Give Me Hope

A WebQuest for
Student Page
9th Grade
Top (English, Arts &
Introduction Culture, and
Human and
Task
Social Sciences)
Process
Evaluation
Designed
Conclusion by
Teacher page 47
Credits

Based on a template from San
Diego State University‟s The
WebQuest Page

Student Page Introduction
Top
Introduction You have been exclusively selected by a famous star to create, produce and
direct her new music video. As a special task team at NantsIngonyamaRecords,
Task
a record label company, you are required to do the best job you can do and
Process uphold the proud name of NantsIngonyamaRecords. The song you will be

Evaluation required to analyse, produce and direct is famous South African Struggle Song
from the Apartheid. Through this journey you will discover how people
Conclusion expressed their political feelings, through what mediums they expressed their
Teacher page voices and the effect of political change.

Credits
Do us proud at NantsIngonyamaRecords.
Good Luck!

Student Page The Task
History is written because things happen, and people were there to see them
Top
Introduction You are a work team at NantsIngonyamaRecords, a record label who specialise in South African
music videos. You have been approached by a famous star (who prefers to remain anonymous) to
Task create, produce and direct her new video. The song? A cover of a famous South African Struggle
Process Song of the 1980‟s. If you are not sure what South Africa was like in the 1980‟s, click on this link. If
you want to know about South Africa‟s history in general, click on this link.
Evaluation
Conclusion As a professional team, you have to ensure that the music video that you produce is historically
accurate. This singer is very fussy about her music videos and will not tolerate any slip-ups. The
Teacher page
pressure is on…
Credits
You decide to look at the song written about Apartheid, and see what it tells us about the writer‟s
feelings about this period in South African history, as well as the feelings of citizens of South
Africa. Living in the year 2011, you have a multitude of resources available to you, which can guide
your understanding and broaden your horizons.

You are then required to write up a proposal to the board of directors in the form of a report in
order to convince them that this is a viable project, before making the music video itself.
Remember that they are investing a lot of money in this video – and if the star doesn‟t like it,
NantsIngonyamaRecords makes a loss. Good luck!

Student Page The Process
Top 1. Share the Load!
You will be assigned to a group of 4 learners. Decide who gets what roles. Don‟t decide on the
Introduction roles before you have read what each one entails! Also, EVERY MEMBER OF THE GROUP
Task MUST PARTICIPATE AND CONTRIBUTE EQUALLY IN EACH ACTIVITY.
a. Clock-Watcher.
Process
Learn how to become a better Clock-Watcher by doing this Mini-Lesson.
Evaluation b. Editor.
Be a great Editor! Read this Mini-Lesson.
Conclusion
c. Public Relations Officer.
Teacher page Learn how to deal with people effectively – do this Mini-Lesson.
d. Creative Director
Credits
Let your creative juices flow! Complete this Mini-Lesson.
All in all, your group will work together, as this diagram shows.

STOP!

• You know that this project for NantsIngonyamaRecords requires a knowledge of the Apartheid
Era. Let‟s see what you know about it – fill in the Know and Wonder sections of this K-W-H-L
Chart about Apartheid.

Next

The process continued …
Student Page 2. What do you feel?
Design a mindmap to reflect what you are feeling about this project at the moment. Use this
Top
Example M indmap , and follow the instructions on it. Now fill in this of the same mindmap
Introduction and fill it in using the writing tool.

Task
3. Why a Struggle Song – what can it tell us?
Process Read and complete the following activities on and .

Evaluation
4. Familiarise Yourself with the Song.
Conclusion Read the lyrics to the song Give Me Hope Jo’anna by Eddy Grant. Click on this link to hear the
Teacher page song and see the music video.

Credits STOP!
• Look at your Work Checklist. Are you still on schedule and keeping up with your work?
• What have you learned about Apartheid and what people thought of it? Record it in the Know,
Wonder and Learn sections of your Chart.

5. So what does it mean?
Read what it means according to the writer.

6. Now read the interpretation of the song. Remember to click on the “next” arrow at the bottom of
the webpage in order to read more. Next

The process continued …
Student Page
STOP!
Top • Have your perceptions of Apartheid changed? Fill it in on your Chart.

Introduction
7. Let‟s get down to Business…
Task Your teacher will give you a verse of the song to analyse in your groups.
Process a) What similes, metaphors and imagery are there in the verse?
b) What do they mean (remember, this is in a historical context. Use your knowledge of the
Evaluation
events and key features of Apartheid to guide your interpretation)?
Conclusion
8. Once all the analyses of the verses are completed, your teacher will hold a class discussion in
Teacher page
order for the groups to report back their findings on the verses and see if you are correct in what
Credits you have been discussing and analysing.

