CSVR_JFA Worksheets_.. - ELLEN PAPCIAK-ROSE

Worksheet 1 pg 1 Worksheet 2 pg 2 Worksheet 3 pg 3 Worksheet 4 pg 4 

Worksheet 5 pg 5 Worksheet 6 pg 6 Worksheet 7 pg 7 Worksheet 8 pg 8 

Worksheet 9 pg 9 Worksheet 10 pg 11 Worksheet 11 pg 12 Worksheet 12 (A) pg 14 

Worksheet 12 (B) pg 15 Worksheet 13 pg 16 Worksheet 14 pg 17 Worksheet 15 pg 18 

Published by the Centre for the Study of Violence and Reconciliation (CSVR) 

PO Box 30778 

Braamfontein 2017 

South Africa 

First published 2004 

© CSVR and DFIDSA 

This book is copyright under the Berne Convention. In terms of the Copyright Act No 98 of 1978, no part 

of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, 

including photocopying, recording or by any information storage or retrieval system, except with the 

permission of the publisher, which is given for specific reproducible parts. This book is supplied free to 

South African schools and may not be sold. 

ISBN 0-620-31547-4 

Acknowledgements 

The Justice for All 3 Outreach Project was generously funded by DFIDSA. The outreach material was 

developed from original scripts by Peter Goldsmid of Southern Exposure, for the SABC drama series, 

Justice for All 3. Professor Steve Tuson of Wits Law School reviewed the material and provided assistance 

with the legal aspects. Teachers and learners of Reashoma High School and JG Strijdom High School 

gave valuable time and feedback on pilot versions of the materials. 

While all efforts have been made to trace copyright holders, there may have been errors and omissions. 

CSVR would therefore welcome the opportunity of making suitable arrangements with copyright holders. 

Developed by 

Charlotte Hulley and Heather Barclay of CSVR 

Project management of the print materials by 

Charlotte Hulley of CSVR and Catherine Damerell of CD Consultants 

Project management of the video material by 

Margaret Goldsmid of Southern Exposure 

Graphic design and illustration by 

Ellen Papciak-Rose of Soweto Spaza cc 

Still photographs by 

Emil Wessels for Southern Exposure 

Printed and bound in the Republic of South Africa by 

Ultra Litho 

For more information on JFA materials, call the CSVR on 011 403 5650. www.csvr.org.za

Worksheet 1: When needs are not met... 

Justice for All The rights to know 

1 With a partner, read the stories and then answer the 

questions that follow. 

Scenario 1: Pule has been abandoned by his mother. She went off 

to live with her boyfriend. Pule wants to get back to 

his mother and tries to steal a bakkie to get home in. 

= What basic need of Pule’s is not being met? ..................................................................................................................................... 

= What action does Pule take to meet this need? ............................................................................................................................... 

= Is this action a responsible one? ........................................................................................................................................................... 

= Explain why you think so. ........................................................................................................................................................................ 

Scenario 2: Zanele has come to the city to look for work, but she cannot find anywhere 

to stay. She illegally builds a shack on an open area of land. 

= What basic need of Zanele’s has not been met? .............................................................................................................................. 

= What action does Zanele take to meet this need? .......................................................................................................................... 


= Explain why you think so. ........................................................................................................................................................................ 

Scenario 3: Neo cannot afford to pay his school fees and the school says he will have 

to leave. He starts to sell dagga to make money to pay his school fees. 

= What basic need of Neo’s has not been met? ................................................................................................................................... 

= What action does Neo take to meet this need? ................................................................................................................................ 


= Explain why you think so. ....................................................................................................................................................................... 

2 Now discuss the following statement in groups. Do you agree with it or not? 

Report back to the class and support your answer. 

The South African Bill of Rights says all South Africans have 

a right to food, shelter and education. Therefore the people in 

the stories have not committed a criminal offence. 

Theme 1: Talking about rights - Lesson 2 Needs and wants? 1

Worksheet 2: When it’s just not right 


Sello has been hurt twice. First he was 

raped; then, when he told his story, 

he was not believed. What thoughts 

do you think are going around in 

Sello’s head? Write them in the 

thought bubble. 

1 Look at the human rights below and choose 

from the list the ways in which Sello has been 

hurt and abused in each of his experiences. 

