A Teaching and Learning Resource for Grades 10

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A Teaching and Learning Resource for Grades 10 – 12 in the Life Orientation Learning Area

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Winners know when to stop

FOR PROBLEM GAMBLING COUNSELLING PHONE

0800 006 008 or send a please-call-me to 076 675 0710 Tel: +27 083 625 6155 Fax: +27 21 426 1353 Website: www.schools.nrgp.org.za www.responsiblegambling.co.za E-mail: [email protected] P O Box 16331 Vlaeberg 8018 South Africa

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OVERVIEW

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Introduction

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Introduction Taking Risks Wisely

INTRODUCTION Hello As a Life Orientation teacher you may be asking yourself, “Why teach a module on gambling when there are so many other more pressing problems that teenagers have to deal with? What can a study on responsible gambling teach learners about coping with unsafe sex, teenage pregnancies and substance abuse?” The response to these important questions involves the recognition that all these forms of behaviour, including gambling, are forms of high-risk behaviour. The foremost contribution of the Taking Risks Wisely material is that it teaches learners: • • • • • •

how how how how how how

to to to to to to

identify low-risk and high-risk behaviour, calculate the probabilities of problematic consequences, assess their own levels of being-at-risk, manage their risks responsibly, make sensible decisions about risk-taking behaviour and recognize the warning signs of having lost control of their own risk-taking behaviour

The Taking Risks Wisely material promotes the view that young people should understand that various forms of highrisk behaviour – such as smoking, drinking, sexual relations and gambling - involve high probabilities of problematic consequences about which one can, nevertheless, make sensible decisions. The emphasis of the following units is therefore not so much on teaching what, but rather on teaching how. That is, we think that merely telling youth what not to do has little educational effect. In fact, it may have the opposite effect in motivating the learner to go and try it. Also, merely telling the learner what to do and what not to do doesn’t develop critical thinking skills and therefore doesn’t allow the learner to address new challenges with insight. If the learner knows how to make responsible decisions, then the skill can be applied to a whole range of risky situations (including smoking, drinking, sex and gambling) and to choices that will confront the learner in the future. The Taking Risks Wisely material, apart from developing learners’ decision-making skills, also engages learners in broader discussions about the social, political, economic and moral aspects of gambling.

Background to the Taking Risks Wisely programme The South African Responsible Gambling Trust (SARGT) was established by the National Gambling Act of 1996/2004. Its brief is to advise and monitor social and health consequences of commercial gambling and act to mitigate harm. The SARGT administers the independent research unit called the National Centre of the Study of Gambling as well as the National Responsible Gambling Programme (NRGP). A major component of the NRGP’s agenda is to develop sound educational programmes that have the following general goals: • • • •

To reduce the incidence of problem gambling, especially among youth; To reduce the risks and harms related to problem gambling; To increase public awareness about the potential consequences of gambling and promote healthy lifestyle choice; To neither encourage nor discourage people from gambling; but to help them exercise their freedom of choice in an informed and responsible way.

The NRGP is neutral with respect to whether adults choose to spend their free time and money gambling. It is, however, concerned that people who presently gamble or young people who may one day choose to gamble, do so knowing what the risks are and how to minimize them. The lessons that are developed here not only focus on achieving the aims of the NRGP as listed above an in line with the requirements of the Curriculum and Assessment Policy Statement (CAPS), they also draw on the latest scientific findings related to addiction in general, and pathological gambling in particular. The first phase of the project developed a teaching and learning resource, consisting of a manual and comic book, for Life Orientation Grades 7-9. The manual has 5 units for each of the three grades and is supported by an extensive, interactive website: http://www.schools.nrgp.org.za.

All contents copyright © 2012 National Responsible Gambling Programme

Introduction | Page 1

Introduction

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The website has: • • • •

additional enrichment material for advanced learners quizzes and self-tests for learners videos additional references and websites

Starting in 2008, the programme was piloted in 5 provinces in 64 schools. Based on a programme evaluation and the analysis of feedback received from 56 teachers and over 2,400 learners, the programme was implemented nationally in August 2011. With 462 teachers and Subject Advisors trained in the programme, over 270 schools are using the programme for Grades 7-9.

The challenges addressed by the Taking Risks Wisely teaching and learning resource file Although there are many exciting school programmes on responsible youth high-risk behaviour on offer in other parts of the world, we thought that in order for the South African material to be effective, it must directly address the unique challenges faced by South African teachers and learners. Some of the challenges and concerns are: • How does one teach school students, most of them under the legal gambling age of 18, to do something responsibly that is illegal for most of them? • How does such a programme avoid the charge that gambling (whether legal or not) is immoral and schools are not in the business of teaching morally unsound practices? How does such a programme answer parental objections to gambling? • Teachers point out that gambling comes way down the list of youth problems. In the face of substance abuse, teenage pregnancies, HIV/Aids, and the attraction of gang culture, why teach a programme on gambling? • How to make the overwhelmed teachers enthusiastic about taking on an additional teaching task? • How to develop a relevant programme that engages users from a vast range of differences? How to accommodate teachers and learners: o o o o o o o

Whose first language isn’t English From different social and ethnic cultures; From different geographical regions (urban and rural); From schools with vastly different levels of infrastructure; With different learning abilities and intellectual strengths; Teachers with different learning styles and learners with different learning rates; Learners of different ages within the same classroom?

1. It conforms to legislated Curriculum and Assessment Policy Statement requirements; 2. It is relevant and addresses the real and pressing needs and interests of South African learners and teachers. Its focus is on useful life skills for youth; 3. It maintains moral neutrality. It neither encourages nor discourages people from gambling; 4. It makes the task of teachers easier and the learning tasks engaging; 5. It is flexible and adaptable so as to accommodate a range of users.

Life Orientation - Curriculum and Assessment Policy Statement (CAPS) The resource has been developed within the requirements and context of the South African Curriculum and Assessment Policy Statement (CAPS). Its contents and activities are designed in such a way to promote learners who will be able to: • • • • • •

identify and solve problems and make decisions using critical and creative thinking; work effectively with others as members of a team; manage their own activities responsibly; communicate effectively; know how to use up-to-date information to inform their responsibilities to themselves and to others; understand that problem-solving contexts do not exist in isolation.

Page 2 | Introduction


Introduction

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At the end of this Introduction, there is an overview of the CAPS curriculum for each grade. The relevant areas addressed by the Taking Risks Wisely programme are highlighted. In addition, in the resource file’s first section of each Grade, there is a detailed outline of the CAPS material that ought to be covered in each semester. The relevant Taking Risks Wisely units for that grade are placed within the CAPS outline, indicating how the learning outcomes of the specific unit link with the prescribed topics. There you will also find an outline of the knowledge, skills and values that are addressed and promoted by the Taking Risks Wisely programme. At the start of each unit, there is an overview of the unit, a list of the learning outcomes, and a detailed lesson plan.

Relevance and neutrality At the start of developing the Taking Risks Wisely programme, we met with Life Orientation teachers who pleaded for interactive materials that are relevant and deal with actual, everyday challenges with which learners can identify. As one teacher wryly remarked, “The kind of environment we want children to envisage is not real.” There is a massive chasm between the (moralizing) classroom with its idealistic stance and the real, pulsing, gritty world of shebeens, sexfor-cell-phones and drugs. How to bridge this gap in an effective and responsible way? How to teach learners about risk-taking behaviours without encouraging them to start participating in them? The Taking Risks Wisely programme guides learners through a series of structured learning activities in which they try to identify the likely consequences associated with various risk-taking behaviours and engages them in assessing levels of control, determining their personal at-risk levels and in exercises of responsible decision-making. By strengthening learner’s ability to make informed decisions, the programme adopts a neutral stance with regards to whether gambling is good or bad. That is for learners to determine for themselves based on the critical thinking skills the material develops. South African youth, like youth elsewhere, are at risk because as they are initiated into the adult world, they are being confronted with forms of adult lifestyles, e.g. smoking, drinking, sexual relationships and gambling. Given the alarmingly high rate of HIV/AIDS in South Africa, and the extensive drug problem among youth, we know from teachers that equipping learners with appropriate skills to handle these high-risk forms of behaviour is essential. The main thrust of the material is therefore aimed at teaching learners how to make sensible decisions about a variety of high-risk behaviours with which they will be confronted, including gambling, and how to manage the risks sensibly if they do decide to gamble. These decisions are both at a personal level pertaining to their own lifestyle choices, as well as at a broader level pertaining to the social, economic and cultural impact of gambling on the society. Studies have shown (Jacobs 2000) that youth are more at risk for developing addictive patterns of behaviour than any other age group. Youth are particularly at risk because of their over-confidence combined with their lack of full life experiences. They are convinced that they will be able to handle the risks in certain situations, but since they don’t yet have the experience of just what those risks are, they are often unable to cope with the actual outcomes. It is the main aim of to help learners develop the understanding, appropriate skills and values that will enable them to make sensible and informed decisions about many of the new high-risk behaviours with which they are being (or will be) confronted.

Making your task as a teacher easier Since we are aware of South African teachers’ extraordinarily demanding workloads, we have tried to anticipate many of the possible teaching tasks. The resource Taking Risks Wisely is presented in a user-friendly format that reduces the teacher’s load, rather than increases it. Each detailed lesson has a summary of the main steps and key concepts, and icons indicate the different tasks (e.g. teachers presenting information, learners doing a learning activity). As a teacher you can, at a glance, follow the logical progression of the main phases and specific steps in each lesson. For those of you who are unfamiliar with the content and who welcome suggestions on what to say when, each lesson has sections with scripts for teachers to follow. Main points are captured in colourful transparencies. The resource also provides possible answers that you can consult with regards to the tasks and questions learners have to complete. A combination of colour-coded section indicators and simple icons for task recognition make it a resource useable for teachers with different abilities and in different teaching environments.



Introduction

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At the end of the resource, additional references and websites are given for those teachers who wish to know more about gambling or who wish to develop their own materials. By developing material that teachers see as relevant not only to teach about the risks in gambling but to a whole range of high-risk behaviours, we try to facilitate over-worked teachers’ buy-in. Coupled with a design that takes seriously the constraints that many teachers face (teaching material with which they’re not familiar, teaching in a language in which they are often not fluent, completing lesson plans and ensuring that assessment standards are adhered to), Taking Risks Wisely hopes to be an effective teaching and learning tool with positive implications for lifelong learning as different high-risk options have to be thought through carefully and responsibly. The resource consists of the following: • Background information for the teacher • Four detailed units for each of Grades 10, 11 and 12 • Lesson plans detailing learning outcomes, steps in the lesson as well as a script that teachers can follow if they wish. • Transparencies for use by the teacher • Learning Activity Sheets for the learners • Answer sheets • References and websites • http://www.nrgp.org.za/

Flexibility and adaptability The English in which the resource is written tries to be clear and simple. Key concepts are explained carefully and the examples used are relevant to the life-world of learners who live in affluent urban areas and attend wellresourced schools, as well as to rural learners whose school conditions are meager and under-resourced. The still recent legacy of apartheid in South Africa means that there are schools with no electricity, learners with scant skills in English, and teachers who are feeling both overwhelmed coping with a completely new (and administratively intense and demanding) schooling system. By creating multi-media materials, we hope that both teachers and learners remain stimulated and are able to engage with a variety of different materials, methods and learning activities. We think that this encourages sustained interests as well as flexibility of thinking and decision-making skills. For schools that do not have ready access to computers or the internet, the text-based material covers everything that the website does. The website offers learners the opportunity to engage with the issues in a different way and is also suitable for learners who want to explore additional considerations. It also lists enrichment material - quizzes, videos and articles - on gambling and related topics such as personal budget management. A key design feature of the resource is that learners learn by doing. Like learning to ride a bicycle, learners have to actively get engaged with the issues. The lessons therefore are driven by the activity-based learning tasks. These are set out in the “Learning Activity Sheets” which are printed single-sided, are easily detached from the ring binder, and are in simple black and white in order to make photocopying easier and cheaper. Moreover, the model of learning which drives this curriculum is that of process learning, which means that understanding proceeds i) through systematic and active engagement with the issues, as well as ii) through regular reinforcement. Key concepts are introduced early on and are subsequently re-visited with the aim of developing an enriched and deeper understanding. So, in each of the Grades the notion of high-risk behaviour and decisionmaking skills are addressed, consolidating and building on previous understandings. Learning is not so much a simple linear process, as a systematic cyclical process with ever-increasing sophistication and mastery. We trust that you as a teacher will enjoy using the resource and that your learners will be stimulated and challenged by the lessons. Page 4 | Introduction


Introduction

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Thanks and acknowledgments The Taking Risks Wisely material was developed by: • Nelleke Bak, University of Cape Town In addition, the following individuals are thanked for their help with the Taking Risks Wisely project (in alphabetical order): • • • • •

Elmari Basson, Teacher, Paarl Girls’ High School Natalie Bossi, Trainer, National Responsible Gambling Programme Peter Collins, Executive Director, National Responsible Gambling Programme Jacques Rousseau, Lecturer, University of Cape Town Gert van der Westhuizen, Professor, University of Johannesburg

Taking Risks Wisely would like to thank the South African Responsible Gambling Programme for funding the project.

Nelleke Bak Chief Curriculum Developer August 2012



Introduction

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Overview of topics

OVERVIEW Topics highlighted in yellow are addressed in the Taking Risks Wisely programme. Topic

Grade 10

1

Development of the self in society

• Self-awareness, self-esteem and self development • Power, power relations and gender roles • Value of participation in exercise programmes • Life roles: nature and responsibilities • Changes towards adulthood • Decision-making regarding sexuality • Recreation and emotional health.

2

• Contemporary social Social and issues that impact environmental negatively on local and responsibility global communities • Social skills and responsibilities to participate in civic life

3

Democracy and human rights

4

Careers and career choices

Page 6 | Introduction

Grade 11

Grade 12

• Plan and achieve Life Goals: problem-solving skills • Relationships and their influence on well-being • Healthy lifestyle choices: decision-making skills • Role of nutrition in health and physical activities • Gender roles and their effects on health and well-being

• Life skills required to adapt to change as part of ongoing healthy lifestyle choices • Stress management • Conflict resolution • Human factors that cause ill-health • Action plan for lifelong participation in physical activity

Environmental issues that cause ill-health • Climate change • Participate in a community service addressing an environmental issue

• Environments and services that promote safe and healthy living • Responsibilities of various levels of government • A personal mission statement for life

• Diversity, discrimination, human rights and violations • National and international instruments and conventions • Ethical traditions and/or religious laws and indigenous belief systems of major religions • Biases and unfair practices in sport

• Democratic participation and democratic structures • Role of sport in nation building • Contributions of South Africa’s diverse religions and belief systems to a harmonious society

• Responsible citizenship • The role of the media in a democratic society • Ideologies, beliefs and worldviews on construction of recreation and physical activity across cultures and genders

• Subjects, career fields and study choices: decisionmaking skills • Socio¬economic factors • Diversity of jobs • Opportunities within career fields • Trends and demands in the job market • The need for lifelong learning

• Requirements for admission to Higher Education Institutions • Options for financial assistance for further studies • Competencies, abilities and ethics required for a career • Personal expectations in relation to job or career of interest • Knowledge about self in relation to the demands of the world of work and socio-economic conditions

• Commitment to a decision taken: locate appropriate work or study opportunities in various sources • Reasons for and impact of unemployment and innovative solutions to counteract unemployment • Core elements of a job contract • Refinement of portfolio of plans for life after school


Introduction

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Topics highlighted in yellow are addressed in the Taking Risks Wisely programme. (cont)

Topic

Grade 10

Grade 11

Grade 12

5

Study skills

• Study skills and study methods • Process of assessment: internal and external • Annual study plan

• Study styles and study strategies • Examination writing skills • Time-management and annual study plan • Goal-setting skills

• Reflection on own study and examination writing skills • Strategies to follow in order to succeed in Grade 12

6

Physical Education

• Physical fitness: programmes to promote well-being • Skills in playground/ community/ indigenous games • Environmentally responsible outdoor recreational group or individual activities • Skills in traditional and/or non-traditional sport • Safety issues

• Improvement of current personal level of fitness and health • Umpiring and leadership skills in self-designed and modified games (teach peers) • Various leadership roles in a self-designed recreational group activity • Umpiring and leadership skills in self-designed and modified sport (teach peers) • Safety issues

• Achievement of own personal fitness and health goals • Long-term engagement in: traditional and nontraditional sport and playground/ community/ indigenous gamesrelaxation and recreational activities • Safety issues



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GRADE 10


Overview of Grade 10 Units “Taking Risks Wisely”

Unit 1

Risks: control and chance

Unit 2

Paying for pleasure

Unit 3

Managing risks responsibly: avoiding impulsive behaviour

Unit 4

The morality of gambling

By the end of the 4 units, learners will be able to •

Calculate the probabilities of possible consequences of different forms of high-risk behaviour

•

Distinguish between low-risk and high-risk behaviour

•

Assess their own levels of risk-prone circumstances and character traits

•

Identify their own levels of control over these risk-prone circumstances and character traits.

•

Explore characteristics of a healthy and balanced lifestyle

•

Outline the main developments in the growing economy of the gambling industry in the world and in South Africa

•

Understand the house advantage in playing slots

•

Calculate the odds in a sports event

•

Construct and conduct a simple survey about the forms of gambling and leisure time activities in a community

•

Enumerate the costs and consequences of gambling in the community

•

Understand that the adolescent brain is still developing, and influencing how adolescents make decisions

•

Outline key parts of the brain involved in impulsive behaviour and rational decision-making

•

Distinguish between sooner, smaller rewards and later, larger rewards

•

Apply decision-making skills to lifestyle choices, particularly with regards to money matters in order to avoid impulsive buying

•

Engage with different religious and ideological views on gambling

•

Identify the main benefits of legalised gambling as well as the main problems of allowing legalised gambling

•

Debate whether the government should allow gambling

CAPS topics: The new CAPS curriculum identifies the topics that should be covered in each term. For a copy of the complete CAPS Life Orientation curriculum for Grade 10, see the tables with the CAPS topics (Annual Teaching Plan) at the end of this section.

All contents copyright © 2012 National Responsible Gambling behaviour

Overview | Page 1

Below is a table of some of the prescribed topics and an indication of how the Taking Risks Wisely programme links up with these prescribed topics. Term 1 CAPS topic: Development of the self in society

Taking Risks Wisely: Unit 10.1 Risks: control and chance

• Strategies to enhance self-awareness, selfesteem and self-development: factors influencing self-awareness and self-esteem including media:

• Identify risk-taking behaviour • Develop strategies for enhancing self-awareness and levels of control

- Strategies to build confidence in self and others: (including making good decisions)

• Recognise personal risky circumstances and risk-prone character traits

- Acknowledge and respect the uniqueness of self and others

Assessment Assessment form

Time

Marks

1. Group task: simulation

20 min

Informal Assessment

2. Group task: quiz

20 min

Informal Assessment

Term 2 CAPS topic: Social and environmental responsibility • Contemporary social issue that impacts on local and global communities - Social justice • Social, constructive and critical thinking skills necessary to participate in civic life - Social responsibilities including the knowledge and skills to make informed decisions and take appropriate action - A group project to address a contemporary social issue

Taking Risks Wisely: Unit 10.2 Paying for pleasure • Apply a cost-benefit analysis of the effects of gambling • Outline the impact of gambling on the individual, the community and the country • Construct and conduct a simple survey about the forms of gambling and leisure-time activities in the community


Time

Marks

1. Pair task: test/quiz

30 min

20

2. Group project: Take home survey task: 2 weeks

Page 2 | Overview

80


Term 3 CAPS topic: Development of the self in society • Changes associated towards adulthood: adulthood:

Taking Risks Wisely: Unit 10.3 Managing risks responsibly by avoiding impulsive behaviour

with development adolescence and

• Understand how the adolescent brain is still developing

- Physical changes: brain development

• Become aware of the reasons for impulsive behaviour

- Emotional changes: impulsive behaviour • Values and strategies to make responsible decisions regarding lifestyle choices to optimise personal potential

• Develop strategies to strengthen selfresponsibility • Apply the PRICE decision-making strategy to choices pertaining to lifestyle and leisure-time activities

- Skills such as self-awareness, critical thinking, decision-making, problemsolving, and information gathering relating to lifestyle choices.


Time

Marks

1. Pair task: test/quiz

20 min

15

2. Individual task: 30 min Simulation (class) or take home

Informal assessment

Term 4 CAPS topic: Democracy and human rights • Understanding ethical traditions and/or religious laws of major religions in South Africa. - Living in a multi-religious society and exploring how they contribute to a harmonious society

Taking Risks Wisely: Unit 10.4 The morality of gambling • Engage with different religious and ideological views on gambling • Identify the main benefits and main problems of gambling • Develop an informed response to the question of whether the government should allow gambling

Assessment


Assessment form

Time

Marks

1. Group task: Respond to test

30 min

10

2. Individual task: written assignment

30 min (class) or take home

20

Overview | Page 3

Assessment Programme – Grade 10 CAPS requires that learners are assessed each term out of a total of 100 marks per term. Term

Marks per term

Assessment

Recording 1

2

3

4

Reporting

Written task

80

PET

20

Mid-year exam

80

PET

20

Project

80

PET

20

End-year exam

80

PET

20

100

Total

400

400

100

100

100

Teachers may choose to use some of the Taking Risks Wisely assessment tasks below to record in the learner’s performance schedule. Form of Assessment

Time

Marks

Group task: simulation – Unit 10.1

20 min

Informal Assessment

Group task: quiz – Unit 10.1

30 min

Informal Assessment

Pair task: test / quiz – Unit 10.2

30 min

20

Group project: survey – Unit 10.2

Take home task: 2 weeks

80

Pair task: test / quiz – Unit 10.3

20 min

20

Individual task: simulation – Unit 10.3


Informal Assessment

Group task: respond to text – Unit 10.4

30 min

10

Individual task: written assignment – Unit 10.4


20

Page 4 | Overview


Copy of the CAPS curriculum: Annual Teaching Plan TOPIC

TERM 1

GRADE 10 Recommended resources

WEEKS 1 – 3 Development of the self in society

3 hours

Textbook, Life Orientation Teacher Guide, DoE, 2006

Strategies to enhance self-awareness, self-esteem and self-development: factors influencing self-awareness and self-esteem including media - Strategies to build confidence in self and others: communication, successful completion of tasks or projects, participation in community organisation or life, making good decisions and affirmation of others - Acknowledge and respect the uniqueness of self and others and respect for differences (race, gender and ability) • Definition of concepts: power, power relations, masculinity, femininity and gender - Differences between a man and a woman: reproduction and roles in the community, stereotypical views of gender roles and responsibilities, gender differences in participation in physical activities - Influence of gender inequality on relationships and general well-being: sexual abuse, teenage pregnancy, violence, STIs including HIV and AIDS

Unit 10.1: Risks: control and chance • Identify risk-taking behaviour • Develop strategies for enhancing selfawareness and levels of control • Recognise risky circumstances and riskprone character trait

• Value of participation in exercise programmes that promote fitness: cardiovascular fitness, muscular strength, endurance and flexibility - Relationship between physical and mental health Physical Education

3 hours

Textbook, resources on physical fitness

• Participation in activities that promote physical fitness and safety issues relating to participation in fitness exercises WEEKS 4 – 6 Careers and career choices

3 hours

Textbook, resources on Career Guidance, Life Orientation TG 2006

• Knowledge about self in relation to own subjects, career fields and study choices: interests, abilities, talents and strengths - Difference between career field, occupation, career and job - Requirements for National Senior Certificate (NSC): various subjects and career options, steps in choosing and decision making process - Knowledge about life domains: being (physical, psychological and spiritual), becoming (practical, leisure and growth) and community (social, physical and community) • Socio-economic factors as considerations for career and study choices: community needs, availability of finances, affordability, stereotyping, accessibility and impact of income tax on final salary package Physical Education

3 hours


It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is, however, not fixed.


Overview | Page 5

WEEKS 7– 10 Democracy and human rights

4 hours

Textbook, newspaper articles, Bill of Rights, SA Constitution

• Concepts: diversity, discrimination, human rights and violations of human rights - Contexts: race, religion, culture, language, gender, age, rural / urban, xenophobia, human trafficking and HIV and AIDS status • Bill of Rights, International Conventions and Instruments: Convention on the Rights of the Child, the African Charter on the Rights and Welfare of Children, Committee on the Elimination of Discrimination Against Women (CEDAW) and other bills and charters and protection agencies, rules, code of conduct and laws - Types of discriminating behaviour and violations: incidences of discriminating behaviour and human rights violations in SA and globally - The nature and source of bias, prejudice and discrimination: impact of discrimination, oppression, bias, prejudice and violations of human rights on individuals and society - Challenging prejudice and discrimination: significant contributions by individuals and organisations to address human rights violations - Contemporary events showcasing the nature of a transforming South Africa: South African initiatives and campaigns, one’s own position, actions and contribution in discussions, projects, campaigns and events which address discrimination and human rights violations and nation building and protection agencies and their work Physical Education

4 hours


• Participation in activities that promote physical fitness; participation and movement performance in physical fitness activities It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is, however, not fixed. TOPIC

TERM 2

Recommended resources

WEEKS 1 – 3 Study skills

GRADE 10

3 hours

Textbook, newspaper articles, resources on careers and study skills

• Study skills: listening, reading, comprehension, concentration, memory, organisation and time management • Study methods: note-taking, mind-mapping, selecting important concepts and content, assignment and essay construction and making comparisons • Critical, creative and problem-solving skills • Process of Assessment: internal and external • Annual study plan Physical Education

3 hours

Textbook, resources on various types of games

• Participation in movement activities that promote skills in playground / community / indigenous games • Participation and movement performance in movement activities that promote skills in playground / community / indigenous games • Safety issues relating to participation in playground / community / indigenous games

Page 6 | Overview


WEEKS 4 – 7 Social and environmental responsibility

4 hours

Textbook, newspaper articles, resources on environmental responsibility

• Contemporary social issues that impact negatively on local and global communities: - Concepts: social and environmental justice - Social issues: crime, poverty, food security, food production, violence, HIV and AIDS, safety, security, unequal access to basic resources, lack of basic services (water and health services) • Social, constructive and critical thinking skills necessary to participate in civic life: - Social responsibilities including the knowledge and skills to make informed decisions and take appropriate action - Youth service development: youth and civic organisations, community services or projects and volunteerism - Their purpose and contribution, areas of strength and where they can improve - Own contribution to these services, projects and organisations: a group project to address a contemporary social issue that impact negatively on local and / or global communities Physical Education

4 hours

Unit 10.2: Paying for pleasure • Apply a cost-benefit analysis of the effects of gambling • Outline the impact of gambling on the individual, the community and the country • Construct and conduct a simple survey about the forms of gambling and leisure-time activities in the community

Textbook, resources on various types of games

• Participation in movement activities that promote skills in playground / community / indigenous games • Participation and movement performance in movement activities that promote skills in playground / community / indigenous games WEEKS 8 – 10 EXAMINATIONS It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is, however, not fixed.


Overview | Page 7

TOPIC

TERM 3



5 hours

Textbook

• Life roles: child, student, adult, role in family, partner, mother, father, grandparent, breadwinner, employee, employer, leader and follower - Evolving nature of and responsibilities in each role: how roles change and affect relationships - Handling each role effectively: influence of society and culture • Changes associated with development towards adulthood: adolescence and adulthood - Physical changes: hormonal, increased growth rates, bodily proportions, secondary sex /gender characteristics, primary changes in the body (menstruation, ovulation and seed formation) and skin problems - Emotional changes: maturing personality, depth and control of emotions, feelings of insecurity, changing needs, interests, feelings, beliefs and values and sexual interest - Social changes: relationship with family, interaction with social groups, need for acceptance by and dependence on peer group, moving into the workforce and increased responsibilities • Coping with change: importance of communication and making friends

Unit 10.3: Managing risks responsibly by avoiding impulsive behaviour • Understand how the adolescent brain is still developing • Become aware of the reasons for impulsive behaviour • Develop strategies to strengthen self-responsibility • Apply the PRICE decisionmaking strategy to choices pertaining to lifestyle and leisure-time activities

• Values and strategies to make responsible decisions regarding sexuality and lifestyle choices to optimise personal potential - behaviour that could lead to sexual intercourse and teenage pregnancy; sexual abuse and rape - Values such as respect for self and others, abstinence, self-control, right to privacy, right to protect oneself, right to say ‘No’ and taking responsibility for own actions - Skills such as self-awareness, critical thinking, decision-making, problem solving, assertiveness, negotiations, communication, refusal, goals setting and information gathering relating to sexuality and lifestyle choices - Where to find help regarding sexuality and lifestyle choices • Relationship between recreational activities and emotional health Physical Education

5 hours

Textbook, resources on recreation and relaxation

• Participation in activities that promote recreation and relaxation • Participation and movement performance in activities that promote recreation and relaxation • Safety issues relating to participation in recreation and relaxation activities

Page 8 | Overview


WEEKS 6 - 10 Careers and career choices

5 hours

Textbook

• Diversity of jobs: - Economic sectors: primary (raw materials), secondary (finished products or goods) and tertiary (infrastructure and providing services) - Work settings: workplace environment and conditions; indoors and outdoors (laboratory, mine) - Forms of activities involved in each job: designing, assembling and growing - Skills and competencies: information gathering or analysis and instruction - Various facets of self and integration into the world of work • Opportunities within different career fields including work in recreation, fitness and sport industries: - Research skills, salary package, promotion and further study prospects - Profitable use of time, how to use talents in working and career opportunities, enjoyment and transfer of skills to other related industries Physical Education

5 hours

Textbook, resources on recreation and relaxation

• Participation in activities that promote recreation and relaxation • Participation and movement performance in activities that promote recreation and relaxation

TOPIC

TERM 4


WEEKS 1 – 3 Careers and career choices

GRADE 10

3 hours

Textbook, resources on careers

• Awareness of trends and demands in the job market: emerging demands or changing patterns of careers and scarce skills and the job market - Reading the market for trends regarding jobs and identifying niches - Growth and decline of various occupations and fields of work and competencies linked to these jobs - SAQA, the NQF framework and recognition of prior learning • The need for lifelong learning: ability to change, re-train, flexibility and ongoing development of the self - Different kinds of learning: formal, informal and non-formal Physical Education

3 hours

Textbook, resources on traditional and non-traditional sport

• Participation in activities that promote skills in traditional and non-traditional sport • Participation and movement performance in traditional and non-traditional sport • Safety issues relating to participation in traditional and non-traditional sport


Overview | Page 9

WEEKS 4 – 6 Democracy and human rights

3 hours

Textbook, newspaper articles

• Understanding ethical traditions and/ or religious laws of major religions in South Africa: Judaism, Christianity, Islam, Hinduism, Buddhism and African - Indigenous belief systems in South Africa: origins and practices - Living in a multi-¬religious society and exploring how they contribute to a harmonious society • Coverage of sport: ways to redress biases - Gender, race, stereotyping and sporting codes - Unfair practices: drug taking, match fixing, subjective umpiring and maladministration in sport - Process of analysis and critical evaluation

Physical Education

3 hours

Unit 10.4 The morality of gambling • Engage with different religious and ideological views on gambling • Identify the main benefits and main problems of gambling • Develop an informed response to the question of whether the government should allow gambling.

Textbook, resources on traditional and non¬traditional sport

• Participation in activities that promote various traditional and non-traditional sport • Participation and movement performance in traditional and non-traditional sport WEEKS 7 – 10 EXAMINATIONS

Page 10 | Overview


Lesson plan for Learning Area

Focus Learning Area: LIFE ORIENTATION No of units: 4 1.

Focus: Topic:

2.

Grade: 10

DEVELOPMENT OF SELF IN SOCIETY, SOCIAL AND ENVIRONMENTAL RESPONSIBILITY, DEMOCRACY AND HUMAN RIGHTS Taking Risks Wisely

Specific aims: 1. The learner will be able to respond appropriately to life’s responsibilities and opportunities. 2. The learner will be able to make informed decisions regarding their own health and well-being as well as those of others. Assessment Forms: Written tasks, assignments, oral presentations and project.

3.

KNOWLEDGE, SKILLS, ATTITUDES AND VALUES Knowledge/concepts: High-risk behaviour Levels of control Risk-prone circumstances and character traits Adolescent brain development Responsible decision-making Gambling prevalence Moral theories

4.

Skills Analysis Critical thinking Calculation

Values and Attitudes Understanding Responsibility Responsiveness

Making choices Problem solving Coping strategies Survey management

Pragmatism Cultural sensitivity

LEARNING ACTIVITIES AND RESOURCES Activities: Topics to be addressed: • Risk-taking behaviour • Levels of control • Assessment of risk • Decision-making skills • Responsible risk-taking • Adolescent brain development • Gambling in the community • Moral theories

Group discussion Group discussion Group discussion, role play, individual reflection Individual reflection, group discussion Group discussion, role play, individual reflection Quizzes and tests Survey Group discussion and writing

5.

RESOURCES Resource file, www.schools.nrgp.org.za website - supplied

6.

EXTENDED LEARNING Website has additional links and considerations that accelerated learners can engage with

7.

ASSESSMENTS Written work Presentations

Analysis Reading

What assessor will do: Observe, listen, interpret, question, read learner's observations

Debating Administering a survey Who will assess: Teacher and peers

ASSESSMENT ACTIVITIES Learning Activities sheets: matching pairs, True/False, writing, responding to text, survey LINKS WITH: Social sciences, Mathematics, Economic sciences


Overview | Page 11

1/15/13

4:29 PM

Page 3

UNIT 10.1


unit 10.1

Grade 10 – Unit 10.1 ‘Taking Risks Wisely’

UNIT 10.1

Risks: control and chance

BY THE END OF UNIT 10.1, LEARNERS WILL BE ABLE TO: •

Describe the possible consequences of high-risk behaviour

•

Calculate the probabilities of possible consequences of different forms of high-risk behaviour

•

Distinguish between low-risk and high-risk behaviour

•

Assess their own levels of risk-prone circumstances and character traits

•

Identify their own levels of control over these risk-prone circumstances and character traits.

CAPS TOPIC FOR UNIT 10.1: TERM 1: DEVELOPMENT OF THE SELF IN SOCIETY •

Strategies to enhance self-awareness, self-esteem and self-development: factors influencing self-awareness and self-esteem including media: o Strategies to build confidence in self and others: (including making good decisions) o Acknowledge and respect the uniqueness of self and others

KEY CONCEPTS: •

high-risk and low-risk behaviour

•

reward

•

chance and probabilities

•

self-awareness

•

personal strengths and weaknesses

•

risk-prone circumstances and character traits

•

levels of control

•

self-development strategies

RESOURCES FOR UNIT 10.1: •

Transparency 1 – Low-risk and High-risk Behaviour

•

Learning Activity 1 – The Rewards and Consequences of Risk-taking

•

Learning Activity 1 – Teacher’s Answer Sheet

•

Transparency 2 – Risky Circumstances and Levels of Control

•

Learning Activity Sheet 2 – Levels of Control in Managing Risk-taking Behaviour

•

Transparency 3 – Risky Circumstances and Levels of Control


Grade 10 | Unit 10.1 | Page 1

Unit 10.1 | Levels of control of high-risk behaviour and risky circumstances

SUMMARY OF STEPS IN UNIT 10.1 orientating STEP 1: INTRODUCTION (5 MIN) Introduce notion of risk-taking behaviour (TRANSPARENCY 1)

STEP 2: ACTIVITY (15 MIN) ACTIVITY SHEET 1: Learners distinguish between low-risk and high-risk behaviour (Group work) ACTIVITY 1 ANSWER SHEET: Class feedback.

enhancing STEP 3: IDENTIFICATION (5 MIN) Circumstances that put learners at high risk (Class discussion

STEP 4: EXPLANATION (5 MIN) Levels of risk and levels of control (TRANSPARENCY 2)

synthesising STEP 5: APPLICATION (15 MIN) ACTIVITY SHEET 2: Assessing your own levels of risk and levels of control (Group work) TRANSPARENCY 3: (Class discussion)

Page 2 | Unit 10.1 | Grade 10


ORIENTATING (Introducing the topic in relation to what has already been learned) In Grades 7-9, learners were introduced to thinking about various forms of risk-taking behaviour, to assessment of their own at-risk levels, to responsible decision-making skills, to various forms of gambling, to probabilities and to support services for people who need help with a gambling problem. Summarise the key points of the previous Taking Risks Wisely material before focusing on levels of control. BACKGROUND INFORMATION FOR TEACHERS Plato, a Greek philosopher who lived in 400 BC, apparently thought that the behaviour of young people at that time was a cause for concern and asked: "What is happening to our young people?" If he was worried about the behaviour of adolescents all those centuries ago, we are perhaps wrong to think that our current generation of adolescents is behaving in a worse way than in previous generations. Taking risks is an integral part of being human, and is a key feature of adolescent behaviour at a time when they are becoming more independent and starting to participate in adult forms of behaviour. Life is risky! As human beings, we have to take risks: getting out of bed in the morning is a risk, eating food we bought is a risk, crossing the street is a risk, even sharing a secret with someone is a risk. But there are, of course, some forms of risk-taking behaviour that are not likely to lead to problems, whereas there are other forms of risk-taking behaviour that may be dangerous and have serious consequences. Becoming mature is knowing how to distinguish between low and high-risk behaviour and knowing how to take risks wisely. This manual, Taking Risks Wisely, is aimed at teaching young people how to do exactly that. One commonly accepted theory about why people do risky things has to do with evolution . According to this theory, the parts in our “old” brain that control our basic impulses for survival and reproduction, also stimulate us to take action. In some people, the impulse to take action and seek risk is strong. We call them the “risk seekers”, whereas there are others who generally try and avoid risk. Of course, everyone both takes risks and avoids risks at different points in their lives. Early human risk takers were probably more likely to wander off established trails, possibly finding a new source of water or game. They would most probably have also been the ones to invent new weapons, new traps for food, or tried eating a new plant. The rewards of taking these risks include benefits for the group (with better ways of surviving) and admiration and esteem for the risk-taker. Adolescents who are establishing their identities are particularly concerned about being admired by their peers. It is therefore not surprising that young people tend to take high risks! Another reason that young people in general like to take risks is that it unites them with others who participate in the same sport or activity, producing an intense sense of belonging to the group, centered around cheating death, injury, or other mishap. Many people who love to take risks have a strong desire to control their own destiny. And young people, who as yet lack life experience, are particularly prone to thinking that they can control their own lives. They are over-confident of being able to handle all situations and to avoid serious consequences. Such high-risk takers often engage in dangerous activities, because they seek the thrill of being able to control and master the danger. Sadly, often with disastrous consequences. It is the main aim of Taking Risks Wisely to help learners develop the understanding, appropriate skills and values that will enable them to make sensible decisions about all the new risky behaviours and activities with which they are (or will be) confronted, and to prevent learners from becoming problem cases. 1

Additional resources: http://www.faqs.org/health/topics/15/Risk-taking-behaviors.html#ixzz0Xnnv7WVk



STEP 1: INTRODUCTION (5 MIN) Introduce the notion of risk, discuss different kinds of risk-taking behaviour, and distinguish between low-risk and high-risk based on the probability of serious consequences. Unit 10.1 is a repetition and summary of the work that was covered in units 7.1, 7.2, 8.1 and 9.1. Since many learners will not have gone through these units in their previous classes, unit 10.1 revisits the key considerations. Put up Transparency 1 – Low-risk and High-risk Behaviour (with the main points). Say, for example:

“ •

Ask: Who of you took a risk this morning? What kind of risk?

(Or, if no-one puts up a hand, then ask: Who of you have ever taken a risk?) (Prompt learners to recognise that much of what we do in life, even in everyday life, involves risk. Say: When we had a glass of milk this morning, how did we know that the milk didn’t have harmful bacteria? When we took the taxi to school, what risks did we take? Did we know whether the driver was sober? Did we know that he was a responsible person? When we shared a secret with a friend, were we sure that the friend would keep the secret? (Learners should recognise that risk is part of almost everything we do.) (Learners should recognise that risk is part of almost everything we do.) Ask: •

What are some examples of risk-taking?

•

What kinds of risk are involved?

(Write some of the examples that learners give on the board. Here are some examples of what risk-taking is: To laugh is to risk appearing the fool; To weep is to risk appearing sentimental; To reach out for another is to risk involvement; To expose feelings is to risk being made a fool of; To love is to risk not being loved in return; To hope is to risk despair; To try is to risk failure; To not do the homework task is to risk getting detention; To avoid training for the athletics race is to risk coming last; To have unprotected sex is to risk getting pregnant; To get in a car with a drunk driver is to risk being injured in an accident; To gamble is to risk losing money.) Say: But risk must be taken. Without taking risks, we could not progress or achieve our goals. The person who risks nothing, does nothing and gains nothing. Such a person cannot grow, learn, love or have a meaningful life. (Learners should recognise that taking risks is part of life.)



Ask: •

Which of these examples (offered by the learners or written on the board) are high-risk behaviour and which low-risk behaviour?

•

What makes them high-risk or low-risk?

Say: Any form of behaviour is risky because it leads to consequences that we can’t always predict or control. We don’t know what the future exactly will be. Even though we can’t accurately predict the consequences of our actions, there are some actions whose consequences we think are likely to be fine – for example, drinking a glass of milk we bought from a well-established shop is likely to be properly pasteurised and free from harmful bacteria. On the other hand, stealing a cell phone from a shop is likely to have serious consequences like arrest and possibly a jail sentence, which in turn will make it difficult to complete schooling and getting a good job. (Learners should be able to distinguish between low and high-risk behaviour.) Ask: •

Why do some people engage in high-risk behaviour if they know that it is likely to lead to serious consequences, problems, injury or even death?

(People seek out risks for various reasons, but generally because they see some reward at the end of it: the reward of being admired, the reward of being loved, the reward of the thrill of evading danger, the reward of money, the reward of esteem, the reward of belonging to a group, etc. Learners should be able to explain that people engage in high-risk behaviour because of the rewards they hope to achieve.) Let’s look at some forms of risk-taking behaviour and the anticipated rewards (benefits) and the likely consequences (costs).

“

STEP 2: LEARNING ACTIVITY (15 MIN) Hand out Learning Activity 1 - The Rewards and Consequences of Risk-taking.

Divide learners into pairs and ask each pair to complete the sheet. The aim of the exercise is to enable learners to distinguish between low and high-risk behaviour, based on the consequences that the action is likely to have. Once the task is completed, put up Learning Activity 1 – Teacher’s Answer Sheet and take the learners through the various responses.

ENHANCING (deepening learners’ understanding of the topic) Deepen learners’ understanding of how to cope with risk. This next section identifies the kinds of risky circumstances that encourage high-risk behaviour. The exercise is to enable learners to identify their personal risky circumstances and to assess how much control they have over these circumstances. STEP 3: IDENTIFICATION (5 MIN) Introduce discussion of the need to know which circumstances are likely to encourage high-risk behaviour. Knowing what those circumstances are empowers learners to deal with them responsibly. In other words, learners should recognise in their own lives the things that place them at risk of engaging in dangerous behaviour.



Say, for example: Say: We had a look at different kinds of risk-taking behaviour; some low-risk, some medium-risk and some high-risk. We looked at why people take risks: risk-taking behaviour has rewards, but it also carries risks. That’s why it is called risktaking behaviour. Ask: •

How much control do you think a person has over deciding whether to steal a neighbour’s orange, or a CD from a shop, or to drink brandy, or to have sex?

(Prompt learners to see that there are different levels of control. The person who is very hungry may not have as much control over stealing the orange than one who is not hungry. Also, a person who is pressurised by his peers to drink brandy has less control over his decision than one who doesn’t have peer pressure.) Ask: •

Do you think you have control over what your family, or friends or community is like?

(Invite examples. Encourage learners to recognise that they have different levels of control: to a certain extent they have control over what kind of friends they hang out with, some control over what their families do, some control over their own feelings, some control over their own feelings and impulses, and little control over their community in which they live.) Ask: •

Do you think you would be more likely to take drugs if you lived in a community where there was lots of drug traders and many people used drugs, than if you lived in a community where it was difficult to get drugs and few people used them?

•

How much control would you, as an individual, have over what your community does?

(Encourage learners to recognise that they are often in tempting or threatening situations over which they don’t have much control. Even so, learners need not be complete victims. Knowing what these tempting or threatening circumstances are is an essential part of being able to make sensible decisions. Studies have shown that young people who live in communities that have a lot of drug use, are far more likely to take drugs than people who don’t have easy access to drugs. Also, children who come from homes where there is little parental supervision are likely to experiment with high-risk behaviour. And young people who perform poorly at school are also more likely to start getting involved with high-risk behaviour.) Say: We will have a look at the main categories of risky circumstances – within the community, within your family and circle of friends, and in your own personality. But remember, that even though you may not have much control over your community, family, friends or even over your own impulses, when you get older it is likely that you will be able to take more control. Maybe you become mayor and are able to make a difference to the community; and as a parent, you will have more authority to determine what your family does. The choices you make, over which you have control (we will look at how to make sensible choices in Unit 10.2), and the circumstances in which you find yourself, over which you have less control, contribute to whether you get involved in risky behaviour, especially high-risk behaviour, or not. The more risky your circumstances, the more likely you are to get involved in high-risk behaviour. Understanding what the risky circumstances are, is an important part of being able to make responsible and informed decisions. So, what are the risky circumstances?


“


STEP 4: EXPLANATION (5 MIN) Put up Transparency 2 – Risky Circumstances and Levels of Control. Refer to the notes below to explain each of the risky circumstances in more detail.

Say, for example:

“ 1.

A. Risky circumstances in the community Availability of high-risk goods

Ask: •

If there are many drugs available in your community, do you think it will increase the chances of your using them?

Studies have shown that the more easily available the high-risk goods in a community, the more likely it is that members in that community will use them. High-risk goods could include cheap alcohol (e.g. sold in shebeens), easily available drugs, cheap cigarettes and lots of places where you can gamble. 2.

Social habits that allow high-risk behaviour and lack of law enforcement

Ask: •

If no-one were to stop you from going into a bar to buy alcohol, even though you are under the legal age of 18, do you think it is likely that you will start drinking in bars?

If there are few police around to enforce the law, it is likely that theft, drunken driving, drug abuse, prostitution, violence will increase. And the more these forms of high-risk go unchecked, the more likely it is that these forms of high-risk will increase in the community. This in turn, makes it likely that the young people in that community will start to engage in these forms of (illegal) high-risk behaviours. 3.

Mobility of residents (i.e. how often people move)

Ask: •

How well do you know all the people living in your street? Have they been there for long?

People who have been living for a long time in one place know their neighbours and are likely to keep an eye on their houses and children. But people who are in the neighbourhood only temporarily, don’t really care about the welfare of the community and research has shown that there is an increase in the level of crime, vandalism and violence in communities where people don’t stay for long. 4.

Poverty-stricken communities

Ask: •

Why do you think there are more murders and crime in the poor parts of our cities than in the richer parts?

Statistics show that in communities that have high levels of poverty, unemployment and where basic services are lacking (like no running water, no electricity, no street lights, no rubbish collection), members and especially young people are much likely to drop out of schools, join a gang, get involved in criminal activities, have teenage pregnancies, abuse substances and behave violently. B. Risky circumstances in the family and in the peer group 5.

Family members with addiction problems

Ask: •

If a young person’s parents both had an alcohol problem, how likely do you think it is that the young person will start drinking too?

It would seem that young people who see the misery and suffering that their parents’ addiction brings about would be encouraged to avoid starting to abuse the same substance, but studies show quite the opposite. So, if the parents have an addiction problem, the children are likely to develop an addiction problem too. All contents copyright © 2012 National Responsible Gambling Programme


6.

Little supervision or monitoring by parents or caretakers

Ask: • Do your parents always know where you are when you go out at night? Do you think their wanting to know is a good thing or not? Parents who don’t take an interest in what their children are up to, or parents who are inconsistent with their punishment, or parents who use extremely harsh punishment (such as violence) are encouraging their children to develop health and behaviour problems. 7.

Conflict within the family

Ask: • What do you think a person who has ongoing serious disagreements with his or her parents is likely to do after a while? Again, there are solid statistics that show that young people who come from families where there is lots of fighting between the parent or caretaker and the young person, then it is likely that the young person will develop behaviour problems later on (such as alcohol abuse or violent behaviour). 8.

Parents who accept their children’s problem behaviour

Also, if parents don’t punish a child who has done something illegal, or when parents accept their child’s drinking and smoking, then it is likely that the young person will develop serious health and behaviour problems later on. 9.

Friends involved with problem behaviour

Ask: • Have you ever felt under pressure to join your friends into doing something that made you uncomfortable or scared? Peer pressure among adolescents is powerful. Young people whose friends are involved with drugs, alcohol, unsafe sex or crime, are likely to follow what their friends are doing. C. Personal characteristics 10. Impulsive, hyperactive and rebellious nature Ask: • How impulsive or rebellious do you think you are? Young people who don’t have much self-control, who are impulsive and who can’t concentrate for long, are more likely to seek out the thrills of high-risk behaviour than those who are less impulsive and who have more self-control. 11. Poor school performance and lack of commitment to school Ask: • Who, for example, do you think is more likely to start using “tik”: a) a person who does well at school and at sports, or b) a person who has failed repeatedly and isn’t involved in any extra-curricular activities? A person who does poorly at school and who does not care about his or her education is more likely to start using drugs, drinking, falling pregnant and engaged in vandalism. 12. Inherited physical characteristics There are some people who have inherited certain genetic and physical characteristics which make them by nature riskseekers, or make them less able to control their impulses, or make them chase sensation and thrills. If no proper measures are taken to control their impulses, it is likely that they will develop severe problems later on.


“


SYNTHESISING (Reinforce and consolidate learners’ understanding) Consolidate learners’ understanding, skills and values with regards to thinking about their own risky circumstances and their levels of control.

STEP 5: APPLICATION (15 MIN) The aim of this next Learning Activity Sheet 2 – Levels of Control in Managing Risktaking Behaviour is to enable learners to identify the different risky circumstances that they find themselves in, and to assess the level of control they have over these circumstances. If there is time, invite groups to share their responses with the rest of the class. Draw a long horizontal block on the board (call this the control scale).

LEVELS OF CONTROL IN MANAGING RISK-TAKING BEHAVIOUR

Lots of control over the circumstance

No control over the circumstance

Then put up Transparency 3 – Risky Circumstances and Levels of Control. Ask them to say why they think they have no, or little or lots of control over that specific example. The examples: •

The supply and availability of drugs in the neighbourhood

•

The number of police in the community

•

The number of gambling places in the community

•

The behaviour of your friends

•

The number of times people move in and out of the neighbourhood

•

The income levels of people living in the community

•

Family members who have an addiction problem

•

Availability of jobs for the residents

•

Impulsive nature

•

Poor school performance

•

Commitment to school and education

•

Doing well in a game of soccer (one has a lot of control over this: being fit, eating well, being rested, concentrating on the game, etc)

•

Outcomes in a game of dice (the player has no control over the outcome)

•

Getting the winning Lotto numbers (the player has no control at all over the outcome)

•

Winning jackpot of a slot machine (the player has no control at all over the outcome



Unit 10.1 - Transparency 1

LOW-RISK AND HIGH-RISK BEHAVIOUR

Adolescence is an exciting time! But also risky! • What is risk-taking? We can never fully know what the future holds; all forms of action involve risk. If we didn’t take any risks, we would not be able to progress at all. Not all forms of risk-taking actions are the same. Some are likely to have serious consequences (high-risk) and others are unlikely to lead to problems (low-risk). • What are some examples of low-risk behaviour? • And examples of high-risk behaviour? Low-risk behaviour has a small chance or, ‘low probability’, of serious consequences; high-risk behaviour has a large chance, or high probability, of serious and problematic consequences. •

So, why do some people engage in high-risk behaviour if they know that it has a high probability of leading to serious problems?

1. Humans have evolved over the centuries to take risks. Our species would not have survived if it had not taken risks (hunting food, seeking new shelter, trying out new inventions). 2. Some people are naturally more inclined to be risk-seekers and others to be risk-avoiders. (Some people are just born that way, although we all, at different points in our lives, are risk-seekers and risk-avoiders.) 3. We are all risk-takers because of the rewards involved. 4. This means that all risk-taking behaviour has rewards (or we can call these ‘benefits’) and risks (we can call these ‘costs’). High-risk behaviour has high rewards, but also high probability of problems and serious consequences. All contents copyright © 2012 National Responsible Gambling Programme


Unit 10.1 Learning Activity 1

The Rewards and Consequences of Risk-taking

Names of group members:

________________________________________________________________

Here are examples of different kinds of risk-taking behaviours. For each one, discuss in your group what you think are the rewards of engaging in this behaviour, and then write down the rewards in the column next to the example. Then in your group discuss what you think are the likely consequences of engaging in this behaviour.

Example

Reward

Likely consequence/s

A. Stealing an orange from your neighbour's tree.

B. Stealing a CD from a shop

C. Having a sip of brandy to see what it tastes like.

D. Getting drunk every weekend.

E. Kissing your boyfriend/ girlfriend.

F. Having unsafe sex.

G. (Give your own example)

Here is a scale of low-risk and high-risk behaviour. Now, decide whether each of your examples – A, B, C, D, E, F, G – is more low-risk or more high-risk. Then write the number of the example on the scale below in the place where you think it fits best on the scale: Low-risk behaviour


High-risk behaviour


Unit 10.1 Learning Activity 1 - TEACHER’S ANSWER SHEET

For each one, discuss in your group what you think are the rewards of engaging in this behaviour, and then write down the rewards in the column next to the example. Then in your group discuss what you think are the likely consequences of engaging in this behaviour. BELOW ARE SOME POSSIBLE ANSWERS. Example

Reward

Likely consequence/s

A. Stealing an orange from your neighbour's tree.

• Thrill of stealing something • Sweet, juicy orange

• If someone sees you, you are likely to get a scolding

B. Stealing a CD from a shop.

• Thrill of doing something illegal. • Showing off in front of your friends how daring you are • Having the CD

• Given the security in shops, you are likely to get caught • It will go on your school record • You’re likely to get a police record which is there for the rest of your life • You have a reputation as a thief

C. Having a sip of brandy to see what it tastes like.

• Thrill of trying the unknown • Knowing what it tastes like

• Maybe feeling a little sick from the taste • If an adult sees you, you are likely to get a scolding

D. Getting drunk every weekend.

• Thrill of doing something reckless • The “high” from being drunk

• Doing something really irresponsible – leading to injury, accident, or arrest • Becoming addicted • School work will suffer • Loss of friends who don’t think it’s fun to get drunk

E. Kissing your boyfriend/ girlfriend.

• Enjoying the intimate sharing of a kiss • Making the relationship a bit more serious

• The other person rejecting your advances • The other person thinking the relationship more serious than you do

F. Having unsafe sex.

• Thrill of intimacy • Token of commitment

• Unwanted pregnancy • STDs or HIV/Aids

G. (Give your own example)

Here is a scale of low-risk and high-risk behaviour. Now, decide whether each of your examples – A, B, C, D, E, F, G – is more low-risk or more high-risk. Then write the number of the example on the scale below in the place where you think it fits best on the scale: Low-risk behaviour C A E


High-risk behaviour B F D


Unit 10.1 - Transparency 2 RISKY CIRCUMSTANCES AND LEVELS OF CONTROL

ANSWER “YES” OR “NO” TO EACH ONE OF THE FOLLOWING QUESTIONS Risky circumstances within the community •

If there are many drugs available in your community, do you think it will increase the chances of your using them?

YES NO

•

If no-one were to stop you from going into a bar to buy alcohol, even though you are under the legal age of 18, do you think it is likely that you will start drinking in bars?

YES NO

•

Do you know all the people living in your street? Have they been there for long?

YES NO

•

Do you think there are more murders and crime in the poor parts of our cities than in the richer parts?

YES NO

Risky circumstances within the family and within the peer group •

If a young person’s parents both had an alcohol problem, do you think it is likely that he or she will start drinking too?

YES NO

•

Do your parents always know where you are when you go out at night? Do you think their wanting to know is a good thing or not?

YES NO

Do you think a person who has ongoing serious disagreements with his or her parents is likely to do something angry and irresponsible after a while?

YES NO

Have you ever felt under pressure to join your friends into doing something that made you uncomfortable or scared?

YES NO

•

•



Transparency 2 - page ii

Risky circumstances in the individual’s inherited personality •

Are you impulsive or rebellious?

•

Who, for example, do you think is more likely to start using “tik”: A) a person who does well at school and at sports, or B) a person who has failed repeatedly and isn’t involved in any extra-curricular activities?

YES NO

A

B

THE MORE “YES” ANSWERS, THE MORE YOU ARE AT RISK

LEVELS OF CONTROL ANSWER “NONE”, “SOME” OR “A LOT” TO EACH OF THE FOLLOWING QUESTIONS To what extent can you control the circumstances in your community? NONE SOME LOTS • How much control do you have over the availability of drugs or the sale of alcohol in your neighbourhood? •

How much control do you have over people moving in and out of your neighbourhood?

•

How much control do you have over the number of police officers patrolling your neighbourhood?

•

How much control do you have about living in a poor or rich neighbourhood?



Transparency 2 - page iii

To what extent can you control the circumstances in your family and peer group? NONE SOME •

How much control do you have over your family members’ addiction problems?

•

How much control do you have over parental supervision and involvement?

•

How much control do you have over the conflict within your family?

•

How much control do you have over your friends’ behaviour?

LOTS

To what extent are you able to control your own emotional responses and commitment to your education? NONE SOME •

How much control do you have over yourself to say “no” to temptations?

•

How much control do you have over the amount of time and effort you put into your school work and studies?

LOTS

IT IS LIKELY THAT YOU WILL HAVE: NO CONTROL OVER YOUR COMMUNITY SOME CONTROL OVER YOUR FAMILY AND FRIENDS LOTS OF CONTROL OVER YOURSELF THE MORE CIRCUMSTANCES OVER WHICH YOU HAVE NO CONTROL, THE MORE AT RISK YOU ARE! All contents copyright © 2012 National Responsible Gambling Programme


Transparency 2 - page iv

CONTROL WHAT YOU CAN Community circumstances: As an adolescent, you have no control over you community. When you are older and have more influence, you will have greater control. Right now, understanding these risky circumstances, helps you make better decisions.

Family circumstances: You have some control over your family and friends. You can refer your family members to an available addiction counselling service. You can refuse to get involved in fights. You can tell your friends that their behaviour makes you uncomfortable and that you don’t want to join them in certain of their actions.

Your own personality and habits: You have lots of control over your own actions. The more mature you are, the more control you have over your own reactions and choices.

In the next unit, 10.2, we’ll look at how you can have control over the kinds of decisions you make. All contents copyright © 2012 National Responsible Gambling Programme



LEVELS OF CONTROL IN MANAGING RISK-TAKING BEHAVIOUR Group members: Below is a scale of the levels of control that you can have over your own risk-taking behaviour, from lots of control on the one hand to no control on the other.

LEVELS OF CONTROL IN MANAGING RISK-TAKING BEHAVIOUR

Lots of control over the circumstance

No control over the circumstance

Place the example numbers on the following scale:

Look at the following examples of risk factors. Research has shown that these factors are directly linked to the chance of your getting involved with various high-risk behaviours. In your group discuss why you think you have no, or little or lots of control over that specific example. Then write the number of the example where it you think it fits on the above scale of levels of control. The examples: A.

The supply and availability of drugs in the neighbourhood

B.

The behaviour of your friends

C.

Your own impulsive nature

D.

The number of police in the community

E.

