heritage day essay grade 10 memorandum

Heritage Day Essay Guide for Grade 10 Learners

This page contains an essay guide for Grade 10 History learners on how to write a Heritage Day essay (introduction, body, and conclusion). On the 24th of September every year in South Africa, there is a great celebration of all cultures and heritages of all South Africans. This was after the Inkatha Freedom Party proposal in 1996.

Background on South African Heritage Day

Before you write your essay, you should first know what heritage day is and what it means.

The word ‘heritage’ can be used in different ways. One use of the word emphasises our heritage as human beings. Another use of the word relates to the ways in which people remember the past, through heritage sites, museums, through the construction of monuments and memorials and in families and communities (oral history). Some suggest that heritage is everything that is handed down to us from the past.

One branch of Heritage Studies engages critically (debates) with issues of heritage and public representations of the past, and conservation.

It asks us to think about how the past is remembered and what a person or community or country chooses to remember about the past. It is also concerned with the way the events from the past are portrayed in museums and monuments, and in traditions. It includes the issue of whose past is remembered and whose past has been left unrecognised or, for example, how a monument or museum could be made more inclusive.

Important: you should include relevant images to go with your key points. You can find plenty of images on the internet, as long as you provide the credits/sources.

When you write your Heritage Day essay as a grade 10 student, you will get great marks if you include the following structure:

• Provide a brief history linked to heritage day
• The main key issues you will be discussing throughout your essay
• Explain the changes that were made to this public holiday.
• Explain how the day is celebrated in schools, families, workplaces and other institutions like churches etc.
• How does the celebration of the holiday bring unity and close the gaps of the past?
• Explain how the celebration of the day enforces the application of the constitution of South Africa.
• What key points did your essay cover?
• What new knowledge did you learn or discover?
• What are your views on “Heritage Day”?

Example of “Heritage Day” Essay for Grade 10 Students

Below is an example of how to write an essay about Heritage Day for grade 10 learners, using the structure discussed above:

Introduction:

Heritage Day, celebrated on the 24th of September, is a South African public holiday that serves as a reminder of the nation’s rich cultural heritage and diverse history. The day was established to honor the various cultures, traditions, and beliefs that make South Africa a truly unique and diverse country. This essay will discuss the history of Heritage Day, the changes made to this public holiday, and how its celebration promotes unity and reinforces the South African Constitution .

Changes to Heritage Day:

Initially known as Shaka Day, Heritage Day was introduced to commemorate the legendary Zulu King Shaka who played a significant role in unifying various Zulu clans into one cohesive nation. However, with the advent of a democratic South Africa in 1994, the day was renamed Heritage Day to promote a broader and more inclusive celebration of the nation’s diverse cultural heritage.

Celebrations in Various Institutions:

Heritage Day is celebrated in numerous ways throughout South Africa, with schools, families, workplaces, and religious institutions all participating. In schools, students and teachers dress in traditional attire, and activities such as cultural performances, food fairs, and storytelling sessions are organized to educate learners about different cultural backgrounds. Families gather to share traditional meals, pass down stories, and engage in cultural activities. Workplaces often host events that encourage employees to showcase their diverse backgrounds, while churches and other religious institutions use the day as an opportunity to emphasize the importance of tolerance and acceptance.

Promoting Unity and Closing Gaps:

The celebration of Heritage Day has played a vital role in fostering unity and bridging the divides of the past. By appreciating and acknowledging the various cultures and traditions, South Africans learn to respect and accept one another, ultimately creating a more harmonious society. The public holiday serves as a platform to engage in conversations about the nation’s history, allowing for a better understanding of the diverse experiences that have shaped South Africa.

Enforcing the South African Constitution:

Heritage Day also reinforces the principles enshrined in the South African Constitution, which guarantees cultural and linguistic rights to all citizens. By celebrating and embracing the diverse cultures, South Africans put into practice the values of equality, dignity, and freedom as envisioned by the Constitution.

Conclusion:

In this essay, we have explored the history and significance of Heritage Day, its transformation from Shaka Day, and how it is celebrated across various institutions in South Africa. We have also discussed how the celebration of this day fosters unity and enforces the principles of the South African Constitution. Heritage Day serves as a reminder that our differences make us stronger, and that through understanding and embracing our diverse backgrounds, we can build a more inclusive and united South Africa.

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Heritage Day Essay Grade 10

Heritage Day, also known as National Braai Day, is a vibrant celebration of South Africa’s rich canvas of cultures, traditions, and histories. But for me as a Grade 10 learner, it can also mean fun time!

This essay guide will equip you to conquer that Heritage Day essay and impress your teacher.

How to answer “Heritage Day Essay” correctly for Grade 10?

Let us look at the magic term: Essay . When a question asks a student to write an “Heritage day essay,” they (students) are expected to provide a structured and well-organised piece of writing that presents and supports a main idea or a position.

The essay should have an introduction that introduces the topic and states the position or a side of the writer, body paragraphs that support the thesis or position with evidence and examples based on their country of South Africa, and a conclusion that summarises the main points and restates the position (good/bad).

Marks Breakdown

Total: 55 Marks

The Topic for Heritage Day Essay for Grade 10

The red text is my handwritten answer.

I will take my essay and based it to heritage day food.

My Title:  A Rainbow on Our Plates on the South Africa’s Food Heritage day ✓

Sample Short Essay (200 words)

Heritage Day in South Africa, the 24th of September, is a day full of life, colours, tunes, and most importantly, delicious food! It is a day when we celebrate the variety of flavours that represent our country’s rich mix of cultures. From the spicy curries made by Durban’s Indian community to the slow-cooked potjiekos of the Dutch settlers’ descendants and to the delicious Mopani worms, every meal has its own tale. ✓

Let’s talk about the braai – it’s the heart of any South African party. It started with the grilling traditions of the Khoisan people and was later picked up by European settlers. Now, the braai brings everyone together, no matter their background, around tasty boerewors and juicy steaks. It’s more than just cooking; it’s a time for joy, a celebration of life, and a way to remember our shared past. ✓

The original people of South Africa have also influenced our food. Samp, a type of maize porridge, has been a main food for ages, and koeksisters – sweet, syrupy pastries – are loved all over. These foods fill us up and also link us to our land and the cleverness of our forebears. ✓

Heritage Day is about more than just enjoying a good braai. It’s a time to value the different food traditions that have helped shape our nation. When we share meals with friends and family from various cultures, we get to know more about them, and together, we build a South Africa that welcomes everyone. ✓

Remember: This is just a sample, adjust the length and content according to your specific essay requirements.

Tips to Score Big:

• Go beyond the braai: Explore lesser-known aspects of heritage like traditional crafts, music, or languages.
• Show, don’t tell: Instead of just stating facts, use vivid descriptions and historical context to bring your essay to life.
• Source it right: Include in-text citations if required, and provide a reference list at the end.
• Proofread like a pro: Typos and grammatical errors can cost you marks. Double-check your work before submission.

By following these tips and understanding the marking scheme, you’ll be well on your way to writing a stellar Heritage Day essay that celebrates the vibrant tapestry of South Africa.

Shama Nathoo

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History Grade 10 Sba Tasks 2020

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HISTORY GRADE 10 SBA TASKS 2020

TABLE OF CONTENTS

1. GRADE 10 PROGRAMME OF ASSESSMENT 3

2. REPORTING AND RECORDING SBA MARKS 5

3. MODERATION OF SBA 7

4. DIAGNOSTIC AND STATISTICAL ANALYSIS 8-10

5. GRADE 10 FRAMEWORK

6. EXAMINATION GUIDELINES

7. ASSESSMENT METHOD FOR SOURCE-BASED QUESTIONS

8. ASSESSMENT OF ESSAYS

9. SBA TASK 1 (SOURCE-BASED AND /OR ESSAY TASK)

10. SBA TASK 2 (CONTROLLED TEST 1 (to be requested to the DSA in term1)

11. SBA TASKS 3 – HERITAGE INVESTIGATION

12. SBA TASK 5 (SOURCE – BASED AND /OR ESSAY TASK)

13. SBA TASK 6 (to be requested from the DSA in term 3)

14. LEARNER DECLARATION

15. TEMPLATE FOR PRE-MODERATION TOOL

16. SCHOOL MODERATION TOOL

1. GRADE 10 PROGRAMME OF ASSESSMENT FOR HISTORY

In Grade 10, the Programme of Assessment consists of tasks undertaken during the school year and counts 25% of the final Grade 10 mark. The other 75% is made up of end of the year examination. The learner SBA portfolio is concerned with the 25% internal assessment of tasks.

NUMBER AND FORMS OF ASSESSMENT REQUIRED FOR THE PROGRAMME OF ASSESSMENT (SBA) FOR HISTORY GRADE 10

The Programme of Assessment for History comprises seven tasks which are internally assessed. The following table presents the annual assessment plan for Grade 10.

TABLE 1: THE GRADE 10 ANNUAL ASSESSMENT PLAN TERM 1 TERM 2 TERM 3 TERM 4

2 tasks 2 tasks 2 tasks

Source-Based OR Heritage investigation Source-based OR essay End-of year essay task. (50 marks) 20% task. examination.

(50 marks each) (50 marks for each task (150 marks ) 10% ) 10% Midyear examination Standardised test Standardised test which which includes a ( 100 marks ) 20% includes a source- based source-based and an essay question. question and an (100 marks) 20% essay. (100 marks) 20% 25% of total year mark = 100 marks 75% of total exam mark = 150 marks

From the table it is clear that the Programme of Assessment for History in Grade 10 comprises seven tasks which are internally assessed. Of the seven tasks, two are examinations and two are tests. The remaining three tasks comprise;

• Heritage Investigation task – (Uncontrolled conditions) • Two source based and essays writing tasks ( controlled conditions)

The following table illustrates and enhances this understanding further.

TABLE 2: THE SEVEN ASSESSMENT TASKS

PROGRAMME OF ASSESSMENT

REQUIREMENTS TERM TERM TERM TERM

Two (2) Standardised tests written under controlled conditions 1 1

Source-based or essay: under controlled conditions. 1

One investigation research 1 project : Heritage project (Compulsory)

Source-based or essay task 1 OR essay under controlled conditions.

MID-YEAR EXAMINATION 1

END-OF YEAR 1 EXAMINATION

The weightings of the assessment tasks for Grade 10 as follows

TABLE 3: THE WEIGHTINGS OF THE ASSESSMENT TASKS

ASSESSMENT ACTIVITY REDUCED MARK Midyear: 100 reduced to 20 TWO hours paper.

Two Standardised tests under controlled conditions 2 x 20 reduced to…

Heritage investigation 20

Source-based or essay: under controlled conditions. 10

Total for assessment tasks undertaken during the year 100

End-of-year examination: 150 75

………..( 1 Paper out of 150)

One three hour paper.

2. REPORTING AND RECORDING ON THE PROGRAMME OF ASSESSMENT (SBA)

The marks achieved in each assessment task in the formal Programme of Assessment must be recorded and included in formal reports to parents and School Management Teams. These marks will be submitted as the internal school based assessment (SBA) mark.

NB! As per NPPPPR of NCS, we record in marks, but we report in percentages.

The Programme of Assessment should be recorded in the teacher’s SBA file of assessment. The following should be included in the teacher’s SBA file:

• A contents page; • The formal Programme of Assessment; 5

• The requirements of each of the assessment tasks; • The tools used for assessment for each task; and • Working mark sheets for each class.

Teachers must report regularly and timeously to learners and parents on the progress of learners. Schools will determine the reporting mechanism but it could include written reports, parent-teacher interviews and parents meeting. Schools are required to provide written reports to parents once per term on the Programme of Assessment using a formal reporting tool. This report must indicate the percentage achieved per subject and include the following seven-point scale.

RATING RATING MARKS CODE %

7 Outstanding achievement 80 – 100

6 Meritorious achievement 70 –79

5 Substantial achievement 60 – 69

4 Adequate achievement 50 – 59

3 Moderate achievement 40 – 49

2 Elementary achievement 30 – 39

1 Not achieved 0 – 29

3. MODERATION OF THE ASSESSMENT TASKS IN THE PROGRAMME OF

All schools should have an internal assessment moderation policy in place, which has guidelines for the internal moderation of all significant pieces of assessment. There should also be scheduled dates for the internal moderation of teachers’ SBA file and evidence of learner performance.

The subject head and the School Management Team are responsible for drawing up the moderation plan and for ensuring that school-based moderation happens on a regular basis.

The teacher SBA file required for moderation for promotion requirements should include:

• Planning (School moderation management plan) • Forms of moderation Pre moderation Post moderation • Copies of tasks, tests and exams administered • Assessment criteria and marking guidelines for the above • Working Mark sheets • Diagnostic and statistical analysis • Attendance report

Moderation of the assessment tasks should take place at the three levels tabulated below.

LEVEL MODERATION REQUIREMENTS

School The Programme of Assessment should be submitted to the subject head and School Management Team before the start of the academic year for moderation purposes.

Each task which is to be used as part of the Programme of Assessment should be submitted to the subject head for moderation before learners attempt the task.

Teacher SBA files and evidence of learner performance should be moderated by the head of the subject or her/his delegate before moderation at a cluster/district level.

District/ region Teacher SBA files and a sample of evidence of learner performance must be moderated during the first three terms.

Provincial/ Teacher SBA files and a sample of evidence of learner performance National must be moderated once a year.

4. DIAGNOSTIC ANALYSIS

HISTORY DIAGNOSTIC ANALYSIS OF TESTS and EXAMS

NAME OF TASK TERM SCHOOL

Total number

80% 70% 79% 60% 69% 50% 59% 40% 49% 30% 39% 29%

Grade wrote pass Fail average

LEARNER PERFORMANCE IN SPECIFIC HISTORICAL SKILLS PER GRADE

NB: The educator should indicate how the learners have performed with regards to the skill and the cognitive level that is assessed.

