Grade: 7
Subject: Social Science
Term Topic: Genocide
Sub-topic of prior lesson: Hiv and Aids
Sub-topic of this lesson: The planned murder of the Natives of the world
Sub-topic of next lesson: The genocide in South Africa 2012
Purpose of the lesson
Key What cases are there of genocide on different peoples?
ques ons Why does genocide exist?
How can one stop or prevent the existence of genocide?
Is it possible to have genocide as a long planned activity?
Skills Putting into practice their organizational skill in classing what it
means to be genocide victims from other victims.
Exercise their empathy levels
A tudes Empathy.
and values Love.
Ubuntu.
The spirit of taking up arms against any injustice anywhere.
Content knowledge
Genocide in Africa is not an alien matter, many of the people in different parts
of Africa have been extinguished by the colonialist powers of the past and the
present. The South African mass genocide of the Afro-Indians and the Afrisian
people was much prevalent in apartheid, however, it must be noted, that today’s
number on injustices to the same groups and a bit more populations added, are
suffered almost to the same scale as well by use of fiscal ideologies i.e. the
Fidelity operatives have murdered more than 200 innocents in a year on
suspicion of criminal conspiracy while walking the streets. This is a form of
genocide, though not emerging by political reasons, it comes with economic
reasons. Genocide in the country is prevalent due to the lack of independence,
causing a lack of resources as they are being squandered by corporations from
other powers elsewhere, and so it has resulted in causing tension and disunity
amongst South Africans themselves.
What pupils should do during the lesson?
Divide into two groups and then begin to have a Hitlerian situation, with the
majority as the victims and subliminally, let the leader have intentions or a
hidden agenda while the masses of genocide supporters just follow in
commitment.
Resources: Placards
showing differences between the groups, a loud paper-made
speaker phone, the chalkboard.
What learners could produce during lesson? :
The learners must produce arguments at the end of the lesson, stating whether
the act of genocide is acceptable or not (very often, genocide is good for the
economy of the world powers at large, the rich states)
Links with previous knowledge or current affairs and learners diversity:
The Marikana incident. The learners could also link this to their modern lives as
people who are under economic and class oppression.
Subject vocabulary:
Genocide, PRS (problem reaction solution) definition.
Common mistakes and misunderstandings of learners
The learners might think of genocide as something that has nothing much to do
with the world in which they live, whereas, in truth, what the President of
America in 2000 did to the people of his country is an act of genocide. What
Malema and Tereblanche supported were genocide ideologies.