Complete the table by explaining how this right 

has been abused. (Copy the table on a sheet of 

paper if you need more space.) 

= Right to equality 

= Right to privacy 

= Right to human dignity 

= Right to freedom of 

religion and belief 

= Right to life 

= Right to health care 

= Right to freedom 

= Right to food and water 

= Right to safety 

= Right to be protected 

The rape 

Not being believed 

2 What kind of support do you think Sello needs, to help him cope with the trauma 

he has experienced? 

............................................................................................................................................................................................................................... 

............................................................................................................................................................................................................................... 

2 

Theme 2: Taking the law into your own hands - Lesson 1 Being doubly victimised

Worksheet 3: What would they say? Dealing with conflict 


Sello’s mother, Dudu, goes to confront Thato, the neighbour who abused her son. 

1 In groups, look at the series of photographs below and write the dialogue 

between Dudu and Thato. 

........................................................................... 

.................................................................................... 

.................................................................................... 

........................................................................... 

.................................................................................... 

.................................................................................... 

........................................................................... 

.................................................................................... 

.................................................................................... 

........................................................................... 

.................................................................................... 

.................................................................................... 

2 Compare your dialogue with other groups. What is similar and what is different 

about the dialogues? What would you change in your own group’s dialogue? 

Theme 2: Taking the law into your own hands - Lesson 1 Being doubly victimised 

3

Worksheet 4: Taking action – right or wrong? 


Dudu is angry and frustrated 

that the justice system takes 

no action against Thato for 

abusing her child. 

Dudu takes action against Thato with a mob 

1 In groups discuss the following 

questions. Write down your 

group’s answers. 

= What action did Dudu take? 

......................................................................................................................................................................................................................... 

= What reason would the community have to take part in this action? 

......................................................................................................................................................................................................................... 

= Why do you think the community decided to punish Thato themselves? 

......................................................................................................................................................................................................................... 

= Do you think this type of violence is acceptable? 

......................................................................................................................................................................................................................... 

= How else could the community have handled this problem? 

......................................................................................................................................................................................................................... 

= What do you think will happen next? 

......................................................................................................................................................................................................................... 

= Do you know of any other cases where people have taken the law into their own hands? 

What happened and how do you feel about it? 

......................................................................................................................................................................................................................... 

2 Report back your group’s answers in class. How do they compare? 

4 

Theme 2: Taking the law into your own hands - Lesson 2 Getting justice your own way

Worksheet 5: What is a cycle of violence? 


Look at the diagram and notice how one violent action leads to another 

violent situation. A chain of events is started, with each event leading 

to a worse one. 

7 Sello is now 

alone at 

home with no 

caregiver. 

1 Sello is raped 

by Thato. 

2 The police are 

unable to arrest 

Thato. They 

tell Dudu that 

they don’t have 

enough evidence. 

6 Dudu is sent 

to prison. 

Cycle 

of 

violence 

3 Dudu organises 

mob action. 

5 Dudu is charged 

with murder 

as she was 

identified as part 

of the mob. 

4 Thato is killed 

by a man in 

the mob. 

1 In small groups, 

discuss what will 

become of Sello. 

2 Now choose two violent 

situations from the diagram 

and discuss how they could 

have been prevented. 

3 One person in your 

group reports back 

to the class. 

Theme 2: Taking the law into your own hands - Lesson 3 Cycles of violence 

5

Worksheet 6: What is wrong with this relationship? 


What do Lindiwe and Frank each 

think about their relationship ? 

1 With a partner, complete these sentences – 

Did you know...? 

Lindiwe: 

I hope that ............................................................................................................................................ 

I’m scared that ..................................................................................................................................... 

Frank: 

I hope that ............................................................................................................................................ 

I’m scared that ..................................................................................................................................... 

2 In groups, discuss this question and report back to the class – 

Why do you think it is forbidden for a teacher 

to have a sexual relationship with a learner, 

even if the learner is over the age of 16? 

Sexual relationships between 

teachers and learners are 

forbidden. This is in line with 

the teachers’ code of conduct 

(SACE). If a teacher has a sexual 

relationship with a learner, the 

teacher will be held responsible 

and disciplinary measures will 

be taken against him/her. A 

learner should be able to report 

any inappropriate behaviour 

without fearing negative 

consequences. 