Family members who have an addiction problem

F.

The number of gambling places in the community

G.

Your own school performance and commitment to your studies

H.

The income levels of people living in the community

I.

Conflict within the family

J.

Your inherited biological nature

K.

Availability of jobs for the residents

L.

The number of times people move in and out of the neighbourhood

M.

Outcomes in a game of dice

N.

Getting the winning Lotto numbers

O.

Doing well in a game of soccer

P.

Winning jackpot of a slot machine



Unit 10.1 - Transparency 3 Risky Circumstances and Levels of Control

A. The supply and availability of drugs in the neighbourhood D. The number of police in the neighbourhood G. Your own performance at school and your commitment to your studies

L. The number of times people move in and out of the area

B. The behaviour of your friends

C. Your own impulsive nature

E. Family members who have addiction problem

F. The number of gambling places in the community

H. The income levels of people living in the community

I. Conflict within the family

J. Your inherited biological nature

M. The outcome of a game of dice

O. Playing well in a game of soccer

K. The availability of jobs for people in your area N. Getting the winning numbers of the Lotto

P. Winning the jackpot on a slot machine

PLACE THE ABOVE EXAMPLES SOMEWHERE ALONG THE CONTROL SCALE LOTS OF CONTROL


NO CONTROL


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Page 4

UNIT 10.2


unit 10.2

Grade 10 – Unit 10.2 “Taking Risks Wisely”

UNIT 10.2

Paying for Pleasure


Explore characteristics of a healthy and balanced lifestyle

•

Outline the main developments in the growing economy of the gambling industry in the world and in South Africa

•

Understand the house advantage in playing slots

•

Calculate the odds in a sports event

•

Construct and conduct a simple survey about the forms of gambling and leisure time activities in a community

•

Enumerate the costs and consequences of gambling in the community

CAPS TOPIC FOR UNIT 10.2: TERM 2: SOCIAL AND ENVIRONMENTAL RESPONSIBILITY. •

Contemporary social issue that impacts on local and global communities o Social justice

•

Social, constructive and critical thinking skills necessary to participate in civic life o Social responsibilities including the knowledge and skills to make informed decisions and take appropriate action o A group project to address a contemporary social issue

KEY CONCEPTS: •

Gross Gambling Revenue (GGR)

•

Levy

•

Corporate tax

•

Profit

•

House advantage

•

Odds in sports betting


Transparency 1 - The growing economy of the gambling industry

•

Transparency 2 – House advantage: the cost of playing the game

•

Learning Activity Sheet 1 – Match the pairs

•

Learning Activity Sheet 1 – Match the pairs (with correct answers)

•

Learning Activity Sheet 2 – Survey: Paying for Pleasure



Unit 10.2 | Paying for Pleasure

SUMMARY OF STEPS IN UNIT 10.2

orientating STEP 1: INTRODUCTION (15 MIN) The need for government to get money in order to pay for the public services it provides. (TRANSPARENCY 1)

enhancing STEP 2: EXPLANATION (20 MIN) How gambling businesses make their money by charging the gamblers each time they play (TRANSPARENCY 2)

STEP 3: ACTIVITY (20 MIN ACTIVITY SHEET 1: Match the pairs of concepts (Group work) ANSWER SHEET: Class feedback

synthesising STEP 4: ACTIVITY (20 MIN) ACTIVITY SHEET 2: Survey “Paying for Pleasure” Take home task (group work) Report back: 1 week later



ORIENTATING (Introducing the topic in relation to what has already been learned) In Grades 7-9, learners were introduced to the notion of “house advantage” – the guaranteed percentage of each bet that goes the gambling business. This is what enables gambling businesses like casinos and horse racing totes to get money to keep their businesses going (and to make a profit). Now, learners need to see that it is not only the gambling business that makes money from the gamblers, but that the government also makes money from legal gambling activities.

STEP 1: INTRODUCTION (15 MIN) Introduce learners to the need for any government to get money in order to pay for the public services it should provide, e.g. public education, roads and transport infrastructure, public health services, police and security, civic cleaning services, museums and parks, public libraries, etc. Note that one effective way for government to get money is to tax the casinos and gambling industries.

“

Put up transparency 1 – “The growing economy of the gambling industry1”

Say, for example:

As you look around the world , you will find forms of legal gambling almost everywhere. Legalised gambling has been introduced in most countries over the past twenty-five years. Governments use the tremendous revenue source provided by the taxation and regulation of gambling. Currently, many governments are increasing their efforts to either expand legal gambling or further regulate existing gambling. In the few places left where gambling is still illegal due to religious or ideological reasons, there are people who are making a strong case for its introduction. Many residents who live in places where gambling is not allowed travel to places where gambling is legal. This means that they are spending their money elsewhere and not spending their money in their own areas. Today, over 150 countries participate in some kind of legal gambling. With the growing use of the Internet and online gambling, plus the still significant amount of illegal gambling around the world, it is clear that most people will find an outlet for their gambling needs. 2

Ask: •

What services to the public does the government provide?

•

Why do you think governments want to establish and regulate gambling places?

(Encourage learners to recognise that the government provides services to the public like: public schooling, health services, police enforcement, law courts, state pensions to the elderly, unemployment benefits, etc. The government needs money to pay for these. The gambling industry is one source of money for the government: gambling businesses have to pay the government for a licence to operate, the casino has to pay the government a tax on all the money that players bet, and casinos attract tourists which in turn creates economic growth.) Most of the 150 countries in the world that have legal gambling have casinos, sports betting and lotteries. Below is a table that shows how much money the gambling industry in the United States of America brings in. The table is of Gross Gambling Revenue (GGR), which is the total amount of money gambled minus the total winnings returned to players. This is a realistic measure of the economic value of gambling. GGR is the figure used to determine what a casino, racetrack, lottery or other gaming operation earns before taxes, salaries and other expenses are paid — the equivalent of "sales" not "profit".

1

Much of this material has been adapted from the “Money Matters” unit written by Graham Barr.

2

References: Casino City’s Global Gaming Almanac (2009-2010); and the University of Nevada, Center for Gaming Research http://gaming.unlv.edu/reports.html



(A note on vocabulary: “gross” means the “total” or “overall” amount of money. “revenue” is another way of saying “money”, “income” or “takings”) The following chart shows the GGR statistics available for the gambling industry in America in 20073 :

INDUSTRY

2007 GROSS REVENUES

Commercial Casinos

$34.41 billion

Indian Casinos

$26.02 billion

Lotteries

$24.78 billion

Charitable Games and Bingo

$2.22 billion

Legal Bookmaking GRAND TOTAL

$168.8 million $92.27 billion

The huge amount of money that is spent on gambling makes it an attractive industry for governments. When gambling is legalised, then the government can tax the industry just as they do with other leisure-time activities (e.g. cinemas, hotels, pubs, etc.) South Africa In South Africa, there is also a significant amount of money or revenue that the South African government gets from all forms of legal gambling. Of course, the government can only regulate and control those forms of gambling that are legal, and it is not able to collect revenue from informal or illegal gambling activities such as poker playing in shebeens or private homes, private sports betting, and gambling on the internet. Ask: •

How does the South African government make money from gambling (casinos, sports racing, bingo, etc.?)

The way the government gets money from the legal gambling industry is through the following: 1.

Every casino must have a licence (usually valid for about 10 years). What happens is that casinos bid for a licence and as part of their bid, agree to fund some project of benefit to the community and society. For example, the successful Sun International Grand West bid in Cape Town offered to finance the construction of the Cape Town International Conference Centre and part of the canal network linking the Waterfront with the rest of the city.

2.

Every casino must pay a levy to the province. This levy is calculated based on the total amount of money or “revenue” that is spent at the casinos (money passing through machines, processed at tables, etc.), minus the amount of money paid out by the casino to winners. The gambling industry refers to the total amount of revenue that passes through the casino as the “Gross Gaming Revenue” (GGR). The levy rate depends on the GGR: the smaller the GGR, the lower the % at which the levy is calculated; the more money passes through a casino, the higher the tax rate at which the levy is calculated. The tax rates of levies currently range from 6% to 17% of GGR.

3.

Apart from the levy charged against the casino’s revenue levels, there is also the normal tax that all South African businesses must pay the government on the net profits that the business makes. This is known as “corporate tax”. In South Africa, corporate tax is 35%.

4.

And finally there is VAT, Value Added Tax, that the casinos and gambling business (like race track, tote, bingo hall, etc.) must pay on their GGR. In South Africa, VAT is currently set at 14%.



So, a gambling business must pay a lot of taxes to the provincial and national governments. For example, a casino that has a GGR of R500 million, after having paid its licence fee, would have to pay R49.2 million in provincial levies, plus R55.4 million in VAT, plus about R35 million in corporate tax. That amounts to a total of about R139.5 million that the casino must pay the province and the national government (in addition to the licence fee it had to pay). So, for a casino or gambling business that has about R500 million in GGR, it would have to pay about 30% of this in taxes. No wonder governments like casinos! The amount of money it gets from the gambling industry makes the existence of casinos and gambling businesses very attractive. Apart from the money that the gambling industry generates, it also creates jobs in construction (building casinos); jobs in the hospitality industry (the staff and service people employed in the casinos and other gambling businesses), as well as encourages tourism which is a further source of income for the government. Here is an extract from a keynote address given by the then Deputy Minister of Trade and Industry, Rob Davies, at the 5th Biennial Gambling Conference at Emperor’s Palace, Kempton Park, 16 April 2008 : “If we look at the economic impact of gambling since 1994, we can see that the industry has made a sizable contribution towards capital investment, infrastructure development, tax payments and employments. … In the 10 years since gambling was legalised in South Africa, casinos have added almost 6,000 hotel rooms to South Africa’s tourist infrastructure, … in 2005 contributed about R2,7 billion to government coffers, … and have created about 100 000 direct and indirect jobs.” According to the South African National Gambling Board, gambling revenues increased from R6.2 billion in 2001/02 to R13.5 billion in 2006/07. That is more than double in the space of 5 years! It is clear that it is attractive for the government to legalise gambling since it taxes these revenues. And the gambling revenues are still increasing. Here is a summary of the estimated amount of money spent on gambling and on which the government collected taxes in 2008/09 5: Total GGR R 15.618 billion GGR = Gross Gambling Revenue (the Rand value of the gross win of an operator i.e. total takings less winnings paid to players) Casinos

R

13.119 billion

Sports betting

R

1.874 billion

Other (bingo and Limited Payout Slot Machines, like GrandSlots)

R

.625 billion

But, Ask: •

What do you think the government does with this money it gets from taxing gambling operations?

The government spends it on “good causes”, including welfare, arts and culture, sport, and more general projects in the Reconstruction and Development Programme. In addition to funding community projects in education, sport, arts and culture, the money is also used to: •

fund research that monitors and identifies socio-economic patterns of gambling activity in South Africa;

•

fund research on addictive or compulsive gambling;

•

fund counselling services and the helpline for gambling addicts;

•

provide a broad-based public education programme about risks and socio–economic impact of gambling;

•

train industry workers in the gambling business to manage problem gambling and gambling addicts effectively.


“


ENHANCING (deepening learners’ understanding of the topic) After learners have an understanding of the revenues that the government gets from legal gambling businesses, learners need to explore how gambling businesses make their money by charging the gamblers each time they play. Players PAY to gamble. STEP 2: EXPLANATION (20 MIN) Put up transparency 2 – “House advantage: the cost of playing the game” Discuss that gambling businesses need to bring in more money than they pay out (for salaries, rent, operating costs, winnings, etc.) in order to stay in business. Discuss “house advantage” and the probability of a win. Discuss sports betting and the setting of “odds”.

“

Say, for example,

We have seen that government gets significant revenue from the gambling industry through licences, levies, corporate taxes and VAT. In other words, gambling businesses must pay a lot of money to the government. Not only do they have to pay money to the government and money to winners, gambling businesses - like any other business - must also pay salaries, property rates, electricity and water, operating costs, advertising costs, insurance costs, etc. etc. We call this the business’s expenditures. A gambling business’s expenditures amount to a substantial amount of money it has to pay in order to operate. Ask: •

What would happen to a business if it lost more money than it made?

(Learners should be able to recognise that such a business will soon go bankrupt. This section stresses that a gambling business, just like any other business, has to ensure that it makes more money than it spends. The total income of a business minus its expenditures is called its profit.) Ask: •

So how does a gambling business like a casino or betting shop make a profit?

As with any business, a gambling business must take in more money than it pays out. Gambling businesses sell players the chance to gamble and, in turn, gamblers buy the chance to make money. Because gambling is a form of entertainment, gambling businesses charge money to gamble and so charge money for this kind of entertainment. However, the way gambling businesses get paid and make a profit is not like other entertainment businesses, like cinemas or shops. In short, the gambling business has programmed its machines or established the rules for playing its games in such a way that, on average, the business wins more times than the player. This is called the “house advantage”. If the business did not win more times than the player, the business wouldn’t be able to run for long. It would soon go bankrupt. •

House advantage does not mean that the operator of the business is cheating you.

•

It does not mean that no-one will ever win.

•

It’s just the cost of playing the game. Every time a player places a bet, or plays a game, a percentage of each bet goes to the gambling business, whether the player ends up winning or not.



The player pays a price for the pleasure or excitement derived from gambling. So, just as it is important for buyers to know how much they are paying for something they buy, gamblers need to know how the price for their gambling pleasure is set. In this way, players are able to manage their gambling risks more sensibly. Any person or business that offers gambling opportunities wants to make a profit. That means they need to collect more money than what they have to pay out. How do they ensure that, on average, more money is taken in than paid out? Simple mathematics is applied to ensure that the gambler on average will always lose to the gambling business or “the house” in the long run. This is because in all legalised gambling, the businesses have a built-in house advantage. It means that the house advantage ensures that the business will make profits over time by keeping a part of the value of each bet that a player makes. Ask: •

If the house or gambling operator gets to keep a part of the value of each bet a player makes, what does that mean for the player in the long run?

By taking a share of every single bet (whether it wins or not), the operator is able to make a profit in the long run and to stay in business. But it also means that in the long run, the player pays and pays and pays. Every single time the player makes a bet, a portion of that bet goes to the house. If the player’s bet loses, then the house keeps all the money; if the bet wins, then the house only pays out a portion of the winnings (i.e. the winnings minus a small portion of the bet which the house keeps). Because of the house advantage, someone who gambles regularly is likely to spend more money than she will win in the long run! Just like any other form of entertainment, players have to pay to gamble. It costs money each time to play. It also means, that the more you play, the more you pay! Here’s how it works: In American roulette, there are 38 numbers in all, numbers 1-36 and 0 and 00 Gambler bets R1 on one roulette number, say number “22”

If “22” wins, the gambler get R35 + his original R1 back = R36 If “22” doesn’t win, the gambler gets R0

The chances of winning are 37 to 1, so the casino ought to pay the winner R37 + the R1 back, i.e. R38, but it pays only R36. It keeps R2 as the fee for playing. This is the house edge or advantage

It is the core business of gambling operators to make money. The gambling businesses, when structuring their games, mathematically calculate the costs gamblers are willing to pay for the excitement of the game. Gambling companies set the house advantage so as to maximise the excitement and pleasure a player gets from playing the game, while at the same time ensuring that the chances of winning are in the favour of the “house” (i.e. the operator or business). Although a player may, of course, win from time to time, the house always wins overall in the long run, because of the mathematical advantage the house enjoys over the player. A casino sets the chances of winning so that the customers overall will lose enough money to make the business profitable, but also so that the customers win on enough occasions to come back. Let’s see why that is so: In American roulette, there are 38 numbers in all, numbers 1-36 and 0 and 00 Gambler bets R38 and puts R1 on every one of the 38 numbers. He must win!



The casino pays R36, but that is R2 less than what he started with. So, he has actually lost some money even though he has won!


Of course, the player’s chances of winning in a gambling game and the rate at which he or she wins or loses money depends on the type of game, the rules in effect for that game and, in some games, the level of the player’s skill. In Unit 9.4, we looked at how to calculate the house advantage in coin tossing and in roulette. We saw that for coin tossing, it works out to about 10% - in other words, it costs the player about 10% of the bet to play, and in American roulette (with 0 and 00) it costs about 5.3% of each bet placed. Simply, this means that the house (or the gambling operator) gets to keep 10% of the value of each bet in coin tossing and about 5.3% of the value of each bet in roulette. In European roulette (with 36 numbers and 0) the house advantage is about 2.7%. We will have a look at how sports betting works, but let’s start by revisiting some earlier work: First, a note on probability: We had a look at this in Units 7.4, 8.3 and 9.3. If a coin is tossed, there are just 2 possible outcomes: heads or tails. If the coin is fair (symmetrical and not weighted to one side), it is reasonable to assume that the heads or tails are equally likely to come up and the two possible outcomes occur at random. We can then express the probability of getting heads in any of the following ways: 1/ 2 50% 0.5 All probabilities can be expressed in any of these ways. We generally use the one that is most convenient. For example, if we want to express the probability of a Lotto draw, we can say: “One chance in a million!” – this is easier than saying 0.000 001 or 0.0001%, though mathematically all three are the same. Or we might say that there is “an 80% chance of rain” – again, this is easier than saying 4 chances in 5 or 4/5. 1/6 is an easier way of expressing the probability of getting any number from 1 to 6 on a single throw of a fair die, although you could say 1 chance in 6 or 16.7%. Sports betting Unlike in coin tossing, in sports betting it is difficult to determine the true chances of winning because the different possible outcomes are not equally likely. We know that in coin tossing, the chance of tails or heads is equally likely (provided, of course that it is a fair coin), and in a game of dice (with one fair die) the chances of getting any of the numbers from 1 to 6 are equally likely. But is it likely that Bafana Bafana have exactly the same chance of winning the match as their opponents, say, Manchester United? Is one perhaps a better team with fitter players and more experience which will make it more likely that it will win? The same in a horse race. Even though there may be 7 horses starting the race, there are faster and fitter horses that are more likely to win than others. These are often referred to as the “favourites”. Ask: •

How can we determine the chances of one sports team beating another, when the one may have better players, but the other has a better coach?

A sports gambling operator, often referred to as a “bookmaker” or “bookie” will calculate the chances, expressed as the “odds”, of a sports team winning a match. The odds specify the amount of money or “return” a gambler or punter would make should the side he selected actually win the match. If the punter wins, he will get back the amount of his original bet plus the additional “odds”. Of course, if he loses, he doesn’t get his original bet back nor any additional money.



Let’s have a look at how the odds work in a horse race. If a bookmaker thinks that it is unlikely that a particular horse will win, he can tempt the punter with a “high return” on his bet. If, on the other hand, a bookmaker thinks that a particular horse is almost certain to win, or at least has a very good chance of winning, he doesn’t want to pay out a lot of money to punters who have bet on the favourite. So, in general, favourites have low odds, and horses that stand little chance of winning (also sometimes called “outsiders”) have high odds. For example, a bookmaker may establish the following odds: NAME OF HORSE

RETURN ON A R1 BET: WINNINGS + THE ORIGINAL BET

ODDS

Gogo

2:1

(win R2 with a R1bet)

R3

Snowball

10:1

(win R10 with a R1 bet)

R11

Gijima

3:2


R2.50 (or R5 for a R2 bet)

Bavura

5:4



Ask: •

From this table, who would you say is the “favourite” to win, and who is the “outsider”, or the one least likely to win? (The lowest return on a bet is for Bavura, so that is the favourite; the highest return is on Snowball, so Snowball isn’t expected to stand much chance of winning.)

The odds that a bookmaker sets are calculated by expert advisors, but generally the initial odds are set to give the bookmaker a fairly high house advantage or profit margin, usually of about 15%-20%. Let’s place a bet! Let’s place a bet with a bookmaker on Gijima winning the race. The odds are 3:2. We put down a bet of R20 Ask: •

What will we get of Gijima wins? And what will we get if Gijima comes second? Or last?

If Gijima wins at 3:2, we get R30 + our original R20 bet back, i.e. R50. We celebrate! If Gijima comes second or last, we get R0 (we bet on her winning!) We have lost our R20. But we can also place a bet with something called a totalisation system (or “tote”) where what we get paid out if Gijima wins, depends on how many other punters also bet on Gijima winning. The more punters who bet on Gijima, the lower the payouts if Gijima does win because the “win pool” or all the returns are shared among the winning punters. How much each winning punter gets paid is calculated by a computer; which will automatically deduct 15% for the house advantage before paying out the returns to the winning punters. The totalisation system is set on this fixed profit margin and it cannot lose! For a punter to win, others must lose. STEP 3: ACTIVITY (20 MIN)

“

Learners consolidate their knowledge about house advantage, probabilities and odds by completing the exercise that tests their understanding of the key concepts. In order to ensure that learners understand what these mean, allow them to work in pairs and hand out Learning Activity Sheet 1 – “Match the pairs”. Allow about 20 minutes and then take learners through the correct answers: Put up: Learning Activity Sheet 1 (with teacher’s answers) All contents copyright © 2012 National Responsible Gambling Programme


SYNTHESISING (Learners consolidate what they have learned by applying it in a task) Learners apply their understanding of the costs of gambling to a small community survey they conduct as a group. In this unit we have looked at the growing economy of the gambling industry and at the money that the government collects as taxes from legal gambling businesses. We have also looked at how gambling businesses charge the players to gamble through the house advantage whereby a portion of the value of every bet placed goes to the “house”. In summary, we have looked at how gamblers and players have to pay the gambling businesses for pleasure; and how these gambling businesses in turn have to pay the government.

However, even though the inhibitory mechanisms of the pre-frontal cortex are not yet fully developed, that doesn’t mean that teenagers can’t make responsible and informed decisions about high-risk behaviour. Even though adolescents’ brains don’t yet have a fully developed part that acts as a police officer or a judge, adolescents can nevertheless learn to stop and think before they act rashly. We’ll now look at how sensible decisions can be made about how to spend money.

STEP 4: ACTIVITY (20 MIN IN CLASS; 1 WEEK AT HOME) Divide the class into groups of 3-4 members. Hand out Learning Activity Sheet 2 – “Survey: Paying for Pleasure” Discuss the tasks with the groups by carefully going through each question in the survey. Encourage learners to work in groups of 3-4 when administering the survey. Discuss the notion of confidentiality: no survey should indicate the identity, name or address of the person surveyed. Allow a week for the completion of the survey. Ask each group to report back to the class on their main findings. Each group should complete the analysis questions and after presenting to the class, put the completed analysis form on the wall so that all the groups can compare their findings.



Unit 10.2 - Transparency 1 THE GROWING ECONOMY OF THE GAMBLING INDUSTRY

Today, over 150 countries participate in some kind of legal gambling. •

What services to the public does the government provide?

•

Why do you think governments want to establish and regulate gambling places?

Government needs money to provide services to the public: public schooling, health services, police enforcement, law courts, state pensions to the elderly, unemployment benefits, etc. The gambling industry is one source of money for the government.

United States of America In 2007, the Gross Gambling Revenue (GGR) of casinos was over $92 billion (that’s about R644 billion, or R644 thousand million!) Total amount of money gambled

–

Total amount of winnings paid to players

=

Gross Gambling Revenue (GGR)

All that money coming in which the government taxes. No wonder governments like legal casinos! South Africa The South African government gets lots of tax money or revenue from legal gambling. (The government cannot control informal or illegal gambling activities such as poker playing in shebeens or private homes, private sports betting, and gambling on the internet. It cannot therefore tax these.) All contents copyright © 2012 National Responsible Gambling Programme


Unit 10.2 Transparency 1 - page ii

•

How does the South African government make money from gambling (casinos, sports racing, bingo, etc?)

The government gets money from the legal gambling industry through the following: 1. Licence: Every casino must have a licence. Usually, the licence holder must also spend money on a community project. 2. Levy: Every casino must pay a levy to the province. The tax rates of levies currently range from 6% to 17% of GGR. 3. Corporate tax: All South African businesses must pay tax. In South Africa, corporate tax is currently set at 35%. 4. VAT, Value Added Tax: all gambling businesses must pay VAT. In South Africa, VAT is currently 14%. Example: a casino has a GGR of R500 million. It pays for its licence, then pays R49.2 million in provincial levies, plus R55.4 million in VAT, plus about R35 million in corporate tax: a total of about R139.5 million. So, for a casino or gambling business that has about R500 million in GGR, it would have to pay about 30% of this in taxes to the province and national government.

No wonder governments like casinos! •

It brings in money for the national and provincial governments. Gambling revenues: R6.2 billion in 2001/02 R13.5 billion in 2006/07. That is more than double in the space of 5 years! It contributed about R2,7 billion to the government.



Unit 10.2 Transparency 1 - page iii

• It creates jobs in construction (building casinos); jobs in the hospitality industry (the staff and service people employed in the casinos and other gambling businesses). In 2005, the gambling industry created almost 100,000 direct and indirect jobs. •

It encourages tourism which is a further source of income for the government. In 2005, casinos added almost 6,000 hotel rooms.

Summary of the estimated amount of money spent on gambling and on which the government collected taxes in 2008/096

Total GGR R 15.618 billion GGR= Gross Gambling Revenue (the Rand value of the total takings less winnings paid to players) Casinos

R13.119 billion

Sports betting

R 1.874 billion

Other (bingo and Limited Payout Slot Machines, like GrandSlots)

R .625 billion

6 South African National Gambling Board: http://www.ngb.org.za/home.asp?pid=138 All contents copyright © 2012 National Responsible Gambling Programme


Unit 10.2 Transparency 1 - page iv

•

What do you think the government does with this money it gets from taxing gambling operations?

The government spends it on “good causes”, such as: •

funding community projects in education, sport, arts and culture and more general projects in the Reconstruction and Development Programme.

•

funding research that identifies socio-economic patterns of gambling activity in South Africa; and research on addictive or compulsive gambling.

•

funding counselling services and the helpline for gambling addicts;

•

providing a broad-based public education programme about risks and socio–economic impact of gambling;

•

training industry workers in the gambling business to manage problem gambling and gambling addicts Today, over 150 countries participate in Gambling businesses must pay:



Unit 10.2 Transparency 2 HOUSE ADVANTAGE: THE COST OF PLAYING THE GAME

Gambling businesses must pay •

money to the government (licences, levies, corporate taxes and VAT)

•

money to winners

•

salaries, property rates, electricity and water, operating costs, advertising costs, insurance costs, etc. etc. We call this the business’s expenditures.

A gambling business needs a lot of money in order to operate. •

What would happen to a business if it lost more money than it made?

•

How does a gambling business like a casino or betting shop make a profit?

House advantage •

As with any business, a gambling business must take in more money than it pays out.

•

Gambling businesses sell players the chance to gamble and, in turn, gamblers buy the chance to make money.

•

The gambling business has programmed its machines or established the rules for playing its games in such a way that, on average, the business wins more times than the player. This is called the “house advantage”. o

House advantage does not mean that the operator of the business is cheating you.

o

It does not mean that no-one will ever win.

o

It’s just the cost of playing the game. Every time a player places a bet, a percentage of that bet automatically goes to the gambling business, whether the bet wins or not




•

Simple mathematics ensures that the gambler will always lose to the gambling business or “the house” in the long run.

•

The house advantage ensures that the business will make profits over time by keeping a part of the value of each bet that a player makes. Here’s how it works: In American roulette, there are 38 numbers in all, numbers 1-36 and 0 and 00 Gambler bets R1 on one roulette number, say number “22”

•

•


The chances of winning are 37 to 1, so the casino ought to pay the winner R37 + the R1 back, i.e. R38, but it pays only R36. It keeps R2 as the fee for playing. This is the house edge or advantage

If the house or gambling operator gets to keep a part of the value of each bet a player makes, what does that mean for the player in the long run?

It costs money each time to play. The more you play, the more you pay! Although a player may, of course, win from time to time, the house always wins overall in the long run. Here’s how it works: In American roulette, there are 38 numbers in all, numbers 1-36 and 0 and 00 Gambler bets R38 and puts R1 on every one of the 38 numbers. He must win!



The casino pays R36, but that is R2 less than what he started with. So, he has actually lost some money even though he has won! Grade 10 | Unit 10.2 | Page 16


Probability:

Coin tossing: If a coin is tossed, there are just 2 possible outcomes: heads or tails. The probability on getting heads can be expressed as:

1/ 2 50% 0.5 All probabilities can be expressed in any of these ways. For example, if we want to express the probability of a Lotto draw, we can say: •

“One chance in a million!” – this is easier than saying 0.000 001 or 0.0001%, though mathematically all three are the same.

•

Or we might say that there is “an 80% chance of rain” – easier than saying 4 chances in 5 or 4/5.

•

1/6 is an easier way of expressing the probability of getting any number from 1 to 6 on a single throw of a fair die, although you could say 1 chance in 6 or 16.7%




Sports betting: In sports betting it is difficult to determine the true chances of winning because the different possible outcomes are not equally likely. Is it likely that Bafana Bafana have exactly the same chance of winning the match as their opponents, say, Manchester United? Is one perhaps a better team with fitter players and more experience, making it more likely that they will win?

Photo: Chris Kirchhoff MediaClubSouthAfrica.com

•

Odds: •

A “bookmaker” or “bookie” will calculate the chances, the “odds”, of a sports team winning a match.

•

The odds specify the amount of money or “return” a gambler or punter would make if the team or horse she selected actually wins the match.

•

If the punter wins, she will get back the amount of her original bet plus the additional “odds”.

•

If she loses, she gets no money!

How odds work in horse races: •

A bookmaker can tempt the punter with a “high return” on his bet if he thinks that it is unlikely that a particular horse will win (an “outsider”).

•

If a bookmaker thinks that a particular horse has a very good chance of winning (is a “favourite” to win), he sets low odds.



Transparency 2 - page v

•

From this table, who would you say is the “favourite” to win, and who is the “outsider”, or the one least likely to win? RETURN ON A R1 BET: WINNINGS + THE ORIGINAL BET

NAME OF ODDS HORSE Gogo

2:1

(win R2 with a R1bet)

R3

Snowball

10:1


R11

Gijima

3:2



Bavura

5:4



Let’s bet! We have R10. There are 4 horses in the race. Which one are you going to bet on winning?

And they’re off!

If Gogo wins at 2:1, we get R20 + our original R10 back = R30. If Snowball wins at 10:1, we get R100 + our original R10 = R110 If Gijima wins at 3:2, we get R25 + our original R10 bet back = R35 If Bavura wins at 5:4, we get R22.50 + our original R10 = R32.50



Transparency 2 - page vi

And the winner is………..Gijima!! All those who bet on one of the other three horses, have lost their R10. Totes: •

With a totalisation system (or “tote”) what we get paid out depends on how many other punters also bet on the winning horse.

•

The more punters who bet on the winning horse, the lower the payouts because the “win pool” is shared among all the winning punters.

•

A computer calculates how much each winning punter gets paid.

•

It which will automatically deduct 15% for the house advantage before paying out the returns to the winning punters.

•

The totalisation system is set on this fixed profit margin and it cannot lose! For a punter to win, others must lose.



Unit 10.2 Learning Activity 1 – Match the Pairs

MATCH THE PAIRS Names of learners: Working in pairs, match the concept in the middle column with its correct answer in the right-hand column. Write down only the number of the correct answer in the left-hand block. Each correct answer will get 2 marks. Correct number

Concept

Numbered answer

Revenue

1.

R50 + R30, a total of R80

What does the government do with the money it gets from casinos and gambling businesses?

2.

Gambling businesses set a “house advantage” for each game they have. It means that a portion of the value of every bet placed goes to the gambling business or “house”. The more a player plays, the more he ends of paying the casino.

Corporate tax

3.

1 in 6, or 1/6 or 16.7%

The probability of “heads” in a coin toss?

4.

The Gross Gambling Revenue is the figure used to determine what a casino, racetrack, lottery or other gaming operation earns after having paid out winnings to players, but before taxes, salaries and other expenses are paid.

VAT

5.

The total amount of money received by the company for goods sold or services provided. It includes all sales and income before expenses are subtracted.

How do casinos and businesses make sure that they don’t lose more money than they take in?

6.

Funds for community projects in education, sports and the arts, as well as pays for public education programmes, research on problem gambling and counselling services for problem gamblers

Odds in a sports bet

7.

14% Value Added Tax that the government charges on all goods and services that are sold.

GGR

8.

A person who places a bet at a casino or at a sports betting place

If the odds are 5:3 that Gijima will win the horse race, how much money can I expect to get back on a R30 bet if she wins?

9.

1 in 2, or ? or 50%

If the odds are 5:3 that Gijima will win the horse race, how much money can I expect to get back on a R30 bet if she comes second?

10. An amount of money that all South African businesses must pay the government based on the net profits that the business makes.



Unit 10.2 Learning Activity Sheet - page ii

Correct number

Concept

Numbered answer

The probability of a “5” in one throw of a die?

11. It’s the cost that a gambling business charges a gambler to play the game. Every time a player places a bet, or plays a game, the gambling business keeps a small portion of the bet, whether he or she wins or not.

What will give you a better return on your bet of R21? Odds of 4:7 or 2:3?

12. A person who receives bets and gives certain odds at which the punter can expect a return of his or her choice wins.

House advantage

13. I will win nothing and will have lost my R30.

Punter

14. The chances set by a bookie or sports betting agency that specify the return a gambler would make should the side or horse he selected actually win.

Bookmaker or “bookie”

15. Calculated at equivalence, 14:21 are better odds than 12:21.



Unit 10.2 Learning Activity 1 – Match the Pairs

MATCH THE PAIRS WITH CORRECT ANSWERS Allocate 2 marks for each correct answer.

Correct number

Concept

Numbered answer

5.

Revenue

1.

R50 + R30, a total of R80

6.

What does the government do with the money it gets from casinos and gambling businesses?

2.

Gambling businesses set a “house advantage” for each game they have. It means that a portion of the value of every bet placed goes to the gambling business or “house”. The more a player plays, the more he ends of paying the casino.

10.

Corporate tax

3.

1 in 6, or 1/6 or 16.7%

9.

The probability of “heads” in a coin toss?

4.

The Gross Gambling Revenue is the figure used to determine what a casino, racetrack, lottery or other gaming operation earns after having paid out winnings to players, but before taxes, salaries and other expenses are paid.

7.

VAT

5.

The total amount of money received by the company for goods sold or services provided. It includes all sales and income before expenses are subtracted.

2.

How do casinos and businesses make sure that they don’t lose more money than they take in?

6.

Funds for community projects in education, sports and the arts, as well as pays for public education programmes, research on problem gambling and counselling services for problem gamblers

14.

Odds in a sports bet

7.

14% Value Added Tax that the government charges on all goods and services that are sold.

4.

GGR

8.

A person who places a bet at a casino or at a sports betting place

1.

If the odds are 5:3 that Gijima will win the horse race, how much money can I expect to get back on a R30 bet if she wins?

9.

1 in 2, or ? or 50%

13.

If the odds are 5:3 that Gijima will win the horse race, how much money can I expect to get back on a R30 bet if she comes second?

10. An amount of money that all South African businesses must pay the government based on the net profits that the business makes.




Correct number

Concept

Numbered answer

3.

The probability of a “5” in one throw of a die?

11. It’s the cost that a gambling business charges a gambler to play the game. Every time a player places a bet, or plays a game, the gambling business keeps a small portion of the bet, whether he or she wins or not.

15.

What will give you a better return on your bet of R21? Odds of 4:7 or 2:3?

12. A person who receives bets and gives certain odds at which the punter can expect a return of his or her choice wins.

11.

House advantage

13. I will win nothing and will have lost my R30.

8.

Punter

14. The chances set by a bookie or sports betting agency that specify the return a gambler would make should the side or horse he selected actually win.

12.

Bookmaker or “bookie”

15. Calculated at equivalence, 14:21 are better odds than 12:21.



Unit 10.2 Learning Activity 2 – Survey: Paying For Pleasure

The survey is to find out some information about how people in your community like to spend their leisure time, and how they pay for their leisure activities. Work in groups of 3-4. You will need to visit about 5-6 homes and complete a survey form for each home (also called a “household”). In order to avoid duplication, tell the rest of the class which street you intend to survey. Plan on going on a Saturday when it is likely that there will be a person at home. Always go in a group and never by yourself. (You can, of course, also survey your own family.) Members in the group:________________________________________________________________________ Once you have completed 5-6 survey forms, you need to analyse your findings. Complete the questions below and put these on the classroom wall when you need to report back on your findings. Total number of surveys completed: ______________________ Compare the answers from the different households: 1. What leisure time activity do most people participate in? ________________________________ 2. Are some kinds of leisure time activities more popular amongst certain age groups? If so, what are they? 13-20 years: ______________________________________________________ 21–30 years: ______________________________________________________ Over 30 years: _____________________________________________________ 3. If people had a R100 to spare on leisure time activities, what would they spend it on? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ 4. How many people thought that the government should allow gambling? ______________ or ban gambling? ________________ 5. What was the main misconception with regards to gambling in respondent’s answers to question 4 in the survey? (In other words, which of question 4.2, 4.3 or 4.4 had the most incorrect answers?) (The correct answers are: 4.2: Yes, 4.3: No, 4.4: No) __________________________________________________________________________________________________ __________________________________________________________________________________________________ All contents copyright © 2012 National Responsible Gambling Programme


6. What was the thing that surprised you most or what did you enjoy most while doing this survey? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________



SURVEY (Copy the required number of forms. Complete one form for each household.) When a person answers the door, say: Good afternoon. We are learners from ______ (your schools’ name). We are doing a class project to find out how people in our community spend their leisure time. You will really help us in our project if you would be willing to answer a few questions. It will not take more than 5 minutes. Your name will not be asked and we will not reveal your identity to anyone. The information you give us will remain anonymous (no one will know where it came from). Will you be willing to help us by answering a few questions? Thank you very much. 1. How many people are in the household? Of those in your household, how many are in the following age groups: Between 13 – 20 years old: Between 21 – 30 years old: Over 30 years old: 2. Which of the following leisure time activities do you (and others in your household) participate in? For each leisure time activity I am going to name, say how many people in certain age groups in your household, including yourself, participate in these sports:

Leisure time activity

Number of people 13-20 years old who participate in this

Number of people 21-30 years old who participate in this

Number of people over 30 who participate in this

Sport Watching TV / playing computer games Going to see a film / show Going out for a meal or a drink Spending time at home with family or friends Playing cards, or dice, or the Lotto Other kinds of leisure time activities? 3. If you were given a R100 to spend on any leisure time activity, what would it be?

4. Please answer “Yes” or “No” or “I don’t know?” to each of the following 4 questions: 4.1 The government should ban all forms of gambling (including casinos, the Lotto, horse racing, and sports betting) 4.2 Many people manage to gamble without getting into financial problems.

Yes

?

4.1 4.2

4.3 If you play the Lotto for long enough, you are sure to win lots of money.

4.3

4.4 If you know how slot machines work, you stand a better chance of winning.

4.4


No


1/15/13

4:29 PM

Page 5

UNIT 10.3


unit 10.3


UNIT 10.3

Managing Risks Responsibly by Avoiding Impulsive Behaviour


Understand that the adolescent brain is still developing, and influencing how adolescents make decisions

•

Outline key parts of the brain involved in impulsive behaviour and rational decision-making

•

Distinguish between sooner, smaller rewards and later, larger rewards

•

Apply decision-making skills to lifestyle choices, particularly with regards to money matters in order to avoid impulsive buying

CAPS TOPIC FOR UNIT 10.3: TERM 3: DEVELOPMENT OF THE SELF IN SOCIETY •

Changes associated with development towards adulthood: adolescence and adulthood: o Physical changes: brain development o Emotional changes: impulsive behaviour

•

Values and strategies to make responsible decisions regarding lifestyle choices to optmise personal potential o Skills such as self-awareness, critical thinking, decision-making, problem-solving, and information gathering relating to lifestyle choices.

KEY CONCEPTS: •

Brain development

•

Impulsivity

•

Neurotransmitters

•

Neural circuit or neural pathway

•

Prefrontal cortex

•

Inhibitory mechanisms

•

Mid-brain reward system

•

Dopamine

•

PRICE decision-making strategy

•

Luxury and necessity

•

Smaller Sooner Reward (SSR) and Later Larger Reward (LLR)


Transparency 1 – “Decisions, Decisions, Decisions”

•

Transparency 2 – “The 3Bs: Brain, Biology and Behaviour”

•

Learning Activity 1 – “The Teenage Brain”

•

Transparency 3 – “Money Matters”

•

Learning Activity 2 – “Sooner, Smaller Rewards or Later, Larger Rewards?”



Unit 10.3

SUMMARY OF STEPS IN UNIT 10.3 orientating STEP 1:

INTRODUCTION (5 MIN)

STEP 2:

The need for responsible decision-making in adolescence

EXPLANATION (20 MIN) The adolescent brain is still developing and directly influences how young people act and make decisions.

(TRANSPARENCY 1)

(TRANSPARENCY 2)

enhancing STEP 3:

ACTIVITY (15 MIN) ACTIVITY SHEET 1: Match the pairs of concepts (Working in pairs) ANSWER SHEET: Class feedback

synthesising STEP 4:

EXPLANATION (15 MIN) Adolescents can train their brains TRANSPARENCY 3

STEP 5:

ACTIVITY (15 MIN) ACTIVITY SHEET 2: Making an informed decision (Individual and pair work)



ORIENTATING (Introducing the topic in relation to what has already been learned) In Grades 7-9, learners were introduced to thinking about various forms of risk-taking behaviour, to assessing their own at-risk levels, and to making responsible decisions using the PRICE method. In this unit, we are going to be looking in more detail at adolescents and decision-making, the structure of adolescent brains and the implications it has for adolescent decision-making and behaviour. NOTE FOR TEACHERS Teaching adolescents, you are aware of the important development stages that your learners are going through, on their way to becoming mature, independent and accomplished adults. The issue of decision-making becomes increasingly important during adolescence because teenagers are becoming more independent and facing more choices they have to make for themselves. Whereas young children have to make decisions about small things like whether to have the vanilla or chocolate ice-cream, or what clothes to wear, adolescents have to start making much more substantive decisions. Some of the choices teenagers make will profoundly affect not only their own lives, but also those of others. These choices may entail which career to pursue, what relationships to foster, whether or not to have sex or use contraceptives, whether to experiment with drugs, whether to join a gang, etc. Not only do young people need strong decision-making skills for their own well-being and for those close to them, but it is also in South Africa’s economic, social and political interests to have young people and adults who are able to make responsible and informed decisions. In order to understand how and with what adolescents make decisions, we need to have a closer look at the physical development of the brain. Like with all physiological organs and systems, the brain develops over time. However, different areas of the brain develop and mature at different rates until it reaches maturity at about 23 years. The teen physical brain is “under construction”1 and this has a direct influence on the kinds of decisions teenagers make and the kinds of behaviour in which they engage. Typically, teenagers make rushed decisions – acting quickly before thinking something through. This impulsive behaviour is prompted by the influence of impulsiveness (rooted in the wellestablished “reward centre” in the midbrains) over logic (rooted in the yet-to-mature prefrontal cortex). It is ironic that just at the stage when young adolescents are expected to start making important decisions, their brains typically are not yet fully matured to make sensible decisions. However, studies from the National Institute of Mental Health in the USA have shown that adolescents may be able to influence how their own brains are wired and sculpted by laying neural foundations that will serve them for the rest of their lives2. This unit aims to show learners the developmental stage of the adolescent brain, to clarify the impact this has on decision-making and actions, and to present a decision-making tool that will help them avoid making bad decisions, especially with regards to high-risk behaviour such as drug-taking, sexual relations, smoking, alcohol intake, and gambling. The information can help teenagers see the value of taking a moment to think before they act and so help them make smarter and wiser decisions. STEP 1: INTRODUCTION (5 MIN) Put up transparency 1 – “Decisions, decisions, decisions”– with the main points.

1

Content adapted from the Heads Up report by Nora Volkow, the director of the National Institute of Drug Abuse. See http://teacher.scholastic.com/scholasticnews/indepth/headsup/support/nida6_ins4_teacher_ed.pdf

2

http://www.actforyouth.net/documents/may02factsheetadolbraindev.pdf



Say, for example:

“

Decisions, decisions, decisions. Everywhere you turn, there is another decision that needs to be made. From simple decisions - like whether to stay in bed for an extra 10 minutes or to get up when the alarm goes off, or whether you should have toast or cereal (or both!) for breakfast, or whether to sit with one group of friends rather than another during school break – to much more complex decisions about relationships and career choices. Day after day, week after week, year after year, there are decisions you have to make. Ask: •

What decisions did you have to make as a 4 year-old child?

•

What were some of the decisions you have had to make this week?

•

What are some of the decisions you think you will have to make in about 10 years’ time?

(Get learners to recognise that life requires you to make decisions constantly, and the decisions become more complex as you grow older.) The decisions you make affect nor only yourself, but often also affect those around you. Even your simple decisions can have consequences for others. For example, sleeping in for an extra 10 minutes might cause you to miss the bus to school and now your mom or dad has to drive you to school, taking them out of their way and causing them to be late for their own work; deciding to eat the last bit of cereal in the box means that the other person in your family will have to go without cereal; sitting with one group of friends rather than another may give rise to jealousy or resentment. And then, of course, the more complex decisions tend to have greater effect not only on yourself and others, but also on the community in which you live and even on the country. For example, as a woman, you may decide to become an engineer (a job that is still very male-dominated). As a result of this decision, you meet other like-minded people (among whom may be a future marriage partner), you work as an engineer (contributing to strengthening the South African economy) and you may inspire other young women to opt for an engineering career as well and so help to change some of the social imbalances that exist. Ask: •

Would you flip a coin to decide whether to marry your girlfriend/boyfriend or not?

(Learners should see that making important decisions, like whom to marry, what career to pursue, etc should be taken seriously and should be thought through carefully.) So, making wise and responsible decisions is important. But, how are decisions or choices made?

STEP 2: EXPLANATION (20 MIN)

“

Put up transparency 2 – “The 3 Bs: Brain, Biology and Behaviour”– with the main points.

Say, for example:

“

Ages 15-19, usually referred to as mid-adolescence, is the time when teens are most likely to begin experimenting with high-risk behaviours such as drinking, using drugs, sexual relations, driving recklessly, gang-related activities, and gambling. This is an age of being at the crossroads of changes where emotions, hormones, judgment, identity and the physical body are in constant upheaval and flux. It is a time of self-searching, during which you try to grow out of your childlike self and take on a more independent identity. But it is also a time of stress, insecurities, outbursts, emotional intensity and, yes, often bad and reckless decisions.



Ask: •

Do you sometimes feel that you don’t have full control over your own emotions and behaviour? That sometimes you do things for reasons you yourself don’t understand?

•

Why do you think that as an adolescent you often feel and act like this?

(Learners may deny that they are a “typical” teenager – that’s part of the need for having an independent identity – but they may also recognise that it is a time of stress and often a time of conflict with parents. The aim of the question is for learners to start examining the possible underlying forces that directly influence their behaviour and decision-making responses.) Learning how your brain works can help explain why sometimes you behave like you do. Brain and developmental research over the past 10 years have opened up fascinating new insights into the differences between adolescents and fully mature adults. Not long ago, scientists thought that the human brain was fully mature long before the teen years. While research shows that one’s brain reaches its maximum size between ages 12 and 14 (depending on whether you are a boy or a girl), sophisticated tools that have made it possible for researcher to “look into the brain” show that brain development is far from complete then. Regions of the brain, especially those that control rational decision-making functions, only mature fully by around age 23-25. Picture the following scene3: •

Your finger is poised above the “send” button, your eyes scanning the angry email you have dashed off to a friend who has upset you. You know that some things you have written are harsh and a little cruel. In your brain a little red light goes on, but, what the heck, you are cross and your friend deserves it. You push the button.

•

How do you think you feel immediately after having sent it?

•

How do you think you will feel hours or days later?

(Hopefully learners will recognise that they will feel some angry satisfaction immediately after having sent the email – “serves him right!” – but may develop some guilt and misgivings later on – “I shouldn’t have sent it”.) Whether you are aware or not, rushed decisions like sending the email – acting before thinking it through – happen more often in teens than in adults. Recent discoveries in brain science may help explain why this is so. (A note on vocabulary: another way of saying that you act without thinking, or act on the spur of the moment, or act too hastily, is to say that you act impulsively.) First, a bit about how the brain makes decisions. Decisions don’t “just happen” automatically in your conscious mind. They stem from a series of events in the brain that happen almost instantaneously. This involves a relay system in which different structures – made up of specialised cells called neurons – talk with each other by way of electrochemical impulses and chemical messengers called neurotransmitters. Information flowing through this decision-making pathway or circuit is analysed in the different structures. Then the network, as a whole, puts out a response. This output provides the basis for our behaviours and actions. Since the brain is not fully developed until the early 20s, the way in which a teen’s decision-making circuit integrates information is a way that can easily lead to irresponsible decisions. Let’s have a look at the main structures involved in decision-making:

prefrontal cortex Glutamata Dopamine

nucleus accumbens mid-brain reward

The prefrontal cortex in the frontal lobe: this is located directly behind your forehead and is a key region that is the final area of the brain to mature. It is the area that controls reasoning skills, advanced thinking and restricts impulsive behaviour. It is very important as a control centre for thinking ahead and sizing up risks and rewards. (This area is, in fact, the little red light that was trying to warn you about sending that email!) 3

Gale, Cengage Learning, 2008. http://www.thefreelibrary.com/Teens+and+decision+making%3A+what+brain+science+reveals-a0177870604



Meanwhile, another part of the brain that matures much earlier is the mid-brain reward system, situated just above the roof of the mouth. It is that part of the brain which we, as humans, share with all other vertebrate animals. It is that part of the brain that makes us act “without thinking”, that part that makes us flee from danger or motivates us to fight. Another way of saying this, is that it is the part of the brain that makes us act impulsively. It is also that part of the brain which motivates us to seek new experiences and excitement. It is called the “reward” centre because it is from here that our motivation for “feeling good” is driven. The main neurotransmitter in this reward system is dopamine. In other words, dopamine is the main “feel good / reward” messenger to the rest of the brain. It provides feelings of enjoyment and reinforces the motivation of a person to act in a certain way in search of pleasure. Dopamine is released particularly in rewarding experiences such as food (the feeling of enjoyment when eating something delicious), sex (the feeling of pleasure, excitement and satisfaction) and drugs (the “rush” that the drug produces). So, having sex, or eating delicious food, or taking a drug releases dopamine which in turn makes the person feel good. Recent studies have shown that aggression may also cause dopamine to be released in this way. Feeling this way, of course, motivates the person to repeat the behaviour again and again in order to feel good. It is therefore not surprising that it is the reward system and dopamine which are key players in addiction. People who are addicted to alcohol or drugs or gambling have reward systems that are not kept in check by other parts of the brain. In other words, addicts are driven by their reward systems instead of by their prefrontal cortex. Ask: •

Have you do something recently that you didn’t really “plan” to do? Something that was nice and made you feel good, but that you realise now was irresponsible?

The relationship between the prefrontal cortex and the mid-brain reward system is key to understanding why teenagers often act impulsively or make “bad choices”. As the prefrontal cortex matures, it takes on more and more the task of being “police officer” or “judge”. In adulthood it is the part that stops you from doing foolish, irresponsible things. That is because the inhibitory mechanisms of the mature prefrontal cortex inhibits or slows down the reward system’s dopamine from dominating your decisions. Let’s have a look at what happened when, for example, you took an ecstasy drug tablet on a sudden urge. Let’s imagine that your friend showed you the ecstasy tablet. “Come on, try it,” he urged. Part of you was nervous, part of you scared, but also part of you said, “What the heck, I’m going to take it.” Your reward system, facing a new and possibly exciting experience, released lots of dopamine, urging you to take the tablet. In the meantime, your prefrontal cortex, the police officer in your brain, was trying to stop you from doing such an irresponsible and possibly dangerous thing. But since this part is still not fully mature, your reward system was in control and you therefore did the rash and reckless thing: you took the tablet. Now, if you had a really fantastic time under the influence of ecstasy, then your reward system will try and get you to repeat the experience. If your prefrontal cortex again doesn’t stop you from repeating the experience, then the reward system starts becoming more and more powerful, eventually leading to addiction. This sounds like a depressing story. But, despite your brain still being under construction and still developing the prefrontal cortex, you can prevent the reward system from taking control in some important decisions. The brain is constantly growing and pruning during adolescence. This means that certain information pathways in the brain are strengthened and others are discarded. The more often you repeat an action, the stronger the information pathway becomes. It’s like a well-travelled road that carries more and more traffic. If you stop acting in a certain way, then that pathway becomes like a road that doesn’t carry traffic; it will eventually become overgrown and traffic will stop using it. So, there is good news. As a teenager, you have the potential, though your choices and actions, to shape your own brain development. You can make some pathways strong, and get rid of others. This makes the type of activity you engage in very important. Skill-building activities – such as many physical, learning and creative activities – can help build strong brain pathways. When you learn and repeat appropriate behaviours, you are helping to shape your brain and your future! Here is one important way in which you can avoid acting irresponsibly:

STOP FOR A MOMENT BEFORE ACTING RASHLY, AND THINK! Page 6 | Unit 10.3 | Grade 10

“


ENHANCING (deepen learners’ understanding of the topic) Learning how the brain works can help explain to adolescents why they sometimes behave like they do. With this knowledge, they will be better equipped to make smart and informed decisions. In the next exercise, learners reinforce their knowledge about how the teenage brain works when making decisions. STEP 3: ACTIVITY (15 MIN) Hand out Learning Activity 1 – “The Teenage Brain”. Allow learners to work in pairs and to discuss their choices with each other. After learners have completed the exercise, put up Learning Activity 1 – “Answers” and go over work that isn’t clearly understood.

SYNTHESISING (reinforce and consolidate learners’ understanding) After going through the previous sections, learners should have some understanding of how the brain works. In particular, the sections showed that the teenage brain is still developing and the part of the brain that acts as an inhibitor to impulsive pleasure-seeking behaviour, i.e. the prefrontal cortex, is still not fully mature. They are also at an age when they are starting to become more independent and are seeking thrills and excitement. It is therefore not surprising that adolescents often act rashly, act without thinking and act irresponsibly. However, even though the inhibitory mechanisms of the pre-frontal cortex are not yet fully developed, that doesn’t mean that teenagers can’t make responsible and informed decisions about high-risk behaviour. Even though adolescents’ brains don’t yet have a fully developed part that acts as a police officer or a judge, adolescents can nevertheless learn to stop and think before they act rashly. We’ll now look at how sensible decisions can be made about how to spend money.

NOTE FOR TEACHERS Note for teachers: You may want to look at the “Money Matters” module available on http://www.nrgp-gambling-handbook.co.za/money_decision_making.htm

STEP 4: EXPLANATION (15 MIN) Put up Transparency 3 – “Money Matters”. The next section looks at how learners can start to think about money decisions in order to avoid making impulsive buys.

Say, for example:



“

•

Ask: How many of you have spent money too hastily on something you didn’t really want? Or spent money without thinking about the consequences?

Almost every person has at some time or other spent money in a way that they later wished they hadn’t. Maybe it was an impulsive buy of an expensive pair of shoes that turned out to be uncomfortable and unwearable? Or maybe it was spending all your pocket-money on the spur of the moment on a cell phone that turned out not to have the features you really wanted. Or maybe you spent money too rashly betting on a dice game that caused you to lose everything? We’re going to look at how to avoid acting rashly or acting without thinking. In particular, we are going to look at how you can make sensible decisions about how to spend your money. Ask: •

What are some of the things you wish you could buy?

The problem is, that you have many wishes and limited money. Even billionaires can’t buy everything they wish! Our list of wishes is almost always more than the money we have available. That means, when it comes to spending money, you need to make decisions. Buying something now means that you may not be able to buy something else later. We are back to decisions, decisions, decisions! In grade 7 and 8, the Taking Risks Wisely units looked at the PRICE steps in making decisions about high-risk behaviour. The steps to think about whether or not to do something are:

P R I C E

Identify the Purpose. Identify the possible Risks. Gather reliable Information about the options Consider Compromises. Enjoy the feeling of having made an informed decision.

We’re going to apply the PRICE decision-making steps to a decision you may have to take about spending money on something. But before we work on the next Learning Activity, there are some important terms we need to know first in order to make sensible decisions about how we spend our money. Ask: •

Which of the items in the following pairs do you think is essential (absolutely necessary to have) and which is a luxury (not absolutely necessary, but nice to have)? o

Clean water / cell phone?

o

Jewellery / warm clothes for winter?

o

Soap for washing / ice-cream?

o

Food / computer games?

o

TV / secure housing?

o

School fees / designer jeans?

You will see that some things are essentials, that is, they are necessary for basic health and well-being. However, what counts as a luxury can differ from person to person. For someone who works as a travelling salesman, a car is an essential, whereas for someone who works from home or who works in a place that is served by public transport, a car may be a luxury.



1. So, when we make decisions about on what we should spend our money, we need to be able to know whether the item is a necessity or a luxury. To be able to know whether we really need the item, or whether we merely just want it but could manage without it. Ask: •

Imagine the following case: You may have managed to save up some extra money. You can either spend that extra money on some small luxury item you want, or you can keep adding to your savings every month until you have enough to buy that large, expensive luxury item you really want. What would you rather do? Spend your small savings immediately or save up and then have a larger amount to spend later?

Different people will have different responses: some will choose the sooner, smaller reward (also abbreviated as SSR) and others will choose the later, larger reward (also known as LLR). Those who choose the SSR are usually those who like instant satisfaction, or immediate gratification, whereas those who choose the LLR are usually willing to delay their gratification until later, knowing that their later reward will be larger. (Note on vocabulary: “gratification” means “satisfaction” or “getting pleasure”) So, if you avoid acting impulsively now and delay the instant reward of feeling good or pleasure from your impulsive action, then it is likely that the reward you will get later, the feeling of more lasting pleasure, will be greater. For example, let’s say you could choose between getting R50 right now, or getting R70 in three days’ time. Ask: •

Would you rather have the R50 right now (a sooner, smaller reward) or would you rather wait for three days and then get R70 (the later, larger reward)? In other words, would you rather have instant gratification now or delay the gratification for three days and as a result of the delay, get more money? Sometimes, if you need the money in an emergency for example, you can’t wait, but most of the time you could wait and get a larger reward. This is worth thinking about.

Let’s see how we can apply the PRICE decision-making strategy to decisions about money matters and about instant or delayed gratification. In the earlier section we saw how you can help shape the development of your brain by reinforcing certain patterns of thinking or certain forms of behaviour. The key lesson in avoiding the mid-brain reward system from dominating your decisions, causing you to rush impulsively into doing or choosing something you will alter regret, is to:

STOP FOR A MOMENT BEFORE ACTING RASHLY, AND THINK! Here are the steps to think through a decision to buy something:



P

Identify the Purpose: Why do I want to do it? Is it something I really need? Or is it something I just want? Is it something that is absolutely necessary for my well-being? Or is it something that is not absolutely necessary, but I wish to have it?

R

Identify the possible Risks: What is likely to happen? If I spent my money on this, what are the other things I can’t buy then?

I

Gather reliable Information about the options: What does reliable information tell me about the likely consequences of the various options? What will I gain and what will I lose?

C

Consider Compromises: Is there something else I can do that will have the same reward? Can I save towards it and buy it later?

E

Enjoy the feeling of having made an informed decision.

Let’s apply them to an example.

STEP 5: ACTIVITY (15 MIN)

“

Hand out Learning Activity 2 – “Sooner, Smaller Rewards or Later, Larger Rewards?” Allow learners to complete the activity first on their own and then to discuss their decisions with another learner. After the activity has been completed and discussed, stress to learners that when they think through decisions on spending money, they can often benefit from delaying gratification and getting a larger reward later. But also, by thinking through their decisions, they are training their prefrontal cortex to make informed decisions and to avoid acting impulsively.



