GRADE 6

LIFE SKILLS
TERM 3

1
 Caring for Animals
The animals in these pictures are often kept as pets. Can you name them?
Which of these animals would you prefer to have as a pet? Which would
you definitely not choose?

2
Some people have unusual pets. Their choice means that they have to
take special care
of their pets and they have to be willing to accept extra responsibilities.
The pictures
below show some unusual pets. Do you know what these animals are?
Check your
answers by reading the list on the next page.

Unusual Pets
A: Fennec Fox B: Tarantula C: Sugar Glider
D: Ferret E: Hedgehog F: Tree frog
G: Badger H: Capybara

Some animals are kept as pets. Others are kept because they can help
humans to get a
specific job done or provide food. Some people keep animals for
entertainment or
because they have ornamental value. Sometimes, animals are used to
generate
money, such as those kept in zoos or aquariums. What purpose do you
think the animals in these pictures serve?

3
 Cruelty to Animals
People do not always treat animals as well as they should. Whether these
animals are
kept as pets or for another reason, they should be treated with respect
and consideration.
Mahatma Ghandi, one of the greatest leaders in modern times, said the
following:

“The greatness of a nation and its moral progress can be judged by

the way its animals are treated

Many people who treat their pets and work animals unkindly do so
because they do not

4
have enough money to care properly for the animals. However, there are
also people who are simply unkind to animals because they are cruel or
have no respect for animals. Other people are cruel to animals because
they fear them or believe that they bring evil omens or bad luck. Some
acts of cruelty are:

 Beating, stoning or kicking animals.

 Not feeding or giving animals water.
 Not providing enough shelter from sun, rain or cold weather.
 Overworking animals.
 Not providing veterinary care when an animal is sick.
 Killing animals or encouraging animals to kill each other.

Taking Care of and Protecting Animals

We can take care of and protect animals by:

 Making sure that they have enough food and water.
 Making sure that they have a good shelter.
 Taking them to a vet when they are sick or hurt.
 Not overworking animals such as horses or donkeys.
 Reporting acts of cruelty to organisations such as the SPCA.
 Not hitting, killing or abusing animals.
 Not allowing ignorance or superstition make you do something cruel.
 Donating money or food to organisations that care for animals.
 Doing community service at animal shelters.

5
Places of Safety for Animals

There are many organisations in South Africa that provide places of safety
for animals that have been injured or abused. Some organisations care for
domestic animals, and others care for more exotic animals. Some of the
larger organisations have been listed in this unit. Search the internet if
you would like to find smaller organisations in your area.

The Society for the Prevention of Cruelty to Animals (SPCA) is a

non-profit animal
welfare organisation that was originally formed to pass laws protecting
horses from abuse. SPCA groups are now found in many countries, where
they fight for animal welfare and assist in prosecuting cruelty to animals.
Make sure you have the telephone number for your local SPCA in case you
need to report animal abuse.

The Animal Anti-Cruelty League (AACL) has been protecting and

caring for animals
since 1956. It is South Africa's second largest independent Animal Welfare
Organisation, relying entirely on the generosity and goodwill of the
animal-loving public for financial support. It is an organisation that gets
involved with all aspects of animal welfare -providing shelter for
abandoned animals, promoting adoption and running free clinics for low-
income families. The contact number is: 021 534 6426

The Carthorse Protection Association is a non-profit organisation that

is based in Cape Town. Its mission is to protect working horses and
donkeys from abuse. The association provides a clinic, call out response as
well as veterinary and rehabilitation1 services. Although they are based in
Cape Town, they are usually able to find to people assist in other areas of
South Africa.

Activity: Debate Question (Written Response Activity):

"Is it ever acceptable to use animals for human benefit, such as in

medical research, entertainment, or work?"

Instructions:

Write a well-structured paragraph in your book (8–10 sentences) that

answers the question.