6 

Theme 3: Dealing with sexual harassment 

- Lesson 1 Thinking about learner-teacher relationships

Worksheet 7: You are a reporter 


You are a court reporter. You have been following Lindiwe’s trial with 

interest and you are now going to write an article on the story for the 

newspaper. You interview Lindiwe and Frank as they come out of court. 

1 In groups of four, each of you will act out one of these roles – 

reporter, Lindiwe, Frank and Ntsoaki. 

You start with Frank 

and ask him these 

questions – 

= What happened? 

= What have you 

thought about since 

the incident? 

= Who do you think has 

been affected by your 

actions? 

= How have they been 

affected? 

Next you interview 

Lindiwe – 

= How do you feel 

about what has 

happened? 

= What has been the 

hardest thing for you? 

= What do you think are 

the main issues? 

2 Using the information from the video and from your 

interviews, write an article for a newspaper. Think of 

a title for your article, and how you will present the 

different points of view. 

Then you go to the 

school and interview 

Ntsoaki, Lindiwe’s 

friend – 

= How do you feel 

about what has 

happened? 

= Are relationships 

between learners and 

teachers common in 

your school? 

= What other kinds of 

unacceptable sexual 

behaviour take place 

in your school? 

= How are incidents like 

this handled by the 

school? 

3 Display your group’s article in the class for everyone to 

read and discuss. 

Theme 3: Dealing with sexual harassment - Lesson 3 Telling the whole story 7

Worksheet 8: Make the right choice 


Work on your own as you 

think about life choices. 

1 Here are some choices that you may need 

to make over the next year. Tick the ones 

that you think you may need to make. 

c Will I go on to Grade 10? 

c What kind of friends do I want to be with? 

c Who will be my boyfriend/girlfriend? 

c Will I have sex? 

c Will I practise safer sex and use contraception? 

c Will I smoke? 

c How will I relate to my parent(s)? 

c Will I drink? 

c Will I take drugs? 

c What will I do for my community? 

c Will I join a gang? 

c Will I own a knife or gun? 

c What values do I believe in? 

When I chose to 

take the cocaine to sell 

I never thought that I might 

be caught or even have to go to 

jail. I just wanted to make 

my boyfriend like 

me more. 

2 Choose three important choices that you have to make over the next year and make 

a decision about them. Think about the consequences of the decision you have 

made and who or what has influenced your decision. Then fill in this table: 

Choice Decision Positive results Negative results Influences 

Go on to Grade 10 

Leave school at the 

end of this year 

Earn money 

Be more independent 

Miss my friends 

Not find a job 

Not complete my 

education 

Friends with money 

My family needs more 

money 

8 

Theme 4: Making good decisions - Lesson 2 Making choices

Worksheet 9: Say what you mean 


Here is a scene from 

the video you have just 

watched. How do you 

think Shannon could have 

asserted herself instead of 

going along with Max, or 

getting angry with him? 

1 On your own read through the 

scene that shows what happens. 

Max has tricked Shannon by pretending to be her friend. 

She is angry with him – she wants to tell him how much 

she detests what he has done and that she doesn’t want to 

see him again. She walks up to Max and slaps his face. 

2 Now read the table of options to see how Shannon could have behaved more assertively. 

What to do What to say Say it like this … 

Explain your feelings 

and the problem 

Make your request 

Ask the other person 

how he/she feels 

Listen to the answer 

Refuse or delay 

I feel frustrated when… 

I feel unhappy when… 

It hurts me when… 

I don’t like it when… 

I would like it better if... 

Please don’t... 

I wish you would… 

How do you feel about that? 

What do you think? 

Is that alright with you? 

The other person responds. 

He/she may try to persuade you 

or get you off the topic. 

No. I really mean no! 

I’m leaving! 

I’d like to think about it. 

Maybe we can talk later. 

Shannon: “I am angry with you because you tricked 

me and my boyfriend.” 

Shannon: “I don’t want to see you or speak to 

you again.” 

Shannon: “What do you think? Will you please leave 

me alone?” 

Max: “C’mon Shannon. I had to defend myself. It 

wasn’t personal.” 

Shannon: “I don’t agree. It was personal to me. 

And I’m going.” 

Theme 4: Making good decisions - Lesson 3 What does it take to be assertive? 

