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A WebQuest for 9th Grade

(English, Arts & Culture, and Human and

Social Sciences)

Designedby47

Based on a template from San Diego State University’s The

WebQuest Page

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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,

a record label company, you are required to do the best job you can do and

uphold the proud name of NantsIngonyamaRecords. The song you will be

required to analyse, produce and direct is famous South African Struggle Song

from the Apartheid. Through this journey you will discover how people

expressed their political feelings, through what mediums they expressed their

voices and the effect of political change.

 

Do us proud at NantsIngonyamaRecords.

Good Luck!

Introduction

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The TaskHistory is written because things happen, and people were there to see them

 

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

create, produce and direct her new video. The song? A cover of a famous South African Struggle

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.

 

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

pressure is on…

 

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!

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The Process1. Share the Load!

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

MUST PARTICIPATE AND CONTRIBUTE EQUALLY IN EACH ACTIVITY.

a. Clock-Watcher.

Learn how to become a better Clock-Watcher by doing this Mini-Lesson.

b. Editor.

Be a great Editor! Read this Mini-Lesson.

c. Public Relations Officer.

Learn how to deal with people effectively – do this Mini-Lesson.

d. Creative Director

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

Clock Watcher

Clock Watcher Mini-Lesson

Editor

Editor Mini-Lesson

PRO

PRO Mini-Lesson

Creative Director

Creative Director Mini-Lesson

Group Mindmap

K-W-H-L

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2. What do you feel?

Design a mindmap to reflect what you are feeling about this project at the moment. Use this

, and follow the instructions on it. Now fill in this of the same

mindmap and fill it in using the writing tool.

3. Why a Struggle Song – what can it tell us?

Read and complete the following activities on and .

4. Familiarise Yourself with the Song.

Read the lyrics to the song Give Me Hope Jo’anna by Eddy Grant. Click on this link to hear the

song and see the music video.

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.

The Process Continued …

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Example Mindmap

Your Mindmap

Metaphors Similes

K-W-H-L

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STOP! • Have your perceptions of Apartheid changed? Fill it in on your Chart.

7. Let’s get down to Business…

Your teacher will give you a verse of the song to analyse in your groups.

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

events and key features of Apartheid to guide your interpretation)?

8. Once all the analyses of the verses are completed, your teacher will hold a class discussion in

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.

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.

The Process Continued …

K-W-H-L

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EvaluationHere is the rubric that your teacher will use to assess your written group report:

This is what your teacher will use to assess the skit that you produce:

You will also be assessed on how you work with others:

Product Rubric

Performance Rubric

Collaboration Rubric

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Conclusion NantsIngonyamaRecords would like to congratulate you on impressing such a fussy super star with

your music video. She greatly appreciates it and has signed the contract. NantsIngonyamaRecords

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

websites:

• http://www.capetownmagazine.com/best-of-Cape-Town/The-Winds-of-Change/124_43_4

• http://en.wikipedia.org/wiki/Umshini_wami

• http://www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html

or one could go and visit the Apartheid Museum.

Visit these websites to find out more:

• 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 !feedback

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Group score:

A WebQuest for 9th Grade

(English, Arts & Culture, and Human and

Social Sciences)

Designedby47

(Dale Taylor)

Based on a template from San Diego State University’s

The WebQuest Page

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IntroductionThe topic that the learners will be dealing with is Struggle Songs, one of which is called Gimme Hope

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

exploration, come to discover that all texts have a context, and that that context is crucial in

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.

This lesson was developed as part of the English, Arts and Culture and Human and Social Sciences

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.

The focal point of this Web Quest, as mentioned above, is the real-world connections that the 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 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,

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.

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

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Essential Question:-

• How do people express their political feelings?

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

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

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

means, one being song. We can interpret these feelings through an analysis of the imagery

and literary devices used.

Unit Questions:-

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

Question.

• What forms do political voices take?

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 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.

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Learners Group score:

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

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

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. 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 order to

analyse poetry (in this case, song) in terms of metaphors, similes, personification and imagery. 

