APARTHEID
IN
SOUTH
AFRICA
A WebQuest by
By Mr. Alan Cohen
Proctor HS
Introduction:
According to
Webster, apartheid is defined as racial segregation; specifically:
a former policy of segregation and political and economic discrimination against
non-European groups in the
Apartheid goes well beyond this simplistic
definition. Apartheid violated the human
rights of the majority of
![apartheid: South African beach during the apartheid era [Credit: E. Andrews—Impact Photos/Heritage-Images]](cohenwq1_files/image002.jpg)
Apartheid
was a policy of “apartness” that legislated racial segregation and governed relations between South Africa’s
white minority and nonwhite majority. It
included systematic political and economic discrimination
against the nonwhite majority.
Task:
This Webquest will lead you through a research process using the Public
Policy Analyst process (PPA) designed by
Your group
has four tasks:
1. Complete a PowerPoint
presentation.
It should be at least 10 slides and must use statistics and graphics.
2. Write a newspaper
article based on an “interview” of a primary source. This article will be written based on videos
of primary sources.
3. Complete a 2-3 page
research report.
4. Present an oral report.
The teacher will select
groups and assign each member a task.
Process/Resources
In order to complete your task, you and your
group (groups and roles will be assigned by me) need to first become public
policy analysts and go through the research steps listed below, that will give
you the foundational information required to develop public policy solutions,
and create your presentation.
First
things first: Group Roles
All
students must complete the worksheets and perform research
·
Reporter (R) – works with all members of the group and presents an oral
report to the class.
·
Power Point Coordinator
(PPC) –
will create the presentation with input from other team members.
·
Research Coordinator (RC) – will write a 2-3 page research paper that includes
information from the power point coordinator, reporter, and his/her own
research.
·
Presenter (P) – works with all members of the group and presents an oral
report to the class.
- Identify Problem Worksheet 1
- Gather the Evidence Worksheet 2
- Determine Causes Worksheet 3
- Evaluate the Policy Worksheet
4
Apartheid Sites:
http://www.un.org/av/photo/subjects/apartheid.htm
·
http://www.history.com/topics/apartheid
· https://sites.google.com/site/apartheidkludt102/home
· http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/12chapter6.shtml
· http://www.pbs.org/pov/twelvedisciples/video_classroom1.php
· http://www.pbs.org/pov/twelvedisciples/video_classroom2.php
· http://www.cbsnews.com/video/watch/?id=2523537n
Evaluation
POWER POINT
RUBRIC:
|
ELEMENT |
Exemplary |
Proficient |
Partially Proficient |
Unsatisfactory |
POINTS |
|
Research and Note taking |
3 points Note cards indicate you accurately researched a variety of
information sources, recorded and interpreted significant facts, meaningful graphics,
accurate sounds and evaluated alternative points of view. |
2 points Note cards show you recorded relevant information from multiple
sources of information, evaluated and synthesized relevant information. |
1 point Note cards show you misinterpreted statements, graphics and
questions and failed to identify relevant arguments. |
0 points Note cards show you recorded information from four or less
resources, did not find graphics or sounds, and ignored alternative points of
view. |
__/3 |
|
Content |
3 points The content is written clearly and concisely with a logical
progression of ideas and supporting information. The project includes motivating questions and advanced
organizers. The project gives the audience a clear sense of the main idea. Information is accurate, current and comes mainly from * primary
sources. |
2 points The content is written with a logical progression of ideas and
supporting information. Includes persuasive information from reliable sources. |
1 point The content is vague in conveying a point of view and does not
create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Sources used appear unreliable. |
0 points The content lacks a clear point of view and logical sequence of
information. Includes little persuasive information and only one or two facts
about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear. |
___/3 |
|
Text |
3 points The fonts are easy-to-read and point size varies appropriately
for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the
point. The background and colors enhance the readability of text. |
2 points Sometimes the fonts are easy-to-read, but in a few places the
use of fonts, italics, bold, long paragraphs, color or busy background
detracts and does not enhance readability. |
1 point Overall readability is difficult with lengthy paragraphs, too
many different fonts, dark or busy background, overuse of bold or lack of
appropriate indentations of text. |
0 points The text is extremely difficult to read with long blocks of text
and small point size of fonts, inappropriate contrasting colors, poor use of
headings, subheadings, indentations, or bold formatting. |
___/3 |
|
Layout |
3 points The layout is visually pleasing and contributes to the overall message
with appropriate use of headings, subheadings and white space. |
2 points The layout uses horizontal and vertical white space
appropriately. |
1 point The layout shows some structure, but appears cluttered and busy
or distracting with large gaps of white space or uses a distracting
background. |
0 points The layout is cluttered, confusing, and does not use spacing,
headings and subheadings to enhance the readability. |
___/3 |
|
Citations |
3 point Sources of information are properly cited and the audience can
determine the credibility and authority of the information presented. All sources of information are clearly identified and credited
using appropriate citation format. |
2 points Most sources of information use proper citation format, and
sources are documented to make it possible to check on the accuracy of
information. |
1 point Sometimes copyright guidelines are followed and some
information, photos and graphics do not include proper citation format. |
0 points No way to check validity of information. |
___/3 |
|
Writing Mechanics |
3 points The text is written with no errors in grammar, capitalization,
punctuation, and spelling. |
2 points The text is clearly written with little or no editing required
