History exemplar of school based

SUGGESTED RUBRIC TO ASSESS A RESEARCH ASSIGNMENT

CRITERIA	LEVEL DESCRIPTORS
	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Criterion 1 Planning (10)	8 – 10	5 - 7	3 – 4	0 – 2
	Shows thorough/ excellent understanding of planning (clear research schedule provided)	Shows adequate understanding of planning	Shows some evidence of planning	Shows little or no evidence of planning
Criterion 2 Identify and access a variety of sources of information (20)	16 – 20	10 - 15	5 – 9	0 – 4
	Shows thorough/ excellent understanding of identifying and accessing sources of information	Shows adequate understanding of identifying and accessing sources of information	Shows some understanding of identifying and accessing sources of information	Shows little or no understanding of identifying and accessing sources of information
Criterion 3 Knowledge and understanding of the period (10)	8 – 10	5 – 7	3 – 4	0 – 2
	Shows thorough/ excellent knowledge and understanding of the period	Shows adequate knowledge and understanding of the period	Shows some knowledge and understanding of the period	Shows little or no knowledge and understanding of the period
Criterion 4 Historical enquiry , interpretation & communication (Essay) (30)	23 – 30	14 – 22	7 – 13	0 – 6
	Shows thorough/ excellent understanding of how to write a coherent argument from the evidence collected	Shows adequate understanding of how to write a coherent argument from the evidence collected	Shows some understanding of how to write a coherent argument from the evidence collected	Shows little or no understanding of how to write a coherent argument from the evidence collected
Criterion 5 Presentation (10)	8 – 10	5 – 7	3 – 4	0 – 2
	Shows thorough/ excellent evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)	Shows adequate evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)	Shows some evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)	Shows little or no evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)
Criterion 6 Evaluation & reflection (10)	8 – 10	5 - 7	3 – 4	0 – 2
	Shows thorough/ excellent understanding of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)	Shows adequate understanding of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)	Shows some evidence of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)	Shows little or no evidence of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)
Criterion 7 Acknowledgement of sources (10)	8 – 10	5 - 7	3 – 4	0 – 2
	Shows thorough/ excellent understanding of acknowledging sources (e.g. footnotes, references, plagiarism)	Shows adequate understanding of acknowledging sources (e.g. footnotes, references, plagiarism)	Shows some evidence of acknowledging sources (e.g. footnotes, references, plagiarism)	Shows little or no evidence of acknowledging sources (e.g. footnotes, references, plagiarism)

TOTAL MARK = / 100

Annexure A: EXAMPLE OF COVER SHEET FOR RESEARCH ASSIGNMENT

GRADE 12 RESEARCH ASSIGNMENT: HISTORY
NAME OF SCHOOL
NAME OF LEARNER
SUBJECT
RESEARCH TOPIC
KEY QUESTION

STATEMENT OF AUTHENTICITY:
I hereby declare that ALL pieces of writing contained in this Research Assignment, are my own original work and that if I made use of any source, I have duly acknowledged it.

LEARNER’S SIGNATURE:____________________________________________

DATE:_____________________________________________________________

ANNEXURE B: AN EXAMPLE OF A MONITORING LOG

DATE	ACTIVITY	COMMENT
	Learners were given the instructions, guidelines and key question for the research assignment.
	1^st DRAFT: Learner’s must provide evidence that they have analysed the topic and understand the focus of the key question. A preliminary bibliography must be submitted.
	2^nd DRAFT: Learner’s must provide evidence of having planned their research assignment. Research notes from the sources consulted should be made available. A synopsis of the main argument must be presented.
	Final copy to be handed in
	Feedback

Educator’s Name:_______________________

Educator’s Signature:___________________

Learner’s Name and Signature:____________________

SCHOOL STAMP



ANNEXURE C: EXAMPLE OF A TEMPLATE FOR NOTE-TAKING DURING RESEARCH

FULL REFERENCE OF RESOURCE	STATEMENT	EVIDENCE (to support your statement)

ANNEXURE D: GUIDELINES ON HOW TO WRITE A BIBLIOGRAPHY

• 
  For a book:
  

Author (last name, initials). Title of book ( Publishers, Date of publication).
Example:

Dahl, R. The BFG. ( Farrar, Straus and Giroux, 1982).

• 
  For an encyclopaedia:
  

Encyclopaedia Title, Edition Date. Volume Number, “Article Title”, page numbers.
Example:

Encyclopaedia Britannica. 1997. Volume 7, “Gorillas”, pp. 50-51.

• 
  For a magazine:
  

Author (last name first), “Article Title”. Name of magazine. Volume number, (Date): page numbers.
Example:

Jordan, Jennifer, “Filming at the Top of the World”. Museum of Science Magazine.

Volume 47, No 1, (Winter 1998): pp. 11.

• 
  For a newspaper:
  

Author (last name first), “ Article Title”. Name of Newspaper. City, state publication. (Date): edition if available, section, page number(s).
Example:

Powers, Ann, “New Tune for the Material Girl”. The New York Times. New York, NY.

(3/1/98): Atlantic Region, Section 2, p. 34.

