Educator and Tagging Information

Learning Area: Social Sciences Resource Name: Apartheid Assessment Exemplar Number: SSH9.6 Item/s: 20 Phase: Senior Grade: 9 Tags: Population Registration Act; Mixed Marriages Act; Immoralit Act; !roup Areas Act; "ocation in the S# Act; $antu %ducation Act; Separate Amenities Act; Apartheid; Sharpe&ille; de'iance campaign; (reedom )harter; A*); PA); (ormati&e Assessment Assessment T pe: (ormati&e Assessment !orm/s: Structured +uestions "op right for included material: , Armstrong; -S !ear . permission granted 'or the duration o' this pro/ect. #uration: 2 0ee#s Learning $utcomes and Assessment %tandards Learning $utcome &: 1he learner 0ill 2e a2le to use en+uir s#ills to in&estigate the past and present. Assessment %tandards ,e #no0 this 0hen the learner3 4 In&estigates a topic 2 as#ing #e +uestions and identi'ies a &ariet o' rele&ant sources to explore this topic 5'inds sources6. 4 As#s signi'icant +uestions to e&aluate the sources 5e.g. to identi' 2ias and stereot pes7 omissions and gaps6 50or#s 0ith sources6. 4 Anal ses the in'ormation in the sources 50or#s 0ith sources6. 4 Presents an independent line o' argument in ans0ering +uestions posed7 and /usti'ies 5using e&idence6 the conclusions reached 5ans0ers the +uestion6. 4 )ommunicates #no0ledge and understanding 2 constructing o0n interpretation and argument 2ased on the historical sources 5including extended 0riting7 art0or#7 graphics and drama6; uses in'ormation technolog 0here a&aila2le and appropriate 5communicates the ans0er6. Learning $utcome ': 1he learner 0ill 2e a2le to demonstrate historical #no0ledge and understanding. Assessment %tandards ,e #no0 this 0hen the learner3 4 Places e&ents7 people and changes in the periods o' histor studied 0ithin a chronological 'rame0or# 5chronolog and time6. 4 Identi'ies categories o' causes and e''ects 5e.g. immediate and long8term7 direct and indirect6 5cause and e''ect6. 4 %xplains and anal ses the reasons 'or and results o' e&ents in histor 5cause and e''ect6. 4 Recognises that change and de&elopment does not al0a s mean progress 5change and continuit 6. Learning $utcome (: 1he learner 0ill 2e a2le to interpret aspects o' histor . Assessment %tandards ,e #no0 this 0hen the learner3 4 9nderstands the contested nature o' content7 and that historians construct histories 0hen 0riting a2out e&ents 'rom the past 5source interpretation6. 4 )onstructs an interpretation 2ased on sources7 gi&ing reasons 'or o0n interpretation 5source interpretation6. 4 Anal ses issues 0hich in'luence the 0a histor has 2een 0ritten 5in'luences on interpretation6. 4 %xplains the 0a s in 0hich s m2ols are used to remem2er e&ents. ) perlin*s: 1o 2e completed later. Number of +uestions for exemplar: 20 Rating:

Assessment Tas* Apartheid in %outh Africa Introduction :. -e'ine the 0ord ;Apartheid< in 'ull.

1he 0ord ;Apartheid< 0as used 2 the 0hite A'ri#aner political part 7 the *ational Part 7 as a slogan in the :9=> election. In South A'rica at that time onl 0hite South A'ricans could &ote in general elections7 and the slogan o' ?Apartheid@ 0as &er appealing to man 0hite South A'ricans. In the :9=> election the *ational Part 0on . this mar#ed the 2eginning o' a ne0 era o' 0hite domination in South A'rica at the expense o' other racial groups 5$lac#s7 )oloureds and Indians6. -uring ,orld ,ar ll7 man 2lac# South A'ricans 'illed the /o2s o' 0hites 0ho 0ere 'ighting in the 0ar. 1he gained man s#ills and 0hen the 0hite soldiers returned7 the 0hites had three main concerns3 Although the soldiers got their /o2s 2ac#7 the 2lac#s had learned their s#ills and could 2ecome competition. 1he 0hites 0ere concerned 0ith the large num2er o' 2lac#s li&ing in the ur2an areas. Man 2lac#s participating in ,orld ,ar ll 0ere exposed to the idea o' 'reedom and democrac . 1he started to demand these rights through protests7 marches7 2o cotts and stri#es.

