Road To Democracy: The struggle against Apartheid 1948-94

Overview and Benefits

Project Design

Unit Plan Index

Instructional Strategies

Road To Democracy: The struggle against
Apartheid 1948-94

At a Glance

Grade Level: 9

Subjects: Social Sciences: Social Awareness & SA History

Topics: Apartheid - Post Apartheid - Democracy - National Party (NP) - African National Congress (ANC) - Pan African Congress (PAC) - United Democratic Front (UDF) - Group Areas Act 1950 - Bantu Education Act 1953 - Immorality Act - Malan - Hendrick Verwoed - Nelson Mandela - Steve Biko - Walter Sisulu - Goven Mbeki - FW de Klerk - Separate Development - Sharpeville Massacre 1960 - Soweto Riots 1976 - 1994 Elections

Time Needed: 6 weeks : 4 weekly periods x 40min periods

Key Learnings:
Use enquiry skills
Demonstrate historical knowledge and understanding
Interpret aspects of history.

Things You Need

Standarts.
A. The learner will be able to use enquiry skills to investigate the past and present.

B. The learner will be able to demonstrate historical knowledge and understanding.C. The learner will be able to interpret aspects of history.

Resources:
Visser, P etal. (2000). Discovering History 12. Cape Town: Oxford University Press. pp34-78. (Textbook)
Readers Digest. (1989). Illustrated History of South Africa. Cape Town: Readers Digest pp234-267.Library Resourses on South Africa and Apartheid (14 Assorted texts in Reserved Books Container) South African History - (Available: www.sahistory.org.za*)
About African History - (Available: africanhistory.about.com/
library/bl/blsalaws.htm* )
Printer, Internet connection, Scanner, Encarta Encyclopedia (CD Rom)
Desktop publishing, word processing, web page development, Multimedia

Unit Summary
This unit examines the events that took place between 1948 and 1994 in South Africa. This history learning programme investigates the policies that were implemented by the National Party under the policy of 'Apartheid' and later 'Separate Development'. It also focuses on what opposition movements (Liberals, ANC, UDF, PAC etc.) did in order to overthrow this regime. Principal figures investigated are Nelson Mandela, Steve Biko, Walter Sisulu and Govan Mbeki. On completion, the learner will know how South African society has been shaped by this historical epoch.

Curriculum Framing Questions

	Critical Question: Has Apartheid harmed our society?
	Unit Questions How has the era of Apartheid impacted on how we live and function in contemporary South Africa?
	Sample Content Questions What was Apartheid? What impact did these policies have SA society at that time? Who were the significant personalities in both the liberation movements and the regime? How did this era conclude? What is Democracy?

Instructional Procedures
The Educator prepared website was created with MS FrontPage and contains ..

Basic 'story', timeline & class notes
Assignment details
Web & Library Resource Links and Bibliography

The educator support presentation gives an overview of the whole project, showing what should be achieved in the project as well as how to achieve it. Outcomes and objectives are shown, teaching methodologies discussed and student centred projects and assignments outlined. There is also a list of resources to make planning easier.

Teaching and learning steps

Discuss the conditions in South Africa at the end of the war and into the 1950's
Introduce and describe Apartheid legislation, social conditions in townships etc.
Students do the 'Life in 1950' publication assignment
Discuss Apartheid's evolution into the policy of 'Separate Development' and the creation of 'Homelands'
Introduce the opposition to Apartheid (Biko, ANC)
Students do 'Important Apartheid Components' using stringed together web sites.
Introduce the Peace movement and the 1994 Elections. Discuss Democracy.
As a Class discuss the Impact of Apartheid on every day life
Students construct 'Impact on SA' Presentation

The students complete an exercise on chronology and then create the 3 electronic media.

You can view the Exercise on Chronology:
Apartheid Chronology exercise

Students prepare a newsletter using either MS Word or MS Publisher
Students are asked to create a newspaper reflecting the issues, personalities, prices, products etc. from the 1950's.
They are asked to use book media, internet, scanner etc to make the newspaper authentic.
Click on this link to 'Sophiatown: Life in the 50's' to view the sample publication file:
An assessment rubric for the publication has been designed in MS excel and includes check boxes for assessment criteria that should be completed by both the teacher and peers. The assessment criteria focus on content, layout and logical presentation of information. The assessment form includes an automatic accumulation of the total marks plus a graph that is also cumulative. An additional pie chart reflects the ratio of marks allocated by peers and teacher respectively.
See Apartheid Publication Assessment
Students create a website using MS FrontPage.
The topics were divided among the class, allocating 2 students per topic.
Topics could include: What was Apartheid?, Group Areas Act, Forced Removals, Immorality Act, Treason Trial, Steve Biko, Sharpeville 1960, Soweto 1976, Bantustan policy, FW de Klerk, 1994 Election.
You may view the sample Web site on 'Important components of the Apartheid era'.
Students prepare a presentation using MS PowerPoint

Students are requested to prepare presentations showing contemporary manifestations of Apartheid. These could include: Political system, Economic power, Infrastructure, Social divisions eg. Suburbs and township locations.

The assessment of this presentation is completed by both peers and the teacher. See the scoring chart.
Additional support was given to students in the form of Apartheid History Internet Links.
An implementation plan that outlines the organisational practicalities for the teacher is available from this link.

Prerequisite Skills
Knowledge:
No prior historical knowledge is necessary. A basic knowledge of South African society will be helpful, eg, racial geographic divisions, racial economic divisions, the constitution etc.

Skills:
Basic working knowledge of Word, PowerPoint & FrontPage
Basic researching skills
Literacy skills

Differentiated Instruction

LSEN (Learners with special educational needs):

—	Time extensions on all assignments for Inclusive children.

English second language speaker:

—	English will be the required submission language for all students but English second language students will receive help and additional tuition

Advanced learner:

—	Advanced learners will do the assignment (web page) on important components.

Assessment
A. Use enquiry skills. The learner is able to:

investigate a topic by asking key questions and can identify a variety of relevant sources to explore this topic.
analyze the information in the sources.
present an independent line of argument in answering questions posed, and can justify (using evidence) the conclusions reached.
communicate knowledge and understanding by constructing their own interpretation and argument based on the historical sources (including extended writing, artwork, graphics and drama);
use information technology where available and appropriate.

B. Demonstrate knowledge/understanding. The learner is able to:

places events, people and changes in the periods of history studied within a chronological frame-work.
identify categories of causes and effects (e.g. immediate and long-term, direct and indirect).
explain and analyze the reasons for and results of events in history.

In addition marks are derived:

from student web pages for technical proficiency
from peer assessment of student web sites for content
from student PowerPoint presentations for content

Credits
This unit idea was devised by Andrew Moore of St Stithians College as part of the Intel Teach to the Future facilitator training programme.

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