehumanise
people. The teacher will guide learners to connect those historical injustices to the need for
respectful language today.
What learners will do: Learners will individually write a short reflective journal entry (one
paragraph) answering: “Why is it dangerous to repeat racial or cultural stereotypes, even as a
joke? How does the value of ubuntu – ‘a person is a person through other people’ (TMS3731,
Study Guide, p. 25) – require us to speak respectfully about all races and cultures in South
Africa?” Volunteers may then share their insights, focusing on how words can either uphold or
violate human rights.
QUESTION 1: HUMAN RIGHTS EDUCATION
1. During a Grade 9 History lesson on Apartheid in South Africa, some learners make
discriminatory comments about race and culture. Explain how you would address this situation
using principles of human rights education.
In a Grade 9 History lesson on Apartheid, discriminatory comments about race and culture contradict
the constitutional values underpinning South African education. As a Social Sciences teacher, I
would address this situation using principles of Human Rights Education (HRE) to transform a
harmful moment into a constructive learning opportunity.
Two democratic values I would promote:
Human dignity: The Constitution of South Africa is founded on “human dignity, the
achievement of equality, and the advancement of human rights and freedoms” (TMS3731,
Study Guide, p. 20). I would emphasise that every learner has inherent worth and that
derogatory comments violate this foundational value.
Equality and non-discrimination: I would remind learners that our democracy rejects “racialism
and sexism” (TMS3731, Study Guide, p. 20). Comments that stereotype or demean others
based on race or culture directly undermine the constitutional promise of an equal society.
One strategy to encourage inclusivity and respect:
I would apply the Values and Awareness Model of HRE, which focuses on “transmitting basic
knowledge of human rights issues in such a way that it is integrated into public values” (TMS3731,
Study Guide, p. 21). This strategy uses engagement to help learners understand why discriminatory
language is harmful, rather than simply punishing the behaviour.
One practical classroom activity:
What the teacher will do: The teacher will pause the lesson calmly and state, “In our classroom,
we respect everyone’s dignity. Comments that attack people’s race or culture have no place
here because they contradict the human rights we are meant to learn and live by.” The teacher
will then facilitate a brief, structured discussion using a case study approach, asking learners to
analyse why certain words or ideas from the Apartheid era were designed to dehumanise
people. The teacher will guide learners to connect those historical injustices to the need for
respectful language today.
What learners will do: Learners will individually write a short reflective journal entry (one
paragraph) answering: “Why is it dangerous to repeat racial or cultural stereotypes, even as a
joke? How does the value of ubuntu – ‘a person is a person through other people’ (TMS3731,
Study Guide, p. 25) – require us to speak respectfully about all races and cultures in South
Africa?” Volunteers may then share their insights, focusing on how words can either uphold or
violate human rights.