1here'ore the *ational Part <s polic o' ;Apartheid< 0ould protect the interests o' the 0hites in the 'uture. 2. %lection campaign poster

-esign an election campaign poster that could ha&e 2een used leading up to the :9=> elections. 1he poster can 2e in support o' the *ational Part <s polic o' Apartheid or against its racial polic . 5Remem2er . our poster must 2e e''ecti&e7 0ith the use o' colour7 s m2ols and catch phrases or 0ords.6 5:06 Policy of Apartheid 1he ideolog o' the Apartheid polic 0as to ensure social7 political7 economic and racial segregation. In order to carr out this polic 7 the *ational Part go&ernment passed and carried out se&eral Apartheid la0s. 1hrough the la0s7 the li&es o' the people o' South A'rica 0ere a''ected. A. 1he 'ollo0ing is a list o' some o' the Apartheid la0s. (or each one7 state 0hat its purpose 0as. Population Registration Act Mixed Marriages Act

A.: A.2

A.A A.= A.B A.6 A.C

Immoralit Act !roup Areas Act "ocation in the S# Act $antu %ducation Act Separate Amenities Act

Source interpretation Stud the sources 2elo0 and ans0er the +uestions that 'ollo0. Source A Source $

Source )

Source -

=. B. 6.

Ho0 do ou thin# the 2lac#s 'elt a2out the pass la0sD ,here did the 2lac# people ha&e to use their passes7 and 0h D ,hat happened to 2lac# people 0ho did not ha&e a pass on them 0hen as#ed to produce oneD Ho0 did the 0hites 2ene'it 'rom the Separate Amenities ActD

5=6 5=6

5=6 5=6

C.

>.

1he !roup Areas Act led to 'orced remo&als. %xplain ho0 this act a''ected man people<s li&es. 1hrough the $antu %ducation Act7 all education in South A'rica 0as placed under go&ernment control. %xplain the di''erence in the education s stems 'or the 0hite and 2lac# people.

5:06

9.

566

The formation of the homelands 1he go&ernment 0anted to create a 0hite South A'rica. In order to do so7 it 0as decided to create homelands 5$antustans6 'or all 2lac# people in South A'rica. 1hrough the promotion o' the $antu Sel'8!o&ernment Act7 e&er 2lac# South A'rican 0as allocated to a homeland according to their ethnic group. 1he 0ould ha&e political rights in their homelands and 0ould not 2e regarded as South A'rican citiEens. :0. ,rite an essa outlining the reasons 0h the homeland s stem 0as doomed to 'ailure.

5206

Resistance to Apartheid It 0as soon o2&ious that the *ational Part go&ernment 0as not prepared to change its Apartheid polic and the la0s regarding segregation. 1he *ational Part 0as determined to maintain 0hite domination. 1he non80hites 0ere there'ore le't 0ith little choice 2ut to resist the Apartheid la0s. 1he go&ernment responded 2 tightening its grip and passed e&en more Acts to ensure their domination. ::. %xplain 0h the Suppression o' )ommunism Act 0as considered one o' the 'inal steps in the denial o' ci&il /ustice in South A'rica.

The Defiance Campaign 1he -e'iance )ampaign 0as the 'irst means o' resistance in&ol&ing the entire nation. 1he 0hole idea 2ehind the campaign 0as to ?de' @ all Apartheid la0s 2 purpose'ull using

'acilities reser&ed 'or ?0hites onl @. 1he resistance also in&ol&ed the 2urning o' passes and 0al#ing through ?0hites onl @ entrances. :2. "ist the aims o' the -e'iance Mo&ement.