Include the following:

1. Your clear opinion (Yes, No, or Sometimes)

6
 2. At least two strong reasons to support your opinion
3. One real-life example (e.g., guide dogs, circus animals, lab
testing)
4. Consider the opposite point of view and explain why you agree or
disagree with it
5. Finish with a strong conclusion

Marking Guide (15 Marks):

Criteria Marks
Clear opinion stated
/2
Two strong, well-explained reasons
/4
Relevant real-life example
/2
Considers an opposing viewpoint
/3
Grammar, paragraph structure, punctuation
/4

Total /15

Activity: Scenario-Based Activity: Caring for a Pet (10 Marks)

Lerato just got a new kitten named Fluffy. She is very excited and wants
to be a responsible pet owner. At first, she gave Fluffy milk and let her
sleep anywhere in the house. After a few days, Fluffy became sick and
started scratching the furniture. Lerato asked her older cousin, who works
at an animal shelter, for help. Her cousin explained that kittens need
special food, a warm bed, and toys to stay active. He also told her to take
Fluffy to the vet for vaccinations and to teach her how to use a litter box.

Answer the following questions in your book. (10 Marks Total)

1. List two mistakes Lerato made when caring for Fluffy.

(2 marks – 1 mark each)
2. Why is it important to take a pet to the vet?
(2 marks)
3. Name three things Fluffy needs to be happy and healthy.
(3 marks – 1 mark each)
4. What can Lerato do to stop Fluffy from scratching the
furniture?
(1 mark)
5. What lesson did Lerato learn about being a pet owner?
(2 marks)

7
Activity:

Activity:
Study the posters below on cruelty to animals and places of safety and
answer the questions.

8
1. What does it mean when we talk about ‘cruelty to animals’, mean?
2. In Poser 1, they talk about ‘adopt an animal from a shelter’. What are
shelters?
3. If the cat in Poster 2 could speak, what do you think it would say?
4. If you read through the information in Poster 3, which 3 would you be
prepared to pledge to obey?
5. What is Poster 4 trying to warn us about and why?
6. Is the girl in Poster 5 being cruel to the donkey? Explain.
7. Name 2 organisations you can contact when you need to report animal
cruelty or any challenges you experience with animals?

Caring for People

Considering Other People
Human beings are social creatures. They like having people around them
and they enjoy
communicating with each other. However, human beings are also different
from each
other. They like different activities and food and don’t all have the same
beliefs and
opinions. To live peacefully together, people need to be considerate of
each other’s differences. People need to find ways to understand what
other people’s views are and why they are different. An inability to do this
could lead to conflict and even violent behaviour. It is important to
remember that one person does not have the right to force other people
to share his/her views and opinions.

9
Considerate Communication
Telling other people when you feel strongly about something, without
hurting their feelings, is one of the most important communication skills
you can learn. Another important communication skill is that of knowing
when to keep quiet and listen instead of talking. Considerate
communicators are good listeners.

Activity:
Jenna and Sasha have been friends since
Grade 1. Sasha’s parents are about to get
divorced, and Sasha told Jenna about it.
She told Jenna that she did not want
everybody to know about the divorce
because she was embarrassed. Jenna
ignored Sasha’s request and told some of
the other children in her class. Clearly,
Jenna has not been a good friend and
Sasha has every right to be upset.
However, Jenna’s inconsiderate behaviour should not give Sasha the right
to be mean. Sasha
can choose considerate
communication.

Imagine that you are Sasha. Work in groups of 2-3 to select the most
appropriate
considerate communication strategy for Sasha, from the choices given in
the table.
Write the answers in your book.

10
Read through the information about positive and negative communication.

Positive ways to communicate include:

 Looking respectfully into the eyes of the person you are talking to.
 Trying to put yourself into that person’s shoes – this is called empathy.
 Being calm and polite.
 Remembering that other people don’t have to agree with you.
 Showing interest and respect for other people’s views and opinions.
 Waiting until you are calm before communicating.
 Not interrupting a person who is speaking.
 Standing assertively – shoulders down, hands at side and feet slightly
apart
Negative ways to communicate include:
 Looking threateningly into the eyes of the person you are talking to.
 Staring at other things or do something else while the person is
speaking.
 Saying what you like even if you think it will upset the other person.
 Being aggressive and rude.
 Expecting other people to always see things your way and criticising or
making fun of
other people’s ideas or views.
 Interrupting people when they are explaining something.
 Using aggressive body language – pointing, hands on hips, arms tightly
folded, chest
pushed forward, shoulders raised and feet wide apart.