COGNITIVE HISTORICAL LEARNER RECOMMENDATIONS/REMEDIAL LEVELS SKILLS PERFORMANCE FOR IMPROVEMENT OF THE SKILL (Indicate if few or most learners were competent or not in the skill/question) LEVEL 1 Extract information from sources Selection and organisation of relevant information from the source Define historical concepts LEVEL 2 Interpretation of evidence from sources Explain information gathered from sources Analyse evidence from sources

Explain concepts in

context LEVEL 3 Interpret and evaluate evidence from sources Engage with sources to determine its usefulness, reliability, bias and limitations Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions. LEVEL 3 Paragraph question: Usage of sources and own knowledge. No copying of sources. Making reference to sources LEVEL 3 Essay question: Stance taken in the introduction PEEL used appropriately. LOA adhered to. No ne content in the conclusion

HISTORY QUESTION PAPER ANALYSIS Remedial measures / suggestions for improvement (State what is going to be done to remedy weaknesses, common errors, misconceptions, etc)

______Subject teacher Signature Date

______HOD Signature Date

SCHOOL STAMP

5. GRADE 10 EXAMINATION FRAMEWORK:

• One 2 hrs paper • The question paper will consist of FOUR questions • TWO questions to be answered • All questions will be set out of 50 • Total=100

GRADE 10 OCT/NOV EXAMINATION: Total= 150

• One 3 hours paper • The question paper will consist of SIX questions • THREE questions to be answered • All questions will be set out of 50

6. GRADE 10 EXAMINATION GUIDELINE

The prescribed topics will be assessed as follows:

JUNE COMMON EXAMINATIONS SECTION A: SOURCE-BASED SECTION B: ESSAY QUESTIONS QUESTIONS ( One question per topic will be set) ( One question per topic will be set)

1.THE WORLD AROUND 1600 1. THE WORLD AROUND 1600

Question focus: Question focus: European societies: Songhai: An African empire in the • Feudal societies 15th and 16th centuries: • Renaissance • Government and society • Change in feudalism • Travel and trade • Learning and culture

2. EUROPEAN EXPANSION AND 2. EUROPEAN EXPANSION AND CONQUEST CONQUEST • Africa: The process of Dutch • The impact of slave trading conquest and on societies. • Colonialism at the Cape.

3. THE FRENCH REVOLUTION 3. THE FRENCH REVOLUTION

Question focus: Question focus; • The social causes of the revolution Causes of the French Revolution • The course of the revolution • Economic causes • Political causes

NOVEMBER COMMON EXAMINATIONS

SECTION A: SOURCE-BASED SECTION B: ESSAY QUESTIONS QUESTIONS ( One question per topic will be set) (One question per topic will be set)

1.TRANSFORMATIONS IN SOUTHERN 1. TRANSFORMATIONS IN AFRICA AFTER 1750 SOUTHERN AFRICA AFTER 1750

Question focus: Question focus: The political revolution 1820 - 1835 The emergence of the Sotho • The rise of the Zulu kingdom kingdom • The consolidation of the Zulu • The Sotho kingdom under kingdom Moshoeshoe • His relationship with his neighbours 2. COLONIAL EXPANSION 1750 2. COLONIAL EXPANSION 1750

Question focus: Question focus: Britain at the Cape Cooperation and conflict on the • Changing labour patterns Highveld • Boer response to the British control • The Boer Republic north of the • Xhosa response to cooperation and Vaal conflict • The Boer Republic between the Orange and Vaal

3.THE SOUTH AFRICAN WAR AND 3. THE SOUTH AFRICAN WAR UNION AND UNION Question focus: Question focus: The South African War 1899 - 1902 The Native Land Act of 1913 • The role and experience of woman in • The social and economic the war impact of the Land Act • The role and experience of the black • Reactions to the Land Act South Africans in the war • The foundation of the system of • The experience of Afrikaners in the apartheid British concentration camps

7. SOURCE-BASED QUESTIONS ASSESSMENT

7.1 The following cognitive levels were used to develop source-based questions:

Cognitive Weighting of Historical skills Levels questions • Extract evidence from sources 40% LEVEL 1 • Selection and organisation of relevant information from sources (20) • Define historical concepts/terms • Interpretation of evidence from sources 40% LEVEL 2 • Explain information gathered from sources (20) • Analyse evidence from sources • Interpret and evaluate evidence from sources • Engage with sources to determine its usefulness, reliability, bias and limitations 20% LEVEL 3 • Compare and contrast interpretations and (10) perspectives presented in sources and draw independent conclusions

7.2 The information below indicates how source-based questions are assessed: • In the marking of source-based questions, credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples. • In the allocation of marks, emphasis should be placed on how the requirements of the question have been addressed. • In the marking guideline, the requirements of the question (skills that need to be addressed) as well as the level of the question are indicated in italics. • When assessing open-ended source-based questions, learners should be credited for any other relevant answers. • Learners are expected to take a stance when answering ‘to what extent’ questions in order for any marks to be awarded.

7.3 Assessment procedures for source-based questions • Use a tick (✓) for each correct answer. • Pay attention to the mark scheme e.g. (2 x 2) which translates to two reasons and is given two marks each (✓✓✓✓); (1 x 2) which translates to one reason and is given two marks (✓✓). • If a question carries 4 marks then indicate by placing 4 ticks (✓✓✓✓).

Paragraph question Paragraphs are to be assessed globally (holistically). Both the content and structure of the paragraph must be taken into account when awarding a mark. The following steps must be used when assessing a response to a paragraph question: • Read the paragraph and place a bullet (.) at each point within the text where the candidate has used relevant evidence to address the question. • Re-read the paragraph to evaluate the extent to which the candidate has been able to use relevant evidence to write a paragraph.

• At the end of the paragraph indicate the ticks (√) that the candidate has been awarded for the paragraph; as well as the level (1,2, or 3) as indicated in the holistic rubric and a brief comment e.g. ______. ______. ______. ______Level 2 √√√√√

Used mostly relevant evidence to write a basic paragraph • Count all the ticks for the source-based question and then write the mark on the right- hand bottom margin, e.g. 32 50 • Ensure that the total mark is transferred accurately to the front/back cover of the answer script.

8. ESSAY QUESTIONS

8.1 The essay questions require candidates to: • Be able to structure their argument in a logical and coherent manner. They need to select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an effective argument to answer the question posed. It is essential that an essay has an introduction, a coherent and balanced body of evidence and a conclusion.

8.2 Marking of essay questions • Markers must be aware that the content of the answer will be guided by the textbooks in use at the particular centre. • Candidates may have any other relevant introduction and/or conclusion than those included in a specific essay marking guideline for a specific essay.

8.3 Global assessment of the essay The essay will be assessed holistically (globally). This approach requires the teacher to assess the essay as a whole, rather than assessing the main points of the essay separately. This approach encourages the learner to write an original argument by using relevant evidence to support the line of argument. The learner will not be required to simply regurgitate content (facts) in order to achieve a level 7 (high mark). This approach discourages learners from preparing essays and reproducing them without taking the specific requirements of the question into account. Holistic marking of the essay credits learners' opinions that are supported by evidence. Holistic assessment, unlike content- based marking, does not penalise language inadequacies as the emphasis is on the following: • The learner's interpretation of the question • The appropriate selection of factual evidence (relevant content selection) • The construction of an argument (planned, structured and has an independent line of argument)

8.4 Assessment procedures of the essay

8.4.1 Keep the synopsis in mind when assessing the essay.

8.4.2 During the reading of the essay, ticks need to be awarded for a relevant introduction (which is indicated by a bullet in the marking guideline), the main aspects/body of the essay that sustains/defends the line of argument (which is indicated by bullets in the marking guideline) and a relevant conclusion (which is indicated by a bullet in the marking guideline). For example in an essay where there are five (5) main points there could be about seven (7) ticks.

8.4.3 Keep the PEEL structure in mind in assessing an essay.

P Point: The candidate introduces the essay by taking a line of argument/making a major point. Each paragraph should include a point that sustains the major point (line of argument) that was made in the introduction. E Explanation: The candidate should explain in more detail what the main point is about and how it relates to the question posed (line of argument). E Example: Candidates should answer the question by selecting content that is relevant to the line of argument. Relevant examples should be given to sustain the line of argument. L Link: Candidates should ensure that the line of argument is sustained throughout and is written coherently.

8.4.4 The following symbols MUST be used when assessing an essay:

• Introduction, main aspects and conclusion not properly contextualised

^ • Wrong statement ______

• Irrelevant statement | | |

• Repetition R

• Analysis A√

• Interpretation I√

• Line of Argument LOA

8.5 The matrix

8.5.1 Using the matrix in the marking of essays

In the marking of essays, the criteria as provided in the matrix should be used. When assessing the essay note both the content and presentation. At the point of intersection of the content and presentation based on the seven competency levels, a mark should be awarded.

(a) The first reading of the essay will be to determine to what extent the main aspects have been covered and to allocate the content level (on the matrix).

(b) The second reading of the essay will relate to the level (on the matrix) of presentation.

C LEVEL 4 P LEVEL 3

(c) Allocate an overall mark with the use of the matrix.

C LEVEL 4 }26– P LEVEL 3 27

MARKING MATRIX FOR ESSAY: TOTAL: 50

LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVE L 1* PRESENTATION Very well Very well Well planned Planned and Shows some Attempts to Little or planned and planned and and constructed evidence of structure an no structured structured structured an a planned answer. attempt essay. Good essay. essay. argument. and Largely to synthesis of Developed a Attempts to Evidence constructed descriptive structure information. relevant line develop a used to argument. or some the Developed of argument. clear some extent Attempts to attempt at essay. an original, Evidence argument. to support sustain a line developing a CONTENT well- used to Conclusion the line of of argument. line of balanced defend the drawn from argument. Conclusions argument. and argument. the evidence Conclusions not clearly No attempt independent Attempts to to support reached supported by to draw a line of draw an the line of based on evidence. conclusion. argument independent argument. evidence. with the use conclusion of evidence, from the sustained, evidence to and support the defended the line of argument argument. throughout. Independent conclusion is drawn from evidence to support the line of argument.

LEVEL 7 Question has been fully answered. Content 47–50 43–46 selection fully relevant to line of argument. LEVEL 6 Question has been answered. Content selection 43–46 40–42 38–39 relevant to a line of argument. LEVEL 5 Question answered to a great extent. Content 38–39 36–37 34–35 30–33 28–29 adequately covered and relevant. LEVEL 4 Question recognisable in answer. Some omissions or 30–33 28–29 26–27 irrelevant content selection. LEVEL 3 Content selection does relate to the question, but does not answer it, or 26–27 24–25 20–23 does not always relate to the question. Omissions in coverage. LEVEL 2 14– Question inadequately 20–23 18–19 addressed. Sparse 17 content. LEVEL 1* Question inadequately addressed or not at all. 14–17 0–13 Inadequate or irrelevant content.

* Guidelines for allocating a mark for Level 1:

 Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0  Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6  Question inadequately addressed and vague; little attempt to structure the essay = 7–13

Task 1: Source-based OR essay

QUESTION 1: WHAT WAS THE IMPACT OF FEUDALISM ON EUROPE?

The source below is a description of the feudal system in Europe during the Middle Ages.

Feudalism was a hierarchical system of land use and patronage that dominated Europe between the ninth and 14th centuries. Under Feudalism, a monarch's kingdom was divided and subdivided into agricultural estates called manors. The nobles who controlled these manors oversaw agricultural production and swore loyalty to the king. Despite the social inequality it produced, Feudalism helped stabilize European society. But in the 14th century, Feudalism waned. The underlying reasons for this included warfare, disease and political change. And when feudalism finally came to an end, so too did the Middle Ages.

[From: https://classroom.synonym.com/caused-downfall-feudalism-16285.html .Acessed on 15 Febryary 2019.]

The following source focuses on the impact of the Plague on Europe.

The disease (the Plague or Black Death) existed in two varieties, one contracted by insect bite and another airborne. In both cases, victims rarely lasted more than three to four days between initial infection and death, a period of intense fever and vomiting during which their lymph nodes swelled uncontrollably and finally burst. The plague bacteria had lain dormant for hundreds of years before incubating again in the 1320s in the Gobi Desert of Asia, from which it spread quickly in all directions in the blood of fleas that travelled with rodent hosts. Following very precisely the medieval trade routes from China, through Central Asia and Turkey, the plague finally reached Italy in 1347 aboard a merchant ship whose crew had all already died or been infected by the time it reached port. Densely populated Europe, which had seen a recent growth in the population of its cities, was a tinderbox for the disease. The Black Death ravaged the continent for three years before it continued on into Russia, killing one-third to one-half of the entire population in ghastly (terrible) fashion. The plague killed indiscriminately – young and old, rich and poor – but especially in the cities and among groups who had close contact with the sick. Entire monasteries filled with friars were wiped out and Europe lost most of its doctors. In the countryside, whole villages were abandoned. The disease reached even the isolated outposts of Greenland and Iceland, leaving only wild cattle roaming free without any farmers, according to chroniclers who visited years later.

[From: https://www.livescience.com/2497-black-death-changed-world.htm. Accessed on 15 February 2019.]

The source below is a painting called The Triumph of Death by artist Pieter Breugel in 1562 was inspired by the Black Death.

The following source is an extract from Daily History explains how the Plague gave rise to the Renaissance.

In the aftermath of the Black Death, the economy of Italy benefited greatly from trade and thus some areas became industrialized such as Florence. In this city, there was a large class of weavers who wove cloth for home consumption and export. The wealth of Italy increased because of trade but it also changed people’s outlook, who gradually adopted a more rational approach to the world. Italian society had evolved very differently from the rest of Europe. Northern Italy in particular, was much more urbanised than the rest of Europe. Many of the largest cities in Europe were located in Northern Europe such as Florence and Milan. Urban societies are widely believed to be more dynamic than agrarian societies. In towns and cities' people come together and converse and debate. Urban societies are also more open to new ideas as immigrants and traders settled in them. The plazas and taverns of Florence and other cities were often filled with people, many of them outsiders discussing new ideas and exchanging copies of manuscripts. This was a milieu that was beneficial to creative and intellectual endeavours. [From: https://dailyhistory.org/. Accessed on 15 February 2019.]

