Up2Us is on Facebook and each week we explore one Up2Us theme drawing from our content, current affairs and popular trends amongst our youth.

Each week, you will find our timeline filled with great quotes, interesting facts, and videos and pictures taken from our Up2Us programme.

We encourage you to invite your students to engage with the Up2Us Facebook community and comment on the various posts. We would love to hear from you. Tell us what you would like to see happening on our Facebook page.

Look out for our ‘BigUp2…’ series, where each Friday we profile an Up2Us celebrity, an UPstander and perhaps even YOU! Like our page, join the movement and keep an eye out for our exciting competitions and give-aways.

You can also follow @Up2UsMovement on Twitter to stay informed.

These seminars have been well-received by teachers, eager to increase their content knowledge and be exposed to teaching strategies and methodologies, lesson plans and interesting resources that can be used to support the curriculum and enhance the classroom experience.

In these sessions, we have also shown excerpts from Zvi Dor-Ner’s The 50 years of War which can be viewed here.

If you are a teacher, student or curriculum advisor and would like to attend these seminars, please send an email to lauren@shikaya.org to receive updates.

2012 was certainly an exciting year. Our Matric class of 2012 achieved fantastic results and that is definitely testament to your hard work and dedication in the classroom. We wish them well as they begin their tertiary studies, work or travels.
As teachers, you shape so many lives and have the great opportunity of being a positive influence on your students. That gets a Big Up from us.

Welcome to 2013 – a brand new year to continue making a difference in your classrooms as we promote active citizenry and democracy and human rights education. Shikaya, and particularly our Facing the Past – Transforming the Future programme celebrates it’s 10th year this year. Our heartfelt thanks to all those who have been a part of this incredible journey – your avid support is greatly appreciated.

GREAT NEWS! Amanda Mayeki has accepted a teaching post at Kuilsriver High School. After a well-deserved break once completing her degree and achieving such great results in what was a gruelling final year, Amanda has begun her new job with much enthusiasm. We are sure that Amanda will make a significant difference in her classroom and we wish her everything of the best.

We have a number of things planned for 2013 and we look forward to your valuable contribution and involvement in all our programmes and events.

A Big Up! to Springfields girls. Another example of young people standing up and saying it is Up2us to conquer our  fears and Live!

As a part of their Dignity Campaign, Springfield girls organised a talk for the high school girls about conquering fear.Especially those fears that cause us to make bad decisions for ourselves, such as the fear of being different or the fear of being judged.

 

In 2013, Facing History and Ourselves will celebrate a significant anniversary: 10 years of collaborative work with educators, students, and schools across South Africa. Since 2003, Facing History has had an active presence in South Africa through the Facing the Past program in partnership with Shikaya and the Western Cape Education Department. Facing the Past has trained over 340 teachers and has reached more than 100,000 students in over 180 schools. Facing the Past also works with students taking part in leadership programs developed by Shikaya and has trained over 590 pre-service educators. Through this work in schools, universities, and communities, Facing History engages students, teachers, education officials, and community members in important and necessary discussions on issues of identity, membership, history, memory, judgment, the legacies of the past, and democratic participation. Facing the Past’s work plays a critical role in South Africa’s transition to democracy. With the partnership’s 10th anniversary approaching, Roy Hellenberg, a teacher at the Rondebosch Boys’ High School in Cape Town who has worked closely with Facing the Past for many years, reflected on the importance of nurturing democracy and creating a classroom atmosphere where differences are honored and active discussion takes place every day.

Growing up in South Africa, I was the youngest in my family. Despite that, when it came to arguing, no special consideration was afforded me. There were 13 of us and family conversation often ranged from politics to religion, from education to human rights. Debates were won based on the strength of our arguments and the passion with which we communicated them.

It was in these moments that I first learned one of the most important lessons of discussion: respect for the person you are in conversation with. It was here that I learned to probe, prod, dissect, and dismantle the arguments of others. I realized the importance of respecting the views of others and the value in being open to reevaluating my own preconceived ideas.

Today, as an educator, why do I value debate, differing viewpoints, and the rights of others to think differently than I do? In large part it is because of these early experiences – both with my family and in school. My high school history teacher held a viewpoint on the political situation in South Africa in the early 1980s that was different from the views held by my church leaders. My siblings embraced a host of beliefs and convictions that were different from my parents’. (I suspect this was possible because it was impossible for my parents to keep track of all 13 of us!) These dissenting voices helped me to develop the important skills of critical thinking and forced me to question myself and those around me. Who do I believe? Why should I believe this point over that one? Why should I follow this ideology and not another?  It is this richness of opposing ideas that I wish to create in my classroom.