1he campaign lasted three months and > 000 people 0ere arrested. Although the go&ernment did not relax or change an o' the la0s7 mem2ers o' all race groups did 0or# together to 2ring a2out change. 1he A*) mem2ership gre0 'rom C 000 to :00 000 and the campaign gained the support o' the rest o' the 0orld. :A. Ho0 did the go&ernment respond to the de'iance campaignD

The Freedom Charter 1he resistance to Apartheid did not end a'ter the -e'iance )ampaign. It 0as decided that the supporters o' the resistance needed a common goal to 0or# to0ards. Folunteers 0ere sent out to inter&ie0 and as# people their demands. 1hese demands 0ere then put together and placed in a document called the (reedom )harter. 1hen a meeting 0as held7 0here the points in the (reedom )harter 0ould 2e accepted. 1his meeting 0as called the )ongress o' the People and 0as held in :9BB. :=. ,rite a summar o' the demands the people o' South A'rica might ha&e made in :9BB. 3000peopleofallracesmanaged toattendthemeetingdespitethe manyoftheleadersnotbeingable toattendduetothebanthe governmentplaced on them.

The !reedom "harter Adopted at the )ongress o' the People7 Glipto0n7 on 26 Hune :9BB We,thePeopleofSouthAfrica,declareforallourcountryandtheworldtoknow: thatSouthAfricabelongstoallwholiveinit,blackandwhite,andthatnogovernmentcan ustlyclaimauthorityunlessitisbasedonthewillofallthepeople! thatourpeoplehavebeenrobbedoftheirbirthrighttoland,libertyandpeacebyaformof governmentfoundedonin usticeandine"uality! thatourcountrywillneverbeprosperousorfreeuntilallourpeopleliveinbrotherhood, en oyinge"ualrightsandopportunities! thatonlyademocraticstate,basedonthewillofallthepeople,cansecuretoalltheir birthrightwithoutdistinctionofcolour,race,se#orbelief! Andtherefore,we,thepeopleofSouthAfrica,blackandwhitetogethere"uals,countrymen andbrothersadoptthis$reedom%harter!

Andwepledgeourselvestostrivetogether,sparingneitherstrengthnorcourage,untilthe democraticchangesheresetouthavebeenwon& The People %hall Go,ern%&er man and 0oman shall ha&e the right to &ote 'or and to stand as a candidate 'or all 2odies 0hich ma#e la0s; All people shall 2e entitled to ta#e part in the administration o' the countr ; 1he rights o' the people shall 2e the same7 regardless o' race7 colour or sex; All 2odies o' minorit rule7 ad&isor 2oards7 councils and authorities shall 2e replaced 2 democratic organs o' sel'8go&ernment. All National Groups %hall ha,e E+ual Rights1here shall 2e e+ual status in the 2odies o' state7 in the courts and in the schools 'or all national groups and races; All people shall ha&e e+ual right to use their o0n languages7 and to de&elop their o0n 'ol# culture and customs; All national groups shall 2e protected 2 la0 against insults to their race and national pride; 1he preaching and practice o' national7 race or colour discrimination and contempt shall 2e a punisha2le crime; All apartheid la0s and practices shall 2e set aside. The People %hall %hare in the "ountr .s /ealth1he national 0ealth o' our countr 7 the heritage o' South A'ricans7 shall 2e restored to the people; 1he mineral 0ealth 2eneath the soil7 the $an#s and monopol industr shall 2e trans'erred to the o0nership o' the people as a 0hole; All other industr and trade shall 2e controlled to assist the 0ell2eing o' the people; All people shall ha&e e+ual rights to trade 0here the choose7 to manu'acture and to enter all trades7 cra'ts and pro'essions. The Land %hall be %hared Among Those /ho /or* ItRestrictions o' land o0nership on a racial 2asis shall 2e ended7 and all the land redi&ided amongst those 0ho 0or# it to 2anish 'amine and land hunger; 1he state shall help the peasants 0ith implements7 seed7 tractors and dams to sa&e the soil and assist the tillers; (reedom o' mo&ement shall 2e guaranteed to all 0ho 0or# on the land; All shall ha&e the right to occup land 0here&er the choose; People shall not 2e ro22ed o' their cattle7 and 'orced la2our and 'arm prisons shall 2e a2olished. All %hall be E+ual 0efore the La1*o8one shall 2e imprisoned7 deported or restricted 0ithout a 'air trial; *o one shall 2e condemned 2 the order o' an !o&ernment o''icial; 1he courts shall 2e representati&e o' all the people; Imprisonment shall 2e onl 'or serious crimes against the people7 and shall aim at re8 education7 not &engeance; 1he police 'orce and arm shall 2e open to all on an e+ual 2asis and shall 2e the helpers and protectors o' the people; All la0s 0hich discriminate on grounds o' race7 colour or 2elie' shall 2e repealed. All %hall En2o E+ual )uman Rights1he la0 shall guarantee to all their right to spea#7 to organise7 to meet together7 to pu2lish7 to preach7 to 0orship and to educate their children; 1he pri&ac o' the house 'rom police raids shall 2e protected 2 la0; All shall 2e 'ree to tra&el 0ithout restriction 'rom countr side to to0n7 'rom pro&ince to pro&ince7 and 'rom South A'rica a2road;