Activity:
Answer the following questions:

11
1. What does it mean to care for other people? (2 marks)
2. Why is it important to care for people in your school or community? (2
marks)
3. List three ways you can show care to someone who is feeling sad or left
out at school. (3 marks)
4. Describe a time when someone cared for you. How did it make you
feel? (3 marks)

Creative Task – Caring Coupon (5 marks)

Design a “Caring Coupon” that you could give to a friend, family

member, or teacher.

Your coupon must include:

 A kind action you are offering (e.g. “This coupon is good for one big
hug!” or “This coupon is for helping you with your chores.”)
 A colourful drawing or border
 Your name and who you are giving it to

Considering Others through Acts

of Kindness
South Africa has a unique word that
describes considering other people through
acts of kindness. The word is Ubuntu.
Ubuntu is a Zulu/Xhosa word that, roughly
translated, means human kindness. One of
the important ideas underlying Ubuntu is
that an act of kindness is shown without
expecting any reward or payment. These
acts of kindness do not have to be world

12
changing – offering to make a meal for your neighbour because he has
sprained an ankle is an example of Ubuntu.
You can also show Ubuntu in a more formal way by:
 Volunteering to assist at community centres, churches, welfare
organisations and old age homes.
 Donating or collecting items that are needed at homeless shelters,
orphanages or places of safety.
 Organising charity fundraisers at your school.

Ubuntu does not only mean being kind to other people. It also includes
acts of kindness to the environment and the creatures that humans share
this planet with.

Activity:
Creative Task – Ubuntu Tree (10 marks)
Draw an Ubuntu Tree. On each branch or leaf, write one way that you
can show Ubuntu at:

 Home
 School
 In your community
 With friends
 With people you don’t know
Decorate your tree with colour and give it a title (e.g. “My Ubuntu Tree” or
“Growing Kindness”)

13
Activity:

14
Activity:

1. How does it make you feel when someone is kind to you?

2. What, in your opinion, does picture ‘A’ mean?
3. Name three ways in which you could care for someone.
4. What does picture ‘B’ mean?
5. Name one time that you gave support to someone during the COVID –
19, pandemic.

15
 Nation-Building and Cultural Heritage
Introduction

Nation-building is a term used to describe the process of creating a

national common identity – a feeling that everyone
in the country belongs to one big family. Nation-
building
usually occurs when a country is being ‘rebuilt’ after
a war or some other event has broken the country
down. In the case of South Africa, when apartheid
was abolished, the government had a duty to build a
new national identity – one based on equality and
mutual respect. Nation-building should develop a
feeling of belonging and, with it, accountability and
responsible behaviour. South Africa is a land of many different cultures.
People speak different languages, have different religions and come from
different backgrounds. To make sure that South Africa becomes
economically and socially successful it is necessary for its citizens to have
a shared identity – a common ‘South Africanness’. Think about the soccer
world cup and how our different cultures united behind Bafana Bafana –
we were all South Africans. Cultural heritage is everything that people in a
country have inherited from past generations. This includes things like
buildings, art, books, monuments, languages, customs, traditions and
knowledge. People can have a family heritage (practices and traditions
that are passed on from parents to children) as well as a national heritage
(practices and places unique to a particular country).

How do we Unify our Nation?

To unify our nation, we need to know about our nation’s history. We need to be
proud of all the rich traditions, music and art of all South Africans. We can learn
about us
nation’s history by doing things such as: Going to museums; Reading books;
Talking to
adults about the past and participating in events such as Heritage Day
celebrations. One
of South Africa’s strongest nation-building tools is the National Anthem. It
combines

16
different cultures and music styles to show that we are a united nation.