9. Now you can write a mini essay on your findings. It will help you in designing your portion of the
music video. This report is for submission to your Social Sciences teacher. See the Evaluation
Page for how your report will be assessed.

10. Lights, Camera, ACTION!
Use your new-found understanding of the verse that you have been given. Dramatize the verse
as if you were in the music video – use props, choreography and costumes in order to reflect
the true meaning of the song. See the Evaluation Page for how your skit will be assessed.

Student Page Evaluation
Top Here is the rubric that your teacher will use to assess your written group report:

Introduction
Task
This is what your teacher will use to assess the skit that you produce:
Process
Evaluation
Conclusion You will also be assessed on how you work with others:

Teacher page
Credits

Student Page
Conclusion
NantsIngonyamaRecords would like to congratulate you on impressing such a fussy super star with
Top your music video. She greatly appreciates it and has signed the contract. NantsIngonyamaRecords

Introduction hope that you have gained a great insight to the apartheid era. If you have more questions about this
time in our history and other struggle songs that have been sung, take a look at the following
Task websites:
Process • http://www.capetownmagazine.com/best-of-Cape-Town/The-Winds-of-Change/124_43_4
• http://en.wikipedia.org/wiki/Umshini_wami
Evaluation
• http://www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html
Conclusion or one could go and visit the Apartheid Museum.

Teacher page
Visit these websites to find out more:
Credits • http://www.apartheidmuseum.org/
• http://www.apartheidmuseum.org/HTML_APM/index.html

Something one should take away from this is that songs are not just lyrics; many have very deep
emotional meanings. So think about the lyrics before liking a song.

Please take a moment to reflect on what you liked about this WebQuest and what you didn‟t as well
as what you found most interesting.
Please provide us with your !

Group score:
Teacher Page
A WebQuest for
Top 9th Grade
(English, Arts &
Introduction
Culture, and
Learner Human and
Social Sciences)
Outcomes

Process Designed
by
Resources 47

Evaluation
(Dale Taylor)
Conclusion

Student page

Credits

Based on a template from San
Diego State University‟s The
WebQuest Page

Teacher Page
Introduction
The topic that the learners will be dealing with is Struggle Songs, one of which is called Gimme Hope
Top
Jo‟anna. The meaning behind these struggle songs represents something more powerful such as
Apartheid. This is relevant to the lives of the learners as the learners will, through a process of
Introduction
exploration, come to discover that all texts have a context, and that that context is crucial in

Learner understanding the essence of the text. Learners will also be required to reflect on the relevance of an
event in the shaping of our society in post-Apartheid South Africa.

Outcomes
This lesson was developed as part of the English, Arts and Culture and Human and Social Sciences
Process Curricula for Grade 9‟s at any particular South African High School. However this can be taught
worldwide provided that the learners have prior knowledge on South Africa‟s History.
Resources
The focal point of this Web Quest, as mentioned above, is the real-world connections that the
Evaluation learners will encounter. The learners will also utilise the skills and knowledge required to complete the
set tasks. The skills necessary for English requires the learners to analyse the song/poem, focus on
Conclusion the meaning of the song/poem, and finally extract the following figures of speech: similes, imagery
and metaphors. The skills necessary for Arts and Culture requires the learners to focus on Character,
Student page Language, and Dramatic tension while producing their skit, as well as the Interpretation and
performance of a choice which incorporates: Physical Expressiveness and Emotional Connection.
Credits The skills necessary for Human and Social Sciences requires the learner to focus wholly on Apartheid
and Forced Removals in South Africa. This incorporates the 1948 National Party and Apartheid which
deals with how Apartheid affected people‟s lives. It then focuses on how forced removals affected
people as more than 80 percent or South African‟s land set aside for white minority. Next

Teacher Page
introduction continued …
Essential Question:-
Top
• How do people express their political feelings?

Introduction o An Essential Question (EQ) is the overarching, open-ended question that guides the
project. This question leads the learners into the specifics of the project, and once the

Learner learners have completed the WebQuest, they will be able to in part answer the Essential
Question. This question, pedagogically, requires the higher order thinking, as explained by
Outcomes Bloom‟s Revised Taxonomy. The suggested answer that learners should come up with at
the end of this WebQuest is that people express their political feelings through a number of
Process means, one being song. We can interpret these feelings through an analysis of the
imagery and literary devices used.
Resources
Unit Questions:-

Evaluation The Unit Questions (UQ) are questions that do not address content directly, but are answerable in
an essay format, for example. They are still open-ended, but less open-ended than an Essential
Conclusion Question.
• What forms do political voices take?
Student page o This Unit Question makes learners think about different modes and media, and how
people use these in order to express their feelings about political issues such as
Credits oppression and racism.
• What effect does political change have on people?
o This looks at the empathy of the topic at hand. The learners are to explore the ways in
which legislative changes can influence and affect ordinary citizens‟ lives.