Pass "a0s7 permits and all other la0s restricting these 'reedoms shall 2e a2olished. There %hall be /or* and %ecurit All 0ho 0or# shall 2e 'ree to 'orm trade unions7 to elect their o''icers and to ma#e 0age agreements 0ith their emplo ers; 1he state shall recognise the right and dut o' all to 0or#7 and to dra0 'ull unemplo ment 2ene'its; Men and 0omen o' all races shall recei&e e+ual pa 'or e+ual 0or#; 1here shall 2e a 'ort 8 hour 0or#ing 0ee#7 a national minimum 0age7 paid annual lea&e7 and sic# lea&e 'or all 0or#ers7 and maternit lea&e on 'ull pa 'or all 0or#ing mothers; Miners7 domestic 0or#ers7 'arm 0or#ers and ci&il ser&ants shall ha&e the same rights as all others 0ho 0or#; )hild la2our7 compound la2our7 the tot s stem and contract la2our shall 2e a2olished. The #oors of Learning and "ulture %hall be $pened1he go&ernment shall disco&er7 de&elop and encourage national talent 'or the enhancement o' our cultural li'e; All the cultural treasures o' man#ind shall 2e open to all7 2 'ree exchange o' 2oo#s7 ideas and contact 0ith other lands; 1he aim o' education shall 2e to teach the outh to lo&e their people and their culture7 to honour human 2rotherhood7 li2ert and peace; %ducation shall 2e 'ree7 compulsor 7 uni&ersal and e+ual 'or all children; Higher education and technical training shall 2e opened to all 2 means o' state allo0ances and scholarships a0arded on the 2asis o' merit; Adult illiterac shall 2e ended 2 a mass state education plan; 1eachers shall ha&e all the rights o' other citiEens; 1he colour 2ar in cultural li'e7 in sport and in education shall 2e a2olished. There %hall be )ouses3 %ecurit and "omfortAll people shall ha&e the right to li&e 0here the choose7 2e decentl housed7 and to 2ring up their 'amilies in com'ort and securit ; 9nused housing space to 2e made a&aila2le to the people; Rent and prices shall 2e lo0ered7 'ood plenti'ul and no8one shall go hungr ; A pre&enti&e health scheme shall 2e run 2 the state; (ree medical care and hospitalisation shall 2e pro&ided 'or all7 0ith special care 'or mothers and oung children; Slums shall 2e demolished7 and ne0 su2ur2s 2uilt 0here all ha&e transport7 roads7 lighting7 pla ing 'ields7 crIches and social centres; 1he aged7 the orphans7 the disa2led and the sic# shall 2e cared 'or 2 the state; Rest7 leisure and recreation shall 2e the right o' all3 (enced locations and ghettoes shall 2e a2olished7 and la0s 0hich 2rea# up 'amilies shall 2e repealed. There %hall be Peace and !riendshipSouth A'rica shall 2e a 'ull independent state 0hich respects the rights and so&ereignt o' all nations; South A'rica shall stri&e to maintain 0orld peace and the settlement o' all international disputes 2 negotiation . not 0ar; Peace and 'riendship amongst all our people shall 2e secured 2 upholding the e+ual rights7 opportunities and status o' all; 1he people o' the protectorates $asutoland7 $echuanaland and S0aEiland shall 2e 'ree to decide 'or themsel&es their o0n 'uture; 1he right o' all peoples o' A'rica to independence and sel'8go&ernment shall 2e recognised7 and shall 2e the 2asis o' close cooperation. 'etallpeoplewholovetheirpeopleandtheircountrynowsay,aswesayhere:

:B.: :B.2 :B.A

,hat7 do ou thin#7 is a charterD 5:6 ,h 0as the -e'iance )ampaign so important to the dra0ing up o' the (reedom )harterD 526 Jn 0hat main principle is the (reedom )harter 2asedD %xplain ou ans0er. 526 1he (reedom )harter listed the ideas on 0hich the 'uture go&ernment o' South A'rica should 2e 2ased. ,hich groups 0ould ha&e 2een in 'a&our o' these ideasD ,ho 0ould ha&e opposed these ideasD ,h D 5A6 526

:6.

