Gender Inequality and Career Funding

Development of the Self in Society

Grade 10- Term 1

DUE DATE: 1 February 2023

Total Marks: 80

Examiner: Ms. S. Leach Moderator: Ms M. Koster

Learner Information:

NAME AND SURNAME ________________________________________________

GRADE 10 REGISTER CLASS ________________________________________________
LO TEACHER ________________________________________________

Summary of Assessment Rubric:

Activity Description Possible Mark Moderated
Mark Obtained Mark

Section A Case Study x2 30 + 32

14
Section B Cartoon and essay response

Technical Quality Cover page and task typed out 4

TOTAL 80

Instructions:

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 1. In this task you will be required to complete BOTH Section A and Section B. Complete all the
activities in each section. You will need to submit each activity typed out and attached to the
cover page of this handout.
2. You may use all sources provided, your textbook and the knowledge you have gained in
class to complete this task.
3. The task should be well-structured by including the following aspects:
 A completed cover page with learner and task details (provided by the teacher).
 Correctly numbered answers to correspond with questions.
 Each section should be answered on a new page.
 Include assessment tools like rubrics at the back of the task.
 The task must be bound/ stapled.
4. Your teacher will explain the assessment process in detail.
5. Read through the attached rubrics to ensure you understand what is expected of you.
6. This written task must be handed in on the date mentioned on the cover page.

Section A:
Preparation:

Watch this clip and the second one on child marriages in America before you start this task. They will
give you an understanding to complete this task.

https://www.youtube.com/watch?v=eveSjW7d75o
https://www.youtube.com/watch?v=erRrF8YWGd4

Case Study 1: Ukhutwalo (30)

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Read the following article and then answer the questions that follow.

She was abducted to be married off, but this young woman got away 1
2015-06-22
By Zinhle Mapumulo (City Press)
Bukeka Kotikoti (22) struggles to talk about the day she was abducted by four men and forced to marry a
man 10 years her senior. She fights back tears and occasionally covers her face with a worn blanket.
It was after 10pm on a Friday in January 2009 when 16-year-old Kotikoti responded to a knock at the door
of her mother’s homestead in Mdakeni village in Lusikisiki.
She asked who it was, and her mother’s friend from a neighbouring village asked her to accompany her
home because it was late and she didn’t want to walk alone.
Kotikoti duly accompanied the woman, but says four men came out of the nearby bush outside the
woman’s home. They grabbed Kotikoti and told her she was coming with them.
“The woman I was accompanying started walking away. She said: ‘Don’t worry. I am leaving you in the
hands of these people.’ I knew there and then that she had sold me to be married off to a man I didn’t
even know. “I cried and pleaded with them to let me go.”
Ukuthwala is a cultural practice where a young girl is abducted by her suitor and forced to marry him.
Kotikoti knew one of her four kidnappers – he was from the same village as the woman Kotikoti had
accompanied home.
Kotikoti was then taken to her “suitor’s” rondavel. “He came in and told me to stop crying because he
loved me and wanted to marry me. I don’t know what else he said because I was angry and felt helpless at
this place where I knew no one except one of the four men who abducted me.”
Fortunately, Kotikoti had her cellphone on her and was able to call her mother and tell her what had
happened.
Kotikoti grew increasingly desperate while the confrontations and meetings with community leaders, who
were not keen to help Matshikiza, took place.
“They wanted me to wear the doek and traditional attire, but I refused because I knew that once I put
that on, I would have agreed to marry him. He tried to force me to sleep with him, but I refused.”
Two days after Kotikoti was abducted, her suitor’s family sent representatives to her home to begin lobola
negotiations. Her mother refused and chased them out of her house.
“They told me they were offering four cows for her. I told them to go to hell because my daughter was
taken against her will and she was young and still in school,” Matshikiza says.
The next day, Kotikoti was released. She smiles as she talks about how she ran home when they told her
she was free to go.
“I ran as fast as I could, thinking they may change their minds and come after me,” she says. “I am grateful
that they let me go and that he didn’t force himself on me.”

1.1 How would you describe Bukeka’s self-esteem in the beginning of this article? 2
1.2 Identify the gender roles that are being challenged in this article. 2x1
1.3 Identify ONE Human Rights violations that occurs in this story. 1
1.4 Explain how Kotikoti showed respect in her community but also how she began to 2x2
respect herself.
1.5 Discuss TWO ways in which teen pregnancy would have an impact on Kotikoti’s 2x2
education.
1.6 Name TWO STI’s that Kotikoti could catch if her partner had unprotected sex. 2x1
1.7 Define the term “ukuthwala”. 1

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1.8 Name ONE example of gender inequality in this story. 1
1.9 Formulate THREE “reasons” why you think certain communites in South Africa still 3x2
practice “ukuthwala”.
1.10 Discuss how gender stereotyping can lead to gender discrimination. 3
1.11 Propose TWO ways how community leaders can positively change the types of 2x2
behaviour that causes unequal gender power relations.
[30]

Case Study 2: Teen Pregnancy in South Africa (32)

Read the following article and then answer the questions that follow.