Nkosi sikelel' Afrika Maluphakanyisw' uphondo lwayo,

Yizwa imithandazo yethu,
Nkosi sikelela, thina lusapho lwayo.
Morena boloka setjhaba sa heso,
O fedise dintwa la matshwenyeho,
O se boloke, O se boloke setjhaba sa heso,
Setjhaba South Afrika - South Afrika.
Uit die blou van onse hemel, Uit die diepte van ons see,
Oor ons ewige gebergtes, Waar die kranse antwoord gee,
Sounds the call to come together, and united we shall stand,
Let us live and strive for freedom, In South Africa our land.

National Symbols

National symbols are things like places, objects, activities or people that are
unique
to a particular nation and are used to represent a community in a way that unites
its people.
These national symbols are used in national events and celebrations to inspire
patriotism. They are designed to include every member of that nation, regardless

17
of colour, age or culture. National symbols can be visual (the national flower),
verbal (the national anthem) or iconic (the flag).

Visual National Symbols of South Africa

The Coat of Arms: Its central image is a secretary bird with uplifted
wings and a sun rising above it. Below the bird, is the national flower
(Protea) that represents the country flowering as a nation. The ears of
wheat are emblems of the fertility3 of the land and the tusks of the
African elephants symbolise wisdom, steadfastness and strength. At the
centre, a shield signifies the protection of South Africans. The spear
and knobkerrie are positioned to show defence of peace. Within the shield
are images of the Khoisan people, the first inhabitants of South Africa. The
motto of the coat of arms - !ke e:/xarra//ke - is in the Khoisan language
and means "people who are different joining together".

18
Iconic National Symbols of South Africa
The National Flag: The national flag was adopted on Freedom Day, 27 April
1994, and
first flown 10 May 1994. The individual colours have different meanings
for different people and therefore, no universal meaning should be
attached to any of the colours.

Flying the flag

19
 When the flag is displayed vertically against a wall, the red band should
be to the left of the viewer with the hoist or the cord seam at the top.
When it is displayed
horizontally, the hoist should be to the left of the viewer

Study all the information above and answer the

questions:

1. How many languages does the South African anthem comprise of?
2. On which occasion have you heard people singing the Nation Anthem?
3. How many colours are in the South African flag?
4. What does the green: fertile land mean?
5. What is the motto of the Coat of Arms?
6. The tusks in the Coat of Arms symbolize wisdom and strength. Which
animal does this come from?
[Link] 3 national symbols of South Africa.
[Link] makes you proud to be South African? Write 3 reasons.
[Link] is one thing you would like to teach someone from another
country about South Africa?
10. South Africa – True or False Questions
1. South Africa has three capital cities.
2. Nelson Mandela was the first black president of South Africa.
3. Table Mountain is in Johannesburg.
4. South Africa is sometimes called the "Rainbow Nation."
5. The national currency is the Rand (ZAR).
6. The Kruger National Park is one of the largest game reserves in
Africa.
7. Afrikaans is the only official language of South Africa.

20
 8. South Africa is the world’s largest producer of gold.
9. The 2010 FIFA World Cup was hosted in South Africa.
10. Robben Island is famous for being the prison where Nelson
Mandela was held

National Celebrations
South Africans celebrate a few national days so that they can remember
important
events in the history of our country or to show respect for important ideas
and ideals.

South African Human Right’s Day (21 March)

Before 1994, Human Right’s Day was known as Sharpeville Day. Today,
South Africans
celebrate Human Right’s Day to commemorate the 69 people who were
killed and
the180 people who were wounded on 21 March 1960, when police opened
fire on people
who were taking part in a campaign to end the use of ‘pass books. The
Passbook was
a document which Black South Africans were required to carry on them to
'prove' that they were allowed to enter a 'white area'. Failure to produce

21
the reference book on demand, by the police, was a punishable offence in
the 1960s.

Freedom Day (27 April)

The first democratic elections in South Africa took place on 27 April in
1994. This date
marks the official end of apartheid in South Africa and our nation
remembers how fortunate we are to live in a democratic country by
celebrating this day every year.