Unit 10.3 Transparency 1 “DECISIONS, DECISIONS, DECISIONS!”

•

What decisions did you have to make as a 4 year-old child?

•

What were some of the decisions you have had to make this week?

•

What are some of the decisions you think you will have to make in about 10 years’ time?

The decisions you make: •

affect yourself

•

those around you

•

have consequences for others, the community and even the country

And then, of course, the more complex decisions tend to have greater effect. •

Would you flip a coin to decide whether to marry your girlfriend / boyfriend or not?

So, making wise and responsible decisions is important. But, how are decisions or choices made?



Unit 10.3 Transparency 2 “THE 3 BS: BRAIN, BIOLOGY AND BEHAVIOUR”

Ages 15-19, or mid-adolescence, is the time: •

when you are most likely to begin experimenting with high-risk behaviours.

•

when emotions, hormones, judgment, identity and the physical body are in constant upheaval. (Note on vocabulary: to be in “constant upheaval” means to be disturbed all the time, to be shaken up.)

•

of self-searching,

•

during which you try to grow out of your childlike self and take on a more independent identity.

•

of stress, insecurities, outbursts, emotional intensity and,

•

yes, often bad and reckless decisions. •

Do you sometimes feel that you don’t’ have full control over your own emotions and behaviour? That sometimes you do things for reasons you yourself don’t understand?

•

Why do you think that as an adolescent you often feel and act like this?

Learning how your brain works can help explain why sometimes you behave like you do. One’s brain reaches its maximum size between ages 12 and 14 (depending on whether you are a boy or a girl). Sophisticated tools that can “look into” the brain show that regions of the brain, especially those that control rational decision-making functions, only mature fully by around age 22-23




Your finger is poised above the “send” button, your eyes scanning the angry email you have dashed off to a friend who has upset you. You know that some things you have written are harsh and a little cruel. In your brain a little red light goes on, but, what the heck, you are cross and your friend deserves it. You push the button. •

How do you think you feel immediately after having sent it?

•

How do you think you will feel hours or days later?

Recent discoveries in brain science may help explain why acting before thinking happens often in the teen years. (Note on vocabulary: “gratification” means “satisfaction” or “getting pleasure”) Making decisions: •

Decisions don’t “just happen” automatically in your conscious mind.

•

It involves a relay system in which different structures – made up of specialised cells called neurons – talk with each other by way of electrochemical impulses and chemical messengers called prefrontal cortex neurotransmitters.

•

Information flowing through this decision-makingpathway or circuit is analysed in the different structures. Then the network, as a whole, puts out a response on which we act.

Glutamata Dopamine

nucleus accumbens mid-brain reward

The main brain structures involved in decision-making: All contents copyright © 2012 National Responsible Gambling Programme



The prefrontal cortex in the frontal lobe: •

It is located directly behind your forehead

•

It is the final area of the brain to mature

•

It controls reasoning skills, advanced thinking and restricts impulsive behaviour

•

It is the control centre for thinking ahead and sizing up risks and rewards. (This area is, in fact, the little red light that was trying to warn you about sending that email!)

The mid-brain reward system: •

It is situated just above the roof of the mouth

•

All other vertebrate animals have this system. It is that part of the brain that makes us act “without thinking”, makes us flee from danger or motivates us to fight. It is the part that makes us act impulsively.

•

It motivates us to seek new experiences and excitement.

•

It is called the “reward” centre because it is from here that our motivation for “feeling good” is driven.

•

The main neurotransmitter in this reward system is dopamine. Dopamine is released particularly in rewarding or “feel good” experiences.

•

It motivates the person to repeat the behaviour again and again in order to feel good. The reward system and dopamine which are key players in addiction. Addicts are driven by their reward systems instead of by their prefrontal cortex.



Unit 10.3 Transparency 2 - page iv

•

Have you do something recently that you didn’t really “plan” to do? Something that was nice and made you feel good, but that you realise now was irresponsible?

The relationship between the prefrontal cortex and the mid-brain reward system: •

It is key to understanding why adolescents often act impulsively or make “bad choices”.

•

As the prefrontal cortex matures, it becomes the brain’s “police officer” or “judge”.

•

In adulthood it is the part that stops you from doing foolish, irresponsible things. That is because the inhibitory mechanisms of the mature prefrontal cortex inhibits or slows down the reward system’s dopamine from dominating your decisions.

What happened if, for example, you decide to take an ecstasy drug tablet on a sudden urge? •

Part of you was nervous and scared, but also part of you said, “What the heck, I’m going to take it.”

•

Your reward system, facing a new and possibly exciting experience, released lots of dopamine, urging you to take the tablet.

•

Your prefrontal cortex, the police officer in your brain, was trying to stop you from doing such an irresponsible and possibly dangerous thing.

•

But since this part is still not fully mature, your reward system was in control and you therefore did the rash and reckless thing: you took the tablet.

•

Your reward system will try and get you to repeat the experience. If your prefrontal cortex again doesn’t stop you, then the reward system starts becoming more and more powerful, eventually leading to addiction.

Prefrontal cortex


Midbrain reward system Grade 10 | Unit 10.3 | Page 15

Unit 10.3 Transparency 2 - page v

Despite your brain still developing the prefrontal cortex, you can prevent the reward system from taking control in some important decisions. How? •

The brain is constantly growing and pruning during adolescence. This means that certain information pathways in the brain are strengthened and others are discarded. (“pruning” means “cutting”)

•

The more often you repeat an action, the stronger the information pathway becomes. If you stop acting in a certain way, then that pathway becomes weaker and stops influencing your decisions.

•

Good news: as a teenager, you have the potential, through your choices and actions, to shape your own brain development. You can make some pathways strong, and get rid of others. This makes the type of activity you engage in very important.

•

When you learn and repeat appropriate behaviours, you are helping to shape your brain and your future in a positive way!

And the healthy branches will grow stronger

Shape the tree and prune (cut off) branches that are unhealthy

and the tree grows in the shape you want it to

Here is one important way in which you can avoid acting irresponsibly: STOP FOR A MOMENT BEFORE ACTING RASHLY, AND THINK



Unit 10.3 Learning Activity 1 – “The Teenage Brain”

“THE TEENAGE BRAIN” Work in pairs Names: Match each of the items in column A with the correct item in column B. Write the number of the correct answer in column B in the space provided next to column A. Note, some of the items in column A have more than one correct answer in column B. Write down all the correct numbers. Column

Correct answer/s

Column B

i.

Prefrontal cortex

1.

12 – 14 years of age

ii.

Age at which brain is the largest

2.

It is situated directly behind the forehead

iii. Age at which teens are most likely to begin experimenting with highrisk behaviours such as drinking, using drugs, and sexual relations

3.

The reward system and dopamine release cause the person to seek the pleasure and the thrill again and again without any interference from the prefrontal cortexy

iv. Age at which prefrontal cortex is fully developed

4.

It is situated just above the roof of the mouth

v.

5.

Releases dopamine

vi. Decision-making pathways and information pathways in the brain are also know as ….

6.

The brain area important for thinking ahead and sizing up risk; it is the brain’s “police officer” or “judge”

vii. An addict is a person in whose brain ….

7.

All vertebrate animals have this same system in the brain

8.

It acts as an inhibitory mechanism

9.

Neural circuits or neural networks


10. 15 – 19 years of age 11. A “feel good” neurotransmitter 12. 20 – 23 years of age 13. This is the part of the brain that motivates us to seek pleasure and excitement 14. It is situated in the frontal lobe 15. Main neurotransmitter in the mid-brain reward system




And, say whether the following statements are True or False. Ring the correct answer. i.

You have the potential, though your choices and actions, to shape your own brain development.

True

/

False

ii.

The teenage brain is still “under construction”; it is still developing.

True

/

False

iii. The “rush” produced by a drug is caused by a large quantity of dopamine being released by the mid-brain reward system.

True

/

False

iv. There is nothing you can do to avoid acting rashly or impulsively.

True

/

False

v.

True

/

False

True

/

False

Some addicts can learn to control and reduce the powerful influence of their mid-brain reward system on their decisions.

vi. The prefrontal cortex is that part of the brain that matures last.



Unit 10.3 Learning Activity 1 – “ANSWERS”

Work in pairs Names: Match each of the items in column A with the correct item in column B. Write the number of the correct answer in column B in the space provided. Note, some of the items in column A have more than one correct answer in column B. Write down all the correct numbers. Column

Correct answer/s

Column B

2, 6, 8, 14

1.

12-14 years of age

1

2.

It is situated directly behind the forehead.

iii. Age at which teens are most likely to begin experimenting with highrisk behaviours such as drinking, using drugs, and sexual relations.

10

3.

The reward system and dopamine release cause the person to seek the pleasure and the thrill again and again without any interference from the prefrontal cortexy.

iv. Age at which prefrontal cortex is fully developed

12

4.

It is situated just above the roof of the mouth.

4, 5, 7, 13

5.

Releases dopamine.

vi. Decision-making pathways and information pathways in the brain are also know as …

9

6.

The brain area important for thinking ahead and sizing up risk; it is the brain’s “police officer” or “judge”

vii. An addict is a person in whose brain ….

3

7.

All vertebrate animals have this same system in the brain

11, 15

8.

It acts as an inhibitory mechanism

9.

Neural circuits or neural networks.

i.

Prefrontal cortex

ii.

Age at which brain is the largest

v.


viii. Dopamine

10. 15-19 years of age 11. A “feel good” neurotransmitter 12. 20-23 years of age 13. This is the part of the brain that motivates us to seek pleasure and excitement 14. It is situated in the frontal lobe. 15. Main neurotransmitter in the mid-brain reward system



Unit 10.3 Learning Activity Sheet - page ii - “ANSWERS”

And, say whether the following statements are True or False. Ring the correct answer. i.

You have the potential, though your choices and actions, to shape your own brain development.

True

/

False

ii.

The teenage brain is still “under construction”; it is still developing.

True

/

False

iii. The “rush” produced by a drug is caused by a large quantity of dopamine being released by the mid-brain reward system.

True

/

False

iv. There is nothing you can do to avoid acting rashly or impulsively.

True

v.

True

/

False

True

/

False

Some addicts can learn to control and reduce the powerful influence of their mid-brain reward system on their decisions.

vi. The prefrontal cortex is that part of the brain that matures last.


/

False


Unit 10.3 Transparency 3 “MONEY MATTERS”

•

How many of you have spent money too hastily on something you didn’t really want?

•

Or spent money without thinking about the consequences?

We’re going to look at how to avoid acting rashly or impulsively. •

What are some of the things you wish you could buy?

The problem is, that you have many wishes and limited money. Buying something now means that you may not be able to buy something else later. We are back to decisions, decisions, decisions! The PRICE steps in making decisions:

P


R

Identify the possible Risks: What is likely to happen? If I spent my money on this, what are the other things I can’t buy then?

I


C

Consider Compromises: Is there something else I can do that will have the same reward? Can I save towards it and buy it later?

E

Enjoy the feeling of having made an informed decision.




•

Which of the items in the following pairs do you think is essential (absolutely necessary to have) and which is a luxury (not absolutely necessary, but nice to have)? o Clean water / cell phone? o Jewellery / warm clothes for winter? o Soap for washing / ice-cream? o Food / computer games? o TV / secure housing? o School fees / designer jeans?

Know the difference between: Essentials (things we need) - they are necessary for basic health and wellbeing, and Luxuries (things we want) – don’t have to have them. But: What counts as a luxury can differ from person to person. Is a car an essential for a travelling salesman? Is it an essential for someone who lives close to public transport? When we make decisions about on what we should spend our money, we need to be able to know whether the item is a necessity or a luxury. Do we really need the item, or do we merely just want it but could manage without it? Imagine the following case: You may have managed to save up some extra money. You can either spend that extra money on some small luxury item you want, or you can keep adding to your savings every month until you have enough to buy that large, expensive luxury item you really want. •

What would you rather do? Spend your small savings immediately or save up and then have a larger amount to spend later?

Different people will have different responses: some will choose the sooner, smaller reward (SSR) and others will choose the later, larger reward (LLR). All contents copyright © 2012 National Responsible Gambling Programme



Those who choose the SSR are usually those who like instant satisfaction, or immediate gratification, whereas those who choose the LLR are usually willing to delay their gratification until later, knowing that their later reward will be larger. What would you rather have? R10 today

R50 in 3 weeks’ time?

OR

•

If you could choose, would you rather have R50 right now (a sooner, smaller reward) or would you rather wait for three days and then get R70 (the later, larger reward)?

•

Would you rather have instant gratification now or delay the gratification for three days and as a result of the delay, get more money?

•

This is worth thinking about.

In the earlier section we saw how you can help shape the development of your brain by reinforcing certain patterns of thinking or certain forms of behaviour. (The example of pruning the tree.) The key lesson in avoiding the mid-brain reward system from dominating your decisions, causing you to rush impulsively into doing or choosing something you will later regret, is to: STOP FOR A MOMENT BEFORE ACTING RASHLY, AND THINK!



Unit 10.3 - Learning Activity 2 Sooner, smaller rewards or later, larger rewards?”

Names: Read through the following case and then apply the PRICE steps in decision-making. Decide what you would do if you were Yusef. Case: Yusef is a Grade 11 student. His parents buy his clothes and pay for his food, including school lunches. Yusef works part-time for his uncle, a builder. With the R400 he gets from his uncle every month, Yusef pays for his own entertainment, like movies or CDs, as well as for treats, like the packet of biltong he buys every day after school. Yusef wants his own TV in his bedroom, and his parents have said that he will have to pay for this himself. There is a great TV for sale, for R900. Yusef already has saved R200 and needs another R700. His friend, Samson has two tickets to a Black Eyed Peas concert that night, a band that Yusef really likes, but the ticket will cost Yusef R400. What should he do? Going to the concert will be a terrific experience now, but it would mean that he won’t be able to buy his TV for another 3 months and it is likely that the TV then will no longer have the special sale price. Or he can miss the concert, put the R400 towards the TV and be able to buy the TV the next month when the sale will still be on. Imagine you are Yusef. Ask yourself, “What should I do?” Here are the steps to think through the decision. Write your responses to the questions in the blocks provided.

P

Identify the Purpose: Why do I want to go to the concert?

Is it something I really need? Or is it something I just want? Is it something that is absolutely necessary for my well-being? Or is it something that is not absolutely necessary, but I wish to have it?

R

Identify the possible Risks: What is likely to happen if I spent all my month’s money on the concert? What are the other things can’t I buy then?



I

Gather reliable Information about the options: What will be the advantages of going to the concert? What are the short-term rewards?

What will be the advantages of saving the R400 towards the TV? What are the long-term rewards?

C

Consider Compromises: Is there something else I can do that will have a similar reward like that of seeing the Black Eye Peas concert?

E

Enjoy the feeling of having made an informed decision. What did you decide? Did you decide on the sooner, smaller reward (of going to the concert) or the later, larger reward of getting your own TV?

Remember, by thinking through your decision, you are training your prefrontal cortex to make informed decisions and you avoid acting impulsively.



1/15/13

4:29 PM

Page 6

UNIT 10.4


unit 10.4


UNIT 10.4

The Morality of Gambling


Engage with different religious and ideological views on gambling

•

Identify the main benefits of legalised gambling as well as the main problems of allowing legalised gambling

•

Debate whether the government should allow gambling

CAPS TOPIC FOR UNIT 10.4: TERM 4: DEMOCRACY AND HUMAN RIGHTS •

Understanding ethical traditions and/or religious laws of major religions in South Africa o Living in a multi-religious society and exploring how they contribute to a harmonious society

KEY CONCEPTS: •

Gambling

•

Speculating on the Stock Exchange

•

Morality

•

Shariah law

•

Deontology

•

Utilitarianism

•

Disadvantages (costs)

•

Advantages (benefits)


Transparency 1 – Is gambling a moral concern?

•

Learning Activity Sheet 1 – What do people think about legalising gambling

•

Learning Activity Sheet 1 – What do people think about legalising gambling (with answers)

•

Transparency 2 – Religious views about gambling

•

Transparency 3 – Deontology and gambling

•

Transparency 4 – Utilitarianism and gambling

•

Learning Activity Sheet 2 – Allowing gambling: To build or not to build?



Unit 10.4 | Paying for Pleasure


orientating STEP 1:

INTRODUCTION (10 MIN) What is “gambling”? hould I gamble? Should the government allow gambling? (TRANSPARENCY 1)

STEP 2: ACTIVITY (15 MIN) ACTIVITY SHEET 1: Different views on whether gambling should be legalised (Group work) ACTIVITY 1 ANSWER SHEET: Class feedback.

enhancing STEP 3: EXPLANATION (25 MIN) Three main ethical viewpoints with regards to gambling. (TRANSPARENCIES, 1, 2 & 3)

synthesising STEP 4: ACTIVITY (20 MIN or homework) ACTIVITY SHEET 2: An ethical argument for allowing or not allowing a casino to be built. (Individual work) Written assignment for the assessment portfolio



ORIENTATING (Introduce the topic in relation to what has already been learned) Introduce learners to the various moral debates and viewpoints about whether gambling should be allowed or not. As with most discussions about major religions and ethical traditions, there is no one single “correct” answer. However, learners should be encouraged to give good reasons why they think that the government should or should not allow gambling. STEP 1: INTRODUCTION (10 MIN) Before examining some of the major ethical viewpoints, ensure that learners: •

know exactly what kinds of activities we consider “gambling”

•

are able to distinguish between the question of whether they themselves think it is morally acceptable for them to gamble, and whether the government has a moral task to allow or ban gambling.

Say, for example:

“

Is gambling a moral concern?

In this unit we are going to look at moral and social issues associated with gambling. But, first, we need to have a very clear idea of what we are discussing. Generally we all know that the word gambling implies taking some sort of risk. Let’s look again at the definition of gambling. That way we have a clear idea of what we are talking about when we make our moral judgments. In order to have a useful debate about gambling, let’s all agree on a clear definition. In earlier units (10.2), we gave the definition of gambling as: Definition: Gambling is an activity where people bet (usually money) with the hope of winning something (usually more money) without being able to know beforehand what the actual outcome will be. There are people who think gambling is wicked and who choose not to gamble themselves. Some even go as far as saying that the government should ban gambling for everyone because it is a social evil. Before you agree or disagree with this view, let’s see what the relevant questions are and then we will examine the various responses to them. Only when you have gone through the evidence and the different views, should you formulate your own (informed) opinion. When we think about gambling, we can distinguish the following questions: •

Should I gamble?

•

Should the government allow gambling or should it ban gambling?

You may decide that you don’t want to gamble yourself and that the government shouldn’t allow anyone to gamble. Or you may decide that you don’t want to gamble yourself, but that if others choose to do so, they should be allowed to gamble legally and the government should therefore not ban gambling. Or you may decide that you do want to gamble and that the government has no business to try and regulate how you as an adult may spend your leisure time. Gambling is not something new; people have been gambling from very early times and in almost every society. The first evidence of gambling historians have been able to uncover is an official account of gambling in 2300 B.C. in China. Archeologists and historians have established that gambling took place in ancient Greece, in ancient Egypt, in the Roman Empire. There is also evidence of gambling among the early tribes in Africa. It seems that gambling is an activity that people have engaged in over the ages and in almost every society. Of course, the different forms of gambling have



changed – from knuckle-bones that were used as dice to cards and to casinos and lotteries – but the basic idea remains the same: people betting something of value (usually money) with the hope of winning something of greater value (usually more money) without being able to know beforehand what the actual outcome will be.

Ask: •

Does gambling differ from speculating on the stock exchange? Is placing a bet on a soccer game or a game of dice different from buying shares in a company, hoping that it will make a profit and that your shares will make you money?

(If students are unfamiliar with the Stock Exchange or with the notion of buying shares in a company, give a brief and simple outline of the process: people put money into a company by buying a “share” of it, and if the company makes a profit, then the investors, or shareholders, will get a part of that profit and therefore make some money. However, noone knows for certain whether a company will make a profit or not. Many things can – and do – go wrong! It is a risk to invest in a company! This kind of risk-taking with money on the stock exchange is known as “speculation”.) 5 700

0.60

Win

FTSE 100 August 8th - September 8th 2008

5 600

0.55

5 500 0.50 5 400 0.45

5 300

Lose

5 200

0.40 10

100

1 000

10 000

Aug

Sep Source: Thomson Datastream

Number of tosses

Gambling can be seen to be similar to investing or speculating on the stock exchange: •

Both activities involve risk: you will either lose your money or make more money if certain circumstances occur. You don’t know what the future holds and therefore you can’t know for sure what the outcome will be. For example, you will lose your money of you bet that Bafana will win the game and Chelsea wins instead; you will lose your money if you think Crown Company will make a lot of profit and it goes bankrupt instead.)

But gambling is also different from investing on the Stock Exchange: • •

You can study the performance of a company and make a rational decision about how likely it will perform in the future. Instead, in a game of dice there is only pure chance and luck. If a company makes a good profit, all the investors will get money; everyone is a winner and no-one is a loser. In contrast, in gambling, for every win, there is a corresponding loss. (For example, making a bet with your friend that Bafana will beat Chelsea, either you win money and your friend loses, or he wins money and you lose yours.)

It is because of these differences, that most countries allow people to risk their money on the stock exchange, but don’t necessarily allow people to gamble. In fact, in countries where there is Muslim or Shariah law (e.g. Saudi Arabia, Malaysia), there are guidelines of when and where it is morally acceptable (and unacceptable) to invest on the stock exchange.

“



STEP 2: ACTIVITY (15 MIN) Learners start to analyse the positions and various reasons people have for supporting legalised gambling or opposing it. Hand out learning activity sheet 1 – What people think about legalising gambling. Divide learners into groups of about 3. Let learners read the 3 letters to the newspaper, 1 for gambling and 2 against gambling. Ask learners to identify and write down the main reasons each writer gives for arguing that gambling should or should not be allowed. Once learners have completed their learning activities, put up learning activity 1 – with correct answers.

ENHANCING (deepen learners’ understanding of the topic) Learners have started to explore the different viewpoints and reasons for allowing or banning gambling. The next section will deepen learners’ understanding of three main positions and their arguments. STEP 3: EXPLANATION (25 min) This is a lengthy section. It looks at 3 main viewpoints with regards to whether the government should legalise gambling or not. Encourage learners to critically look at the reasons for and against each viewpoint before they offer their own viewpoints. Put up transparency 2 – Religious views about gambling Put up transparency 3 – Deontology and gambling Put up transparency 4 – Utilitarianism and gambling Say, for example:

“

Let’s have a look now at three main positions or sets of beliefs that have their own answers to the question of whether gambling should be allowed or not. Once we have looked at each one’s position and views, then you can develop your own position based on what you have learned. The three main positions we will examine with regards to whether gambling is morally wrong (and should therefore be banned) or not, are: 1. Religious views 2. Deontology 3. Utilitarianism 1. Religious views Those who believe that there is a moral spiritual entity (a Supreme Being) that dictates what is good and what is evil, generally think that gambling is evil. We will look at four main reasons that are given by people from various faiths, from Christianity to Islam, as to why gambling is against God’s will. Ask:

•

Why do you think that many religions regard gambling as a sin?



i) The sin of greed The first main reason why religion holds gambling to be evil is because people who gamble are motivated by greed. And greed is a sin. Religious opponents to gambling say that the basic purpose of most gambling is not to help and serve others, but for gamblers to help themselves at the expense of others. Opponents to gambling believe that gambling is always contrary to love and is motivated by greed because a gambler seeks, to the harm of another, what does not belong to him or her. We know that any gambling win (the Lottery, dice, cards, the slot machine) means that others have lost their money. There are only a few Lottery winners, and millions of Lottery losers. The basic religious objection to gambling is that it is a selfish attempt to gain something from your neighbour without giving a fair service in return. If you really love your neighbour (as many religions urge you to do), then you cannot gain or win if it means that your neighbour has to lose and suffer. So, those who gamble are selfish – they want something for themselves that their neighbours will have to pay for. Religion holds that people should not merely look out for themselves, but should also attend to the needs and interests of others. In short, many religions view gambling as a form of stealing and therefore regard gambling as an evil which the government should ban. ii) The sin of sloth: Another sin that gambling encourages is sloth, which is laziness and unwillingness to work for an “honest” living. Gambling is seen as encouraging the view that people can make “easy” money, can get something (a lot of money) for nothing (a small bet). Religions encourage an “honest” work ethic, being justly rewarded for the effort you put into the task. Winning a lot of money by betting on a game of chance (like dice) does not require hard work or any effort. Religions promote the idea of the dignity of honourable work, and the proper reward for labour and industriousness. The worthy worker should be rewarded. Lazy, slothful, and unproductive persons do not deserve financial rewards. Gambling is evil because it encourages people to think that they don’t have to work for rewards, that there can be riches without hard work. iii) Stewardship or khilafah – a commitment to responsible ownership: The third main reason why religion thinks that gambling is evil is because gambling goes against the ides of stewardship: it is the idea that everything on earth belongs to God and that humans are merely caretakers of God’s creation. When people gamble, they put at unnecessary risk the possessions that God has given them. Instead of looking after their possessions and using them wisely for the good of their family and others, gamblers are irresponsible and risk losing the possessions that God gave them. Christians refer to “stewardship”; Muslims refer to “khilafah”, but the concept is the same: a steward is someone who protects the possessions and property he or she has been tasked to look after and to use wisely so that these possessions and property can eventually be passed on to others who, in turn, will look after these and eventually pass them on too. By gambling away his or her money and property, the gambler not only harms him or herself, but also all the others who would have benefited from the protected possessions. Stewardship has enabled societies to grow and flourish, by passing on possessions and property in good condition to the next generation, whereas gambling destroys property (gamblers lose their money) and therefore leads to societies breaking down. iv) Life is not a matter of chance The last main reason we will look at why various religions say that gambling is wrong is that gambling encourages people to think that life is just a matter of luck. Religions support the idea that God determines what happens, every little thing in every person’s life. So the view that gambling encourages is exactly the opposite of the religious view. Ask: •

Do you agree or disagree with this view? Can you think of some critical questions that you can ask about the religious view on gambling?

Here are some that you may want to think about: •

How exactly does a gambler destroy his or her “property” by placing a R20 bet on a horse race? He or she may lose the money, but is the money “destroyed”, or does someone else get the money (e.g. the bookie, the race course, the gambler who won the bet on the race)?



•

If parents should use their property (“money”) for the next generation, like their children, would it be wrong for parents to spend the money on themselves by going out to have some fun to see a film?

•

Is stewardship the only thing that enables society to flourish? Are there other factors – like invention, creativity, education, determination, etc – that are significant factors enabling society to flourish and grow so that everyone benefits?

2. Deontology “Deontology” is a word used in Philosophy to identify a moral position that we have a duty to do the right thing. It comes from the word “deon” (meaning “duty”). In short, “deontology” means the study of our moral duties. The philosopher who developed this whole moral position was Immanuel Kant, a German philosopher who lived in Germany in the 1700s. Being a thinking, rational human being, he said, is what makes us moral, makes us different from animals. And because we are the only creatures who can think or reason about what we ought to do, we have a duty to do the right thing. And, what is the right thing to do, you no doubt want to know? Kant formulated a Moral Law that, he said, applies to everyone, everywhere, at all times. He called this the “Categorical Imperative” (meaning the unconditional law that everyone must obey). And here it is: Moral Law: Do only that which you think that everyone ought to do.

You may already be familiar with a similar formulation of this Moral Law in the form of “Do unto others as you would have them do unto you”, or put more simply, “do to others what you would like to be done to you". So, if you are wondering whether to tell a lie, you ask yourself, “Do I want others to lie to me?” Clearly, you wouldn’t. “What if everyone were allowed to tell lies, what kind of society would that be?” Clearly, it would be a society that could not function. And therefore, it is your duty not to tell a lie. Ask: •

Can you think of why a deontologist would think that gambling is wrong? What if everyone were to gamble? What if everyone were motivated by greed and wanting to make easy money?

Like the religious view, deontology thinks that gambling encourages people to do the wrong things: i) deontologists think that gambling relies on luck, randomness and rewards people undeservedly (in that they have not worked honestly and with dignity for their money). It is not rational to want a world in which the possessions that people own is not in any way dependent on their skills, hard work, talents, contributions to society. ii) deontologists think that what makes us moral is our ability to think and be rational. Therefore, to be irrational is by definition immoral. For deontologists, gambling is irrational because: to gamble is to become enslaved; gamblers choose to lose their money and possessions and suffer as a result; that for a deontologist cannot be rationally right. Ask: •

Do you agree or disagree with this view? Can you think of some critical questions that you can ask about the deontological view on gambling?


Do you think luck plays a part in who your parents are, where you grow up, what opportunities you may encounter?

•

Is it irrational (and therefore, immoral) to want a bit of entertainment and a thrill of placing a bet and waiting on the outcome?

•

Are all gamblers enslaved? Is everyone who gambles an addict or are there people who gamble just for fun and manage to do so responsibly by not spending more time and money than they can afford to on gambling?



3. Utilitarianism “Utilitarianism” comes from the “utility” or “usefulness” of an activity. In order to decide whether an activity is moral or not, we need to calculate the costs and benefits of each alternative, and then decide on which has the greater net benefit. In other words, if you are thinking of telling a lie or not, you ask yourself: “What will be the good consequences or benefits that are likely to come from telling the lie? How will it benefit me? How will it benefit others? What will be the bad consequences or harms that are likely to come from telling the lie? To me and to others? How much of my time and energy will I have to devote to telling the lie and maintaining it? It is worth it? So, here is the principle utilitarians use to decide whether something is moral or not:

Utilitarian Law: Do that which produces the most happiness / pleasure / good and reduces suffering / harm / evil. Ask: •

Can you think of why a utilitarian would think that gambling is wrong? What are the benefits that gambling brings? What are the harms? Does gambling on average cause greater happiness or unhappiness?

Let’s have a look at some of the benefits and costs of providing gambling opportunities in society: Benefits: i.

Every casino or legal gambling business has to pay taxes to the government. The money that these taxes raise is used to pay for education, health services, the police, and many government services.

ii.

The money that the Lottery brings in is used to support many charities.

iii.

Casinos create jobs, especially if they are in rural places where there are not many employment opportunities.

iv.

Gambling businesses often stimulate the economy because they attract people.

v.

Gambling places provide entertainment to many. People buy their pleasure by paying for their leisure-time activities, such as going to see a film, going to a concert, joining a tennis club, etc.

vi.

Many elderly people go to “bingo” clubs see this as a social activity instead of being stuck on their own in their rooms at home.

Costs: i.

It causes social problems like gambling addiction and breakdown of families.

ii.

Casinos and gambling businesses attract social ills like prostitution and organised crime. There are criminal syndicates who control the money flow.

iii.

Gambling causes poverty: there are always many, many more losers than there are winners.

iv.

Gambling exploits the poor. It promotes the illusion of easy-to-get-riches, so the poor stake what little money they have in the desperate attempt to get rich. In fact, it makes the poor poorer.

v.

People should not be wasting their time, energy and money on such a shallow past-time. Instead, they should use their time, energy and money to participate in more educational and worthwhile leisure-time activities, such a reading a good book or visiting a museum.

Ask: •

Do you agree or disagree with this view? Can you think of some critical questions that you can ask about the utilitarian view on gambling?




What percentage of people who gamble develop a serious addiction? (Is it just a very small percentage?1 )

•

What is the extent of the social ills caused by gambling? What reliable evidence is there to measure how many family breakdowns are due to gambling?

•

Is it really true that gambling makes the poor poorer? Don’t the rich gamble?

•

Even though the chances of winning the Lotto are very, very small, people, including poor people, do win money.

•

Should we participate only in “serious” leisure-time activities and never go to a silly movie or just sit and day-dream?

“

SYNTHESISING (reinforce and consolidate learners’ understanding) Drawing on the arguments of the various moral positions, learners apply these in the construction of a speech intended for the public STEP 4: ACTIVITY (20 MIN) Learners imagine that they have to give a speech to a community in which a new casino is planned. Learners construct their own short speech in which they give clear reasons why the casino should or should not be built and gambling allowed. Hand out learning activity 2 – Allowing gambling: To build or not to build?

1

Research from all over the world indicates that the percentage of people who gamble that develop a serious gambling addiction is about 0.06%, that is less than 1% of gamblers. It differs slightly among age groups.



Unit 10.4 Transparency 1 IS GAMBLING A MORAL CONCERN?

•

What exactly is gambling?

Definition: Gambling is an activity where people bet (usually money) with the hope of winning something (usually more money) without being able to know beforehand what the actual outcome will be. Some people think gambling is wicked and choose not to gamble themselves. Some even go as far as saying that the government should ban gambling for everyone because it is a social evil. •

Should I gamble?

•

Should the government allow gambling or should it ban gambling?

You may decide that: • you don’t want to gamble yourself and that the government shouldn’t allow anyone to gamble (no-one should be allowed to gamble), or •

you don’t want to gamble yourself, but that if others choose to do so, they should be allowed to gamble legally and the government should therefore not ban gambling, (others should be allowed to gamble) or

•

you do want to gamble and the government has no business to try and regulate how you as an adult may spend your leisure time (every adult should be allowed to gamble).

Gambling is not something new; people have been gambling from ancient times and in almost every society. We have evidence of gambling in 2300 B.C. in China, in ancient Greece, in ancient Egypt, in the Roman Empire, and among the early tribes in Africa. The forms of gambling have changed: from knuckle-bones as dice, to cards and to casinos and lotteries.




The basic idea remains the same: people betting something of value (usually money) with the hope of winning something of greater value (usually more money) without being able to know beforehand what the actual outcome will be. •

Does gambling differ from speculating on the stock exchange? Is placing a bet on a soccer game or a game of dice different from buying shares in a company, hoping that it will make a profit and that your shares will make you money? Gambling

Stock exchange 5 700

0.60

Win

FTSE 100 August 8th - September 8th 2008

5 600

0.55

5 500 0.50 5 400 0.45

5 300

Lose

5 200

0.40 10

100

1 000

Aug

10 000

Sep Source: Thomson Datastream

Number of tosses

Gambling and investing on the Stock Exchange Similarities

Differences

Stock exchange and gambling both involve risk: you will either lose your money or make more money if certain circumstances occur.

Stock exchange: You can make a rational decision about how likely a company will perform in the future. Gambling: there is only pure chance and luck. Stock exchange: If a company makes a good profit, all the investors will get money; everyone is a winner and no-one is a loser. Gambling: for every win, there is a corresponding loss.

It is because of these differences, that most countries allow people to risk their money on the stock exchange, but don’t necessarily allow people to gamble. All contents copyright © 2012 National Responsible Gambling Programme


Unit 10.4 - Learning Activity 1 What People Think About Legalising Gambling

Names of group members: Read the 3 letters to the newspaper below. One of the writers supports gambling and the other two writers are against gambling. Identify and write down the main reasons each writer gives for arguing that gambling should or should not be allowed. Letter 1: Dear editor There’s no one casino built in wealthy neighbourhoods. Doesn’t anyone care about casino operators targeting the poor and less-fortunate in our country? Doesn’t anyone care that people with no hope gamble away the money they should use to pay their electricity bills? Doesn’t anyone care that other tax payers should then support these gamblers? Gambling places have a much greater negative impact on poor communities than on rich ones. (Is this writer for or against gambling? Identify the main reason the writer offers.)

Letter 2: Dear editor If you don’t like gambling, don’t go. Stop whining about whether it impacts the poor. For now, it is still a free country. You cannot legislate morality. Adults should be able to make their own choices. If people want to spend their money on sex, bingo, gambling, or drugs, they are going to. (Is this writer for or against gambling? Identify the main reason the writer offers.)

Letter 3: Dear editor Congratulations to those who oppose gambling; however, the politicians and town councillors only see the money they can make from taxing casinos and gambling businesses. They don’t care about morality at all. Makes you sick to see such greed in live action. (Is this writer for or against gambling? Identify the main reason the writer offers.)



Unit 10.4 - Learning Activity 1 – What People Think About Legalising Gambling - (with correct answers)

Identify and write down the main reasons each writer gives for arguing that gambling should or should not be allowed. Letter 1: Dear editor There’s not one casino built in wealthy neighbourhoods. Doesn’t anyone care about casino operators targeting the poor and less-fortunate in our country? Doesn’t anyone care that people with no hope gamble away the money they should use to pay their electricity bills? Doesn’t anyone care that other tax payers should then support these gamblers? Gambling places have a much greater negative impact on poor communities than on rich ones. This • • • •

writer is against gambling. It is wrong that casinos target the poor and take their money. It is wrong that, instead of paying their bills, poor people gamble away their money It is wrong that other tax payers should support those gamblers who have lost their money. It is therefore wrong to allow casinos which have a much greater negative effect on poor communities than on rich ones.

Letter 2: Dear editor If you don’t like gambling, don’t go. Stop whining about whether it impacts the poor. For now, it is still a free country. You cannot legislate morality. Adults should be able to make their own choices. If people want to spend their money on sex, bingo, gambling, or drugs, they are going to. This • • •

writer is for gambling. It is right that adults, including the poor, should choose how to spend their money. It is wrong for a democratic government to try and legislate people’s personal choices. Therefore, it is right that gambling should be allowed for those adults who choose to do so.

Letter 3: Dear editor Congratulations to those who oppose gambling; however, the politicians and town councillors only see the money they can make from taxing casinos and gambling businesses They don’t care about morality at all. Makes you sick to see such greed in live action. This writer is against gambling. • It is wrong that greedy politicians and local town councillors are only interested in the money they can get from the casinos taxes (and don’t care about the social problems in people’s family lives that gambling causes). • Greed is a sin. • Therefore, gambling should not be allowed. All contents copyright © 2012 National Responsible Gambling Programme


Unit 10.4 Transparency 2 RELIGIOUS VIEWS ABOUT GAMBLING

Those who believe that there is a moral spiritual entity (a Supreme Being) that determines what is good and what is evil, generally think that gambling is wrong. •

Why do you think that many religions regard gambling as a sin?

i) The sin of greed •

Many religions think that gambling is evil because people who gamble are motivated by greed. And greed is a sin.

•

Gambling is selfish; gamblers help themselves (win money) at the expense of others (others lose their money). There are only a few Lottery winners, and millions of Lottery losers.

•

Gambling is a form of stealing other people’s money.

ii) The sin of sloth: •

Gambling encourages sloth, which is laziness and unwillingness to work for an “honest” living.

•

Gambling encourages people to think that they can make “easy” money by doing very little work.

•

Religions promote the idea of the dignity of honourable work, and the proper reward for labour and industriousness. Lazy, slothful, and unproductive persons do not deserve financial rewards.




iii) Stewardship or khilafah – a commitment to responsible ownership: •

Gambling goes against the idea of stewardship: humans are merely caretakers of God’s creation and when they gamble, they put at risk God’s possessions.

•

Christians refer to “stewardship”; Muslims refer to “khilafah”, but the concept is the same: a steward is someone who protects the possessions he or she has been tasked to look after and to use them wisely so that they can be passed on to others.

•

By gambling away all his money, the gambler harms himself and all the others who would have benefitted from it.

•

Stewardship has enabled societies to grow and flourish, by passing on possessions and property in good condition to the next generation, whereas gambling destroys property (gamblers lose their money) and therefore leads to societies breaking down.

iv) Life is not a matter of chance •

Gambling encourages people to think that life is just a matter of luck. Religions support the idea that God determines what happens.




•

Do you agree or disagree with the religious view? Can you think of some critical questions that you can ask about the religious view on gambling?


How exactly does a gambler destroy his or her “property” by placing a R20 bet on a horse race? He or she may lose the money, but is the money “destroyed”, or does someone else get the money (e.g. the bookie, the race course, the gambler who won the bet on the race)?

•

If parents should use their property (“money”) for the next generation, like their children, would it be wrong for parents to spend the money on themselves by going out to have some fun to see a film?

•

Is stewardship the only thing that enables society to flourish? Are there other factors - like invention, creativity, education, determination, etc – that are significant factors enabling society to flourish and grow so that everyone benefits?



Unit 10.4 Transparency 3 DEONTOLOGY AND GAMBLING

“Deon” means “duty”. “Deontology” is a word used in Philosophy to identify a moral position that we have a duty to do the right thing. Immanuel Kant: a German philosopher who lived in the 1700s. Being a thinking, rational human being, he said, is what makes us moral, makes us different from animals. And because we are the only creatures who can think or reason about what we ought to do, we have a duty to do the right thing. • •

How do we know that the “right thing to do” is?

Kant formulated a Moral Law that, he said, applies to everyone, everywhere, at all times. Kant’s Moral Law: Do only that which you think that everyone ought to do.

Similar to: “Do unto others as you would have them do unto you”, or put more simply, “do to others what you would like to be done to you". Example: Should I or shouldn’t I tell the lie? 1. Ask yourself, “Do I want others to lie to me?” (No) 2. “What if everyone were allowed to tell lies, what kind of society would that be?” (Society couldn’t function) 3. And therefore, it is your duty not to tell a lie.




•

Can you think of why a deontologist would think that gambling is wrong? What if everyone were to gamble? What if everyone were motivated by greed and wanting to make easy money?

Like the religious view, deontology thinks that gambling encourages people to do the wrong things: i)

Gambling relies on luck, and rewards people undeservedly (in that they have not worked honestly and with dignity for their money).

ii) It is not rational to want a world in which people get rewards that are not in any way dependent on their skills, hard work, talents, contributions to society. iii) What makes us moral is our ability to think and be rational. Therefore, to be irrational is by definition immoral, it goes against what makes us human. iv) To gamble is to become enslaved; gamblers choose to lose their money and possessions and suffer as a result; that for a deontologist cannot be rationally right. •

Do you agree or disagree with this view? Can you think of some critical questions that you can ask about the deontological view on gambling?


Do you think luck plays a part in who your parents are, where you grow up, what opportunities you may encounter?

•

Is it irrational (and therefore, immoral) to want a bit of entertainment and a thrill of placing a bet and waiting on the outcome?

•

Are all gamblers enslaved? Is everyone who gambles an addict or are there people who gamble just for fun and manage to do so responsibly by not spending more time and money than they can afford to on gambling?



Unit 10.4 Transparency 4 UTILITARINISM AND GAMBLING

•

“Utilitarianism” comes from the “utility” or “usefulness” of an activity.

•

To decide whether an activity is moral or not, we need to calculate how useful it is to society: we need to calculate the costs and benefits of each alternative, and then decide on which has the greater overall benefit.

•

Here is the principle utilitarians use to decide whether something is moral or not:

Utilitarian Law: Act in a way that produces the most happiness / pleasure / good and reduces suffering / harm / evil. Example: Should I or shouldn’t I tell the lie? 1. Ask yourself: “What will be the good consequences (or benefits) that are likely to come from telling the lie? How will it benefit me? How will it benefit others? 2. What will be the bad consequences (or harms) that are likely to come from telling the lie? To me and to others? How much of my time and energy will I have to devote to telling the lie and maintaining it? 3. It is worth it in the end? Are there more benefits than harm?



Unit 10.4 Transparency 4 – page ii

•

Can you think of why a utilitarian would think that gambling is wrong? What are the benefits that gambling brings? What are the harms? Does gambling on average cause greater happiness or unhappiness? Benefits of gambling:

Costs of gambling:

1. Every legal gambling business must pay taxes to the government (used to pay for education, health services, the police, etc).

1. Casinos and gambling businesses attract social ills like prostitution and organised crime. There are criminal syndicates who control the money flow.

2. The money that the Lottery brings in is used to support many charities.

2. It causes social problems like and gambling addiction breakdown of families.

3. Casinos create jobs, especially if they are in rural places where there are not many employment opportunities.

3. Gambling causes poverty: there are always many, many more losers than there are winners. .

4. Gambling businesses often stimulate the economy because they attract people.

4. Gambling exploits the poor. It promotes the illusion of easy-toget-riches. In fact, it makes the poor poorer.

5. Gambling places provide entertainment to many. Many elderly people go to “bingo” clubs see this as a social activity instead of being stuck on their own in their rooms at home.

5. People should not be wasting their time, energy and money on such a shallow past-time. Instead, they should use their time, energy and money to participate in more educational and worthwhile leisure-time activities.



Unit 10.4 Transparency 4 – page iii

•

Do you agree or disagree with the utilitarian view? Can you think of some critical questions that you can ask about the utilitarian view that may want to ban gambling?

Here are some that you may want to think about: • What percentage of people who gamble develop a serious addiction? (Is it just a very small percentage?2 ) • What is the extent of the social ills caused by gambling? What reliable evidence is there to measure how many family breakdowns are due to gambling? • Is it really true that gambling makes the poor poorer? Don’t the rich gamble? What reliable evidence do we have? • Even though the chances of winning the Lotto are very, very small, people, including poor people, do win money. • Should we participate only in “serious” leisure-time activities and never go to a silly movie or just sit and day-dream?

2 Research from all over the world indicates that the percentage of people who gamble that develop a serious gambling addiction is about 0.06%, that is less than 1% of gamblers. It differs slightly among age groups. All contents copyright © 2012 National Responsible Gambling Programme


Unit 10.4 - Learning Activity 2 To Build Or Not To Build

Names: Imagine that you are a politician who will be making a speech to a community where there are plans to build a casino and allow gambling. Look at the three main ethical viewpoints with regards to gambling and write down a short speech in which you outline your reasons for supporting or opposing the planned casino (and gambling). Also, in order to make your speech more persuasive, you need to include some possible criticisms to your view and then say why you think these criticisms are not substantive. Your introduction: (Note what the casino plans are, how large it will be, etc.)

Your position: (Note whether you support or oppose the plans. Give at least 4 solid reasons to support your viewpoint. Look at the three main viewpoints discussed in class.)

Possible criticisms: (Note 1 or 2 criticisms that people may have to your position. Look at some of the points raised in the three main viewpoints discussed in class.)

Your response to the criticism/s (Give a reason why you think these criticisms can be dismissed and need not be taken seriously.)



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GRADE 11


Overview of Grade 11 curriculum on Taking Risks Wisely

Unit 1

Managing risky relationships

Unit 2

Risks and architectures of control

Unit 3

How to be a smart risk-taker

Unit 4

Gambling and the social good: does gambling contribute to poverty?

11


Identify the necessary life skills to succeed in personal relationships and in the workplace and assess their own life skills

•

Recognise the link between certain forms of risk behaviour in adolescence and physical and mental health problems in adulthood

•

Analyze some statistics of youth risk behaviour from the NYRBS

•

Outline the problems that addiction causes in relationships

•

Identify effective strategies to heal broken relationships

•

Recognize why people’s mid-brain reward system is drawn to risk-taking.

•

Identify the ways in which shops and gambling establishments manipulate the environment and control consumer behaviour.

•

Apply the “architectures of control” to the design of a lucky draw raffle ticket.

•

Recognize the persuasive power of manipulated environments that sell risk-taking and thrills.

•

Apply the PRICE decision-making process to choices pertaining to risk-taking behaviours and to their leisure-time activities

•

Identify gambling as a form of risk-taking behaviour

•

Give a definition of gambling

•

List different forms of gambling

•

Name the reasons why people gamble

•

Recognize the warning signs of someone developing a gambling problem

•

Locate the support services that are available for help with a gambling problem

•

Recognize the structure of an argument and analyze the argument

•

Apply a cost-benefit analysis: identify the main benefits of legalized gambling as well as the main problems of allowing legalized gambling

•

Outline the impact of gambling on the individual, the community and the country

•

Construct a reasoned and informed moral argument on whether gambling contributes to poverty



Overview | Page 1

11

Below is a table of some of the prescribed topics and an indication of how the Taking Risks Wisely behaviour links up with these prescribed topics. Term 1 CAPS topic: Development of the Self in Society

Taking Risks Wisely: Unit 11.1 Managing risky relationships

• Relationships and their influence on own wellbeing: different types with different people/groups and their changing nature

• Identify life skills to succeed in personal and work place relationships

- Relationships that contribute or are detrimental to wellbeing: rights and responsibilities in relationships, social and cultural views that influence and/or affect relationships, qualities sought in different relationships and individuality in relationships.

• Recognise the link between risk behaviour in adolescence and mental / physical health problems in adulthood • Identify effective strategies to heal broken relationships


Time

Marks

1. Individual task: self-reflection

15 min

Informal assessment

2. Group task: source-based task

30 min

20 marks

3. Group task: Quiz

15 min

Informal assessment

Term 2: CAPS topic: Development of the self in society • Healthy and balanced lifestyle choices: - Factors that impact negatively on lifestyle choices: • Unsafe attitudes and behaviours, unsafe environments and emotional factors • Risks, behaviour and situations • Socioeconomic environment: culture and social environment

Taking Risks Wisely: Unit 11.2 Risks and architectures of control • Understand why the mid-brain reward system is drawn to risk-taking • Identify how establishments use “architectures of control” to manipulate customers • Apply psychological, emotional and physical factors in designing a lucky draw raffle environment

- Factors that impact positively on lifestyle choices: • Social and cultural influences and economic conditions

Page 2 | Overview


Time

1. Group project: Functional simulation

20 min

Marks 20


11

Term 3 CAPS topic: Development of the self in society

Taking Risks Wisely: Unit 11.3 How to be a smart risk-taker

• Healthy and balanced lifestyle choices: - Impact of unsafe practices on self and others:physical, emotional, social, economic consequences - Individual responsibility for making informed decisions and choices: coping with and overcoming barriers regarding behaviour and seeking support, advice and assistance

• Apply the PRICE-decision making process to a risky situation • Identify gambling as a form of risk-taking behaviour • Name the reasons why people gamble • Recognise the warning signs of someone developing a gambling problem • Locate the support and counseling services available


Time

Marks

1. Pair task: Written task

15 min

Informal assessment

2. Individual task: Self-assessment questionnaire

10 min

Informal assessment

Term 4 CAPS topic: Democracy and human rights • Contributions of South Africa’s diverse religions and belief systems to harmonious society and own belief system: clarify own values and beliefs - Identify and critically analyse various moral issues and dilemmas: economic issues

Taking Risks Wisely: Unit 11.4 Gambling and the social good: Does gambling contribute to poverty? • Recognise the structure of an argument and analyse it • Apply a cost-benefit analysis • Outline the impact of gambling on the individual, community and country • Construct a moral argument on whether gambling contributes to poverty

Assessment


Assessment form

Time

Marks

1. Group task: Quiz and Argument analysis

10 min

10

2. Group task: Respond to the text

30 min (class)

20

Overview | Page 3

11

Assessment Programme – Grade 11 CAPS requires that learners are assessed each term out of a total of 100 marks per term. Term

Marks per term

Assessment

Recording 1

2

3

4

Reporting

Written task

80

PET

20

Mid-year exam

80

PET

20

Project

80

PET

20

End-year exam

80

PET

20

100

Total

400

400

100

100

100

Teachers may choose to use some of the Taking Risks Wisely assessment tasks below to record in the learner’s performance schedule.. Form of Assessment

Time

Marks

Individual task: Self-reflection - Unit 11.1

15 min

Informal Assessment

Group task: Source-based task - Unit 11.1

30 min

20

Group task: Quiz – Unit 11.1

15 min

Informal Assessment

Group project: Functional simulation - Unit 11.2

20 min

20

Pair task: Written task - Unit 11.3

15 min

Informal Assessment

Individual task: Self-assessment questionnaire - Unit 11.3

10 min

Informal Assessment

Group task: Quiz and written task: argument analysis - Unit 11.4

10 min

10

Group task: Written task, Respond to the text - Unit 11.4

30 min

20

Page 4 | Overview


Below follows an outline of how the Taking Risks Wisely units fit into the CAPS curriculum. A lesson plan, summarizing the knowledge, skills and values, is supplied. TOPIC

TERM 1



3 hours

Textbook, Grade 11 Teacher Guide and Learner Book, DoE, 2007

• Plan and achieve life goals: apply various life skills as evidence of an ability - Types of goals: short-term, medium and long-term; steps in planning and goal setting, problem-solving skills, perseverance and persistence - Important life goals and prioritising: family, marriage, parenting, career choices and relationships - Relationship between personal values, choices and goal setting • Relationships and their influence on own well-being: different types with different people/groups and their changing nature - Relationships that contribute or are detrimental to well-being: rights and responsibilities in relationships, social and cultural views that influence and/ or affect relationships, qualities sought in different relationships and individuality in relationships - Impact of the media on values and beliefs about relationships

Physical Education

11

3 hours

Unit 11.1: Managing risky relationships • Identify the necessary life skills to succeed in personal relationships and in the workplace and assess their own life skills • Recognise the link between certain forms of risk behaviour in adolescence and physical and mental health problems in adulthood • Analyse some statistics of youth risk behaviour from the NYRBS • Outline the problems that addiction causes in relationships • Identify effective strategies to heal broken relationships

Textbook, resources on various fitness activities

• Participation in programmes that promote physical fitness activities and safety issues relating to participation in physical fitness activities WEEKS 4 – 6 Careers and career choices

3 hours


• Requirements for admission to additional and higher education courses: National Senior Certificate (NSC) requirements for certificate, diploma and degree studies - Evaluating additional and higher education options: Admission Score Points for institutions of higher learning and admission requirements for specific programmes/ courses • Options for financial assistance: bursaries, study loans, scholarships, learnerships and SETAs – Obligations in terms of financial arrangements Physical Education

3 hours

Textbook, resources on fitness programmes

• Participation in programmes that promote improvement of current personal level of fitness and health • Participation and movement performance in programmes that promote improvement of current personal level of fitness and health


Overview | Page 5

11

WEEKS 7– 10


4 hours

Textbook

• Principles, processes and procedures for democratic participation: public participation and petition process, governance, the law-making process, Rule of Law, transparency, representation and accountability • Democratic structures: national, provincial, local government and community structures, traditional authorities and political parties, interest groups, business, public participation and petition process - Local community structures: non-governmental, community-based and faith-based organisations and representative councils of learners - Principles and functions of structures in addressing the interests of civil society and how structures change: constitutions, elections, representation of constituencies, mandates, lobbying, advocacy and the running of meetings - Processes whereby civil society can participate in the structures as well as in the governance and law¬making process of the country • Role of sport in nation building: participant and spectator behaviour in sport - Incidence of particular behaviour and what triggers certain behaviour - Exposure to positive behaviour programmes. Impact of behaviours on participants, spectators, team, opposition, community, society and nation at large - How sport can support or detract from nation building Physical Education

4 hours


• Participation in programmes that promote improvement of current personal level of fitness and health • Participation and movement performance in programmes that promote improvement of current personal level of fitness and health It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is, however, not fixed. TOPIC

TERM 2


WEEKS 1 – 4 Study skills

GRADE 11

4 hours

Textbook, resources on study styles and strategies

• Applying own study skills, styles and study strategies: - Study skills: examine how learning takes place and reflect on effectiveness - Study styles as preferred way of approaching tasks - Study strategy as a way to approach a specific task in the light of perceived demands • Examination writing skills and process of assessment • Time management skills and annual study plan • Goal-setting skills: personal development goals regarding study, health and fitness Physical Education

4 hours

Textbook, resources on community / playground / indigenous games

• Participate in programmes that promote own umpiring, administrative, organisational and leadership skills in self-designed and structured community/ playground/ indigenous games that promote physical activity • Participation and movement performance in programmes that promote own umpiring, administrative, organisational and leadership skills in self-designed indigenous games that promote physical activity • Safety issues relating to participation in self-designed and structured community / playground / indigenous games that promote physical activity Page 6 | Overview


11


3 hours

Textbook, newspaper articles

• Environmental issues that cause ill-health: - The use of harmful substances in food production - Inhumane farming methods - Impact of degradation on society and the environment: environmental hazards such as soil erosion, pollution, radiation, floods, fires, damage caused by wind and loss of open space or lack of infrastructure Impact of depletion of resources such as fishing stocks, firewood and land - Dealing with environmental factors that cause ill-health on a personal level: attitudes, safety and first-aid skills and coping with disasters • Climate change: causes, impact on development, mitigation and adaptation • Participating in a community service that addresses a contemporary environmental issue indicating how this harms certain sectors of society more than others Physical Education

3 hours

Textbook, resources on various games

• Participate in programmes that promote own umpiring, administrative, organisational and leadership skills in self-designed and structured community/ playground/ indigenous games that promote physical activity • Participation and movement performance in programmes that promote own umpiring, administrative, organisational and leadership skills in self-designed indigenous games that promote physical activity WEEKS 8 – 10 EXAMINATIONS It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is, however, not fixed.


Overview | Page 7 All contents copyright © 2012 National Responsible Gambling behaviour

11

TOPIC

TERM 3



5 hours

Textbook

• Healthy and balanced lifestyle choices: - Characteristics of a healthy and balanced lifestyle: physical, psychological, social, emotional and spiritual facets - Factors that impact negatively on lifestyle choices: - Accidents: types of accidents, lack of knowledge and skills, unsafe attitudes and behaviours, unsafe environments and emotional factors - Risks behaviours and situations: personal safety, road use, substance use and abuse, sexual behaviour, risk of pregnancy, teenage suicides, hygiene and dietary behaviour, sexually transmitted infections (STIs), HIV & AIDS and peer pressure - Socio¬economic environment: literacy, income, poverty, culture and social environment - Factors that impact positively on lifestyle choices: - Positive role models: parents and peers, personal values, belief system, religion, media, social and cultural influences and economic conditions - Impact of unsafe practices on self and others: physical, emotional, spiritual, social, economic, political and environment - Individual responsibility for making informed decisions and choices: coping with and overcoming barriers regarding behaviour and seeking support, advice and assistance • Role of nutrition in health and physical activities

Physical Education

5 hours

Unit 11.2: Risks and architectures of control • Understand why adolescents are prone to risk-taking behaviour. • Recognise the “architecture of control” – how environments can manipulate and influence consumer behaviour • Recognise the persuasive power of manipulated environments that sell risktaking and thrills. Unit 11.3: How to be a smart risk-taker • Know how to make informed decisions about high-risk behaviour • Identify the reasons why people engage in high-risk behaviour (such as gambling) • Recognise the warning signs of an addiction • Locate support services for help with a gambling problem

Textbook, resources on recreation and relaxation programmes

• Participation in programmes that promote various leadership roles in a self-designed or structured recreational/ relaxation group activity • Participation and movement performance in programmes that promote various leadership roles in a self-designed recreational/relaxation group activity • Safety issues relating to participation in recreational/relaxation activities

Page 8 | Overview


11


5 hours


• Competencies, abilities and ethics that will assist in securing a job and developing a career: - Studying advertisements, writing an application letter and completing application forms - Writing and building a CV: all forms of experience gained, acquisition of testimonials and evidence (job shadowing and informal jobs) - Managing meetings, managing a project and office administration skills - Interview skills: personal appearance and preparing for typical questions - Ethics and ethical behaviour: transparency and accountability • Personal expectations in relation to job/ career of interest: Expectancy and reality Chances of success and satisfaction Suitability audit • Knowledge about self in relation to the demands of the world of work and socio-economic conditions: skilled, semi-skilled, unskilled and physical labour Additional and higher education studies required by each labour market Expectancy, reality and perseverance Physical Education

5 hours

Textbook, resources on recreation and relaxation programmes

• Participation in programmes that promote various leadership roles in a self-designed or structured recreational /relaxation group activity • Participation and movement performance in programmes that promote various leadership roles in a selfdesigned recreational / relaxation group activity It is compulsory to cover the given topics in the term indicated. The sequence of the topics within the term is, however, not fixed.

