Above picture: Protestors are beaten as they attempt to gain their rights as equals in South Africa.

Newsflash

Following the end of British Imperial rule in South Africa in 1910, the white population maintained economic and political control over all non-white groups, primarily black Africans, through apartheid. Apartheid became an official government policy in 1948. Nonwhites had to live in certain zones and use separate trains, beaches, schools, and other public facilities. Interracial marriages were banned. The white population often used brutal and bloody methods to keep the non-white population oppressed.

Your Task

The year is 1960. Your mission, should you choose to accept, is to travel into South Africa as an undercover journalist. Your mission is to get as accurate an understanding as possible about what is going on in South Africa. What is apartheid? How has it impacted the lives of the whites and non-whites? What are the people of South Africa saying about their situation? What kind of reform is needed? Then, expose the truth to the world when you write your article to the New York Times newspaper.

The Process

You are to work in pairs to gather as much information about Apartheid in South Africa.

1. You are to use the 5 worksheets provided to collect your research. You may split the research, however, both students must complete worksheet #1.

2. Each student must create 10 questions.

· One student must prepare 10 questions/answers for an interview with a non-white resident in South Africa.

· One student must prepare 10 questions/answers for a member of the ANC.

Use your information from the TIPS worksheets 1-5 to create answers to the questions that you are asking in your interview.

3. Each student must write a newspaper article using the research from the worksheets and their “interview.” Your article should answer the questions from the Task. You will present your article to the class.

Identify the Problem (Worksheet #1)

Gather the Evidence (Worksheet #2)

Determine the Causes (Worksheet #3)

Evaluate the Policy (Worksheet #4)

Comparative Analysis (Worksheet #5)

The Resources

http://en.wikipedia.org/wiki/Apartheid (Wikipedia, Online Encyclopedia)

http://www.un.org/av/photo/subjects/apartheid.htm (United Nations)

http://www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html (The History of Apartheid)

Conclusion

As Americans, we know that the actions of the South Africans in power are unjust. In today’s global community, we feel that there is something that can be done to prevent these policies from continuing as they are at present. However, action can only begin once we truly know what is going on in South Africa. Please do your research carefully, and report back to the world by ___________________________ (due date), so we can fight for a better tomorrow.

Standards

English Language Arts Performance Standards

E1c: Read and comprehend informational materials.

E2a: Produce a report of information.

Standard 2:   World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

This Webquest brought to you by: Ms. Parsons, Harry S.
Truman High School, Ms.Sana Q. Nasser, Principal.

Apartheid In South Africa- Rubric

courtesy of Mr. Niebergall

Criteria

Points

	1	2	3	4
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.	____
Content Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with content, but fails to elaborate.	Student demonstrates full knowledge (more than required) with explanations and elaboration.	____
Visuals	Student used no visuals.	Student occasional used visuals that rarely support text and presentation.	Visuals related to text and presentation.	Student used visuals to reinforce screen text and presentation.	____
Mechanics	Student's presentation had four or more spelling errors and/or grammatical errors.	Presentation had three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.	____
Delivery	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly.	Student used a clear voice and correct, precise pronunciation of terms.	____
				Total---->	____