9

Worksheet 9: Say what you mean continued 


3 With a partner read the next scene. 

The friend who is supposed to give you a ride home is 

drunk and you don’t feel safe driving with him. He says 

that he is fine to drive. 

4 Using the table of options as a guide, fill in your own assertive responses 

(in the third column). 

What to do What to say Say it like this … 

Explain your feelings 

and the problem 

I feel frustrated when… 

I feel unhappy when… 

It hurts me when… 

I don’t like it when… 

You say it like this... 

Make your request 

I would like it better if... 

Please don’t... 

I wish you would… 


Ask the other person 

how he/she feels 

How do you feel about that? 

What do you think? 

Is that alright with you? 


Listen to the answer 

The other person responds. 

He/she may try to persuade you 

or get you off the topic. 

Friend says this... 

Refuse or delay 

No. I really mean no! 

I’m leaving! 

I’d like to think about it. 

Maybe we can talk later. 

Friend says this... 

5 Now with your partner plan to role-play a situation of your own in which you need 

to be assertive. Perform your role-play for the class. 

10 

Theme 4: Making good decisions - Lesson 3 What does it take to be assertive?

Worksheet 10: What’s wrong with this relationship? 


BEHAViLURS 

Kamo deceived Disebo in a 

very dangerous way when 

he did not tell her that he 

was HIV-positive. He was 

controlling her by deceiving 

her. There are many more 

ways of being controlled, 

and of trying to control in 

a relationship. 

1 On your own, think of 

a close friendship or 

relationship that you 

have. Tick any of the 

behaviours that you 

have experienced in 

this relationship, in 

the boxes. 

2 If you ticked more than 

two or three of these items, 

you need to think about 

how one person is trying 

to control the other person 

in this relationship. This is 

abusive behaviour. Healthy 

relationships involve 

understanding, accepting 

and respecting oneself and 

the other person. Where can 

you get help and advice? 

Criticism 

L Does this person 

c call you names (e.g. idiot, 

cow, freak)? 

c make fun of you in public? 

c belittle you? 

Mind games 


c act cruelly and then say 

you can’t take a joke? 

c tell you that you are 

crazy? 

Decision making 


c make all the decisions? 

c control all the money? 

c tell you what to do? 

Moodiness and 

threats 

c If you are 5 minutes late 

are you afraid this person 

will be angry? 

c Do you walk around 

nervously because you 

don’t know what will 

make this person cross? 


c sulk in silence? 

c make threats against you? 

Physical violence 


c throw things around? 

c kick you? 

c push you? 

c slap or hit you? 

c threaten you with a 

weapon? 

c force you to have sex? 

Jealousy 


c want you at home 

because he/she says they 

are worried about you? 

c check up on you? 

c tell you what to wear and 

what not to wear? 

c go out, but never allow you 

to go out? 

Intimidation 


c block the door so you 

can’t get out during an 

argument? 

c stand close to you with 

clenched fists during a 

fight to scare you? 

c drive recklessly just to 

scare you? 

c destroy your clothes or 

possessions? 

c refuse to leave if you ask 

him/her to go? 

Theme 5: It takes honesty in a relationship - Lesson 1 Good relationships and bad relationships 11

Worksheet 11: Your right to decide 


You probably know that boys and men sometimes have 

different ideas about sex from girls and women. 

1 Do the quiz below in pairs and then discuss your answers in class. 

A Put agree or disagree after each statement: 

Statement 

1 If a lot of money is spent on a date, sex should be given in return. 

2 When someone says ‘no’ to sex, it means that he/she does not like the other person. 

3 A real man is one who has had sex with a woman. 

4 Someone who dresses in a sexy way wants to have sex. 

5 If a girl/boy accepts an invitation to go to someone’s house alone, he/she is willing to have sex. 

6 The success of a date can be judged by how sexual it is. 

7 When a girl/woman says ‘no’ to sex, it really means ‘maybe’, and ‘maybe’ usually means ‘yes’. 

8 It is the girl’s/woman’s responsibility to say how sexual a relationship becomes. 

9 You can’t start something sexual without finishing it. 

Agree/disagree 

B After discussing your answers write a new statement that you think would be 

better for both boys/men and girls/women. 

= If a lot of money is spent on a date .................................................................................................................................................................. . 

= When a person says ‘no’ to sex it means ........................................................................................................................................................ . 