:6.: :6.2

The Treason Trial A'ter the )ongress o' the People 0as held in Glipto0n7 the go&ernment arrested :B6 o' its leaders and placed them on trial7 accusing them o' treason. 1he trial lasted nearl B ears and e&entuall the accused 0ere 'ound not guilt o' treason and 0ere set 'ree. 1he reason 'or the trial ta#ing so long 0as to ensure that the leaders o' the resistance mo&ement 0ere #ept out o' action. 51his is the longest trial South A'rica has e&er had.6 Anti-Pass Campaigns Pass la0s 0ere hated 2 the 2lac# people in South A'rica. 1he 'ound these la0s extremel 'rustrating and a &iolation o' the right to 'reedom o' mo&ement. Jnce again the go&ernment 0as not prepared to a2olish these pass la0s7 so the 2lac#s resorted to anti8pass demonstrations all o&er the countr . 1hese anti8pass campaigns led to t0o important e&ents that are cele2rated in our countr toda .

:C. :>.

,rite a report on the ,omen<s march to the 9nion $uildings in :9B6. or ,rite a report o' the e&ents surrounding the Sharpe&ille Massacre.

5206 5206

%$4R"E A (fromastatementbytheSouthAfrican)igh%ommissionerin'ondon,*+,0- According to in'ormation no0 a&aila2le7 the distur2ances at Sharpe&ille on Monda resulted 'rom a planned demonstration o' a2out 20 000 nati&es in 0hich demonstrators attac#ed the police 0ith assorted 0eapons including 'irearms. 1he demonstrators shot 'irst7 and the police 0ere 'orced to 'ire in sel'8de'ence and a&oid e&en more tragic results. 1he allegation o' the 9nited *ations7 that the demonstrators 0ere unarmed and peace'ul7 is completel untrue. %$4R"E 0 (.eportofwhathappenedatSharpeville,/*0arch*+,0from-rum0aga1ine,amaga1ine for2lackreaders1hen the shooting started. ,e heard the chatter o' a machine8gun7 then another7 then another K Jne 0oman 0as hit a2out ten ards 'rom our car. Her companion7 a oung man7 0ent 2ac# 0hen she 'ell. He though she had stum2led. He loo#ed at the 2lood on his hands and said3 ;M !od she<s goneL< K Hundreds o' children 0ere running too. $e'ore the shooting I heard no 0arning to the cro0d to disperse. 1here 0as no 0arning &olle . 1he police ha&e claimed the 0ere in desperate danger 2ecause the cro0d 0as stoning them. 1he police ha&e also said that the cro0d 0as armed 0ith ;'erocious 0eapons< 0hich littered the area a'ter the 'led. I sa0 no 0eapons7 although I loo#ed care'ull and a'ter0ards studied the photographs o' the death scene.

:9.:. :9.2. :9.A :9.=

"ist the di''erences 2et0een these t0o interpretations. ,h do ou thin# there are these di''erencesD I' there are di''erences in t0o sources o' histor 7 does this mean that 0e as historians should disregard themD %xplain our ans0er. In 0hat 0a s could one esta2lish the truth regarding the Sharpe&ille massacreD

5A6 526 5A6 526

The Government s Reaction -espite the massacre7 the go&ernment 0as still not prepared to change the Apartheid la0s. Instead7 another nation0ide state o' emergenc 0as declared. 1he PA) and A*) 0ere 2anned and thousands o' opponents to the go&ernment 0ere arrested and detained. 1his /ust meant the go&ernment continued to increase and en'orce its control o&er the resistance mo&ements.

20.