Child marriages in SA are both a crime and abuse – NGO

15 JULY 2018
MANYANE MANYANE

Cape Town - Maria Mokoena is 86 years old, but she still has vivid memories of being forced to
marry a man she was not in love with.
“At the time we were not dating. He came with his family to ask for ‘mohope wa metsi’ (my hand
in marriage). Both sets of parents made agreements without consulting me. I was told he would
marry me and I couldn’t refuse because my parents would reprimand me.
“I lived with him, but I didn’t love him. When I protested to my mother that he was ugly, she
would say that as long as he took care of me, we would be fine.
“I could have achieved a lot in life if it was not for that forced marriage. I had big plans,” said a
visibly upset Mokoena.
Although the culture of forced marriages, or ukuthwala, is regarded as outdated, some
communities today still force young girls into marriage, usually with older men.
Last week, the Commission for Gender Equality (CGE) told the portfolio committee on social
development in Parliament that 91000 underage children as young as 14 have been forced into
marriage in South Africa. The CGE said the number was highest in KwaZulu-Natal at 25000,
followed by Gauteng at 15000 and the Eastern Cape with 9000.
The Centre for Child Law’s 2015 report by Unicef shows that child marriage is a problem across
Africa. In West and Central Africa, 42% of females are married as children, in sub-Saharan Africa
it’s 40%, and in East and southern Africa child marriage affects 37% of girls.
The centre’s deputy director, Karabo Ozah, said child marriages proliferated amid poverty,
tradition and gender inequality. “In South Africa we need, as a start, to make the age of consent to
marriage 18 without exceptions.”
“There is also a need to educate communities on the harmful effects of child marriages and
empower girls to have agency in relation to their lives.
“If kidnapping for marriage (ukuthwala), abuse, rape, sexual assault or any other crime takes
place, the law must take its course. The Children’s Act, Sexual Offences Act and Trafficking Act
have provisions for prosecutions,” said Ozah.
Tarisai Nyamweda, a spokesperson for NGO Gender Links, said child marriage was both abuse and
a crime as it denied children their rights. “We need a shift in mindset to see the girl child as of
equal importance to the boy and to respect children’s rights.
“Child marriage is in essence an abuse of children. It denies their right to education, to sexual
reproductive health, to a future in which they make their own decisions and a right to economic
opportunities.”
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 Nyamweda said the government needed to educate society on girls’ rights.
Gender Links also expressed disappointment that religious and cultural practices that did not have
a place in the new dispensation still happened.
“More effort is needed from the government down to family structures to help eradicate this
harmful practice.
Department of Traditional Affairs spokesperson Legadima Leso said 18 was the minimum age for a
valid marriage in the South African Marriage Act. “Traditional leaders, Houses of Traditional
Leaders and cultural organisations must form a partnership to educate people that ukuthwala is
not a basis for marriage. Love and agreement are.”

2.1 What does the term UNICEF stand for? 1

2.2 Names TWO laws in the Constitution that provide protection against child 2
marriages.
2.3 Give TWO examples of how girls can be educated concerning their rights. 2
2.4 List the province in South Africa with the MOST cases of child marriages. 1
2.5 “I could have achieved a lot in life if it was not for that forced marriage. I had big 2x2
plans.” Describe TWO “big plans” that Mokoena could have had and how she
would have achieved them.
2.6 A 14 year old female friend approached you at school that was being forced to 2x2
marry a 40 year old man in two weeks time. Explain TWO ways that you could help
her.
2.7 Give THREE examples to explain what you understand by the term “sexual 3x2
reproductive health.”
2.8 Evaluate the support or lack of support that Mokoena received from her family and 3x2
the effect it had on her.
2.9 “At the time we were not dating. He came with his family to ask for ‘mohope wa
metsi’ (my hand in marriage). Both sets of parents made agreements without
consulting me. I was told he would marry me and I couldn’t refuse because my
parents would reprimand me.
2.9.1 Identify TWO stereotypes this statement projects on relationships between 2
teenagers and their parents.
2.9.2 Analyse TWO examples from your own life on how to improve communication with 2x2
your parents.
[32]

[TOTAL: SECTION A :62]

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Section B: (14)

Study the following cartoon below and then complete the question in paragraphs:

 Identify the career field illustrated and give the minimum grade at school the 1+1
duck must pass to continue his studies.
 Discuss THREE stereotypes on studying medicine and how this impacts the 3x2
duck’s opportunity to study in the medical field.
 Recommend THREE possibilities available to the duck to pay for his studies. 3x2
[14]

[TOTAL SECTION B: 14]

[GRAND TOTAL: 30 + 32+14 + 4 = 80]