for grammar, punctuation, and spelling. |
1 point Spelling, punctuation, and grammar errors distract or impair
readability. (3 or more errors) |
0 points Errors in spelling, capitalization, punctuation, usage and
grammar repeatedly distract the reader and major editing and revision is
required. (more than 5 errors) |
___/3 |
|
TOTAL POINTS |
___ /18 |
||||
RESEARCH PAPER RUBRIC
|
CONTENT |
4 Consistent, though not necessarily perfect, control of almost
all of the traits’ features; many strengths are present. |
3 Reasonable control of the traits’ features; the essay has some
strengths and some weaknesses. |
2 Inconsistent control of the traits’ features; the weaknesses
outweigh the strengths. |
1 Little or no control of the traits’ features; a minimal attempt
is made to develop an essay. |
|
An essay without evidence from the passage cannot receive a
score higher than a 1 in Content. |
||||
|
CENTRAL IDEA |
• The central idea is clear and
sharply focused. |
• The central idea is generally
focused. |
• The central idea is vague. |
• The central idea is unclear. |
|
RESEARCH |
• Ample, well-chosen evidence is used
to support the central idea and includes thoughtful analysis. • Supporting
ideas are developed thoroughly with details that are specific, relevant, and
show a solid interpretation of the passage. |
• Sufficient and appropriate evidence
from research is used to support the central idea and includes some analysis.
•
Supporting ideas are developed adequately, though perhaps unevenly; the
details are relevant and show a valid interpretation of the passage. |
• There is some evidence. Summary
and/or quotations may be present but often without explanation. •
Supporting ideas are not developed (list-like), superficial, or show gaps in
thinking. Some details may be irrelevant, and interpretation of the passage
may not be supported. |
• There is no evidence from the
passage. Portions of text may be copied without purpose. • Details
included are irrelevant and/or show an erroneous interpretation of the
passage. • Essay is
too brief to provide an adequate sample of writing: minimal attempt. |
|
ORGANIZATION
|
• The organizational strategy
demonstrates evidence of planning and a logical progression of ideas. • There is
an effective introduction and conclusion and thoughtful transitions that
convey a sense of wholeness. |
• The organizational strategy is
apparent with a progression of ideas that allows the reader to move through
the text without confusion. • The
introduction, conclusion, and transitions often work well. |
• There is an attempt at
organization, but there may be digressions, repetition, or contradictory
information. • The
introduction and conclusion are weak or may be missing; there is an
occasional progression of ideas. |
• The essay lacks an identifiable
organizational strategy (random order). • The lack
of an introduction, conclusion, and/or progression of ideas makes it
difficult for the reader to move through the text (confusing). |
Oral Presentation Rubric
|
Name: _______________________________ |
|
|
|
Superior |
Adequate |
Minimal |
Inadequate |
|
Content |
The speaker provides a variety of types of content appropriate for
the task, such as generalizations, details, examples and various forms of
evidence. The speaker adapts the content in a specific way to the listener
and situation. |
The speaker focuses primarily on relevant content. The speaker
sticks to the topic. The speaker adapts the content in a general way to the
listener and the situation. |
The speaker includes some irrelevant content. The speaker
wanders off the topic. The speaker uses words and concepts which are
inappropriate for the knowledge and experiences of the listener (e.g., slang,
jargon, technical language). |
The speaker says practically nothing. The speaker focuses
primarily on irrelevant content. The speaker appears to ignore the listener
and the situation. |
|
Delivery |
The speaker delivers the message in a confident, poised,
enthusiastic fashion. The volume and rate varies to add emphasis and
interest. Pronunciation and enunciation are very clear. The speaker exhibits
very few disfluencies, such as "ahs," "uhms," or
"you knows." |
The volume is not too low or too loud and the rate is not too
fast or too slow. The pronunciation and enunciation are clear. The speaker
exhibits few disfluencies, such as "ahs," "uhms," or
"you knows. |
The volume is too low or too loud and the rate is too fast or too
slow. The pronunciation and enunciation are unclear. The speaker exhibits
many disfluencies, such as "ahs," "uhms," or
"you knows." The listener is distracted by problems in the delivery
of the message and has difficulty understanding the words in the message. |
The volume is so low and the rate is so fast that you cannot
understand most of the message. The pronunciation and enunciation are very
unclear. The speaker appears uninterested. |
|
Organization |
The message is overtly organized. The speaker helps the listener
understand the sequence and relationships of ideas by using organizational
aids such as announcing the topic, previewing the organization, using
transitions, and summarizing. |
The message is organized. The listener has no difficulty understanding
the sequence and relationships among the ideas in the message. The ideas in
the message can outlined easily. |
The organization of the message is mixed up and random. The
listener must make some assumptions about the sequence and relationship of ideas. |
The message is so disorganized you cannot understand most of the
message. |
|
Creativity |
Very original presentation of material; captures the audience’s
attention. |
Some originality apparent; good variety and blending of
materials / media. |
Little or no variation; material presented with little
originality or interpretation. |
Repetitive with little or no variety; insufficient use of
materials / media. |
|
Length of Presentation |
Within two minutes of allotted time . |
Within four minutes of allotted time. |
Within six minutes of allotted time . |
Too long or too short; ten or more minutes above or below the
allotted time. |
Interview Grading Rubric
100
– 90 points Analysis: Student paints a clear picture of what
she/he learned during the interview; student discusses preconceptions and
whether they were confirmed, and any surprising information
obtained;
ideas are explored and developed with complexity, critical thinking, and wit.