The learners are of a mixed background. They come from mixed socio-economic contexts. The

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

lived in the Apartheid years.  

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 WebQuest does not

aim to create further divisions among races. It simply aims to educate all about artists’ perceptions

of Apartheid. 

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The WebQuest is intended for English Home Language speakers. If you do have second language

learners in your class, support them by grouping them with stronger learners, or by providing one-on-

one remediation.

This WebQuest caters to a range of Multiple Intelligences. The auditory-visual learners will be

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

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.

Learners continued…

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Outcomes Group score:

The Outcomes are aligned with the General and Specific Aims as outlined in the Curriculum and

Assessment Policy Statement. They are detailed as follows:

CAPS links:

1. English (home language) [Ref: p.36 & 37]• Reading and viewing:

Content and skills: - Poetryo Analysis of the poemo Title, setting, theme, messageo Figures of speech

2. Human and Social Sciences [Ref: p. 23]• Apartheid and Forced Removals in South Africa:

1948 National Party and Apartheid o How Apartheid affected people’s livesForced Removals o More than 80 percent or South African’s land set aside for white minority

3. Arts and Culture [Ref: p. 46 &47] • Drama:

Playmaking o Charactero Languageo Dramatic tensionInterpretation and performance of a choice of dramatic form o Physical Expressivenesso Emotional Connection

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Generic Home Language

Human and Social Sciences

Arts and Culture

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Outcomes continued …General Aims:

• Identify and solve problems and make decisions using critical and creative thinking.

• Working effectively as individuals and with others as members of a team.

• Collect, analyse, organise and critically evaluate information.

• Communicate effectively using visual, symbolic and/or language skills in various modes.

• Organise and manage themselves and their activities responsibly and effectively.

Curriculum Framing Questions:

Essential Question:-

• How do people express their political feelings?

o This question relates to the whole of the Human and Social Sciences (HSS) Specific Aim

related to Apartheid. This question will be dealt with throughout the WebQuest and

answered in part by the findings of the Content Questions.

Unit Questions:-

• What forms do political voices take?

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

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.

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• What feelings do they express?

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

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.

Content Questions:-

• What events gave rise to songs?

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

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?

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

complete a short tutorial-style worksheet reminding them of sound devices and literary

devices.

Assessment is discussed on the next slide

Outcomes continued …

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The learners’ progress will be assessed largely formatively, through the use of rubrics (which have

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

marks are designated as follows:

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

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

Collaboration 30 marks

Total 100 marks

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ProcessThis 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

suggestion when grouping the learners into groups is to incorporate one proficient English 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

disciplines.

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

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

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

MUST PARTICIPATE AND CONTRIBUTE EQUALLY IN EACH ACTIVITY.

• (10 minutes – English)

The teachers must monitor what roles the learners have chosen and if they

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

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2. Read this information on struggle songs and poetry and complete the activity.

• (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

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,

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.

3. Read the lyrics to the song Give Me Hope Jo’anna by Eddy Grant.

Click on this link to hear the song and see the music video

4. Read what it means according to the writer. (45 minutes –

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.

• 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

how people felt in this era, the geographical context, the economy of South Africa

and so on.

Process continued…

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Marking Memorandum

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6. Your teacher will give you a verse of the song to analyse in your groups.  

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 events and key features of Apartheid

to guide your interpretation)?

• 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

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

and imagery.

7. Once all the analyses of the verses are completed, your teacher will hold a class discussion in

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.

• (30 Minutes – English)

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.

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.

(45 minutes – English)

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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

Page for how your report will be assessed.

• (45 Minutes – English)

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

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

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

produce their music video)

o Allow for 1 lesson to plan

o How they are going to structure the performance,

o The props and costumes they will utilize,

o What materials they will need to make their props, and costumes, and who is

going to choreograph and direct the performance.

Allow for

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.

Process continued…

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Adaptations of lesson: 

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

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,

poetry and worksheet for the group.