I try to foster this atmosphere in a number of ways. I approach teaching with an understanding that as an educator, I am not a neutral conveyer of facts. I arrive at my classroom on any given day aware of my biases and value systems. Realizing that I have my own predispositions and experiences allows me to “take them off,” like a pair of spectacles. I can examine them and become aware of how they make me “see” the world. This makes me cautious and open to understanding that, even though I may have deeply held beliefs, they are simply choices I have made – they don’t necessarily represent truth itself. My students might hold a different truth from mine. The principal of my school might hold truths that are different from mine. The teacher in the classroom next to mine might hold different truths. This understanding helps me create a classroom that is rich with opportunities for debate and encouraging of challenges.

I believe that young people are far more resilient than we often give them credit for. I show my students that I will allow for my own views to be challenged, dissected, and even sometimes, discounted. This develops an environment of mutual respect where ideas, once voiced, become something we can all interact with, without it being attached to a particular ego or person.

Creating an environment that allows for democratic thinking and practices to emerge requires more than words. It requires that we, as teachers, live the values embodied in critical thinking. How can I expect students to make themselves vulnerable and expose their ideas to criticism if I am not willing to do the same myself? How can I encourage my students to become active citizens and challenge the people and practices that undermine democracy, and then fail to take any action myself in the face of injustice? Active citizenship that can transform communities and even countries requires first taking action in the immediate environment. Speaking up against “small” injustices often can be more impactful than looking for big causes to fight. Can we really tackle xenophobic violence when we turn a blind eye to bullying in the playground? Can we fight for a more accountable government, if teachers at our own schools are not called to account? Teaching democratic values is not contained in a series of lessons; it is a lifestyle, an ethos that one creates.

To encourage active citizens that respect and value the democratic principles of our country’s constitution, it is important not only to pay attention to what happens in the classroom. We must also respect our students’ humanness in their lives beyond school and the four walls of the classroom. We must trust them to provide leadership. We must give them the time, space, and opportunity to grapple with these democratic values until they take root. We must spur them to action. And we must listen.

**********************

Learn more about our work in South Africa.

This article was written by Facing History’s Julia Rappaport. F

Grace Bridgman,  Lauren De Bruyn and Lara Murray

Group 6

Springfield Convent School, shared their exciting idea of a Sibling School Project whereby schools will pair with each other and create initiatives in which they may assist each other and learn from each other. Schools will assist each other in the following: Academics, Teacher exchange, Student exchange, Sport, Resources, Fundraising, Socials and the like.

(To watch the presentations click here.)

                                                                                                                                                                                                                                                                                          

The Sibling Project

Main objectives: to improve, empower, unify. Whilst these goals may seem ambitious, it is through our explanation of this project’s implementation that these goals may also be seen as entirely feasible.

• #1. Tutoring system.

Last year, matric pass rate for mathematics was 46%, whilst 53% passed physical sciences. In this initiative, exceptional students from either school would work with students struggling in their subjects.

• #2.Breaking the Language Barrier Initiative.

Where pupils would speak to and listen to each other in their different languages, thus teaching one another though simple conversation.

• #3. The sharing of facilities between schools.

If a privileged school with many facilities exists as a sibling, it would be encouraged to share facilities such as libraries and computers. This is an area of huge significance, as it is estimated that 15% of schools do not have access to electricity, whilst 15000 do not have libraries.

• #4 Sports.

Sport is an effective method of bonding as it encourages teamwork and camaraderie. Sports teams could therefore be mixed with students from both schools, whilst mixed teams from different sibling schools may have seasonal tournaments. Integrated singing clubs and bands should also receive emphasis.

•  Financial aspect.

Where one school is significantly wealthier than the other, fundraising and donation to the other school may be allowed. However, it is crucial that this financial aspect is not the main focus as it is essential that these relationships are not parasitic ones and those of charity. It is with this that we move on to our next section.

•  Incentives.

Furthermore, as the project gains popularity we would hope that it would gain status such as the President’s Award, which is something of a gold star on one’s CV.We also suggest that schools who participate receive a tax rebate for their involvement. However, we want to stress that these incentives are mere bonuses; not compensation for participating. Students should want to be involved because of a desire to give back the community and service to their country.

The Kay Mason Foundation (KMF) is an organisation that “funds scholarships to a range of schools, both private and public.” Their aim “is to make the best education available to all.”

Shikaya presented an opportunity to the Kay Mason Foundation Alumni to experience the Up2Us journey. These graduates felt a strong desire to be advocates for positive change in their communities and in society through acting as mentors and positive role models to the current KMF scholars and the young people in the community.

We held a full-day interactive Up2Us workshop at the KMF offices in Cape Town. Natasha Dyer of KMF introduced the programme by sharing her story of inspiration and asking participants to take the time to write their story about a day, person or experience that inspired them. Natasha’s aim was to encourage participants to open up to the possibilities of the day, the exploration of self and the realisation of untapped potential.