%xplain the meaning o' the 'ollo0ing 0ords 0ithin the context o' the 0or# ou ha&e studied3 de'iance7 2anned7 State o' %mergenc 7 charter7 treason7 detained7 anti8pass campaigns7 2ias7 A*)7 PA)

%uggested %olutions

:.

Apartheid 0as the polic o' the South A'rican !o&ernment 'rom :9=> to :990 to 'ormall separate people o' di''erent races7 sociall and geographicall . See ru2ric in Appendix o' Assessment 1ools. 5:06

2. A.: A.2 A.A A.= A.B A.6 A.C

Population Registration Act. 1his Act 'ormed the 2asis 'or classi' ing people according to their race. Mixed Marriages Act 2anned marriages 2et0een people o' di''erent race groups. Immoralit Act 2anned social and sexual contact 2et0een people o' di''erent race groups. !roup Areas Act de'ined areas 'or each race group to li&e in. "ocation in the S# Act limited the num2ers o' 2lac# people 0ho 0ere allo0ed to li&e in the ser&ants< +uarters o' high8rise apartment 2uildings. $antu %ducation Act de'ined an education s stem speci'icall 'or 2lac# people. Separate Amenities Act decreed that all pu2lic amenities7 'rom li2raries to toilets7 0ere to 2e segregated. Resent'ul and degraded . An similar ans0er. 1he had to use them in 0hite areas to pro&e that the had permission to 2e there7 speci'icall to 2e emplo ed there. 1he 0ere arrested7 summaril tried7 'ound guilt and 'ined or /ailed. More resources 0ere put into 0hite amenities and 'e0er people 0ere using them7 so the le&el o' ser&ice in these amenities 0as &er high. 1he !roup Areas Act led to the 'orced remo&als. People 0ere mo&ed 'rom their houses to places o'ten 'ar 'rom their 0or# in dust 7 under8ser&iced to0nships7 o'ten at &er short notice. 1ruc#s 0ould arri&e7 load e&er 2od up 0ith 0hate&er 2elongings the could 'it on and dump them in the ne0 area. 1hrough the $antu %ducation Act7 all education in South A'rica 0as placed under go&ernment control. $ :9C07 expenditure per 0hite child 0as a2out :0 times the expenditure per 2lac# child. 1his meant that the pupil8teacher ratio 0as much higher in 2lac# schools than 0hite schools7 'acilities 0ere 'ar 2etter in 0hite schools and the curriculum 0as 'ar more challenging in the 0hite schools7 leading to 2etter +uali'ications. 1he homeland polic dumped people in the least producti&e rural areas 0ith no in'rastructure 5po0er7 roads7 0ater suppl 67 'ar 'rom mar#ets and suppliers. 1here 0as not enough capital 5mone 6 to de&elop these areas7 nor 0ere there su''icient s#ills. People did not 0ant to li&e a0a 'rom the 2ig cities 0here the opportunities 0ere. See ru2ric in Appendix o' Assessment 1ools. 5206

=. B.

6. C.

>.

9.

:0.

::.

1his 0as an Act that 2anned a 0a o' thin*ing a2out things. Most other acts told people 0hat to do or not to do. 1o de' Apartheid la0s7 'ill the /ails to o&er'lo0ing7 pro&e that A'ricans could mount non8&iolent protests; to pu2licise the in/ustices. 1he Apartheid regime met the non8&iolent resistance o' the people 0ith ph sical &iolence7 resorting to the 'logging o' man &olunteers. It enacted ne0 la0s pro&iding 'or long terms o' imprisonment and ten lashes 'or such resistance. It proceeded in su2se+uent ears to close all a&enues o' peace'ul protest7 restricting the leaders o' the mo&ement7 charging them 0ith high treason and 2anning their organisations. See the headings o' the (reedom )harter. A charter is a statement o' intent or promise to do something. It mo2ilised interest in and understanding o' the issues amongst all race groups. 1hat South A'rica 2elongs to all 0ho li&e in it7 regardless o' race7 creed or gender. An 2lac# political organisation Most 0hite political organisations

:2.

:A.