SECTION A: SOURCE-BASED QUESTIONS

1.1 Refer to Source 1A.

1.1.1. Explain the term feudalism. (1 x 2) (2)

1.1.2. What, according to the source, were the responsibilities of the nobles under the feudal system? (2 x 1)(2)

1.1.3. Comment on why it was said that feudalism created ‘social inequality’. (1 x 2)(2) 1.1.4. List THREE reasons for the decline of feudalism in the 14th century. (3 x 1)(3)

1.2 Refer to Source 1B.

1.2.1 In what area did the Plague originate? (1 x 1)(1) 1.2.2 How did the Plague reach Italy by 1357? (1 x 1)(1) 1.2.3 Explain why Europe was a ‘tinderbox’ for the disease. (1 x 2) (2)

1.2.4 Why, in your opinion, were friars and doctors some of the main casualties of the disease? (2 x 2) (4) 1.2.5 QUOTE evidence that shows the enormous destruction of the Plague. (1 x 2) (2) 1.2.6 Explain the usefulness of Source 1B to a historian researching the impact of the Plague on Europe. (2 x 2) (4)

1.3 Study Source 1C.

1.3.1 What message did the artist want to convey about the Plague? (1 x 2) (2)

1.3.2 Give TWO visual clues from the painting that indicate the level Of destruction of the Plague. (2 x 2) (4)

1.3.3 How does Source 1C support the ideas in Source 1B? Use evidence to support your answer. (2 x 2) (4)

1.4 Refer to Source 1D.

1.4.1 List THREE benefits of the Plague for Italy. (3 x 1) (3)

1.4.2 Using Source 1D and your own knowledge, explain why the Renaissance , rebirth of culture and thought, began in Italy (2x2) (4)

1.4.3 How was it possible for the people of Florence to ‘exchange copies of manuscripts’? (1 x 2) (2)

1.5 Using the relevant sources and your own knowledge, write a paragraph (80- 100 words) in which you discuss the impact of feudalism on Europe 8)

TOTAL [50] OR

SECTION B: ESSAYQUESTION

QUESTION 2: SONGHAI EMPIRE

Before its decline, the Songhai Empire was a powerful and prosperous state.

Critically discuss the reasons for Songhai power and prosperity until the 15th century. [50]

MEMORANDUM: GRADE 10 SBA TASK 1 TERM 1

QUESTION 1: THE WORLD AROUND 1600 1.1. QUESTION 1: WHAT WAS THE IMPACT OF FEUDALISM ON EUROPE?

Refer to Source 1A. 1.1.1 [Explaining historical concepts from Source 1A – L1] A Feudal system – a social system in which the king gave land to the nobleman in return for their military support and peasants lived the land. (1x2) (2)

B Fief – a piece of land given by the king to the Lords and Nobles. (1x2) (2) 1.1.2 [Extract relevant evidence from Source 1A – L1] • Land was used as a means of payment • Only people who were close to the king such as the knights and nobles owned land as they had received it from the king as a form of payment for the protection and loyalty they provided the king. (Any 1) (1x1) (1) 1.1.3 [Explain information gathered from Source 1A – L1] • Land was a form of payment that made the feudal system to be successful. • Without land the feudal system was not going to be successful. • The king paid the knights and nobles with land and in return they gave him protection. • Land gave the first and estate power over the third estate. (2x2) (4)

1.1.4 [Explain and analyse information gathered from Source 1A – L2] • The first and second estate benefitted from the system. • They had the land and could get the third estate to work on their land and pay them taxes for occupying their land. • The third estate was disadvantaged they were heavily taxed. • They carried the burden of the first and second estate, which was too much for them. (2x2) (4)

1.2. Refer to source 1B

1.2.1 [Extract relevant evidence from Source 1B – L1] Three reasons for the decline of feudalism: • Warfare • Disease • Political change (3x1) (3)

1.2.2 [Extract relevant evidence from Source 1B – L1] Nobles were to: • Oversee agricultural production • Swear loyalty to the king (2x1) (2)

1.2.3 [Comment on the information gathered from Source 1B – L2] • Feudalism was strict with no mobility between classes. • The king and nobles were rich while the serfs struggled. (Use discretion) (2x2) (4)

1.3. Study Source 1C.

1.3.1. [Extract relevant evidence from Source 1C – L1] • Loyalty • Land (2x1) (2) 1.3.2. [Explain and analyse information gathered from Source 1C – L2] • In a feudal system the king is at top, the king gives land to the barons and the barons give land to the knights and the peasants work on the land. • The knights swore an oath to the barons and will fight for the king while barons will swear an allegiance to the king. • Any other relevant response. (2x2) (4) 1.3.3. [Explain and analyse information gathered from Source 1C – L2] Useful because : • The source provides a visual illustration of how the feudal system worked the king is on top and the peasant are at the bottom of this triangle. • It provides us written information on how the feudal system works by explaining how the knights are fighting for the king and the barons swear allegiance to the king. • Any other relevant response. (2x2) (4)

1.4. Refer to Source 1D

1.4.1. [Extract relevant evidence from Source 1D – L1] • Trade meant lead to the growth of towns • Demand for urban workers grew (2x1) (2) 1.4.2. [Explain and analyse information gathered from Source 1D – L2]

• The was labour shortage in the rural in the rural areas • Some people in the rural areas died due to the black death • Due to labour shortage it meant that power would be shifted as they had to treat the little labour that was still available to them with care or else they were going to leave also. (Any 2) (2x2) (4)

1.4.3. [Explain and analyse information gathered from Source 1D – L2] • Europe became peaceful • The king did not have a need to call the nobles to fight for him. • Due to the lack of war it meant that the nobles were weakened and their power was consolidated back to the king. (Any 2) (2x2) (4) [10]

1.5 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response: • The system of feudalism. • Peasants had no rights. • Trade developed – new economic and political system developed in Europe. • Removed social and economic barriers of feudalism • Workers were free to work for themselves • This inspired new ideas in Art, writers and sculptors. • Trading goods improved as the world opened up • Any other relevant response (8)

Use the following rubric to allocate marks:

• Uses evidence in an elementary manner e.g. shows no or little understanding of the Level 1 impact of feudalism on Europe. Marks • Uses evidence partially or cannot write a 0-2 paragraph.

• Evidence is mostly relevant and relates to the topic e.g. shows some understanding of the impact of feudalism on Europe. Level 2 Marks • Uses evidence in a basic manner to write a 3-5 paragraph.

• Uses relevant evidence e.g. demonstrates a thorough understanding of the impact of

feudalism on Europe. • Uses evidence very effectively in an Marks

organised paragraph that shows an 6-8 Level 3 understanding of the topic.

QUESTION 2: ESSAY SONGHAI EMPIRE

Synopsis: Learner must discuss the factors leading to the power and prosperity of the Songhai Empire. Issues such as leadership, trade, learning and culture.

Introduction: Learner must give brief examples of the reasons for Songhai’s power and prosperity during the 15th and 16th centuries.

Main points: • Strategic position of Songhai in West Africa • Role of Sonni Ali and Askia Mohammed • Reorganisation of the army • Establishment of provinces with own governors • Religious tolerance under Ali • New taxation system • Encouragement of learning: Timbuktu • Trade: gold, salt and travel: camel caravans • Any other relevant point

Conclusion: Learner must tie up argument reaffirming the reasons for Songhai’s power and prosperity. [50]

TERM 2: HERITAGE ASSIGNMENT

Grade 10 SBA Task 3

This Heritage assignment consist of 03 pages and a rubric

HOW HAS SOUTH AFRICA CHOSEN TO CELEBRATE THEIR HERITAGE?

Historical context

Since the dawn of democracy in 1994 the South African government has chosen to remember the past by celebrating unity in diversity. What has been the painful past has been changed to a form of celebration, thus bringing in reconciliation and unity in South Africa.

In the context of the above statement, do a research on this public holiday:

HERITAGE DAY

1. The scope of Research: • The brief history linked to the day. • Explain the changes that were made to this public holiday. • Explain how the day is celebrated in schools, families, work places and other institutions like churches etc. • How does the celebration of the holiday bring unity and close the gaps of the past? • Explain how the celebration of the day enforces the application of the constitution of South Africa. • Visual sources should be used within the discussion to reinforce and explain the written information. 2. Instructions for research 1. The learners should have THREE weeks to gather evidence and contextualise it to the research topic. 2. The learners’ response should be in the form of an essay with introduction, body and conclusion. 3. No subheadings, point form and cut and paste in the content. 4. Avoid putting visual sources on separate and isolated page. Visual sources should be given captions that relate to the discussion in the research discussion. 5. The length of Heritage assignment should be about SEVEN (7) pages long: • Cover page • Table of contents page • 3 to 4 pages of both written and visual content • Bibliography page • Rubric page ( provided by the teacher) 6. A mere rewriting of evidence as answers will disadvantage learners. 7. Credit will be given for analysis and interpretation of evidence according to the topic. 8. Plagiarism will be penalised 9. Write an essay in your own words and acknowledge all quotations and sources in the bibliography. 10. Quote from article/ book using in-text reference Example: “Heritage is a nation’s historic buildings, monuments and past events which are regarded as worthy of preservation” (Oxford dictionary, 1996:411) Own words with in -text reference Example: Heritage is part of our past that we choose to commemorate ( Bottaro J, 2011:198) 11. Sources of reference: Internet, media centres and public libraries. 12. Bibliography must be done alphabetically according to the author’s name or the website. 13. Examples of bibliography: 31

• The 1805 Constitution of Haiti: http/ www.webster.edu [accessed on 07 June 2015] • McKay,J.1988, A History Of The World Societies (Houghton Mifflin Company, Boston)

SBA TASK 3. GRADE 10. TERM 2 HERITAGE RUBRIC: TOTAL MARKS-50

SURNAME AND NAME: ______

NAME OF THE SCHOOL: ______

CRITERIA Level 1 Level 2 Level 3 Level 4 Marks Not achieved Partially achieved Achieved Excellent Explain the changes Shows no or little Shows a partial Shows an Shows an to the Heritage day understanding of understanding of adequate excellent and the brief changes to the changes to the understanding understanding background of the day, the day, the of changes to of changes to day. background of the background of the the day, the the day, the heritage day and heritage day and background of background of how it is how it is the heritage day the heritage celebrated in celebrated in and how it is day and how it South Africa. South Africa. celebrated in is celebrated in (0-3) (4-6) South Africa. South Africa. . (7-9) (10-12) Presentation, logic Information has no Information has Information Information and coherence of or little logic and some logic and shows logic and presented in an collected information. coherence. coherence. coherent flow of excellent, ideas. logical, (0-2) (3-4) coherent (5-6) manner that shows insight. (7-8) Understanding of Has shown little or Has shown partial Shows Shows an heritage issues and no understanding understanding of adequate excellent whether this change of the heritage the heritage understanding understanding issues and impact issues and impact of the heritage of the heritage has built national of change in of change in issues and issues and unity and identity in South Africa. South Africa. impact of impact of South Africa. change in South change in (0-2) (3-4) Africa. South Africa. (5-6) (7-8) Ability to select Shows little or no Basic information Selected and Excellent relevant information little ability to and visuals applied relevant selection and and visual sources. select and apply selection and information and application of relevant application. relevant visual information and Ability to use and information and sources visual sources. apply the selected use of illustrations (7-8) information and (0-1) (2-4) (5-6) visual sources. Structure of the No or basic essay Attempt at Essay Excellent essay, referencing, structure and structuring the adequately structure with bibliography and acknowledgement essay and little structured and sources plagiarism of sources used. acknowledgement sources used acknowledged Plagiarised of sources used. acknowledged. in an excellent content Some plagiarism No plagiarism in manner. (0-2) in content. content. (7- 8) (3-4) (5-6) How the Shows no or little Shows some Shows relevant Excellent celebration of the understanding of understanding on understanding understanding how the day how the day on how the day on how the day day enforces the enforces the enforces the enforces the enforces the application of the constitution of constitution South constitution constitution constitution of the South Africa. Africa South Africa. South Africa. South Africa. (0-1) (2-3) (4-5) (6)

Term 3 SBA TASK 5

Source-based or essay ADDENDUM

QUESTION 1:HOW DID THE ZULU KINGDOM EMERGE UNDER SHAKA ?

Source 1A: The following source focuses on the rise of the Zulu Kingdom under Shaka.

In 1819 the Zulus attacked the Ndwandwe, destroyed Zwide’s capital and broke up his kingdom. It is now believed that internal divisions also helped to break up the Ndwandwe kingdom. There was disagreement among the Ndwandwe about whether it was better to fight the Zulu or they should focus instead on trading with the north. Some members of the Zwide’s ruling group disagreed with his warlike ideas and moved away to the Delagoa Bay……….

Shaka used the amabutho to expand his power and control by sending them on raids into neighbouring chiefdoms. Older versions of history used to claim that these raids were violent and bloodthirsty, and that Shaka controlled over 50 000 armed men who killed almost a million people. However, historians now believe that is not accurate, and that it was not simply force and warfare that led to the rise of the Zulu state under Shaka. They think that peaceful diplomacy played an equally important role in persuading other chiefdoms to join the Zulu state. Although Shaka tried to break up or drive away chiefdoms that he thought could threaten his own power, he allowed others to remain as they were, provided they did not threaten him. He offered them protection in return. [From In Search Of History Grade 10 page 112] Source 1B: The source below describes the structure of the Zulu Kingdom.

Source 1B: The source below describes the structure of the Zulu Kingdom.

The Zulu state under Shaka certainly became more militarised. Shaka also created amabutho of young women and controlled marriages between them and the male amabutho soldiers. Zulu society under Shaka consisted of three levels. At the top was the king and an aristocracy or inkundla consisting of Zulu royal family and leaders of chiefdoms that had become part of the Zulu state. The second level was the population of the central parts of the kingdom, making up the amabutho and

their families. At the bottom were people of low status who were not members of amabutho and who did the daily tasks of work, such as herding the cattle. [From In Search Of History Grade 10 page 112]

Source 1C: The following photograph shows how trade helped the Zulu Kingdom to rise.

[From South Africa History Online]

Source 1D: The extract below shows how guns helped Shaka to conquer other Kingdoms.

Trade also helped the Zulu kingdom to become powerful. They traded in ivory and cattle with the Portuguese at Delagoa Bay in return for manufactured goods like cloth and guns. After 1824 they also traded with the small settlement of British traders at Port Natal (later to be called Durban). The Zulu bought manufactured goods and firearms from them.

It may have been because Shaka had access to guns and help from the Port Natal traders that he attacked the Ndwandwe kingdom again in 1826. The Ndwandwe was now ruled by Zwide’s son Sikhunyana. Several of the Port Natal traders joined Shaka’s forces in the attack. The Ndwandwe were defeated at the Izindolwane hills, and many were killed and their cattle seized. As a result of this defeat, the Ndwandwe kingdom collapsed. Many Ndwandwe joined the Zulu and promised loyalty to Shaka, while others fled. [From In Search Of History Grade 10 page 113]

QUESTION 1: HOW DID THE ZULU KINGDOM EMERGE UNDER SHAKA?

Study sources 1A, 1B, 1C and 1D and answer the questions that follow.