• 
  For a person:
  

Full name (last name first)). Occupation, date of interview.
Example:

Smeckleburg, Sweets. Bus Driver. April 1, 1996.

• 
  For a film:
  

Title, Director, Distribution, Year.
Example:

Braveheart, Director Mel Gibson, Icon Productions, 1995.

3.3 TASK 3: STANDARDISED TEST AND MARKING GUIDELINE

In Grade 12 the Standardised Tests must include a source-based question (50 marks) and an essay question (50 marks). Learners must answer both questions.

In Term 1, educators will probably teach content from Topics 1-3. The Standardised Test should, therefore, contain one essay and one source-based question from the following list.

Source-based Questions	Essay Questions
Topic 1: The Cold War The Origins of the Cold War	Topic 1: The Cold War Case Study: China or Vietnam*
Topic 2: Independent Africa Case Study: Angola	Topic 2: Independent Africa Comparative Case Study: Congo and Tanzania
Topic 3: Civil Society Protests Case Studies: Civil Rights Movement or Black Power Movement**	Topic 3: Civil Society Protests Case Studies: Civil Rights Movement or Black Power Movement**

*Refer to CAPS document, p.45.

Educators must confirm with their Curriculum Advisor at the start of 2014 which case study will be examined in the final examination.
** In Topic 3 learners should NOT answer an essay question and a source-based question on the same case study.

(ie If they write an essay on the Civil Rights Movement their Source-based question must be written on the Black Power Movement and vice versa.)

Pages 31 – 48 contain an Exemplar of a Term 1 Standardised Test:
Section A: Source-Based Question: Topic 3

Case Study: Civil Rights Movement (Case Study: School desegregation - Little Rock, Arkansas)

Section B: Essay Question: Topic 3

Case Study: Black Power Movement

Name of School:

Term 1 - 2014

Standardised Test 1

Grade 12: History

QUESTION PAPER


Time: 2 Hours

Marks: 100 Marks

Examiner:
Internal Moderator:


Instructions:

• 
  This Standardised Test is divided into two sections. Each sections contains one question:
  

Section A: Source-Based Question (50 Marks)

Section B: Essay Question (50 Marks)

• 
  Candidates must answer both questions
  

SECTION A SOURCE-BASED QUESTION
WHAT WERE THE DIFFERENT REACTIONS TO THE RACIAL INTEGRATION OF CENTRAL HIGH SCHOOL, LITTLE ROCK, ARKANSAS IN 1957?
Study Sources 3A, 3B, 3C, 3D and 3E in the addendum to answer the following questions.
3.1 Consult Source 3A.
3.1.1 Who was Elizabeth Eckford? (1 x 2) (2)
3.1.2 What do you understand by the term ‘integration’ in the context

of Source 3A? (1 x 2) (2)

3.1.3 Why did Eckford believe that the governor had called out the

Arkansas National Guard? (1 x 2) (2)

3.1.4 What does the information in Source 3A, suggest was the real

reason why guards had been placed at the school? Support your

answer with reference to any incident mentioned in the source. (2 + 2) (4)
3.1.5 According to Source 3A, how did Eckford react when she could

not enter the school. (1 x 2) (2)

3.2 Refer to Sources 3A, 3B and 3C
3.2.1 Identify two ways in which the photograph in Source 3B

corroborates (supports) the account which Elizabeth Eckford

gives in Source 3A. (2 x 2) (4)
3.2.2 Identify two ways in which the photograph in Source 3C

corroborates (supports) the account which Elizabeth Eckford

gives in Source 3A. (2 x 2) (4)
3.2.3 Explain why the photographs in Source 3B and 3C are useful to

a historian studying the desegregation of schools in the USA. (1 x 3) (3)

3.3 Study Source 3D
3.3.1 Elizabeth Eckford experienced hostility and kindness from the crowd.

Select information from the source which illustrates these two different

reactions to Eckford’s attempt to enter Central High School. (2 x 2) (4)
3.3.2 What information in Source 3D suggests that the Arkansas

National Guardsmen were not there to protect ALL the learners and

to keep the peace. (2 x 2) (4)
3.3.3 Evaluate the reliability of Source 3D as an account of events

at Central High School on 3 September 1957. (4)

3.4 Refer to Source 3E
3.4.1 Explain why Craig Rains, a student at Central High in 1957, was

opposed to the racial integration of the school. (2 x 2) (4)

3.4.2 What made Craig Rains change his attitude towards integration? (2 x 2) (4)
3.5 Use the information from the relevant sources and your

knowledge to write a paragraph of about 8 lines (approximately

80 words) explaining the different reactions to the racial integration

of Central High School, Little Rock, Arkansas in 1957. (8)

[50]





SECTION B: ESSAY QUESTION
Explain why the Black Power Movement emerged as a form of black protest in the United States from the mid-1960s. [50]

/100/

Name of School:

Term 1 - 2014

Standardised Test 1

Grade 12: History

ADDENDUM


Time: 2 Hours

Marks: 100 Marks

Examiner:

Internal Moderator:


Instructions:

• 
  This Standardised Test is divided into two sections. Each sections contains one question:
  

Section A: Source-Based Question (50 Marks)

Section B: Essay Question (50 Marks)

• 
  Candidates must answer both questions
  

WHAT WERE THE DIFFERENT REACTIONS TO THE RACIAL INTEGRATION OF CENTRAL HIGH SCHOOL, LITTLE ROCK, ARKANSAS IN 1957?
SOURCE 3A

In the extract below, Elizabeth Eckford describes what happened when she arrived to start school at Central High, Little Rock on 3 September 1957. She was one of nine black students who were to be the first to attend the all-white school.