TOPIC

TERM 4



GRADE 11

3 hours

Textbook, resources on gender issues

• Gender roles and their effects on health and well-being: self, family and society - Unequal power relations, power inequality, power balance and power struggle between genders: abuse of power in personal (physical abuse), family (incest), cultural (different mourning periods for males and females, social (domestic violence and sexual violence / rape) and work settings (sexual harassment) - Negative effects on health and well-being - Addressing unequal power relations and power inequality between genders Physical Education

3 hours


• Participation in programmes that promote own umpiring, administrative, organisational and leadership skills in modified traditional and non-traditional sport • Participation and movement performance in programmes that promote own umpiring, administrative, organisational and leadership skills in modified traditional and non-traditional sport • Safety issues relating to participation in modified traditional and non-traditional sport


Overview | Page 9

11

WEEKS 4 – 6


3 hours

Textbook, SA Constitution, Bill of Rights

• Contributions of South Africa’s diverse religions and belief systems to harmonious society and own belief system: clarify own values and beliefs - Identify and critically analyse various moral and spiritual issues and dilemmas: right to life, euthanasia, cultural practices and traditions, economic issues and environmental issues

Physical Education

3 hours

Unit 11:4 The morality of gambling: Does gambling contribute to poverty? • Engage with different ideological views on gambling • Know how to construct a moral argument • Apply a cost-benefit analysis of a social issue • Outline the impact of gambling


• Participation in programmes that promote own umpiring, administrative, organisational and leadership skills in modified traditional and non-traditional sport • Participation and movement performance in programmes that promote own umpiring, administrative, organisational and leadership skills in modified traditional and non-traditional sport WEEKS 7 – 10 EXAMINATIONS

Page 10 | Overview


11



Focus: Topic:

2.

Grade: 11

DEVELOPMENT OF SELF IN SOCIETY, SOCIAL AND ENVIRONMENTAL RESPONSIBILITY, DEMOCRACY AND HUMAN RIGHTS Taking Risks Wisely

Specific aims: 1. The learner will be able to respond appropriately to life’s responsibilities and opportunities. 2. The learner will be able to make informed decisions regarding their own health and well-being as well as those of others. Assessment Forms: Source-based task, written tasks, case study and oral presentations.

3.

KNOWLEDGE, SKILLS, ATTITUDES AND VALUES Knowledge/concepts: Life skills High risk behaviour Addiction Healing relationships Adolescent brain development Manipulation of environments Decision-making Argument Cost-Benefit Analysis

4.

Skills Argument construction and analysis Critical thinking Self-assessment Making informed choices Problem solving Coping strategies

Values and Attitudes Understanding Responsibility Responsiveness Pragmatism Self-awareness

LEARNING ACTIVITIES AND RESOURCES Activities: Topics to be addressed: • Asset mapping of skills • High-risk behaviour • The brain and decision-making • Manipulative environments • Addiction • Argument analysis • Cos-Benefit Analysis

Self-assessment Group discussion, source-based task Group discussion Scenario, functional application Group discussion, questionnaire Written task Oral presentations

5.


6.


7.


Analysis Reading


Debating Source-based task

Case study

Who will assess: Teacher and peers

ASSESSMENT ACTIVITIES Learning Activities sheets: source-based analysis, functional application, self-reflection LINKS WITH: Social sciences, Biology, Economic sciences


Overview | Page 11

1/15/13

4:29 PM

Page 8

UNIT 11.1


unit 11.1


UNIT 1

Managing Risky Relationships

11


Identify the necessary life skills to succeed in personal relationships and in the workplace and assess their own life skills

•

Recognise the link between certain forms of risk behaviour in adolescence and physical and mental health problems in adulthood

•

Analyse some statistics of youth risk behaviour from the NYRBS

•

Outline the problems that addiction causes in relationships

•

Identify effective strategies to heal broken relationships

CAPS TOPIC FOR GRADE 11: DEVELOPMENT OF THE SELF IN SOCIETY TERM 1: RELATIONSHIPS AND THEIR INFLUENCE ON OWN WELLBEING: DIFFERENT TYPES WITH DIFFERENT PEOPLE/GROUPS AND THEIR CHANGING NATURE •

Relationships that contribute or are detrimental to wellbeing: rights and responsibilities in relationships, social and cultural views that influence and/or affect relationships, qualities sought in different relationships and individuality in relationships.

ASSESSMENT: Source-based task: engaging with the Youth Risk Behaviour Survey (2008) and examining the impact of life-style choices on a person’s overall wellbeing. KEY CONCEPTS: •

Life skills

•

High risk behaviour

•

Perpetrators and victims of violence

•

Addiction and problem gambling

•

Healing relationships


Transparency 1 – “Skills for the 21st Century”

•

Learning Activity 1 – “My skills list”

•

Transparency 2 – “National Youth Risk Behaviour Survey”

•

Learning Activity 2 – “ Violence and Aggression as Risk Behaviours”

•

Learning Activity 2 – Answers

•

Transparency 3 – “Problem relationships”

•

Learning Activity 3 – “Healing Relationships”

•

Learning Activity 3 – Answers



11

Unit 11.1 | Managing Risky Relationships

SUMMARY OF STEPS IN UNIT 11.1 orientating STEP 1: INTRODUCTION (10 MIN) AND ACTIVITY (15 MIN) Life skills for the 21st century (TRANSPARENCY 1) ACTIVITY SHEET 1: My own skills list (Individual work)

enhancing STEP 2: EXPLANATION (10 MIN) The National Youth Risk Behaviour Survey. (TRANSPARENCY 2)

STEP 3: ACTIVITY (30 MIN) ACTIVITY SHEET 2: Respond to the text; survey analysis (Group work) ACTIVITY 2 ANSWER SHEET: Class feedback.

STEP 4: EXPLANATION (15 MIN) How to deal with someone who has a gambling problem (TRANSPARENCY 3)

synthesising STEP 5: ACTIVITY (15 MIN) ACTIVITY SHEET 3: Healing a broken relationship (Group work) ACTIVITY 3 ANSWER SHEET: Class discussion



ORIENTATING

11

(Introducing the topic in relation to what has already been learned) South African youth, like youth from elsewhere in the world, are undergoing a developmental transition in a rapidly changing social, economic, political and emotional climate. The South African government conducted two National Youth Risk Behaviour Surveys (NYRBS), one in 2002 and another in 2008. These surveys are particularly important in providing information about the risk behaviours of young people in South Africa, as well as the harmful behaviours that may lead to problems in adulthood. We know that the lifestyle choices and social determinants in childhood and youth play a powerful part in determining the wellbeing and health status in adulthood. It is therefore important for youth to become aware of the potentially long-lasting harmful effects of various forms of high-risk behaviour. STEP 1: INTRODUCTION (10 MIN) AND ACTIVITY (15 MIN) Outline the necessary skills that young people will need in order to succeed in their personal lives and careers in the 21st century. Put up Transparency 1 – “Skills for the 21st Century” After going through the transparency, hand out Learning Activity 1 – “My skills list” Learners can complete their skills list in class or take it home as a reminder of the skills they should work on developing. Say, for example:

“

The United Nations refers to the 1.2 billion young people between the ages of 15-24 as “youth”. This age group constitutes about 18% of the world’s population. In South Africa, there are almost 10 million young people. This generation, the world over, are said to be the most educated youth generation in history. But it needs to be an education that is suited to the demands and challenges of the 21st century and a globalise networked world. Young people need to have the required skills, attitudes and knowledge in order to succeed at a personal, political, social and economic level. You are the future and are ideally situated to change the ‘fabric of society’ through your own self-improvement and determination. Ask: •

What do you think are some of the skills that you will need to succeed in your personal lives and careers?

(Encourage learners to contribute suggestions.) The United States Department of Labour has drawn up a list of 27 skills that young people need in order to succeed, both in their personal lives as well as in the workplace, in an interconnected, globalise, fast-changing world. Let’s go through them and check to see how many of them you already have and which ones you need to work on: The 27 skills are divided into two main groups: •

Foundation Skills – general skills a person needs to bring to a job, also known as transferable skills

•

Functional Skills – specific skills a person needs for doing the job

FOUNDATION SKILLS I.

Basic Skills • Reading – Able to find, understand, and interpret written information in prose and documents including manuals, graphs, and schedules to perform tasks. Learn from text by being able to identify the main idea. •

Writing – Able to communicate thoughts, ideas, information, and messages in writing. Compose and create documents in correct language and appropriate style.



11 •

• •

Arithmetic – Able to perform basic calculations using basic numerical concepts, such as whole numbers and percentages, in practical situations. Able to use tables, graphs, diagrams, and charts to obtain or convey quantitative information. Speaking – Able to organise ideas and communicate oral messages appropriate to listeners and situations. Participate in conversations, discussions, and group presentations. Speak clearly. Listening – Able to listen carefully and understand and respond to verbal messages and other cues such as body language.

II. Thinking Skills • Creative thinking – Able to use imagination freely. Combine ideas or information in new ways. Make connections between seemingly unrelated ideas, and reshape goals in ways that reveal new possibilities. • Decision-making – Able to specify goals, identify alternatives, consider risks, and evaluate and choose the best alternative. • Problem solving – Able to recognise that a problem exists. Identify possible reasons for the problem and create and implement a plan of action to resolve it. • Knowing how to learn – Can adapt and apply new knowledge and skills to both familiar and changing situations. Aware of false assumptions that may lead to wrong conclusions. III. Personal Qualities • Responsibility – Able to apply effort and determination toward attaining goals. Work to become excellent at doing tasks by setting high standards, paying attention to details, working well even when given an unpleasant task, and displaying a high level of concentration. • Social skills – Able to demonstrate understanding, friendliness, adaptability, empathy, and politeness in new and ongoing group settings. Assert self in familiar and unfamiliar social situations. Relate well to others. Respond appropriately. Take an interest in what others say and do. • Self-management – Able to assess own knowledge, skills, and abilities accurately. Set well-defined and realistic personal goals. Monitor progress towards goal and motivate self through goal achievement. Exhibit self-control and respond to feedback unemotionally and non-defensively. A “self-starter.” • Integrity / honesty – Can be trusted. Choose an ethical course of action. FUNCTIONAL SKILLS IV. Resources • Manage time – Able to select important, goal-related activities and rank them in order of importance. Allocate time to activities and understand, prepare, and follow schedules. • Manage money – Able to use budget, including tracking costs and income. Make appropriate adjustments. • Manage resources – Able to store, distribute, share and use supplies, equipment, and space, in ways that make the best use of them. • Manage human resources – Able to assess people’s knowledge, skills, abilities, and potential. Make effective matches between individual talents and workload. Monitor performance and provide constructive feedback. V. Systems and Technology • Understand systems – Know how social, organisational, and technological systems work and able to operate effectively within them. Make suggestions to improve systems. • Use technology – Able to judge which set of procedures, tools, or machines will produce the desired results. Understand and able to use appropriate technology, machines and computers. VI. Informational Skills • Acquire and evaluate information – Able to identify need for data. Obtain it and evaluate its relevance and accuracy. • Organise and maintain information – Able to organise processes and maintain records and other forms of information in a systematic fashion. • Interpret and communicate information – Able to select and analyse information and communicate the results to others using oral, written, graphic, pictorial or multimedia methods. Page 4 | Unit 11.1 | Grade 11


11 VII. Interpersonal Skills • Participate as a member of a team – Able to work co-operatively with others and contribute to group effort. Resolve differences for the benefit of the team and take personal responsibility for accomplishing goals. •

Teach others – Able to help others obtain necessary information and skills.

•

Serve clients, customers – Able to work and communicate positively with clients and customers to satisfy their expectations and handle their complaints.

•

Exercise leadership – Able to communicate thoughts, feelings, and ideas to justify a position. Motivate and encourage others.

•

Work with cultural diversity – Able to work well with people from a variety of ethnic, social, or educational backgrounds. Base impressions on individual performance, not on stereotypes.

Let’s see how many of these necessary skills you have and which ones you should concentrate on developing.

NOTE FOR TEACHERS

“

The National Youth Risk Behaviour Surveys of 2002 and 2008 (NYRBS) tried to identify certain forms of risk behaviour in childhood and adolescence that are likely to result in chronic disease in middle age. The government recommended educational interventions to modify these risk behaviours. The list of skills you have just worked through with the learners serves to make them aware of the kinds of skills and personal qualities they need in order to avoid or cope with the consequences of risk behaviour. Educational interventions are more likely to be effective and sustainable if they are implemented in adolescence. For example, the young person who takes up the behaviour of regular vigorous exercise and eating fruit is more likely to continue doing so into middle age, than if he or she tries to take up the practice later on in life. The next section will focus on the risk behaviour of violence which was part of the focus of the NYRB survey.

ENHANCING (deepening learners’ understanding of the topic) The two national surveys on Youth Risk Behaviour, noted that young people need to have the required skills, attitudes and knowledge in order to succeed at a personal, political, social and economic level. In addition, young people need these skills in order to cope responsibly with forms of high risk behaviour. STEP 2: EXPLANATION (10 MIN) Introduce learners to the surveys on high-risk behaviour among youth and highlight the link between these forms of behaviour in adolescence and physical and mental health problems in adulthood. Put up Transparency 2 – “National Youth Risk Behaviour Survey” Say, for example:

“

The first National Youth Risk Behaviour Survey (NYRBS) conducted in 2002 among grade 8-11 learners, examined various forms of behaviour that place young people at risk for a range of diseases and traumatic health outcomes.

Ask: •

What do you think are some of the risk behaviours in adolescence that are likely to lead to problems in adulthood?

(Encourage learners not just to give examples – such as unsafe sex, unhealthy diet, lack of exercise, substance abuse – but also to say why these may lead to problems in adulthood – single parenthood, health problems, obesity, addiction, etc.)



11 The second National Youth Risk Behaviour Survey in 2008, identifies the following forms of risk behaviours in young people. Behaviours with risks related to: •

infectious diseases (sexual behaviour and hygiene),

•

chronic disease (nutrition and dietary behaviours and physical activity),

•

injury and trauma (violence and traffic safety) and

•

mental health (suicide-related behaviours and substance abuse).

The survey notes that young people are exposed to a variety of influential elements, which lead them to engage in behaviours that place them at risk, such as violence, substance use, risky sexual behaviour, unhealthy eating habits and physical inactivity. These health-risk behaviours, once established in adolescence, often carry on into adulthood and may have serious consequences such as traffic accidents, suicides, violent attacks, development of chronic diseases, psycho-social problems, unwanted pregnancies and infectious diseases, such as sexually transmitted infections, including HIV and AIDS. In addition, these behaviours and their consequences challenge the social, health and educational facilities within the country and place an added financial burden on the public economic system. Let us look specifically at the risk behaviour of violence that may lead to physical injury or emotional trauma. Ask: •

What are some examples of violent behaviour which young people may face?

(Encourage learners to give examples not just of physical violence, but also of emotional violence, such as bullying or “hate speech” against someone. Also, encourage learners to recognise that there are some forms of violence that are intentional – the person deliberately wants to hurt or injure another – and there are also forms that are unintentional – where there is physical harm but it was by accident, e.g. accidental food poisoning, or car accident.) Let us have a closer look first at what violence is. Violence can be described as aggressive behaviour that may be physically, sexually or emotionally abusive. In other words, it is behaviour or actions that harm, hurt or injure someone. Violent behaviour may occur between individuals (such as two people fighting) or between groups (such as fans of one sports team shouting abuse at fans of another sports team) and often groups against individuals (such as a group bullying one person). Those who harm, hurt or injure another are called the perpetrators, and those who are harmed or injured are called the victims. The victims and perpetrators alike may be young people, and the consequences of youth violence can be devastating. Youth violence takes many forms, including bullying, gang violence, sexual aggression, assaults occurring in streets, bars and nightclubs. Across the world an average of 565 young people between the ages 10-29 die every day through interpersonal violence. For each death there is an estimated 20-40 youth that require hospital treatment for violence-related injury. The impact of youth violence reaches all sectors of society and places a huge strain on public services and communities. Ask: •

Why do you think many young people are aggressive and violent?

According to some psychologists, membership of a gang is often because the person wants to feel part of a group, wants to belong to a unit that has a certain identity. Others join gangs because they feel safer being in the gang than being “outside” the gang. But let’s have a closer look at the survey and see what kinds of violent behaviour is most common, whether men tend to participate more in violent behaviour than women, and which places have the most and least violence. For this we will examine the NYRB survey of 2008.

“

In order to become more aware of different forms of violent behaviour as well as learn how to analyse a report with statistics, learners will be asked to read the extract of the NYRBS of 2008. Becoming aware of what counts as violence, and having learned about necessary skills, including interpersonal skills and personal qualities, learners are encouraged to recognise some of the factors that are detrimental to relationships.




11

Learners are asked to engage critically with the survey findings. The extract of the NYRBS serves as a comprehension exercise that tests learners’ reading, writing and critical thinking skills. Hand out Learning Activity 2 – “ Violence and Aggression as Risk Behaviours” Divide learners into groups of 4. Read through the paragraph aloud and then ask each group to read through the paragraph again and answer the questions.

Take in the exercise for marking, or go through the answers (Learning Activity 2 – answers) with the learners in class. STEP 4: EXPLANATION (15 MIN) Relationships that have violence and aggression – either in the form of physical injury or emotional abuse – are detrimental to one’s wellbeing. Relationships in which one of the persons has an addiction are also detrimental to both person’s wellbeing. Those with an addiction to drugs, alcohol or gambling don’t just harm themselves, but also those closest to them. Learners look more closely at a form of risk behaviour, gambling, and then apply problem solving skills to find an effective way to deal with a gambling problem. This may be a gambling problem that they themselves may have or that of a close family member or friend. Put up Transparency 3 – “Problem relationships”. Teacher’s note: this is a sensitive issue and the topic needs to be approached and dealt with in way that is mindful of the learners’ potential personal circumstances. Say, for example:

“

•

Ask: How do you think that people with an addiction problem will treat other people?

(Encourage learners to give examples of the kinds of character qualities that addicts show in their personal relationships. Often addicts are distrustful, irritable, aggressive, and dishonest in their relationships with others. Allow learners to become aware of the link between aggression and negative relationships.) Those who suffer from an addiction are likely to have problematic relationships as well. Alcoholism, drug addiction and problem gambling are usually associated with lying, loss of trust, loss of money, loss of motivation and conflict with others. As a result of these problems, addicts might find that relationships with their partners, other family members, friends and co-workers might be ruined. Let us have a closer look at one form of addiction, the addiction to gambling. Of course, there are many people who gamble and who never become addicted to it, but there are some who develop a gambling problem. But what is problem gambling? Problem gambling occurs when a person is dominated by a constant, strong urge to gamble - this urge can become an addiction or obsession. Problem gambling is not just about the loss of money, but it can also affect the person’s whole life. It can interfere with work, school and other activities, lead to emotional or physical health problems, and harm personal relationships. Some problem gamblers say that being addicted to gambling is like being caught in a whirlpool. At the start of the whirlpool, it’s easy to escape. As you get sucked further in, it becomes much harder and eventually escape becomes more and more difficult, as the sheer speed and force of the whirlpool take effect. Anyone can become a problem gambler, and problems can develop quite quickly. This is not a problem that discriminates based on age, income, education, or ethnic background. Youth research shows that teens are twice as likely as adults to have gambling problems. Easy access to gambling, the perception that it is a quick and easy way to make money, and the excitement of risk make gambling very attractive to young people. The social, educational and emotional consequences of addiction to gambling are serious. Ask: •

Why do you think there are more murders and crime in the poor parts of our cities than in the richer parts?



11

Research has shown that there are warning signs that someone has or is developing a gambling problem. These are:

Behavioural signs: • stops doing things he or she previously enjoyed • misses family events • changes patterns of sleep or eating • ignores self-care, work, school or family tasks • has conflicts over money with other people • uses alcohol or other drugs more often • seems less concerned about others who are not gambling • thinks and talks about gambling all the time • cheats or steals to get the money to gamble or pay debts • has problems with the police related to gambling • is often late for work or school • is gone for long, unexplained periods of time • neglects personal responsibilities. Emotional • • • • •

signs: withdraws from family and friends seems far away, anxious or has difficulty paying attention has mood swings and sudden outbursts of anger complains of boredom or restlessness seems depressed or suicidal.

Financial • • •

signs: frequently borrows money or asks for advances alternates between being broke and flashing money family members complain that valuables and appliances are disappearing, or money is missing from a bank account or wallet • steals from others.

Health signs: The person complains of stress-related health problems, such as: • headaches • stomach and bowel problems • difficulty sleeping • overeating, or loss of appetite. Ask: • What do you think are the likely consequences for a relationship in which one of the people has a gambling problem? It is very likely that the relationship will suffer. There are likely to be conflicts between the gambler and others. These may take the form of arguments, distrust and may lead to emotional, verbal and physical abuse. It is also likely that the gambler’s relationship with others will have unpleasant and unhealthy emotional states, such as anger, depression, anxiety about the future, tension and intense stress. Because the problem gambler is trying to hide his or her addiction, the relationship will usually be one with bad communication. The gambler will usually break promises and lie leading to misunderstandings and accusations. In general, there will be a decreased quality of life as a result of the poor relationships that the problem gambler has. Ask: •

So, how do you think you can start healing such a broken relationship?

Let us do an exercise that will guide you in the process and lead you to make some efforts towards improving any damaged relationships. Page 8 | Unit 11.1 | Grade 11

“


SYNTHESISING

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(Reinforcing and consolidating learners’ understanding) Learning Activity 2 aims to consolidate and deepen learners’ understanding of risk behaviour and the possible difficult and broken relationships such behaviour can lead to. Learning Activity 3 aims to strengthen learners’ interpersonal skills in coping with such difficult relationships and working towards healing them. STEP 5: APPLICATION (15 MIN) Hand out Learning Activity 3 – “Healing Relationships” The exercise will help guide learners through the process towards healing any damaged relationship. Divide learners into groups of 4. Once the task is completed, put up Learning Activity 3 – answers and talk through the groups’ responses.



Unit 11.1 - Transparency 1 SKILLS FOR THE 21ST CENTURY

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The 27 skills are divided into two main groups: • Foundation Skills – general skills a person needs to bring to a job, also known as transferable skills • Functional Skills – specific skills a person needs to do the job FOUNDATION SKILLS (General skills) I.

Basic Skills

Reading

Able to find, understand, and interpret written information in prose and documents including manuals, graphs, and schedules to perform tasks. Learn from text by being able to identify the main idea.

Writing

Able to communicate thoughts, ideas, information, and messages in writing. Compose and create documents in correct language and appropriate style.

Arithmetic

Able to perform basic calculations using basic numerical concepts, such as whole numbers and percentages, in practical situations. Able to use tables, graphs, diagrams, and charts to obtain or convey quantitative information.

Speaking

Able to organise ideas and communicateoral messages appropriate to listeners and situations. Participate in conversations, discussions, and group presentations. Speak clearly.

Listening

Able to listen carefully and understand and respond to verbal messages and other cues such as body language.




II. Thinking Skills Creative thinking

Able to use imagination freely. Combine ideas or information in new ways. Make connections between seemingly unrelated ideas, and reshape goals in ways that reveal new possibilities.

Decisionmaking

Able to specify goals, identify alternatives, consider risks, and evaluate and choose the best alternative.

Problem solving

Able to recognise that a problem exists. Identify possible reasons for the problem and create and implement a plan of action to resolve it.

Knowing how to learn

Can adapt and apply new knowledge and skills to both familiar and changing situations. Aware of false assumptions that may lead to wrong conclusions.

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III. Personal Qualities

Responsibility Able to apply effort and determination toward attaining goals. Work to become excellent at doing tasks by setting high standards, paying attention to details, working well even when given an unpleasant task, and displaying a high level of concentration. Social skills

Able to demonstrate understanding, friendliness, adaptability, empathy, and politeness in new and ongoing group settings. Assert self in familiar and unfamiliar social situations. Relate well to others. Respond appropriately. Take an interest in what others say and do.




SelfAble to recognise that a problem exists. Identify management possible reasons for the problem and create and implement a plan of action to resolve it. Integrity honesty

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Can be trusted. Choose an ethical course of action. FUNCTIONAL SKILLS (Specific skills) IV. Resources

Manage time

Able to select important, goal-related activities and rank them in order of importance. Allocate time to activities and understand, prepare, and follow schedules.

Manage money

Able to use budget, including tracking costs and income. Make appropriate adjustments.

Manage resources

Able to store, distribute, share and use supplies, equipment, and space, in ways that make the best use of them.

Manage human resources

Able to assess people’s knowledge, skills, abilities, and potential. Make effective matches between individual talents and workload. Monitor performance and provide feedback. V. Systems & Technology

Understand Know how social, organisational, and technological systems work and able to operate systems effectively within them. Make suggestions to improve systems. Use technology

Able to judge which set of procedures, tools, or machines will produce the desired results. Understand and able to use appropriate technology, machines and computers.




VI. Informational Skills

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Acquire and Able to identify need for data. Obtain it and evaluate evaluate its relevance and accuracy. information Able to organise processes and maintain Organise records and other forms of information in a and systematic fashion. maintain information Interpret and communicate information

Able to select and analyse information and communicate the results to others using oral, written, graphic, pictorial or multimedia methods. VII. Interpersonal Skills

Participate as a member of a team

Able to work cooperatively with others and contribute to group effort. Resolve differences for the benefit of the team and take personal responsibility for accomplishing goals.

Teach others

Able to help others obtain necessary information and skills.

Serve clients, customers

Able to work and communicate positively with clients and customers to satisfy their expectations and handle their complaints.

Exercise leadership

Able to communicate thoughts, feelings, and ideas to justify a position. Motivate and encourage others.

Work with cultural diversity

Able to work well with people from a variety of ethnic, social, or educational backgrounds. Base impressions on individual performance, not on stereotypes.




“My skills list”

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Name: ____________________________________________________________________________________________ The following 27 skills are necessary for you to have if you want to succeed in your personal life as well as in your workplace. Read through each skill and rate yourself for each skill on a rating of 1 to 5, where 1 = “I don’t have this skill at all” and 5 = “Excellent – I already have fully developed this skill”. Once you have completed the list, you will have a clear idea of the skills you should be working on so as to improve them. (When you are applying for a job, you can refer back to the list and share with your potential employers all the skills you have.)

FOUNDATION SKILLS (General skills that everyone needs in order to get any job done)

Rate yourself from 1-5

I. Basic Skills • Reading – Able to find, understand, and interpret written information in prose and documents including manuals, graphs, and schedules to perform tasks. Learn from text by being able to identify the main idea. • Writing – Able to communicate thoughts, ideas, information, and messages in writing. Compose and create documents in correct language and appropriate style. • Arithmetic – Able to perform basic calculations using basic numerical concepts, such as whole numbers and percentages, in practical situations. Able to use tables, graphs, diagrams, and charts to obtain or convey quantitative information. • Speaking – Able to organise ideas and communicateoral messages appropriate to listeners and situations. Participate in conversations, discussions, and group presentations. Speak clearly. • Listening – Able to listen carefully and understand and respond to verbal messages and other cues such as body language. II. Thinking Skills • Creative thinking – Able to use imagination freely. Combine ideas or information in new ways. Make connections between seemingly unrelated ideas, and reshape goals in ways that reveal new possibilities. • Decision-making – Able to specify goals, identify alternatives, consider risks, and evaluate and choose the best alternative. • Problem solving – Able to recognise that a problem exists. Identify possible reasons for the problem and create and implement a plan of action to resolve it. • Knowing how to learn – Can adapt and apply new knowledge and skills to both familiar and changing situations. Aware of false assumptions that may lead to wrong conclusions.

2011 National Responsible Gambling Programme All contents copyright © 2012

11 | Unit 10.1 11.1 | Page 14 Grade 10

11 III. Personal Qualities • Responsibility – Able to apply effort and determination toward attaining goals. Work to become excellent at doing tasks by setting high standards, paying attention to details, working well even when given an unpleasant task, and displaying a high level of concentration. • Social skills – Able to demonstrate understanding, friendliness, adaptability, empathy, and politeness in new and ongoing group settings. Assert self in familiar and unfamiliar social situations. Relate well to others. Respond appropriately. Take an interest in what others say and do. • Self-management – Able to assess own knowledge, skills, and abilities accurately. Set well-defined and realistic personal goals. Monitor progress towards goal and motivate self through goal achievement. Exhibit self-control and respond to feedback unemotionally and non-defensively. A “self-starter.” • Integrity/honesty – Can be trusted. Choose an ethical course of action.

FUNCTIONAL SKILLS (Specific skills to get a job done)

Rate yourself from 1-5

IV. Resources • Manage time – Able to select important, goal-related activities and rank them in order of importance. Allocate time to activities and understand, prepare, and follow schedules. • Manage money – Able to use budget, including tracking costs and income. Make appropriate adjustments. • Manage resources – Able to store, distribute, share and use supplies, equipment, and space, in ways that make the best use of them. • Manage human resources – Able to assess people’s knowledge, skills, abilities, and potential. Make effective matches between individual talents and workload. Monitor performance and provide constructive feedback. VI. Informational Skills • Acquire and evaluate information – Able to identify need for data. Obtain it and evaluate its relevance and accuracy. • Organise and maintain information – Able to organise processes and maintain records and other forms of information in a systematic fashion. • Interpret and communicate information – Able to select and analyse information and communicate the results to others using oral, written, graphic, pictorial or multimedia methods.



11 VII. Interpersonal Skills • Participate as a member of a team – Able to work co-operatively with others and contribute to group effort. Resolve differences for the benefit of the team and take personal responsibility for accomplishing goals. • Teach others – Able to help others obtain necessary information and skills. • Serve clients, customers – Able to work and communicate positively with clients and customers to satisfy their expectations and handle their complaints. • Exercise leadership – Able to communicate thoughts, feelings, and ideas to justify a position. Motivate and encourage others. • Work with cultural diversity – Able to work well with people from a variety of ethnic, social, or educational backgrounds. Base impressions on individual performance, not on stereotypes.

Look at the skills for which you have rated yourself “1” or “2”. Now complete the following personal mission statement about what skills you need to develop and a plan of how you will go about developing these. I am going to focus on developing my skills in: ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

I plan to develop these skills by doing the following: ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________




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“NATIONAL YOUTH RISK BEHAVIOUR SURVEY”

The first National Youth Risk Behaviour Survey (NYRBS) was conducted in 2002 among grade 8-11 learners. It examined various forms of high-risk behaviour among young people. •

What do you think are some of the risk behaviours in adolescence that are likely to lead to problems in adulthood?

The second National Youth Risk Behaviour Survey in 2008 identifies the following forms of behaviours that can put young people’s health at risk with: • • • •

infectious diseases (sexual behaviour and hygiene), chronic disease (nutrition and dietary behaviours and physical activity), injury and trauma (violence and traffic safety) and mental health (suicide-related behaviours and substance abuse).

High-risk behaviours include, for example: violence, substance use, risky sexual behaviour, unhealthy eating habits and physical inactivity. Likely consequences of risk behaviour These health-risk behaviours, once established in adolescence, often carry on into adulthood and may have serious consequences such as: traffic accidents, suicides, violent attacks, development of chronic diseases, addiction, psycho-social problems, unwanted pregnancies, infectious diseases, including HIV and AIDS. In addition, these behaviours and their consequences challenge the social, health and educational facilities within the country and place an added financial burden on the public economic system.




•

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What are some examples of violent behaviour that young people may face?

What is violence? Violence is aggressive behaviour that may be physically, sexually or emotionally abusive. In other words, it is behaviour or actions that harm, hurt or injure someone. Violent behaviour may occur between: individuals (such as two people fighting) or between groups (such as fans of one sports team shouting abuse at fans of another sports team) and often groups against individuals (such as a group bullying one person). Those who harm, hurt or injure another are called the perpetrators, and those who are harmed or injured are called the victims. Youth violence takes many forms, including: bullying, gang violence, sexual aggression, assaults occurring in streets, schools and on sports fields. Across the world an average of 565 young people between the ages 10-29 die every day through interpersonal violence. For each death there is an estimated 20-40 youth that require hospital treatment for violence-related injury. The impact of youth violence reaches all sectors of society and places a huge strain on public services and communities. •

Why do you think many young people join aggressive and violent gangs?

According to some psychologists, membership of a gang is often because the person wants to feel part of a group, wants to belong to a unit that has a certain identity. Others join gangs because they feel safer being in the gang than being “outside” the gang. All contents copyright © 2012 National Responsible Gambling Programme



11

“Violence and Aggression as Risk Behaviours”

Names of group members: ____________________________________________________________________________ ___________________________________________________________________________________________________ Read through the following extract from the National Youth Risk Behaviour Survey and then discuss the answers to the questions below before writing them down. Reading:

Non-fatal violence, that does not result in death, seems to be increasing greatly in mid-adolescence and young childhood. Physical fighting and bullying which are common phenomena among school-age children can also lead to more serious forms of violence. In the six months preceding the Youth Risk Behaviour Survey, almost two in five learners (36.3%) were bullied, almost one in three (31.3%) were involved in a physical fight, one in five (21.2%) were approached to join a gang, and 19.4% had been members of gangs. Of those injured in a physical fight, 34.0% required medical treatment. More male (37.8%) than female (24.9 %) learners have been involved in a physical fight. In their lifetime, 15.1% of learners were assaulted by either their boyfriend or girlfriend, 13.5% themselves assaulted their boyfriend or girlfriend, and 10.0% of learners had been forced to have sex, while 9.0% had forced someone else to have sex. The prevalence for male learners is significantly higher (11.5%) than for female learners (6.6%) as perpetrators of partner violence and forced sexual behaviours. In the month preceding the survey, 16.7% of learners reported having carried a weapon such as a gun, knife, panga or kierrie. Almost one in ten learners (8.2%) reported carrying a gun and one in six learners (16.4%) reported carrying a knife. Alcohol has been identified as a risk factor for both violence in general, as well as in partner violence. These findings are consistent with previous reports that suggested that alcohol was a significant factor in different types of homicide in South Africa. Additionally, previous studies found that males who have witnessed domestic violence, believe that violence is a normal component of relationships. An analysis of weapon carrying by province showed that Mpumalanga province has consistently lower prevalence of learners carrying weapons or knives, Western Cape province had the highest rates of weapon and knife carrying and Limpopo province had the highest provincial prevalence of learners who carried a gun. Gauteng had the highest provincial prevalence of having been involved in a physical fight with Limpopo Province reporting the highest percentage of learners that required medical treatment after having been involved in a physical fight. Limpopo province also had the highest prevalence of coercive sex and intimate partner violence. Learners in Mpumalanga province also reported high gang membership, coercive sex and intimate partner violence, as well as high rates of being injured in a physical fight. The Eastern Cape province had the second highest provincial prevalence of learners who had carried a gun and of intimate partner violence. The Western Cape province is commonly perceived as the province with the highest prevalence of gang membership. However, learners in KwaZulu-Natal province reported the highest prevalence of gang membership, with Gauteng province having the second highest and the Western Cape province the lowest prevalence among the nine provinces. It must be borne in mind that this study was conducted among inschool youth, and it is likely that more out-of-school youth are engaged in gang activities.



Unit 11.1 Learning activity 2 (cont)

1.

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Identify 6 different forms of violent behaviour that are listed in the survey:

(3) 2.

Do males tend to participate in violent behaviour more than females? Write down statistics from the survey to substantiate your answer (to provide evidence for your answer).

(3) 3.

List two reasons that the survey gives for violent behaviour among youth.

(2) 4.

Of the provinces mentioned, in which one would you feel the safest, and in which one would you feel most threatened? Give statistical evidence for your answer.

(12) Total: (20)



Unit 11.1 Learning Activity 2 - ANSWERS

1.

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Identify 6 different forms of violent behaviour that are listed in the survey: Physical fighting, Bullying, Gangsterism (belonging to a gang), Assault (hitting, scratching or kicking someone), Forced sex, Intimate partner violence, Carrying weapons

2.

Do males tend to participate in violent behaviour more than females? Write down statistics from the survey to substantiate your answer (to provide evidence for your answer). More males (37.8%) than females (24.9%) are involved in physical fights. More males (11.5%)than females (6.6%) are perpetrators of forced sex or intimate partner violence. Males who have seen or experienced domestic violence believe that violence is a normal part of relationships.

3.

List two reasons that the survey gives for violent behaviour among youth. Use of alcohol Having seen or experienced domestic violence before.

4.

Of the provinces mentioned, in which one would you feel the safest, and in which one would you feel most threatened? Give statistical evidence for your answer. There is no clear answer since some provinces have high percentages for some forms of violence and low percentages for others. No statistics were given for the Free State, NorthWest Province or Northern Cape. KZN:

Highest % of gangsterism

MPL:

Lowest % of learners carrying knopkierries or knives Highest % of learners carrying guns High % of gangsterism High % of forced sex and intimate partner violence High % of injuries from physical fights

WC:

Highest % of learners carrying knives Lowest % of gangsterism (but a possible explanation is given)

LMP:

High % of learners carrying a weapon or knife High % of learners needing medical treatment after a fight High % of forced sex and intimate partner violence

GTNG:

Highest % of being involved in a physical fight 2nd highest % of gangsterism

EC:

2nd highest % of learners carrying a gun 2nd highest % of intimate partner violence



11

Unit 11.1 Transparency 3 “PROBLEM RELATIONSHIPS”

•

How do you think people with an addiction will treat other people?

Those who suffer from an addiction are likely to have problematic relationships as well. Alcoholism, drug addiction and problem gambling

usually go together with

lying, loss of trust, loss of money, loss of motivation and conflict with others.

As a result of these problems, addicts might find that relationships with their partners, other family members, friends and co-workers might be ruined. Addiction to gambling. Not everyone who gambles becomes an addict or develops a gambling problem. What is problem gambling? Problem gambling occurs when a person is dominated by a constant, strong urge to gamble - this urge can become an addiction or obsession. Problem gambling is not just about the loss of money, but it can also affect the person’s whole life. It can interfere with work, school and other activities, lead to emotional or physical health problems, and harm personal relationships. Anyone can become a problem gambler, and problems can develop quite quickly. Research shows that young people are twice as likely as adults to have gambling problems. Easy access to gambling, the perception that it is a quick and easy way to make money, and the excitement of risk make gambling very attractive to young people. The social, educational and emotional consequences of addiction to gambling are serious. All contents copyright © 2012 National Responsible Gambling Programme



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How can you tell whether someone may be developing an addiction to gambling? The warning signs are: Behavioural signs: • stops doing things he or she previously enjoyed • misses family events • changes patterns of sleep or eating • ignores self-care, work, school or family tasks • has conflicts over money with other people • uses alcohol or other drugs more often • seems less concerned about others who are not gambling • thinks and talks about gambling all the time • cheats or steals to get the money to gamble or pay debts • has problems with the police related to gambling • is often late for work or school • is gone for long, unexplained periods of time • neglects personal responsibilities. Emotional signs: • seems far away, anxious or has difficulty paying attention • withdraws from family and friends • has mood swings and sudden outbursts of anger • complains of boredom or restlessness • seems depressed or suicidal. Financial • • • •

signs: frequently borrows money or asks for advances alternates between being broke and flashing money steals from others family members complain that valuables and appliances are disappearing, or money is missing from a bank account or wallet.




11

Health signs: The person complains of stress-related health problems, such as: • headaches • stomach and bowel problems • difficulty sleeping • overeating, or loss of appetite. •

What do you think are the likely consequences for a relationship in which one of the people has a gambling problem?

It is very likely that: • the relationship will suffer. • There are conflicts between the gambler and others. These may take the form of arguments, distrust and may lead to emotional, verbal and physical abuse. • The gambler’s relationship with others will have unpleasant and unhealthy emotional states, such as anger, depression, anxiety about the future, tension and intense stress. • Because the problem gambler is trying to hide his or her addiction, the relationship will usually be one with bad communication. The gambler will usually break promises and lie leading to misunderstandings and accusations. • In general, there will be a decreased quality of life as a result of the poor relationships that the problem gambler has. •

What do you think are the likely consequences for a relationship in which one of the people has a gambling problem?



11

Unit 11.1 Learning Activity 3 “Healing Relationships” This exercise will help guide you through the process towards healing a damaged relationship.

Names of group members: ___________________________________________________________________________ __________________________________________________________________________________________________

Imagine that your friend has an addiction problem that is causing your relationship to break down. You want to help your friend and you also want to save the relationship. Below is a list of possible things you can do to heal the relationship . Some are good things to do, others are not1. Read through each one of the suggestions and discuss in the group why it should go in the DO column or the DON’T column. Write down only the number of the suggestion in the relevant column. 1.

Identify the ways in which you can still trust the person.

2.

Encourage the person to be honest about their addiction problem and accept what you hear.

3.

Preach, lecture and be angry with the person.

4.

Focus on the specific ways in which the person’s addiction problem affects you by being direct about sharing your feelings.

5.

Provide helpful information about where the person can get support, such as Alcoholics Anonymous, Gambling Counselling Line, and Life Line.

6.

Threaten the person. Tell him or her what you will do if he or she keeps on with the addiction problem.

7.

Be patient. Change doesn’t happen quickly or easily.

8.

Punish the person by excluding him or her from family or friend gatherings and activities.

9.

Expect immediate results and change.

10.

Cover-up or deny that the problem exists to yourself, your family or others.

11.

Watch for depression and suicidal thoughts.

12.

Talk together about your worries, past hurts and hopes for the future.

13.

Lie to the person.

14.

Take time to have fun together without talking about the addiction problem.

15.

Ask the person to help ease your worries. For example, if you are scared that the person is drinking or doing drugs or gambling instead of working, ask if you can sometimes call to ease your fears.

16.

Make excuses on the person’s behalf for missing school, not paying his or her debts, or cover up his or her irresponsible behaviour.

DO

1

DON’T

Adapted from the Department of Mental Health and Addiction Services.



Unit 11.1 Transparency 4 “HEALING RELATIONSHIPS - ANSWERS”

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This exercise will help guide you through the process towards healing a damaged relationship. 1.

Identify the ways in which you can still trust the person.

2.

Encourage the person to be honest about their addiction problem and accept what you hear.

3.

Preach, lecture and be angry with the person.

4.

Focus on the specific ways in which the person’s addiction problem affects you by being direct about sharing your feelings.

5.

Provide helpful information about where the person can get support, such as Alcoholics Anonymous, Gambling Counselling Line, and Life Line.

6.

Threaten the person. Tell him or her what you will do if he or she keeps on with the addiction problem.

7.

Be patient. Change doesn’t happen quickly or easily.

8.

Punish the person by excluding him or her from family or friend gatherings and activities.

9.

Expect immediate results and change.

10. Cover-up or deny that the problem exists to yourself, your family or others. 11. Watch for depression and suicidal thoughts. 12. Talk together about your worries, past hurts and hopes for the future. 13. Lie to the person . 14. Take time to have fun together without talking about the addiction problem. 15. Ask the person to help ease your worries. For example, if you are scared that the person is drinking or doing drugs or gambling instead of working, ask if you can sometimes call to ease your fears. 16. Make excuses on the person’s behalf for missing school, not paying his or her debts, or cover up his or her irresponsible behaviour. DO

DON’T

1, 2, 4, 5, 7, 11, 12, 14, 15

3, 6, 8, 9, 10, 13, 16



1/15/13

4:29 PM

Page 9

UNIT 11.2


unit 11.2

Grade 11- Unit 11.2 ‘Taking Risks Wisely’

UNIT 2

Risks and Architectures of Control

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Recognise why people’s mid-brain reward system is drawn to risk-taking.

•

Identify the ways in which shops and gambling establishments manipulate the environment and control consumer behaviour.

•

Apply the “architectures of control” to the design of a lucky draw raffle ticket.

•

Recognise the persuasive power of manipulated environments that sell risk-taking and thrills.

CAPS TOPIC FOR GRADE 11.2: TERM 3: DEVELOPMENT OF THE SELF IN SOCIETY •

Healthy and balanced life-style choices o Characteristics of a healthy and balanced lifestyle: physical, psychological, social and emotional factors that shape behaviour o Factors that impact negatively on lifestyle choices • Risks behaviours and situations • Socioeconomic environment o Factors that impact positively on lifestyle choices: social and cultural influences and economic conditions.

KEY CONCEPTS: •


•

Dopamine

•

Risk-taking behaviour

•

Consumer behaviour, consumer psychology

•

Manipulation

•

Architectures of control – psychological, emotional and physical factors


Transparency 1 – “Consumer behaviour and the mid-brain reward system”

•

Transparency 2 – “Buy it, buy it! Manipulating consumer behaviour and decisions”

•

Learning Activity 1 – “Buy a raffle ticket from me!”



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Unit 11.2 Risks and Architectures of Control


orientating STEP 1: INTRODUCTION (15 MIN) The mid-brain reward system is drawn towards risk-taking. (TRANSPARENCY 1)

enhancing STEP 2: EXPLANATION (20 MIN) How businesses manipulate their environments to influence and control consumer choices (TRANSPARENCY 2)

synthesising STEP 3: ACTIVITY (30 MIN) ACTIVITY SHEET 2: Design a raffle ticket stall (Group work)

STEP 4: PRESENTATION (20 MIN) Groups present their designs. Designs are displayed and discussed (group work)



ORIENTATING

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(Introducing the topic in relation to what has already been learned) In unit 10.3, learners were introduced to the development of the adolescent brain and how it directly influences the kinds of decisions teenagers make and the kinds of behaviour in which they engage. Even when the pre-frontal cortex, the “judge” or “police officer” part of the brain, is fully developed by about the age of 23, the mid-brain reward centre in search of dopamine remains a powerful force in how we make decisions and how we act. This is something well understood by advertisers and so it is no surprise that lots of companies try to tempt buyers with the promise of thrills and rewards. In unit 12.3, learners will study how advertisers use language to try to influence consumer choices. Unit 11.2 is going to examine the ways in which companies design their physical environments (shop designs, casino layouts) in order to influence consumer choice and behaviour. In particular, it will identify some “tricks” used by some gambling establishments to try to control gamblers’ choices and behaviours. Businesses use certain strategies that appeal to the mid-brain reward system so that consumers buy “without thinking”. In this way businesses try to control consumer behaviour and decisions. Knowing what these “architectures of control” are, will make adolescents (and adults) more aware of how certain commercial companies try to coerce them into buying their products and therefore also more able to resist these coercive forces and temptations. NOTE FOR TEACHERS Teaching adolescents, you are aware of the important development stages that your learners are going through, on their way to becoming mature, independent and accomplished adults. In the unit 10.3, we looked at why adolescents often make impulsive or rash decisions. However, since adolescents are increasingly having to make important choices (career, study, leisure-time activities, life-style choices, etc.), it is important that they know not only how to make responsible and informed decisions, but also what some of the tricks are that commercial establishments and advertisers use to try and influence their decisions and choices about what to buy1. The study of how a physical environment can influence the behaviour and choices of people, especially of potential buyers, is a major part of the subject called Consumer Studies or Consumer Behaviour. It is the study of when, why, how, and where people do or do not buy a product. It draws on insights from psychology, sociology, social anthropology, economics and cognitive science (brain studies). It tries to identify what factors are most important when people decide to buy a particular item, how customers determine the value of a service, and whether advertisements or a particular spatial layout can convince a reluctant consumer to try a product. Consumer psychology has been recognised as an area of study since World War II. One of the first noted consumer psychologists was John B. Watson, the man who suggested that ads for Johnson & Johnson’s baby powder be structured in such a way that they subtly play on the anxiety and insecurity commonly felt by new mothers. His technique of recognising the emotional appeal of advertising remains an important part of consumer psychology today. Drawing particularly on the brain studies discussed in unit 10.3, this unit is going to study how certain environments are structured to try and influence adolescent behaviour and choices when it comes to buying products, including buying leisure time activities. The environments we will look at are shops and casinos. We will look at the way in which they are deliberately designed to try and get the buyer or gambler to spend time and money in the shop or casino. 1

Karen Finlay, Harvey H. C. Marmurek, Vinay Kanetkar and Jane Londerville. “Casino Décor Effects on Gambling Emotions and Intentions.” Environment and Behavior 2010 42: 524. The online version of the article can be found at: http://eab.sagepub.com/content/42/4/524



11

STEP 1: INTRODUCTION (15 MIN) Put up Transparency 1 – “Consumer behaviour and the mid-brain reward system” – with the main points.

Say, for example:

“

There is strong evidence that features of a physical setting can affect the emotions, choices and behaviour of people occupying that space. Homemakers have known this for a long time. So too have store owners.

Ask:

Think of your own room at home: •

Have you arranged the furniture in a particular way? Why?

•

Have you painted your walls a particular colour? Why?

•

What kinds of pictures have you hung on the wall?

If you have had a chance to decide these things, you will no doubt have had some definite ideas of what appealed to you (and what didn’t). Just like you want to make your room a space in which you would like to spend time, so shop owners want to make their shops places where you will feel comfortable, spend time and therefore spend more money! But the trick for shop owners is to try and find out what all their customers like and what would make them spend more time in their shops. The study of what kinds of spaces or products would appeal to customers is called Consumer Behaviour. (A note on vocabulary: a “consumer” is a person who buys something. It can be a specific item or a service for which he or she has to pay.) Consumer Behaviour is the study of when, why, how, and where people do or do not buy a product. One of the areas of research that contributes to the study of consumer behaviour is research on how the brain works; this field of study is known as cognitive science. In unit 10.3, we saw that you make choices and act in certain ways because your brain works in a particular way. Ask: •

Can you remember what part of your brain makes you act rashly, makes you want to do something exciting, surprising and risky?

•

And can you remember what the neurotransmitter is called that gives you the thrill when you have acted rashly?

(Encourage learners to remember that the part of the brain that makes everyone, but especially adolescents, act rashly is called the mid-brain reward system, and the neurotransmitter that floods the reward system is called dopamine.)

Mid-brain reward system Pre-frontal cortex

Dopamine producing centre Page 4 | Unit 11.2 | Grade 11


11 We have talked about the mid-brain reward system being something that all vertebrate animals have. It’s the part that makes us “act without thinking”. This is an important function because there may be life-threatening situations where we have to act immediately, maybe fleeing from danger, avoiding a sudden accident, jumping to the side to miss a speeding car you didn’t see coming, etc. If you ever have been in a situation where you have almost by accident stood on a snake, but drew your foot back at the last second, you will know that you felt a tingling all over, a prickling feeling, your heart beating fast, or a rush of blood to the head. Maybe you laughed nervously, or shouted. That was a result of dopamine flooding your system! Ask: •

Can you share a similar kind of situation of sudden danger you have been in?

•

How did you feel immediately afterwards?

(Allow a few learners to share with the class dangerous or high-risk situations in which they reacted “without thinking”. It is likely that the telling of the story will be in a somewhat breathless voice, delivered with energy and maybe some nervous laughter. Point out to the learners that the “thrill” they experienced afterwards, was dopamine flooding the reward system.) Now, some people like this feeling so much, they so enjoy that thrill, that they go and seek out dangerous situations on purpose. Think of the racing driver who risks his life every time he races; the bungee-jumper who jumps off a high bridge; the combat soldier in war; the stuntman who falls out of a moving car, etc. Ask: •

Can you think of other high-risk leisure time activities that people engage in?

•

Why do you think people actually pay to do these high-risk or dangerous things?

(Examples of high-risk leisure time activities could be mountain climbing, white-water river rafting, the parachutist who jumps out of aeroplanes, and yes, high-stakes gamblers.) People pay to do these high-risk and often dangerous things because they enjoy the thrill, the rush of excitement, they get from the activity. So, every time the parachutist jumps out of an aeroplane, she gets such a dopamine rush that it makes her tingle all over. And some people get addicted to that dopamine effect, so they pay more and more to get the same feeling. It is a powerful force that can make people act in irresponsible ways. But, there is another part of the brain that stops the reward system from taking over. Can you remember what the “police officer” or “judge” part of your brain is called? That part that inhibits or limits the mid brain reward system from taking over? It’s the pre-frontal cortex. Now, effective and successful shop owners know what makes their customers happy. They want their customers to “feel good”, to enjoy their shopping experience so that they will come back again. But the shop owners also want their shoppers to buy some things “impulsively”, to buy some things “without thinking too much about it”. That way the shoppers will spend more money and buy more things than they intended to. And what part of their customers’ brains do you think these successful shop owners target? Yes, you guessed right, the mid-brain reward system! Ask: •

Why do you think supermarkets have shelves of sweets positioned at the check-out tills?

(Get learners to realise that the shop owner has put these sweets there on purpose, so that people waiting in the queue for the till see the sweets and impulsively buy them.) These sweets have been put there on purpose so that shoppers, waiting in the queue, are tempted by the feeling of enjoyment of having a rich chocolate melt on the tongue. What do you think the shopper does? Puts a bar of chocolate in the shopping basket although he had no intention of buying a chocolate before he went shopping. The shop owner has made some extra money! Now, let’s have a look at how some gambling businesses use deliberate tactics to make the gambler enjoy his or her stay and so to tempt the gambler to spend more money.


“


11

ENHANCING (deepening learners’ understanding of the topic)

Learning that the mid brain reward system and dopamine make people feel good is to realise that choices and decisions are often driven by the search for pleasure and thrills without the limiting or inhibitory effect of the more rational pre-frontal cortex. Once learners are aware of how some businesses try to manipulate the choices and decisions of consumers – without consumers thinking about it too much – then learners are better equipped to withstand the temptations aimed at making the mid-brain reward system act rashly. The next section will look at how shops are designed to engage customers, and will look specifically at how some casinos manipulate their environments, using physical and psychological elements, to tempt the mid-brain reward system of gamblers. STEP 2: EXPLANATION (20 MIN) Put up Transparency 2 – “Buy it, buy it! Manipulating consumer behaviour and decisions”- with the main points. (Answers to the questions in the transparency are found in red in this section below.) Say, for example:

“

Just as a supermarkets will have shelves of sweets at the tills while shoppers are waiting and looking around, so will clothing stores have a rack of sale goods at the entrance of the shop as a way of drawing buyers into the store. The placing of sweets and racks of sale goods are deliberate attempts by shop owners to try to get shoppers to spend their money on items on impulse. That is, shop owners design their shops in such a way as to make buyers act rashly. Ask: •

Have you ever got back home from shopping with an item that you didn’t really want or didn’t really plan on buying?

•

Can you think of some of the ways how and where the item was displayed that made you buy it even though you had not planned to do so?

(Encourage learners to start identifying some of the elements of the store design or layout that made them buy it; e.g. it was cheap; the shop offered a discount or a free gift if I bought the item; it looked nice when I tried it on in the soft lights of the changing rooms; it caught my eye just as I was leaving the shop; there was a huge, bright display of the item, etc.) Let’s have a look at how shop owners manipulate where you go, what you see, what you smell, what you hear and even what you taste. These are all tactics deliberately designed to try and influence your impulsive decisions. In other words, these are tactics that specifically appeal to your mid-brain reward system by making the item look exciting. (Note on vocabulary: to “manipulate” means to influence you in ways that you are not really aware of. It is a form of control; there are deliberate strategies that make you think or do certain things without your knowing that you are being controlled. A “tactic” is a deliberate method or plan or strategy used to reach a specific goal.) Two of the main aims of a shop owner are to make you as a shopper spend as much time as possible in the shop, and to make you spend as much money as possible. So, how do they do this? What strategies do they use to appeal to your mid-brain reward system? The study of Consumer Behaviour covers a wide range of considerations, but we will look here specifically at those strategies that appeal to the five senses: sight, hearing, smell, touch and taste. In other words. We will look at the methods that shop owners and gambling establishment owners use to try and control their



11 customers’ behaviour and choices. We call these deliberate methods the “architecture of control” since the shop or casino environment is designed in a deliberate way to get the consumer to spend more time and money without really realising how his or her behaviour and choices are being controlled by the deliberate designs and strategies. 1.

Strategies that manipulate what you see a. Interior design Just like you had specific ideas of where to put certain pieces of furniture in your room, so the shop designer places furniture and goods at specific places for specific purposes. A shop selling computer equipment differs in its design from a coffee shop. The computer equipment shop usually is very light, has lots of glass and stainless steel, shelves with items for sale, some demonstration models to try, and posters with high-tech images. A coffee shop, in contrast, has comfortable chairs grouped around a small table, magazines for reading, low lights, pretty pictures and warm colours. Casinos will often have a fun theme, like “Emperor’s Palace”, “Gold Reef City”, “The Lost City”, “Monte Casino”, “Carousel” and “Carnival City”. The interior design creates an environment that makes the gambler feel like being in a Roman palace, or in the time of gold and diamond discovery, or in a magical old city in the jungle, or in an Italian village, or at a carnival. Being in a “fantasy” world is also a way of making the gambler less aware of spending money. b. Placing of items for sale Shop owners who want to a sell specific item, will place it near busy spots in the shop, such as at the entrance or at the queue for the tills. Also, shop owners usually put the more expensive items at eye-level, where customers can easily see them, and the cheaper items are usually on the lower or higher shelves. Casinos often place the slot-machines that are programmed to pay out often in busy areas, such as near the beginning or ends of rows, near the entrance, near the bars and restaurants, and near the entertainment sections, so that people who are not necessarily gambling will see others win and will be tempted to try some gambling themselves. c. Lighting Harsh lighting makes people uncomfortable, so having the right lighting is an important element in keeping the customer in the shop. Coffee shops will tend to have soft lighting, book stores will have well-lit areas to make reading easy, and clothing stores will have soft lighting in the dressing rooms which make the clothes look flattering. Casinos are places of excitement. The lights therefore are dramatic – lots of flashing, colourful lights that add to the energy of the place. Each slot machine has bright lights to tempt the gambler to try that machine. And when you win, there will be extra lights to add to the excitement and heighten the surprise. With so much going on, the gambler is keen to stay on and try to win again, and again, and again… d. Colours Have you ever noticed that banks have as their logo colours navy, dark green, maroon? Why do you think that is? These colours represent solid, safe, dependable colours that are in keeping with the image of the bank as a safe and solid place to invest your money. Why do you think sale stickers are usually bright orange or red? This is to attract your attention. And why do you think that hospitals usually have neutral, pale beige coloured walls? That is to make the patients feel calm. Casinos typically are colourful places. The colourful lights keep the gamblers’ attention focused on the machines. Also, some casinos have carpets that are neutral colours so that gamblers will keep their eyes on the machines and not be distracted by the bold design of the carpet! Many casinos also don’t have windows facing the outside or clocks telling the time. Why do you think that might be? This is to make the gambler unaware of how much time he or she has been spending in the casino. A window on the outside will show it getting dark (or light) and a clock will keep track of hours and minutes.



11 2.

Strategies that manipulate what you hear Music When you go into a take-away food shop, the music is usually fairly loud and fast. That is to encourage people to buy and leave so as to make room for the next person. Whereas, if you go into a jewelry store, the music is fairly soft and slow, encouraging shoppers to linger and to look at all the items. Of course, if your shop caters mainly for young people, the music will be contemporary; whereas if it caters for older people, the music is often a collection of “golden oldies”. In fact, some supermarkets change the music they play according to the time of day: in the early morning it is fast, “wake-up” music; later on in the late morning when most of the elderly come to shop, it is classical music; and during lunch-time when office workers come to shop, the music is more mainstream, catering for more general tastes. When a slot machine in a casino has a win, there is a loud burst of music. Why do you think that is? It adds both to the surprise and excitement of winning, but it also attracts the attention of other gamblers and encourages them to keep on playing, hoping that their machines will have the next win. Casinos have enough excitement going on with the noise of the machines and so keep the background music usually mild and soothing. This is to lull the gambler into a trance-like state so that he or she will stay and gamble.