Teacher Page
Learners Group score:

Top
This WebQuest was developed with South African learners in mind, at a Grade 9 (aged

Introduction approximately 14 to 15 years of age) level.

All South African Grade 9 learners are required to complete a subject known as Human and Social
Learner
Sciences (HSS). This subject comprises a History component as well as a Geography component.
This WebQuest is directly addressing the CAPS Specific Aims for the History component.
Outcomes
Apartheid is a major theme in the CAPS HSS curriculum, and learners should have already
learned about Apartheid according to the Specific Aims. The learners should also have the skills in
Process
order to analyse poetry (in this case, song) in terms of metaphors, similes, personification and

Resources imagery.

The learners are of a mixed background. They come from mixed socio-economic contexts. The
Evaluation
great thing about this WebQuest when taught in a South African context is that most (if not all) of
the learners have an understanding of Apartheid and can most likely speak to someone who has
Conclusion
lived in the Apartheid years.

Student page The learners come from a mixed race pool. White, African, Indian, Mixed Race and other
ethnicities are represented in a typical classroom and the learners will work together. This
Credits
WebQuest does not aim to create further divisions among races. It simply aims to educate all
about artists‟ perceptions of Apartheid.

Next

Teacher Page
Learners continued…
Top
The WebQuest is intended for English Home Language speakers. If you do have second language
Introduction learners in your class, support them by grouping them with stronger learners, or by providing one-on-
one remediation.
Learner
This WebQuest caters to a range of Multiple Intelligences. The auditory-visual learners will be
Outcomes
stimulated in the reading and watching of information in the process of gathering data for their
product and performance, and the linguistic learners will be particularly engaged in the analysing of
Process
the verses. The kinaesthetic and musical learners will be stimulated by performing the skit. The
interpersonal learners will enjoy working with other people and creating a product.
Resources

Evaluation

Conclusion

Student page

Credits

Teacher Page
Outcomes
Group score:

Top The Outcomes are aligned with the General and Specific Aims as outlined in the Curriculum and
Assessment Policy Statement. They are detailed as follows:
Introduction
CAPS links:

Learner 1. English (home language) [Ref: p.36 & 37]
• Reading and viewing:
Content and skills: - Poetry
Outcomes o Analysis of the poem
o Title, setting, theme, message
o Figures of speech
Process
2. Human and Social Sciences [Ref: p. 23]
• Apartheid and Forced Removals in South Africa:
Resources 1948 National Party and Apartheid
o How Apartheid affected people‟s lives
Forced Removals
Evaluation o More than 80 percent or South African‟s land set aside for white minority

3. Arts and Culture [Ref: p. 46 &47]
Conclusion • Drama:
Playmaking
Student page o Character
o Language
o Dramatic tension
Credits Interpretation and performance of a choice of dramatic form
o Physical Expressiveness
o Emotional Connection

Next

Teacher Page
outcomes continued …
Top General Aims:
• --Identify and solve problems and make decisions using critical and creative thinking.
Introduction • Working effectively as individuals and with others as members of a team.
• Collect, analyse, organise and critically evaluate information.
Learner • Communicate effectively using visual, symbolic and/or language skills in various modes.
• Organise and manage themselves and their activities responsibly and effectively.
Outcomes
Curriculum Framing Questions:
Process
Essential Question:-

Resources • How do people express their political feelings?
o This question relates to the whole of the Human and Social Sciences (HSS) Specific Aim
Evaluation related to Apartheid. This question will be dealt with throughout the WebQuest and
answered in part by the findings of the Content Questions.
Conclusion Unit Questions:-
• What forms do political voices take?
Student page
o This relates more to the Home Language modes and media Specific Aim, as it deals with
forms of expression. Also it links to the Arts and Culture Learning area as it looks at the
Credits
emotional connection with writing and interpretations of those texts. This question will be
dealt with when the learners look at the meaning of the song, as well as at the end of the
WebQuest when they are encouraged to learn more about Struggle Songs and poetry.
Next

Teacher Page
Top
• What feelings do they express?

