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ACTIVITIES Year 7 – 8 Eleven Languages Australian Curriculum ACELA 1528, 1540, 1541, ACMSP169, 170, 171, 172, 207 Context South Africa has eleven official languages and most South Africans can speak more than one language. Dutch and English were the first official languages, until Afrikaans replaced Dutch in 1961. The Khoikhoi people communicated with a click based language. The most common language spoken at home is Zulu, however English is commonly used in the media. To support the survival of different languages, governments must use a minimum of two languages based on their local language demographics. For more information See Stories for Teachers and Students 2013: The elect; Sharing the Islamic faith at the Cape; Rainbow cuisine. Lesson Idea South African census data for 1996, 2001 and 2011 can be found at http://www.statssa.gov.za/publications/ populationstats.asp Studying a multi-lingual country can give students an opportunity to consider how languages are formed and shared. Free online translators can form the basis for fun language lessons, discovering words that share phonetics across languages. For example ‘photo’ in English is ‘foto’ in Dutch and Afrikaans, and ‘ifotho’ in Zulu. For an English project, students could research two or more languages to find commonalities, origins, and how they have influenced each other. This should include teaching other students new words in another language. For a LOTE activity, students could translate new vocabulary words, have a ‘word of the week’ or label classroom objects into Afrikaans. For a Geography activity, colour and label a map of South Africa based on home language census data. For a Maths activity, graph the growth and decline of various languages based on home language census data. Names Australian Curriculum ACELA 1528, ACELY 1725, 1736 Context South Africa is often called the ‘Rainbow Nation’ and ‘The Cradle of Humankind’. Similarly Australia is known as ‘Down Under’, ‘The Lucky Country’, ‘Sunburnt Country’ and ‘Oz’. What is the basis of these names, and do they reflect the country and its people in 2013 Many geographical markers have emotional names, such as Cape of Good Hope. Other South African landmarks were named by the Dutch colonialists, such the Orange River, South Africa’s longest river, named by a VOC commander in 1779 in honour of King William V of Orange. Find additional information on ‘Orange’ in the supporting resources ‘Dutch Lives in the World’. Place names, also known as toponyms, are often changed for political or social reasons after a significant change in leadership. They can be as small as changing a street name, such as the introduction of many Nelson Mandela streets around the world, or as big as a country – Australia was once called New Holland! In Western Australia there have been many changes of colonial place names to Indigenous names. A Midwest WA example is the 1991 change of Hamersley National Park to Karijini National Park, reflecting the traditional area name by the Banyjima Aboriginal People. The current name change under discussion in South Africa is the capital city of Pretoria, named after an early Boer leader Andries Pretorius, to Tshwane. The name change has provoked strong negative response from some groups, arguing that the cost of a symbolic gesture could be better spent on social issues, and it may have a negative financial impact on business and tourism. For more information See Stories for Teachers and Students 2013: Stones of love in deep time; The geography of (European) emotions; Claiming spaces, knowing places; Rainbow cuisine. Lesson Idea For a Geography activity, students can practise atlas skills by locating emotion-based or Dutch place names in Australia and South Africa. For a Civics and Citizenship activity, students can research their own family name, including meaning and cultural origin. As an English activity students create a new nickname for Australia or South Africa, including a media release arguing for the new name adoption. 10 FAR FROM HOME: ADVENTURES, TREKS, EXILES & MIGRATION
Year 7 – 8 ACTIVITIES Diamonds Australian Curriculum ACSHE 120, 121, 135, 136, 224, 227, ACSSU 153 Context Diamonds have been popular throughout history, signifying supreme strength (the origin word, Adamas, is Greek for Indestructable). They have also been connected to magic and madness, to ward off evil spirits, as a cure for nightmares, and even as a potent poison in the sixteenth century. Diamonds became a symbol of love in Greek culture, as their dancing sparkle was seen as the unextinguishable flame of love. However, the practice of giving one as an engagement promise originated in Austria in 1477. Diamonds form a significant part of the economy and history of both Australia and South Africa. The discovery of diamonds at Kimberley in South Africa in 1866 impacted territory lines, and was used as a major justification for both slavery and limited racial freedoms. De Beers, established in Johannesburg in 1888, was the world’s largest diamond company, until it was surpassed by the major mining companies BHP Billiton and Rio Tinto (British-Australian), Alrosa (Russia) and Petra (Africa). De Beers was instrumental in limiting diamond availability to maintain an illusion of scarcity, and promoting sentimental links between diamonds and romance. For more information See Stories for Teachers and Students 2013: Stones of love in deep time. Lesson Idea For a History lesson, students could compare the social, economic and political impact of diamond mining in Australian and South African history. Johannesburg and Gold Australian Curriculum ACSHE 120, 121, 135, 136, 224, 227, ACSSU 116, 153, ACMSP 169, 170, 171, 172, 207 Context A gold rush was triggered in the 1880s in the mineral rich mountains of Witwatersrand, famous for being the source of 40% of all mined gold. The town of Johannesburg grew rapidly from a small settlement to a large city, predominatly populated by European migrant miners searching for fortune and a substantial support service population. For more information See Stories for Teachers and Students 2013: Stones of love in deep time; Fighting for freedom or federation. Lesson Idea For a History lesson, students could compare the social, economic and political impacts of the Witwatersrand and Kalgoorlie gold rushes. For an Economics lesson, students could compare the current impact of mining on the South African and Western Australian economies. This could include research on taxes and legislation, investment, company ownership, major personalities, environmental impacts, community benefits and social issues. For a Geography lesson, students could research the geological conditions for gold and precious metals that make Australia and South Africa so rich in minerals. For a Maths lesson, students could research and graph the value of gold over a designated time period. For a Geography lesson, students could research the geological conditions of temperature and pressure in the cratonic lithosphere that make Australia and South Africa a valuable diamond source. For an Economics lesson, students could conduct a case study of De Beers, looking at the power of market control, the illusion of scarcity, and the value of sentimental marketing. For a Media Arts lesson, students could create an advertising poster promoting diamonds for one of the non-romantic historical purposes. FAR FROM HOME: ADVENTURES, TREKS, EXILES & MIGRATION 11
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