= You are a real man if ............................................................................................................................................................................................. . 

= If someone dresses or acts in a sexy way ....................................................................................................................................................... . 

= If a person wants to go to someone’s house when there is no one else at home ............................................................................. . 

= The success of an evening out should be judged on ................................................................................................................................. . 

= ‘No’ to sex really means ....................................................................................................................................................................................... . 

= The responsibility for setting sexual limits .................................................................................................................................................... . 

= You can ..................................................................................................................................................................................................................... . 

12 

Theme 5: It takes honesty in a relationship - Lesson 2 Do you agree?

Worksheet 11: Your right to decide continued 


C In a relationship you have the right to say no to sex. You also have a responsibility to 

make clear decisions about sex and to be honest with your boyfriend/girlfriend. 

2 In the first column of the table are some other things that you have a right to expect. 

Read them on your own and add any other rights that are important to you. 

The right to 

Honesty 

The responsibility that goes with it 

Feel safe 

Be listened to 

Respect 

Make decisions 

To choose 

Express feelings 

Be asked 

When someone invites you and your boyfriend/girlfriend to a party you really 

want to go to, you say that you want to check with him/her first. 

Be accepted 

Be supported 

3 For every right that we have, we also have a responsibility. For each right, think of an 

example of the kind of responsibility that goes with it. Write a sentence about it. One has 

been done for you in the table. 

Theme 5: It takes honesty in a relationship - Lesson 2 Do you agree? 13

Worksheet 12 (Part A): Am I ready for this? 


1 Read the story with a partner and then answer the questions. 

Shannon is 15. She met Damien at a rave. She really 

liked him and when he asked to see her again she was 

excited at first but then she felt worried. 

He is 24 and she knows that he will probably want to 

have sex with her. But she also knows that he has other 

girlfriends. She isn’t sure if he always uses a condom or 

what the chances of getting HIV are. 

At the same time, Shannon is scared that she might 

lose him if she doesn’t have sex with him. Some of 

her friends have had sex and talk about it all the time. But she 

doesn’t know if she is ready yet. She thinks she would 

rather wait until she knows Damien better. Besides, her mother 

became pregnant with her when she was only 17 and Shannon 

doesn’t want to have a baby while she is still so young. 

2 Should Shannon say yes or no to sex? Here are some reasons for saying yes or no. 

Tick the ones that apply to Shannon. 

Shannon’s reasons for saying 

YES (tick) 

G/P 

Shannon’s reasons for saying 

NO (tick) 

G/P 

¨ To prove her love for Damien 

.......... 

¨ Fear of pregnancy 

.......... 

¨ Fear that the relationship might break 

up if she does not 

¨ Curiosity about sex 

¨ Knowing that friends are all having sex 

¨ Because it feels right 

¨ To be more popular 

¨ For money or presents 

¨ Fear of being beaten up 

¨ Because Damien convinces her 

there will be no problems 

.......... 

.......... 

.......... 

.......... 

.......... 

.......... 

.......... 

.......... 

¨ Fear of sexually transmitted diseases (STDs) 

¨ Fear of HIV/AIDS 

¨ Family expectations 

¨ Religious or cultural beliefs 

¨ Allow friendship to grow first 

¨ There are other ways of showing affection 

¨ Not ready 

¨ Not with the right person 

¨ Wants to wait until marriage 

.......... 

.......... 

.......... 

.......... 

.......... 

.......... 

.......... 

.......... 

.......... 

3 Now look at each reason and decide whether it is a good reason (G) or a poor reason (P). 

14 

Theme 5: It takes honesty in a relationship - Lesson 3 Say what you mean

Worksheet 12 (Part B): Am I ready for this? 


Help! Hotline 

1 Using the information in Part A of 

Worksheet 12 and the helpful guidelines 

below, write a response to these learners 

who have sent letters about their 

problems. Work in groups of three. 

Help with sexual 

situations 

Dear Vanessa, 

My boyfriend and I have been seeing each 

other for six months now. We have not had 

sex yet because we agreed that we are not 

ready. But I can’t stop thinking about it. 

We are going to a party at the end of 

term and I think maybe this will be a good 

time to do it. 

Should I have sex with Khalil? 