1.1 Refer to source 1A.

1.1.1 How, according to the source did Shaka expand his power? (1 x 2) (2) 1.1.2 Quote TWO words from the source that suggests that Shaka used force to gain power. (2 x 1) (2) 1.1.3 What do you understand by the term diplomacy? (1 x 2) (2) 1.1.4 What evidence in the source suggests that Shaka did not only use force to grow his Kingdom. (1 x 2) (2) 1.1.5 Comment on the usefulness of the source to a historian studying the rise of Shaka. (2 x 2) (4)

1.2 Study source 1B.

1.2.1 Explain why Shaka favoured young women as ambutho. (1 x 2) (2) 1.2.2 How, according to the source was the Zulu society divided under Shaka’s rule? (3 x 1) (3) 1.2.3 Explain the significance of the militarisation to the rise of the Zulu Kingdom. (2 x 2) (4)

1.3 Study source 1C

1.3.1 What messages is conveyed in the picture regarding the Zulu Kingdom? (2 x 2) (4) 1.3.2 Using the information in the source and your own knowledge, explain how trade helped the Zulu kingdom to be powerful. (2 x 2) (4)

1.4 Refer to source 1D

1.4.1 Name the two countries that traded with Zulus. (2 x 1) (2) 1.4.2 What according source helped Shaka to attack the Ndwandwe kingdom? (1 x 2) (2) 1.4.3 Where according to the source was the Ndwandwe kingdom defeated by the Zulus? (1 x 1) (1) 1.4.4 Comment on why the Ndwandwes promised loyalty to Shaka? (2 x 2) (4)

1.5 Compare source 1C and 1D. Explain how information in 1D supports evidence in source 1C with regarding the trade with foreigners. (1 x 2) (2)

1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (80 words) explaining how the Zulu kingdom emerge under Shaka. (8)

QUESTION 2:ESSAY QUESTION

Critically discuss the emergence and consolidation of the Basotho kingdom under Moshoeshoe. [50]

1.1 SOURCE 1A

1.1.1 [Extraction of evidence from source 1A – L1]

• He used amabutho to attack his enemies. (1 x 2) (2)

1.1.2 [Extraction of evidence from source 1A – L1]

• violent • bloodthirsty (2 x 1) (2)

1.1.3 [Definition of historical concept from source 1A L2]

• Diplomacy: making peaceful agreement. • Any other relevant answer. (2 x 2) (4)

1.1.4 [Extraction of evidence from source 1A – L1]

• “… peaceful diplomacy played an equally important role in Persuading other chiefdoms to join the Zulu state” (1 x 2) (2)

1.1.5 [Ascertaining the usefulness of source 1A – L3]

Useful: • Peaceful diplomacy played an important role. • He used amabutho • Any other relevant answer (2 x 2) (4)

1.2 Source 1B

1.2.1 [Analysis of evidence from source 1B - L1]

• Young women don’t have family commitments. • Any other relevant answer (1 x 2) (2)

1.2.2 [Analysis of evidence from source 1B - L1]

• top level: king and inkundla consisting of Zulu royal family and leaders of chiefdoms • second level: the population of the central parts of the kingdom making up amabutho and their families. • bottom level: people of low status who were not members of amabutho. (3 x 1) (3)

1.2.3 [Analysis of evidence from source 1B - L1]

• helped the Zulu Kingdom to be strong • also helped them to be more feared • any other relevant answer (2 x 2) (4) 1.3 Source 1C

1.3.1 [Interpretation of evidence in source 1C – L2 ]

• Trading between the Zulus and foreigners. • They made contact with the foreigners. • Any other relevant answer. (2 x 2) (4)

1.3.2 [Interpretation of evidence in source 1C – L2 ]

• Helped the Zulus to have guns to protect themselves. • to protect themselves (2 x 2) (4)

1.4 Source 1D

1.4.1 [Extraction of evidence from source 1D – L1]

• Portugal and Britain (2 x 1) (2)

1.4.2 [Extraction of evidence from source 1D – L1]

• the guns. (1 x 2) (2)

1.4.3 [Extraction of evidence from source 1D – L1]

• Izindolwane Hills (1 x 2) (2)

1.4.4 [Interpretation of evidence in source 1 – L2 ]

• Wanted protection. • They feared Shaka. • Any other relevant answer. (2 x 2) (4)

1.5 [Comparison of evidence in source 1C and 1D - L3]

• Both sources explain about the Zulu trading. • Source 1C show the Zulu man holding an ivory with some other Men and in 1D it is explained that the Zulu were trading with ivory in exchange for guns and cloth. (2 x 2) (4)

1.5 [Interpretation, evaluation and synthesis of evidence from relevant sources - L3] • Shaka used amabutho to expand his power (Source 1A) • Shaka persuaded other chiefdoms to join the Zulu state (Source 1A) • He was also trade with other counties for guns. (Source 1D)

Use the following rubric to allocate a mark: 39

• Uses evidence in an elementary manner e.g. shows no or little • understanding of the rise and consolidation of the Zulu Kingdom. Uses evidence partially to report on topic or cannot report on topic.

MARKS LEVEL 1 0–2

• Evidence is mostly relevant and relates to a great extent to the topic e.g. • shows some understanding of the rise and consolidation of the Zulu

Kingdom. MARKS LEVEL 2 Uses evidence in a very basic manner. 3–5

• Uses relevant evidence e.g. demonstrates a thorough understanding • the rise and consolidation of the Zulu Kingdom. Uses evidence very effectively in an organised paragraph that shows an MARKS LEVEL 3 understanding of the topic. 6–8

QUESTION 2: ESSAY QUESTION

The emergence of the Basotho Kingdom under Moshoeshoe and his relationship with his neighbours.

[Plan, construct and discuss an argument based on evidence using analytical and interpretation skills]

SYNOPSIS Learners should indicate how the Basotho Kingdom emerged under Moshoeshoe.

MAIN ASPECTS Candidates should include the following aspects in their response:

Introduction: Learners must go about assessing the emergence of the Basotho Kingdom under Moshoeshoe

ELABORATION: Learners should include the following aspects in their response:

Critically discuss the emergence of the Basotho kingdom under Moshoeshoe and his relationship with his neighbours.

• The Caledon Valley was badly affected by Boer, Kora and Griqua Raiders. • Moshoeshoe of the Bamokotedi (Sotho-speaking) offered people protection and cattle in return for support. • They lived on a mountain, Thaba Bosiu, which was easy to defend. • At first Moshoeshoe raided other groups, especially the Tembu.

• Then he established god relationships with his neighbours. • Many refugees and whole chiefdoms joined him for protection. • He used the mafisa system, giving cattle in return for loyalty. • The Sotho kingdom was not a centralised states – smaller chiefdoms could run their own affairs. • Moshoeshoe could not confront more powerful states – he got Zulu support in return for gifts to Shaka. • He bought horses and guns from traders in the Cape Colony. • He welcomed missionaries to his kingdom. • He established good contact with colonial authorities in the Cape.

LEARNER DECLARATION FORM

SCHOOL :______

NAME OF LEARNER :______

EDUCATOR’S NAME ______

I hereby declare that all pieces of writing in this portfolio are my own, original work and that if I have made used of any sources, I have acknowledged this.

I agree that if it is determined by competent authorities that I have engaged in any fraudulent activities whatsoever in connection with my SBA mark then I shall forfeit completely the marks gained for this assessment.

CANDIDATES SIGNATURE DATE

EDUCATOR’S SIGNATURE DATE

14. SUGGESTED PRE- MODERATION TOOL

NAME OF THE SCHOOL: SUBJECT NAME OF EDUCATOR (S) GRADE NAME OF HOD DISTRICT DATES MARKS DURATION TASK DESCRIPTION CRITERIA FOR MODERATION YES NO REMARKS 1. SUBMISSION Was the question paper, addendum and memo submitted on time? 2.QUESTION PAPER 2.1 Is there a cover page with relevant information? 2.2 Are the instructions clear? 2.3 Are the pages numbered correctly? 2.4 Is the key question the same in the question paper, addendum and memo? 2.5 Are the questions numbered correctly? 2.6 Is the language used appropriate to the grade level? 2.7 Are all cognitive levels addressed? 2.8 Are all questions allocated appropriate marks in question paper and memo? 2.9 Are total marks calculated correctly in the question paper and memo? 2.10 Is the proper format of the followed: Source-based, Paragraph, Essay writing 3. ADDENDUM 3.1 Are chosen sources relevant to the key questions? 3.2 Are sources properly contextualised and acknowledged? 3.3 Are sources numbered correctly and visual sources clearly labelled? 3.4 Is the length of the sources acceptable? 3.5 Did the source clarify difficult words? 3.6 Is variety in sources considered? 4. MEMORANDUM 4.1 Do answers correspond with the questions? 4.2 Are all alternative and relevant responses provided in the memo? 4.3 Does the mark allocation indicated on the memo correspond with the marks on the question paper? 4.4 Is there evidence of the symbols used in marking of paragraphs and essays? 4.5 Are rubric / matrix for paragraphs and essays included? 4.6 Is the analysis grid included?

DISTRICT OFFICE: SUBJECT GRADE NAME OF SCHOOL NAME OF EDUCATOR (S) NAME OF HOD DATES

1. MARKING YES NO COMMENTS

1.1 Is the task marked according to the memo?

1.2 Are all questions in the task properly marked?

1.3 Are all alternative responses considered in the marking process? 1.4 Are the marks correctly added?

1.6 Did the marker submit all learner scripts for moderation ?

1.7 Did the HOD/ Subject Head moderate 10% of learners’ scripts?

1.8 Was the marking fair, consistent and acceptable?

1.9 Are the marks approved for recording?

2.ASSESSMENT TOOLS YES NO COMMENTS 2.1 Did the Teacher use Paragraph rubric to mark the paragraph question?

2.2 Is there evidence of comment at the end of the paragraph?

2.3 Did the Teacher use Essay matrix to mark the essay?

2.4 Is there evidence of comment at the end of the essay? 2.5 Is there evidence of totalling for both source-based and/or Essay questions? 3.RECORDING YES NO COMMENTS Is there evidence of task being recorded after moderation? Are the learners’ marks corresponding with the marks in the mark sheet? Are the marks correctly converted according to the CAPS document? Is there moderation feedback? Where Time Frames on marking and moderation of the task adhered to?

SBA MODERATION

NAME OF SCHOOL DISTRICT MODERATOR

PART 1: TEACHER’S FILE

Quality Indicators Y N Comment

1.1 Is the teacher’s file submitted?

1.2 The teacher’s file is neat, organised and accessible, and contains all the required

documents. ( PoA, mark sheets, moderation reports (school, district), tasks, memos)

1.3 Is there a diagnostic analysis of all task

1.4 School moderation reports: Are they effective?

1.5 Moderation reports: Was feedback given to the

1.6 Moderation reports: Were recommended changes

actioned by the school from previous moderation

Working mark sheets/Marklists/ sasams records

1.7 Was there correct transfer of marks from the

learners’ evidence to the working mark sheet?

1.8 Was there evidence of extended opportunities to learners who did not submit tasks with valid reason reason?

PART 2: LEARNER EVIDENCE OF WORK

4. CRITERION 1 - QUALITY OF MARKING

Quality Indicators Y N Comments

1.1 Is marking consistent with and adheres to the

marking guideline?

1.2 Were all tasks dated and signed by the educator? State your observations in this regard.

1.3 Are the totalling of marks and transfer of marks to

the mark sheet accurate?

5. CRITERION 2 - INTERNAL MODERATION

2.1 Is there evidence that the learners’ work has been moderated at the following levels?

2.1.1 School: Pre and Post

2.1.2 District

2.2 Is there evidence of feedback from moderator?

CRITERION 3- DAIGNOSTIC REPORTS

3.1 Is there evidence of diagnostic reports in the

file? 3.2 Is there breakdown of learner performance

per level? 3.3 Is there narrative feedback and intervention

3.4 Any room for improvement from diagnostic report

CRITERION 4- MODERATOR’S FEEDBACK

Good Practice: ______

Challenges: ______Recommendations: ______

______Signature Date

• Bambatha_Rebellion
• Aleksander_Majkowski
• Belarusians_in_Lithuania
• Godfrey_Lagden
• History_of_South_Africa
• Martin_Legassick
• Anton_Niklas_Sundberg
• Gottfrid_Billing
• History_of_Swedish
• Bhaca_people
• Jane_Cobden
• Reynhard_Sinaga
• Zulu_royal_family
• Agrarian_Union_(Poland)
• Hilda_Kuper
• Isaac_Schapera

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Heritage in contemporary grade 10 South African history textbooks: A case study

2012, Masters Dissertation in History Education

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This conceptual paper is based on experiences and insights which have emerged from my quest to develop a conceptual framework for working with the term 'heritage' within an education for sustainable development study that I am currently conducting. Of specific interest to me, and having potential to improve the relevance and quality of heritage education in southern Africa, given the region's inherent cultural diversity and colonial history, is the need for 'heritage construct inclusivity' within the processes constituting heritage education practices. Working around this broad research goal, I therefore needed to be clear about what I mean or refer to as heritage. I realised, however, how elusive and conceptually problematic the term 'heritage' is. I therefore, drawing from literature and experiences gained during field observations and focus group interviews, came up with the idea of working with three viewpoints of heritage. Drawing on real life cases ...

Alta Engelbrecht

This article focuses on the analysis of three textbooks that are based on the Curriculum and Assessment Policy Statement (CAPS), a revised curriculum from the National Curriculum Statement which was implemented in 2008. The article uses one element of a historical thinking framework, the analysis of primary sources, to evaluate the textbooks. In the analysis of primary sources the three heuristics distilled by Wineburg (2001) such as sourcing, corroborating and contextualizing are used to evaluate the utilisation of the primary sources in the three textbooks. According to the findings of this article, the writing of the three textbooks is still framed in an outdated mode of textbooks' writing in a dominant narrative style, influenced by Ranke's scientific paradigm or realism. The three textbooks have many primary sources that are poorly contextualized and which inhibit the implementation of sourcing, corroborating and contextualizing heuristics. Although, some primary sources are contextualized, source-based questions are not reflecting most of the elements of sourcing, corroborating and contextualizing heuristics. Instead, they are mostly focused on the information on the source which is influenced by the authors' conventional epistemological beliefs about school history as a compendium of facts. This poor contextualization of sources impacted negatively on the analysis of primary sources by learners as part and parcel of " doing history " in the classroom.

abram mothiba

School history textbooks are seen to embody ideological messages about whose history is important, as they aim both to develop an 'ideal' citizen and teach the subject of history. Since the 1940s, when the first study was done, there have been studies of South African history textbooks that have analysed different aspects of textbooks. These studies often happen at a time of political change (for example, after South Africa became a republic in 1961 or post-apartheid) which often coincides with a time of curriculum change. This article provides an overview of all the studies of South African history textbooks since the 1940s. We compiled a data base of all studies conducted on history textbooks, including post graduate dissertations, published journal articles, books and book chapters. This article firstly provides a broad overview of all the peer-reviewed studies, noting in particular how the number of studies has increased since 2000. The second section then engages in a more detailed analysis of the studies that did content analysis of textbooks. We compare how each study has engaged with the following issues: the object of study, the methodological approach, the sample of textbooks and the theoretical or philosophical orientation. The aim is to provide a broad picture of the state of textbook analysis studies over the past 75 years, and to build up a database of these studies so as to provide an overview of the nature of history textbook research in South Africa.