3 – 5 . The reading of ‘Give me hope Jo’anna’, the meaning and interpretation can also be printed

and analysed in the classroom.

6. The analyses of the different verses are done in class and a class discussion can be done prior

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

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

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

learners to follow.

9. If there is no budget to attain props or costumes, allow the learners to re-use and recycle certain

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.

Process continued…

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Mini Lessons:

Referencing, Information literacy, Using Information Effectively, Collaboration, Cooperation, Goal

Setting and staying on task: these are mini lesson that are done by the learners. However, if you do

feel that the learners will struggle with these certain subskills, present them as a lesson in class before

going to the computer labs.

Evaluation of students:

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

can be based

• To provide students with a structural picture of an excellent paper

• 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-methods/6340.html#ixzz1bt257z7Y

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

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

Process continued…

CLICK HERE

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Resources NeededHere is a list of all of the resources used in this WebQuest. They have been segmented into

categories for easy navigation. 

Informational Resources

• 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

and Social Sciences class already. This is just a brief ‘reminder’ for the learners.

http://www.southafrica-travel.net/history/eh_apart1.htm

• This website provides the learners with an extremely brief outline of South African History since it

was discovered, in simple, learner-friendly language.

http://www.timeforkids.com/destination/south-africa/history-timeline

 

• 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

when analysing the song.

http://www.lyricscrawler.com/song/88661.html

• 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

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=3370Next

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

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.

http

://www.associatedcontent.com/article/2275355/the_real_meaning_of_the_song_joana.html?cat=3

3

 

Additional Resources Required

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,

they should be provided with access to:

• 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

9.

 

• 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.

• 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.

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EvaluationOne 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.

Students should be able to work effectively in their groups. They should be able to share the work

load evenly.

The report writing (see ) is a small part of the total project but allows the academic

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

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

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

learners place all their ideas onto paper so that when it comes to creating the performance they do

not panic and feel unprepared.

guides learners in learning skills such as speaking loudly, clearly and at a reasonable

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

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

Product Rubric

Performance Rubric

referencing

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Evaluation continued…The is simple to follow:

• Contribution examines how each learner contributes to finding resources or evaluating the

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

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

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.

• In order for any assignment to be successful, the learners need to be punctual. This includes

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

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”

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.

• 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

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).

Collaboration Rubric

letter head

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ConclusionThis WebQuest is designed to embody the South African Social Science and English Curricula.

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

one’s own lesson or perhaps one’s own Web Quest.

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

African’s were affected.

 

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

felt during the Apartheid era as well as during post-Apartheid times.

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.

This theme is incorporated in English, Social Sciences and Arts and Culture.

 

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.

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A WebQuest is a safer way of allowing leaners to explore the internet for relevant information

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

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

exercised when getting information off the Internet.

 

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

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

good workout.

Conclusion Continued…

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Credits & ReferencesGroup score:

A special thank you goes to Mr Tom Waspe of The University of the Witwatersrand’s School of

Education, for exposing us to and teaching us about WebQuests, as well as other important

pedagogical tools that will assist us in our teaching.

Audio-Visual Resources

• 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 and

it will be a visual resource for them as they discover more about South Africa and the English

Language through this experience.

http://www.youtube.com/watch?v=bNNfAuMq-M0

Decorative Images

The following pictures were used for decorative purposes:

Image on “Clock-Watcher” PDF

http://sproutsocial.com/insights/2010/11/tracking-the-time-you-devote-to-online-marketing/

Image on “Editor” PDF

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

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Credits & ReferencesImage on “Creative Director” PDF

http://www.adverbox.com/ads/art-gallery-mp-the-artist/

Image used to denote a writing task

http://www.google.co.za/imgres?q=writing+clipart&hl=en&biw=983&bih=403&gbv=2&tbm=isch&tbnid=GM9zfNBgDL-2bM:&imgrefurl

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&tbnid=RAfhuApuG4q1WM:&imgrefurl

Images used for background aesthetics:

• http://www.africanaencyclopedia.com/apartheid/southafricangirl.jpg

• http://1sta-revision-b.wikispaces.com/file/view/segregated.jpg/234796582/segregated.jpg

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

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

• http://www.hotelrooms.com/image/activities/2382SJ5.jpg

• 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.jpgNext

Teacher Page

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Credits & References• http://schoolworkhelper.net/wp-content/uploads/2011/05/stopapartheidnow.png

• http://apps.nlm.nih.gov/againsttheodds/images/JTCModelWorld.jpg

• http://1.bp.blogspot.com/_tIanYO7bHvE/TQqbWhTtmeI/AAAAAAAAAHc/6Fp6m8soRUI/s1600/tadamonsouthafricaprotest.jpg

• http://1.bp.blogspot.com/__Xh8Kktnw_w/S9ouHM4siDI/AAAAAAAAAE8/pKrmggwb_NM/s1600/ospaal.anti-apartheid-poster1977.jpg

• http://www.foei.org/en/resources/dictionary/images/aparthaid.jpg

• http://peacemakervoices.files.wordpress.com/2010/02/screen-shot-2010-02-01-at-16-14-521.png

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

• http://4.bp.blogspot.com/_x3YBofVUADM/S22VWfp7PNI/AAAAAAAAAmQ/qbkqp9ho4E0/s320/800px-Flag_of_South_Africa_1928-1994.svg.png

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

• http://www.depauw.edu/photos/PhotoDB_Repository/2010/3/DeKlerk%20Mandela%201.jpg

• http://desertpeace.files.wordpress.com/2010/09/latuff-52.gif

• 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.gifNext

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

• http://shsaplit.wikispaces.com/file/view/jimcrow1.jpg

• http://img1.etsystatic.com/il_570xN.169908981.jpg

• https://lh6.googleusercontent.com/-EfuFsfFGHpM/TXPHvHAawsI/AAAAAAAAAIE/2Bs0NhoFovQ/ApartheidMandela.jpg

• http://incontention.com/wp-content/uploads/2009/08/district6.jpg

• http://www.nmafa.si.edu/exhibits/evidence/images/nemasetoni2.jpg

• http://www2.needham.k12.ma.us/nhs/cur/Baker_00/2002_p7/js_cc_p7/ancflag.gif

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

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

• 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-apartheid.jpg

Gimme Hope Jo’anna

• http://www.youtube.com/watch?v=bNNfAuMq-M0

Weeping by Bright Blue

• http://www.youtube.com/watch?v=GeecXiqNzWA

Credits & References

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Apartheid

• http://www.youtube.com/watch?v=_9a_nauc3W8

1960 The Sharpeville Massacre

• http://www.youtube.com/watch?v=rVMPlVBm29Y&feature=related

1994: South Africa - WHY [1/4]

• http://www.youtube.com/watch?v=SlFSLHwEy1E

1994: South Africa - WHY [2/4]

• http://www.youtube.com/watch?v=Q8538DdiKr8&feature=related

1994: South Africa - WHY [3/4]

• http://www.youtube.com/watch?v=jsOrKUfkh2k&feature=related

1994: South Africa - WHY [4/4]

• http://www.youtube.com/watch?v=52DMSIE2jYg&feature=related

Images used on the letter head for NantsIngonyamaRecords.

• www.luv2help.com/m_videos/thumbs/censor.jpg

• http://www.impublications.com/content/im-publications-sponsors-nir-2011

• http://www.anonlineindia.com/how_to/music-notes.htm

Credits & References

Next

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Credits & References

Online Resources Used to Create Products

Used to create the rubrics provided.

• http://www.educatorresourcecenter.org/media/lesson_plans/writing%20rubric.bmp

• http://www.faeriekeeper.net/criteria38c.jpg

• http://academics.smcvt.edu/cbauer-ramazani/IEP/SPKG/present_rubric2.htm

• http://www.readwritethink.org/files/resources/lesson_images/lesson78/poetrubric.html

Used to create the MindMaps provided.

https://bubbl.us/