-Unsure 

1 Go to parties and other social events 

with friends 

2 Decide how ‘far you want to go’ before 

being in a pressure situation 

3 Decide your alcohol limits before being 

in a pressure situation 

4 Be clear about your limits – don’t give 

mixed messages 

5 Pay attention to your feelings – leave if 

you feel uncomfortable 

6 Get involved in activities such as 

sports, clubs, hobbies 

7 Avoid hanging out with people who 

might pressure you to have sex 

8 Be honest from the beginning by 

saying if you don’t want to have sex 

9 Avoid going out with people you 

can’t trust 

10 Avoid secluded places where you 

can’t get help 

11 Do not accept rides from people you 

don’t know or can’t trust 

12 Don’t accept presents and money 

from people you don’t know very 

well or trust 

13 Avoid falling for romantic lines and 

flattering arguments 

14 Avoid going to someone’s room or 

house when there is no one else there 

15 Explore ways of showing affection 

other than sex 

Dear Vanessa, 

Since my boyfriend started hanging around 

with a gang that drinks and smokes dope, 

he’s changed. He’s started being rude to me. 

Sometimes he ignores me and other times he 

acts all jealous. One of the gang even gave me 

a present and asked me to go home with him. 

I don’t want to lose my guy, but can you 

help me with what to do? 

-Worried and scared 

Dear Vanessa, 

I am 16 and I have not had sex yet. All my 

friends tease me and call me names. Now 

I have met a girl I really like and she has 

invited me to her house because her parents 

are away. What should I do? 

-Confused 

2 Pass your letters to another group. Discuss the 

letters other groups pass to you. 

Theme 5: It takes honesty in a relationship - Lesson 3 Say what you mean 15

Worksheet 13: Who do you choose? 


Age 

Race 

Looks 

1 Read the stories and decide on 

your own which of the five people 

you would choose as a friend. 

2 Discuss your choice with a partner. 

What made you choose your 

friend? Rate each item from 1(not 

important)—7(most important) in 

the table below. 

Where they live 

Personality 

Interests 

Similar life experiences 

Other.................................. 

What does this 

tell you about 

what you value 

in another 

person? 

Shannon is 15 years old. She 

lives with her mother in a flat in 

Hillbrow. She is captain of her 

school’s hockey team. She enjoys 

going to raves and clubs, where she 

occasionally takes drugs. She is a bit 

of a rebel. 

Sello is 11 years old. He lives 

with his mother in a township 

and attends school there. He is 

very popular with his classmates, 

because he is friendly, has a sense 

of humour and is helpful. He is also 

good at art and sport. 

Shani is 14 years old and lives with 

his mother and sister in a house in 

town. His mother kicked his father 

out because he drank too much. 

He enjoys surfing the Internet and 

reading comics about fighting 

and war. He spends time with his 

friends partying and drinking, but 

sometimes tends to drink too much. 

Lindiwe is 14 years old. Her father 

died last year and she has been 

quite depressed. She is physically 

very attractive and is liked by her 

classmates, although she tends 

to show off a bit. She is having a 

sexual relationship with one of 

her teachers. 

Damien is 24 and an undercover 

cop who lives a double life. He 

enjoys the dangers and risks that 

it involves. He’s a hard, tough guy 

who can be aggressive and abusive 

in his relationships, particularly 

with women. 

16 

Theme 6: Thinking about us and them - Lesson 1 Who would you choose?

Worksheet 14: Who are they really? 


Can we tell just from looking at 

a person who they really are? 

A 

B 

1 In groups of three, look at the pictures 

and decide who 

= Is a lawyer ____ 

I 

= Is a murderer ____ 

= Is a rapist ____ 

F 

= Is a drug dealer ____ 

J 

= Is a minister ____ 

= Is a child molester ____ 

= Is a policeperson ____ 

K 

= Is a farmer ____ 

= Is HIV-positive ____ 

G 

E 

D 

= Is a teacher ____ 

= Is a thief ____ 

L 

= Is a businessperson ____ 

H 

2 What have you learnt from this 

activity? Write a paragraph and 

share it with the class. 

C 

Theme 6: Thinking about us and them - Lesson 2 Thinking about others 17

Worksheet 15: Play the game (The instructions) 


The Identity game – We are all winners! 

About the game 

1 Up to six players can play at a time. 

2 Go around the board at least once (depending on time and the number of 

players) so that each player will have answered a significant number of questions. 