Introduction o This question looks at the empathy side of History (a component of HSS), where learners
are given insight into the emotions and lives of people affected by a historical event. This

Learner question will be addressed when the learners critically analyse the stanzas that they are
allocated and decipher the meaning and in turn decipher the emotions behind the words.
Outcomes
Content Questions:-
• What events gave rise to songs?
Process o This question will deal directly with the HSS Specific Aim dealing with Apartheid and
Forced Removals. This question will be dealt with in the part of the WebQuest where the
Resources
learners have to research Apartheid and its effects on people.
• What kinds of words, imagery and sound devices give us a sense of the event?
Evaluation
o This question looks at the literary devices learned in the Home Language, as outlined in
the Skills of Poetry. This will be directly looked at when the learners are required to
Conclusion
complete a short tutorial-style worksheet reminding them of sound devices and literary
devices.
Student page

Credits Assessment is discussed on the next slide

Next

Teacher Page
Top
The learners‟ progress will be assessed largely formatively, through the use of rubrics (which have

Introduction been provided on the Evaluation page. Familiarise yourself with the rubrics before attempting to use
them as an assessment tool. Feel free to edit them should they not suit your requirements. The

Learner marks are designated as follows:

Outcomes Product (the report on the verse of the song) 30 marks

Process Performance (the skit of the verse of the song) 40 marks

Collaboration 30 marks
Resources
Total 100 marks

Evaluation

Conclusion

Student page

Credits

Teacher Page

Top
Process
This WebQuest is a multidisciplinary project that incorporates English, Social Science and Arts and
Culture. At the commencement of this WebQuest the learners are to be grouped into groups of four. A
Introduction
suggestion when grouping the learners into groups is to incorporate one proficient English learner,

Learner one proficient Social Science learner and two less proficient learners in English and Social Science.
The WebQuest is to be done with one class, however, certain aspect will be divided into the different

Outcomes disciplines.

Process The time allocated for this WebQuest is roughly 2 to 3 weeks.

Resources Allocation of time as follows according to the learner’s process page:

Evaluation 1. You will be assigned to a group of 4 learners. Decide who gets what roles. Don‟t decide on the
roles before you have read what each one entails! Also, EVERY MEMBER OF THE GROUP
Conclusion MUST PARTICIPATE AND CONTRIBUTE EQUALLY IN EACH ACTIVITY.
• (10 minutes – English)
Student page
The teachers must monitor what roles the learners have chosen and if they

Credits do what is required of them. Use a copy of the classlist to do this.

Next

Teacher Page
process continued…
Top
2. Read this information on struggle songs and poetry and complete the activity.
Introduction • (45 minutes – English) Allow for the learners to reflect about the struggle songs and
poetry read, through a class discussion. This allows you to monitor whether or not
Learner they have read the songs and poems. Marking of the activity will give the teacher an
indication as to whether or not the learners have grasped the concepts of similes,
Outcomes metaphors and imagery. If they were unable to grasp these concepts, a lesson can
be done in order to get them on track. See the of the activity.
Process
3. Read the lyrics to the song Give Me Hope Jo’anna by Eddy Grant.
Resources Click on this link to hear the song and see the music video
4. Read what it means according to the writer. (45 minutes –
Evaluation 5. Now read the interpretation of the song. Remember to click on the Social Science)
“next” arrow at the bottom of the webpage in order to read more.
Conclusion • Here the Social Science teacher can give the learners further information about the
time of Apartheid and in what context the writer had written the song. Also, discuss
Student page
how people felt in this era, the geographical context, the economy of South Africa
and so on.
Credits

Next

Teacher Page
Top
6. Your teacher will give you a verse of the song to analyse in your groups.
Introduction a. What similes, metaphors and imagery are there in the verse? (45 minutes –
English)
b. What do they mean (remember, this is in a historical context.
Learner Use your knowledge of the events and key features of Apartheid
to guide your interpretation)?
Outcomes • When assigning the groups with the verses of the song, as a teacher you can give
the less proficient groups the more literal verses and the more proficient groups the
Process
more figurative verses. If learners struggle with English, the teacher can go through
the lyrics of the song together asking the learners to extract the similes, metaphors
Resources
and imagery.
7. Once all the analyses of the verses are completed, your teacher will hold a class discussion in
Evaluation
order for the groups to report back their findings on the verses and see if you are correct in what
you have been discussing and analysing.
Conclusion
• (30 Minutes – English)

Student page As a teacher here is your opportunity to identify any misunderstandings. Remember
that students are unlikely to admit that they are unsure of what their verse means.

Credits Therefore, open ended questions need to be asked to extract their knowledge of the
song. NEVER ask the learners: “Do you understand the song?”. The learners will
just say yes and no discussion will take place.