Youth Day (16 June)

Before 1994, Youth Day was known as Soweto Day. In 1976, protests
started in Black
schools when the Education Department decided that Afrikaans had to be
used as a
language of instruction in High Schools. The Black people were already
dissatisfied with
the ‘Bantu Education’ schooling system because it had poor facilities,
overcrowded
classrooms and untrained teachers. The Black people knew that forcing
children to learn
and be taught in Afrikaans would make the education system even worse
than it already
was. On 16 June 1976, more than 20 000 pupils from Soweto began a
protest march.
During clashes with the police and the violence that occurred during the
next few weeks,
approximately 700 people, many of them children, were killed. Youth Day
commemorates these events and honours the young people who stood up
for their right to a good education.

Mandela Day (18 July)

In 2009, the United Nations declared the 18 July Nelson Mandela
International Day. The

22
18th July is the day that Nelson Mandela was born. Nelson Mandela spent
67 years of his
life fighting for human rights and equality. Because of this, on Mandela
Day, people are
asked to give 67 minutes of their time to community service or charity
work.

Heritage Day (24 September)

Heritage Day is a celebration of our country’s diverse people. Each year,
the Government decides on a special theme for Heritage Day and people
of all cultures celebrate their customs and traditions.

Arbor Day (1-7 September)

The first Arbor Day took place on April 10, 1872. It was the brainchild of
Julius Morton, a
journalist and politician. He proposed that a special day be set aside for
tree planting and
increasing awareness of the importance of trees. The first Arbor Day was
an amazing
success. More than one million trees were planted.

In South Africa, Arbor Day is celebrated for an entire week. South Africans
celebrate
Arbor Day from 1–7 September. Usually, the Government chooses two
trees to highlight
and increase public awareness of indigenous trees. Various "greening"
activities are usually undertaken by schools, businesses and other
organisations.

Activity:
1. Many victims at Sharpeville in 1960 were shot in the back. What clue
does this give
you about what they were doing when they were shot?
2. What new education policy was a catalyst (starter) for the student
march in Soweto in
1976?
3. People are asked to contribute time to community service on Mandela
Day. Why are
they asked to contribute 67 minutes rather than 60 minutes (1hour)?
4. The 1976 riots that we commemorate on Youth Day were partly caused
by the
Government forcing all black schools to use Afrikaans as the official
language to

23
 teach children. Does your school use English as the official language of
teaching and
learning? What problems would be encountered at your school if the
Government
decided to use Xhosa as the teaching language instead?

Gender Stereotyping, Sexism and Abuse

Stereotyping is when you judge a group of people who are different from
you based on
your own and/or others opinions and/or encounters.

Defining Gender Stereotyping, Sexism and Abuse

Gender stereotyping.
When you hear the words ‘army sergeant’, what gender comes into your
thoughts first?
Male or female? When you hear the word ‘secretary’, do you picture a
woman or a man?
Gender stereotyping is when people think that people will behave in a
certain way or will
be able to do certain things because of their gender. Are you guilty of
stereotyping? Did
you select ‘male’ for the army sergeant and ‘female’ for the secretary?

Sexism

24
Sexism is a type of discrimination that is based on a person’s gender. Are
you guilty of
sexism? How would you feel about a girl joining a school soccer team? In
most cases of
sexism, it is the female gender that is discriminated against. For example,
some clubs or service organisations refuse to let women join the clubs or
treat them disrespectfully when they do.

Abuse

Abuse means hurting somebody physically, mentally or emotionally. There

are different kinds of abuse and different reasons for abusers to hurt
people. Gender-biased abuse is abuse that specifically targets a person of
the opposite gender. In many cases, men abuse women. However, there
are also reports of women abusing men.

Gender stereotyping and sexism can affect relationships between people

at home, at
school and at work.
ACTIVITY
Study the poster below and answer the questions that follow:

1. What does the word, stereotype, mean?

25
2. Name 2 examples, from the poster A, where sexism is clearly
contradicted.
3. Give an appropriate title for the poster A.
4. What does the cross stand for in poster B?
5. What does the poster B symbolise?