3.

Strategies that manipulate what you smell Do you like the smell of freshly baked cookies? Do you like the smell of freshly washed laundry? These are pleasant smells and manufacturers have learnt to recreate these smells with aerosols, scented candles, and air fresheners. Some shops filter these smells through their airconditioners or ventilation systems in order to attract people into the shop and to keep them there for as long as possible. Although smoking is banned in most restaurants and public places, most casinos allow smoking in certain areas. But many non-smokers don’t like the smell of smoke and casinos therefore have powerful smoke extractors so that non-smokers don’t leave because of the smoke. However, some casinos (and shops) have also been known to pump extra oxygen into their environments. Why do you think that is? This is to keep the gambler or shopper from feeling drowsy and wanting to go home to sleep. Extra oxygen gives the gambler a sense of extra energy to stay and gamble.

4.

Strategies that manipulate what you taste How often have you been encouraged to go to a meeting that promised “free food” or “pizzas”? Food is a powerful attractor and it is therefore not surprising that many shops, particularly supermarkets, have demonstration stands with someone handing out samples of free food. Restaurants often have a person standing outside at the entrance with a plate of samples in order to encourage diners to come inside and pay for a meal. Casinos too at times offer free snacks and free drinks to encourage gamblers to stay. (And, too many drinks make the gambler even less aware of how much time and money he is spending in the casino!)

5.

Strategies that manipulate what you touch, and where you move Supermarkets have a grid-like layout with rows in which shoppers go up and down. However, large clothing stores (like Edgars, Foschini and Truworths) don’t have parallel rows, but usually have a wavy, “free-flow” path through various parts of the store. Why do you think that is? Supermarkets try to make shopping efficient for buyers who usually have a list of items they need to get and need to know where to find. Shoppers in clothing stores are usually “browsing”, looking around, seeing whether there is anything of interest. It is a less structured form of shopping and the shop therefore wants the buyer to see as many different parts of the store as possible. Many people often pop into a supermarket just to buy daily staples, such as bread and milk. Guess where the shop usually puts the bread and milk? Right at the back of the store. Why? So that shoppers have to walk through many rows of goods in order to get milk and bread and so will be maximally exposed to other goods the shop hopes they will also buy. Casinos have moved away from the row-like grid layout to a more “free-flow” layout. However, the expensive roulette tables are usually at the centre and so encourage watchers to pass the rows of colourful slot machines. Also, slot machines that are programmed to pay out more often are in busy areas, again encouraging passersby to stop and try their luck! Also the air temperature is just cool enough for people to remain alert without feeling uncomfortable or drowsy. Of course, as part of the overall shopper’s or gambler’s positive experience, the shop or casino needs to have friendly and attractive staff!


“


SYNTHESISING

11

(Reinforcing and consolidating learners’ understanding) By now, learners should have some understanding of the architectures of control, both physical and psychological, in which environments are designed in such a way as to manipulate and control the behaviour of shoppers (and gamblers). The previous section highlighted how shop owners and gambling establishments like casinos use certain strategies that appeal to the consumer’s mid-brain reward system. Goods are displayed in ways that manipulate the consumer to act without thinking, to act in response to various elements or cues that encourage the consumer to spend money for a reward of excitement or surprise. Knowing how businesses and gambling establishments try to manipulate behaviour and decision, will equip learners to avoid merely acting without thinking.

STEP 3: ACTIVITY (30 MIN) Hand out Learning Activity 1 – “Buy a raffle ticket from me!” Allow learners to work in groups of 4. Learners design a raffle ticket stall for a school function. They have to design it, using the strategies discussed, to try and encourage people to buy a raffle ticket from them.

STEP 4: PRESENTATION (20 MIN) After learners have completed the exercise, ask each group to put up their design. Allow learners to look at all the designs put up and then to vote on which one they think is the most successful design. (They will, no doubt, tend to vote for their own, but the exercise is really to make them aware of how various strategies are used to manipulate the thinking, actions and decisions of consumers, including gamblers.)



Unit 11.2 - Transparency 1 “CONSUMER BEHAVIOUR AND THE MID-BRAIN REWARD SYSTEM”

Think • • •

11

of your own room at home: Have you arranged the furniture in a particular way? Why? Have you painted your walls a particular colour? Why? What kinds of pictures have you hung on the wall?

Just like you want to make your room a space in which you would like to spend time, shop owners want to make their shops places where you will feel comfortable, spend time and therefore spend more money! But the trick for shop owners is to try and find out what all their customers like and what would make them spend more time in their shops. The study of what kinds of spaces or products would appeal to customers is called Consumer Behaviour. One of the areas of research that contributes to the study of consumer behaviour is research on how the brain works, i.e. cognitive science. In unit 11.1, we saw that you make choices and act in certain ways because your brain works in a particular way. • •

Can you remember what part of your brain makes you act rashly, makes you want to do something exciting, surprising and risky? And can you remember what the neurotransmitter is called that gives you the thrill when you have acted rashly? Mid-brain reward system

Pre-frontal cortex

Dopamine producing centre




11

The mid-brain reward system is the part that makes us “act without thinking”. This is an important function because there may be life-threatening situations where we have to act immediately. • •

Can you share a situation of sudden danger you have been in? How did you feel immediately afterwards?

If you ever have been in a situation where you have almost by accident stood on a snake, but drew your foot back at the last second, you will know that you felt a tingling all over, a prickling feeling, your heart beating fast, or a rush of blood to the head. That was a result of dopamine flooding your system! Now, some people like this feeling so much, they so enjoy that thrill, that they go and seek out dangerous situations on purpose. • •

Can you think of high-risk leisure time activities that people regularly engage in? Why do you think people actually pay to do these high-risk or dangerous things?

Some people get addicted to the dopamine effect of feeling the thrill, so they pay more and more to get the same feeling. It is a powerful force that can make people act in irresponsible ways.




11

Effective and successful shop owners want their customers to “feel good”, to enjoy their shopping experience so that they will come back again. But the shop owners also want their shoppers to buy some things “impulsively”, to buy some things “without thinking too much about it”. And what part of their customers’ brains do you think these successful shop owners target? Yes, you guessed right, the mid-brain reward system! •

Why do you think supermarkets have shelves of sweets positioned at the check-out tills?

These sweets have been put there on purpose so that shoppers, waiting in the queue, are tempted by the feeling of enjoyment of having a rich chocolate melt on the tongue. What do you think the shopper does? Puts a bar of chocolate in the shopping basket although he had no intention of buying a chocolate before he went shopping. The shop owner has made some extra money! All contents copyright © 2012 National Responsible Gambling Programme


Unit 11.2 - Transparency 2 “BUY IT, BUY IT! MANIPULATING CONSUMER BEHAVIOUR AND DECISIONS”

• •

11

Have you ever got back home from shopping with an item that you didn’t really want or didn’t really plan on buying? Can you think of some of the ways how and where the item was displayed that made you buy it even though you had not planned to do so?

Shop owners manipulate where you go, what you see, what you smell, what you hear and even what you taste. These are all tactics deliberately designed to try and influence your impulsive decisions and appeal to your mid-brain reward system by making the item look exciting. Two of the main aims of a shop owner are: 1. to make you as a shopper spend as much time as possible in the shop, and 2. to make you spend as much money as possible. So, how do they do this? What strategies do they use to appeal to your mid-brain reward system? What architecture of control is used? 1. Strategies that manipulate what you see a. Interior design

N

A shop’s interior design is in line with the product it sells. For example, A computer shop usually is: very light, has lots of glass and stainless steel, and posters with high-tech images. A coffee shop, in contrast, has: comfortable chairs grouped around a small table, magazines for reading, low lights, pretty pictures and warm colours. A casino often creates an environment that makes the gambler feel like being in a Roman palace, or in a magical old city in the jungle, or in an Italian village, or at a carnival. All contents copyright © 2012 National Responsible Gambling Programme



•

Why do you think casinos create a “fantasy world”?

b.

Placing of items for sale Shop owners will place items they want to sell fast near busy spots in the shop, such as at the entrance or at the tills. Shop owners usually put the more expensive items at eyelevel, and the cheaper items on the higher or lower shelves.

•

Why do you think casinos create a “fantasy world”?

11

Casinos often place the slot-machines that are programmed to pay out often in busy areas. •

Why do you think that is?

c.

Lighting Having the right lighting is an important element in keeping the customer in the shop. Coffee shops will tend to have soft lighting, book stores will have well-lit areas to make reading easy, and clothing stores will have soft lighting in the dressing rooms which make the clothes look flattering. Casinos have dramatic and exciting lights – lots of flashing, colourful lights that add to the energy of the place. And when you win, there will be extra lights to add to the excitement and heighten the surprise.

•





11

d.

Colours Banks often have as their logo colours navy, dark green, maroon.

•

Why do you think that is? Sale stickers are usually bright orange or red?

•

Why do you think that is? Hospitals usually have neutral pale beige coloured walls.

•

Why do you think that is? Casinos typically are colourful places. The colourful lights keep the gamblers’ attention focused on the machines. Also, some casinos have carpets that are neutral colours so that gamblers will keep their eyes on the machines and not be distracted by the bold design of the carpet! Many casinos also don’t have windows facing the outside or clocks telling the time.

•

Why do you think that might be?

2. Strategies that manipulate what you hear Music

O

When you go into a take-away food shop, the music is usually fairly loud and fast. •

Why do you think that might be?

In a jewelry store, the music is fairly soft and slow. All contents copyright © 2012 National Responsible Gambling Programme



•


11

Of course, if your shop caters mainly for young people, the music will be contemporary; whereas if it caters for older people, the music is often a collection of “golden oldies”. Casinos have enough excitement going on with the noise of the machines and so keep the background music usually mild and soothing. But when a slot machine has a win, there is a loud burst of music. •


3. Strategies that manipulate what you smell Do you like the smell of freshly baked cookies? Do you like the smell of freshly washed laundry? These are pleasant smells and manufacturers have learnt to recreate these smells with aerosols, scented candles, and air fresheners. Casinos have powerful smoke extractors so that non-smokers don’t leave because of the smoke. Some casinos (and shops) have also been known to pump extra oxygen into their environments. •


4. Strategies that manipulate what you taste How often have you been encouraged to go to a meeting that promised “free food” or “pizzas”? Food is a powerful attractor and it is therefore not surprising that many shops, particularly supermarkets, have demonstration stands with someone handing out samples of free food. Casinos too at times offer free snacks and free drinks. •





4. Strategies that manipulate what you touch, and where you move

11

Supermarkets have a grid-like layout with rows in which shoppers go up and down.

However, large clothing stores (like Edgars, Foschini and Truworths) usually have a wavy path through various parts of the store.

•

Why do you think a supermarket floor plan is different from the floor plan of a clothing store? Many people often pop into a supermarket just to buy bread and milk. Guess where the shop usually puts the bread and milk? Right at the back of the store.



11


Why?

Slot machines Slot machines

Roulette tables

Slot machines

Bars / Restaurants / Shops

However, the expensive roulette tables are usually at the centre and so encourage watchers to pass the rows of colourful slot machines.

Bars / Restaurants /Shops

Slot machines

Casinos have moved away from the row-like grid layout to a more “freeflow” layout.

Bars / Restaurants / Shops

•

Bars / Restaurants /Shops

Also, slot machines that are programmed to pay out more often are in busy areas, again encouraging passers by to stop and try their luck! Of course, as part of the overall shopper’s or gambler’s positive experience, the shop or casino needs to have friendly and attractive staff! Summary: Strategies that manipulate consumer choice and behaviour

N

O

What you see

Interior design – seating? Theme? Placing of items for sale – what gets put where? Lighting – soft or full? Colours – bright ot neutral?

What you hear

Music – what type of music? Volume?

What you smell.

Pleasant smells Smoke extractor fans

What you taste

Free food samples?

What you touch Where you move

Floor plan and layout




“BUY A RAFFLE TICKET FROM ME!”

11

Names of group members: ________________________________________________________________________ ________________________________________________________________________________________________ The task: Your school is organising a fund-raising event. It has asked all the learners to get involved and to contribute to trying to raise money for the school. Your group of 4 has managed to get the following items donated for a lucky draw raffle: • • •

a flat-screen TV 1/2 a sheep (neatly cut into chops) a cell phone

These are very attractive prizes and your group needs to sell as many raffle tickets for R10 each in order to raise as much money as possible. You have been given a stall at the school function during which you need to sell the tickets. Your task is to design the stall so as to encourage people to stop and buy a ticket. (But remember, there are many things that visitors might want to spend their money on. You must make your stall as attractive as possible!)

N

O

What you see

Interior design – seating? Theme? Placing of items for sale – what gets put where? Lighting – soft or full? Colours – bright ot neutral?

What you hear

Music – what type of music? Volume?

What you smell.

Pleasant smells Smoke extractor fans

What you taste

Free food samples?

What you touch Where you move

Floor plan and layout

Discuss in your group: 1.

What is your stall theme? Are you going to have seating? Why that theme?


11 | Unit 10.1 11.2 | Page 19 Grade 10

11 2.

Where you are going to put the prizes on display? Why there? What is your floor plan? Why this floor plan?

3.

What kind of lights are you going to use? Why those lights?

4.

What colour signs are you going to use? Why that colour?

5.

What kind of music (and at what volume) are you going to play? Why?

6

What kind of fragrance or smell are you going to spray around your stall? Why that specific fragrance?

7.

Are you going to have some free snacks or food? (Remember, you can’t have food that is too expensive because then you won’t make a profit.) Why?



11 Draw the lay-out of the stall. Indicate where you will put the prizes, the table, the lights, the music:

And draw the front of your stall, with the signs and colours to encourage people to come to you:



1/15/13

4:30 PM

Page 10

unit 11.3

UNIT 11.3



UNIT 3

How to be a smart risk-taker

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Apply the PRICE decision-making process to choices pertaining to risk-taking behaviours and to their leisuretime activities

•

Identify gambling as a form of risk-taking behaviour

•

Give a definition of gambling

•

List different forms of gambling

•

Name the reasons why people gamble

•

Recognise the warning signs of someone developing a gambling problem

•

Locate the support services that are available for help with a gambling problem

CAPS TOPIC FOR GRADE 11.3: TERM 3: DEVELOPMENT OF THE SELF IN SOCIETY •

Healthy and balanced lifestyle choices: o Impact of unsafe practices on self and others: physical, emotional, social, economic consequences o Individual responsibility for making informed decisions and choices: coping with and overcoming barriers regarding behaviour and seeking support, advice and assistance

KEY CONCEPTS: •

PRICE decision-making process

•

Gambling

•

Reasons for gambling

•

Problem gambling

•

Support services and helpline


Transparency 1 – How to make responsible decisions

•

Learning Activity Sheet 1 – How would you decide?

•

Transparency 2 – Gambling as a form of risk-taking behaviour

•

Transparency 3 – Different forms of gambling

•

Transparency 4 – The reasons why people gamble

•

Learning Activity Sheet 2 – Warning signs!

•

Transparency 5 – Where to go for help



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Unit 11.3 How to be a smart risk-taker

SUMMARY OF STEPS IN UNIT 11.3 orientating STEP 1: INTRODUCTION (10 MIN) Introduce notion of decisionmaking

STEP 2: EXPLANATION (15 MIN) Explain the PRICE decisionmaking process (TRANSPARENCY 1)

STEP 3: ACTIVITY (15 MIN) Making decisions (Pair work)

enhancing STEP 4: EXPLANATION (10 MIN) Gambling as a form of risktaking (TRANSPARENCY 2)

STEP 5: EXPLANATION (5 MIN) Different forms of gambling (TRANSPARENCY 3)

STEP 6: EXPLANATION (10 MIN) Reasons why people gamble (TRANSPARENCY 4)

synthesising STEP 8: EXPLANATION (5 MIN) Available support services (TRANSPARENCY 5)


STEP 7: ACTIVITY (15 MIN) ACTIVITY SHEET 2: Warning signs of a gambling problem (Individual work)


ORIENTATING

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(Introducing the topic in relation to what has already been learned) Learners have dealt with risk-taking behaviour, rewards, likely outcomes, and risky circumstances. Now learners need to be able to develop skills to help them make sensible decisions about various forms of risk-taking behaviour. Unit 11.3 summarises much of the work that is covered in Units 7.2, 7.3, 8.1, 9.1, 9.2 and 10.3. There is a substantial amount of information in this unit. If learners are already familiar with the Taking Risks Wisely work from Grades 7-9, then they can work through this unit fairly quickly. If, however, learners have not gone through the Taking Risks Wisely material in Grades 7-9, you may want to divide this unit up into two lessons. DECISION-MAKING SKILLS NOTE FOR TEACHERS: Taking risks may be an integral part of being a teenager, Anne Harding, an expert on child development says1. Evolution has encouraged the human species to take risks and to enjoy the rewards of doing so. Major changes in the dopamine system, also referred to as the reward system, are known to occur in adolescence. The part of the brain that seeks social and emotional rewards becomes extremely active during adolescence, but the part that controls impulses doesn't reach maturity until adulthood. That means that young people, seeking novelty and rewards, tend to take risks without yet having mature control over their responses. The part of the brain responsible for regulating emotions, controlling impulses, delaying gratification and withstanding peer pressure doesn't fully mature until young people reach their 20s. So, taking risks is particularly evident during adolescents. Since there is such a strong biological drive in adolescents to seek risks, especially in the company of their peers who are all similarly seeking risks and rewards, merely telling them not to do so is unhelpful and ineffective. The best approach to helping young people stay safe is to reduce opportunities for them to get into trouble, as well as to teach them how to make sensible and informed decisions with regards to high-risk behaviour. Of course, teaching young people sound decision-making skills is no guarantee that i) they will actually apply it in real situations of high-risk behaviour, or ii) that even if they do apply a sensible decision-making skill, that the outcome will necessarily be a good outcome. Almost everyone, from teachers to parents to employers regard good decision-making skills as a key component of successful, independent and responsible behaviour. Yet, what exactly good decision-making skills are, is not that clear. Some people think that it is to choose between alternatives. Others again think that it is being able to understand the reasons for your choice. And yet others think that a good decision is one that gets you what you want and a bad decision is one in which you end up with something you don’t want. Sometimes good decision-making can be ruined by bad luck and lead to unfortunate consequences, just as sometimes bad decision-making can be disguised through sheer good luck and lead to fortunate consequences. But since we don’t rely on sheer luck for our decisions, we need to be able to know what a good decision-making process is. The exercises in this unit are therefore aimed at getting the process right, rather than merely arriving at the most favourable outcome.

1

Anne Harding. Puberty, risky behaviors go hand-in-hand. Current Directions in Psychological Science, April 2007 http://www.reuters.com/article/healthNews/idUSCOL37107920070423



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STEP 1: INTRODUCTION (10 MIN) Introduce the class to the notion of decision-making as a process. It is a process aimed at gaining some control over the future, taking charge of it as best we can.

Say, for example:

“

Imagine that you get an invitation to go the school dance from two different people at the same time. You like both of them, but are not sure which one you should go with.

Ask: •

How do you decide?

(Allow learners to suggest various considerations: accept the invitation from the one whose friends you also like; go with the one who dances well; choose the one who you know is fun to be with; decide on the one who has the same interests as you, etc.) This decision, although important to you and your prospective partner, is not likely to have terrible consequences if you later think that you should rather have chosen the other. At most, you may not have as enjoyable an evening as you had hoped. Ask: •

But what if you have to decide whether you are going to accept your partner’s request to have unsafe sex?

•

How would you try and avoid making a wrong decision?

Making the wrong decision here is likely to lead to serious consequences. You won’t be able to reverse the decision, so you want to make sure you think the decision through very carefully. How do you do this? Making responsible and informed decisions is a way of reducing the likelihood of bad consequences. Through good decision-making you are taking some control over the future by trying to avoid problems later on. Ask: •

So, how do you reduce the likelihood of bad consequences?

(Encourage learners to think back to Unit 10.1 in which they learned that there are often risky circumstances over which they, as young people, have little control. But, urge them to recognise that this does not mean that they therefore cannot make sensible decisions. ) Say: Let’s check: in Unit 10.1 we saw that you don’t always have control over circumstances. You have different levels of control over different circumstances. Often there are risky circumstances in the community, in the family and in the peer group over which a young person has little control. But, this does not mean that you cannot or should not, therefore, make responsible decisions. In fact, responsible and informed decision-making is exactly a way in which you can try and gain greater control over the future and the increase the likelihood of favourable consequences. There is no guarantee that responsible decision-making will always have a favourable outcome, but the alternative of not applying sound decision-making skills means a much greater chance of serious problems later on.

“



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Some learners may already be familiar with the PRICE process of decision-making. Deepen learners’ understanding of the process of decision-making by explaining the 5-step procedure. Stress that the PRICE process can be applied to any decision about risky behaviour they may have to make. Put up Transparency 1- “How to make responsible decisions” Say, for example:

“

High-risk behaviours are likely to have outcomes that can be problems, unwanted and serious consequences – maybe injury, an accident, addiction or ill health. The outcomes of our decisions depend on: • The risky circumstances in which you find yourself (your community, your family, your peer group and even in your own personality) • Sometimes sheer luck • The choices you make

Ask: •

How much control do you have over sheer luck?

•

How much control do you have over risky circumstances in your community?

•

How much control do you have over risky circumstances in your family or in your peer group?

•

How much control do you have over your own personality?

•

How much control do you have over your own decision-making processes?

(Prompt learners to see that they have no control at all over luck – that’s why it is called luck, little control over circumstances in their community, a little more over the circumstances in their family, peer group and own personality, but a lot of control over their own decision-making process.) Say: Since you have a lot of control over your own decision-making and since the decision about high-risk behaviour you make can help prevent bad consequences, it is important to know how to make a responsible and informed decision. Whatever decision you make, the action you have decided on will involve your time, your energy, your concentration. We can say, these are the “price” you pay for having made that particular decision. Of course, there is no actual money involved, but we talk about the price you pay for having made a certain decision, or the costs of your decision, when we refer to your having to deal with the consequences of your decision. So, let’s call the 5-step process of decision-making the PRICE process which stands for:

P R I C E

– – – – –

Purpose: Risks: Information Compromises: Enjoy

Ask: •

How, for example, would you make a decision whether you are going to join your friends in smoking during the school break?



11 Let’s apply the PRICE process: P- Purpose: Ask yourself the following question: What is the purpose or reason for joining them? Why do I want to do it? Why don’t I want to do it? R- Risks Ask yourself: What are the likely consequences? What are the risks? I – Information Ask yourself: What information can I get about the likely consequences? Is this information reliable, is it accurate and true? C- Compromises (a comprise means an agreement to accept something that perhaps wasn’t quite what you wanted in the first place) Ask yourself: is there something else I can do that will give me a similar reward as the high-risk behaviour I am considering doing? E – Enjoyment This is the fun part: enjoy the feeling of knowing that you have chosen well and made an informed decision (whatever the outcome).

“


Divide the class into pairs and give each pair a copy of Learning Activity Sheet 1 – “How would you decide?” Ask them to apply the PRICE decision-making process

ENHANCING (deepening learners’ understanding of the topic) Deepen learners’ understanding of risk-taking behaviour and their skills of sensible decisionmaking by discussing gambling as a form of risk-taking behaviour. GAMBLING AS A FORM OF RISK-TAKING BEHAVIOUR NOTE FOR TEACHERS: High-risk behaviour among young people takes many different forms including: illicit drug use, drinking, “dare” games (like “chicken” or train surfing or dangerous stunts), smoking and gambling. Although Taking Risks Wisely focuses on gambling as a form of high-risk behaviour, the skills that learners will hopefully develop can be applied to any form of high-risk behaviour, such as unsafe sex, excessive use of alcohol or drugs, etc. World-wide statistics show that gambling among young people is high. In America, a survey reported by the Iowa Institute for Addiction Recovery shows that more than 80% of 12 -17 year olds say they have gambled in the last 12 months, and more than 35% say they gamble at least once a week.2 In another American study, it was found that between 9.9% and 14.2% of adolescents are at risk of developing a serious gambling problem, and between 4.4% and 7.4% of adolescents show serious compulsive or pathological patterns of gambling activity.3 In Australia, research suggests that between 4-8% of adolescents are problem or pathological gamblers.4 2

http://www.addictionrecov.org/youthgam.aspx

3

Shaffer J & Hall M. (1996). Estimating the prevalence of adolescent gambling disorders. Journal of Gambling Studies, 12: 193-214.

4

Jackson A et al. (2006). Problem gambling: A guide for Victorian schools. A report for the Dept of Justice, State of Victoria, Australia.



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In Canada, 75% of adolescents in Grades 7-12 reported on having gambled in the 12 months prior to the survey, and between 3-4.1% were regarded as having a serious gambling problem.5 Similar figures in the UK show that between 3-6% of adolescents have severe gambling-related problems.6 And in South Africa, although there is not much research on youth gambling, preliminary data show that similar figures pertain to South Africa.7 These statistics on South African youth gambling, coupled with a 2009 survey finding8 that most gambling is concentrated in peri-urban areas of high unemployment, there is a strong motivation for programmes that teach youth how to make responsible decisions about gambling. It is especially hoped that education, such as this Taking Risks Wisely programme, can play a role in curbing the incidence in youth gambling among adolescents and unemployed recent school leavers. STEP 4: EXPLANATION (10 MIN) Recap the main points from units 10.1 and 11.2 that risk-taking behaviour involves both rewards and consequences. Another way of putting it is that risk-taking behaviour has both benefits and costs. Highrisk behaviour, in particular, has high rewards (gives the person a thrill), but also potentially serious problems (such as addiction, accidents, injuries, etc). Now introduce gambling as a form of high-risk behaviour. It has rewards (people like gambling for the thrill and for the chance of winning), but also has a high likelihood of serious consequences or bad outcomes (such as losing money and addiction). Put up Transparency 2 with the main points – “Gambling as a form of risk-taking behaviour”. Say, for example:

“

In the last unit we looked at risk-taking behaviour and saw that some forms of behaviour are low-risk and others are high-risk. Substance abuse, gangsterism, unsafe sex, smoking, etc are forms of high-risk behaviour.

They are “high-risk” because it is very likely that there will be serious consequences for those who engage in these forms of behaviour. Another way of saying this is that high-risk behaviour has a high probability of bad consequences. Low-risk behaviour, on the other hand, has a small chance, or low probability, of problematic consequences. However, people engage in high-risk behaviour, despite the high probability of bad outcomes or serious consequences, because there are also “rewards”, such as the thrill of doing something daring and dangerous, the reward of being admired by your peers for doing something daring, etc.) Ask: •

Is playing a friendly game of soccer with your friends high-risk behaviour?

•

What are the likely consequences?

(Get learners to recognise that here is, of course, always a risk involved in everything we do but, realistically, playing a game of soccer is low-risk. The most likely consequence will be fun, some excitement, feeling a bit tired afterwards, etc.) Ask: •

But, what if you were to say to a player from the opposite team, “I will bet you R100 that our side will win this game. If we win, then you must pay me R100; if we lose, then I will pay you R100”? Is this a form of high-risk behaviour? Why or why not?

•

How would you feel if you won? (Happy)

•

How would you feel if you lost? (Frustrated, unhappy, disappointed)

(Encourage learners to see that although the outcome may be favourable – they may win R100 – it is still risky because the outcome is uncertain and there is a good chance that they will lose R100.) 5

Kratzman M. (2002). When the stakes are high: Gambling and schools. A report for the Addiction Prevention and Treatment Services, Nova Scotia, Canada.

6

Buczkiewicz M et al. (2007). Adolescent attitudes towards gambling. Education and Health, 25: 6-9.

7

See: Collins P & Barr G. (2001). Gambling and problem gambling in South Africa. A report for the NRGP, South Africa, as well as Frankel P. (2005). A profile of youth gambling in South Africa. A report for the National Gambling Board, South Africa.

8

Ross D et al. (2009). The national urban prevalence study of gambling behaviour. A report for the NRGP, South Africa.



11 Say: When we risk money (or something of value, like a cell phone, iPod, designer jacket) in the hope of winning something of greater value on an activity whose outcome is uncertain, we call this gambling. Ask: •

Why would someone want to gamble and risk losing something of value?

People gamble because they hope to get a favourable outcome, e.g. more money, or something else of value. Let’s have a closer look at what gambling is and why it is a form of risk-taking behaviour.


“

Put up Transparency 3 – “Different forms of gambling”. The main of the transparency is for learners to see that there are a number of different forms of gambling. However, what they all have in common is that the person is betting money or something of value on a game whose outcome is uncertain because the outcome cannot be known beforehand. So, the person is risking losing (or winning) money on an outcome he or she cannot know beforehand. That’s why gambling involves risk. If the outcome were certain (such as the right answer of a maths problem), then there would be no risk involved. Say, for example:

“

•

Ask: What are some examples of gambling?

(Prompt learners to give examples such as sports betting, Lotto, slot machines, scratch cards, dice rolling, card games, raffles, internet gambling.) Ask: •

What do all these examples have in common?

(Reinforce the main concepts of gambling: putting up money or something of value; risk losing the money or item of value; there is a high probability of losing the money, but also a small probability of winning more; we don’t know beforehand what the outcome will be; the outcome is therefore uncertain.) In summary: Gambling is an activity where people bet (usually money) with the hope of winning something (usually more money) without being able to know beforehand what the actual outcome will be. Ask: •

So, if there is a high probability, a very high chance, of losing money, why do people gamble?

(Encourage learners to recognise that people gamble because of the “rewards”, such as the thrill and because of the small chance of winning more money.) Let’s have a closer look at why people gamble even though it is very likely that they will lose their money.


“


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Consolidate learners’ understanding that despite the high probability of losing their money, gamblers engage in gambling because of the “rewards”. These rewards could be the thrill of taking a chance, just plain enjoyment, seeing it as a form of entertainment, the possibility of winning more money or a big prize; the atmosphere of the gambling place. In Unit 9.2, learners identified the various reasons for people gambling, and also were encouraged to think critically about these reasons. They had to assess whether the reasons people engaged in gambling were: “good reasons”, “quite good reasons”, “not-so-bad reasons” and “bad” reasons. On a scale, “good reasons” are unlikely to lead to serious problems, whereas “bad” reasons are likely to lead to serious loss of money and possibly gambling addiction. STEP 6: EXPLANATION (10 MIN) Put up Transparency 4 - “The reasons of why people gamble” For each of the reasons, ask how likely it is for the player to have serious and problematic outcomes.

Say, for example:

“

You identified some reasons of why people gamble even if there is a high probability of their losing money. Let’s have a closer look at some more reasons why people gamble.

(Put up transparency 4 – The reasons why people gamble.) For each reason, ask: •

How likely or not is this reason for gambling going to lead to problems?

(Encourage learners to see that although gambling is high-risk behaviour in that there it is very likely that the player will lose his or her money for the bet, it doesn’t necessarily mean that gambling will always lead to serious problems. However, there is a high probability that the gambler will start gambling too much – spending too much time and spending too much money on gambling - which will lead to problems.) Let’s look at the possible consequences the action may have. Bad reasons are likely to have bad consequences and good reasons are likely to minimise the risks of those bad consequences happening. • To win money Gamblers see playing as an opportunity to win “easy” money. And although some people do win some money, the cost of playing means that most people lose money (otherwise no gambling provider could stay in business!). • For entertainment and recreation Gamblers who see gambling merely as a chance to have fun and be in a bit of a fantasy world are likely to keep their spending under control. • To belong to a special group The shared experience with other gamblers can be part of the fun. When the gambling group to which you want to belong is, however, illegal, problems are likely to be the result. • To alleviate boredom To have some excitement is fine, but to gamble costs money. So the more you gamble, the more you are likely to lose. • To support a charity To buy a raffle ticket, for example, to raise money for the local soccer club will help the soccer players as well as giving you some fun. All contents copyright © 2012 National Responsible Gambling Programme


11 • To escape problems or to get away from home To gamble in order to escape from problems, depression or negative feelings is likely to increase those since you are likely to lose money. • For mood change The action and excitement of gambling can be a form of fun that changes your mood, but it needs to be practiced in moderation. Spending too much time or money trying to get a thrill is likely to cause problems. • To feel that winning spirit For some gamblers, that sweet memory of how they felt when they won in the past is the motivation to carry on gambling. But they are likely to forget how much money they may have lost! • Because friends and family do Many gamblers, especially adolescents, say that their parents or caretakers gamble, and school learners who see their friends gamble are often keen to try gambling themselves. To do something just because others do is a bad reason. Of all the reasons, the most powerful one is that people want to win money. But, how likely is this? Later on we’ll see in more detail why you don’t have any control over the outcome of the game and that your chances of losing are always greater than your chances of winning, but let’s first look at some ways of staying in control over a game whose outcome is uncertain.

SYNTHESISING

“

(Reinforcing and consolidating learners’ understanding) Consolidate learners’ understanding of gambling as a form of risk-taking behaviour and reinforce learners’ skills of responsible decision-making. STEP 7: ACTIVITY (15 MIN) Learners have applied the PRICE decision-making process in Learning Activity 1. Now consolidate the skill by getting learners to recognise the warning signs of when a person is starting to lose control of his or her gambling. After the explanation, hand out Learning Activity Sheet 2 – “Warning signs!” Say, for example:

“

As a young person who are no doubt confident that you are always in control. But, we see from the statistics of the high proportion of young people who land in trouble because of drug-taking, unsafe sex, drinking, violent behaviour, gangsterism, gambling, that many young people have lost control over their own risk-taking behaviour. Ask:

•

How many of you think that you have control over your own risk-taking behaviour?

•

How many of you know of people who have a drug or alcohol problem, lose their tempers and become violent, have had unwanted pregnancies, have been in accidents because of unsafe driving?

(It is likely that almost every one will put up their hand in response to question 1. This is typical of the confidence of youth. However, it is also likely that most of them will put up their hands in response to question 2. Prompt learners to see that it is likely that they are just as likely to get into trouble as those whom they know.)



Risk-taking behaviour involves taking risks, but if you:

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i)

recognise your own risky circumstances,

ii)

are able to make sensible decisions, such as applying the PRICE process of decision-making,

iii)

know how to stay in control, and

iv)

finally, recognise the warning signs when you are losing control, then you have a good chance of not getting into trouble.

So, we already have dealt with recognising your own risky circumstances in your community, your family, your peer group and in your own personality. We have also practiced applying sound decision-making skills and in Unit 11.2 will look at additional ways of staying in control. But first, let’s see what the warning signs are that a person is starting to lose control.

Hand out Learning Activity 2 – “Warning signs!”

“

STEP 8: EXPLANATION (5 MIN) After completion of the learning activity, put up Transparency 5 – “Where to go for help”. If you have or someone you know has a gambling problem you can phone, the toll-free number (that means it is free). You will not be asked your name and whatever you say remains confidential, that is, the counselor will not share it with anyone.



Unit 11.3 - Transparency 1 HOW TO MAKE RESPONSIBLE DECISIONS

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The outcomes of our decisions depend on: F The risky circumstances in which you find yourself (your community, your family, your peer group and even in your own personality) F Sometimes sheer luck F The choices you make • • • • •

How much control do you have over sheer luck? How much control do you have over risky circumstances in your community? How much control do you have over risky circumstances in your family or in your peer group? How much control do you have over your own personality? How much control do you have over your own decision-making processes?

Whatever decision you make, the action you have decided on will involve your time, your energy, your concentration. We can say, these are the “price” you pay for having made that particular decision. But it’s worth the price: if you make an informed decision, the chances are higher that the outcome will be favourable.




The PRICE process:

P

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R

Identify the possible Risks: What is likely to happen? For example, if I spent my money on this, what are the other things I can’t buy then?

I


C

Consider Compromises: (a compromise means an agreement to accept something that perhaps wasn’t quite what you wanted in the first place) Is there something else I can do that will have the same reward?

E

Enjoy the feeling of having made an informed decision (whatever the outcome)




HOW WOULD YOU DECIDE?

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Names of pair members: ____________________________________________________________________________ __________________________________________________________________________________________________ Look at the cartoon below. What do you think the girl should do next? What would you decide on doing next? Work in pairs and apply the PRICE decision-making process to decide what you would do next if you were the person in the cartoon.

Remember: P– Purpose: What is the purpose or reason for joining him? Why do I want to do it? Why don’t I want to do it? R– Risks: What are the likely consequences? What are the risks? I– Information What information can I get about the likely consequences? Is this information reliable, is it accurate and true? C– Compromises: Is there something else I can do that will give me a similar reward as the high-risk behaviour I am considering doing? E– Enjoy Enjoy the feeling of knowing that you have chosen well and made an informed decision .


11 | Unit 10.1 11.3 | Page 14 Grade 10

11 1.

Write down your reasons for wanting to join him or not join him in stealing the cell phone.

2.

Write down the likely consequences if you were to join him in stealing one:

3.

How accurate is his information of how “easy” it will be?

4.

Is there a way of coming to an agreement with him about getting a cell phone but not stealing one?

5

What is your decision?



Unit 11.3 - Transparency 2 GAMBLING AS A FORM OF RISK-TAKING BEHAVIOUR

11

•

Risk-taking behaviour has rewards (it makes you “feel good”) but it is also has consequences that are likely to be problematic. In other words, people engage in high-risk behaviour, hoping for a good outcome, but it is also possible (depending on the probability) that a bad outcome may result.

•

Is playing a friendly game of soccer a form of high-risk behaviour? Why or why not?

•

Imagine taking a R100 bet with your friend that Chiefs will win the soccer game. (That is, if Chiefs win, he must pay you R100; if Chiefs lose, you must pay him R100.) Is this a form of high-risk behaviour? Why or why not?

•

When you risk money (or something of value) on an activity whose outcome beforehand is uncertain, we call this gambling. People gamble because they hope for a favourable outcome, but since we don’t know the future, it is also likely that there may be a bad outcome.

Hoping for this favourable outcome

But it is likely to be this bad outcome



Unit 11.3 - Transparency 3 DIFFERENT FORMS OF GAMBLING

Here is a formal definition of gambling:

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Gambling involves the staking* of money or items of value on the outcome of an uncertain event whose outcome cannot be known beforehand. * “staking” means the same as “betting” or putting a certain amount of money at risk. Different forms of gambling: Gaming:

where items of value are exchanged, based on the outcome of a game. Examples: cards, dice, coin-spinning, roulette, internet gambling games, slot machines, as well as iChina, “fafi”, “ukudlala ngemali” (Zulu for “gambling”), itoti, mochina, finder-finder, macocisa, pexing, marabaraba, 5 cards, etc.

Betting:

where bets are placed on the outcome of an event, race or sporting contest. Examples: a soccer game, boxing match, horse racing, snooker or pool games, or even a private bet between individuals on how something will turn out.

Lotteries:

where winning bets are determined by a “lucky draw”. Examples: the Lotto, raffles, scratch-and-win games.




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In all these examples of gambling, the player puts up money or something of value, risks losing the money or item of value, depending on an outcome that can’t be known beforehand. In summary: Gambling is an activity where people bet (usually money) with the hope of winning something (usually more money) without knowing what the actual outcome will be.

There is a high probability (in other words, it is very likely) that the player will lose the money or something of value, and a small probability (in other words, it is very unlikely) that more money or something of even greater value will be won. At the time when placing the bet, the outcome of the game or event is uncertain. Gambling always involves chance and so there is always uncertainty about knowing what the outcome will be. That is why gambling is a form of risk-taking.



Unit 11.3 - Transparency 4 THE REASONS WHY PEOPLE GAMBLE

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Why do people risk losing their money of they know there it is very likely that they will lose? Let’s look at the possible consequences the action may have. Bad reasons are likely to have bad consequences and good reasons are likely to minimise the risks of those bad consequences happening. Look at the reasons for people gambling in the table and decide for each one whether it is a good or a bad reason. How likely is this reason for gambling going to lead to problems?

To win money

Good or bad reason? For entertainment and recreation

How likely is this reason for gambling going to lead to problems? Good or bad reason?

How likely is this reason for gambling going to lead to problems?

To belong to a special group

Good or bad reason?

To alleviate boredom





11 How likely is this reason for gambling going to lead to problems?

To support a charity

Good or bad reason?

To escape problems or to get away from home



For mood change

Good or bad reason?

To feel that winning spirit


Because friends and family do




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WARNING SIGNS!

Here is a questionnaire, called the DSM-IV, that is used internationally by psychologists. It is used to determine whether a person is in danger of developing a problem with gambling. The questionnaire is adapted to suit adolescent gambling9. In each of the column, write a “0” for Never, a “1” for Sometimes, a “2” for Most of the time and a “3” for Almost always. When you’re finished, sum all the 0s in the 1st column, all the 1s in the 2nd column, all the 2s in the 3rd column, and all the 3s in the 4th column. Write the total sum of the values at the bottom of each column and then add up all the totals for one grand total. Questions

1.

Do you think yourself thinking about gambling throughout the day and/or are planning the next time that you will gamble?

2.

Do you find you need to spend more time and more money on gambling than before?

3.

Do you become restless, tense, fed up or bad tempered when trying to stop gambling or trying to cut down on gambling?

4.

Do you gamble as a way of escaping your problems?

5.

After losing money on gambling, do you then try and gamble in order to win your money back?

6.

Do you lie to your family or friends about how much time you spend gambling?

7.

In the past year, have you stolen money from someone in order to gamble?

8.

Have you had fights with members of your family or with close friends as a result of your gambling?

9.

In the past year, have you missed school more than 5 times in order to go and gamble?

Never

Sometimes

0

1

Most of the time 2

Almost always 3

10. In the past year, have you gone to someone for help with a serious money worry caused by your gambling? Add up each column: sum of each column Add up each column: sum of each column 9

Adapted from Fisher SE (1992). Measuring pathological gambling in children. UK Journal of Gambling Studies, 8: 263-285



11

Interpretation of your total score:

If your total score is 0:

You have no gambling problems.

If your score is 1-2:

You have low-level problems with a few or no identified negative consequences.

If your score is 3-7:

You have moderate level of problems leading to some negative consequences.

If your score is 8 or more:

You have a gambling problem with negative consequences and a possible loss of control.

If you think you are in trouble, talk to someone about it. If you think you (or someone close to you) may be heading for a problem, seek professional advice.

Call the toll-free counselling line on

0800 006 008

Or send a "please-call-me" or SMS to

076 675 0710

Or go to

http://www.responsiblegambling.co.za



1/15/13

4:30 PM

Page 11

unit 11.4 UNIT 11.4



UNIT 4

11

The Morality of Gambling – Does Gambling Contribute to Poverty?


Recognise the structure of an argument and analyse the argument

•

Apply a cost-benefit analysis: identify the main benefits of legalised gambling as well as the main problems of allowing legalised gambling

•

Outline the impact of gambling on the individual, the community and the country

•

Construct a reasoned and informed moral argument on whether gambling contributes to poverty

CAPS TOPIC FOR GRADE 11.4: TERM 4: DEMOCRACY AND HUMAN RIGHTS •

Contributions of South Africa’s diverse religions and belief systems to harmonious society and own belief system: clarify own values and beliefs o Identify and critically analyse various moral issues and dilemmas: economic issues

KEY CONCEPTS: •

Opinion

•

Argument

•

Premise

•

Conclusion

•

Moral argument

•

Legalised gambling

•

Informal gambling

•

Cost-benefit analysis (CBA)

•

Socio-economic impact


Transparency 1 – What is a Moral Argument?

•

Learning Activity 1 – What is an Argument?

•

Learning Activity 1 with correct answers – What is an Argument?

•

Transparency 2 – Cost-Benefit Analysis in Moral Arguments

•

Transparency 3 – Costs and Benefits for Whom?

•

Learning Activity 2 – Is It Worth It? A Panel Discussion.



11

Unit 11.4 The Morality of Gambling – Does Gambling Contribute to Poverty?

SUMMARY OF STEPS IN UNIT 11.4 orientating STEP 1: INTRODUCTION (20 MIN) Debates about social and economic issues are often based on moral beliefs (TRANSPARENCY 1)

STEP 2: ACTIVITY (10 MIN) ACTIVITY SHEET 1: Learners analyse the parts of an argument (Group work) ACTIVITY 1 ANSWER SHEET: Class feedback.

enhancing STEP 3: EXPLANATION (15 MIN) Cost Benefit Analysis in a moral argument (TRANSPARENCY 2)

synthesising STEP 4: ANALYSIS (15 MIN) Impact of gambling (Class discussion) (TRANSPARENCY 3)

STEP 5: ACTIVITY (30 MIN) ACTIVITY SHEET 1: Construct a moral argument (Group work) Presentation to class.



ORIENTATING

11

(Introducing the topic in relation to what has already been learned) Introduce learners to the various moral debates on the economic impact of gambling. These debates that identify both the pros (the benefits) and the cons (the costs or disadvantages) inform government policy as to whether gambling should be allowed or not. There is not a clear answer to whether the benefits outweigh the costs. However, learners should be encouraged to give good reasons why they think that the government should or should not allow gambling.

STEP 1: INTRODUCTION (20 MIN) Before examining some of the major impacts of gambling, ensure that learners: •

know why the debates about the economic impact of gambling are also moral debates. That is, learners should be aware of the moral considerations when we look at whether gambling contributes to poverty.

Put up Transparency 1 – What is a moral argument? Say, for example:

“

What is a moral argument?

In this unit we are going to look at moral and economic issues associated with gambling. By weighing the economic benefits as well as the costs (including the disadvantages and problems associated with gambling), we are going to construct an informed moral argument about whether the government should or should not allow gambling. But first, what is an argument? Unfortunately, the word “argument” in everyday language is associated with “argue” and “disagreement”. Usually people think that to argue means to be angry, to criticise, to find fault, and to shout! For example, “The parents argued over money.” This is not what we will mean by “argue” in this unit. So, what meaning of the word “argue” and “argument” will we use here? Ask: Which of the following statements would you accept: • Vanilla ice-cream is the best! • The government should only allow the sale of vanilla ice-cream. All other flavours should be banned. (Get learners to see that the first statement is just someone’s personal opinion about a personal taste, whereas the second statement has serious implications for lots of people. We don’t insist on reasons for the first statement before we accept it, whereas we would need to insist on reasons – very convincing ones! – to accept the second statement.) One of the key elements of the way we will use “argument” here is to contrast it to “opinion”. In general, we all have our own opinions or ideas about things we like and dislike. So, if someone says, “In my opinion, vanilla ice-cream is the best”, we accept that person’s claim as being truthful and we don’t insist that the person should give us a scientific explanation of the superiority of vanilla over other flavours. However, if someone says, “The government should allow only the sale of vanilla ice-cream”, then we won’t accept it since they don’t give any objective reasons for their claim. So, whereas some beliefs are mere opinions which we accept without problem (like someone’s genuine love of vanilla ice-cream), others are claims for which we insist arguments with good reasons and evidence before we accept them. When we insist on reasons or evidence for a stated belief, then what we are really insisting on is an argument. We can call this a rational argument since it is based on reasoned thinking. So, here are definitions of the new words we are going to use:



11 A claim is any statement a person makes about something that the person maintains is true. An opinion is a claim about a personal view for which we don’t need reasons. A rational argument is a set of claims that provide reasons and evidence that support a particular view. A rational argument therefore tries to persuade others to accept a particular view, or it justifies a view that is already accepted. Trying to get others to accept our argument means offering very good reasons and solid evidence that will convince them of our main claim, the conclusion. The parts of an argument are the statements or claims that offer reasons or evidence, and the statement or claim which is the conclusion. So, an argument consists of a main claim with supporting claims. Another word for the supporting claims that offer reasons or evidence is the “premises” of the argument. So, herewith some more new words with which we are going to work: A premise is a claim that serves as a reason or backing for the final claim, or conclusion. A conclusion is the final or main claim in an argument, the main point of view. Let’s now look at the structure of an argument: Premise 1 Premise 2 Premise 3, …etc

}

Conclusion

set of claims that offer supporting reasons for the:

main claim

First, here is an example of an argument: Since school uniforms save families money on clothing costs, and since school uniforms will prevent a distinction between rich kids and poor kids, therefore schools should require learners to wear school uniforms. Ask: •

What is the person arguing for? (Or, put differently, what is the main claim? What main point is the author trying to persuade you of?)

•

What are the reasons or evidence does the person give for his or her main claim?

The main claim or conclusion is: Conclusion: “Schools should require learners to wear school uniforms”. Why? What claims give supporting reasons for the conclusion or, put differently, are the premises? Premise 1: “School uniforms save families money on clothing costs”, and Premise 2: “School uniforms will prevent a distinction between rich kids and poor kids” The same argument can be written in different ways as follows: Since school uniforms save families money on clothing costs, and since school uniforms will prevent a distinction between rich kids and poor kids, therefore schools should require learners to wear school uniforms. or Schools should require learners to wear school uniforms, because school uniforms save families money on clothing costs, and because school uniforms will prevent a distinction between rich kids and poor kids. Notice that the words in red introduce a premise (a supporting claim) or a conclusion (main claim).



11 Ask: •

Can you identify the words that indicate a premise (that is, a reason or evidence)?

•

Can you identify the word that indicates a conclusion?

Premise indicators: “Since”, “because”, (also: “on grounds that…”, “as shown by …”, “for the reason that…”, “given that…”) Conclusion indicators: “Therefore” (also: “Thus …”, “So, …”, “Hence, …”, “Consequently, …”, “Proves that …”) So, when we try and analyse arguments, we try to find these indicators to help us identify what the premises are and what the conclusion is. But, sometimes an argument doesn’t have these indicators and we need to identify the main conclusion without the help of useful indicators. Here is another example: Cigarette smoking is bad for your health. Studies show that cigarette smokers are not only at much greater risk for getting lung cancer, but also have a higher chance of getting heart disease1. Ask: •

What is the main claim (conclusion) of this argument?

•

What premises or supporting claims (reasons or evidence) are offered to support the conclusion?

The main claim or conclusion is: Conclusion: “Cigarette smoking is a serious health hazard”. Why? What are the reasons? What are the supporting claims or premises? Premise 1: “Statistical studies show that cigarette smokers are at much greater risk for getting lung cancer” and Premise 2: “Cigarette smokers also have a higher chance of getting heart disease” What is a moral argument? Remember, we said that arguments offer good reasons and solid evidence for a particular claim. Some people think that everyone should be entitled to his or her own opinion when it comes to moral issues. Well, that is way too simple. There are very often good reasons and solid evidence why we should and should not do certain things. For example: we think there is good reasons for the following moral claims: •

People under the age of 18 should not be allowed to buy alcohol.

•

As far as possible, we should keep our promises.

•

The state should provide support for the poor and the vulnerable.

•

The state should not allow capital punishment.

•

Politicians shouldn’t take bribes.

Ask: •

Can you think of some reasons that would support these claims?

(Encourage learners to recognise, for example, that young people in general do not have the capacity to handle alcohol responsibly; by keeping our promises we establish trust relations which in turn enable us to co-operate with others; the poor and the vulnerable cannot support themselves; studies have capital punishment is not a deterrent to crime; the rich would buy politicians to work for their interests instead of the interests of the country.)

1

Adapted from Salmon, M. (2007). Introduction to Logic and Critical Thinking, 5th edition. Belmont: Thomson Wadsworth, page 15.



11 So, for many moral arguments, we need to insist on good reasons for accepting a certain policy rather than another. Think, for example, of the moral arguments for and against: abortion, gay marriage, the right to free speech, vegetarianism, corporal punishment in schools, animal rights, etc. Instead of just accepting the view of the person who shouts the loudest, we should insist on good reasons and solid evidence for or against the main claim before we accept or reject it.

“

Before we go on, let’s do some exercises in analysing arguments.


Learners start to analyse the parts of an argument and recognise the structure of an argument before they are asked to construct an argument of their own. Hand out Learning Activity 1 – What is a rational argument? Divide learners into groups of about 3. Ask learners to identify the conclusion and the premises in each example. Once learners have completed their learning activities, put up Learning Activity 1 – What is An Argument: Correct Answers.

ENHANCING (deepening learners’ understanding of the topic) Learners have an idea of the importance of providing good reasons or solid evidence in a rational argument. The next section will deepen learners’ understanding of the moral rational arguments for and against gambling. STEP 3: EXPLANATION (15 MIN) Put up Transparency 2 – Cost-Benefit Analysis in Moral Arguments Before looking at moral rational arguments for and against gambling, learners need to know what in an argument counts as a “good” reason and “solid” evidence in a moral argument. An argument that has good reasons and solid evidence is called a sound argument. One way to construct a sound moral argument is to compare evidence of the advantages (or benefits) with the disadvantages (or costs) of having a specific policy. This is also called a Cost-Benefit Analysis. Say, for example:

“

We saw that a convincing argument provides “good” reasons and “solid” evidence for its conclusion. We call that a sound argument. But when is a reason “good” and when is evidence “solid” or correct? How do we know whether we should accept or reject the reasons offered? Ask: •

What would be a good reason for missing school?

•

What would be a good reason for making the speed limit in built-up areas 60 kmh?

•

What would be a good reason discouraging pregnant mothers from drinking alcohol?

(Encourage learners to base their reasons on generally agreed judgments or on empirical evidence. For example: •


Being ill is regarded as a good reason for missing school because society generally regards good health as a priority. Also, studies have shown that some illnesses are contagious and one should not infect others at school.


11

•

Since built-up areas have lots of pedestrians, and since we know from experience that speed is dangerous, cars should slow down in built-up areas in order to prevent accidents.

•

Many reliable studies have shown that alcohol negatively affects the health of the unborn child.)

Arguments try to persuade people to believe and accept a particular view. There are many arguments about what we think is the proper way people should behave or how society ought to be managed. These are called moral arguments. Even in moral arguments, we need to insist on good reasons and solid evidence before we accept the particular viewpoint. But, there are some reasons that are better than others and some evidence that is more reliable than others. So, Ask: •

What would be a good reason for allowing legal gambling?

•

What would be a good reason for banning all gambling?

(Allow learners to suggest appropriate reasons: for example, adults should be free to choose which forms of entertainment they want to pursue; gambling raises lots of money for the government; gambling leads to social problems of addiction; gambling increases poverty; etc. See unit 10.4 for additional reasons for and against.) Even here, we need to insist on good reasons and solid evidence. But, what happens when there are good reasons for something as well as good reasons against something? How do we decide then what to do? What if the reasons you offered both for allowing legal gambling as well as the reasons for banning gambling are all true and all based on reliable evidence? How does the government then decide whether to allow it or ban it? Does the government flip a coin? Does the government just take a blind guess? We hope not!! One way to decide between strong reasons for and against, is to compare the advantages of doing something with the disadvantages of doing it. Another way of saying it, is to weight the pros and the cons, and yet another way of expressing this is to do a cost-benefit analysis. So, now we can investigate the following before coming to a final decision: •

What are the costs of legalising gambling?

•

What are the benefits of legalising gambling?

•

What are the costs of banning all gambling?

•

What are the benefits of legalising gambling?

We already started looking at this in unit 10.4 when we examined the three main different religious and ideological viewpoints on gambling, in particular when we looked at the utilitarian viewpoint that tries to decide on what produces the most happiness for the majority people. Another way of putting it: what policy will maximise people’s well-being? The Cost-Benefit Analysis (CBA) of implementing a policy In order to decide which policy to adopt (to legalise gambling or to ban it), we can calculate, based on evidence and knowledge of past experience, the consequences the policy may have. In other words, we can calculate the positive and negative effects the policy is likely to have. Will it, on average, promote well-being or will it, on average, lead to social problems? Herewith a definition of CBA: Cost Benefit Analysis calculates the economic value of each benefit and the economic cost of each disadvantage. But, to calculate the costs and benefits is quite tricky. How do you do this? Ask: •

If you wanted a cell phone from a shop and another person wants your camera which you no longer use much, what “tool” can be used to enable both of you to get want you want?



11 Answer: Money! By charging the person a fair price for your camera, you will have money to buy the cell phone. So, both you, the other person (and the shop keeper) are happy. We must be able to calculate both the costs and benefits in Rands so that we can compare the two. Calculating costs and benefits in terms of money value gives us a common “exchange value” – that is, one measuring tool that will give different values to different benefits and costs. But, here is another problem. How to I calculate the worth of something that isn’t directly for sale? Let’s say, I value having the freedom to dress how I like and I think that is a huge benefit of having a school policy that doesn’t require that learners dress in school uniforms. How do I calculate the value of “free choice”? How many Rands is it worth? Or how do I calculate the costs of, say “gambling addiction”? Let’s look at some examples: Ask: • How would you compare the benefit of having free choice in what you want to wear with the problem of competition among learners to have expensive designer clothes? •

How can we compare the benefit of, let’s say, increased tax revenues to the government through legalised gambling, and the cost of, let’s say, increased gambling addiction in the society as a result of legalised gambling?

Calculating the monetary value of abstract costs and benefits is indeed a complex issue which many economists spend many hours trying to determine, but let us just for simplicity’s sake here say that: 1.

We can calculate the costs and benefits in terms of straightforward income and expenses, as well as

2.

We can put a money value on to more complex benefits (like free choice) by determining how much money people are willing to spend on having it (or willing to spend on avoiding it). Simply put, we can calculate what the benefits are by determining to what extent people are willing to put their money where their mouth is.

So, CBA calculates the economic value of each benefit and the economic cost of each disadvantage. In general, we can then have a total money figure for the benefits and a total money figure for the disadvantages which will then enable us to make a clear comparison of which is higher. If the benefits are higher, then we should adopt the policy; if the costs are higher, we should reject the policy. So, now let’s turn to a CBA of gambling on order to establish whether the government should allow it or ban it. If the benefits are more than the costs (or value of the disadvantages) then we should support a policy that allows gambling; if the value of the costs are more than the benefits, then we should ban gambling.

“

SYNTHESISING (Reinforcing and consolidating learners’ understanding) From the earlier sections, learners by now should know the parts of an argument, and should know that a rational argument should have good reasons and solid evidence. The same requirement goes for rational moral arguments. Moral arguments focus on what is likely to promote people’s well-being or the good of society. But it is not always easy to determine what will be the likely consequences of adopting a particular moral policy. A moral policy should promote people’s wellbeing, maximise their good, and minimise harm. One way to decide between different goods and different harms is to apply a Cost-Benefit Analysis (CBA). Here we ascribe a value to each of the goods and a cost to each of the harms and then compare the two totals. Of course, it is never as simple as just comparing two figures, because it is difficult to know what to calculate and how to attach a value to every advantage and every disadvantage.



STEP 4: ANALYSIS (15 MIN)

11

Put up Transparency 3 – “Cost and Benefits for Whom?” This is a lengthy section. It looks at the costs and the benefits of allowing gambling. Manage a class discussion of various consequences of legalised gambling and ask: i) whether these can be considered a cost or a benefit, and ii) for whom is it a cost or a benefit? Say, for example:

“

There are many people who think that gambling just makes the poor poorer. They say that poor people are so desperate for money that they will gamble the little they have, hoping to win lots of money. Maybe even the jackpot, if they are lucky! Others would argue that the government raises a lot of taxes through legalised gambling since the casinos, horse-race tracks, sports betting shops, the Lotto, pay taxes to the government which in turn uses this money to help build houses for the poor, build schools in poor areas and support social programmes that are aimed at helping the poor. So, there seem to be good reasons both for and against legalising gambling. Ask: •

What do you think may be some of the benefits of legalising gambling?

•

And what do you think may be some of the disadvantages or costs of legalising gambling?