Next

Teacher Page
Top 8. Now you can write a mini essay on your findings. It will help you in designing your portion of the
music video. This report is for submission to your Social Sciences teacher. See the Evaluation
Introduction Page for how your report will be assessed.
• (45 Minutes – English)
Learner If mini-essay writing is new to your learners provide them with examples of mini-
essays, as well as a writing frame if they are really unsure of and poor in English
Outcomes 9. Use your new-found understanding of the verse that you have been given. Dramatize the verse
as if you were in the music video- use props, choreography, costumes etc, in order to reflect the
Process
true meaning of the song. See the Evaluation Page for how your skit will be assessed.
• (1 week – In Arts and Culture to make props and costumes, choreograph and
Resources
produce their music video)
o Allow for 1 lesson to plan
Evaluation
o How they are going to structure the performance,
o The props and costumes they will utilize,
Conclusion
o What materials they will need to make their props, and costumes, and who is

Student page going to choreograph and direct the performance.
Allow for

Credits o 2 lessons to make props and costumes
o 3 lessons to practice and choreograph their performance.
Monitor learners constantly so that they are up-to-date with the necessary requirements. One
can create a checklist for the learners to keep them on track.
Next

Teacher Page
Top Adaptations of lesson:

Introduction 1. If learners are unable to be placed in four equal groups, one can assign two roles to the most
proficient learner such as Clock-Watcher and Editor. Clock-Watcher is a highly simplistic role

Learner so assigning that to a learner will not be daunting.
2. If one does not have enough computers in the school, teachers can print the struggle songs,
Outcomes poetry and worksheet for the group.
3 – 5 . The reading of „Give me hope Jo‟anna‟, the meaning and interpretation can also be printed
Process and analysed in the classroom.
6. The analyses of the different verses are done in class and a class discussion can be done prior
Resources to the group analysing the song.
7. This discussion is used to draw in all the fragment verses of the song in order to get a cohesive
Evaluation understanding of the song before the learners write their essay. If a class discussion cannot be
done, then allow for each group to present their findings. Learners and teachers can comment
Conclusion on their findings and add additional information to the presentation.
8. If the learners lack the skills of writing a mini essay, one can create a writing frame for the
Student page learners to follow.
9. If there is no budget to attain props or costumes, allow the learners to re-use and recycle certain
Credits objects. If the school does have a camera, one can record the learner‟s performance and place
it on YouTube – remember to get the learners‟ parent‟s permission. Another option for the
presentation of the learners video is to allow them to present this at a parents‟ evening.
Next

Teacher Page
Top
Mini Lessons:
Referencing, Information literacy, Using Information Effectively, Collaboration, Cooperation, Goal
Introduction
Setting and staying on task: these are mini lesson that are done by the learners. However, if you do

Learner feel that the learners will struggle with these certain subskills, present them as a lesson in class
before going to the computer labs.

Outcomes
Evaluation of students:
Process Rubrics are designed to do the following:
• To serve as guidelines for what is expected in a final product, including points on which a grade
Resources can be based
• To provide students with a structural picture of an excellent paper
Evaluation • To provide an organized approach to revision, which is the key to a student writer's growth
• Read more on TeacherVision: http://www.teachervision.fen.com/rubrics/teaching-
Conclusion methods/6340.html#ixzz1bt257z7Y

Student page Marking with the rubric helps the learners to know exactly what is required of them as well as giving
the teacher a clear guideline as to what they are looking for in the product. Present the learners with
Credits the task and the rubric, in order for the learners to have a clear understanding of what is required of
them.

To print out a hard copy of these process slides

Teacher Page

Top
Resources Needed
Here is a list of all of the resources used in this WebQuest. They have been segmented into
categories for easy navigation.
Introduction
Informational Resources
Learner • This website was used to give the learners a brief history of Apartheid. It is not meant to be long
or detailed, as the learners should have learned the detail of what Apartheid was in their Human
Outcomes and Social Sciences class already. This is just a brief „reminder‟ for the learners.
http://www.southafrica-travel.net/history/eh_apart1.htm
Process • This website provides the learners with an extremely brief outline of South African History since it
was discovered, in simple, learner-friendly language.
Resources http://www.timeforkids.com/destination/south-africa/history-timeline

Evaluation • This resource was used in order to get the lyrics of the song, Give Me Home Jo‟anna by Eddy
Grant, for the learners to analyse. They may print them out if they wish and make personal notes
Conclusion
when analysing the song.
http://www.lyricscrawler.com/song/88661.html
Student page
• In order to allow the learners to understand the context of the song, it is important to understand
the artist‟s reasoning for writing the song in the first place. This brief webpage gives the reader
Credits
insight into the thought of the artist. The comments by readers are also interesting. Check on a
regular basis that they are appropriate, as people can change them.
http://www.songfacts.com/detail.php?id=3370
Next

Teacher Page

Top
Resources Needed
• This is a more detailed analysis of the prescribed song, and it is not written by Eddy Grant

Introduction himself. Nevertheless, it still provides a platform for deeper understanding and discussion about
the song itself as well as the situation in South Africa at the time.