Pranitha Bharath

The Southern African Journal of Environmental Education

Felisa Tibbitts

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Essay on Heritage Day

Introduction

Heritage Day, a celebration rooted in the rich tapestry of cultural diversity , holds profound significance in honoring and preserving the heritage of a nation. Originating in South Africa, formerly known as Shaka Day, it officially became Heritage Day in 1996 and is celebrated annually on September 24th. This commemoration serves as a reminder of the collective contributions of various cultural groups to the nation’s identity. It emphasizes the importance of understanding, appreciating, and safeguarding cultural traditions, customs, and histories. Heritage Day stands as a testament to the unity found in diversity and underscores the need to cherish and celebrate cultural heritage.

Origin of Heritage Day

The origin of Heritage Day traces back to the struggles and triumphs of South Africa’s diverse population . Here’s a detailed explanation:

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• Pre-Apartheid Era : Before the formal establishment of Heritage Day, South Africa, like many colonized nations, was characterized by a complex social landscape comprising indigenous African tribes, European settlers, and, later, descendants of enslaved peoples from various parts of the world. Each of these groups brought distinct cultures, languages, traditions, and customs, contributing to the vibrant tapestry of South African society.
• Apartheid Era : During the apartheid era, which started in 1948 and continued until the early 1990s, South Africa faced systematic racial segregation and discrimination. Apartheid policies sought to divide the population along racial lines, with the white minority exerting political and economic dominance over the majority non-white population. These oppressive policies aimed to suppress the cultural identities and heritage of non-white South Africans, enforcing racial segregation in schools, neighborhoods, and public facilities.
• Emergence of Resistance : Despite the systemic oppression, South Africans from diverse cultural backgrounds resisted apartheid through various means, including protests, strikes, and underground political movements. The struggle against apartheid was not solely a political battle but also a cultural one, as marginalized communities fought to preserve their languages, traditions, and cultural practices in the face of suppression.
• Shift Towards Unity : As the apartheid regime began to unravel in the late 20th century, there was a growing recognition of the need to foster unity and reconciliation among South Africa’s diverse population. Leaders such as Nelson Mandela and Desmond Tutu advocated for a society based on inclusivity, equality, and respect for all cultural groups. This shift towards unity laid the foundation for initiatives to celebrate and preserve South Africa’s cultural heritage.
• Establishment of Heritage Day : In 1994, with the dawn of democracy in South Africa and the end of apartheid, the new government under President Nelson Mandela sought to promote national unity and reconciliation. In 1996, Heritage Day was officially declared as a public holiday, replacing the previously celebrated Shaka Day in KwaZulu-Natal. The renaming of the holiday to Heritage Day symbolized a broader recognition and celebration of the diverse cultural heritage of all South Africans, irrespective of race, ethnicity, or creed.
• Celebration of Diversity : Since its establishment, Heritage Day has served as an occasion for South Africans to celebrate their cultural heritage and diversity. It encourages people from all walks of life to embrace and showcase their traditions, languages, cuisines, music, dance, and attire. Through various events, including communal gatherings, festivals, and cultural performances, South Africans unite to honor their shared history and heritage while celebrating their unique differences.

Cultural Significance

The cultural significance of Heritage Day lies in its celebration and preservation of the diverse cultural heritage that defines a nation. Here’s an in-depth exploration of its cultural significance:

• Celebrating Diversity : Heritage Day serves as a platform to celebrate the multitude of cultures, languages, traditions, and customs contributing to a nation’s rich tapestry of identity. It acknowledges the unique heritage of various cultural groups, recognizing their distinct contributions to the national cultural mosaic.
• Promoting Understanding and Tolerance : Heritage Day promotes understanding, tolerance, and appreciation among communities by showcasing diverse cultural practices and traditions. It encourages people to learn about and respect the cultural identities of others, fostering a sense of unity and inclusivity.
• Preserving Cultural Heritage : Heritage Day plays a crucial role in preserving cultural heritage by highlighting traditional customs, rituals, and practices that may be at risk of being lost or forgotten. It encourages communities to pass their cultural knowledge and traditions to future generations, ensuring continuity and relevance.
• Empowering Communities : Heritage Day is a source of pride and empowerment for many communities, allowing them to showcase their cultural heritage and assert their identity. It allows marginalized or historically oppressed groups to reclaim and reaffirm their cultural identities in a public forum.
• Strengthening Social Cohesion : Heritage Day fosters social cohesion and unity among people from different backgrounds by celebrating cultural diversity. It promotes a sense of belonging and shared national identity, transcending divisions based on race, ethnicity, religion, or language .
• Promoting Tourism and Economic Development: Heritage Day celebrations attract tourists and visitors interested in experimenting with countries’ local cultures and heritage countries . This influx of visitors can stimulate economic activity in local communities, supporting small businesses, artisans, and cultural institutions.
• Resisting Cultural Erosion : Heritage Day reminds us of the value of maintaining customs and traditions in a time of rapid cultural change and globalization . It provides an opportunity to resist cultural erosion and homogenization, reaffirming the value of cultural diversity and heritage preservation.

Celebrations and Activities

Here’s an in-depth exploration of the celebrations and activities associated with Heritage Day, highlighting various aspects and traditions:

1. National and Local Events

• Parades and Processions : Many cities and towns organize colorful parades and processions featuring participants dressed in traditional attire representing different cultural groups.
• Cultural Festivals : Organizers arrange large-scale cultural festivals showcasing music, dance, art, and cuisine from various communities.
• Heritage Sites Visits : Heritage Day often includes guided tours to historical sites, museums, and cultural landmarks, allowing visitors to learn about the country’s rich heritage.

2. Community Gatherings

• Family Reunions : Families often come together on Heritage Day to reconnect and celebrate their shared cultural heritage.
• Community Picnics : Community picnics or braais (barbecues) are popular, where people gather in parks or open spaces to enjoy traditional foods and socialize.
• Cultural Performances : Local community centers or cultural organizations may host performances featuring traditional music, dance, storytelling, and theatrical presentations.

3. Cultural Demonstrations

• Arts and Crafts Exhibitions : Artisans and craftsmen showcase traditional handicrafts, artwork, and handwoven textiles, allowing visitors to purchase authentic cultural items.
• Cooking Demonstrations : Cooking demonstrations offer insights into traditional culinary practices, with chefs preparing and sharing traditional dishes using age-old recipes.
• Traditional Games and Sports : Traditional games and sports competitions, such as indigenous board games, stick fighting, or traditional wrestling, may be organized to engage participants and spectators.

4. Interactive Activities

• Traditional Clothing Try-Ons : Visitors may have the opportunity to try on traditional clothing from different cultures, allowing them to experience the richness and diversity of cultural attire.
• Dance Workshops : Workshops and lessons often offer traditional dance styles to participants, encouraging audience participation.
• Storytelling Sessions : Storytelling sessions, led by elders or community leaders, recount myths, legends, and folktales, passing down oral traditions to younger generations.

5. Culinary Experiences

• Food Tastings : Food stalls and vendors offer various traditional dishes and delicacies for visitors to sample, ranging from savory stews to sweet treats.
• Cooking Contests : Organizers may hold cooking competitions, challenging participants to showcase their culinary skills by preparing traditional dishes judged by a panel of experts.
• Food Heritage Talks : Food historians or culinary experts may give talks on the historical significance of traditional foods and their role in cultural identity and heritage.

6. Digital and Virtual Activities

• Online Exhibitions : Virtual exhibitions and digital galleries showcase artifacts, photographs, and documents related to the nation’s cultural heritage, accessible to a global audience.
• Livestreamed Performances : Cultural performances, concerts, and demonstrations may be livestreamed, allowing people to participate and enjoy the festivities from anywhere in the world.
• Social Media Campaigns : Organizers may use social media platforms to share stories, photos, and videos highlighting the diversity of cultural traditions, encouraging audience engagement and participation.

Educational and Social Impact

Heritage Day’s educational and social impact is profound, as it catalyzes learning, understanding, and social cohesion. Here’s a detailed exploration of its educational and social impact:

• Raising Cultural Awareness : Heritage Day plays a crucial role in raising awareness about the cultural diversity that exists within a nation. Educational programs and initiatives organized around Heritage Day teach people about different cultural groups’ histories, traditions, languages, and customs, fostering greater appreciation and understanding.
• Preserving Intangible Cultural Heritage : Intangible cultural heritage, such as languages, oral traditions, rituals, and performing arts, is often at risk of being lost or forgotten. Heritage Day offers a platform for preserving and promoting intangible cultural heritage, ensuring it transmits traditional knowledge and practices to future generations.
• Promoting Cross-Cultural Understanding : By celebrating the cultural heritage of diverse communities, Heritage Day promotes cross-cultural understanding and respect. It encourages dialogue and interaction between people from different cultural backgrounds, breaking down stereotypes and fostering a sense of unity and solidarity.
• Empowering Communities : Heritage Day empowers marginalized or historically oppressed communities by providing a space to assert their cultural identity and reclaim their heritage. It validates the importance of their contributions to the national cultural fabric, boosting their sense of pride and belonging.
• Enhancing Identity and Belonging : Heritage Day strengthens individuals’ sense of identity and belonging by affirming the importance of their cultural heritage. It provides a sense of continuity and connection to the past, grounding people in their cultural roots and providing a sense of pride in their heritage.
• Inspiring Future Generations : Heritage Day inspires future generations to value and preserve their cultural heritage, instilling a sense of responsibility for its stewardship. Through educational initiatives and cultural experiences, young people are encouraged to actively engage with their heritage and become ambassadors for cultural preservation and diversity.

Challenges and Opportunities

Navigating challenges and leveraging opportunities are essential aspects of preserving and celebrating cultural heritage on Heritage Day. Here’s a detailed exploration:

• Cultural Erosion : Globalization and modernization pose significant threats to traditional cultural practices, eroding intangible cultural heritage. The swift urbanization and evolving lifestyles contribute to the erosion of traditional knowledge and skills among younger generations.
• Language Loss : The dominance of major languages and inadequate support for language preservation initiatives put indigenous languages at risk of extinction. Language loss not only erodes cultural identity but also undermines the transmission of cultural knowledge and oral traditions.
• Inequality and Marginalization : Socioeconomic inequalities and historical marginalization exacerbate the challenges certain cultural groups face in preserving and promoting their heritage. Limited access to resources, education, and opportunities further marginalizes already vulnerable communities.
• Environmental Degradation : Environmental degradation and climate change threaten cultural heritage sites and practices intricately linked to natural landscapes. Rising sea levels, extreme weather events, and habitat destruction pose risks to cultural sites, artifacts, and traditions.

Opportunities

• Education and Awareness : Educational initiatives and awareness campaigns are vital in raising public awareness about the significance of preserving cultural heritage. Schools, museums, and community organizations play a vital role in educating people about the value of cultural diversity and the need for its protection.
• Technology and Innovation : Technology , such as digital archives, virtual reality, and mobile apps, can facilitate the documentation and dissemination of cultural heritage. Online platforms provide opportunities for remote access to cultural resources and interactive learning experiences.
• Sustainable Development : Integrating cultural heritage conservation into sustainable development strategies promotes economic growth, social inclusion, and environmental stewardship. Cultural tourism, heritage-based industries, and eco-cultural initiatives generate income and employment opportunities while safeguarding cultural assets.
• Interdisciplinary Collaboration : Collaboration across disciplines, including archaeology, anthropology, conservation science, and indigenous knowledge systems, enriches heritage preservation efforts. Interdisciplinary research, training programs, and knowledge-sharing networks foster innovation and best practices in cultural heritage management.
• Intercultural Dialogue : Facilitating dialogue and exchange between different cultural groups promotes mutual understanding, respect, and appreciation. Cultural festivals, heritage trails, and intercultural events provide platforms for people to celebrate diversity and build bridges across cultural divides.

Is Heritage Day specifically related to South Africa?

You may have come up to this question, so here is the answer:

• While “Heritage Day” is a specific celebration commonly associated with South Africa, similar observances highlighting cultural heritage also exist in other countries. However, the name “Heritage Day” may not always be used, and the specific date and focus of the celebration can vary.
• In South Africa, Heritage Day is a public holiday celebrated annually on September 24th. It dedicates itself to recognizing and celebrating the diverse cultural heritage of the nation’s population. People typically participate in cultural events, wear traditional attire, and enjoy traditional foods, such as a braai (barbecue). Similar celebrations may have different names and dates in other countries but share the same spirit of honoring and preserving cultural heritage.

Heritage Day across the world

People worldwide celebrate Heritage Day in various forms, each reflecting different regions’ unique cultural diversity and historical significance. Here’s a glimpse of how other countries observe Heritage Day:

• Canada : Canada celebrates Heritage Day on the third Monday of February. It is an opportunity to recognize and celebrate the cultural heritage of the country’s diverse population. Communities across Canada organize events and activities that highlight the contributions of various cultural groups to Canadian society.
• United States : In the United States, Heritage Day falls within National Hispanic Heritage Month, which extends from September 15th to October 15th. This month-long celebration honors the contributions and accomplishments of Hispanic and Latino Americans to American culture and society. Various events, including festivals, concerts, and educational programs, are held across the country to celebrate Hispanic heritage.
• Australia : Australia celebrates Heritage Day on April 18th. It is a day to reflect on and celebrate the cultural heritage of Indigenous Australians and the diverse cultural heritage of all Australians. Communities organize cultural performances, art exhibitions, and storytelling sessions to honor and celebrate their heritage.
• India : India celebrates Heritage Day on November 19th, on the same date as World Heritage Day. This day raises awareness about the importance of preserving cultural heritage and monuments. Various events, including heritage walks, seminars, and exhibitions, are organized across the country to promote the preservation and protection of India’s rich cultural heritage.
• United Kingdom : People in the United Kingdom celebrate Heritage Day on different dates depending on the region. For example, in England, people hold Heritage Open Days annually in September, offering free access to historic buildings and sites. In Scotland, they celebrate Scotland’s Heritage Awareness Day in October to raise awareness about the country’s cultural heritage.