:=. :B.: :B.2 :B.A

526 526

:6.: :6.2

:C and :> . See essa ru2ric in Appendix o' Assessment 1ools. :9.: 1he e e 0itness account spea#s o' no 0arning 2eing gi&en7 unarmed protestors and indiscriminate gun'ire #illing 0omen and children. 1he o''icial statement said that a &iolent7 hea&il armed cro0d 0as threatening the police7 0ho responded onl 0hen the protestors opened 'ire. 1he go&ernment could not admit that it 0as 0rong in an 0a . 1he 0anted to promote the idea that opposition to Apartheid 0as 2 agitators and that most people 0ere not opposed to Apartheid. *o7 it means that 0e must tr to esta2lish the truth 2 reading as man sources as possi2le. Inter&ie0ing e e80itnesses7 examining photographs7 loo#ing 'or 'la0s in statement that 0ould tell us i' the 0ere true or not. 3efiance41o de' means to ;ignore<. 1he de'iance campaign 0as to pu2licl ignore Apartheid regulations. 2anned . People 0ere ;2anned<. 1his meant that the 0ere not allo0ed to meet 0ith people other than their immediate 'amilies and nothing that the 0rote or said 0as allo0ed to 2e pu2lished in the ne0spapers or on the radio. Stateof5mergency4 A state o' emergenc is declared 0hen the police are una2le to cope 0ith a situation and the arm is called in. It usuall onl happens 0hen the existence o' the countr is threatened 2 internal dissent. %harter41his is an agreement o' principle to do something.

:9.2

:9.A :9.=

20.

6reason . 1reason is plotting against the state. 3etained . In this context it means arrested and held 0ithout trial. Anti7Pass%ampaigns41he pass 0as an I- 2oo# that had to 2e carried 2 ;non8 0hites<7 0hich stated our race and 0here ou li&ed and 0here ou 0ere emplo ed. (ailure to carr a pass resulted in arrest and a 'ine or /ail. 2ias . $ias in reporting means that a report is 0ritten 'rom a particular point o' &ie0. A8% . A'rican *ational )ongress PA% . Pan A'rican )ongress . a part that 2ro#e a0a 'rom the A*) under the leadership o' Ro2ert So2u#0e.

Appendix of Assessment Tools

5uestion ' Rubric to assess poster Le,el 6 #escriptors Poster is 2right7 2old and e e8catching. 1he message is clear and &isi2le 'rom B m. )olours and s m2ols or pictures are e''ecti&e and appropriate to the message. Poster is 2right7 2old and e e8catching. 1he message is reasona2l &isi2le 'rom B m. )olours and s m2ols or pictures are generall e''ecti&e and mostl appropriate to the message. Poster is not 2old and 2right enough. 1he message is not clear and &isi2le 'rom B m. )olours and s m2ols or pictures are not e''ecti&e and appropriate to the message. Poster is ine''ecti&e and di''icult to read7 e&en 'rom close. 1he message is not clear. )olours and s m2ols or pictures are inappropriate to the message.

'

&

5uestion &7 Rubric to assess essa Le,el "ontent 5> mar#s6 All the necessar in'ormation is pro&ided to support the arguments made. La out and presentation 5= mar#s6 1he essa is neatl laid out7 and sources are presented 0ell 5'or example in 'rames6 and logicall related to the text. Argument %ources and e,idence 5= mar#s6 An excellent &ariet o' sources and 'orms o' e&idence is accessed and properl ac#no0ledged7 supporting the argument 'ull .

'

&

1he content supports the argument7 although there ma 2e some omissions. "ittle e&idence that the learner has de&eloped hisMher o0n thoughts 2ased on the sources. )ontent is inade+uate and does not support the arguments.

5> mar#s6 1he argument is 0ell thought out7 presenting more than one point o' &ie07 supported 2 a &ariet o' sources. -iscussion is de&eloped and conclusions are clearl stated7 sho0ing that the learner has hisMher o0n thoughts on the topic. 1he essa is neat7 1he argument is 2ut la out is a 2it sound7 supported haphaEard. 2 sources7 although lac#ing in depth and originalit . 1he essa is 1he argument is untid and not al0a s logical sources are not in relation to the 0ell presented. sources and has no originalit . Presentation is mess ; errors are scri22led out; sources are not separated 'rom the text in st le in an 0a . 1he argument is not logical and not supported 2 the sources.

At least A sources are re'erred to.

Jnl : or 2 sources are re'erred to.

Sources do not support the argument and ha&e little rele&ance.