Learner http://www.associatedcontent.com/article/2275355/the_real_meaning_of_the_song_joana.html?c
at=33
Outcomes
Additional Resources Required
Process Learners should have learned about the Apartheid years in their Grade 9 Human and Social Sciences
classroom before attempting this WebQuest. In order to support the learners in this learning process,
Resources they should be provided with access to:

Evaluation • Appropriate textbooks that may give them additional insight into the concept of Apartheid. A
recommended textbook for the South African classroom is Oxford In Search of History for Grade
Conclusion 9.

Student page • Learners who do not have access to a computer (with Internet) at home with such resources
must be given computer time. Ensure that they are not disadvantaged in any way.
Credits
• Each group should be provided with an audio recording of the song so that they can practise their
skit. Each group must be clear about which verse they will be analysing and performing.

Teacher Page
Evaluation
Top One will know this lesson went well if students are able to identify similes, metaphors and imagery
and relay the true meaning in their music video.
Introduction Students should be able to work effectively in their groups. They should be able to share the work
load evenly.
Learner
The report writing (see ) is a small part of the total project but allows the academic

Outcomes students to succeed and feel more comfortable with the topic and task at hand. By making learners
provide referencing trains them for the rest of their schooling as it is a good habit to obtain. But also
Process prepares them for referencing once they get to tertiary educational institutions. If your learners are
unfamiliar with , teach it as a sub-skill linked to the project. The amount of references you
Resources require is up to you depending on your learners. You as the teacher may decide on the length of the
report depending on your learners. We recommend about a page long. The report will just ensure
Evaluation learners place all their ideas onto paper so that when it comes to creating the performance they do
not panic and feel unprepared.
Conclusion
guides learners in learning skills such as speaking loudly, clearly and at a reasonable
Student page pace. It also teaches learners to respect others while they are presenting. A large portion of the
marks are based on this presentation so it is important to emphasise where the learners are getting
Credits their marks from. The marks are expressed in a way that those learners who enjoy being in front of
the class can do very well and those learners that are more theoretical or academic will also do
succeed. It opens up the window for every individual in the class to succeed in one aspect or
another.
Next

Teacher Page

The
evaLuation continued…
is simple to follow:
Top
• Contribution examines how each learner contributes to finding resources or evaluating the
Introduction
resources given. One person in the group should not do all the work - each learner has their
specific role in the project. Therefore the teacher should explain that all learners in the group
Learner
must examine the same resource and evaluate it according to their individual role. Then, the
learners report back to the group making notes that are useful for the task. Once this is done
Outcomes
they can move onto the next resource. This is an easy way for learners so that they do not get
mixed up with what resource they are using, it also helps with referencing at the end.
Process
• In order for any assignment to be successful, the learners need to be punctual. This includes

Resources attending group meetings and completing tasks in the allocated time. This teaches students time
management and prepares them for real life. It would be advised for the teacher to stick strictly

Evaluation to the time allocations as to create the real feeling of working for a record company, as they will
be strict and not allow time extensions. One could also (depending on the class) create “fake”
Conclusion emails from NantsIngonyamaRecords (use this ) to keep the learners up to speed,
reminding them of things they need to do and/ or add into their presentations.
Student page • This assignment will also teach learners to take responsibility as each child is given a role.
Therefore one can see what is being done and what is isn‟t. Learners will also learn to work in
Credits groups and value other group members‟ opinions. This includes active listening. Learners also
need to make decisions that are fair and include everyone in the groups‟ views. Thus, this task
will teach learners valuable life skills such as working effectively with others, time management
and delegation (so one person is not doing everything).

Teacher Page

Top
Conclusion
This WebQuest is designed to embody the South African Social Science and English Curricula.

Introduction However one can use this WebQuest as a template, if one wishes to change the song to fit one‟s
country‟s political history. The WebQuest will then best be used as a guideline as to how to structure

Learner one‟s own lesson or perhaps one‟s own Web Quest.

Outcomes The purpose of this WebQuest is to not only inform learners about South Africa‟s history, but to show
how a song can, in many ways describe what happened in that point in history, and how South
Process African‟s were affected.

Resources The objective is to get the learners to feel empathy while moving through the process of the
WebQuest. The learners need to be able to identify and understand the emotions that affected people
Evaluation felt during the Apartheid era as well as during post-Apartheid times.