(Have a look at Unit 10.4 in which the pros and cons of gambling are discussed. Encourage learners to offer reasons that relate to the advantages and disadvantages for individuals and their families, for the community, and for the country.) Before we look at the benefits and costs of gambling, let’s distinguish between legalised and illegal or “informal” gambling. Legalised gambling happens in places that have been given a licence by the government to operate a gambling business. These businesses are therefore regulated by government policies, and inspected by government officials to make sure that the policies are adhered to. For example, a casino pays the government for a licence and then sets up the gambling business in line with the legal requirements such as not allowing anyone under 18 to gamble. Other forms of legalised gambling are: the Lotto, Powerball, SportStake, horse-race tracks and Totes, and scratch cards such as Wina Manje. Ask: • What are examples of illegal gambling businesses? These are gambling businesses that have not been issued a licence by the government , are not regulated or inspected by the government and which do not pay taxes to the government. Examples of such illegal gambling businesses are: iFafi or iChina, informal sports betting or horse racing operations that are not registered with the government, shebeens that organise poker games, etc. Because illegal or informal gambling businesses do not openly advertise their business, it is difficult to get reliable figures of how exactly they operate or how much money they handle. So, let’s then concentrate on legalised gambling for which there are reliable figures. We said that in order to decide whether legalised gambling will promote the majority of people’s well-being or hinder it, we can apply a Cost-Benefit Analysis. Legalised gambling has an impact on a number of different areas. It has an impact on the mental well-being and physical health of the community and its members. Of course, gambling both requires money to play but it also pays out money and creates jobs for the workers in the gambling business. But legalised gambling must be monitored and so there has to be law and order to make sure that there are no criminal activities associated with the gambling, And, of course, gambling has an impact on the broader society’s views about what is proper . So, let’s have a look at each of the various consequences of legalised gambling and ask: i) whether it can be considered a cost or a benefit (or both), and ii) for whom is it a cost or a benefit?



11 Areas of impact Likely consequences for: Health and well-being

Indicators of costs and benefits

For the individual and family Cost or benefit?

For the community and region Cost or benefit?

For the government and country Cost or benefit?

Entertainment and recreational opportunities Mental and physical stimulation (positive or negative) Stress (reduction or increase) Depression, anxiety, suicide Social interaction or isolation Family relationships (conflict, divorce, breakdowns) Addiction to gambling Provision of public health services (e.g. counselling services)

Economic and financial

Government taxes and licence fees from gambling businesses Funds for social programmes (e.g. education, health) General economic growth and activity Increase in tourism Increasing levels and debt and bankruptcy Impact on other businesses in the area) Property values Gambling wins and losses



11 Employment

Employment and job creation and losses

Business profits and losses Work productivity and absenteeism Provision of welfare programs (e.g. unemployment benefits) Legal and justice

Crime levels and law enforcement Monitoring of family abuse and violence

Culture

Environmental impact Social cohesion of community and quality of life Cultural and moral attitudes and beliefs Support for charities

Conclusion: As we can see, what may be a benefit for one (e.g. revenue for the government or for the gambling business) may be a cost for another (e.g. bankruptcy for the individual). Or we can see that having a casino may mean a gambling win for an individual but may also mean the closing down of other entertainment businesses in the area. Problems: Bear in mind that there are various issues to consider when discussing Cost and Benefits: •

The difference between cost and benefit is not always so clear. Sometimes a cost to one person is a benefit to another. (One gambler may win and another will lose.)

•

Whose benefit counts more? Is the benefit for the government more important than the costs to the individual? Is more tax money more important than social morality?

•

There are many factors that cannot be quantified. For example, the suffering of crime victims, the psychological scarring as a result of family fights cannot easily be expressed in financial costs.

•

Short-term costs and benefits may differ from long-term costs and benefits. What time period will be considered?

•

Is the benefit really a benefit? For example, is the money spent on entertainment in the casino taking money away from other leisure businesses such as cinemas? And are the “new” jobs created by the casino merely people moving from other jobs to the casino or is the casino employing those who are truly unemployed?



11 •

It is not merely a matter of adding up the total costs and benefits. One must also consider the distribution of the costs and the benefits. In other words, if the rich get the overwhelming value of benefits, but the poor carry most of the costs, should it still go ahead even if the total value of benefits exceeds costs?

Let’s work through an example to see how we can start to calculate a CBA in support of a moral argument about the impact of legalised gambling on the poor. (Teachers: put up the transparency and work through each item with the class as a whole. Invite responses to whether this is a cost or a benefit and to whom. Encourage learners to see that what may be a benefit to one may be a cost to another. Write “cost” or “benefit” or both in each of the applicable blocks.)

“


Learners are asked to construct their own moral argument using a Cost-Benefit Analysis. Hand out Learning Activity 2 – Is it worth it? A panel discussion. Divide the learners into groups of 3-4 learners. Each group decides whether to construct an argument, on the basis of the provided evidence, for or against the casino being built on the grounds that it will either positively or negatively affect the poor. Once all groups have completed their argument, allow each group to present their premises and conclusion. Finally, allow the class as a whole to decide which argument – for building the casino or against building the casino – is the better argument.



11

Unit 11.4 - Transparency 1 WHAT IS A MORAL ARGUMENT?

Which of the following statements would you accept: •

Vanilla ice-cream is the best!

•

The government should only allow the sale of vanilla ice-cream. All other flavours should be banned.

Usually people think that to argue means to be angry, to criticise, to find fault, and to shout! In proper debating, this is not what we will mean by “argue” or “argument”. Let’s look at some terms: Term

Definition

Claim

A claim is any statement a person makes about something that the person maintains is true.

Opinion

Examples • • • •

Henry is handsome! It is going to rain tomorrow Exercise makes you fit Food prices have increased

An opinion is a claim about • Henry is handsome! a personal view for which we • Music relaxes me. don’t need reasons. • My friends are the best

Argument A rational argument is a set • It is going to rain tomorrow of claims that provide because the barometer has reasons and evidence that dropped. support a particular view. • Since exercise increases your heart rate, it makes you fit Premise

A premise is a claim that • The barometer has dropped. serves as a reason or • A dropping barometer backing for the final claim, or indicates a change in the conclusion. weather • Exercise increases your heart rate

Conclusion A conclusion is the final or • It is going to rain tomorrow main claim in an argument, • Exercise makes you fit the main point of view. All contents copyright © 2012 National Responsible Gambling Programme



What is the structure of an argument?

11

Definition of an argument: A rational argument is a set of claims that provide reasons and evidence that support a particular conclusion. Premise 1 Premise 2 Premise 3, …etc

}

Conclusion

set of claims that offer supporting reasons for the: main claim

Here is an example of an argument: Since school uniforms save families money on clothing costs, and since school uniforms will prevent a distinction between rich kids and poor kids, therefore schools should require learners to wear school uniforms. Or we can write the same argument as: Schools should require learners to wear school uniforms, because school uniforms save families money on clothing costs, and because school uniforms will prevent a distinction between rich kids and poor kids. •

What is the person arguing for? In other words, what is the main point the person wants you to accept? Or another way of saying it, what is the conclusion?

Conclusion: “Schools should require learners to wear school uniforms”. •

What are the reasons or evidence for the conclusion or the main claim? Or put differently, what are the premises on which the conclusion rests?




11

Premise 1: “School uniforms save families money on clothing costs”, and Premise 2: “School uniforms will prevent a distinction between rich kids and poor kids” •

Look at the words in red. Which words introduce a premise and which ones introduce a conclusion?

Premise indicators: “Since”, “because”, (also: “on grounds that…”, “as shown by …”, “for the reason that…”, “given that…”) Conclusion indicators: “Therefore” (also: “Thus …”, “So, …”, “Hence, …”, “Consequently, …”, “Proves that …”) When we analyse arguments, we try to find these indicators to help us identify what the premises are and what the conclusion is. But, sometimes an argument doesn’t have these indicators. Here is an example: Cigarette smoking is bad for your health. Studies show that cigarette smokers are not only at much greater risk for getting lung cancer, but also have a higher chance of getting heart disease. •

What is the main claim or conclusion?

Conclusion: “Cigarette smoking is bad for your health”. •

What are the reasons or premises that support the conclusion?

Premise 1: “Studies show that cigarette smokers are at much greater risk for getting lung cancer” and Premise 2: “Cigarette smokers also have a higher chance of getting heart disease”




What is a moral argument? Can you • • • • •

11

think of good reasons for the following moral claims? People under the age of 18 should not be allowed to buy alcohol. As far as possible, we should keep our promises. The state should provide support for the poor and the vulnerable. The state should not allow capital punishment. Politicians shouldn’t take bribes.

Instead of just accepting the view of the person who shouts the loudest, we should insist on good reasons and solid evidence for or against the main claim before we accept or reject it. Before we go on, let’s do some exercises in analysing arguments.



11


WHAT IS AN ARGUMENT?

Names of group members: ________________________________________________________________________ First of all, indicate whether the following statements are True or False: True

False

1. An argument is the same as an opinion. 2. A rational argument relies on shouting and force. 3. An argument offers reasons and /or evidence for a particular main claim. 4. All arguments are equally persuasive: there are no better or worse arguments. 5. The parts of an argument consist of premises and a conclusion. Now, read through each of the following arguments. Identify the conclusion and the reasons given in support of the conclusion. (Hint: underline the conclusion indicators – therefore, hence, so, it follows that, – and underline the reason indicators – because, since, given that…) 1.

You should not pay your music loudly in your car since you will then be unable to hear the sirens of emergency vehicles. Premise 1:

________________________________________________________________________________

Conclusion: ________________________________________________________________________________

2.

Because Dr Manim is a specialist and because she offers a superior service to her patients, she is therefore justified in charging more than regular doctors. Premise 1: _________________________________________________________________________________ Premise 2: _________________________________________________________________________________ Conclusion: ________________________________________________________________________________

3.

Given that women workers work just as hard and productively as men, women should therefore get the same pay for the same kind of job as their male co-workers. Premise 1: _________________________________________________________________________________ Conclusion: ________________________________________________________________________________


11 | Unit 10.1 11.4 | Page 17 Grade 10

11


WHAT IS AN ARGUMENT? WITH CORRECT ANSWERS First of all, indicate whether the following statements are True or False: True

False

1. An argument is the same as an opinion.

X

An argument offers reasons and evidence, whereas an opinion doesn’t. 2. A rational argument relies on shouting and force.

X

An argument relies on rational thinking, good reasons and solid evidence in order to persuade people of a particular claim 3. An argument offers reasons and /or evidence for a particular main claim.

X

4. All arguments are equally persuasive: there are no better or worse arguments.

X

Some arguments have better reasons or stronger evidence than others and are therefore better arguments. 5. The parts of an argument consist of premises and a conclusion. A premise is a statement that offers a reason or evidence, and a conclusion is the main claim.

X

Identify the premises and conclusion: 4.

You should not play loud music in your car since you need to be able to hear the sirens of emergency vehicles. Premise 1:

You need to be able to hear the sirens of emergency vehicles

Conclusion: (Therefore) You should not play loud music in your car 2.

Because Dr Manim is a specialist and because she offers a superior service to her patients, she is therefore justified in charging more than regular doctors. Premise 1: Dr Manim is a specialist. Premise 2: She offers a superior service to her patients Conclusion: She is justified in charging more than regular doctors.

6.

Given that women workers work just as hard and productively as men, women should thus get the same pay for the same kind of job as their male co-workers. Premise 1: Women workers work just as hard and productively as men. Conclusion: Women should get the same pay for the same kind of job as their male co-workers.




11

COST-BENEFIT ANALYSIS IN MORAL ARGUMENTS

• • •

What would be a good reason for missing school? What would be a good reason for making the speed limit in builtup areas 60 kmh? What would be a good reason discouraging pregnant mothers from drinking alcohol?

There are some reasons that are better than others and some evidence that is more reliable than others. So, • •

What would be a good reason for allowing legal gambling? What would be a good reason for banning all gambling?

Insist on good reasons and solid evidence. But, what happens when there are good reasons for something as well as good reasons against something? How do we then decide what to do? One way to decide between strong reasons for and against, is to compare the advantages of doing something with the disadvantages of doing it, to weight the pros and the cons, and yet another way is to do a cost-benefit analysis. Before coming to a final decision, consider: • • • •

What What What What

are are are are

the the the the

costs of legalising gambling? benefits of legalising gambling? costs of banning all gambling? benefits of legalising gambling?



11


What is a Cost-Benefit Analysis (CBA)? Costs

Benefits

Calculate the negative consequences. Will it, on average, lead to social problems?

Calculate positive consequences. Will it, on average, promote well-being?

Herewith a definition of CBA: Cost Benefit Analysis calculates the economic value of each benefit and the economic cost of each disadvantage. But, to calculate the costs and benefits is tricky. How do you do this? •

If you wanted a cell phone from a shop and another person wants your camera which you no longer use much, what “tool” or “common exchange value” can be used to enable both of you to get want you want?

Answer: Money! By charging the person a fair price for your camera, you will have money to buy the cell phone. So, both you, the other person (and the shop keeper) are happy. We must be able to calculate both the costs and benefits in monetary value (e.g. Rands) so that we can compare the two. Calculating costs and benefits in terms of money value gives us a common “exchange value” – that is, one measuring tool for both costs and benefits. All contents copyright © 2012 National Responsible Gambling Programme

Benefits

Costs


11


Another problem: How do I calculate the worth of something that isn’t directly for sale? •

•

Example 1: How would you compare the benefit of having free choice in what you want to wear with the problem of competition among learners to have expensive designer clothes? Example 2: How can we compare the benefit of, let’s say, increased tax revenues to the government through legalised gambling, and the cost of, let’s say, increased gambling addiction in the society as a result of legalised gambling?

Calculating the monetary value of abstract costs and benefits is indeed a complex issue. Economists spend many hours on this problem. For simplicity’s sake, we can say that we can calculate the value of costs and benefits in two ways: 1.

We can calculate the costs and benefits in terms of straightforward income and expenses.

2.

We can put a money value on to more complex benefits (like free choice) by determining how much money people are willing to spend on having it (or willing to spend on avoiding it).

If the total value of the benefits is more, then we should adopt the policy; if the total value of the costs is more, we should reject the policy. •

What should we do? Accept or reject the policy? Fewer costs

More benefits

Accept the policy! All contents copyright © 2012 National Responsible Gambling Programme


Unit 11.4 - Transparency 3 “COST AND BENEFITS FOR WHOM?”

11

There seem to be good reasons both for and against legalising gambling. • •

What do you think may be some of the benefits of legalising gambling? And what do you think may be some of the disadvantages or costs of legalising gambling?

Legalised gambling businesses have been given a licence and pay taxes to the government. They are regulated by government policies, and inspected by government officials. Examples: the Lotto, Powerball, SportStake, horse-race tracks and Totes, and scratch cards such as Wina Manje. •

What are examples of illegal gambling businesses?

Illegal gambling businesses that have not been issued a licence by the government, are not regulated or inspected by the government and do not pay taxes to the government. Examples of such illegal gambling businesses are: iFafi or iChina, dog-fights, informal sports betting or horse racing operations that are not registered with the government, shebeens that organise poker games, etc. In order to decide whether legalised gambling will promote the majority of people’s well-being or hinder it, we can apply a Cost-Benefit Analysis. Let’s have a look at the various consequences of legalised gambling and ask: i) whether these can be considered a cost or a benefit, and ii) for whom is it a cost or a benefit? All contents copyright © 2012 National Responsible Gambling Programme



Areas of impact Likely consequences for:

Indicators of costs and benefits

11

For the For the For the individual community government and family and region and country Cost or Cost or Cost or benefit? benefit? benefit?

Health and Entertainment and well-being recreational opportunities Mental and physical stimulation (positive or negative) Stress (reduction or increase) Depression, anxiety, suicide Social interaction or isolation Family relationships (conflict, divorce, breakdowns) Addiction to gambling Provision of public health services (e.g. counselling services) Economic and financial

Government taxes and licence fees from gambling businesses Funds for social programmes (e.g. education, health)




Economic and financial

Government taxes and licence fees from gambling businesses

11

Funds for social programmes (e.g. education, health) General economic growth and activity Increase in tourism Increasing levels and debt and bankruptcy Impact on other businesses in the area Property values Gambling wins and losses Employment Employment and job creation and losses Business profits and losses Work productivity and absenteeism Provision of welfare programs (e.g. unemployment benefits)




Legal and justice

Crime levels and law enforcement

11

Monitoring of family abuse and violence Culture

Environmental impact Social cohesion of community and quality of life Cultural and moral attitudes and beliefs Support for charities

Bear in mind the following when discussing Cost and Benefits: •

The difference between cost and benefit is not always so clear.

•

Whose benefit counts more? Is the benefit for the government more important than the costs to the individual?

•

There are many factors that cannot be quantified. For example, the suffering of crime victims cannot easily be expressed in financial costs.

•


•

Is the benefit really a benefit? For example, is the money spent on entertainment in the casino taking money away from other leisure businesses such as cinemas?

•

Consider also the distribution of the costs and the benefits. In other words, if the rich get the overwhelming value of benefits, but the poor carry most of the costs, should it still go ahead even if the total value of benefits exceeds costs?




IS IT WORTH IT? A PANEL DISCUSSION.

11

Group members: _________________________________________________________________________________ Imagine that there are plans to build a new casino in the middle of Cape Town. Many people want to have the new casino, while many are against it. Decide whether your group is going to argue for or against the casino being built. If you decide to argue for the casino, you will focus on the benefits, especially for the poor; if you decide to argue against the casino, you will focus on the costs especially for the poor. Below is a list of findings from various studies2 that were done in South Africa. This list contains evidence about the impact of gambling. Use relevant information from this list to help construct your argument: •

43% of the South African adult urban population don’t gamble at all.

•

57% of the South African adult urban population gamble. o

16% of gamblers are very poor (live in huts or shacks).

o

20% of gamblers are moderately poor (live in small “matchbox” type homes on separate stand/yard).

o

64% of gamblers are in the lower middle class and in a higher socio-economic class.

o

48% of gamblers are employed full-time

o

10% of gamblers are employed part-time or are seasonal workers

o

31% of gamblers are unemployed

o

10% of gamblers are retired

o

23% earn less than R1,000 per month. • Of these, 86% bought Lotto tickets, and 21% scratch cards.

2

•

Average monthly expenditure per gambler on gambling is R133.70.

•

Of those who earned less than R1,000 per month,

•

9% of the South African adult urban population visit casinos to gamble.

•

17% of the adult urban population gamble in informal establishments (usually shebeens).

•

48% of the South African urban population gamble on the lottery.

•

3% of the South African adult urban population show high risk for being problem gamblers, i.e. people whose gambling causes them or their families recurrent personal, social or financial harm. o

Of this group, 45% are aged between 18-30 years old

o

Of this group, 48% gamble only in informal establishments (shebeens) and play cards, dice, and fafi/iChina

o

2% of the very poor are measured at high risk for problem gambling

o

7% of the relatively poor are measured at high risk for problem gambling

•

7% of the population report that they have been seriously affected by someone else’s gambling.

•

Among people who gamble in illegal venues, the prevalence of problem gambling is higher than in the general population. And among people who gamble in legal casinos, the prevalence of problem gambling is lower than in the general population.

•

The total value of the gambling industries’ contribution to the Gross Domestic Product was R19 billion in 2008.

•

The gambling industry created just under 90,000 jobs in 2008.

•

The Lotto distributed about R328million to charities in 2010.

The National Urban Prevalence Study of Gambling Behaviour (2010), South African Prevalence and Poverty Study (2009), and The Socio-economic Impact of Legalised Gambling in South Africa (2010)



Summarise your argument in the following way:

11

Premise 1: __________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

Premise 2: __________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

Premise 3: __________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

Premise 4: __________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ Conclusion: Therefore the casino should / should not be built because it does / does not affect the poor significantly. To make the debate more interesting (and complex!), consider the following: •

The difference between cost and benefit is not always so clear. Sometimes a cost to one person is a benefit to another. (One gambler may win and another will lose.)

•

Whose benefit counts more? Is the benefit for the government more important than the costs to the individual? Is more tax money more important than social morality?

•

There are many factors that cannot be quantified. For example, the suffering of crime victims, the psychological scarring as a result of family fights cannot easily be expressed in financial costs.

•


•

Is the benefit really a benefit? For example, is the money spent on entertainment in the casino taking money away from other leisure businesses such as cinemas? And are the “new” jobs created by the casino merely people moving from other jobs to the casino or is the casino employing those who are truly unemployed?

•

One must also consider the distribution of the costs and the benefits. In other words, if the rich get the overwhelming value of benefits, but the poor carry most of the costs, should it still go ahead even if the total value of benefits exceeds costs?

Once you have completed this, then each group will present their argument. When all groups have presented the for and against arguments, decide which side had the more convincing argument. Should the casino be built or not? All contents copyright © 2012 National Responsible Gambling Programme


1/15/13

4:30 PM

Page 12

GRADE 12


Overview Text_Layout 1 2013/09/13 9:21 PM Page 1

Overview of Grade 12 curriculum on Taking Risks Wisely

Unit 1

The teen brain: thrills, risks and stress

Unit 2

Working in the gaming industry: career opportunities

Unit 3

Gambling and the media

Unit 4

Addiction: a lifestyle problem


Explain why adolescents are more likely to take part in high-risk behaviour

•

Describe why the brains of adolescents are more sensitive to stress than adult brains

•

Identify stressors and describe how they affect the body and emotions

•

Distinguish between good stress and bad stress

•

List healthy ways of how to cope with stress

•

Develop their own stress management plan

•

Outline the required career skills for jobs in the 21st century

•

Articulate the factors in terms of which to make appropriate career choices

•

List the various career opportunities and their requirements in the hospitality and gaming industries

•

Formulate a personal plan for pursuing a chosen career

•

Recognise the elements advertisers use in order to encourage people to gamble.

•

Outline the main advertising standards in South Africa with regard to gambling

•

Analyse an advertisement for gambling in terms of language, content and tone.

•

Identify the main parts of the brain involved in risk-taking and decision-making.

•

Understand why young people in their teenage years are more likely to experiment with high-risk behaviour, such as drug-taking.

•

Discuss the various effects on the brain and body of dagga, tik and inhalants.

•

Explain how and why someone becomes addicted to drugs.

•

Recognise the signs of drug addiction.

•

Identify the factors that increase the risk of becoming addicted.

•

Practice techniques to say “no” to drugs.

•

Know what to do in an emergency



Overview | Page 1


Below is a table of some of the prescribed topics and an indication of how the Taking Risks Wisely programme links up with these prescribed topics. Term 1 CAPS topic: Development of the Self in Society

Taking Risks Wisely: Unit 12.1 The teen brain: thrills, risks and stress

• Life skills required to adapt to change as part of ongoing healthy lifestyle choices: stressors, change and quality of life

• Explain why adolescents are more likely to take part in high-risk behaviour

o Identify stressors: physical, emotional, social and environmental factors

• Describe why the brains of adolescents are more sensitive to stress than adult brains

o Assess levels of stress: signs and symptoms of stress, positive stress and negative stress

• Identify stressors and describe how they affect the body and emotions

o Stress management: coping mechanisms and/or management techniques

• Distinguish between good stress and bad stress

o Adapting to growth and change: change in circumstances

• List healthy ways of how to cope with stress • Develop their own stress management plan

• Personal lifestyle plan to promote quality of life


Time

Marks

1. Group task: Discuss and examine

20 min

20 marks

2. Individual task: self-reflection

20 min (or take home)

20 marks

Term 2: CAPS topic: Term 1: Careers and career choices

Taking Risks Wisely: Unit 12.2 Working in the gaming industry: career options

• Commitment to a decision taken: locate appropriate work or study opportunities in various sources and determine requirements for acceptance and possible challenges.

• Outline the required career skills for jobs in the 21st century

o Strategies to achieve goal

• Articulate the factors in terms of which to make appropriate career choices • List the various career opportunities and their requirements in the hospitality and gaming industries • Formulate a personal plan for pursuing a chosen career


Time

1. Individual task: 30 min Self-reflection (or take home) Page 2 | Overview

Marks Informal assessment



Term 3 CAPS topic: Democracy and Human Rights

Taking Risks Wisely: Unit 12.3 Gambling and the media

• The role of the media in a democratic society: electronic and print media o

• Recognise the elements advertisers use in order to encourage people to gamble. • Outline the main advertising standards in South Africa with regard to gambling • Analyse an advertisement for gambling in terms of language, content and tone.

Critical analysis of media and campaigns


Time

Marks

1. Group task: Written task Analyse

20 min

15 marks

2. Group task: Project

30 min (and take home)

30 marks

Term 4 CAPS topic: Development of the self in society • Human factors that cause ill health, accidents, crises and disasters: psychological, social, and cultural practices. o o o

Lifestyle diseases as a result of structural factors Contributing factors Intervention strategies

Taking Risks Wisely: Addiction: a lifestyle problem • Identify the main parts of the brain involved in risk-taking and decision-making. • Understand why young people in their teenage years are more likely to experiment with high-risk behaviour, such as drug-taking. • Discuss the various effects on the brain and body of dagga, tik and inhalants. • Explain how and why someone becomes addicted to drugs. • Recognise the signs of drug addiction. • Identify the factors that increase the risk of becoming addicted. • Practice techniques to say “no” to drugs. • Know what to do in an emergency.


Time

Marks

1. Group task: Written task

20 min

Informal assessment

2. Group task: Role play

30 min

Informal assessment


Overview | Page 3


Assessment Programme – Grade 12

CAPS requires that learners are assessed each term out of a total of 100 marks per term. Term

Marks per term

Assessment

Recording 1

2

3

Reporting

Written task

80

PET

20

Mid-year exam

80

Project

80

PET

40

Final Exam

80

PET

20

200

400

400

Total

100

200

Teachers may choose to use some of the Taking Risks Wisely assessment tasks below to record in the learner’s performance schedule. Form of Assessment

Time

Marks

Group task: Discuss and examine - Unit 12.1

20 min

20 marks



20 marks



Informal assessment

Group task: Written task - Unit 12.3

20 min

Informal assessment

Individual task: Project - Unit 12.3

30 min and take home

30 marks

Group task: Written task - Unit 12.4

20 min

Informal assessment

Pair task: Functional role play - Unit 12.4

20 min

Informal assessment

Page 4 | Overview



Below follows an outline of how the Taking Risks Wisely units fit into the CAPS curriculum. A lesson plan, summarising the knowledge, skills and values, is supplied.

TOPIC

TERM 1



5 hours

Textbook, resources on health

• Life skills required to adapt to change as part of ongoing healthy lifestyle choices: stressors, change and quality of life - Identify stressors: physical, emotional, social and environmental factors (abuse, vocation, life crises, personality and social pressure) - Assess levels of stress: signs and symptoms of stress, positive stress and negative stress - Stress management: coping mechanisms and/or management techniques, develop and implement own strategy - Conflict resolution skills: inter-personal and intra-personal Initiating, building and sustaining positive relationships: importance of communication (understanding others, communicating feelings, beliefs and attitudes) - Factors that influence effective communication: personality, attitudes and values, acceptance of responsibilities, express views and feelings appropriately and respect the feelings of others - Adapting to growth and change: change in circumstances - Transition between school and post-school destination, positive and negative aspects of change, investigate other views and insights of the life cycle and related traditional practices • Personal lifestyle plan to promote quality of life Physical Education

5 hours

Unit 12.1: The teen brain: thrills, risks and stress • Explain why adolescents are more likely to take part in high-risk behaviour • Describe why the brains of adolescents are more sensitive to stress than adult brains • Identify stressors and describe how they affect the body and emotions • Distinguish between good stress and bad stress • List healthy ways of how to cope with stress • Develop a personal stress management plan


• Participation in programmes that promote achievement of personal fitness and health goals • Safety issues relating to fitness exercises WEEKS 6 – 7 Study skills

2 hours

Textbook, resources on study skills

• Reflect on the process of assessment and examination writing skills and apply these skills: revise own study skills, strategies and styles - Revise examination writing skills (read the question, plan the response, answer the questions, etc.) • Importance of School Based Assessment • Importance of obtaining the National Senior Certificate (NSC): develop a study plan for grade 12 Physical Education

2 hours


• Participation in programmes that promote achievement of personal fitness and health goals • Participation and movement performance in programmes that promote achievement of personal fitness and health goals


Overview | Page 5


WEEKS 8– 10 Careers and career choices

3 hours


Unit 12.2: Working in the gaming industry: career options • Outline the required career skills for jobs in the 21st century • Articulate the factors in terms of which to make appropriate career choices • List the various career opportunities and their requirements in the hospitality and gaming industries • Formulate a personal plan for pursuing a chosen career

• Commitment to a decision taken: job or course application in additional or higher education, skills for final action (availability of funds, completing forms, accommodation and travel arrangements), locate appropriate work or study opportunities in various sources and determine requirements for acceptance and possible challenges - Strategies to achieve goals set • Reasons for and impact of unemployment – Innovative solutions to counteract unemployment: volunteering, part-time job, community work, entrepreneurship and informal jobs - Financial and social viability of entrepreneurship and other employment options including awareness of SARS tax obligations - The impact of corruption and fraud on the individual, company, community and the country Physical Education

3 hours


• Participation in programmes that promote achievement of personal fitness and health goals • Participation and movement performance in programmes that promote achievement of personal fitness and health goals TOPIC

TERM 2


WEEKS 1 – 4 Democracy and Human Rights

GRADE 12

4 hours

Textbook, resources on sexuality education and health

• Responsible citizenship: - Evaluating own position when dealing with discrimination and human rights violations, taking into account the Bill of Rights: participation in discussions, projects, campaigns and events which address discrimination and human rights violations - Evaluation of outcomes from campaigns and events • The role of the media in a democratic society: electronic and print media - Freedom of expression and limitations - Extent to which media reporting reflects a democratic society: topics covered, positions taken by editors, space allocated to topics and geographical distribution (accessibility of information to different groups in society) - Critical analysis of media and campaigns - Coverage of sport, sports personalities and recreation activities • Ideologies, beliefs and world views on construction of recreation and physical activity across cultures and genders Physical Education

4 hours

Unit 12.3: Gambling and the media • Recognise the elements advertisers use in order to encourage people to gamble. • Outline the main advertising standards in South Africa with regard to gambling • Analyse an advertisement for gambling in terms of language, content and tone.

Textbook, resources on community/playground/ indigenous games and traditional and nontraditional sport

• Participation in programmes that promote long-term engagement in community/ playground and indigenous games/ traditional and non-traditional sport that promote physical activity • Participation and movement performance in programmes that promote long-term engagement in community/ playground / indigenous games/ traditional and non-traditional sport that promote physical activity • Safety issues relating to participation in community/ playground and indigenous games/ traditional and non-traditional sport that promote physical activity Page 6 | Overview




3 hours

Textbook, resources on health, religion and careers

• Community responsibility to provide environments and services that promote safe and healthy living: - Responsibilities of various levels of government: laws, regulations, rules and community services - Educational and intervention programmes and impact studies • Formulate a personal mission statement for life based on: - Personal views, values, belief system, religion, ideologies, lifestyle (physical and emotional well-being), environmental responsibility, goals for studies and career choices • Impact of vision on: - One’s actions in life One’s immediate community and society at large Physical Education

3 hours

Textbook, resources on games and sport

• Participation in programmes that promote long-term engagement in community/ playground and indigenous games/ traditional and non-traditional sport that promote physical activity • Participation and movement performance in programmes that promote long-term engagement in community/ playground and indigenous games/ traditional and non-traditional sport that promote physical activity WEEKS 8 – 10 EXAMINATIONS TOPIC

TERM 3



4 hours

Textbook, library, newspaper articles, Bill of rights

• Human factors that cause ill-health, accidents, crises and disasters: psychological, social, religious, cultural practices and different knowledge perspectives - Lifestyle diseases as a result of structural factors such as poverty and gender imbalances: cancer, hypertension, diseases of the heart and circulatory system, tuberculosis, sexually transmitted infections including HIV and AIDS - Contributing factors: eating habits, lack of exercise, smoking, substance abuse and unsafe sexual behaviour - Intervention strategies: prevention and control, early detection, treatment, care and support • Commitment to participating in physical activities for long-term engagement: develop an action plan - Long-term effects of participation: physical, mental, social and emotional - Value-added benefits and diseases of lifestyle Physical Education

4 hours

Unit 12.4: Addiction: a lifestyle problem • Understand why young people in their teenage years are more likely to experiment with high-risk behaviour, such as drug-taking. • Discuss the various effects on the brain and body of dagga, tik and inhalants. • Explain how and why someone becomes addicted to drugs. • Recognise the signs of drug addiction. • Identify the factors that increase the risk of becoming addicted. • Practice techniques to say “no” to drugs. • Know what to do in an emergency.

Textbook, resources on relaxation and recreational activities

• Participation in programmes that promote long-¬term engagement in relaxation and recreational activities • Participation and movement performance in programmes that promote long-term engagement in relaxation and recreational activities • Safety issues relating to participation in relaxation and recreational activities All contents copyright © 2012 National Responsible Gambling Programme

Overview | Page 7



3 hours


• Core elements of a job contract: worker rights and obligations and conditions of service - Labour laws: Labour Relations Act, Employment Equity Act and Basic Conditions of Employment Act - Principles of equity and redress - Recruitment process: general trends and practices - Trade unions and organised labour - Work ethics and societal expectations • The value of work: how work gives meaning to life Physical Education

3 hours

Textbook, resources on recreation relaxation and recreational activities

• Participation in programmes that promote long-term engagement in relaxation and recreational activities • Participation and movement performance in programmes that promote long-term engagement in relaxation and recreational activities WEEKS 8 – 10 EXAMINATIONS TOPIC

TERM 4


WEEKS 1 – 2 2 hours

Study skills

GRADE 12

Textbook, resources on tips for success

• Preparing for success: strategies to follow in order to succeed in the Grade 12 examination - Revision of own study skills - Revision of examination writing skills Physical Education

2 hours

Textbook, resources on games and sport

• Participation in a variety of activities that promote life-long participation in physical activity • Safety issues relating to participation in physical activities WEEKS 3 – 4 Careers and career choices

2 hours


• Refinement of portfolio of plans for life after school: record of plans and progress towards achievement of those plans - Admission requirements for degree/ diploma or higher certificate for the intended career of study - Details of identified institutions that offer finance and the intended course(s): option 1 and 2 - Identified possible employment opportunities - Letters of application and responses for employment or study and bursary - A short CV, for application for part-time or full-time employment or for a bursary Physical Education

2 hours

Textbook, resources on recreation and relaxation activities

• Participation in a variety of activities that promote life-long participation in physical activity

WEEKS 5 – 10 EXTERNAL EXAMINATIONS Page 8 | Overview





Focus: Topic:

2.

Grade: 12

DEVELOPMENT OF SELF IN SOCIETY, CAREER AND CAREER CHOICES, DEMOCRACY AND HUMAN RIGHTS Taking Risks Wisely

Specific aims: 1. The learner will be able to respond appropriately to life’s responsibilities and opportunities. 2: The learner will be able to make informed decisions regarding their own health and well-being as well as those of others. 3: The learner will have knowledge, skills and values to make informed decisions about careers, additional educational opportunities and the world of work Assessment Forms: Written tasks, written presentations

3.

KNOWLEDGE, SKILLS, ATTITUDES AND VALUES Knowledge/concepts: Mid-brain reward system Stressors and stress coping strategies Personal stress management plan Gaming industry Qualifications, skills and traits Advertising Persuasion and manipulation Addiction Treatment

4.

Skills Critical thinking Argument analysis Self-reflection Making informed choices Problem solving Coping strategies

Values and Attitudes Understanding Responsibility Responsiveness Pragmatism Self-awareness

LEARNING ACTIVITIES Topics to be addressed: • Stressors and coping strategies • Personal stress management plan • Personal career plan • Advertising • Addiction • Resisting peer pressure

Activities: Group discussion Self-reflection and written work Written work Group discussion, critical analysis and creative writing Written response Role play

5.


6.


7.


Analysis Reading


Debating Who will assess: Teacher and peers

ASSESSMENT ACTIVITIES Learning Activities: discussion, functional application, self-reflection LINKS WITH: Social sciences, Biology


Overview | Page 9

1/15/13

4:30 PM

Page 13

unit 12.1

UNIT 12.1


Grade 12 – Units 12.1 ‘Taking Risks Wisely’

UNIT 12.1

The teen brain: thrills, risks and stress


Explain why adolescents are more likely to take part in high-risk behaviour

•

Describe why the brains of adolescents are more sensitive to stress than adult brains

•

Identify stressors and describe how they affect the body and emotions

•

Distinguish between good stress and bad stress

•

List healthy ways of how to cope with stress

•

Develop their own stress management plan

CAPS TOPIC FOR GRADE 12: TERM 1: DEVELOPMENT OF THE SELF IN SOCIETY •

Life skills required to adapt to change as part of ongoing healthy lifestyle choices: stressors, change and quality of life o Identify stressors: physical, emotional, social and environmental factors o Assess levels of stress: signs and symptoms of stress, positive stress and negative stress o Stress management: coping mechanisms and/or management techniques o Adapting to growth and change: change in circumstances

•

Personal lifestyle plan to promote quality of life

KEY CONCEPTS: •

mid-brain reward system

•

dopamine

•

pre-frontal cortex

•

stress hormones

•

stressors

•

stress coping strategies

•

personal stress management plan


Transparency 1 – The Teenage Brain: Thrills and Risk

•

Transparency 2 – The Teenage Brain and Stress

•

Learning Activity 1 - Managing Stress

•

Transparency 3 – How to Deal with Stress: The 4 As

•

Learning Activity 2 – My Personal Stress Plan



Unit 12.1

SUMMARY OF STEPS IN UNIT 12.1 orientating STEP 1: INTRODUCTION AND RECAP (10 MIN) The main parts of the teenage brain and its influence on the brain and behaviour (TRANSPARENCY 1)

STEP 2: EXPLANATION (15 MIN) Link the timeline of the development of the teenage brain to being particularly sensitive to stress. (TRANSPARENCY 2)

enhancing STEP 3: ACTIVITY (20 MIN) ACTIVITY SHEET 1: Learners explore the sources of stress and the difference between healthy and unhealthy ways of coping with stress (Group work)

synthesising STEP 4: EXPLANATION (15 MIN) Main points of healthy and unhealthy ways of dealing with stress (TRANSPARENCY 3)

STEP 5: ACTIVITY (20 MIN OR TAKE HOME ASSIGNMENT) ACTIVITY SHEET 2: Learners develop their own stress management plan. (Individual work)



ORIENTATING (Introducing the topic in relation to what has already been learned) In units 10.3 and in 11.2, learners were introduced to the structure and functioning of the teenage brain, a brain that is not yet fully developed. This incomplete development results in the adolescent brain working in specific ways which directly influence the behaviour of teenagers. In this unit, we are going to be looking in more detail at what stress is, the causes of stress, the structure of the teenage brain and the way it reacts to stress and risk, and finally at ways in which young people can cope positively with stress and “re-wire” their brains.

NOTE FOR TEACHERS Teaching adolescents, you are aware of the important development stages that your learners are going through, on their way to becoming mature, independent and accomplished adults. These new conditions and changes in a teenager’s physical, social and emotional environment are also a source of increased stress. Research has shown that the brains of children and adolescents are much more sensitive to stress than the brains of adults. This is because a person’s brain doesn’t fully develop until the age of about 23 – 25. The teenage brain is only about 80% on the way to being fully developed. As we saw in unit 10.3 and 11.2, the teenage physical brain is “under construction”1 and this has a direct influence on the kinds of decisions teenagers make and the kinds of behaviour they engage in. The teenage years are also the years when individuals start becoming more independent, distancing themselves from their parents, making more of their own choices, and trying out new things, including new forms of “adult” behaviour, like sex, drinking, smoking, and gambling. It is the age of risk-taking and experimentation. Two parts of the brain are central in influencing risk-taking behaviour: the already fully-developed mid-brain “reward centre” (with its thrill-seeking neurotransmitter, dopamine) and the not-yet-fully-developed prefrontal cortex (which is the rational “control” centre). Typically, teenagers make rushed decisions – acting quickly before thinking something through. This impulsive behaviour is prompted by the influence of impulsiveness (rooted in the well-established “reward centre” in the midbrain) over logic (rooted in the yet-to-mature prefrontal cortex). It is ironic that just at the stage when young adolescents are expected to start making important decisions, their brains typically are not yet fully equipped to make sensible decisions. However, studies from the National Institute of Mental Health in the USA have shown that adolescents may be able to influence how their own brains are wired and sculpted by laying neural foundations that will serve them for the rest of their lives.2

STEP 1: INTRODUCTION (10 MIN) Re-cap the main parts of the teenage brain (as dealt with in units 10.3 and 11.2) and its influence on the brain and behaviour. Put up Transparency 1 – “The Teenage Brain: Thrills and Risk”

1

Content adapted from the Heads Up report by Nora Volkow, the director of the National Institute of Drug Abuse. See http://teacher.scholastic.com/scholasticnews/indepth/headsup/support/nida6_ins4_teacher_ed.pdf

2

http://www.actforyouth.net/documents/may02factsheetadolbraindev.pdf



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Say, for example: In Grade 10 we looked at how the teenage brain is a “brain under construction” – a brain that is about 80% developed and which will only be 100% fully developed by the age of 23 to 25. And in Grade 11, we looked at how during adolescence, you are starting to seek out new thrills, starting to take higher risks and starting to experiment with new forms of behaviour. You are starting to form stronger social connections with your peers, and more independence from your parents. So, knowing why we react in certain ways, knowing how we can have more control over the way we behave, knowing how we can deal with our changing situations, means knowing how our brain is working! Ask: •

How many of you have recently done something without thinking, have done something impulsively which you have regretted later?

(Language note: “Impulsively” means doing something rashly without taking the time to think it through.) (Learners may be a little reluctant to admit that they are not always fully in control of their behaviour and responses, but maybe learners can talk about responding to a certain “dare” or challenge that they now realise may have been unwise.) •

What do you think was going on in your “brain”? Why did you act so rashly?

We have talked about the mid-brain reward system being something that all vertebrate animals have. It’s the part that makes us “act without thinking”. This is an important function because there may be life-threatening situations where we have to act immediately, maybe fleeing from danger, avoiding a sudden accident, jumping out of the way of a speeding car we didn’t see coming, etc. Nature has been wise to make sure that this part of our brain develops first because it is the part of the brain that helps us survive dangerous and unknown situations. No wonder all vertebrate animals (that includes humans) have this. By adolescence, this part of the brain is fully developed. It is also the part of the brain that encourages us to seek new sensations. This is our “thrill-seeking” or “sensationseeking” centre that produces a particular neurotransmitter called dopamine which gives us that feeling of excitement and of being hyped-up when we do something thrilling. The reason for our experiencing excitement, tingling skin, butterflies in the stomach, etc is because our system is being flooded with dopamine. •

Can you think of an example of a particular thrill-seeking action in sport that will make you “tingle” all over?

(Learners are likely to offer examples of race-car driving, bungee-jumping, train surfing, even of scoring a goal.)

Mid-brain reward system Pre-frontal cortex

Dopamine producing centre Adolescence is a time of thrill-seeking. This is due to the need to encourage young people to start becoming independent from their parents, to seek out new opportunities, to try new ways of doing things in order to become more socially competent on their own. Seeking out new things, and taking on more risky behaviour, increases the dopamine levels produced by the fully developed mid-brain system. And we know what dopamine does! Because of increased levels of dopamine and because the prefrontal cortex has not yet fully developed to restrain excessive behaviour, adolescents are therefore more likely to engage in high-risk behaviour such as reckless driving, fighting, vandalism, substance abuse, stealing, unsafe sex, and gambling. Page 4 | Unit 12.1 | Grade 12


As one researcher noted, teens are like high-powered cars without skilled drivers!3 •

So, why don’t all adolescents engage in reckless driving, vandalism, fighting, substance abuse, stealing, trainsurfing, unsafe sex and gambling?

(Allow learners to offer some suggestions. Encourage those responses that pick up on the previous units that discussed the front part of the brain which acts as a police person or judge.) Two parts of the brain are central in influencing risk-taking behaviour: the already fully-developed mid-brain “reward centre” (with its thrill-seeking neurotransmitter, dopamine) and the not-yet-fully-developed prefrontal cortex (which is the rational “control” centre). The prefrontal cortex is like the brain’s “judge” – it weighs up the costs and benefits, considers long-term consequences, and assesses the level of risk of a certain action – it is the part of the brain that waits and thinks! But, it is also the last part of the brain that matures; it is only fully developed at the age of 23-25. And that is why in most adolescents the prefrontal cortex doesn’t always manage to limit and restrain high-risk behaviour and thrill-seeking which is driven by the fully developed mid-brain reward system. The brain matures from the back to the front! Take for example risky sexual behaviour. Recent studies have shown that the teen brain is particularly sensitive to activities – like sex – that produce a flood of dopamine. The brains of two teenagers who are cuddling at a party, maybe a bit drunk, are firing like crazy with the anticipation of sex. Every nerve ending is sizzling. Unfortunately, the part of the brain that will send a sensible reminder “Use a condom!”, is not yet fully developed and so it is likely that the two will engage in high-risk unsafe sex, maybe with serious consequences.4 It is because of the pre-frontal cortex that we can manage our time efficiently, plan in advance to take carry some condoms, stop ourselves from getting into fights, from drinking too much or from chasing our losses in gambling. •

So, does this mean that there is nothing you can do really do about managing high-risk behaviour until 25 when your pre-frontal cortex is fully developed?

No! The fact that the teenage brain is still “under construction” has both disadvantages and advantages. The disadvantage is, as we have seen, that adolescents can get too easily involved in high-risk behaviour. But the advantage is that the growing brain has an amazing ability to learn and to make new neural connections. We call this ability of the brain to be so adaptable and ready to learn the brain’s “plasticity”. (Think of the plastic clay you may have played with when you were a little child – you could stretch it, squash it, form and mould it into all sorts of shapes.) The teenage brain is constantly learning, remodeling its neural circuits and so it is possible to learn how to be responsible. The more you do it, the more your brain will adapt to it. This is also known as “cognitive structuring”. This is good news! But it takes work and effort. And the more you lay down certain neural pathways during adolescence, the more likely that these will remain into adulthood.

STEP 2: EXPLANATION (15 MIN) Link the timeline of the development of the teenage brain to being particularly sensitive to stress.

“

Put up Transparency 2 – “The Teenage Brain and Stress”

3

Wallis, C. (1004, May 10). What makes teens tick? Time, 56-65

4

Adapted from http://www.thedailybeast.com/ newsweek/2010/12/16/the-kids-can-t-help-it.html



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Say, for example:

•

Ask: How familiar do the following sound? Have you said this to your self before? o

Why can’t I just stop?

o

I can’t face this mess alone.

o

I’m too embarrassed to ask for help.

o

I should be able to solve my own problems. How can I be so stupid?

o

I never thought it would get this bad or hurt this much.

Modern life is full of hassles, frustrations, demands, deadlines, and competition. This also means that modern life is often very stressful. Adolescence especially, can be a time of great stress – your body is changing, your social relationships are changing, you are becoming more independent, and taking on greater responsibilities. There’s a lot to cope with! Because the teenage brain is still developing, and because it has great “plasticity” (the ability to adapt and learn), it is also particularly sensitive to stress. Ask: •

What is stress? Can you give some examples of stressful situations?

(Encourage learners to identify stress as pressure to do something, like study, or not to do something, like not swearing when angry! Also, let them see that there can be “good stress”, like studying or organising a social function, and “bad stress”, like coping with an addiction or with the death of a loved one.) Definition: Stress is the uncomfortable feeling you get when you are worried, scared, angry, frustrated or overwhelmed. It is caused by emotions, but affects your mood and body. Stress is a normal reaction to life’s pressures and challenges. There is stress in our personal lives as well as in work and school lives. But there is both good and bad stress. For example, a death of a loved one, divorce in the family, moving to a new school, and not having money, are all very stressful and often painful experiences. However, having to organise the matric dance, or playing in the championship cricket match, are also stressful, but these are events that bring pleasure as well. Stress is a necessary part of life – we cannot avoid it. If there is too much stress in our lives, then it is likely to lead to physical and emotional problems; if there is too little stress in our lives, we are likely to be bored! Stress is necessary so that we can cope with challenges and change. We need a good balance of stress: not too much and not too little. Ask: •

What do you think causes stress?

Stress can come from many different places: from your parents (“hurry up, stay out of trouble”), from your friends (“I dare you!”), from yourself (“I want to lose weight, wear the right clothes”) and from the environment (watching your parents argue, feeling pressure to do well at school). Cultures and societies have their own views of what they think is stressful or not. For example, in Asian cultures such as Japan and Korea, education and doing well academically is very important. Doing well at school leads to being able to attend good universities which in turn leads to good jobs. Since this all depends on academic achievement, the amount of stress that students experience is very high. First, “good” stress. Imagine that an important test has been set. You have had the whole week to study, but instead you spent your time on Facebook chatting to friends, or watching TV. The day of the test comes nearer. You are starting to panic a little. Your heart rate quickens and you can no longer sit still. This is your body’s reaction to stress, the “fightor-flight” reaction or the stress response. In small doses, stress can help you perform under pressure and motivate you to do your best. So, good stress can act as a positive motivator to action and can keep you focused, energetic and alert. In emergency situations, stress can save your life – for example, giving you extra strength to defend yourself. But, when stress gets “too much”, when it goes beyond a certain point, stress stops being helpful and starts causing major damage to your health, your mood, your relationships and your quality of life. This is “bad” stress. Page 6 | Unit 12.1 | Grade 12


Ask: •

How does the body react to stress?

(Allow learners to recognise that when they are stressed, their mood changes, their heartbeat increases, their energy levels often go down, etc. Let them recognise that there is a strong link between stress, emotions and physical reactions.) It is not surprising that during adolescence, when your body is going through many changes and when you are starting to become more independent, making more of your own decisions, and having to cope with peer pressure, there is a lot of stress in your life. Not only are you having to cope with more stressful situations, your still-learning brain is also more sensitive to stress than an adult’s brain! What happens in your brain when you are stressed? High levels of stress (or even frequent periods of moderate stress) seem to be particularly damaging to young brains. During stressful periods, the brain releases stress hormones (e.g. cortisol). These stress hormones damage those parts of the brain responsible for digestion, the immune system (the body’s system that fights diseases and infections), mood, growth, body temperature and sexuality. The stress hormones have two different effects on two different parts of the brain: the stress hormones 1) shrink brain cells in those areas of the brain that helps to establish memory and regulate growth (the hippocampus), and 2) at the same time they can cause cells to grow in those areas of the brain that regulate heartbeat, and process fear (the amygdala). It is therefore not surprising that the shrinkage of brain cells leads to memory loss, depression, and stunted growth; on the other hand, the growth of brain cells leads to faster heart rates and increased fear, anxiety and overwhelming emotions. The good news is that these changes can be reversed: once the stressful conditions are no longer there and the stress factors are removed, the memory and mood improve. You can also deliberately try to avoid stressful reactions by learning to relax. This technique rewires the brain and is called “cognitive re-structuring”. We’ll look at some of these techniques later on. So, then the next question is, how do you cope with stress? How do you use good stress and avoid bad stress?


“

Learning that the brain of adolescents is much more sensitive to stress than the brains of adults is to realise that adolescents are at a particularly vulnerable stage in their lives. It is therefore important for learners to be able to know the difference between good and bad stress, to identify those stress factors that are harmful, to know when stress is “too much”, and to cope with stress. NOTE FOR TEACHERS Because the teenage brain has a tendency to take risks, driven by the mid-brain reward system, and has not yet developed rational control strategies, because of the not yet mature pre-frontal cortex, it is apparent that some adolescents may not have developed appropriate coping mechanisms to deal with the increasing stresses they face on a daily basis. As such, some youth are at an increased risk of turning to forms of high-risk behaviour or an addictive behaviour, such as gambling or substance abuse, to use as their coping mechanism. Anxiety has been found to be an important cause of addictive behaviours. One of the theories is that engaging in addictive behaviour is a way of reducing the tension and anxiety by “escaping” from the situation. Of course, this is only temporary and the addiction itself becomes a major cause for more anxiety, thus leading to more addictive behaviour. So, it is a vicious circle: the addictive behaviour acts as a kind of “self-medication” by reducing the anxiety for a brief period; this “escape” reinforces and maintains the addictive behaviour, perhaps even increasing it as the anxiety increases!



stress

anxiety

escape

addictive behaviour as selfmedication

It is therefore important for teens to identify both the healthy and unhealthy ways of dealing with stress and anxiety. STEP 3: ACTIVITY (20 MIN) Put up Learning Activity 1 – “Managing stress” that makes learners aware of the main sources of stress and starts to explore the difference between healthy and unhealthy ways of coping with stress. Since each person may react differently to stress, there are no “right” or “wrong” answers. The main goal is for the learners to start becoming aware of what their own stressors are and how to start coping with them in a healthy way.

SYNTHESISING (Reinforcing and consolidating learners’ understanding) Now that learners have gone through the learning activity and started seeing that there are different kinds of stressors and different ways of reacting to them, take them through a systematic discussion of how the can start to develop their own plan for coping with stress. STEP 4: EXPLANATION (15 MIN)

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Put up Transparency 3 – “How to deal with Stress: The 4 As” - with the main points of the healthy and unhealthy ways of dealing with stress. Say, for example: Ask:

Using the metaphor of driving a car, a psychologist identified the three most common ways5 in which people respond to too much stress. These are to put your: 1.

Foot on the accelerator – this is an angry or agitated stress response. You want to fight, you’re angry, you’re unable to sit still, and are over emotional.

2.

Foot on the brake – this is a withdrawn or depressed response to the stressor. You shut down, you sleep, you show very little energy or emotion.

3.

Foot on both – this is a “frozen” response. You can’t do anything. You look paralysed, but underneath you are extremely agitated and frantic.

5

This is an adapted analogy used by psychologist Connie Lillas. See http://helpguide.org/mental/stress_signs.htm



Your ability to cope with stress depends on many factors, including your own personality, your general outlook on life, the quality of your relationships, your environment, the level of control that you have, as well as your knowledge about what causes you stress. Managing stress is mainly about taking charge: getting more control over your thoughts and emotions, your schedule, your leisure time activities, and your social and physical environment. We have seen in Unit 10.1 that there are some things over which you have no control (e.g. war, or the schedule of matric exams, or the requirements to get into university), and there are some things over which you have some control (e.g. your relationships, your family situation, your emotions), and there are some things over which you have quite a lot of control (e.g. how to spend your pocket money, your study habits, your hobbies). So, the challenge is to identify the things over which you can have some control and which you can change so that they are not so stressful anymore. Ask: •

What are some examples of a healthy way of coping with stress?

(Encourage learners to refer to some of the healthy examples listed of coping strategies in Learning Activity 1.) Since everyone has a different response to a stressor, there is no “one size fits everyone” solution to managing stress. No single method works for everyone or in every situation. But here are 4 main ways to try and respond to stressful situations in a healthy way by either changing the situation, or if you can’t change the situation, changing your reaction to it 6: The 4 As: Avoid the stressor Alter the stressor Adapt the stressor Accept the stressor

(change (change (change (change

the situation) the situation) your reaction) your reaction)

Not all stress can be avoided. And, as we have seen, a certain amount of stress is good for you: it motivates you to deal with change and challenges, to try new things and strive for improvement. But if there is too much stress, you can adopt any of the 4 As: 1. Avoid unnecessary stress: Not all stress can (or ought to) be avoided. Sometimes it is best to deal with a situation instead of avoiding it. But, here are some ways to avoid unnecessary stress: • Learn how to say “no” – know your limits and stick to them. If you already have a full workload, refuse to take on any additional tasks. • Avoid people who stress you out – if someone constantly distresses you, avoid the person, or end the relationship. If you can’t avoid them, then try to limit the time you spend with that person. • Avoid stressful situations – you can avoid an unnecessary stressful situation by choosing to do something else: e.g. go for a brisk walk, spend time on your hobby, go and play some sport. • Take control of your environment – if walking through a certain section of your neighbourhood makes you anxious, choose a different route, or if you can’t avoid the route, make sure you walk in a crowd. • Eat a well-balanced and nutritious diet – if you are healthy, then you are much better able to cope with stress. Feeling good physically, helps a lot to feeling good emotionally. Exercise regularly. • Cut down on your to-do list – if you are feeling overwhelmed by all the things you must do, look at the list and cut it down to only the “musts”. Put tasks that are not truly necessary at the bottom of your list. 2. Alter the situation: If you can’t avoid a stressful situation, try and change it. Often this means that you should change the way you manage your life and tasks: • Express your feelings instead of bottling them up – if something or someone is bothering you, express your feelings in an honest, clear and respectful way. • Be willing to compromise – life is about give and take, and if you ask someone else to change, then you need to be willing to do the same. Learn to be practical and learn to seek out alternatives. 6

This has been adapted from the same webpage: http://helpguide.org/mental/stress_signs.htm



• Be more assertive – take control. Deal with problems directly and be proactive. Anticipate stressful situations – such as exam time – and make the necessary adjustments. • Manage your time better – plan ahead and stay calm and focused. Don’t waste time worrying and not getting things done. 3. Adapt your reaction to the situation: if you can’t change the stressor, change yourself. • Reframe your problems – try to see the stressful situation in a more positive light. Instead of being angry that your parents won’t allow you to go out on a particular night, see the evening as a chance to spoil yourself with a long, relaxed bath, a good book, listening to music, etc. • Look at the big picture – ask yourself, “How important in the long run is this particular worry?” Will it still matter in a month’s time? A year’s time?” • Adjust your standards – maybe you are too much of a perfectionist. Set reasonable standards for yourself and others. • Focus on the positive – there may be stress in your life, but focus on all the good things you have, including your own positive qualities and skills. • Learn from your mistakes – if the same stressful situation keeps repeating itself, ask whether it is something you do that makes it happen again and again. For example, if you keep having a problematic relationship with various boyfriends or girlfriends, ask if it is something you are doing that contributes to the problem. • Keep a sense of humour – sometimes it helps just to stand back and laugh at the situation, or go and watch a funny movie. 4. Accept the things you can’t change – some sources of stress are unavoidable; some you can’t avoid or control. In such cases, it may be best to recognise that you just have to accept the situation. It may be difficult, but it’s better to accept that you can’t control a situation than be angry about it. • Don’t try and control the uncontrollable – there are many things we can’t control, especially the behaviour of other people. • Look at it as a chance to grow – if you can’t change the situation, you may recognise that the challenging situation will make you stronger in the long run. • Share your feelings – talk to a trusted friend or see a professional counsellor. Sharing with someone what you have gone through can be a relief. • Learn to forgive – accept that we don’t live in a perfect world, and that we all make mistakes. Get rid of your anger and move on. We explained earlier on why as an adolescent you are more sensitive to stress than an adult. The reward system is constantly seeking thrills and urging you to take risks, but the pre-frontal cortex, the part of your brain that stops you from doing irresponsible things, is not yet fully developed. But, you can train your brain to learn new things. The teenage brain is constantly learning, it is constantly remodeling its neural circuits and so it is possible to learn how to be responsible and how to cope responsibly with stress. The more you do it, the more your brain will adapt to it. This is the good news about your brain’s plasticity and the ability to “cognitively structure” it especially during adolescence. Let’s see how you can start to take more control of your own situation and manage stress more responsibly.

STEP 5: ACTIVITY (20 MIN OR TAKE HOME ASSIGNMENT) Hand out Learning Activity 2 – “My Personal Stress Plan”.

“

Let learners work on their own for this task since each learner has different stressors with which to deal. Tell learners that they need not hand in these personal plans since they may want to write down some personal information they don’t want anyone to see.