Activity:
DOES SOCIETY TREAT MEAN AND WOMEN THE SAME?
Discuss the following questions in your group and write down your
answers:

A.- Do you think men and women can do the same jobs? Why?
B.- Do you think men and women should be paid the same?
C.- Do you think a woman should give up her career to be a housewife?
D.- Whose job is it to bake a cake/ clean a house/ raise the children, why?
E.- Would you rather work for a male or female boss?
F.- Are certain colours reserved for one gender or another?
Activity:
Case Study
Real Men Play Soccer
Pedro is a Grade 6 learner at Blistlepark Primary School. His
parents are Spanish
and his father has very traditional ideas about what boys and
girls should do.
Pedro’s father was an excellent soccer player when he was
younger, and he wants
Pedro to try out for the soccer team at school. Pedro doesn’t
mind playing soccer,
but it is on the same day as Art Classes. Pedro’s father forbids
him to attend Art
Classes. He says that ‘real men’ don’t paint and draw. Pedro is
very unhappy. He
joins the team so that his father won’t be upset. However, he
regularly tells the
coach he is injured and goes to Art Classes without telling his
father.

26
Is Pedro’s father being fair? What do you think about Pedro’s solution to
his
father’s attitude?

Activity:
Case Study
Equal Pay for Equal Work
Shannon is 35 years old. She is married and has one child. She
has been working
as an accounts manager, at a local supermarket, for the last two
years. About six
months ago, the supermarket expanded, and another branch
opened in a nearby
suburb. Another accounts manager, Phillip, was hired for the new
branch. Phillip is also married and has one child.

At the annual team building conference, Shannon noticed that

Phillip arrived at the
venue in a new Mercedes Benz. She was curious to know how he
could afford such
an expensive car. She knew how much she earned, and she most
certainly couldn’t
afford it on what she took home at the end of the month.

She decided to ask her boss about the situation. He told her that
Phillip was
earning more than she was because he was the breadwinner for
his family. He
needed to earn more money than Shannon because Shannon had
a husband that
could look after her. Shannon was furious. She was doing the
same work as Phillip
and she had been working for the company for a longer period of
time. She handed
her resignation in on the day after her conversation with her
manager.

Is Shannon’s boss being fair? What do you think about Shannon’s solution
to her
boss’s attitude?
Activity
Gender stereotyping - is when people make assumptions about what you
should think, how you should act and what character you should have,
simply because you are a girl or a boy. Sometimes this happens without

27
you even knowing it because society has moulded a picture of what boys
or girls should do or act.

1. Read the following list and indicate if you think it’s a girl or boy
activity/action/likes. Provide your honest opinion about the list.

2. Are the boy activities that you have identified, only for boys? ...... Why?
3. Give 2 examples of gender stereotyping that you have heard of.
4. Gareth plays soccer with a group of boys every afternoon but lately he missed
practices and did not pitch for a match causing the team to lose the game. The
boys were very angry and refused to speak to him when they returned to school
the next day. What they did not know, was that Gareth had been going to dance
classes in the afternoon instead of playing soccer.
4.1 Did the boys have a right to be angry? ....... Why?
4.2 Why is this an example of gender stereotyping
4.3 How will this affect Gareth’s social relationship with the rest of the boys?
4.4 What can Gareth do to heal the relationship?

Activity
Sexism - is a form of discrimination based on gender stereotypes. Most
sexist attitudes and behaviours come from older generations who have
the idea that women are inferior and the weaker sex. It is important to
understand that as the world evolves it makes way for human rights and
the importance of equality in society today.

Study the cartoon below and answer the questions that follow:

28
1. Name 2 differences between picture A and B.
2. Who is the person talking to in picture B?
3. What is sexist about this cartoon?
4. Which of the two pictures would the 2 people get along better with and
why
5. Do you think the comment in picture B is acceptable? ........... Give a
reason for your answer.