The Up2Us ‘journey’ starts with the exploration of individual identity and the way in which our identity and potential is so often shaped by circumstances and those around us. Through ‘Fly, Eagle, Fly’ participants engaged with the way in which we are shaped by our communities, and so often, encouraged to conform rather than fulfill our potential. Discussion was thoughtful. Participants noted that more often than not, conformity is something that we tolerate – that we allow.

 “Fly eagle Fly! So many people, in fact all of us need to hear that story. It has made me look deep within and realise my potential and how much I need to keep on trying.” – Matapelo

This was also compared to the desire for acceptance and to group association. Participants, in their discussion, concluded that we need to be motivated, if not by ourselves, then by someone else who believes in our capability and potential, and that what we really need is a moment of awakening – we need to have faith in ourselves and recognise that we can be those people who achieve their goals and realise their dreams.

“The story of the Eagle  made me realise that everyone needs someone who can believe in them, in order for one to reach their full potential.” – Portia Gxasheka

The journey came to end once we had shared stories of identity, belonging and leading by example. Participants shared their words of hope and in creating their “Charter to Build a Nation” highlighted what it is they choose to stand for and stand against and how they would do this.

 Partcipant responses:

“I would love to be a part of it (Up2Us) again. It was amazing.” – Khwezi

“I learnt more about myself and what I could do to be an active citizen.”- Sinazo

I feel inspired to be an UPstander “in my community and the rest of the world as I learnt that standing up for good can change the world.”- Bongo

“Up2Us is a great programme and there are a lot of Community Based Organisations that could really benefit from it, so keep up the good work and carry on teaching. I’m inspired!!” - Lungelwa

” The identity chart hepled me explore aspects of myself  I wasnt aware of” – Cameron

“I feel that we are being groomed as a group to fight against the problems that were caused by apartheid. That only sinked in today.”- Sethu

 

A Presentation Skills workshop for participants of esSAy 2030 was held at Rondebosch Boys’ High School on Thursday 21 June 2012 from 4pm – 6pm. The workshop provided information on how best to present the content of ones essay at the Final Presentation to be held 26 July 2012

The sessions covered:

-How to plan and prepare for your presentation

-The delivery of your presentation

-How best to adapt your essay content into an oral presentation.

Remember to join the SA2030 Facebook group.

Lauren Daniels gave an innovative powerpoint presentation which inspired participants to be  inventive in their own presentations, see below:

The US Civil Rights Movement II

 At the second workshop we  began with looking back at :

•      Three things that they have learned from last week

•      Two questions that they still have.

•      One aspect of class/the text that they enjoyed.

Participants  watched ‘Freedom Riders’ and explored;

‘What lessons might people trying to address issues of injustice today learn from the Freedom Rides?’

Teacher Responses:

” I could identify concepts of: ‘One step at a time, ‘non-violence’,  ‘Perseverence’, ‘Each of us can have an impact’ “

” Issues raised in the workshop were relevant to young people today: non-violence, The collective verses the individual, We can all be joined by a common by a common just cause.”

” This lesson will make them think that if they are not happy with something thye must question it and somehow act on it. they don’t have to accept things the way they are.”

” Through these workshop we have the capacity to create Upstanders!”

The US Civil Rights Movement (Facilitated by Nicola Frick)

The K-W-L chart was used on  The Civil Rights Movement generally and The Freedom Riders in particular.

• K-W-L charts are graphic organizers that help students organize information before, during and after a unit or a lesson.  They can be used to engage students in a new topic, activate prior knowledge, share unit objectives, and monitor learning.

Column 1: What do you Know about the topic?

Column 2: What do you Want to know?

Column 3: What did you Learn?

After a shoe map of Freedom Riders off PBS website.

Participants were asked to write down a statement/ phrase/ sentence that particularly stood out for them from the documentary on the front of an index card.

A Teacher quote:  ” Blind to the realities of racism and afraid of change”

At the back Participants should write a few sentences explaining why they chose that quote – what it meant to them, reminded them of, etc. They may have connected it to something that happened to them in their own life, to a film or book they saw or read, or to something that happened in history or is happening in current events.

Meaning: :”Kennedy”s had to be careful of categorising Southern Governers that supported them”.

The workshop continued with discussions on the different opinions people have about the film and creating ID charts on  non- violence.

Teacher Responses:

” I appreciated the conversation format and the highlighting of resonating quotes. very good to watch a film with an ‘eye’ open for quotes to discuss.”

” The issues raised at the workshop were hugely relevant. young people are faced with personal and public struggles that require resistance strategies and responses.”

“The Highlight for me was the discussion on quotes and issues surrounding non-violence which is so topically relevant in current society.”