Heritage Day embodies the essence of cultural diversity and the imperative of its preservation. Despite challenges such as cultural erosion and lack of resources, opportunities abound through technology, community engagement, and collaborative partnerships. To ensure their rich cultural legacy is continuously celebrated and protected, societies must address these issues and seize these possibilities. Heritage Day stands as a poignant reminder of the significance of cultural identity and tradition, inspiring future generations to cherish, respect, and embrace the diverse tapestry of human heritage. Through collective efforts, we can uphold the legacy of our ancestors and create a more inclusive and vibrant world.

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Yesterday and Today

On-line version  issn 2309-9003 print version  issn 2223-0386, y&t  n.10 vanderbijlpark jan. 2013.

The contested nature of heritage in Grade 10 South African History textbooks: a case study

Nkwenti Fru; Johan Wassermann; Marshall Maposa

University of Kwa-Zulu Natal [email protected] , [email protected] & [email protected]

Using the interpretivist paradigm and approached from a qualitative perspective, this case study produced data on three purposively selected contemporary South African history textbooks with regards to their representation ofheritage. Lexicalisation, a form of Critical Discourse Analysis (CDA), was used as method to analyse the pre-generated data from the selected textbooks. In this Fairclough's (2003) three dimensions of describing, interpreting, and explaining the text was followed. The study adopted a holistic approach to heritage as a conceptual framework whilst following social constructionism as the lens through which heritage was explored in the selected textbooks. The findings from this study concluded that although educational policy in the form of the National Curriculum Statement - NCS-History clearly stipulates the expectations to be achieved from the teaching and learning ofheritage at Grade 10 level, there are inconsistencies and contradictions at the level of implementation of the heritage outcome in the history textbooks. Key among the findings are the absence of representation of natural heritage, lack of clear conceptualisation of heritage, many diverse pedagogic approaches towards heritage depiction, a gender and race representation of heritage that suggests an inclination towards patriarchy and a desire to retain apartheid and colonial dogma respectively, and finally a confirmation of the tension in the heritage/history relationship.

Keywords: Heritage; History; Textbooks; Lexicalisation; CDA.

Introduction and Background

There have been significant developments in education in South Africa since the demise of apartheid in 1994. The ultimate goal of these changes has been to redress the injustices of the apartheid curriculum. Msila (2007) submits that education is not a neutral act; it is always political. Education in the apartheid era was used as a weapon to divide society as it constructed different identities amongst learners. This is evidenced in the statement made by Dr H.F. Verwoerd, the then Minister of Native Affairs in 1955, "when I have control over native education, I will reform it so that natives will be taught from childhood that equality with Europeans is not for them" (Christie, 1985, p. 12. Cited in Naiker, 1998, p. 9).

The national policy on South African living heritage (2009) of the Department of Arts and Culture explains this situation further by revealing that the history of apartheid ensured that heritage aspects such as the practice and promotion of languages, the performing arts, rituals, social practices and indigenous knowledge of various social groups were not balanced and were strongly and systematically discouraged. Summarily, it is evident that the apartheid authorities ensured that the heritage of the people of colour in South Africa was never appreciated or promoted. An example of this was the false impression that was created that traditional dress code and traditional dances of certain groups were backward and clashed with colonial adopted practices such as Christianity (Department of Arts and Culture, 2009).

With the end of apartheid, heritage was included as one of the outcomes of the NCS-History. The NCS-History stated that in addition to enquiry skills, historical conceptual understanding and knowledge construction and communication, learners of history were to be introduced to issues and debates around heritage and public representations, and they were expected to work progressively towards engaging with them (Department of Education, 2003). The implication here is that learners were expected to engage with different customs, cultures, traditions and in other words, different heritages. It should be noted that the NCS was replaced in 2011 with the Curriculum Assessment Policy Statement (CAPS) as part of the process of curriculum transformation in South Africa. The new CAPS-History for Grade 10 document deals with heritage by explicitly inviting learners to engage with what constitutes heritage as well as to investigate this in a research project. Notwithstanding, the scope of this article was limited to the NCS and selected Grade 10 history textbooks.

Furthermore, in the context of this article it is necessary to understand that the curriculum is articulated by means of textbooks. As the most commonly used teaching resource and the vehicle through which the curriculum is made public, the history textbook has the potential to play a significant part in the implementation of heritage education. History textbooks and textbooks in general have been widely acknowledged as very important instructional materials to support teachers, lecturers, pupils and students in following a curriculum (Cohen, Manion & Morrison, 2011; Lin et al., 2009; Johannesson, 2002; Romanowski, 1996; Schoeman, 2009; Sewall, 2004; and Wakefield, 2006). However, in spite of this vital pedagogic role, some scholars have questioned their neutrality. In light of this, Apple and Christian-Smith (1991, p. 3) argued that "...texts are not simply delivery systems of facts. They are at once the result of political, economic and cultural activities, battles and compromised. They are conceived, designed and authored by people with real interest. They are published within the political and economic constraints of markets, resources and power". Therefore history textbooks by their nature tend to "control knowledge as well as transmit it, and reinforce selective cultural values in learners (Engelbrecht, 2006, p. 1). The implication of this nature of history textbooks in terms of this study is that the textbooks are not neutral even in the way they represent heritage as an outcome of the curriculum.

It is necessary to note that the presence of heritage in the curriculum and the textbooks has not eliminated some of the controversies and the contestations surrounding heritage. The reality on the ground is not always congruent with the lofty aims of the constitution and the aspirations of the post-1994 South African government. A major concern here is about shared heritage, if indeed this notion exists. Recently the South African national and some local government structures have embarked on a project to change place names and street names. Though this can be understood in the context of reconstruction of a post-conflict society, such actions, however, provoke questions such as: whose heritage is being promoted? Is national heritage actually the heritage of the nation or its inhabitants? It equally increases the debate on the place of history as well as the heritage/history dichotomy. What should be retained and preserved? What should be discarded and why? On the one hand there is the will to acknowledge the past and create inclusiveness in society as proclaimed in the constitution and the curriculum, but on the other hand there is the difficulty of its practicability.

Towards a conceptual framework of Heritage

Many scholars have indicated that heritage as a concept is a malleable one. It is largely ambiguous, very difficult and debatable, and full of paradoxes (Copeland, 2004; Edson, 2004; Kros, 2003; Marschall, 2010; Morrow, 2002; van Wijk, no date & Vecco, 2010). It is therefore evident that heritage as a concept has numerous meanings based on context, time and ideology. Whilst some of the scholars mentioned above place more emphasis on tangible objects such as monuments to comprise heritage, others are of the firm view that heritage surpasses the tangible and includes aspects that are intangible. These two opinions largely characterise discussions on the meaning of heritage and have rendered it difficult to establish a dichotomy for heritage.

From a simple understanding, the word tangible would mean, items that can be seen, touched and/or felt physically while intangible would refer to the opposite of the above. In relation to heritage, this knowledge seems to have an influence in the general understanding of the tangible and the intangible nature of it. Tangible heritage would be heritage resources that can be experienced, seen, touched, and walked around and through (Adler et al., 1987). Examples of such resources include historic architecture, artefacts in museums, monuments, buildings, graves, landscapes, remains of dwellings and military sites including memorials and battle fields that form part of the history of a given community.

Articles one and two of the Convention Concerning the Protection of the World Cultural and Natural Heritage (UNESCO, 1972) identify two categories of tangible heritages, cultural and natural tangible heritage. In the first part, it considers cultural tangible heritage to be monuments, groups of buildings and sites and work of people or the combined works of nature and people that are of outstanding value whether from the point of view of history, art or science, or from the historical, aesthetic, ethnological or even anthropological view point. The second part of the convention considers natural tangible heritage in three dimensions, namely: as natural features consisting of physical and biological formations; as geological and physiological formations and precisely delineated areas which constitute the habitat of threatened species of animals and plants, and finally as precisely delineated natural areas of outstanding value from the point of view of science conservation and natural beauty. The connotation therefore is that tangible heritage could either appear in natural or cultural form. Copeland (2004) however, cautions that in whichever form it appears, it must be able to stimulate the imagination for it to be considered as heritage. It is also possible that some properties might satisfy more than one of these definitions. For example, a property can be both a monument and a group of buildings.

Regarding intangible heritage, a succinct meaning is provided by Deacon, Dondolo, Mrubata, and Prosalindis (2004). Their view is that intangible heritage consists of oral traditions, memories, languages, performing arts or rituals, knowledge systems and values and know-how that a family or community wish to safeguard and pass on to future generations. This involves the way of life of a people and is usually embedded in their customs, traditions and cultural practices. In other terms, it "refers to aesthetic, spiritual, symbolic or other social values that ordinary people associate with an object or a site" (Marschall, 2010, p. 35). Intangible heritage is also known as living heritage and can appear in cultural form (Bredekamp, 2004; Department of Arts and Culture, 2009). As with tangible heritage, some intangible heritage resources also have cultural properties which are sometimes called intangible cultural heritage such as songs.

One common aspect among researchers is the idea that all these different forms of heritage do not stand independent of each other (Bredekamp, 2004; Edson, 2004; Jones, 2009; Marschall, 2010; Munjeri, 2004). They are so interconnected to the extent that a study on one will require a systematic understanding of the other and vice versa. Whether tangible or intangible; natural, cultural or living; movable or immovable, it is evident that they all complement each other. Therefore a full understanding of heritage can only be achieved through a study of the multiple reciprocal relationships between the tangible and the intangible elements.

It is this inter-relationship that is termed IN-Tangible heritage in this article. This means that intangible can be part of the tangible with the former defining the latter. In the tangible is the intangible and the reverse might also be true. An example of this scenario is of distinctive cultural landscapes that have spiritual significance (Bredekamp, 2004). The landscape in this example is an IN-Tangible resource because it contains elements of both the tangible and the intangible through the physical landscape and its underlying spiritual significance.

In Image 1 above, A represents aspects of heritage that are tangible while B stands for the intangible heritage. C represents the relationship between A and B which is the IN-Tangible in this framework. The link attaching the three components symbolises their inter-connected relationship as explained earlier. These three aspects together portray a holistic understanding of heritage.

This understanding of heritage is therefore a holistic one and embraces both the tangible and the intangible components of heritage. It is this approach that will serve as the conceptual framework for this study. Contrary to a reductionist approach, the holistic perspective is more inclusive (Perez et al, 2010). In addition to accommodating tangible and intangible components of heritage in cultural and/or natural forms, holistic heritage also acknowledges heritage at personal, family, community, state and world levels. The table below is a representation of the holistic manifestation of heritage as identified by Perez et al (2010):

Methodology

This study adopts a qualitative design. Gonzales et al., cited in Cohen et al (2011) submit that this form of research is concerned with an in-depth, intricate and detailed understanding of phenomenon, attitudes, intentions and behaviours. By implication, a qualitative study should produce findings that are not reached by means of quantification. The qualitative study is approached from the interpretive paradigm. Blanche and Kelly (2002, p. 123) submit that "interpretivist research methods try to describe and interpret people's feelings and experiences in human terms rather than through quantification and measurements".

The link between the qualitative research design and the interpretive paradigm is highlighted by Stevens et al (1993) who suggests that research carried out in the interpretive paradigm is called qualitative research. The focus of this article is to gain an understanding of the nature of heritage representation in selected Grade 10 South African history textbooks. This merges with the interpretive paradigm, especially considering Henning's view that the core of the interpretive paradigm is not about the search for broadly applicable laws and rules, but rather it seeks to produce descriptive analysis that emphasises deep, interpretive understanding of social phenomena (Henning, 2004). As a result, this study will produce rich descriptions of the characteristics, processes, transactions and contexts that constitute the nature of heritage in the selected history textbooks as the phenomena being studied.

The sample choice adopted for this article is non-random sampling. Christensen (2011) explains that the aim of non-random sampling is to study phenomena and interpret results in their specific context. Therefore the primary concern of a researcher using this sampling method is not to generalise research outcomes to the entire population but to provide detailed descriptions and analysis within the confines of the selected units of analysis - in this study the selected Grade 10 history textbooks. Explained differently, the focus of this study is to generate rich qualitative data as oppose to achieving statistical accuracy or representativeness of data to an entire population.

The specific genre of non-random sampling employed in this article was the purposive sampling method. This kind of sampling is a feature of qualitative research in which "researchers purposely choose subjects who, in their opinion, are relevant to the project" (Sarantakos, 2005, p. 164). In light of the above, the sample choice in this article were handpicked based on their possession of the phenomenon being sought - heritage. Furthermore, an implication of the study being qualitative is that the sample size is irrelevant since the interest is in attaining in-depth understanding. The Table below is a representation of this sample.

The methodology employed to analyse the data from the textbooks was the Critical Discourse Analysis (CDA). The overarching theme derived from the literature reviewed on CDA is the idea that it is concerned with the analysis of how language and discourse is used to achieve social goals and also the part the use of language plays in social maintenance and change. The broad and complex nature of discourse itself, and CDA in particular, also reflects that there are many methods involved in using it for analysis. With this in mind, the choices made for analysis in this study are borrowed from both Fairclough's idea of the structure of the text and Halliday's notion of the grammatical aspects of the text otherwise known as interactional analysis, which deals with the linguistic features of the text (Meyer, 2001). These two aspects that are illustrated in Image 2 below constituted the method used to analyse the data for this study.

In his analytical framework for CDA, Fairclough proposes three dimensions of analysing texts that include description (text analysis), interpretation (processing analysis), and explanation (social analysis) (Fairclough, 1989, 1992, 1995, cited in Locke, 2004, p. 42 and Rogers et al., 2005, p. 371). As Image 2 indicates, the first goal therefore is to deal with the internal mechanisms of the text and the focus is on aspects of text analysis that include grammar and vocabulary, as influenced by Halliday.

In the second level of analysis which is interpretation, the goal is to interpret the data captured and described in the previous section. This is done in relation to the conceptual framework in such a way that the indicators in the framework, serves as signifiers in the analytical instrument. Aspects of lexicalisation are then checked against the indicators in the conceptual framework. Table 3 below is an example of the instrument recruited for analysis at step two.

Finally, the last step of analysis is the level of explanation known as social analysis. At this stage, data obtained from the description and interpretation of the textbooks are compared and contrasted with the purpose of establishing the trends and patterns of heritage representation as obtained in the three textbooks across the publications. This stage particularly exposed how heritage is conceptualised and portrayed in the history textbooks - which is the research question underpinning this study.