Unit 12.1 - Transparency 1 “THE TEENAGE BRAIN: THRILLS AND RISK”

The teenage brain is a “brain under construction” – a brain that is about 80% developed and which will only be 100% fully developed by the age of 23 to 25. During adolescence, you start: • • • • •

seeking out new thrills, and taking higher risks experimenting with new forms of behaviour forming stronger social connections with your peers, gaining more independence from your parents dealing with changes, and with more stress.

So, knowing why you react in certain ways, knowing how you can have more control over the way you behave, knowing how you can deal with your changing situations, means knowing how your brain is working! •

How many of you have recently done something without thinking, have done something impulsively which you have regretted later?

•


Pre-frontal cortex


Dopamine producing centre




•


Adolescence is a time of thrill-seeking. Seeking out new things, and taking on more risky behaviour, increases the dopamine levels. Because of increased levels of dopamine and because the prefrontal cortex has not yet fully developed to restrain excessive behaviour, adolescents are therefore more likely to engage in high-risk behaviour such as reckless driving, fighting, vandalism, substance abuse, stealing, unsafe sex, and gambling. •

So, why don’t all adolescents engage in vandalism, fighting, substance abuse, stealing, train-surfing, unsafe sex and gambling?

Two parts of the brain are central in influencing risk-taking behaviour: 1. Mid-brain reward centre

• • • • • •

First part of brain to develop Important for survival Makes us “act without thinking”, act impulsively Also thrill-seeking and sensation-seeking centre Produces neurotransmitter dopamine Domanine gives us a feeling of excitement

2. Pre-frontal cortex

• • • • •

Last part of the brain to develop (23-25 years) Important in thoughtful decision-making Makes us reason, judge, plan and think It is the “judge” part of our brain It considers long-term consequences, assesses levels of risk, waits and thinks!

As one researcher noted, teens are like high-powered cars without skilled drivers! All contents copyright © 2012 National Responsible Gambling Programme



That is why in most adolescents the prefrontal cortex doesn’t always manage to limit and restrain high-risk behaviour and thrill-seeking which is driven by the fully developed mid-brain reward system. The brain matures from the back to the front!

•

So, does this mean that there is nothing you can do really do about managing high-risk behaviour until 25 when your pre-frontal cortex is fully developed?

No! Since the teenage brain is still “under construction” it has an amazing ability to learn and to make new neural connections. This ability of the brain to be so adaptable and ready to learn is called the brain’s “plasticity”. The teenage brain is constantly learning, remodeling its neural circuits and so it is possible to learn how to be responsible. The more you do it, the more your brain will adapt to it. This is called “cognitive re-structuring”. But it takes work and effort.



Unit 12.1 - Transparency 2 THE TEENAGE BRAIN AND STRESS

Modern life is full of hassles, frustrations, demands, deadlines, and competition and is therefore often very stressful. Adolescence especially, can be a time of great stress – your body is changing, your social relationships are changing, you are becoming more independent, and taking on greater responsibilities. There’s a lot to cope with! Because the teenage brain is still developing, and because it has great “plasticity” (the ability to adapt and learn), it is also particularly sensitive to stress. •

What is stress? Can you give some examples of stressful situations? Stress is the uncomfortable feeling you get when you are worried, scared, angry, frustrated or overwhelmed. It is caused by emotions, but affects your mood and body.

Stress is a necessary part of life – we cannot avoid it. If there is: 1. too much stress in our lives, then it is likely to lead to physical and emotional problems; 2. if there is too little stress in our lives, we are likely to be bored! Stress is necessary so that we can cope with challenges and change. We need a good balance of stress: not too much and not too little.

Stress is a normal reaction to life’s pressures and challenges. All contents copyright © 2012 National Responsible Gambling Programme



•

What do you think causes stress?

Stress can come from many different places: •

from your parents

•

from your friends

•

from yourself

•

from the environment

•

from the particular culture of which you are part

There is both good and bad stress. 1. Good stress In small doses, stress can help you: • perform under pressure • motivate you to do your best • keep you focused, energetic and alert • in emergency situations, stress can save your life. 2. Bad stress

•

When stress gets “too much”, it: • stops being helpful • starts causing major damage to your health, your mood, your relationships and your quality of life

How does the body react to stress?

During adolescence, there is a lot of stress in your life. Not only are you having to cope with more stressful situations and changes, your brain is also more sensitive to stress than an adult’s brain!




Adolescence: a time of increased stress

When stressed, the brain releases stress hormones (e.g. cortisol)

Too high a level of stress hormones can cause damage to the parts of the brain responsible for digestion, the immune system (the body’s system that fights diseases and infections), mood, growth, body temperature and sexuality.

the stress hormones shrink brain cells in those areas of the brain (the hippocampus) that helps to establish memory and regulate growth. Shrinkage of brain cells leads to memory loss, depression, and stunted growth.

at the same time stress hormones can cause cells to grow in those areas of the brain (the amygdala) that regulate heartbeat, and processes fear. This leads to faster heart rates and increased fear, anxiety and overwhelming emotions.

Good news: these changes can be reversed. Once the stressful conditions are no longer there and the stress factors are removed, the memory and mood improve. You can also deliberately try to avoid stressful reactions by learning to relax. This technique rewires the It must brain and is called “cognitive re-structuring”. Itstress!! must be



Unit 12.1 Transparency 3 HOW TO DEAL WITH STRESS: THE 4 A’S

Using the metaphor of driving a car, a psychologist identified the three most common ways in which people respond to too much stress. These are to put your: 1. Foot on the accelerator

This is an angry or agitated stress response. You want to fight, you’re angry, you’re unable to sit still, and are over emotional.

2. Foot on the brake

This is a withdrawn or depressed response. You shut down, you sleep, you show very little energy or emotion

2. Foot on both

This is a “frozen” response. You can’t do anything. You look paralysed, but underneath you are extremely agitated and frantic.

Your ability to cope with stress depends on many factors, including your own personality, your general outlook on life, the quality of your relationships, the level of control that you have, your environment, as well as your knowledge about what causes you stress. •

What are some examples of a healthy way of coping with stress?

Stressful situations and causes of stress are called stressors. Since everyone has a different response to a stressor, there is no “one size fits everyone” solution to managing stress. No single method works for everyone or in every situation. All contents copyright © 2012 National Responsible Gambling Programme



Not all stress can be avoided. A certain amount of stress is good for you: it motivates you to deal with change and challenges, to try new things and strive for improvement. But if there is too much stress, you can adopt any of the 4 As: The 4 As: Avoid

change the situation

Avoid unnecessary stress: If you can avoid a situation that is stressful, do so. • Learn how to say “no” • Avoid people who stress you out • Avoid stressful situations • Take control of your environment • Eat a well-balanced and nutritious diet and get enough sleep • Cut down on your to-do list

Alter

change the situation

Alter the situation: If you can’t avoid a stressful situation, try and change it. • Express your feelings instead of bottling them up • Be willing to compromise • Be more assertive • Manage your time better

Adapt change your Adapt your reaction to the situation: if you can’t reaction change the stressor, change yourself. • Reframe your problems • Look at the big picture • Adjust your standards • Focus on the positive • Learn from your mistakes • Keep a sense of humour Accept change your reaction

Accept the things you can’t change – some sources of stress are unavoidable. • Don’t try and control the uncontrollable • Look at it as a chance to grow. • Share your feelings • Learn to forgive




Summary: As an adolescent you are more sensitive to stress than an adult.

The fully developed mid-brain reward system is constantly seeking thrills and urging you to take risks …

…but the pre-frontal cortex, the part of your brain that stops you from doing irresponsible things, is not yet fully developed

But, you can train your brain to learn new things. The teenage brain is constantly learning, it is constantly remodeling its neural circuits and so it is possible to learn how to be responsible and how to cope responsibly with stress. The more you do it, the more your brain will adapt to it. This is the good news about your brain’s plasticity and your ability to “cognitively structure” it especially during adolescence.




“MANAGING STRESS” Names of members in the group: ____________________________________________________________________ The situations and pressures that cause stress are known as stressors. We have seen that stressors can be good or bad; we have also seen that what may be seen as a bad stressor by one person may not necessarily be seen as bad by another; and we have also seen that different cultures have different levels of stressors. In your group, read through the list of stressors and then discuss how stressful these are for you. Rate each one on a scale of 1-5, with “1” being very little stress, and “5” being very high stress. Stressor

Rating 1-5

1. Your parents disapprove of your friends and are pushing you to make other friends. 2. The skin on your face has broken out into lots of pimples. 3. You got 90% in your last English test and want to do even better in the next one. 4. You have to decide about what you want to do or study after leaving school, but you don’t know what you want. 5. There are lots of burglaries and/ or gang violence in your neighbourhood. 6. The school pushes everyone to be good at sport, but you have no interest in sport and are no good at it. 7. You have been selected to make a speech at the matric farewell. 8. Your friends are urging you to start smoking or have dared you to do something you don’t really want to do.. 9. You watch your parents fight often. 10. You are not happy with your body (too fat, too thin, too tall, too short, certain parts are too big, too small, etc). 11. Your family is moving to a new city and you are going to have to start a new school. 12. Your boyfriend / girlfriend has told you that he / she wants to end the relationship. 13. You have to babysit the neighbour’s little child for an evening. 14. Your older brother or sister is always criticising the way you dress and speak. 15. You have been chosen to be headboy / headgirl of the school. 16. You borrowed R200 from a friend and now are not able to pay it back. 17. Your parents are getting divorced. 18. The doctor suggests that you take an HIV/Aids test. 19. You have won a scholarship to study at an overseas university 20. You know that you have a temper and are likely to get into a fight easily. All contents copyright © 2012 National Responsible Gambling Programme

12 | Unit 10.1 12.1 | Page 20 Grade 10

You will no doubt have noticed that some of the stressors are much more stressful to some than to others. You may look forward to making a speech in front of the whole school, while for others this would be a terrifying prospect. In your group, choose 4 of the above stressors that scored high, and choose from amongst the listed coping strategies below how you would cope with the situation. The list below includes both healthy and unhealthy coping strategies. Discuss in your group why you think the strategy you’ve chosen would be a healthy way of coping with the stressful situation. Stressor (from the list above)

Healthy coping strategies

Healthy and unhealthy coping strategies for managing stressful situations: Smoke a cigarette or drink too much Listen to music Gamble Take more control of your environment Overeat or undereat Be willing to compromise and make changes Sit for hours in front of the TV Play with a pet or take the dog for a walk Focus on the positive Withdraw from your friends, family and activities Express your feelings in a clear and honest way Use pills or drugs to relax or sleep Learn to say “no” Put off the things you know you need to do Make time to relax Keep yourself so busy that you can’t think of anything else Call a good friend to talk Ignore the situation and hope it will go away Stay in bed and sleep all day Take your stress out on others by fighting or violence Swear Start a journal in which you write down your feelings Watch a funny movie Cut yourself with a knife or razor blade




“My Personal Stress Plan”

7

Names: _______________________________________________________________________ Work on your own. Now that you have looked at the ways to manage stress, you are ready to create a plan for yourself. Just fill in the spaces that you think will work best for you. Part 1: Tackling the Problem Step1: I will figure out what my main problem is and make it manageable. Instead of ignoring my problems, I am going to work on them. But I am going to work on just one at a time. I am going to pick my most stressful problem and am going to break it into smaller pieces. (Write it in the space below.)

Step 2: I am going to avoid things that bring me down. I know that everyone has stress, but there are really stressful things that I can stay away from. I will: Avoid certain people, like:

Avoid certain places, like:

Avoid certain things, like:

Step 3: I am going to let some things go. I realise that I can waste a lot of my energy worrying about things I cannot fix and situations I cannot control. Here are some things that I will try to let go so that I can focus on the problems that I can change:

7

Adapted from http://www.aap.org/stress/buildres1-A.cfm



Part 2: Taking care of my body Step 4: I am going to exercise Stress makes my body agitated. I can’t sit still. So, I won’t! I am going to exercise in order to control stress and to build a strong, healthy body. I will do something that will make my body work hard for at least 20 minutes every second day. I know that a strong body will make me able to cope better with stress. The kinds of physical workout I might like to do include:

Step 5: I am going to learn to relax my body

q q q q q

I will try to teach my body to relax by using: Deep breathing Yoga Meditation Warm, long baths or showers Imagine I am someplace peaceful and relaxing. The place I could imagine myself being is:

__________________________________________________________________________________________________ Step 6: I am going to eat well I realise that I can waste a lot of my energy worrying about things I cannot fix and situations I cannot control. Here are some things that I will try to let go so that I can focus on the problems that I can change: I know that having a healthy body will enable me to cope better with stress. I have already agreed to exercise more. I know that nutritious food will make a difference to my health and how I deal with stress. The changes I am ready to make include:

q q q q q q q q

Eating a good breakfast Skipping fewer meals Drinking fewer sugary drinks and eating fewer sweets Drinking more water Eating appropriate portions Eating less greasy meals or fewer snacks Eating more fruits and vegetables Other: ______________________________________________________________________________________

Step 7: I am going to create conditions to sleep well For me to get the sleep I need, I will try to go to bed at: ______________________________



Part 3: Managing my emotions Step 8: I am going to express my emotions in helpful ways. Stress makes my body agitated. I can’t sit still. So, I won’t! I am going to exercise in order to control stress and to build a strong, healthy body. I will do something that will make my body work hard for at least 20 minutes every second day. I know that a strong body will make me able to cope better with stress. The kinds of physical workout I might like to do include:

q q q q q q q q q q q q

I will try to let my worries go, rather than letting them build up inside. I will talk to a friend I trust because I know he or she will give good advice.

I will talk to my...

q q q q

Mother Father Teacher Or talk to: ______________________________________________________________ I will ask my parents or a teacher to help me find a counsellor to help me work out my problems. I will write out my thoughts in a diary or journal. I will let myself laugh more. I will let myself cry more. I will make lists to get organised. When it seems that I have too many problems and they seem like more than I can handle, I will work on one at a time. I will express myself through art. I will express myself through music or through singing. I will express myself through creative writing. Other: ____________________________________________________________________

Step 9: I will make the world a better place I know that people who realise they are needed feel better about themselves because they can make a difference in other people’s lives. I plan to:

q

Help a member of my family by __________________________________________________________________

__________________________________________________________________________________________________

q

Volunteer in my community by ___________________________________________________________________

__________________________________________________________________________________________________

q

Help the environment (or animals) by______________________________________________________________

__________________________________________________________________________________________________



1/15/13

4:30 PM

Page 14

unit 12.2

UNIT 12.2



UNIT 12.2

Working in the gaming industry: career options


Outline the required career skills for jobs in the 21st century

•

Articulate the factors in terms of which to make appropriate career choices

•

List the various career opportunities and their requirements in the hospitality and gaming industries

•

Formulate a personal plan for pursuing a chosen career

CAPS TOPIC FOR GRADE 12: TERM 1: CAREER AND CAREER CHOICES: •

Commitment to a decision taken: job or course application in additional or higher education, skills for final action (availability of funds, competing forms, accommodation and travel arrangements), locate appropriate work or study opportunities in various sources and determine requirements for acceptance and possible challenges. o Strategies to achieve goal

KEY CONCEPTS: •

Career

•

Hospitality industry

•

Gaming industry

•

Qualifications

•

Skills – literacy, numeracy, technical, and organisational skills

•

Personal qualities


Transparency 1 – “Career skills for the 21st century”

•

Transparency 2 – “A growing business”

•

Transparency 3 – “So, you want to work in the gaming industry?”

•

Learning Activity 1 – “My career plans”



Unit 12.2


orientating STEP 1: INTRODUCTION (15 MIN) The necessary skills needed for any career in the 21st century. (TRANSPARENCY 1)

enhancing STEP 2: EXPLANATION (15 MIN) Career options that have real employment potential. (TRANSPARENCY 2)

STEP 3: EXPLANATION (25 MIN) Various career options available in the hospitality and gaming industries. (TRANSPARENCY 3)

synthesising STEP 4: ACTIVITY (30 MIN OR TAKE HOME ASSIGNMENT) ACTIVITY SHEET 1: “My career plans” Take home task (individual work)



ORIENTATING (Introducing the topic in relation to what has already been learned) In Unit 10.2, we looked at the contribution of the gaming industry (casinos, horse racing, lottery, sports betting, LPMs, etc) to the national economy of a country. In South Africa, there is also a significant amount of money or revenue that the South African government gets from all forms of legal gambling. A legal gambling business must pay taxes to the provincial and national governments. Apart from the money that the gambling industry generates, it also creates jobs in construction (building casinos); jobs in the hospitality industry (the staff and service people employed in the casinos and other gambling businesses), as well as encourages tourism which is a further source of income for the government.

STEP 1: INTRODUCTION (15 MIN) When learners have to consider important decisions like career choices, it is important that they choose one that links up with their own interests and strengths, as well as one that has employment potential. However, learners need to realise that no matter what career they choose, they have to have some necessary skills. The following transparency looks at the changing skill set that workers need for the 21st century. Put up Transparency 1 – “Career skills for the 21st century” Say, for example:

“

Ask: •

Can you think of a type of career that did not exist 50 years ago?

(Encourage learners to come up with innovative career options.) We are living in a time of incredible career choices and opportunities. In the past, there were a few major career fields from which to choose – such as medicine, law, education, agriculture, construction, social work, etc – but now there are many exciting new career options in new fields such as: •

information technology

•

computers

•

environmental concerns and “green” design (such as careers in alternative energy)

•

international law (such as securing intellectual property rights)

•

aerobics and personal fitness

•

neuroscience (such as neureconomics which uses fMRI scanners that measure brain activity)

In the very olden days, a career was a job you were born into1. You became a farmer, a fisher, a blacksmith, or whatever your parents had been, and your children would likely be the same. In the more recent olden days, a career was forty years working in the same factory or business from finishing your studies to retirement. But what is a career today? No one expects to do what their parents do, and few people expect to be in the same job for more than 5 years (unless you’re in the government!).

1

Adapted from http://workawesome.com/career/what-is-a-21st-century-career/



•

So what do you think is a career today?

(Encourage learners to recognise that careers today are much more flexible and also need more skills.) Some people have their entire career in the same field or business. For example, a person might get a degree in economics and then spend the next forty years working in various banks, research institutions, consultancies on different projects, and all the while introducing herself at cocktail parties as “an economist”. That seems pretty straightforward. But, as many of us know, technology is now part of almost every single job. And technology is developing very fast. Some of the skills you learn in school now may be outdated in 5 years’ time when new skills are needed in the workplace. What is your plan for the present? To work hard and hope for the best? What is your plan for the future? To stay in the same job for forty years? Maybe you are hoping to find a nice steady job, 8 hours a day in a nice, climate-controlled office and slowly work your way up the ladder to a senior position until you can retire at a ripe old age. But that’s just not realistic anymore. It seems we are entering an era of continuous change, of continuous re-education and self-re-invention. •

What do you think are some of the 21st century skills that are needed for a job nowadays?

(Encourage learners to recognise that technology, flexibility, adaptability, group work and lifelong learning are becoming increasingly important in every career.) In the workplace of the 21st century, workers will need to be better educated to fill new jobs and more flexible to respond to the changing knowledge and skill requirements of existing jobs. Also, new forms of co-operation and collaboration among workers will be necessary. So, lifelong learning and constant skills development must become one of the central requirements of workers in the 21st century. With this responsibility of lifelong learning and skills development comes enormous opportunity. Not only does a better educated and trained workforce create significant productivity gains and better economic growth for South Africa, but the more a worker learns, the more a worker earns. “Old” jobs are changing. As computers and technology become part of every job (factory work, office work, schools, hospitals, industry, service work), employees will need to have computer skills. And, as South African companies become more globally linked with companies overseas, more team-oriented skills are needed among all workers. As an economic participant in the 21st century, South Africa needs educated and skilled workers. But, what are these skills that are now needed? 1. Basic Skills: The academic basics of reading, writing, and computation are needed in jobs of all kinds. Reading skills are essential as most employees increasingly work with information — on computers, forms, charts, instructions, manuals, and other information displays. Writing is an essential part of communications and recordkeeping. Computation or numeracy skills are needed to organise data and in managing financial matters. 2. Technical Skills: Computer skills are becoming a requirement for many jobs. And since technology is constantly changing, workers need to upgrade their skills frequently. 3. Organisational Skills: New systems of management and organisation, as well as employee-customer interactions, require a range of skills in addition to academic and technical skills. These include communication skills, analytical skills, problem-solving and creative thinking, interpersonal skills, the ability to negotiate and influence, and self-management. 4. Company Specific Skills: New technology, changes in the market, and competing with other businesses require that companies most always strive to improve and upgrade their services. As a result, employees must learn new knowledge and skills specifically relevant to the company's products, processes and services. Nowadays the more multi-skilled a person is, the more the person is in demand. Page 4 | Unit 12.2 | Grade 12

“


STEP 2: EXPLANATION (15 MIN) Although learners need to consider jobs that link up with their own interests and strengths, they also need to consider career options in a field that has real employment potential. Put up Transparency 2 – “A growing business” It looks at the economic importance of the whole gaming industry not only worldwide, but also in South Africa. Say, for example:

“

Where do you start? How do you choose a career when you don’t yet really know what all is available or what you are really interested in?

•

What are some of the deciding factors when you think about choosing a possible career?

Ask:

(Learners may offer reasons such as interest, stimulation, travel, and, of course, money!) We all have to start thinking about possible careers at some time, and it is a good idea to start thinking about careers that link up with your interests. You will be spending most of your day in your job, so it needs to be one that is stimulating and interesting to you. Of course, money is an important factor. We would all like to have careers that pay well, but money should never be the only deciding factor. Job satisfaction, a sense of achievement and possibility for growth are also important factors. However, it makes sense to consider a career in a field where there are plenty employment opportunities. Although you may be passionate about, e.g., book-binding or being a concert pianist, there are not many jobs available in these fields. Also, some jobs are becoming obsolete – that is another way of saying “outdated” – because of technology. For example, who of you know what a typesetter did? (Hint: a typesetter arranged each small metal letter of the text on a large plate so that the newspaper page or magazine page could be inked and printed. That is now all done by computers.) One of the industries that has been growing significantly not only in South Africa, but worldwide, is tourism and the hospitality business. “Hospitality” means “friendly welcome” and the hospitality business includes businesses such as hotels, restaurants, tour guiding, cruise liners, etc. It usually refers to businesses that supply food, drink and accommodation. Of course, the hospitality industry is closely linked to the tourism industry because when people go on holiday, they are usually looking for places to eat, drink and in which to stay. Tourism is one of South Africa’s largest industries and has been growing. In 2006, it contributed 8,3% to the country’s gross domestic product (GDP) and is projected to rise to 14% in 2014. Also linked to the tourism and hospitality industries is the gaming industry. This includes businesses such as casinos, gambling clubs, horse-racing clubs, lottery operations, slot machine outlets, bingo halls and video game arcades. Some countries prefer referring to the “gaming” industry, whereas South Africa tends to refer to it as the “gambling” industry. Both refer to the same business. And this business is growing! According to the Business Report of January 27, 2012, the casino industry’s total income had increased 5% every year to reach R17,14 billion in 2011. Casinos across the country employ over 52,000 people! Since gambling was legalised in South Africa in 1996, new businesses have been established, new employers came onto the market and many workers were hired. Since then, the industry has grown with many more people gambling in various places and playing the lotto. As a result of this growing industry, a wide range of career opportunities exists



within this regulated industry where employers are required by law to offer responsible gambling. Currently, there are 36 casinos operating in South Africa. And since 2005, the number of people visiting them has doubled!2 Apart from people spending money on actual gambling, people spent money on the following non-gambling services at casinos: • R27 million in theatre tickets •

R58 million at cinemas

•

R1 billion at restaurants

•

R122 spent at fast food outlets

•

R82 million in entertainment areas

•

R156 million at retail outlets

•

R1 billion spent at casino hotels

•

R262 million at conference facilities

•

R54 million at spas and other facilities

•

R79 million at sports events

With all these services being offered in casinos and all this money coming in, there are many jobs available. Let’s have a look at some of the career opportunities in the gaming industry in South Africa.

“


Learners should now have an idea of the economic importance of the gaming industry. It is a field that has plenty of employment opportunities. The next section will focus on what the different options are, as well as the skills required for different jobs. This will help prepare learners who may be interested in choosing a career path in the gaming industry. STEP 3: EXPLANATION (25 MIN) Put up Transparency 3 – “So, you want to work in the gaming industry?” This transparency will look at what jobs are available, in what departments, and what qualifications and skills are needed. It will help learners prepare themselves for possible employment in this field. Say, for example:

“

Given the growing economic contribution of the gambling industry in South Africa and around the world, it is a viable field in which to seek a career.

•

What kinds of careers do you think are available in the gambling industry?

Ask:

(Most learners will most probably think of card dealers, roulette croupiers, or maybe betting agents. Try to encourage learners to think of other possibilities. Refer to the list in Transparency 1 of the various services that are offered in casinos.)

2

According to Review of the South African gambling industry and its regulation, 2010, p. 48.



The gambling business, as we have seen, employs many people. As in any big business, there are many different departments, with different tasks, and different entry requirements. Let’s have a look at the various career options and requirements within the gambling industry. Where can I work? There are various places in which you can work: • In licensed casinos, casino resorts, gaming clubs and slot machine arcades; • In licensed clubs that have poker, card games, and other forms of gambling; • In licensed betting shops and bookmaking operations, horse-racing clubs, totalisators, sports-betting shops, and lottery operations; • On cruise ships that offer gambling facilities; • In one of the provincial gambling regulating organisations or the national Lottery organisation. What formal qualifications do I need? Of course, what qualifications you need would depend on what specific job in the gambling industry you want to pursue, but in general you will need: • National Senior Certificate (Grade 12). • Of specific importance are Mathematics and English at NQF level 1 (Grade 9) • There are no further “gaming schools”, but there are 4 registered further qualifications for employed casino workers: o National Certificate in Gaming: Slots Operation o National Certificate in Gaming: Cashiering o National Certificate in Gaming: Dealing o National Certificate in Gaming: Surveillance • Depending on the level of the job, a degree may be required. What are the legal requirements? All people working in the casino industry have to be licensed by the provincial Gaming Department of the province in which they work. The requirements and process of this licensing differ from province to province, but generally the employer processes and forwards the application to the authorities on behalf of the employee or trainee. The legal requirements for being licensed are as follows: • Must be over 18 • No criminal record • No background of credit problems • Must be up to date with tax returns • Must be a South African resident What skills and personal qualities do I need? Since many gaming outlets are 24-hour operations, you will need to be flexible and prepared to work shifts, long hours, weekends and even public holidays. In addition, you need to be: • Honest • Reliable • Able to work in a high-noise, artificially lit, energetic environment • A team player • Responsible • Punctual What kind of work could I do? There are a number of fields you may want to consider. Remember that casinos typically don’t just offer gambling; they also have restaurants, hotels, spas, entertainment venue, as well as customer care centre, maintenance units, cleaning department, security division, advertising and marketing units, all of which need personnel.



1. Gaming personnel – these are the people who work on the gaming floor as dealers or slot machine hosts. Qualifications: Dealers who work at the roulette tables or at the card tables are required to: • Have passed Grade 12 (NS) as well as a pass in Maths and/or Accountancy, as a good mathematical ability is necessary to make quick and accurate calculations without the aid of a calculator. • Enroll for a National Certificate in Gaming – this programme requires a minimum entrance of Grade 12 and includes subjects related to gaming, as well as general subjects like ethics, HIV/Aids and personal development. 2. Information Technology (IT) – IT technicians, software engineers, net developers, web copywriters, systems managers and digital designers are an important sector of casino personnel. The slot machines, video games, roulette tables all need to be kept in excellent working condition. In addition, the casino needs an active advertising department that maintains the casino’s web and a section that is responsible for looking after the business’s electronic systems. Qualifications: • IT technicians need a minimum of Grade 12 and a national diploma in networking. • For more sophisticated work, a B.Sc degree in electronic engineering, software development or IT is required. 3. Human Resources (HR) – this section of the casino is responsible for recruitment of staff, disciplinary procedures of employees, and their training and development. An HR manager is usually responsible for dealing with the unions, mediating conflict, and overseeing the whole HR department. Qualifications: • A minimum of a diploma in HR (for which a NS Grade 12 is a requirement) • B-tech degree in labour relations • An honours degree in HR for more senior positions. 4. Finance and administration – in this section of the casino, there are positions ranging from cashiers to senior accountants. Cashiers need some work experience as well as a Grade 12 with at least Maths Literacy. The running of the finances in a casino requires qualifications such as: • National Diploma in Financial Management, Accounting or Auditing, or • A financial degree like a B.Com for more senior positions. 5. Surveillance and security – the casino always requires a large number of security personnel who are required to observe and, if necessary, remove troublesome clients. They are also responsible for internal security. Security personnel often move to the surveillance department, once they have acquired a fair amount of experience. The surveillance department monitors both staff and players to ensure that there is no stealing or cheating or illegal activities. Qualifications: • Depending on the type and level of the work, different qualifications are needed. But, a minimum of a Grade 12 is required for almost every position. 6. Hotel, food and beverages – a significant part of the services provided by a casino is the bars, restaurant and hotel. These services, including waitering services, are usually supplied by outside companies who have contracts with the casino. Apart from head chefs, cooks, waiters, bar tenders, food and beverage managers, kitchen staff, there are also positions available in the hotel: housekeepers, cleaners, front of house, receptionists, reservations officers, concierge, grounds personnel, and maintenance staff. Qualifications: • Depending on the type and level of work, different qualifications are needed, usually a National Diploma in the related field. • Chefs, who work in the restaurants, would have been trained at hotel school. 7. Maintenance staff – With so many gaming machines, entertainment venue, restaurants and a large hotel, plumbers and electricians are needed to ensure that everything stays in good working order. Qualifications: • You need at least work experience, but preferably combined with an accredited certificate of training.



In some cases, the casino will pay for further training of its staff in order to ensure that they are fully certified and updated on their knowledge and skills. It takes time to learn a skill or acquire knowledge that others are prepared to pay you for, so choose a more comprehensive training course, which may take several years to complete, rather than a short course usually not highly regarded by the industry. Worthwhile and recognised qualifications take time and hard work to acquire. So, you thought that once you had your Grade 12 and NS that your study days were over! Think again, if you want to have a well-paying and secure form of employment, you will need to study further.

“

Let’s see what kind of stimulating career may be in store for you.

SYNTHESISING (Reinforcing and consolidating learners’ understanding)

From the earlier sections, learners know that in order to have a secure and interesting career, they will need to have appropriate skills and choose a field in which there are numerous employment opportunities. The gaming industry is growing and offers many different career paths. Learners now need to think about how these various options may relate to their own interests, strengths and career plans. STEP 4: ACTIVITY (30 MIN OR TAKE HOME ASSIGNMENT) Hand out Learning Activity 1 – “My career plans” Learners start to develop their own personal plan for pursuing a feasible career. Best is for learners to work individually on this exercise



Unit 12.2 - Transparency 1 CAREER SKILLS FOR THE 21ST CENTURY

•

Can you think of a type of career that did not exist 50 years ago?

We are living in a time of incredible career choices and opportunities. Apart from the traditional jobs in education, medical services, social work, law, accounting and engineering, there are exciting new career options in new fields such as: • • • • • • •

information technology computers environmental concerns and “green” design (such as careers in alternative energy) international law (such as securing intellectual property rights) aerobics and personal fitness neuroscience (such as neureconomics which uses fMRI scanners that measure brain activity) the growing field of tourism and the hospitality industry

Whereas in the past, workers tended to stay in the same career with the same company, these days there is much more flexibility. •

So what do you think is a career today?

Technology is now part of almost every single job. And technology is developing very fast. Some of the skills you learn in school now may be outdated in 5 years’ time when new skills are needed in the workplace. •

What do you think are some of the 21st century skills that are needed for a job nowadays?

“Old” jobs are changing. As computers and technology become part of every job (factory work, office work, schools, hospitals, industry, service work), employees will need to have computer skills. And, as South African companies become more globally linked with companies overseas, more team-oriented skills are needed among all workers. All contents copyright © 2012 National Responsible Gambling Programme



In the 21st century, workers will need to be: • • • •

better educated to fill new jobs; more flexible to respond to new knowledge and skill needs; able to adapt to new forms of cooperation and collaboration; and engaged in lifelong learning and constant skills development.

Skills needed for any job in the 21st century: 1. Basic Skills:

Basic Skills: Reading, writing, and computation are needed in jobs of all kinds.

2. Technical Skills

Technical Skills: Computer skills are becoming a requirement for many jobs. Since technology is constantly changing, workers need to upgrade their skills frequently.

3. Organisational Skills:

Organisational Skills: These include communication skills, analytical skills, problem-solving and creative thinking, interpersonal skills, the ability to negotiate and influence, and self-management

3. Company Specific Skills:

Company Specific Skills: Employees must learn new knowledge and skills specifically relevant to the company's products, processes and services.




The more you learn, the more you will earn! Nowadays the more multi-skilled a person is, the more the person is in demand.



Unit 12.2 - Transparency 2 “A GROWING BUSINESS”

Where do you start? How do you choose a career when you don’t yet really know what all is available? How to you make a career decision when you don’t really know what you are interested in? •

• • • •

What are some of the deciding factors when you think about choosing a possible career?

You will be spending most of your day in your job, so it needs to be one that is stimulating and interesting to you. Money is also an important factor, but it should never be the only deciding factor. Job satisfaction, a sense of achievement and possibility for growth are also important factors. It also makes sense to consider a career in a field where there are plenty employment opportunities.

The tourism and the hospitality industries have grown not only in South Africa but also in the rest of the world. “Hospitality” means “friendly welcome”. The hospitality industry usually refers to businesses that supply food, drink and accommodation. The hospitality industry is closely linked to the tourism industry because when people go on holiday, they are usually looking for places to eat, drink and in which to stay.




Linked to the hospitality industry is the gaming industry. . The “gaming” industry is the same as the “gambling” industry. This includes: casinos, gambling clubs, horse-racing clubs, lottery operations, slot machine outlets, LPM (limited pay-out machines) venue, scratch cards vendors, and video game arcades. This business is growing! According to the Business Report, the casino industry’s total income has reached R17,14 billion in 2011. South African casinos employ over 52,000 people in a wide range of jobs! (And this is just the casinos. Many more people are employed in horse-racing clubs, lottery operations, betting shops, etc.) Currently, there are 36 casinos operating in South Africa. Since 2005, the number of people visiting them has doubled!3 Casinos

Apart from people spending money on actual gambling, people spent money on the following non-gambling services at casinos: • • • • •

R27 million in theatre tickets R58 million at cinemas R1 billion at restaurants R122 spent at fast food outlets R82 million in entertainment areas

3 According to Review of the South African gambling industry and its regulation, 2010, p. 48. All contents copyright © 2012 National Responsible Gambling Programme



• • • • •

R156 million at retail outlets R1 billion spent at casino hotels R262 million at conference facilities R54 million at spas and other facilities R79 million at sports events

With all these services, lots of staff is needed to run them. And with all this money coming in, there are many jobs available. Let’s have a look at some of the career opportunities in the gaming industry in South Africa.



Unit 12.2 Transparency 3 HOW TO DEAL WITH STRESS: THE 4 A’S

•

What kinds of careers do you think are available in the gambling industry?

•

Where can I work? o

In licensed casinos, casino resorts, gaming clubs and slot machine arcades;

o

In licensed clubs that have poker, card games, and other forms of gambling

o

In licensed betting shops and bookmaking operations, horseracing clubs, totalisators, sports-betting shops, and lottery operations

o

On cruise ships that offer gambling facilities

o

In one of the provincial gambling regulating organisations that monitor gambling businesses or the national Lottery organisation.




•

What formal qualifications do I need?

It depends on what specific job in the gambling industry you want to pursue, but in general you will need: • National Senior Certificate (Grade 12). • Of specific importance are Mathematics and English at NQF level 1 (Grade 9) • There are no further “gaming schools”, but there are 4 registered further qualifications for employed casino workers: o National Certificate in Gaming: Slots Operation o National Certificate in Gaming: Cashiering o National Certificate in Gaming: Dealing o National Certificate in Gaming: Surveillance • For more senior positions, you will need to complete a degree. •

What are the legal requirements?

• • • • •

All people working in the casino industry have to be licensed by the provincial Gaming Department. Must be over 18 No criminal record No background of credit problems Must be a South African resident

•

What skills and personal qualities do I need?

Since many gaming outlets are 24-hour operations, you will need to be flexible and prepared to work shifts, long hours, weekends and even public holidays. In addition, you need to be: • Able to work with people • Honest All contents copyright © 2012 National Responsible Gambling Programme



• • • • •

Reliable Able to work in a high-noise, artificially lit, energetic environment A team player Responsible Punctual

•

What kind of work could I do?

There are a number of fields. Casinos typically don’t just offer gambling; they also have restaurants, hotels, spas, entertainment venue, as well as customer care centre, maintenance units, security divisions, cleaning department, legal offices, advertising and marketing units, all of which need personnel. Field of employment

Type of work

Gaming personnel these are the people who work on the gaming floor as dealers or slot machine hosts.

Qualifications Dealers who work at the roulette tables or at the card tables are required to: • have passed Grade 12 (NS) as well as a pass in Maths and/or Accountancy • Enroll for a National Certificate in Gaming




Information Technology (IT)

Human Resources (HR)

IT technicians, software engineers, net developers, web copywriters, systems managers and digital designers are an important sector of casino personnel. Also, a casino needs staff to maintain the casino’s web and a section that is responsible for looking after the electronic systems. HR deals with recruitment of staff, disciplinary procedures of employees, their training and development, dealing with the unions, mediating conflict, and HR office work.


• IT technicians need a minimum of Grade 12 and a national diploma in networking. • For more sophisticated work, a B.Sc degree in electronic engineering or IT is required.

• A minimum of a diploma in HR (for which a NS Grade 12 is a requirement) • B-tech degree in labour relations for a HR manager • An honours degree in HR for more senior positions.



Finance and administration

positions ranging from cashiers to senior accountants.

Cashiers need some work experience as well as a Grade 12 with at least Maths Literacy. The running of the finances in a casino requires qualifications such as: • National Diploma in Financial Management, Accounting or Auditing, or • A financial degree like a B.Com for more senior positions.

Surveillance and security

security personnel need to observe, ensure everyone’s safety, and are also responsible for internal security. Security personnel often move to the surveillance department, once they have acquired a fair amount of experience


Depending on the type and level of the work, different qualifications are needed. But, a minimum of a Grade 12 is required for almost every position.



Hotel, food and beverages

Maintenance staff

Apart from head chefs, cooks, waiters, bar tenders, food and beverage managers, kitchen staff, there are also positions available in the hotel: cleaners, housekeepers, front of house, receptionists, reservations officers, concierge, grounds personnel, and maintenance staff. With so many gaming machines, entertainment venue, restaurants and a large hotel, plumbers and electricians are needed to ensure that everything stays in good working order.

• Depending on the type and level of work, different qualifications are needed, usually a National Diploma in the related field. • Chefs, who work in the restaurants, would have been trained at hotel school.

You need at least work experience, but preferably combined with a required certificate of training

Worthwhile and recognised qualifications take time and hard work to acquire. So, you thought that once you had your Grade 12 and NS that your study days were over! Think again, if you want to have a well-paying and secure form of employment, you will need to study further. All contents copyright © 2012 National Responsible Gambling Programme



“MY CAREER PLANS” Name _________________________________________________________________________________________ A.

Below are columns with the various departments and jobs in a casino; related fields of study; and appropriate skills. Circle in which department you would like to work, the kind of job you would like to apply for, the field in which you would like to study further for the qualifications you will need, and the skills and personal qualities you need for the job. POSITIONS IN THE GAMING INDUSTRY (CASINO) Department

Position

Degrees and fields of study

Casino floor

Croupier Card dealer Slots dealer Floor manager

Hospitality Gaming

Casino cash office

Cashier Credit controller

Accounting Business Administration

Administration and Finance

Accountant Internal auditor Wage clerk

Cost Management Finance Internal Auditing Management

Human Resources

HR manager Legal advisor

Public Relations HR Management Marketing

Marketing and Advertising

Graphic designer Marketing consultant Public Relations officer Events planner Conference organiser

Advertising Graphic Design Office Management Event Management

Information Technology and Gaming development

Web designer Electronic engineer Software developer Systems manager Digital designer

Information Systems Management Information Technology Web design Systems Development Software Engineering

Maintenance

Slots technician Electrician Plumber

Electrical Diploma Plumbing Diploma

Hotel administration and reservations

Hotel manager Reservations clerk Concierge Customer care officer Housekeeper Cleaner

Hotel School Tourism Environmental Health Consumer Studies

Food and beverage services

Chef Kitchen staff Waiter / bar tender

Food Technology Restaurant training Hotel School

Hotel reception

Receptionist

Security and surveillance

Security officer


Skills and personal qualities All positions require: Honesty Reliability Punctuality Hard working Friendliness Willingness to learn All management positions require: Reading skills Writing skills Communication skills Presentation skills Negotiation skills Conflict management Organisational skills Interpersonal skills Numeracy skills Data interpretation skills

All IT and administration positions require: Computer skills Maths skills

Security training 12 | Unit 10.1 12.2 | Page 22 Grade 10

B.

Now, complete your personal career plan below. Be realistic about what you can do. (There are, of course, many other kinds of career options available in other kinds of businesses or organisations. Choose the kind of career you would like to pursue)

What job would I like to pursue?

What qualifications (including school subjects) are needed for this job?

Where will I go to get these qualifications?

How will I finance my further studies?

What skills do I need for this job?

What personal qualities do I have that make me a good candidate for this job?

How and where can I find out more about this job and its requirements?

For more information about careers and advertised positions in the gaming industry, see: http://www.careerjet.co.za/hotel-casino-jobs.html http://www.careerjet.co.za/gambling-industry-jobs.html http://www.worldcasinojobs.com/africa-casinos.asp For information on financing your studies, see: http://www.nsfas.org.za



1/15/13

4:30 PM

Page 15

unit 12.3

UNIT 12.3



UNIT 12.3

Gambling and the media


Recognise the elements advertisers use in order to encourage people to gamble.

•

Outline the main advertising standards in South Africa with regard to gambling.

•

Analyse an advertisement for gambling in terms of language, content and tone.

CAPS TOPIC FOR GRADE 12: TERM 2: DEMOCRACY AND HUMAN RIGHTS: •

The role of the media in a democratic society: electronic and print media o Critical analysis of media and campaigns

KEY CONCEPTS: •

Advertising

•

Slogans

•

Persuasion and manipulation

•

Advertising standards


Transparency 1 – Elements of advertising

•

Transparency 2 – Slogans

•

Transparency 3 – Advertisements for gambling

•

Learning Activity 1 – Persuasive adverts?

•

Learning Activity 2 – Design an advert



Unit 12.3

SUMMARY OF STEPS IN UNIT 12.3 orientating STEP 1: INTRODUCTION (5 MIN) The role and impact of advertising. (TRANSPARENCY 1)

enhancing STEP 2: ANALYSIS(25 MIN) How advertisers use language to manipulate. (TRANSPARENCY 2)

synthesising STEP 3: EXPLANATION (10 MIN) Advertising standards in South Africa

STEP 4: ANALYSIS ACTIVITY (20 MIN) Critically examine the language, tone and pictures used in adverts. LEARNING ACTIVITY SHEET 1

STEP 5: ACTIVITY - HOMEWORK (TAKE HOME ASSIGNMENT) Design an advert. LEARNING ACTIVITY SHEET 2 (Group and individual work)



ORIENTATING (Introducing the topic in relation to what has already been learned) Many of the learners in their language classes may be familiar with the way words are used in advertisements in order to persuade people to buy the product or service. The orienting section will identify the main elements advertisers use to influence people’s thinking and actions. In particular, this section examines the way in which advertisers influence people’s choices without the consumers being aware of how their thinking and choices are being manipulated. NOTE FOR TEACHERS: Introduction Gambling has become a popular form of recreation for adolescents. While the law generally prohibits anyone under the age of 18 from participating in legal forms of gambling, there is little doubt that many youth engage in both legal and illegal forms of gambling. Research in Canada, the US and internationally suggests that upwards of 80% of adolescents have engaged in some form of gambling during their lifetime.1 And in South Africa, based on a National Gambling Board (NGB) study, almost half of 4,000 Grades 10-12 school pupils surveyed across the country admitted that they had gambled.2 The NGB report found that 5% of young South Africans gambled regularly. Most of the youth gambled on the Lotto (9%), sports bets (5%) and scratch cards (4.5%). Although the law doesn’t allow adolescents under 18 into casinos, 1.4% admitted to gambling in casinos and another 1.4% to gambling on the internet. The report found that the provinces with the highest rate of adolescent gambling were Mpumalanga - with the highest number of youth betting on horse racing - and North West - with the highest number of young gamblers in casinos. The Northern Cape showed the highest rate of gambling on the lottery. Tibbs Majake, chief executive officer of the board, said, “Parents and teachers are underestimating the danger and social impact of adolescent gambling in South Africa. […] There has been an increase in informal gambling and ‘fight betting’ that sometimes forms part of initiation procedures among adolescent males”. This kind of betting takes place near schools or on specially designated and isolated areas of school property. In another study in 2003, conducted by the Bureau of Market Research and UNISA, it was found that many respondents said that they were aware of under-age gambling, naming the following forms: dice (73.3%), fafi (33.7%), lottery or scratch cards (30.9%), card games (10.9%), casino gambling (10.2 %), “spinning” or coin-tossing (2.3%) and horsewagering or sports betting 0.8%. Messerlian et al point out that gambling problems in adolescents have often gone unnoticed as they are difficult to measure and observe.3 In contrast to alcohol, tobacco and other drug use, there are no visible signs of intoxication or consumption. Furthermore, problem gambling remains socially invisible and masked by popular misconceptions. One of the significant contributing factors in promoting gambling in general is the media. Advertising and the mass media have succeeded in legitimising and glamourising gambling. There has been much research outlining the intrapersonal risk factors, as well as examining the effects of parents, peers and family on the acquisition, development and maintenance of gambling problems. But more research is needed on how the media is shaping the social identities, norms, values and behaviours of young people with regards to gambling. This unit will look at the current advertising standards in South Africa with regards to gambling and then analyse the language, tone, images and content of various advertisements for gambling. 1 2 3

Messerlian C, Derevensky J, Gupta R. (2005). Youth gambling problems: A public health perspective. Health Promotion International 20(1):69-79; doi:10.1093/heapro/dah509 ANC Daily News Briefing, 21 July, 2005. Five percent of SA youth regular gamblers. http://lists.anc.org.za/mailman/listinfo/ancdnb For an extensive survey, see Derevensky J and Gupta R. (2004). Gambling Problems In Youth: Theoretical And Applied Perspectives. New York: Springer. http://lists.anc.org.za/mailman/listinfo/ancdnb



STEP 1: INTRODUCTION (5 MIN) Assess how much learners know about the role of advertising and the impact of advertising. Introduce them to the notion of persuasion and manipulation by starting to make them aware of their own attractions to certain advertisements. Put up Transparency 1 – “Elements of advertising” Say, for example:

“

Ask:

•

What is your favourite advertisement?

•

What makes this advertisement so appealing?

(Encourage learners to identify the main elements that make the advertisement so appealing: the catchy or humorous slogan the glamorous, exciting, or unusual images the promise of a getting something you want - money, car, love, sex appeal, riches) Although many people think that they are aware of the power of advertising to influence their wants and behaviour, a well-designed advertising campaign may have a dramatic effect on the way you think and act. You may believe that advertising is not influencing your choices; you may think that you make your choices based purely on the basis of value and your own desire, but advertisers know better. Advertisers know how to influence your thinking, choices and actions without your even being aware of the fact that they are doing so. Another way of saying that advertisers are influencing your thinking without your being aware of it, is to say that the advertisement manipulates your choices. The advertisement manipulates your choices in such a way that you buy a product or a service without realising that your decision-making has been controlled by the advertisers. Definition: “manipulation” - to control somebody in a way that they are not aware of. This sounds scary! An advertisement that makes you do something that you would not have done otherwise. Ask: • • •

Have any of you ever felt that you bought something because the advertisement made it sound so attractive? What did the advertisement promise that you found so attractive? Did you get what you hoped you would as promised by the advertisement? In other words, did the advertisement live up to its promise?

(Encourage learners to share experiences in which they were disappointed with the actual product or service that they bought. Allow them to express how the advertisement’s promise of a terrific product was in fact disappointing.) Let’s see how advertisers use language and images to sell their products and try and encourage you to buy them.

ENHANCING

“

(deepening learners’ understanding of the topic) Learners identify the persuasive elements used by advertisers to promote their product or service. Being able to recognise how the advertisement manipulates their thinking, learners are better able to withstand the allure of inflated promises.



NOTE FOR TEACHERS: The powerful impact of advertising on children and adolescents has been examined in several public health areas, including the use of alcohol, tobacco and junk food consumption. We all know that the media have a powerful affect on people’s behaviours and attitudes, and that advertisers try to capture consumers’ attention, create positive reactions towards their product, encourage consumers to believe the promising message of the advertisement, and to buy the product. Although many adolescents have the cognitive skills to understand and evaluate advertisements, research has shown that they are, in their particular stage of development, more persuaded by the emotive content of the advertisement. The emotional appeal of the advertisement usually connects with their concerns regarding appearance, self-identity, belonging to a specific group, and sexuality. So, even though many adolescents know that the message and promise that the advertisement promotes may be unrealistic, they are nevertheless heavily influenced by advertising. STEP 2: ANALYSIS (25 MIN) Introduce learners to the power of language – the way words can be used to encourage people to influence people’s thinking and actions. Explain how this is what makes certain advertisements manipulative – making people believe or do certain things which, if they would think through it carefully, they would not have done otherwise. In this step discuss with learners basic techniques that advertisers use in order to make their advertisements persuasive. Put up Transparency 2 – “Slogans” Let the learners i. first read the slogans, ii. then ask them what information they think the slogan is conveying, iii. and then ask them to think critically about the actual content of the slogan. Say, for example:

“

Advertisers use powerful persuasive techniques to influence your thinking and make you buy something you otherwise would not have bought. There are many different ways and levels to analyse an advertisement, but we are going to look specifically at the way the advertisers use words and images to persuade you.

[Put up Transparency 2 – Let the learners first read the slogans and then ask them to analyse the actual meaning of the advertisement.] Here are 10 different kinds of advertisements that are examples of the 10 basic ways4 in which advertisers try to manipulate your thinking about their product. They make certain statements or claims about their products. Ask: •

What claims are the advertisers making about their products in order to try to influence your thinking and encourage you to buy their product?

1.

The looks-full-but-is-really-empty claim. Here the advertisers try and make you think that they are saying something important, but when we look more closely at the meaning of the words, the advertisers are not really saying anything that is informative. Examples: “Helps control dandruff symptoms with regular use” – “helps control” is not the same as “stops dandruff”; “dandruff symptoms” may not be the same as actual dandruff. And also, how regular is “regular use” – every week? Every day? “Leaves dishes virtually spotless” – “virtually spotless” is not the same as “spotless”. It means almost, or nearly spotless.

4

Adapted from Jeffrey Schrank (1974). "The Language of Advertising Claims", Media and Methods 10: 44-51 http://home.olemiss.edu/~egjbp/comp/ad-claims.html



“Listerine helps fights bad breath” – “helps fights” is not the same as “stops” bad breath; and who or what is supposed to “help” Listerine in its fight? 2.

The unfinished comparison claim. Here the advertiser claims that the product is better or has more of something, but doesn’t finish saying what it is better than, or what exactly it has more of. It doesn’t finish the comparison. Examples: “Coffee-mate gives coffee more body, more flavour”. The advertisement doesn’t say more body or flavour than what. More body and flavor than plain water? “You can be sure of Shell” – what can you be sure of? Sure that it will damage your engine? What exactly will Shell do? “Ford bakkie – 700% quieter” – quieter than what? A loud factory? The rock concert? When Ford was asked what they meant, they revealed that they meant the inside of a Ford is 700% quieter than the outside.

3.

The we-are-different-and-unique claim. Here the advertisers claim that the product is something special because it is different. Examples: “There is no mascara like it” – that may be true, but it doesn’t mean that the mascara is better than all the rest. “Only Doral has this unique filter system” – it may be the only one of its kind, but is it effective? Is it better than the other filter systems? “Cougar is like nobody else’s car” – again, this is no doubt true, but is it a more reliable car, a better car than the rest of the cars?

4.

The saying-the-obvious claim. Here advertisers say something about their specific product which is really true for any brand in that product category. The claim is usually a mere statement of fact that doesn’t really contain any advantage over the other products with which it is competing. Examples: “Mobil: the petrol that cleans your engine” - any petrol acts as a cleaning agent. “Windhoek: a premium natural beer brewed using only the finest natural ingredients” - all beer is made from grains and water – natural ingredients. “SKIN smells differently on everyone” – as do most perfumes.

5.

The so-what claim. Here the careful reader will react by saying, “So what?” A claim is made which supposedly makes it different from other brands, but it gives no real advantage over the other brands in the product category. Examples: “Campbell’s gives you tasty pieces of chicken and not one but two chicken stocks” – does twice the quantity of chicken stock improve the taste of the soup? “Geritol has more than twice the iron of ordinary supplements” – but is twice as much beneficial for the body?

6.

The vague claim. Here it is simply not clear what the advertisers are trying to say. Often advertisers use colourful words that project a lot of emotion, but there is no real factual content. It overlaps with the looks-fullbut-is-really-empty claim. Examples: “Nestlé Pure Life: water you can trust” – you can trust to do what? Trust to make you sneeze? “Winston tastes good like a cigarette should” – how “should” a cigarette taste?



7.

The celebrity or expert claim. Here a famous person is used to support the product. Sometimes the people will claim to use the product, but very often they don’t. Lots of advertisers sponsor famous sports stars or teams so that the fans of those sports stars or teams will also be fans of the products they endorse. For example: “Tiger Woods (Leonardo DiCaprio, Shah Rukh Khan) wears a Tag Heuer watch” – just because Tiger Woods knows how to play golf doesn’t mean he also knows about watches. Also, how much has Tiger Woods been paid to wear the watch? “Kaizer Chiefs sponsored by Vodacom” – Vodacom hopes that KC fans will use Vodacom as a way of supporting their soccer team.

8.

The scientific or statistical claim. Here advertisements use impressive sounding mystery ingredient names or specific numbers to make their products sound as though they have been scientifically tested or proved. Examples: “Biotex washing powder with enzymes” – what is the role of enzymes in washing powder and do they really improve the cleaning process? “Kellogg’s Special Morning, with 33% more nutrition” - more nutrition than what? Marshmallows?

9.

The compliment-the consumer claim. Here the advertiser tries to flatter the consumer’s good taste or intelligence. Examples: “LG electronics – a smart choice for smart people” – the advertisers claim that if you buy an LG product you must be intelligent, and everyone would like to be thought of as intelligent! And it doesn’t say that smart people actually choose LG products; it only implies that smart people “ought to” choose LG products. “You deserve the best” – what have you done to deserve the best? And what is the best? “We think a cigar smoker is someone special” – what in particular makes a cigar smoker special? And why should the opinion of “we” count more than the opinion of others?

10.

The rhetorical question. Here the advertisement asks a question in such a way that you will support the product and endorse it. For example: “Shouldn’t your family be drinking Hawaiian Punch?”

“

“What do you want most from coffee? That’s what you’ll get from Ricoffee”

SYNTHESISING (Reinforcing and consolidating learners’ understanding)

Learners analyse how certain gambling advertisements apply some of the above persuasive techniques in order to tempt people to gamble. STEP 3: EXPLANATION (10 MIN) Given that both alcohol and tobacco advertisements have been shown to considerably influence adolescents’ smoking and drinking behaviours, attitudes and intentions, it may well be that gambling advertisements are similarly effective in tempting young people to start gambling. In a social context where gambling is generally viewed as an exciting and harmless form of entertainment, adolescents



may be influenced to think that gambling leads to winning (easy money) and that gambling is fun and enjoyable and part of a worry-free and entertaining lifestyle, requiring none of the real efforts of school or an actual job. Once you have discussed the persuasive power of advertising, examine the reason why the South African government makes it illegal for anyone under the age of 18 to gamble. Discuss the requirements for gambling advertising that are set down by the South African government in order to regulate advertisements that are not manipulative. Put up Transparency 3 – “Gambling advertisements” Say, for example:

“

We have had a brief look at how advertisers use powerful persuasive techniques to influence your thinking and make you buy something you otherwise would not have bought.

Just like advertisements for alcohol and tobacco have encouraged people to start drinking and smoking, so advertisements for gambling can encourage people to try gambling. Although there is nothing inherently evil about gambling, it is a high-risk form of entertainment. Those who are tempted to try to gamble should be aware of the risks involved and should not be manipulated by the glamour and excitement of an advertisement for gambling. Of course, any form of gambling is illegal for anyone under the age of 18. •

Why do you think that most governments, including the South African government, makes it illegal for anyone under the age of 18 to gamble?

(This question may evoke a lot of wide-ranging discussion. However, focus on the main point that those under 18 are regarded by the law not to have the necessary life-skills and experience to make important decisions, especially with regards to high-risk situations, by themselves.) Youth report that gambling advertisements make them want to try gambling and 61% imagine or dream about what they could buy with their winnings.5 Advertisers use slogans such as “Everyone’s a winner!” (an advertisement in the UK) and “All you need is a dollar and a dream” (an advertisement in the USA). Australia’s Lotto advertisement has a picture of a truck filled with cash and the slogan “You could win a truckload of money”. These adverts are misleading because they suggest that the probabilities of winning are much greater than they really are. Advertisements that promote gambling as an ideal and easy way of making money is particularly dangerous when viewed by youth who may neglect their schooling, studies and regular employment in order to gamble. It is for this reason that there are certain laws which gambling advertisers must adhere to. These include: •

All advertising and marketing must contain a message indicating that minors under the age of 18 are not allowed to gamble. The advert must include the National Responsible Gambling Programme’s responsible gambling slogan, and its toll free helpline number.

•

Gambling should not be promoted as an alternative to employment or as a financial investment or as a way to achieve financial security.

•

Advertising of gambling should emphasise the fun and entertainment aspect of gambling and not imply a certainty of winning.

•

Advertising should not misrepresent a person’s chance of winning a prize.

•

Persons depicted as gamblers in advertising should not be under the legal age.

•

Age restrictions should be posted at all places where gambling takes place.

•

Advertising of gambling should not contain symbols or language that are intended to appeal to minors.

5

Derevensky J, Sklar A, Gupta R, Messerlian C, Laroche M, and Mansour S. (2007). The effects of gambling advertisements on child and adolescent gambling attitudes and behaviors. Report for Fonds québécois de la recherche sur la société et la culture.



•

Advertisements of gambling should not be advertised or promoted in outdoor displays, such as billboards, that are adjacent to schools or youth centres.

•

Advertising should be consistent with principles of dignity, integrity, mission and values of the industry and jurisdictions.

•

Advertising should not portray product abuse, excessive play, or a preoccupation with gambling.

•

Advertising should not imply nor portray any illegal activity.

Now, let’s have a look at some adverts that promote responsible gambling and offer support to those who have a gambling problem.