3 If you answer the questions honestly, you will be more prepared to face the 

difficulties and expectations that are put on you by your peers. You will be more 

aware of your own values and be able to identify areas/situations in your life and 

behaviour that require more reflection. 

You will need 

- A counter for each player (coins, buttons, stones, bottle tops, etc.) 

- One die 

- The board 

- The questions 

Rules of the game 

1 Roll the die and move your counter according to the number you rolled. The space 

you land on has a picture on it. Each picture represents a theme and there are 20 

questions for each theme. As the players land on the themes, work down the list of 

questions for that theme, answering one question per turn. 

2 Respond to the questions as honestly as you can. If you cannot answer honestly, 

you may ‘pass’ on the question. Fellow players can ask for clarification or 

reasons for your response. They can also challenge you if they feel that you are 

not being honest! 

3 Do not rush through the questions; the point of the game is to engage with 

each other in a meaningful way. 

4 When you have come to the end of the game, discuss what you have learned 

– about yourselves as individuals and about general attitudes towards identity. 

It is important also to discuss what you think you might need to do better, to 

prepare yourself for life’s difficult situations. 

18 

Theme 6: Thinking about us and them - Lesson 3 Play the game

Worksheet 15: Play the game (The questions) 


Theme 1: 

Talking about rights 

Theme 2: 

Taking the law into your own hands 

1 What are rights? 

2 Can you explain what a code of conduct is? 

3 Why is it necessary to have a code of conduct? 

4 How would you show respect towards someone 

who is telling you about a problem? 

5 What are everyone’s basic needs/rights? Give 

examples of at least three basic needs. 

6 Give examples of three things that are ‘wants’ 

and not ‘needs’. 

7 Whose responsibility do you think it is to meet 

people’s basic needs? Why? 

8 Why can you not be kicked out of school for 

not paying fees? 

9 Give an example of how you could show 

justice and caring to a learner who has stolen 

someone’s tuck money. 

10 Would you say everyone in your class has their 

language rights respected? Give an example. 

11 Would you say everyone in your school has their 

right to equality respected? Give an example. 

12 Do you think street children who steal are 

criminals? Explain. 

13 Do you think it’s okay to steal from a 

supermarket? Explain. 

14 If you had to choose only one right, what right 

would you choose and why? 

15 How do you benefit from democracy in 

South Africa? 

16 Do you respect the right of people to have 

same sex relationships? Why? 

17 How have you disrespected democratic 

principles in your relationships? 

18 Have you ever held a gun? How did you feel? 

19 How can you reduce violence? 

20 What do you miss most about childhood? 

1 How do you feel when people don’t 

believe you? 

2 Have you ever lied to get someone out 

of trouble? 

3 What kind of events can traumatise people? 

4 What do you think ‘justice’ is? 

5 Give some reasons why the police sometimes 

cannot prosecute a case? 

6 Why do you think some people don’t trust the 

police to do their job properly? 

7 What do we mean by a ‘cycle of violence’? 

8 What do we mean by a ‘culture of violence’? 

9 Is it okay to act violently towards someone if 

they have hurt you? 

10 Do you believe in revenge? Explain. 

11 Would you sell drugs to make a ‘quick buck’? 

12 Have you ever stolen from a friend? How 

did it make you feel? 

13 Have you ever taken money that wasn’t yours? 

Why/why not? 

14 What is the best way to ensure justice in 

South Africa? 

15 Have you ever suffered harm or loss as a result 

of crime? Explain. 

16 Are you afraid to walk on your own in the area 

where you live? 

17 How could you help to make your community 

safe for young adults? 

18 Do you think mob justice is acceptable? Explain. 

19 Does your mother/father/guardian take an 

interest in your problems? 

20 Who do you get advice from in difficult 

situations? Why? 

19



Theme 3: 

Dealing with sexual harassment 

Theme 4: 

Making good decisions 

1 If a teacher makes advances to you, what 

would you do? 

2 What would you say to a friend who was having 

a relationship with a teacher? 

3 If you found your teacher attractive, would 

you tell him/her? 

4 Does a teacher have the right to sexually 

harass you? 

5 Who would you tell if a teacher was sexually 

harassing you? 