Moreover, the methods considered for analysis in this study also included an examination of issues of gender, race, and geography within the selected textbooks as part of CDA. This was inspired by van Dijk (2001) who suggested that CDA is mainly interested in the role of discourse in the abuse and reproduction of power and hence particularly interested in the detailed study of the interface between the structures of discourse and the structures of society. Therefore the analysis progressed systematically from description to interpretation and then to explanation of the data.

Analysis and Findings

In search of history, Grade 10, Learner's book (Bottaro et al., 2005)

In its conceptualisation of heritage, this textbook ignores natural heritage as a form of heritage. This is evident in the absence of lexicons relating to this indicator of heritage. Emphasis is therefore on cultural heritage, with symbolic-identity heritage being the main form of cultural heritage represented in the conceptualisation. The other indicators of scientific-technological and ethnological heritage are also absent. The implication, therefore, in this textbook, is that heritage is a cultural concept of a mainly symbolic-identity nature. This trend is also replicated in the two case studies of heritage in the book with lexicons of symbolic-identity nature prioritised over other indicators. However, with the case study on 'Great Zimbabwe', mention is made of natural heritage resources namely 'the Limpopo and Zambezi rivers'. Yet the context in which natural heritage is used in the text does not seem to promote this form of heritage but rather it is used within the framework of symbolism and identity as it only serves to locate the habitat of the Shona people who are seen as "descendants of the people of builders of Great Zimbabwe" (Bottaro et al., 2005, p. 220).

The analysis of the above indicators also revealed the nature of representation of other discourses relevant to post-conflict societies such as gender, race, and geography. Although in some of these instances, some discrepancy in the nature of these representations was noted, this could also be seen within the context of a historiographical turn in post-conflict South Africa with attempts to make heritage and history more inclusive as required by the constitution and sanctioned by the NCS-History. Therefore to a large extent, the representation shows an attempt to portray shared, inclusive and international heritage from the perspective of the indicators noted above.

Furthermore, the textbook's view of heritage also concurs with the conceptual framework on heritage as being tangible, intangible or IN-Tangible. Even though the findings show more affinity towards intangible heritage, some aspects of tangible heritage are also mentioned. However, evidence from the textbook suggests that heritage cannot be purely tangible - it can only be intangible or IN-Tangible. This claim is made based on the lexical examples used in the conceptualisation and the two case studies. For example, monuments and historic buildings are tangible but they are only heritage icons because of what they represent, which is intangible - meaning they are both tangible and intangible.

Attempts to present heritage as a shared and inclusive practice is also truly illustrated by pronoun choices. At the level of conceptualisation, the text makes use of personal pronouns as the first person plural form such as "we", "our" and "us" to refer to heritage.

Therefore by means of CDA, the analysis of this textbook revealed that it views heritage as a cultural concept of mainly symbolic-identity nature. Through the choice of pronouns used the book attempts to portray a shared and inclusive heritage in terms of geography, gender and race. However lexicons such as 'their heritage' are also used to imply that not all heritages can be shared, and this confirms the complex nature of the heritage concept itself.

Shuters history, Grade 10, Learner's book (Dlamini et al., 2005)

The first realisation was that this textbook has no clear narration or discourse that runs through the heritage chapter - chapter 8 (pp. 222-240). It is published in the form of visuals (pictures), sources, with assessment activities to support and enhance meaning in the textual content. This style has an implication in the way the book presents heritage because in this sense, heritage is seen as a highly contested and sometimes controversial concept whose presentation must be backed by relevant sources and evidence - therefore the choice of this book to provide as many sources to support its use of lexicons in portraying heritage.

Moreover, findings from this book on the concept ofheritage show a limitation of heritage representation to South Africa and the southern African region. International heritage in this book therefore manifests in the representation of geographical spaces of these regions only. This dimension of heritage is also supported by the choice of pronouns used in the text, such as 'we' and 'our'. The choice of the first person plural pronouns also indicates collective, shared and inclusive heritage, in the South African and southern African region, but also that heritage is an inclusive and shared concept that could and should be understood beyond individual perspectives or national frontiers.

But this inclusive and shared form of heritage is unfortunately weakened by the fact that there is evidence of unequal representation of lexical indicators of heritage linked to issues of gender and race. For example, in most instances throughout the book, with the exception of Saartjie Baartman, women are only implicitly expressed while masculinity is overtly used in more than one occasion to illustrate examples of heritage icons. Regarding racial bias, a case in point is the South African context where the choice of examples selected is not fully representative of the South African diverse ethno-racial landscape. Generally, there is an emphasis on southern African heritage with examples of the Khoisan represented by Baartman, El Negro and rock art, advanced to illustrate this (p. 318). It is also portrayed in the example of Great Zimbabwe and Mapungubwe.

Apropos of the heritage conceptual indicators, the conceptualisation and the case study analysis of this book show evidence of a lack of representation of lexicons of the natural heritage category, resulting in a focus on cultural heritage. In this regard the different indicators of cultural heritage are applied in different proportions and subsequently, symbolic-identity heritage as a category of cultural heritage is promoted at the expense of other indicators of the same category such as ethnological heritage and scientific-technological heritage, which are used sparingly.

Furthermore, the textbook's representation of heritage also concurs with the conceptual framework on heritage as being tangible, intangible or INTangible. Even though the findings show more affinity towards intangible heritage, some aspects of tangible heritage are also mentioned. However, evidence from the textbook suggests that heritage cannot be purely tangible - it can only be intangible or IN-Tangible. This claim is made based on the choice of lexicons used as examples in both the conceptualisation and the case studies of heritage in the text. For example, monuments and historic buildings are tangible but they are only heritage icons because of what they represent, which is intangible - meaning they are both tangible and intangible(IN-Tangible).

Making history, Grade 10, Learners' book (Dugmore et al., 2005)

There is no distinct conceptualisation of heritage in this textbook - rather the meaning of heritage is deduced from the nature of heritage representation in the case studies. The three case studies have as themes: the celebration of public holidays; the celebration of the heritage icons of Great Zimbabwe (p. 239) and the Bastille (239-240); and finally issues around humans on display. Therefore the first impression is that these three case studies are priority heritage aspects considered by the producers of this book. However, a detailed understanding of heritage was only possible through a CDA analysis of the textual content of these different topics.

Through this analysis, it was realised that there is major emphasis on symbolic-identity heritage as opposed to the other benchmarks of heritage that are either scantily or not represented at all. Even when they feature in the data, the context of their use suggests that they are only mentioned to support the representation of symbolic-identity heritage. Generally, the three case studies present heritage differently. The examples used to present the heritage of public holidays suggest an emphasis on the heritage of whites. This is evident in the choice of Columbus Day, Van Riebeeck Day and Day of Reconciliation, which all have strong white racial connotations, as well as the lexical choices used in the text to illustrate these days, namely the activities of white personalities such as Cecil Rhodes, Andries Pretorius, and P.W. Botha. However, there is role reversal in the case of humans on display whereby whites are seen as perpetrators of cruelty on black people who are simply portrayed as helpless victims without agency.

Moreover, from a gender perspective, except with the solitary case of Saartjie Baartman, there is a strong masculine presence in the heritage portrayed by this textbook. All the major characters exemplified are males. They are portrayed as founders of nations, as kings, presidents, successful warriors and heroes. In contrast, the only time a woman is used as a major character is when she is humiliated through public displays and in museum exhibitions. Such a skewed representation of women is incompatible with present day norms and values of gender equality.

There is an attempt to portray and support heritage as an international concept that incises nations and continents. The choice of examples and the case studies themselves illustrate this. Columbus Day is an American holiday; Van Riebeeck Day and Day of Reconciliation are South African. Zimbabwe is depicted through the heritage of the Ancient Kingdom of Great Zimbabwe whilst the Bastille represents France. El Negro represents the heritage of Botswana and together with Saartjie Baartman they represent the plight of the Khoisan people of southern Africa in particular but of Africans in general. Therefore the thesis of this textbook is that heritage is inclusive in terms of geography. It is so intricately intertwined and complex that one group's or country's heritage cannot be understood and/or appreciated without comparison with the heritage of the other.

Summarily therefore, the textbook fails to conceptualise heritage but through the case studies it is possible to deduce its view on and understanding of the concept. The focus is on heritage as public holidays; as icons (Great Zimbabwe and Bastille); and as humans on display (Saartjie Baartman and El Negro). Applying the benchmark for analysis, symbolic-identity heritage is prioritised while other benchmarks are either scantily applied or used out of context. Even though emphasis is occasionally on African heritage and the Khoisan in particular, sub texts speak greatly of white heritage.

Explanation of Heritage as portrayed in the three History Textbooks

Initially, the style of the textbooks is such that heritage is depicted as conceptualisation and as case studies. This is however true only of Bottaro et al. (2005) and Dlamini et al. (2005). In Dugmore et al (2005), the understanding of heritage is implicit in the case studies. However, this style of presentation is an indication that heritage is not only about the personal, that is 'my heritage', it is also about the heritage of other people, other places and other things. Therefore, the heritage espoused in these textbooks is not only about the heritage of the Grade 10 learner's as consumers of these books, but it also alludes to the heritage of the world.

The different views adopted in the textbooks with regards to foregrounding the conceptualisation of heritage are elaborated on below. Bottaro et al (2005) makes a worthy attempt to clarify its understanding of the meaning of heritage as well as define its delimitations prior to engaging in the case studies. The idea of a clear conceptualisation is also foregrounded by the producers of (Dlamini et al, 2005). However, the effort in the textbook is meagre and the bulk of the understanding is implicit in the case studies. Dugmore et al. (2005) on the other hand makes no attempt to foreground the meaning of heritage. Therefore, with the exception of Bottaro et al. (2005), the other two textbooks assume an understanding of heritage and do not provide any clear conceptualisation. This denotes heritage as a poorly reasoned body of knowledge that can be integrated into disciplines such as history or tourism. The divergent views in the textbooks on the issue of foregrounding the heritage as a concept as seen through the textbooks' application of lexicalisation are an indication of the complex nature of heritage itself.

Symbolic-identity heritage is the heritage benchmark that is predominant in all three textbooks. This category of heritage is portrayed through the choice of lexicon used to refer to 'important' individuals of the past, events and places of the past that have contributed to the development of a particular heritage and the identity of a people. Other forms of cultural and natural heritage are sparingly represented or completely absent in these textbooks. For instance, Dugmore et al (2005) uses examples of lexicons related to natural heritage in its case studies. These are: Table Mountain and Ncome River; Zimbabwe plateau, grazing land, arable land, and timber resources; Tsholofelo Park and Orange and Vaal Rivers. Apart from a suggestion on Limpopo and Zambezi Rivers, Bottaro et al. (2005) and Dlamini et al. (2005) are silent on the representation of natural heritage. However, the contextual interpretation of the natural heritage lexicons as used in the instances cited above, suggests that they are meant to support an aspect of symbolic-identity heritage rather than to portray the kind of heritage element in them thereby confirming the dominance of symbolic-identity heritage representation in the textbooks.

All three books depict aspects of heritage from an ethnological perspective. Whilst this is not evident in the conceptualisation of Bottaro et al. (2005) the two case studies portray lexicons of ethnological heritage. This is also true of Dlamini et al. (2005) that elaborate in the case studies the ethnological routes of the Zulu people, the Bushmen, and the Khoisan. Whilst in Dugmore et al. (2005), there is also a depiction of ethnological heritage in the case studies. Case study 2 depicts the Shona and Ndebele ethnic groups while case study three discusses the Tswana, Batlhaping, and Bechuana ethnic communities as heritage icons.

The least represented indicator is the scientific-technological heritage. The only book that clearly makes use of this indicator is Dugmore et al. (2005, p. 241) with its allusion to "scientific racism". Notwithstanding, it should be noted that some elements categorised under symbolic-identity heritage could as well fit into this category. The implication is therefore that the heritage benchmarks as outlined in the conceptual framework are not rigid. They can be interlinked as a result of some heritage elements having the possibility of being classified under more than one heritage category. For instance, the examples of monuments, museums, and buildings cited in all three textbooks as heritage, are understandably aspects of symbolic-identity heritage and are captured as such. However, the scientific knowledge involved in them, constitutes aspects of scientific-technological heritage. This implies a possibility for the creation of other benchmarks for analysis that will be a merger of two or more present categories. However, this option was not considered for this article and any lapses in categorisation are considered as a limitation to this study. Yet, even with the possibility of a new category, symbolic-identity heritage is still dominant. As a result, the textbooks fail to present a holistic heritage as described in the conceptual framework, in Image 1 and table 1 . Therefore, according to the producers of the selected textbooks, the goal of heritage at Grade 10 level is to expose learners to a predominantly symbolic-identity heritage at the expense of other heritages, namely: scientific-technological; ethnological; and natural heritage.

In terms of the nature of heritage as being tangible, intangible or INTangible, all three textbooks portray lexicons that contain elements of all three. However, there is a realisation from the analysis that heritage cannot exist in a purely tangible form. It can only be either intangible or tangible but with intangible properties, making it IN-Tangible. This is because all tangible objects do have significances that appear in intangible form. For example, the textbooks as the objects of study in this research are tangible heritage materials that are made IN-Tangible through certain ideologies they represent. INTangible heritage representation is corroborated by the fact that symbolic-identity heritage has been identified as the dominant indicator in the three textbooks. This implies that the tangible elements of symbolic heritage are made IN-Tangible by design through the substance of their symbolism.

With regards to gender, all three textbooks show a certain bias in their representation of women. This is evident in both the numerical representation of the different genders as well as the roles given to them in the textbooks. In terms of numbers, there are far more lexicons involving male Images than women - this will not be explored since this study is not quantitative in nature but it is essential to highlight this bias through a few examples: The men are depicted as orchestrators of activities worth commemorating as public holidays such as Columbus and Van Riebeeck; they are the powerful kings such as Shaka and Dingane; they are the political Images such as George Washington, and Presidents Roosevelt and Johnson of the USA; they are also the great warriors such as Toussaint l'ouverture, Andries Pretorius and Mpande. In contrast, the only instance where a woman is represented in a significant role is mentioned in Bottaro et al. (2005, p. 225) that makes allusion to "the court of Queen Isabella" - implicating the female Isabella as a monarch. Apart from this exception, women are barely explicitly represented with the only other case being that of the humiliating experience of Saartjie Baartman in the illustration of humans on display (Bottaro et al., 2005, p. 227; Dlamini et al., 2005, p. 307; Dugmore et al., 2005, p. 24l).Therefore the implication is that what is portrayed in the tangible and intangible takes on a predominantly masculine form in the text as evidenced for example by the "ghettoised" Saartjie Baartman.