Conclusion Teachers will have gained the insight on how to incorporate one theme across the curriculum. The
theme in this WebQuest is Apartheid in South Africa, which is expressed through a Struggle Song.
Student page This theme is incorporated in English, Social Sciences and Arts and Culture.

Credits
Teachers will also get to learn with the learners, if not more, as the teachers have access to the
Teachers Pages and therefore to extra resources and information.

Next

Teacher Page

Top concLusion continued…
Introduction

Learner
A WebQuest is a safer way of allowing leaners to explore the internet for relevant information
Outcomes pertaining to the WebQuest topic. Therefore majority of the knowledge the learners will acquire, will
be through the internet. Learning discretion when analysing information from WebQuests is a
Process valuable tool in terms of Information Literacy. Teach learners why you have not just let them use and
web-based resource. Teach them that the Internet can be accessed by anyone and caution must be
Resources exercised when getting information off the Internet.

Evaluation A WebQuest is a fun, visual way of acquiring knowledge, which scaffolds pedagogical knowledge
fittingly through the use of the student process page. It also exposes the learners to a new reading
Conclusion method. Research has shown that learners (and indeed all people) develop reading pathways in the
brain. Reading and comprehending on a computer challenges these pathways, giving the brain a
Student page good workout.

Credits

Credits & References
Teacher Page

Top Group score:
A special thank you goes to Mr Tom Waspe of The University of the Witwatersrand‟s School of
Introduction Education, for exposing us to and teaching us about WebQuests, as well as other important
pedagogical tools that will assist us in our teaching.
Learner
Audio-Visual Resources

Outcomes • The music video for Give Me Hope Jo’anna is particularly useful as it contains some images of
scenes from the Apartheid times. This will benefit the learners as they build on their empathy
Process and it will be a visual resource for them as they discover more about South Africa and the English
Language through this experience.
Resources http://www.youtube.com/watch?v=bNNfAuMq-M0

Evaluation Decorative Images
The following pictures were used for decorative purposes:

Conclusion Image on “Clock-Watcher” PDF
http://sproutsocial.com/insights/2010/11/tracking-the-time-you-devote-to-online-marketing/
Student page
Image on “Editor” PDF
Credits http://www.blackwell-compass.com/home_religion_editor_letter

Image on “Public Relations Officer” PDF
http://jenisay.blogspot.com/2010/06/how-to-be-good-public-relations-officer.html Next

Teacher Page

Top
Image on “Creative Director” PDF

http://www.adverbox.com/ads/art-gallery-mp-the-artist/
Introduction
Image used to denote a writing task

Learner http://www.google.co.za/imgres?q=writing+clipart&hl=en&biw=983&bih=403&gbv=2&tbm=isch&tbnid
=GM9zfNBgDL-2bM:&imgrefurl
Outcomes Image used to denote a digitally-born product or submission

http://www.google.co.za/imgres?q=computer+clipart&hl=en&gbv=2&biw=983&bih=403&tbm=isch&tb
Process nid=RAfhuApuG4q1WM:&imgrefurl

Resources Images used for background aesthetics:

• http://www.africanaencyclopedia.com/apartheid/southafricangirl.jpg
Evaluation
• http://1sta-revision-b.wikispaces.com/file/view/segregated.jpg/234796582/segregated.jpg

Conclusion • http://4.bp.blogspot.com/_bjqmGmHDb1w/SUwvhDfxv1I/AAAAAAAAB3M/QUVjIXlLjeY/s320/whit
es-only-sign-sojourner-truth-detroit-apartheid-segregation.jpg

Student page • http://espressostalinist.files.wordpress.com/2011/01/baha-apartheid-signage.jpg

• http://www.hotelrooms.com/image/activities/2382SJ5.jpg
Credits
• http://supernatural.blogs.com/weblog/images/2007/09/06/segregation.jpg

• http://en.citizendium.org/images/thumb/f/fe/Apartheid_sign.jpg/350px-Apartheid_sign.jpg

Next

Teacher Page

Top •
http://schoolworkhelper.net/wp-content/uploads/2011/05/stopapartheidnow.png

• http://apps.nlm.nih.gov/againsttheodds/images/JTCModelWorld.jpg
Introduction
• http://1.bp.blogspot.com/_tIanYO7bHvE/TQqbWhTtmeI/AAAAAAAAAHc/6Fp6m8soRUI/s1600/ta
damonsouthafricaprotest.jpg
Learner
• http://1.bp.blogspot.com/__Xh8Kktnw_w/S9ouHM4siDI/AAAAAAAAAE8/pKrmggwb_NM/s1600/o
spaal.anti-apartheid-poster1977.jpg
Outcomes
• http://www.foei.org/en/resources/dictionary/images/aparthaid.jpg
Process • http://peacemakervoices.files.wordpress.com/2010/02/screen-shot-2010-02-01-at-16-14-521.png