The night before when the governor had gone on television and announced that he had called out the Arkansas National Guard, I thought he had done this to insure the protection of all students. We did not have a telephone. So inevitably I was not contacted to let me know that Daisy Bates of the NAACP had arranged for some ministers to accompany the [nine black] students in a group. And so it was that I arrived alone…

I got off the bus … I remember hearing the murmur of a crowd. But when I got to the corner where the school was I was reassured seeing these soldiers circling school grounds. And I saw students going to school. I saw the guards break ranks as students approached the sidewalks so that they could pass through to get to school.

And so I approached the guards at the corner, as I had seen the other students do, they closed ranks…So I walked further down the line of guards to where there was another sidewalk and I attempted to pass through there. But when I stepped up they crossed rifles… It was only then that I realised that they were barring me so that I wouldn’t go to school…
So I headed in the opposite direction to where there was another bus stop. Safety to me meant getting to the bus stop. I think I sat there for a long time before a bus came. In the meantime, people were screaming behind me. What I would have described as a crowd before, to my ears sounded like a mob.
[From: FHAO, Eyes on the Prize: A Study Guide (Blackslide, 2006) p.30-31]

SOURCE 3B

This photograph shows a young woman, Hazel Bryan, shouting abuse at Elizabeth Eckford. In the background are parents, students and National Guardsmen looking on. Five years later, in 1962, Bryan apologised to Eckford for her actions saying ‘I was not thinking for myself…’

[From: Internet site: United Press Internationa. http://ethicsbob.files.wordpress.com/2011/12/little_rock_desegregation_1957.jpg. Accessed 15 September 2013]

SOURCE 3C

In this protograph Elizabeth Eckford is denied acces to the school by a member of the Arkansas National Guard. Eckford is sent to another entrance but the soldiers allow a white student to pass and enter the school.

[From: Internet site: http://lrchmemory.org/wordpress/wp-content/uploads/2010/05/PageDocuments-Eckford_points.jpg. Accessed on 15 September 2013]
SOURCE 3D

Dr Benjamin Fine was the education editor of The New York Times sent to cover the desegregation of Central High, Little Rock. In this extract he describes the events on the 3 September as Elizabeth Eckford attempted to enter the school

…I saw a sweet little girl who looked about fifteen, walking alone. She tried several times to pass through the guard. The last time she tried, they put their bayonetts infront of her. When they did she became panicky. For a moment she just stood there trembling. Then she calmed down and started walking towards the bus stop with the mob baying at her heels like a pack of hounds. The women were shouting ‘Get her! Lynch her!’ … I sat down beside her and said, ‘I’m a reporter from the New York Times. May I have your name?’ She just sat there, her head down. Tears were streaming down her cheeks from under her sunglasses…
…there must have been five hundred around us by that time. I vaguely remember someone hollering [shouting], ‘Get a rope and drag her over to this tree’. Suddenly I saw a white-haired, kind-faced woman fighting her way through the mob. She looked at Elizabeth and then screamed at the mob, ‘leave the child alone! Why are you tormenting [upsetting] her? Six months from now you will hang your heads in shame.’…
…the irony of it is that during all this time the national guardsmen made no effort to protect Elizabeth or help me. Instead they threatened to have me arrested for inciting [provoking] a riot.
[From: D.Bates, The Long Shadow of Liittle Rock: Memoir (David Company, Inc, 1962) pp.69-71]

SOURCE 3E

This extract is taken from an oral interview with Craig Rains. He a white student at Central High School, Little Rock, a senior and an officer in the student council in 1957.

I don’t remember exactly when I first realized that the school was going to be integrated, but I do remember that we were being told to do something that we might or might not want to do…so my first thougt was not that we were going to have to go to school with blacks, that didn’t bother me, but that we were being told by the federal government to do something and we didn’t have any say-so in that.
One of my jobs as an officer in the student council was to raise the flags outside. That gave me an opportunity to see what was going on outside the school, to see the anger…it was an ugly attitude. Especially when Elizabeth Eckford came to try to get into school. And the crowd began to heckle her, and cheer and shout, as she walked along. I was just dumbfounded…well I can’t belive that people would actually be this way to other people. I began to change from someone who was a moderate who, if I had my way, would have said, ‘don’t let’s integrate, because it’s the state’s right to decide.’ To someone who felt a real sense of compassion for these students. I also developed a real dislike for the people who were out there that were causing problems.
[From: H. Hampton and S.Fayer, Voices of Freedom, An Oral History of the Civil Rights Movement]