STEP 4: ANALYSIS ACTIVITY (20 MIN)

“

Advertisements that have images of people winning large amounts of cash are not an accurate depiction of the outcomes of gambling. These advertisements are particularly misleading for youth who may not understand the financial consequences of winning: paying taxes, lump sum versus periodic payments, and the reality that many winners do not manage their winnings well. In fact, a significant number of lottery winners lose their winnings and face financial problems (including bankruptcy) within 5 years! Divide the class into groups of about 4 learners each. Hand out Learning Activity 1 – “Persuasive adverts?” Groups choose one of the advertisements for responsible gambling to analyse. Allow about 20 minutes for groups to complete their sheets. Invite groups to report back to the rest of the class.

STEP 5: ACTIVITY (HOME ASSIGNMENT) Learning Activity 2 – “Design an advert”: Homework: After having worked in a group, allow individual learners to design an advertisement or poster or brochure aimed at promoting responsible gambling. Once learners have completed their assignment, put them up on the classroom wall and allow learners to present their advertisements to the rest of the class. Invite feedback from the rest of the class to determine whether it is an effective advertisement. In other words, is the message clear and convincing? And does it adhere to the advertising standards of the National Responsible Gambling Board?



Unit 12.3 - Transparency 1 ELEMENTS OF ADVERTISING

•

What is your favourite advertisement?

•

What makes this advertisement so appealing?

•

Have any of you ever felt that you bought something because the advertisement made it sound so attractive?

•

What did the advertisement promise that you found so attractive?

•

Did you get what you hoped you would as promised by the advertisement? In other words, did the advertisement live up to its promise?

Some key definitions: Media: The different ways in which we store and share information. For example, print media (newspapers, magazines, books, posters, etc); electronic media (internet, podcasts, twitter, etc); broadcast media (radio, TV, megaphones, videos, etc). Advertisement: An advertisement is a form of communication that hopes to persuade its viewers, readers or listeners to take some action. The action the advertisers hope the viewer, reader or listener will take is to buy a specific product or to use a specific service or to do a specific thing (or a warning not to do a specific thing!). It usually includes the name of a product or service and how that product or service will benefit the user. All contents copyright © 2012 National Responsible Gambling Programme



Consumer: The person or customer who buys the product or uses the service that is advertised. Brand: The name of the product or service that is being advertised. Advertisers want the consumers to think of the brand as something desirable. Examples of brands include: Shell petrol, Gap clothing, Levi jeans, Apple computers, Joko tea, Omo washing powder, Coke, etc.

Slogan: The catchy phrase that viewers or listeners remember and which becomes associated with the particular brand. For example: “Go well, go Shell”, “The Now Generation (Pepsi)”; “Tata ma chances” (Lotto), "Power to you" (Vodacom), etc.

Persuasive or manipulative techniques: The various tactics or skills advertisers use to try and influence the viewer’s, reader’s or listener’s decisions. It encourages a consumer to buy a specific product or do a specific thing or believe a specific idea that the consumer would not otherwise have had.



Unit 12.3 - Transparency 2 “SLOGANS”

•

How are the advertisers trying to influence your thinking and encourage you to buy their product? What are they hoping you will think their product will do for you?

•

What is the actual information that the slogans convey?

“Xantech helps control dandruff symptoms with regular use” “Daisy washing liquid leaves dishes virtually spotless”. “Listerine helps fights bad breath” The looks-full-but-is-really-empty claim. Here the advertisers try and make you think that they are saying something important, but when we look more closely at the meaning of the words, the advertisers are not really saying anything that is informative.

“Coffee-mate gives coffee more body, more flavour” “You can be sure of Shell” “Ford bakkie – 700% quieter” The unfinished comparison claim. Here the advertiser claims that the product is better or has more of something, but doesn’t finish saying what it is better than, or what exactly it has more of. It doesn’t finish the comparison.




“There is no mascara like it – buy Maxbelle” “Only Doral has this unique filter system” “Cougar is like nobody else’s car” The we-are-different-and-unique claim. Here the advertisers claim that the product is something special because it is different.

“Mobil: the petrol that cleans your engine” “Windhoek: a premium natural beer brewed using only the finest natural ingredients” “SKIN smells differently on everyone” The saying-the-obvious claim. Here advertisers say something about their specific product which is really true for any brand in that product category. The claim is usually a mere statement of fact that doesn’t really contain any advantage over the other products with which it is competing.

“Campbell’s soup gives you tasty pieces of chicken and not one but two chicken stocks” “Geritol has more than twice the iron of ordinary supplements” The so-what claim. Here the careful reader will react by saying, “So what?” A claim is made which supposedly makes it different from other brands, but it gives no real advantage over the other brands in the product category. All contents copyright © 2012 National Responsible Gambling Programme



“Nestlé Pure Life: water you can trust” “Winston tastes good like a cigarette should” The vague claim. Here it is simply not clear what the advertisers are trying to say. Often advertisers use colourful words that project a lot of emotion, but there is no real factual content. It overlaps with the looks-full-but-is-really-empty claim.

“Tiger Woods (Leonardo DiCaprio, Shah Rukh Khan) wears a Tag Heuer watch” “Kaizer Chiefs sponsored by Vodacom” The celebrity or expert claim. Here a famous person is used to support the product. Sometimes the people will claim to use the product, but very often they don’t. Lots of advertisers sponsor famous sports stars or teams so that the fans of those sports stars or teams will also be fans of the products they endorse.

“Biotex washing powder with enzymes” “Kellogg’s Special Morning, with 33% more nutrition” The scientific or statistical claim. Here advertisements use impressive sounding mystery ingredient names or specific numbers to make their products sound as though they have been scientifically tested or proved.




“LG electronics – a smart choice for smart people” “You deserve the best” “We think a cigar smoker is someone special” The compliment-the-consumer claim. Here the advertiser tries to flatter the consumer’s good taste or intelligence.

“Shouldn’t your family be drinking Hawaiian Punch?” “What do you want most from coffee? That’s what you’ll get from Ricoffee” The rhetorical question. Here the advertisement asks a question in such a way that you will support the product and endorse it.



Unit 12.3 Transparency 3 GAMBLING ADVERTISEMENTS

•

Why do you think that most governments, including the South African government, makes it illegal for anyone under the age of 18 to gamble?

Youth report that gambling advertisements make them want to try gambling and 61% imagine or dream about what they could buy with their winnings. Examples of such persuasive slogans:

“Everyone’s a winner!” “All you need is a dollar and a dream” “You could win a truckload of money” These adverts are misleading because they suggest that the probabilities of winning are much greater than they really are. Advertisements that promote gambling as an ideal and easy way of making money are particularly dangerous when viewed by youth who may neglect their schooling, studies and regular employment in order to gamble.

WOULD YOU SAY N0 TO AN EXTRA R2 MILLION... OR SO?

TATA MA CHANCE, TATA ‘MA MILLIONS

DRAW DATES: 27 FEB & 1 MARCH




Is there anyone who would say “no” to an extra R2 million? It is for this reason that there are certain laws which gambling advertisers must adhere to. These include: •

All advertising and marketing must contain a message indicating that minors under the age of 18 are not allowed to gamble. The advert must include the National Responsible Gambling Programme’s responsible gambling slogan, and its toll free helpline number.

•

Gambling should not be promoted as an alternative to employment or as a financial investment or as a way to achieve financial security.

•

Advertising of gambling should emphasise the fun and entertainment aspect of gambling and not imply a certainty of winning.

•

Advertising should not misrepresent a person’s chance of winning a prize.

•

Persons depicted as gamblers in advertising should not be under the legal age.

•

Age restrictions should be posted at all places where gambling takes place.

•

Advertising of gambling should not contain symbols or language that are intended to appeal to minors.

•

Advertisements of gambling should not be advertised or promoted in outdoor displays, such as billboards, that are adjacent to schools or youth centres.

•

Advertising should be consistent with principles of dignity, integrity, mission and values of the industry and jurisdictions.

•

Advertising should not portray product abuse, excessive play, or a preoccupation with gambling.

•

Advertising should not imply nor portray any illegal activity.




PERSUASIVE ADVERT? IS IT MANIPULATIVE OR NOT? Names of group members: ________________________________________________________________________ Choose one of the following adverts and, then as a group: •

Decide whether you think the advert promoting responsible gambling is effective.

•

Say why you think it is or is not effective.

•

Discuss the language / slogan used – Is the meaning clear? Is it catchy? Does it grab your attention? Does it use humour?

•

Discuss the tone – Is it stern? Is it conversational and inviting? Is it threatening?

•

Discuss the tone – Is it stern? Is it conversational and inviting? Is it threatening?


12 | Unit 10.1 12.3 | Page 18 Grade 10






DESIGN AN ADVERTISMENT Name: __________________________________________________________________________________________ Your task: Design an advertisement or poster or brochure specifically aimed at young people (under 18 year olds) that encourages them not to gamble. Or Design an advertisement or poster or brochure specifically aimed at people between 18 and 25 years old that promotes responsible gambling. •

Bear in mind the advertising standards required by the South African government.

•

Who is your target audience?

•

What is the social message you are hoping to convey?

•

Create a slogan that captures this social message.

•

Write a short text with some additional information. (Use some of the information you have learnt in this unit.)

•

Pay attention to the size of the lettering and the colour of the background and the text. (Bright colours attract attention.)

•

Choose an appropriate picture to help strengthen your message.

•

Don’t forget to include the helpline number.

Display your adverts or posters or brochures on the classroom wall and share it with the other learners.



1/15/13

4:30 PM

Page 16

unit 12.4

UNIT 12.4



UNIT 12.4

Addiction: a lifestyle problem


Identify the main parts of the brain involved in risk-taking and decision-making.

•

Understand why young people in their teenage years are more likely to experiment with high-risk behaviour, such as drug-taking.

•

Discuss the various effects on the brain and body of dagga, tik and inhalants.

•

Explain how and why someone becomes addicted to drugs.

•

Recognize the signs of drug addiction.

•

Identify the factors that increase the risk of becoming addicted.

•

Practice techniques to say “no” to drugs.

•

Know what to do in an emergency.

CAPS TOPIC FOR GRADE 12: TERM 3: DEVELOPMENT OF THE SELF IN SOCIETY: •

Human factors that cause ill health, accidents, crises and disasters: psychological, social, and cultural practices. o Lifestyle diseases as a result of structural factors o Contributing factors o Intervention strategies

KEY CONCEPTS: •

Pre-frontal cortex

•

mid-brain reward system

•

neurotransmitters

•

dopamine

•

neurons

•

receptors

•

dagga (Marijuana)

•

tik (methamphetamines)

•

inhalants (household chemicals)

•

addiction

•

tolerance

•

withdrawal


Transparency 1: “BUC – Brain Under Construction”

•

Transparency 2 – “Drugs and the Brain”

•

Learning Activity 1 – “Dear Abby”

•

Transparency 3 – “When does a habit become an addiction?”

•

Learning Activity 2 – “Make your brain strong!”

•

Transparency 4 – “What to do in an emergency”



Unit 12.4

SUMMARY OF STEPS IN UNIT 12.4 orientating STEP 1: INTRODUCTION & QUIZ (20 MIN) Outline the main parts of the brain as discussed in previous units. (TRANSPARENCY 1)

STEP 2: EXPLANATION (15 MIN) Explain what effect various drugs have on the teenage brain. (TRANSPARENCY 2)

enhancing STEP 3: ACTIVITY (20 MIN) LEARNING ACTIVITY 1: Write a letter giving advice on drug taking (Group work)

synthesising STEP 4: EXPLANATION (25 MIN) What are the signs of drug addiction? (TRANSPARENCY 3)

STEP 5: ACTIVITY (25 MIN) Design an advert. LEARNING ACTIVITY SHEET 2: Learning how to say “no” to drugs. (Pair work)

STEP 6: EXPLANATION (5 MIN) What to do in an emergency (TRANSPARENCY 4)



ORIENTATING (Introducing the topic in relation to what has already been learned) In units 10.1, 10.3 and in 12.1, learners were introduced to the structure and functioning of the teenage brain, a brain that is not yet fully developed. This incomplete development results in the adolescent brain working in specific ways that directly influence the behaviour of teenagers. It is also because of the as yet not fully developed prefrontal cortex, that teenagers are prone to impulsive behaviour, experimentation, and a lack of moderation. This makes teenagers especially vulnerable to over-consumption of alcohol, drugs and other high-risk forms of behaviour. In this unit1, we are going to be looking in more detail at how addiction develops, some of the consequences of addiction, where to go for help with an addiction problem, and some of the strategies to stay in control.

NOTE FOR TEACHERS: Teaching adolescents, you are aware of the important development stages that your learners are going through, on their way to becoming mature, independent and accomplished adults. As a teacher, you also know that adolescents are social beings. You know that it is important for teens to feel like they fit in and are part of the crowd. Of course, being part of a group in which young people coordinate, learn, cooperate and experiment, has positive aspects. But the strong sense of wanting to belong can also have a negative aspect: it can put teens at high risk for drug abuse and other forms of high-risk behaviour in social settings. There may be peer pressure at parties or social functions for members of the group to engage in dangerous activities. This unit is going to look at why it is so tough on young people to make their own smart independent decisions in social settings. Adolescents frequently face situations where they have to make tough decisions about trying out new forms of high-risk behaviours, such as taking drugs, unsafe sex, drinking and gambling. Some teenagers are afraid to ask adults questions about these forms of high-risk behaviour. Instead, they rely on potentially inaccurate information gathered from friends. e.g. “No, you cannot fall pregnant the first time you have sex” (false!), “Nothing bad is going to happen to you if you take drugs.” (Studies show that many young people are likely to develop problems at school, with their family, even with the police when they start taking drugs.) The Taking Risks Wisely programme aims to provide factual and clear information about various forms of high-risk behaviour. Since drug abuse is such a wide-spread problem among teenagers, we will be focusing specifically on this form of behaviour. The aim of the programme is to help teens use the facts they learn about drugs and other forms of high-risk behaviour, such as gambling, to make smart decisions about their own lifestyles, or to help a family member or friend who has a problem with addiction. If learners know the facts about drugs and gambling, and how these affect the brain, they will be more likely to say “no” when confronted with a high-risk situation.

STEP 1: INTRODUCTION & QUIZ (20 MIN) Go over the main parts of the teenage brain as discussed in units 10.1, 10.3 and 12.1. Put up Transparency 1: “BUC – Brain Under Construction” At the end of the transparency, go through the short quiz as a class exercise.

1

This unit draws very heavily on the free material produced for teachers and learners by the US National Institute on Drug Abuse (NIDA).



Say, for example:

“ •

Many people take too many drugs , or drink too much, or gamble more than they can afford and who therefore have a drug, drinking or gambling problem.

•

How do you think their problem started?

Ask:

(It is likely that learners will know of someone with a drug, gambling or drinking problem. However, most teenagers also think that they will not develop such a problem themselves! In response to the question in the 2nd bullet, there may be a variety of reasons learners offer, but stress particularly those responses that identify that the problem started in teenage years.) Studies have shown that people who start gambling or using a drug earlier in life, have a much higher chance of developing a problem or becoming an addict later on as an adult.2 So, you are really in a very vulnerable period of your life! Being vulnerable means being in a position where there is a greater chance of something dangerous happening to you. Not only are you more likely to engage in high-risk behaviour during your teenage years, it is also during these years that you may be sowing the seeds of a problem into adulthood. Ask: •

Why are teenagers more likely to try high-risk behaviours?

As we saw in earlier units, the teenage physical brain is “under construction”3 and this has a direct influence on the kinds of decisions you make and the kinds of behaviour you engage in. Two parts of the brain are central in influencing risktaking behaviour: 1) the already fully-developed mid-brain “reward centre” (with its thrill-seeking neurotransmitter, dopamine) and 2) the not-yet-fully-developed pre-frontal cortex (which curbs or limits impulsive and irrational behaviour). Since the mid-brain reward centre is already fully developed in the teenage years, it has a strong influence on teenagers to seek situations that are exciting, risky, involve some experimentation, and are unfamiliar. It is that part of the brain that makes you curious and which gives you a thrill when something unexpected happens. The tingling sensation that you experience is as a result of lots of dopamine being released by the mid-brain reward system, and flooding your brain. The part of your brain that acts as a judge or police officer of these “wild” impulses to seek new, risky adventures is the pre-frontal cortex but since it is not yet fully developed in the teenage years, it does not act as a reliable restraint over the risk-seeking forms of behaviour driven by the mid-brain reward centre.

Pre-frontal cortex

Mid-brain reward centre produces neurotransmitter dopamine

Brain stem – controls basic functions like pulse, heart-rate, breathing, sleeping In order to understand what the effects of drugs may have on your brain and decision making abilities, we need to have a closer look at how the brain functions and communicates. 2 3

http://www.medicalnewstoday.com/info/addiction/risks-of-addiction.php Content adapted from the Heads Up report by Nora Volkow, the director of the National Institute of Drug Abuse. See http://teacher.scholastic.com/scholasticnews/indepth/headsup/support/nida6_ins4_teacher_ed.pdf



The brain is a complex communications network consisting of billions of nerve cells (or neurons) which pass messages from one to another. These nerve networks (or neural networks) control everything we feel, think and do. Here is how people communicate:

The mouth of the person speaking is the transmitter of sound waves across space which are received by the ear of the other person.

Transmitter

Receptor

Cell phone A transmits radio waves across space to cell phone B which receives and decodes the signals.

Neurotransmitter

To send a message, a nerve cell in the brain releases a chemical (neurotransmitter) which crosses the space (synapse) separating two cells, and attaches to the receiving end (receptor) of another nerve cell.

Receptor

As the released neurotransmitter approaches the nearby neuron, it attaches to a special site on the cell called the receptor. A neurotransmitter and its receptor operate like a key and lock. It is an exquisitely specific mechanism that makes sure that each receptor will forward the appropriate message after it has interacted with the right kind of neurotransmitter. Before we have a look at how different drugs affect the brain (and therefore affect what you think, feel, say and do), let’s just make sure we know the relevant parts of the brain. Match the word in column A to its description in column B: A

B

1. nerve cell

a. neurotransmitter

2. the brain’s chemical messenger

b. rational control centre of the brain

3. space between two brain cells

c. thrill-seeking part of the brain

4. pre-frontal cortex

d. neuron

5. mid-brain reward centre

e. synapse

6. receptor

f. controls basic functions like breathing

7. brain stem

g. receiving part of the neuron

Note for teacher: correct answers: 1-d; 2-a; 3-e; 4-b; 5-c; 6-g; 7-f.


“


STEP 2: EXPLANATION (15 MIN) Brain studies have shown that the part of the brain that helps us weigh risks and rewards is less developed in teens and this may affect the way they make decisions. By being less sensitive to risk and more impulsive, teens can make unwise decisions about drugs, especially when the consequences of drug use are not always immediate or clear. Put up Transparency 2 – “Drugs and the Brain” The main aim of the transparency is to see how drugs through their chemicals influence the brain and therefore all thoughts, feelings and behaviour. Say, for example:

“

•

Ask: Can you give examples of the kinds of drugs that people use?

(Learners are likely to give examples of dagga, tik, glue, heroine, cocaine, ecstasy, as well as more everyday drugs like cigarettes, alcohol, and even prescription drugs like aspirin, cough medicine, etc.) Ask: •

Do you think these drugs you have mentioned are chemicals?

(Encourage learners to recognise that drugs are chemicals and therefore have an effect on the way the nerve cells and the chemical neurostransmitters in the brain work.) We have talked about how neurotransmitters are the brain’s chemical messengers and that these chemical messengers influence what we think, feel and do. Drugs are chemicals. That means, drugs work on the brain by affecting the brain’s communication system and interfering with the way neurons normally send, receive and process information. Different drugs – because of their different chemical structures – work differently. In fact, some drugs can change the brain in ways that last long after the person has stopped taking drugs, maybe even permanently. This is more likely when a drug is taken often. Some drugs, such as dagga and heroin, imitate a natural neurotransmitter. Because these drugs are similar to a natural neurotransmitter, they “fool” the receptors into receiving them and relaying an “abnormal” message to the rest of the neural network and body. Other drugs, such as amphetamine or “tik”, cause nerve cells to release large amounts of natural neurotransmitters or prevent the normal recycling of these brain chemicals. This leads to an exaggerated message in the brain, leading to the whole communication system being messed up. The difference in effect is like the difference between someone whispering in your ear versus someone shouting through a microphone. All drugs of abuse affect the mid-brain’s reward system. Normally, the mid-brain reward system responds to pleasurable or exciting situations by releasing the neurotransmitter dopamine. Not only does this create feelings of pleasure, it also tells the brain that something important is happening. It encourages the brain to pay attention and to remember it. So, the release of dopamine encourages us to do the same thing again and again (because we have learned that the action releases dopamine and makes us feel pleasure). Drugs hijack the mid-brain reward system by causing unusually large quantities of dopamine to flood the system. This flood of dopamine causes the “high” or euphoria associated with drug abuse. Let’s have a closer look at the way different drugs affect the mid-brain’s reward system and the communications of its nerve cells.



DAGGA Ask: •

Have you ever seen a person under the influence of dagga? Can you describe how they talked and behaved?

The main chemical in dagga (or marijuana) is called THC. THC causes the mid-brain to release dopamine and THC also interferes with the part of the brain that controls sensory perception, balance, co-ordination and memory. It results in the brain misinterpreting messages from the different sense organs, such as the eyes, ears, tongue and skin. A person who is under the influence of dagga will see, hear, taste and feel things differently, will have slower reflexes and will most probably have difficulty remembering. Although it is still not certain what the long-term effect of dagga use is, animal studies have shown that there is an increased chance of permanent damage to the memory. After long-term use of dagga, withdrawal can increase the level of chemicals associated with stress. TIK Ask: •

If you have seen someone under the influence of “tik” or crystal meth, can you describe how that person behaved?

“Tik” is also known as crystal meth or methamphetamine. It is made with chemicals such as drain-cleaner, battery acid, and anti-freeze. It is an extremely dangerous drug not only because of its poisonous ingredients, but also because of the effect it has on the brain. Tik is chemically similar to dopamine (and another neurotransmitter called norepinephrine). Tik “tricks” the brain into releasing high and unnatural levels of dopamine and blocks any extra dopamine from being broken down. This massive flood of dopamine causes the body to heat up considerably (hypothermia), and the person to be nauseous, agitated and physically hyperactive. The effects of tik also include loss of appetite, increased pulse rate and heart-beat, the shakes, vomiting, diarrhea, convulsions and intense aggression. Long-term effects can include addiction, stroke, violent behaviour, anxiety, confusion, bleeding in the brain, paranoia and hallucinations. GLUE / AEROSOL Ask: •

And how does a person behave after sniffing glue or aerosol?

There is a group of drugs called “inhalants” which are common household products that give off mind-altering chemical fumes when sniffed. These products often include paint thinners, glue, fingernail polish remover, petrol, and aerosols found in hair sprays, and paint sprays. Because the chemical structures of these products are different, they have different effects on the brain and on behaviour. But, the chemicals have a direct effect on the central nervous system and spinal cord. Toluene, a chemical found in many inhalants causes muscle spasms, trembling, and hearing loss. The chemicals also interfere with the brain stem functions and disrupt the normal heart rhythm. Inhalant users (or “sniffers”) are also at risk for Sudden Sniffing Death (SSD) when the fumes take the place of oxygen in the lungs and the central nervous system. The user suffocates. Many of the toxic chemicals of inhalants are stored in the body’s fatty tissue and long-term effects include abnormalities in brain function, malfunction in the nerves at the back of the legs, and impairment of higher cognitive functions. Although many of the symptoms stop when the person stops using the drug, animal studies (and some studies on humans) show that there are many long-term effects that permanently change the communication structures of the brain.

“



ENHANCING (deepening learners’ understanding of the topic) In order to check whether learners have a grasp of the effects of different drugs on the teenage brain, hand out Learning Activity 1. Instead of merely repeating the usual warning that drugs “are bad”, the learners in the following exercise focus on the findings of scientific studies and the facts about the effects of drugs on the brain. Having clear and reliable information about this is part of the PRICE decision-making process (unit 11.3) in which the “I” stands for “Information”. When learners make informed decision about high-risk behaviour following the PRICE method, they need to have reliable and accurate information that informs their decision. STEP 3: ACTIVITY (20 MIN) Hand out Learning Activity 1 – “Dear Abby” Divide learners into groups of 2-3 and let them complete the exercise. Take in the completed responses to form part of the learner’s assessment portfolio.

SYNTHESISING (Reinforcing and consolidating learners’ understanding) Unit 12.4 examines the factors that cause drug addiction (and other addictions like gambling) and discusses the mental and physical ill health associated with addiction. Early use of drugs in the teenage years increases a person’s chances of more serious drug abuse and addiction later on. So preventing early use of drugs may reduce the risk of later abuse and addiction. In addition, risk of drug abuse increases during times of change, such as changing schools, moving, and divorce. When learners change from primary school to high school, they are not only going through a change of environment where drugs are perhaps more easily available, they are also going through major changes in their brains and bodies. No wonder it is a time of great experimentation and great risk! STEP 4: EXPLANATION (25 MIN) Learners have seen that drug abuse can disrupt brain functions that are critical to motivation, memory, learning, judgment, and behaviour control. So it is not surprising that teens who abuse drugs often have family and school problems, poor academic performance, and health-related problems (including mental health). Of course, not everyone who tries drugs will develop problems or become addicted. But it is important to recognize when problems start arising and to know how to deal with such situations. Put up Transparency 3 – “When does a habit become an addiction?” Say, for example:

“

Many people can use substances or become engaged in activities without any significant problems. Some people, however, may experience damaging psychological and/or physical effects when their habit becomes an addiction.

Ask: •

What is the difference between a habit and an addiction?

A habit is done by choice. The person with the habit can choose to stop, and will subsequently stop successfully if he or she wants to. Page 8 | Unit 12.4 | Grade 12


But with an addiction the person is unable to control the motivation or decision to stop using drugs. Addicts need help to stop because the drugs have caused mental and physical problems. Put simply, with a habit you are in control of your choices; with an addiction you are not in control of your choices. Ask: •

How does someone become addicted to drugs?

(Encourage learners to start using the information about how the brain works in their responses.) Think about how you feel when something good happens – maybe your team wins a game, maybe you are praised for something you have done well, maybe that boy or girl whom you have fancied for a long time smiles and talks to you – you feel tingling, excited, and a sense of pleasure. That is because the mid-brain reward system has produced dopamine which is picked up by the receptors in the nerve cells which, in turn, send the message to your heart (it starts beating faster, you may even blush), your stomach (it has butterflies), your skin (it tingles), etc. You experience intense feelings of pleasure. Our brains are wired (that means, all humans are born with these brain responses) to ensure that we will repeat lifesustaining activities by associating those activities with pleasure or reward. So, for example, humans are programmed to enjoy sex and food because these are important for the survival of the species. Whenever the mid-brain reward system is activated, the brain notes that something of importance is going on and it encourages us to do it again and again, without thinking about it. Because drugs of abuse activate the same mid-brain reward system, we learn to abuse drugs in the same way. When drugs are taken, they can release 2 to 10 times more dopamine than natural rewards do. The result is that the brain seeks to repeat these unnatural “highs” rather than seeking naturally rewarding behaviour, such as eating and sex. The effect of such a powerful reward strongly encourages people to take drugs again and again. But, over a period, the brain starts changing as a result of these unnaturally high amounts of dopamine (and other neurotransmitters) produced by the drugs. When a radio is too loud, we learn to turn down the volume. The brain reacts in the same way to too much dopamine. Because the brain cells sense that there is more than enough dopamine around, they begin to reduce their uptake of dopamine. The result? There is less dopamine uptake in the brain and the midbrain’s ability to activate systems that cause pleasure is severely weakened. The person feels flat, listless, depressed, tired, and uninterested in things other than drugs. Now the person needs drugs just to bring the dopamine levels up to normal. That means larger and larger amounts of drugs are needed to flood the system and to create the “high”. This effect is known as tolerance. The drug user, wanting to experience those intense feelings of pleasure again, is driven to seek out and use drugs even if it involves negative consequences, such as losing friends, stealing, family problems and failing at school. This is addiction. Ask: •

How does someone become addicted to drugs?

Although we know what happens to the brain when someone is addicted, we cannot predict how many times a person must take a drug before becoming addicted. A person’s genetic makeup, the genes that make each of us who we are, and the environment each play a role. What we do know is that a person who uses drugs is at risk of becoming addicted, craving the drug despite its terrible consequences. Ask: •

What are the signs that a person has become addicted?

(Allow learners to share stories. Anecdotal evidence is often a powerful learning tool.)



1.

Tolerance increases - After a while, the drug user does not get the same pleasure and has to increase the dose. This is because the body’s tolerance has increased. Eventually, the user simply has to take the drug to prevent withdrawal symptoms - taking the drug just makes them feel normal. When tolerance increases, the risk of addiction is much greater.

2.

The drug user person cannot stop – even though they may have tried or even after they have developed an illness linked to the drug, their attempt to stop was not successful.

3.

Withdrawal symptoms - when body levels of that substance go below a certain level the drug user has physical and mood-related symptoms, such as cravings, bouts of moodiness, inability to sleep, bad temper, poor focus, a feeling of being depressed and empty, frustration, anger, bitterness and resentment. In some cases the person may have constipation or diarrhea. With some drugs, withdrawal can trigger violence, trembling, seizures, hallucinations, and sweats.

4.

Giving up other social or recreational activities - an addict focuses on getting the drug and being with people who do the same.

5.

Maintaining a good supply - people who are addicted to a substance will always try to make sure they have a good supply of it, even if they do not have much money. In some cases this may involve stealing or trading sex for drugs or money.

6.

Taking risks - while under the influence of some drug the addict may do life-threatening things, such as driving fast.

7.

Obsession - an addicted person may spend more and more time and energy focusing on ways of getting hold of their substance, and in some cases how to use it.

8.

Secrecy and solitude - in many cases the addict may take their substance alone, and even in secret.

9.

Denial - a significant number of people who are addicted to a drug are in denial. They are not aware (or refuse to acknowledge) that they have a problem.

10.

Excess consumption - in some addictions, such as alcohol, some drugs and even nicotine, the individual uses too much. The consequence can be blackouts (cannot remember chunks of time) or physical symptoms, such as a sore throat, or a constantly runny nose.

11.

Dropping hobbies and activities - as the addiction progresses the individual may stop doing things he or she used to enjoy a lot.

12.

Relationship problems - these are more common in drug/alcohol addiction.

Ask: •

Isn’t becoming addicted to a drug just a character flaw?

A person may start out taking drugs voluntarily and after having made a conscious decision, but as time passes and drug use continues (and increases), the brain changes as a result and the ability to make decisions freely is damaged. The fact is that our brains are wired to make sure we repeat activities, such as eating, by associating it with pleasure and reward. Drugs artificially produce the neurotransmitters that make us feel pleasure and therefore motivate users to repeat taking drugs again and again. So, while the initial choice to try drugs may have been a voluntary choice for some, a physical need replaces that choice. This is what is known as addiction. Ask: •

Why do people begin taking drugs in the first place?

(Allow learners to brainstorm some responses.)



In general, people begin taking drugs for a variety of reasons. 1.

The teenage brain is under construction – Remember, that the teenage years are a period in which young people are encouraged by their mid-brain reward system to be impulsive, seek adventure, experiment, and engage in risky behaviour. Of course, this is also a good thing. It encourages young people to take up a challenge of learning a new skill, making new friends, developing new interests, etc. But it can also lead to problems when there is no limit on impulsivity and risk-taking. Being in the teenage years therefore increases the chances of a person trying out drugs.

2.

To feel good – Most drugs of abuse produce intense feelings of pleasure. Some drugs also make people feel powerful, self-confident, and give increased energy.

3.

Curiosity and “because others are doing it” – In the adolescent years, starting to become more independent from the family, young people have a strong need to feel accepted into a group. Learning during these years is done often through initiation. It is also the time in one’s life when peer pressure is strong.

4.

To increase performance – the pressure that some young people feel to improve their athletic or academic performance, can motivate them to start experimenting with some chemical substances. While these in the short term may in fact enhance performance, in the long-term their effects may be serious physical and mental problems.

Ask: •

Why do drug-addicted persons keep using drugs?

Nearly all addicted individuals believe when they first start taking drugs that they can stop at any time. Many who do try to stop do so without treatment. Although some are successful, most people fail to stop using drugs. Regular drug use leads to permanent biological changes in the brain, including the ability to stick to one’s decisions and to control one’s behaviour. Ask: •

What is the difference between someone addicted to drugs and someone addicted to gambling?

The person who uses drugs takes in a specific chemical (dagga, heroin, alcohol, etc), whereas the person who gambles doesn’t put a foreign substance in his or her body. But, the effect is very similar. The gambler is constantly excited by the thrill of not knowing whether she will win or not; the uncertainty and suspense are felt intensely. The mid-brain reward system is wired to respond to the exciting situation whose gambling outcome cannot be known beforehand. The suspense releases quantities of dopamine, having the same result as drugs. Ask: •

What are the factors that increase a drug user’s or gambler’s chances of becoming addicted?

(Again, allow learners to brainstorm various responses.) Although anybody, regardless of age, sex or social status can potentially become addicted to some substances, there are certain factors which may increase the risk of addiction: 1.

Genetics (family history) - anybody who has a close relative with an addiction problem has a higher risk of eventually having one themselves.

2.

Gender – males are twice as likely as females to have problems with drugs and are more likely to become addicts.

3.

Having a mental illness/condition - people with depression, ADHD (attention-deficit hyperactivity disorder) and several other mental conditions have a higher risk of eventually becoming addicted to drugs, alcohol or nicotine.

4.

Peer pressure - trying to conform with other members of a group and gain acceptance can encourage people to take up drugs or gambling and eventually become addicted. Peer pressure is an especially strong factor for young people.



5.

Family behaviour - young people who do not have a strong attachment to their parents and siblings have a higher risk of becoming addicted to something one day, compared to people with deep family attachments.

6.

Loneliness - being alone and feeling lonely can encourage use of drugs and addiction.

7.

The nature of the substance – some drugs, such as “tik”, are much more addictive than others.

8.

Age when substance was first consumed - studies have shown that people who start using a drug earlier in life have a higher risk of eventually becoming addicted, than those who started later.

9.

Stress - if a person’s stress levels are high, there is a greater chance of using drugs to try and cope with the stress.

Now that we have seen the problems of drug addiction, we need to look at ways in which you can prevent this from happening to you. In the next section we are going to look at strategies to stay in control.

“


Studies have shown that the teenage brain is still under construction. This makes it likely that young people are more impulsive and more likely to take risks. But, the fact that the teenage brain is still changing also creates enormous abilities to learn new things. Research shows that when teens think things through, they make good decisions about risk. The pathways in the teenage brain are strengthened each time the young person repeats and activity or skill. Hand out Learning Activity 2 – “Make your brain strong!” The exercise is aimed to help learners think about their decisions about risk-taking behaviour. Group learners into pairs. Let one person try and persuade the other to try drugs, and then let the other person choose one of the strategies below to help them to practice saying “no”. After 5 minutes, let the pairs change roles so that each one gets a chance to practice saying “no”. THE TECHNIQUE

WHAT TO SAY

A Simple No Don’t make it a big deal. Be polite.

No, thanks.

Tell It Like It Is Be yourself and say it in a language that you’re comfortable with.

No, thanks. I don’t drink or No thanks. I don’t do drugs.

Give an Excuse People make excuses all the time.

I have to meet my friend or I’ll get kicked off the team.

Change the Subject This can distract people.

No, thanks. Hey - did you see that strange outfit Agnes was wearing?

Walk Away or Leave the Situation It’s common at parties to have a brief interaction, then wander off or leave entirely.

Say no, then walk to another group

The Big Stall This works with escalating pressure. It doesn’t mean you will actually try it later.

No, maybe later.

The Broken Record Give one reason, then repeat the reason, but don’t get into a debate or argument - it doesn’t help.

No, thanks - it makes me sick. Repeat it if a person pressures you.



STEP 6: EXPLANATION (5 MIN) Finally, put up Transparency 4 - “What to do in an emergency”

Say, for example:

“

If you suspect a friend may be suffering from an overdose or a toxic reaction to a drug, you must act. Call 10111 or 10177 or 112 from a cell phone or get to a hospital. You or your friend might get in trouble when an adult finds out that you've been around drugs, but that's far better than your friend being dead, or in a coma. It's not possible for someone to sleep off an overdose. Taking a cold shower or drinking coffee will not help either. Drug and alcohol overdoses can stop the heart from beating or the lungs from breathing. Here are the signs of a person who has overdosed on drugs: •

Abnormal pupil size (either too small or too large)

•

Sweating

•

Agitation (restlessness, increased tension, irritability)

•

Tremors (involuntary shaking movements)

•

Seizures (can be as dramatic as a wild thrashing movement or as mild as a brief loss of awareness)

•

Problems with walking

•

Difficulty breathing

•

Drowsiness

•

Unconsciousness

•

Hallucinations

•

Delusional or paranoid behaviour

•

Violent or aggressive behaviour

DRUG COUNSELLING LINE: Life Line: there are many centres throughout South Africa Go4Rehab: South Africa: 021 433 1801 Narcotics Anonymous South Africa: Cape Town helpline: 0881 30 03 27; Johannesburg helpline: (011) 485 5248 Read more: http://www.southafrica.info/services/crisishelp.htm#ixzz1n0Si3qrf


“


Unit 12.4 - Transparency 1 “BUC – BRAIN UNDER CONSTRUCTION”

• •

Many people take too many drugs or drink too much and therefore have a drug, gambling or drinking problem How do you think their problem started?

Studies have shown that people who start gambling or using a drug earlier in life, have a much higher chance of developing a problem or becoming an addict later on as an adult. •

Why are teenagers more likely to try high-risk behaviours?

Part of the brain

Characteristics

Effects

1. mid-brain “reward • already fully developed • has a strong influence on young people to centre” in the teenage years seek situations that are • thrill-seeking exciting, risky, involve neurotransmitter some experimentation, dopamine and are unfamiliar • makes you curious and which gives you a thrill when something unexpected happens 2. pre-frontal cortex

• not-yet-fully-developed until about age 23 • curbs or restrains the wild impulses of the mid-brain reward system

• because it is not yet fully developed in the teenage years, it does not act as a reliable restraint on the riskseeking forms of behaviour driven by the mid-brain reward centre

The young, inexperienced policeman is not very successful in stopping the mature and experienced burglar! All contents copyright © 2012 National Responsible Gambling Programme



Mid-brain reward centre produces neurotransmitter dopamine

Pre-frontal cortex

Brain stem – controls basic functions like pulse, heart-rate, breathing, sleeping Let’s take a closer look at how the brain functions and communicates. The brain consists of billions of nerve cells (or neurons) which pass messages from one to another. These nerve networks (or neural networks) control everything we feel, think and do. Here is how people communicate:

The mouth of the person speaking is the transmitter of sound waves across space which are received by the ear of the other person.

Transmitter

Receptor

Here is how cell phones communicate:

Cell phone A transmits radio waves across space to cell phone B which receives and decodes the signals.




Neurotransmitter

Receptor

To send a message, a nerve cell in the brain releases a chemical (neurotransmitter) which crosses the space (synapse) separating two cells, and attaches to the receiving end (receptor) of another nerve cell.

As the released neurotransmitter approaches the nearby neuron, it attaches to a special site on the cell called the receptor. A

B

1. nerve cell

a. neurotransmitter

2. the brain’s chemical messenger

b. rational control centre of the brain

3. space between two brain cells

c. thrill-seeking part of the brain

4. pre-frontal cortex

d. neuron

5. mid-brain reward centre

e. synapse

6. receptor

f. controls basic functions like breathing

7. brain stem

g. receiving part of the neuron



Unit 12.4 - Transparency 2 “DRUGS AND THE BRAIN”

•

Can you give examples of the kinds of drugs that people use?

•

Do you think these drugs you have mentioned are chemicals?

Neurotransmitters are the brain’s chemical messengers. They influence what we think, feel and do. Drugs are chemicals. That means, drugs work on the brain by affecting the brain’s communication system and interfering with the way neurons normally send, receive and process information. It’s like a broken cellphone that doesn’t send and receive messages properly anymore. Different drugs – because of their different chemical structures – work differently. But all drugs of abuse affect the mid-brain’s reward system. Normally, the mid-brain reward system responds to pleasurable or exciting situations by releasing the neurotransmitter dopamine. When this happens it creates feelings of pleasure. It also tells the brain that something important is happening and encourages the brain to pay attention and to remember it. So, the release of dopamine teaches us to do the same thing again and again. Drugs hijack the mid-brain reward system by causing unusually large quantities of dopamine to flood the system. This flood of dopamine causes the “high” or euphoria associated with drug abuse.




•

Have you ever seen a person under the influence of dagga? Can you describe how they talked and behaved?

Dagga

What is it?

What are its effects?

• A person who is under the influence of dagga will see, hear, taste and • THC causes the midfeel things differently, brain to release will have slower reflexes dopamine. and will most probably • THC also interferes have difficulty with the part of the remembering. brain that controls sensory perception, • The long-term effect of dagga increases the balance, chance of permanent coordination and damage to the memory memory. and increases the level of chemicals associated with stress. • The main chemical in dagga is THC.




•

If you have seen someone under the influence of “tik” or crystal meth, can you describe how that person behaved? “Tik”

Tik, crystal meth or methamphetamine

What is it?


• made with chemicals • “tricks” the brain into releasing a flood of such as draindopamine and blocks cleaner, battery any extra dopamine acid, and antifrom being broken freeze. down. • an extremely dangerous drug with • body heats up considerably poisonous (hypothermia), person is ingredients. nauseous, agitated and • Tik is chemically physically hyperactive. similar to dopamine • loss of appetite, increased pulse rate and heart-beat, the shakes, vomiting, diarrhea, convulsions and intense aggression. • addiction, stroke, violent behaviour, anxiety, confusion, bleeding in the brain, paranoia and hallucinations.




•

And how does a person behave after sniffing glue or aerosol?

“Inhalants”

What are they?


• common household products that give off mind-altering chemical fumes when sniffed.

• The chemicals have a direct effect on the central nervous system and spinal cord.

• paint thinners, glue, fingernail polish remover, petrol, and aerosols found in hair sprays, and paint sprays. • Because the chemical structures of these products are different, they have different effects on the brain and on behaviour.

• Toluene, a chemical found in many inhalants, causes muscle spasms, trembling, and hearing loss. • The chemicals interfere with the brain stem functions and disrupt the normal heart rhythm. • risk of Sudden Sniffing Death (SSD) when the fumes take the place of oxygen in the lungs and the central nervous system. The user suffocates. • the toxic chemicals of inhalants are stored in the body’s fatty tissue and long-term effects include abnormalities in brain function, malfunction in the nerves at the back of the legs, and higher cognitive functions.




“DEAR ABBY” Names of group members: ________________________________________________________________________ Imagine that you are “Abby”. You give advice to people who write to your newspaper column with their problems. Below are two letters. Choose ONE of the letters and write a response to the person, making sure that you include clear and accurate information about the effects of drugs on the teenage brain.

Letter 1

Letter 2

Dear Abby

Dear Abby

My teachers and parents say it is bad to smoke dagga. Yet there are kids in my school who smoke dagga and they seem okay. So, why the fuss?

Last weekend I took some “tik”. Now I am scared that I have caused some permanent damage to myself. Is it true that one hit of “tik” can cause permanent brain damage?

From

From

Undecided in Durban

Scared in Stutterheim

Write your response in here:


12 | Unit 10.1 12.4 | Page 21 Grade 10

Unit 12.4 Transparency 3 “WHEN DOES A HABIT BECOME AN ADDICTION?”

•


A habit

• • •

An addiction • • •

•

A habit is done by choice. The person can choose to stop, and will subsequently stop successfully if they want to. With a habit you are in control of your choices. The person is unable to control the motivation or decision to stop using drugs. The person needs help to stop because the drugs have caused mental and physical problems. With an addiction you are not in control of your choices.


When something good happens you feel tingling, excited, and a sense of pleasure. That is because: mid-brain reward system

§ produces dopamine

§ which is picked up by the receptors in the nerve cells

§ which send the message to your:

§

§

§

heart (it starts beating faster, you may even blush), your stomach (it has butterflies), your skin (it tingles), etc.




All humans are born with these brain responses: it makes us repeat life-sustaining activities by associating them with pleasure or reward. E.g. humans are programmed (or “wired”) to enjoy sex and food because these are important for the survival of the species. Whenever the mid-brain reward system is activated, the brain notes that something of importance is going on and it encourages us to do it again and again. Because drugs activate the same mid-brain reward system, people learn to abuse drugs in the same way. THE CYCLE OF ADDICTION drugs activate midbrain reward system

k

l drugs produce unnaturally high levels of dopamine and intense pleasure

person is driven to take larger doses of drugs more often to increase dopamine levels

(“tolerance”)

l

h

system is flooded with dopamine drug “high”

person feels “low” and listless

j

midbrain suppresses its own dopamine production (brain produces less dopamine by itself)


l



When a radio is too loud, we learn to turn down the volume. The brain cells react in the same way to too much dopamine and begin to reduce their uptake of dopamine. •

How often must a person take drugs before he or she becomes addicted?

We cannot predict how many times a person must take a drug before becoming addicted. It differs from person to person. A person’s genetic makeup and the environment each play a role. •

What are the signs that a person has become addicted?

Tolerance increases

Eventually, users simply have to take the drug to prevent withdrawal symptoms - taking the drug just makes them feel normal.

The drug user cannot stop

Even though they may have tried or even after they have developed an illness, they can’t stop.

Giving up An addict focuses on getting the drug and being with other social or people who do the same. recreational activities Maintaining a good supply

Addicts will try to make sure they have a supply of their drug, even if they do not have much money. This may lead to stealing or trading sex for drugs or money.

Taking risks

While under the influence of some drug, the addict may do life-threatening things, such as driving fast.

Obsession

Addicts spend more and more time and energy focusing on ways of getting hold of their substance.

Secrecy and solitude

In many cases the addict may take the substance alone, and even in secret.




Denial

Addicts often are not aware (or refuse to acknowledge) that they have a problem.

Excess consumption

Addicts may experience blackouts (cannot remember chunks of time) or physical symptoms, such as a sore throat, or a constantly runny nose.

Dropping hobbies and activities

As the addiction progresses the individual may stop doing things he/she used to enjoy a lot.

Relationship problems

These are more common in drug/alcohol addiction.

•

Isn’t becoming addicted to a drug just a character flaw?

A person may start out taking drugs voluntarily and after having made a conscious decision, but as time passes and drug use continues (and increases), the brain changes as a result and the ability to make decisions freely is damaged. •

Why do people begin taking drugs in the first place?

In general, people begin taking drugs for a variety of reasons: The teenage Remember, that the teenage years are a period in which brain is under young people are encouraged by their mid-brain reward system to be impulsive, seek adventure, construction experiment, and engage in risky behaviour. To feel good

Some drugs also make people feel powerful, selfconfident, and give increased energy.

Curiosity and “because others are doing it”

Teens are starting to become more independent from the family, have a strong need to feel accepted into a group, learn through imitation, and have to deal with peer pressure.

To increase performance

Some young people think that certain drugs can improve their athletic or academic performance.




•

Why do drug-addicted persons keep using drugs?

Nearly all addicted individuals believe when they first start taking drugs that they can stop at any time. Many do manage to stop on their own. But most people fail to stop using drugs. Regular drug use leads to permanent biological changes in the brain, including the ability to stick to one’s decisions and to control one’s behaviour. •

What is the difference between someone addicted to drugs and someone addicted to gambling?

The person who uses drugs takes in a specific chemical (dagga, heroin, alcohol, etc); the person who gambles doesn’t put a foreign substance in his or her body. But, the effect is very similar. The gambler is constantly excited by the thrill of not knowing whether she will win or not. The mid-brain reward system responds to the exciting, unpredictable situation by releasing quantities of dopamine. The same result as taking drugs. •

What are the factors that increase a drug user’s or gambler’s chances of becoming addicted?

Genetics (family history)

Anybody who has a close relative with an addiction problem has a higher risk of eventually having one themselves.

Gender

Males are twice as likely as females to have problems with drugs and are more likely to become addicts.

Having a Peer pressure to feel part of a group or to conform is an mental illness/ especially strong factor for young people. condition Peer pressure

Peer pressure to feel part of a group or to conform is an especially strong factor for young people.




Family behaviour

Young people who do not have a strong attachment to their family have a higher risk of becoming addicted to something one day, compared to people with deep family attachments.

Loneliness

Being alone and feeling lonely can encourage use of drugs and addiction.

The nature of the substance

Some drugs, such as “tik”, are much more addictive than others.

Age when substance was first consumed

People who start using a drug earlier in life have a higher risk of eventually becoming addicted, than those who started later.

Stress

If a person’s stress levels are high there is a greater chance of using drugs to try and cope with the stress.




“MAKE YOUR BRAIN STRONG!” You know that the teenage brain is still under construction, making you more likely to be impulsive and risk-seeking. But, your changing brain also makes it possible to learn many new helpful things and productive skills, like wise decision-making. And each time you make a wise decision, the pathways in your brain are strengthened. Those nerve endings of your brain cells that are used often through repeating skills and activities are made stronger. Your decisions actually shape your brain! So, let’s see how you can make wise decisions about drug-taking and in doing so make your brain stronger. If someone offers you drugs, you are more likely to give the answer you want if you’ve planned it out in advance. How to say “no” to drugs is the best way to avoid abusing them. Now that you have the facts about what drugs can do to your brain, it’s time to think about how to say “no” to drugs in social settings. Divide into pairs. Let one person try and persuade you to try drugs, and then the other person must choose some of the strategies below to help him or her say “no” and to strengthen his or her brain. Ways to say “No” to drugs

THE TECHNIQUE

WHAT TO SAY

A Simple No Don’t make it a big deal. Be polite.

No, thanks.

Tell It Like It Is Be yourself and say it in a language that you’re comfortable with.

No, thanks. I don’t drink or No thanks. I don’t do drugs.

Give an Excuse People make excuses all the time.

I have to meet my friend or I’ll get kicked off the team.

Change the Subject This can distract people.

No, thanks. Hey - did you see that strange outfit Agnes was wearing?

Walk Away or Leave the Situation It’s common at parties to have a brief interaction, then wander off or leave entirely.

Say no, then walk to another group.

The Big Stall This works with escalating pressure. It doesn’t mean you will actually try it later.

No, maybe later

The Broken Record Give one reason, then repeat the reason, but don’t get into a debate or argument - it doesn’t help.

No, thanks - it makes me sick. Repeat it if a person pressures you.



Unit 12.4 Transparency 4 “WHAT TO DO IN AN EMERGENCY”

If you suspect a friend may be suffering from an overdose or a toxic reaction to a drug, you must act. Call 10111 or 10177 or 112 from a cell phone or get to a hospital. You might get in trouble when an adult finds out that you've been around drugs, but that's far better than your friend being dead, or in a coma. It's not possible for someone to sleep off an overdose. Taking a cold shower or drinking coffee will not help. Drug and alcohol overdoses can stop the heart from beating or the lungs from breathing. Here are the signs of a person who has overdosed on drugs: • • • • • • • • • • • •

Abnormal pupil size (either too small or too large) Sweating Agitation (restlessness, increased tension, irritability) Tremors (involuntary shaking movements) Seizures Problems with walking Difficulty breathing Drowsiness Unconsciousness Hallucinations Delusional or paranoid behaviour Violent or aggressive behaviour

DRUG COUNSELLING LINE: Life Line: there are many centres throughout South Africa Go4Rehab: South Africa: 021 433 1801 Narcotics Anonymous South Africa: Cape Town helpline: 0881 30 03 27; Johannesburg helpline: (011) 485 5248 Read more: http://www.southafrica.info/services/crisishelp.htm#ixzz1n0Si3qrf All contents copyright © 2012 National Responsible Gambling Programme


1/15/13

4:30 PM

Page 17

REFS


Resources

Gambling Helpline telephone number: 0800 006 008 SMS: 076 675 0710 Novel: Jacobs, Rayda (2003). Confessions of a Gambler. Cape Town: Kwela Books Websites of school programmes and curricula: National Responsible Gambling Programme (NRGP): http://www.responsiblegambling.co.za/ NRGP Schools Programme: http://schools.nrgp.org.za/ Youth Making Choices: A Curriculum-Based Gambling Prevention Programme (10 units) (Ontario): http://www.problemgambling.ca/EN/ResourcesForProfessionals/Pages/CurriculumYouthMakingChoices.aspx Youth Bet: an interactive resource for learners (Canada): http://youthbet.com/ Tacade publication on gambling: http://www.tacade.com/gamble_form.php: http://www.tacade.com/gambling.php Gambling Sense: A Responsible Gambling and Financial Literacy Education Resource: http://www.austgamingcouncil.org.au/index.php?option=com_content§ionid=20&task=category&id=103&Ite mid=99999999 A Guide for Problem Gambling; Children and Young People (New South Wales): http://www.gamblinghelp.nsw.gov.au/asset/cms/Download%20resources/Documents/Guide_to_problem_ gambling_TAFE_Teachers.pdf Teachers’ Resource: Calculating the Risk: http://www.powerhousemuseum.com/gambling/ Teachers’ Resource: What’s the Real Deal? (Tasmania): http://www.dhhs.tas.gov.au/gambling/gambling_archive/programs/whats_the_real_deal Problem Gambling: A Resource Guide for Schools (Victoria): http://professionals.problemgambling.vic.gov.au/brochures-resources/for-schools A Teaching and Learning Resource for Responsible Gambling Education: Building Resilience for Young Learners (Victoria): http://www.consumer.vic.gov.au/library/publications/resources-and-education/teacher-resources/responsiblegambling-building-resilience-for-young-learners.pdf


Resources | Page 1

Resources

Responsible Gambling Teaching Resource Kit (Queensland): http://www.ethikkommission-kaernten.at/ICME11/ICME11_TSG13_p15_peard.pdf http://www.olgr.qld.gov.au/responsibleGambling/educationInfo/schoolStuff/schoolstuff/index.html Health and Wellbeing: A Teaching Resource (Queensland): http://rsc-vcal12.wikispaces.com/file/view/Health_Intro.pdf Reach Out: Online Youth Mental Health Service (Australia): http://au.reachout.com/ Talking with Children about Gambling (USA): http://www.ncrg.org/public-education-and-outreach/college-and-youth-gambling-programs/talking-childrenaboutgambling Facing the Odds: The Mathematics of Gambling and Other Risks (USA): http://www.ncrg.org/public-education-and-outreach/college-and-youth-gambling-programs/facing-odds Teens, Know Your Limits: an interactive resource for learners (USA): http://www.teensknowyourlimits.org/

Page 2 | Resources


Learner’s pre-lesson survey

1. I am in:

Grade 10

Grade 11

Grade 12

2. I have gambled before:

Often

Sometimes

Never

3. I have a friend / family member / someone close to me who has a gambling problem Yes

No

4. English is my first language, the one I speak most often: Yes

No

Read the following statements and then answer “yes”, if you agree with the statement, “no” if you disagree, or “not sure”. Tick the appropriate box What I have learned about high-risk behaviour and gambling:

Yes

No

Not sure

1. High-risk behaviour can lead to bad consequences. 2. By the time a person reaches adolescence, the brain is fully developed. 3. I am aware of the risks that a player may face when gambling. 4. I am confident that I know how to make responsible choices and manage my risk-taking behaviour. 5. The longer the time a person spends gambling, the better the chances of winning more money. 6. Adolescents are more likely to take part in high-risk behaviour than adults. 7. A person will win money on the slot machines or on the Lotto if he or she knows how the system works. 8. Although some people develop gambling problems, many manage to gamble responsibly. 9. I know where to go for help for either my own or someone else’s gambling problem. Complete the following sentences about gambling (dice, coin tossing, sports betting, Lotto, card betting, fafi, etc): 10. I am interested to know more about

11. I do not believe that

12. I want to add that


Introduction Pre-lesson survey | Page 3

Learner’s post-lesson survey

1. I am in:

Grade 10

Grade 11

Grade 12

2. I have gambled before:

Often

Sometimes

Never

3. I have a friend / family member / someone close to me who has a gambling problem Yes

No

4. English is my first language, the one I speak most often: Yes

No

Read the following statements and then answer “yes”, if you agree with the statement, “no” if you disagree, or “not sure”. Tick the appropriate box What I have learned about high-risk behaviour and gambling:

Yes

No

Not sure

1. High-risk behaviour can lead to bad consequences. 2. By the time a person reaches adolescence, the brain is fully developed. 3. I am aware of the risks that a player may face when gambling. 4. I am confident that I know how to make responsible choices and manage my risk-taking behaviour. 5. The longer the time a person spends gambling, the better the chances of winning more money. 6. Adolescents are more likely to take part in high-risk behaviour than adults. 7. A person will win money on the slot machines or on the Lotto if he or she knows how the system works. 8. Although some people develop gambling problems, many manage to gamble responsibly. 9. I know where to go for help for either my own or someone else’s gambling problem. Complete the following sentences about gambling (dice, coin tossing, sports betting, Lotto, card betting, fafi, etc): 10. I am interested to know more about

11. I do not believe that

12. I want to add that



Pre-lesson survey | Page 4

Grades 10-12 Taking Risks Wisely Teachers’ Feedback Survey

Some background details: (Tick the relevant box/es) 1. The school at which I teach is located in area that’s regarded as urban

semi-urban

rural

Grade 11

Grade 12

2. I taught Taking Risks Wisely to the following grades: Grade 10

3. In total, I taught the following number of lessons from Taking Risks Wisely Less than 5

5-10

10-15

15-20

More than 20

4. The school at which I teach has mainly first language English speakers. Yes

No

Yes

No

5. The learners at my school have easy access to computers at school

1 poor

2 average

3 good

The content of the resource file 6. Relevance of content to learners’ interests and needs 7. Link of content with aims of CAPS and the rest of the Life Orientation curriculum 8. Logical and systematic development of topics from one lesson to another within the grade 9. Logical and consistent development of topics across the grades 10. What I liked about the content: (add your own comments)

11. What I didn’t like about the content:



Language use in the resource file

1 poor

2 average

3 good

12. Appropriateness of the level of language difficulty used (matching the level of language to the learners’ fluency) 13. Clarity of the concepts (explanation of difficult words) 14. Suitability of the tone used 15. What I liked about the language and the tone:

16. What I didn’t like about the language and the tone:

Pedagogy used

1 poor

2 average

3 good

17. Suitability of the level of difficulty in the learning tasks 18. Relevance of learning tasks to learners’ interests and needs 19. Level of variety of learning tasks 20. Degree of interactivity that’s promoted by the learning tasks 21. Level of learner engagement in the learning tasks 22. Reinforcement of previous learning entailed in the learning activities 23. What I liked about the pedagogy promoted by the material:

24. What I didn’t like about the pedagogy promoted by the material:



Layout and design of the resource file

1 poor

2 average

3 good

2 average

3 good

25. The usefulness of the ring-binding with detachable pages 26. The usefulness of the colour-coded grades 27. The usefulness of the step-by-step lesson plans 28. The usefulness of the transparencies 29. The attractiveness of the drawings and design 30. What I liked about the layout and design:

31. What I didn’t like about the layout and design:

Overall comments on the resource file

1 poor

32. The usefulness of the website linked to the resource file (if accessed) 23. What I liked about the pedagogy promoted by the material:

24. What I didn’t like about the pedagogy promoted by the material:

MANY THANKS FOR YOUR TIME AND COMMITMENT TO COMPLETING THIS FEEDBACK FORM. PLEASE POST IT TO: Att: HAZEL PETRIG, NATIONAL RESPONSIBLE GAMBLING PROGRAMME, P.O. BOX 16331, VLAEBERG, 8018 OR EMAIL: [email protected]