Resources • http://www.mtholyoke.edu/~rtschnei/images/flag.gif

• http://4.bp.blogspot.com/_x3YBofVUADM/S22VWfp7PNI/AAAAAAAAAmQ/qbkqp9ho4E0/s320/8
Evaluation 00px-Flag_of_South_Africa_1928-1994.svg.png

• http://ph.cdn.photos.upi.com/Audio/Year_in_Review/e4eac7993b6531a4731f251451cfe6a8/Anti-
Conclusion Apartheid-Protests-in-Berkeley.jpg

• http://www.depauw.edu/photos/PhotoDB_Repository/2010/3/DeKlerk%20Mandela%201.jpg
Student page
• http://desertpeace.files.wordpress.com/2010/09/latuff-52.gif

Credits • http://edu.glogster.com/media/5/31/56/90/31569070.jpg

• http://www.southafricaweb.co.za/files/DiversityInSouthAfrica-small.jpg

• http://www.racism.gov.za/images/coatofarms.gif
Next

Teacher Page

Top •
http://www.australiansforpalestine.net/wp-content/uploads/2009/08/Apartheid-is-not-Racism1.jpg

• http://shsaplit.wikispaces.com/file/view/jimcrow1.jpg
Introduction
• http://img1.etsystatic.com/il_570xN.169908981.jpg

Learner • https://lh6.googleusercontent.com/-
EfuFsfFGHpM/TXPHvHAawsI/AAAAAAAAAIE/2Bs0NhoFovQ/ApartheidMandela.jpg
• http://incontention.com/wp-content/uploads/2009/08/district6.jpg
Outcomes
• http://www.nmafa.si.edu/exhibits/evidence/images/nemasetoni2.jpg
Process • http://www2.needham.k12.ma.us/nhs/cur/Baker_00/2002_p7/js_cc_p7/ancflag.gif

Resources • http://www.gotravel24.com/files/imagecache/nodeimage/files/Sharpeville_sign_luckynxumalo.jpg

• http://1.bp.blogspot.com/_O-
Evaluation Q4zKGUoLA/TE8uCSZSYQI/AAAAAAAAABM/tDzwYD82JaE/s320/ApartheidToilets%5B1%5D.j
pg

Conclusion • http://revista-amauta.org/wp-content/uploads/2009/06/apartheid.jpg

• http://www.south-africa-tours-and-travel.com/images/carrying-body-of-hector-pieterson-
Student page apartheid.jpg

Gimme Hope Jo’anna
Credits
• http://www.youtube.com/watch?v=bNNfAuMq-M0
Weeping by Bright Blue
• http://www.youtube.com/watch?v=GeecXiqNzWA
Next

Teacher Page

Top
Apartheid
Introduction • http://www.youtube.com/watch?v=_9a_nauc3W8
1960 The Sharpeville Massacre
Learner • http://www.youtube.com/watch?v=rVMPlVBm29Y&feature=related
1994: South Africa - WHY [1/4]
Outcomes
• http://www.youtube.com/watch?v=SlFSLHwEy1E
Process
• http://www.youtube.com/watch?v=Q8538DdiKr8&feature=related
Resources
• http://www.youtube.com/watch?v=jsOrKUfkh2k&feature=related
Evaluation
• http://www.youtube.com/watch?v=52DMSIE2jYg&feature=related

Conclusion Images used on the letter head for NantsIngonyamaRecords.
• www.luv2help.com/m_videos/thumbs/censor.jpg

Student page • http://www.impublications.com/content/im-publications-sponsors-nir-2011
• http://www.anonlineindia.com/how_to/music-notes.htm

Credits

Next

Teacher Page

Top
Introduction Online Resources Used to Create Products
Used to create the rubrics provided.
Learner • http://www.educatorresourcecenter.org/media/lesson_plans/writing%20rubric.bmp
• http://www.faeriekeeper.net/criteria38c.jpg
Outcomes
• http://academics.smcvt.edu/cbauer-ramazani/IEP/SPKG/present_rubric2.htm
• http://www.readwritethink.org/files/resources/lesson_images/lesson78/poetrubric.html
Process
Used to create the MindMaps provided.
Resources
https://bubbl.us/

Evaluation

Conclusion

Student page

Credits

Give Me Hope

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