6 Is it okay to flirt with your teacher? 

7 Is it okay for your teacher to flirt with you? 

8 If your teacher continually makes comments 

about how you look, would you report him/her? 

9 How would you explain to the principal that a 

teacher was making advances to you? 

10 Is it okay to go on a date with a teacher? 

11 If your teacher offers you a ride home, 

would you accept? 

12 How do you explain the reasons for such high 

levels of rape in South Africa? 

13 When have you acted ‘like a man’ or ‘like a 

woman’ to get something you wanted? 

14 What do you like most about being a 

boy or a girl? 

15 What attracts/does not attract you about 

an older man or woman? 

16 What makes you vulnerable if you have a 

relationship with your teacher? 

17 What is the most romantic moment in your 

life so far? 

18 What one quality would you like your 

partner to have? 

19 Would you like to marry someday? Why? 

20 Is there such a thing as your ‘perfect partner’? 

1 What is your understanding of ‘good decisions’? 

2 Have you ever been drunk? 

3 Do you drink with your friends? 

4 What do you enjoy about drinking? 

5 What do you dislike about being drunk? 

6 Have you been in a situation where you did not 

want to do something and were persuaded by 

your friends? 

7 Is it okay to make someone feel stupid if they 

don’t want to do what you want to do? 

8 Give an example of a time when you said 

no to your friends. 

9 Is it hard or easy for you to say no to your friends? 

10 Do you think smoking dagga is cool? 

11 Would you think of using alcohol or drugs to 

give you confidence in a difficult situation? 

12 What is the most stupid thing you have 

done when you were drunk? 

13 How does your behaviour change when 

you drink? 

14 What do you do often that irritates people? 

15 How do you make decisions? 

16 Have you ever run away from home? Why? 

17 Have you ever stayed up all night? Why? 

18 Do you think about dropping out of 

school? Why? 

19 Do your parents/caregivers abuse alcohol? 

20 Have you ever been arrested by the police? 

Why? 

20



Theme 5: 

It takes honesty in a relationship 

Theme 6: 

Thinking about us and them 

1 Do you think you would be richer or poorer if 

you were the opposite sex? 

2 What do you find attractive about 

another person? 

3 If you had a child, would you prefer to have a 

daughter or a son? 

4 Which jobs do you think are inappropriate 

for a woman? 

5 Can rape take place in a relationship? 

6 Is rape the only form of abuse that can take 

place in a relationship? 

7 What safer sex practices would you recommend 

to a friend? 

8 What things do you look for in a sexual partner? 

9 What kind of relationship do you want with a 

person before having sex with them? 

10 What do you worry about when considering 

an HIV test? 

11 How do you discuss both your HIV status with 

a partner before having sex? 

12 Who would you tell first if you found out you 

were HIV-positive? 

13 What is the most romantic moment of your 

life so far? 

14 What emotion do you associate most with sex? 

15 What do you do to make things better after 

you have lost your temper? 

16 What is the first thing you notice about a 

person when you look at them? 

17 Do you wait for people or do they wait for you? 

18 What do you do normally when you are angry? 

19 What makes you cry? 

20 Why do you think honesty is important in 

relationships? 

1 What is your identity? 

2 Can you explain why identity is important? 

3 Is it hard for you to think about your identity? 

If so, why? 

4 Who is your role model? Why? 

5 Would you consider yourself to be a leader? 

6 Are you more of a follower in your group? 

Explain yourself. 

7 Describe the kind of person that you think 

you are, e.g. shy, fearful, confident, assertive, 

encouraging. 

8 Do you feel pressurised by your friends to be 

like them? 

9 Have you ever been in a situation where you 

did something because you wanted to be part 

of the group? 

10 What values do you live by? 

11 What is important for you in life? 

12 Do you think the same as your peers? 

13 Do you know what you want from life? 

14 How are you going to achieve your goals in life? 

15 Who do you speak to about your plans for the 

future and how to achieve them? 

16 What do you think is the most important quality 

to have as a young person in South Africa? 

17 Are you proud to be South African? Why? 

18 What makes you unique and special? 

19 Do you feel that our society is still divided? 

Why? 

20 What gives you strength to go on in 

difficult situations? 

(Adapted from The Truth Game, Youth Development Network) 

21

CSVR_JFA Worksheets_.. - ELLEN PAPCIAK-ROSE

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