Dealing with Stereotyping

Sometimes, people who are guilty of gender bias or sexism, don’t realise
that they are
stereotyping. If you think this is the case, you can sometimes deal with
stereotyping by
gently explaining to the person how they are being gender biased or
sexist.

People who are deliberately gender biased or sexist present more of a

challenge.
Sometimes, when these people are confronted, they become
argumentative, angry or
even abusive. If you know somebody like this, it might be a good idea to
ask a responsible adult to help you ‘educate’ that person.

Gender-based abuse is unacceptable. If you know of somebody who is

being abused, it is your duty to report the abuse. You can tell a

29
responsible adult such as a teacher, minister or family member or, you
can report it to the police. The police can arrest the abuser and even issue
a restraining order.
Activity:

If I Were the President…” Writing Task

learners must imagine themselves as leaders for change.

“If I were the President of South Africa, this is what I would do to stop
Gender-Based Violence…”

Write a paragraph explaining:

 2–3 actions you would take

 Why these actions are important
 How you would help people feel safer

Gender Based violence happens in all countries. Read the following

newspaper article and answer the questions below:

In many male-dominated traditional societies, where women are not

allowed to drive cars or travel outside of their neighbourhoods, female
health workers play an important role in providing medical care. Pakistan
and Nigeria have trained thousands of female health workers so that they
can promote family planning, safe motherhood, and proper care of new-
borns. This has helped the country achieve a huge reduction in deaths
among children younger than 5 years of age. Unfortunately, some people
in these countries still think that a woman’s place is in the home!

Nasima Bibi was one of the sixteen female health workers murdered in co-
ordinated
attacks across Pakistan in December and January. On 8 February, nine
female health
workers in northern Nigeria were killed in a similar manner – by gunmen
on motorcycles.
These murdered women, some of whom were still just teenagers, played
an important role in distributing polio vaccines.

The extremist forces in Pakistan and northern Nigeria that are targeting
women health workers are sending a clear message that women are not
welcome in public spaces.
The governments of these countries must find the killers of these young
women and bring them to justice. Doing so would send a powerful
message to the extremists and to all of society that women have a role to
play in the public life of the country. We cannot ask women to take on
public roles and then leave them to be gunned down on the street.

30
1. This article states that in many male-dominated societies, women are
not allowed to
move around freely. Why do you think this is the case?
2. Why do you think some of the men in these countries are killing the
female health
care workers?
3. How is the contribution of the health care workers helping the people of
Pakistan and
Nigeria? Do you think it is worthwhile?
4. Do you think that a woman’s place is in the home? Why?
5. Suggest how the Government could:
a) Protect the health care workers from the violence.
b) Change the way these men think about the role of women in society.

Is our society teaching us to stereotype?

One of the reasons that so many people stereotype men and women is
because our
society is filled with messages that tell us how men and women should
act, how they
should dress and what roles best suit each gender. Think of the adverts
that you have
seen. How many of them show a group of women in a bar having a beer?

Have you seen an advert for washing powder where a man is hanging
clean washing on
the washing line?

Discuss, in groups of 3-4, how the adverts are encouraging our society to
be gender
biased. What message are they sending about the role of men and
women?

31
 Basic first aid in different situations.
Bruises:
1. Wrap ice in a clean towel and place on the bruise for 10 to 20 minutes
several times a day.
2. Do this for the first day or two after bruising.
3. Try to keep the bruised area raised above the heart.
4. Apply Arnica gel or lotion if possible.
5. Rest the bruised area.
6. Take a pain reliever if needed.

Poisoning: Swallowed poison: e.g Liquid like turpentine

1. Wash the area around the mouth.
2. Call ambulance

32
3. Place person in recovery position (if they are unconscious or vomiting
but breathing)
Inhaled poison: e.g Gas for heating homes
1. Move the person into fresh air.
2. If unconscious call an ambulance.