Mechanics: The various parts of the paper are
the correct length; the student attached a business
card
or note from the interviewee on letterhead; student demonstrates sophistication
in sentence
structure
and vocabulary; student exhibits superiority in written English, though some
small flaws
may
be presen.
89
– 80 points Analysis: Student paints a picture of what
she/he learned during the interview; student discusses preconceptions and
whether they were confirmed, and any surprising information obtained; ideas
are
explored and developed with adequate and reasonable support.
Mechanics: The various parts of the paper are
the correct length; the student attached a business
card
or note from the interviewee on letterhead; student demonstrates sophistication
in sentence
structure
and vocabulary; student exhibits satisfactory written English (any flaws are
not
overwhelming
or part of a consistent pattern).
79
– 70 points Analysis: Student paints a picture of what
she/he learned during the interview; student discusses
preconceptions
and whether they were confirmed, and any surprising information obtained; ideas
discussed
show some focus, but there may be problems in organization, support, or
direction.
Mechanics: The various parts of the paper are
the correct length; the student attached a business
card
or note from the interviewee on letterhead; student demonstrates satisfactory
sentence structure
and
vocabulary; student exhibits developing written English skills; some sentences
are difficult to
read
or understand.
69
– 60 points Analysis: Student fails to demonstrate what
she/he learned during the interview; student slights or
ignores
important aspects of the assignment; ideas discussed show little focus; there
may be
problems
in organization, support, or direction.
Mechanics: The various parts of the paper miss
the correct length; the student fails to attach a
business
card or note from the interviewee on letterhead; student demonstrates
problematic sentence
structure
and vocabulary; student exhibits pervasive errors in written English, and these
errors
regularly
prevent understanding.
59
– 50 points Analysis: Student fails to demonstrate what
she/he learned during the interview; student ignores important aspects of the
assignment; ideas discussed show little focus; there are problems in
organization,
support, and/or direction.
Mechanics: The various parts of the paper miss
the correct length; the student fails to attach a
business
card or note from the interviewee on letterhead; student demonstrates
problematic
vocabulary,
and contains very few coherent or clear sentences; student exhibits pervasive
and
persistent
errors in written English, and these errors regularly prevent understanding.
0
points Student fails to submit a paper.
Conclusion
Black Africans were discriminated against under the policy of apartheid in South Africa. The “apartness” of apartheid violated the human rights of the majority of the population. Segregation has been eliminated and civil rights are enjoyed, but South Africa still faces a great disparity in economic equality. After years of hardship and confrontation a new era of reconciliation has begun.
New York State Standards
World
History
•
understand the broad patterns, relationships, and interactions of cultures and civilizations
during particular eras and across eras
•
analyze historic events from around the world by examining accounts written
from different perspectives
•
analyze changing and competing interpretations of issues, events, and
developments throughout world history
•
define culture and civilization, explaining how they developed and changed over
time. Investigate the various components of cultures and civilizations
including social customs, norms, values, and traditions; political systems;
economic systems; religions and spiritual beliefs; and socialization or
educational practices
•
understand the development and connectedness of Western civilization and other
civilizations and cultures in many areas of the world and over time
Economic
• understand
the nature of scarcity and how nations of the world make choices which involve
economic and social costs and benefits
•
explain how economic decision making has become global as a result of an
interdependent world economy
Civics,
Citizenship and Government
•
analyze how the values of a nation and international organizations affect the
guarantee of human rights and make provisions for human needs
Language
Arts
• Students will read, write, listen, and speak
for information and understanding.
• Students will read, write, listen, and speak
for critical analysis and evaluation.