Absorbed poison: e.g insecticide

1. Wash the area with cool, clean water.
2. Call an ambulance
3. Keep the container that held the substance to show the paramedics.
Injected poisons: e.g snakebite
1. Call an ambulance immediately if the person is unconscious or not
breathing.
2. Lie the person down and keep the affected area below the person’s
heart level.

Choking:
1. Hit the person firmly between the shoulder blades five times.
2. Check for breathing or that the item is dislodged.
3. Perform five abdominal thrusts.
4. Alternate between 5 blows and 5 thrust until the blockage is dislodged.
5. Call an ambulance.

Bleeding:
1. Cover the wound with a gauze or a cloth.
2. Apply direct pressure to stop the blood flow.
3. Don't remove the cloth. Add more layers if needed. The cloth will help
clots form to stop the flow.

Burns:
1. Flush the burned area with cool running water for several minutes. Do
not use ice.
2. Apply a light gauze bandage.
3. Do not apply ointments, butter, or oily remedies to the burn.

33
4. Take ibuprofen or acetaminophen for pain relief if necessary.
5. Do not break any blisters that may have formed.

Bee stings:
1. Get the stinger out any way you can to prevent more venom being
delivered.
2. If the person is known to be allergic to bee stings, seek medical care
immediately.
3. Use a cold pack to reduce swelling at the site but take care not to cause
frostbite.
4. Use an antihistamine like Benadryl (diphenhydramine) to reduce
swelling and itching.
5. Try ibuprofen or Tylenol (acetaminophen) for pain.
6. Monitor the person for signs of hives, redness or itching in other areas
of the body, and shortness of breath.

Nose bleeds:
1. Allow the person to sit down and lean slightly forward. Do not tilt the
head backward.
2. Pinch the soft part on the bridge of the nose.
3. The person should avoid blowing the nose or sniffing.
4. Place an ice pack at the back of the neck, or on the nose and cheek,
this controls the bleeding and swelling.

Sunburn:
1. Take a cold bath/shower or sponge the person down with cold water.
2. Apply a cool gauze padding to the burnt area
3. Give the person cool drinks to stay hydrated
4. Seek medical help if blisters or fever develops, the person is feeling
nauseas, faint, or experiences vomiting

Activity:
Read the information above and answer the questions that follow:
1.1 State whether the following are true or false statements: TRUE = T /
FALSE =F
a) Bleach is an example of swallowed poison.

34
b) Factory workers are at a higher risk to be exposed to inhaled poison.
c) Apply lotion on a bruise to help.
d) A snake bite is an example of absorbed poison.
e) One can use Panado, if you are experiencing severe pain if you have a
bruise.

1.2 If someone has been bitten by a snake, why must you lie the person
down and keep
the affected area below the person’s heart level?

1.3 When treating a bruise, how long should someone hold the ice pack on
the bruise?
1.4 How many times a day should one ice your bruise, during the first day
or two after
the bruising?

1.5 If someone is choking, how many times should you do the back blows
between the
shoulder blades?

1.6 What is the first thing you should try to do when someone is choking?
1.7 What is different in the treatment of a pregnant woman when they
choke?
1.8 Name 2 different types of poisoning.

2.1 Use the information above to match up Column B with Column A.

35
2.2 State whether the following are true or false statements: TRUE = T /
FALSE =F

a) There are 3 degrees of skin burn.

b) You can become dehydrated from sunburn.
c) Ibuprofen is a pain reliever.
e) The bridge of the nose is at the very top of your nose between the
eyes.
f) Gauze is another word for ointment.

2.3 Study the pictures below and provide 2 measures that should be taken
to treat each:

36
2.4 Imagine your friend gets injured during break time — they fall and
start bleeding
from a cut on their arm. You are the first person to arrive. Write a
paragraph
explaining what steps, you would take to help your friend using basic
first aid. Be
sure to include how you would stay calm, what you would use to stop
the bleeding,
and who you would ask for help.

2.5 You are at home with a younger sibling when they accidentally burn
their hand on a
hot pan. Explain how you would give first aid for a burn. Describe
what you would do
immediately, what you should avoid doing, and how you would care
for the burn
afterwards.

37