Geographically, there is a desultory attempt to portray the international nature of heritage. This is nonetheless approached differently in the different textbooks. For example, in conceptualising heritage, Bottaro et al. (2005) appear to be very conscious of geographical representation, which can be seen as the idea of a common or shared heritage. This is evident in their use of the following examples that match different world geographical spaces: Taj Mahal (India); Elmina fortress (Ghana); Bastille (France); Fourth of July and Columbus day (USA); Haitian Bicentenary and Toussaint l'ouverture (Haiti);

Shaka, Voortrekker monument and the idea of a laager mentality (South Africa); Liverpool maritime museum (United Kingdom). Unfortunately, the choice of case studies in the book is not on a par with the impression created of heritage as a shared international phenomenon. The two case studies on Zimbabwean nationalism and Saartjie Baartman are geographically limited to the southern region of Africa. Therefore this book conceptualises heritage as an international phenomenon but provides case studies of heritage that are limited to southern African. Dlamini et al. (2005) on the other hand makes no contradiction in conceptualising one thing and replacing it in practice. The book is clear and consistent in its focus on the heritage of pre-colonial South Africa and by extension the sub-region of southern Africa that is manifested through the depiction of the rock art of the Khoisan, as well as the ancient civilisations of Great Zimbabwe and Mapungubwe. The focus of this book therefore is on the local heritage of southern Africa. In contrast, Dugmore et al. (2005) is more international in its representation. Though not conceptualised, the choice of lexicons linked to Columbus Day, Van Riebeeck Day, Battle of Blood River, the Bastille, Great Zimbabwe, as well as the stories of El Negro and Saartjie Baartman, are representative by implication of the heritage of the different geographical regions and people in the world. As a result it can be affirmed that the three textbooks highlight the difficulties of a shared heritage from a geography point of view - be it at international, regional, or local levels.

In addition, the race discourse was also considered for analysis. In this regard, the three books depict a paradigm shift whereby history is no longer only written by and for a particular race. The main trend in the three books is their portrayal of whites as perpetrators with power while the blacks are seen as helpless victims without agency. This is very evident in the case studies linked to humans on display. These case studies depict the 'white man' as perpetrators of the treatment of Saartjie Baartman and El Negro, who both represent the helpless condition of the black people at the time. Dugmore et al. (2005) captures this trend further through its choice of lexicons in the presentation of the activities of Christopher Columbus, Van Riebeeck as well as the Battle of Blood River. These examples show lack of autonomy and agency for black people while portraying the "white man" as having full control. Dlamini et al. (2005) presents a slightly different scenario from the one cited above. Here the focus is on the heritage of Africa as seen from the activities of pre-colonial Africa. The extensive emphasis on the art work of the Khoisan people appears to be an attempt to counteract the myth of white supremacy.

Furthermore, as a repository of heritage and culture as well as a prism through which heritage is shown, the choice of language used in the selected books was also important in understanding the nature of heritage representation. Some of the major discourses and trends in the texts were embedded in the use of language. The specific form of language here is the use of pronouns. Bottaro et al. (2005) makes use of personal pronouns in the first person plural and in different forms. For example the subject (we), the object (us), and the possessive (our) are the different forms used in the book to refer to heritage. Similar pronouns are also evident in Bottaro et al. (2005) in the conceptualisation section. The choice of these forms of pronouns reflects the publisher's desire to present in the textbook a shared and inclusive heritage. However, Bottaro et al. (2005, p. 231) makes use of "their heritage" to refer to specialised local knowledge as the heritage of tribal healers in South Africa. The insinuation is therefore that even though the textbooks' attempt to present an inclusive and shared form of heritage through the kind of language used, there is evidence that heritage cannot be inclusive at all levels. This realisation only adds to the complexity of the heritage concept.

Another perspective considered in the analysis was the views promulgated in the textbooks as well as the positions adopted on the heritage/history relationship. Consequently, all three textbooks present heritage as a recreation of the past whether in the form of people, events, objects, and places. This similarity is established in Shuters history. Grade 10. Learner's book by suggesting that "heritage, like history, also helps us understand the past" (Dlamini et al., 2005, p. 279). In Bottaro et al. (2005), the title of the heritage chapter is captured as history and heritage, to signal a relationship between the two. In spite of these similarities, the textbooks also maintain that the two are not identical. Therefore it could be affirmed that Phillips's (2006) view of heritage as a concept that fails to accept the historicity of events and denies historical time and distance is evident in the selected textbooks with regards to heritage and history. In relation to this, Dlamini et al. (2005, p. 297) submit that the purpose of the chapter on heritage was to understand how heritage "is constructed and how it is protected and conserved". A similar opinion is expressed in Bottaro et al. (2005, p. 217) where they state that "we construct our heritage out of the past in ways which make sense or are useful to us". Even though Dugmore et al. (2005) is not explicit on this discourse, the analysis of the case studies portray heritage as established in the two books cited above, in a similar trend. Therefore the selected textbooks conceptualisation and representation of heritage is on a par with history from the stance that both are concerned with issues of the past. However, the textbooks distance themselves from history at the level where they conceptualise and present heritage as a construction of the present, that refuses to accept historical time and distance.

The findings of this study have confirmed the view expressed in the literature of heritage as a highly controversial and contested phenomenon that is difficult to assign to a specific conceptualisation. This is evident in the differences with which the selected history textbooks for this study presented heritage both in terms of style and content. The implication of this inability to harmonise the textbooks' stance on heritage means that Grade 10 learners using the different textbooks are expected to adopt these different attitudes. This is amplified by the fact that textbooks and history textbooks in particular, as with heritage, are known to be used for motives other than simply pedagogical ones. Considering the post-conflict context within which the selected textbooks were created, a partnership exists between commercial publishers and government to bring about an educational product. The conclusion in this debate is that if the concept of a rainbow nation is taken to mean 'unity in diversity' then the heritage depiction in the selected textbooks shows a certain diversity but not necessarily unity. Therefore no fully-fledged all inclusive harmonious or hegemonic heritage in the context of a multi-cultural and multi-racial society was achieved by the selected textbooks.

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HISTORY GRADE 10 SBA TASKS 2020 - Holy Cross High School

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Memorandums of Life Orientation Grade 10 Projects

Memorandums of Life Orientation Grade 10 Projects .

Below are the Previous Life Orientation Grade 10 Projects and Memorandums:

2024 Life Orientation Grade 10 Task 3 Project Questions and Guide

Life Orientation Grade 10 Task 3 Project Questions and Answers Guide

We will guide learners on how to answer the questions correctly.

Careers and Career Choices Development of the Self in Society

Sub-topics:

The following Sub-topics have been used in this project:

• Life Roles and responsibilities
• Transition from adolescence to adulthood stage
• Diversity in jobs
• Research careers
• Opportunities within different career fields

The project seeks to empower learners with the necessary research skills, knowledge, and values to work collaboratively in teams/peers/groups when investigating challenges that Grade 10 learners may face when transitioning from puberty to adulthood. It aims to determine the extent to which this transition could impact their ability to make informed decisions about suitable career fields for their chosen careers. This could assist them in developing the needed 4th Industrial and 21st-century skills.

Essentially, this project will teach learners how to use metacognitive (reflective), communication, creative, and critical thinking skills to adapt to change while making informed and helpful decisions about career choices to either combat or deal with unemployment.

Date of Issue: 12 July 2024 Date of Submission: 8 August 2024

Form of Assessment:

Instructions on technical aspects and mark allocation:.

• On the cover page, include the school’s name, particulars of group members, the grade, and the subject.
• Use a table of contents in which you will indicate all the sections of your project, including related sub-topics and topics.
• Acknowledge all sources used in your bibliography. Consider the example of a bibliography at the end of this document.
• Present your answers in an essay form by indicating the sub-headings in line with the numbering system used in the activity.
• For the depth and extent of the required answers, consider the marks allocated to each question.
• Carefully read the instructions in each question.
• Your project must be bound or stapled.
• Adhere to the submission date.

2024 Life Orientation Grade 10 Task 3 Project Questions and Memorandum

Below is a Project Papers:

Are you looking for a Memorandums of Life Orientation Grade 10 Project for 2024? Please submit your project paper below and we will try our best to assist you to answer the question in the correct way. Please submit the paper below:

Questions and Answers

Identify any type of higher education institution that could be ideal for your chosen career field/career in south africa and state two reasons why you think your choice is relevant to you..

For a career in engineering , an ideal higher education institution in South Africa would be the University of Pretoria .

• Reputation and Accreditation : The University of Pretoria is well-known for its excellent engineering programs, which are accredited by the Engineering Council of South Africa (ECSA). This ensures that the education meets high standards, which is essential for career opportunities both in South Africa and internationally.
• Industry Connections : The University of Pretoria has strong connections with the engineering industry, providing students with numerous opportunities for internships, practical training, and networking. These connections can be instrumental in securing employment after graduation.

Note to Life Orientation Grade 10 learners: When identifying institutions, provide specific reasons related to the quality of education and career opportunities. Highlight how these aspects align with your career goals.

Mention any four possible factors that may hinder your effort to successfully pursue a suitable career based on your chosen career field.

• Financial Constraints : The high cost of tuition and other expenses can be a significant barrier, especially if financial aid or scholarships are not available.
• Lack of Access to Quality Education : Limited availability of high-quality educational institutions or programs in certain areas can hinder career advancement.
• Personal Health Issues : Chronic health problems or disabilities can affect the ability to study and perform well academically.
• Limited Career Guidance : Inadequate access to career counseling and mentorship can lead to poor decision-making regarding education and career paths.

Note to Life Orientation Grade 10 learners: When mentioning hindrances, provide detailed explanations of each factor and its potential impact on your career goals. Use real-life examples if possible.

State two possible social factors that could negatively affect your effort to succeed in your chosen career.

• Peer Pressure : Negative peer influence can lead to distractions or engagement in risky behaviors that can derail academic and career progress.
• Family Obligations : High family responsibilities, such as caring for siblings or working to support the family, can limit the time and energy available for pursuing educational and career goals.

Note to Life Orientation Grade 10 learners: When discussing social factors, relate them to specific scenarios and how they might impact your ability to focus on your career.

What could have inspired you to follow your chosen career field and explain how that may have assisted you to make an informed decision about your chosen career.

My inspiration to follow a career in engineering came from a high school science teacher who made complex concepts accessible and exciting. This exposure sparked a passion for problem-solving and innovation.

• Role Models and Mentors : Having a mentor who is passionate about their field can inspire and guide students. My teacher’s enthusiasm and support provided me with a clear understanding of the engineering field and the potential it holds for making a tangible difference in society.
• Informed Decision-Making : This inspiration helped me make an informed decision by encouraging me to research the various branches of engineering, attend open days at universities, and participate in engineering-related extracurricular activities. These experiences confirmed my interest and aptitude for this career path.

Note to Life Orientation Grade 10 learners: When explaining your inspiration, provide personal anecdotes and how they influenced your career choice. Highlight the importance of mentors and role models in shaping career decisions.

Analyse the importance of consulting those who are already in your chosen career to strengthen your decision about your preferred career .

Consulting with professionals already in your chosen career field is crucial for several reasons:

• Real-World Insights : Speaking with industry professionals provides practical insights into the day-to-day responsibilities and challenges of the career. This can help you understand whether the career aligns with your interests and strengths. For example, an engineering professional can offer firsthand knowledge about project management, teamwork, and technical problem-solving.
• Networking Opportunities : Establishing connections with individuals in your chosen field can open up networking opportunities, internships, and job placements. These connections can also provide mentorship and guidance as you navigate your career path.

Note to Life Orientation Grade 10 learners: When analyzing the importance of consulting professionals , provide examples of how these interactions can offer valuable insights and opportunities. Emphasize the long-term benefits of building a professional network.

Evaluate how using career advisory services may impact your career decisions.

Using career advisory services can significantly impact your career decisions in the following ways:

• Personalized Guidance : Career advisors provide personalized advice based on your interests, skills, and academic background. They can help you explore various career options, understand the requirements for different fields, and create a clear action plan to achieve your career goals. This tailored support ensures that your decisions are well-informed and aligned with your strengths.
• Resource Access : Career advisory services often have extensive resources, including information on job markets, industry trends, and educational programs. Access to these resources can help you make informed decisions about which fields have growth potential and what qualifications are needed. Advisors can also assist with resume writing, interview preparation, and job search strategies.

Note to Life Orientation Grade 10 learners: When evaluating the impact of career advisory services , highlight the specific benefits of personalized guidance and resource access. Provide examples of how these services can support informed and strategic career decisions.

Define the term “adolescence” and state two reasons why the increased depth of emotional changes during adolescence can be difficult to handle.

Adolescence is the transitional stage of physical and psychological development that occurs between childhood and adulthood, typically between the ages of 13 and 19.

Two reasons why the increased depth of emotional changes during adolescence can be difficult to handle are:

• Identity Formation : Adolescence is a period of identity exploration and self-discovery. The process of forming a stable and coherent sense of self can be confusing and stressful, as adolescents navigate different roles and expectations from family, peers, and society. This can lead to emotional turmoil and uncertainty.
• Hormonal Changes : The hormonal changes that occur during adolescence can lead to intense emotions and mood swings. These fluctuations can make it challenging for adolescents to manage their emotions effectively, leading to feelings of frustration, sadness, or anger.

Note to Life Orientation Grade 10 learners: When defining terms and discussing emotional changes, provide clear explanations and relatable examples. Highlight the specific challenges adolescents face during this developmental stage.

What is meant by the term “life roles” and indicate how teenagers could deal with the changes in their current life roles as they navigate the new phase of their lives.

Life roles refer to the various roles and responsibilities individuals take on in different aspects of their lives, such as being a student, friend, family member, or employee. Each role comes with specific expectations and behaviors that one must manage.

As teenagers navigate the new phase of their lives, they can deal with changes in their current life roles by:

• Effective Time Management : Balancing schoolwork, extracurricular activities, and social life can be challenging. Learning to prioritize tasks and manage time efficiently can help teenagers fulfill their responsibilities in different roles without becoming overwhelmed.
• Seeking Support : Talking to trusted adults, such as parents, teachers, or counselors, can provide guidance and support. These mentors can offer advice on managing new responsibilities and coping with the pressures of transitioning into adulthood.

Note to Life Orientation Grade 10 learners: When discussing life roles, explain the concept clearly and provide practical strategies for managing changes. Highlight the importance of time management and seeking support.

Indicate why it is important for adolescents to research opportunities within different career fields during this time.

It is important for adolescents to research opportunities within different career fields during this time for several reasons:

• Informed Decision-Making : Researching various career options allows adolescents to make informed decisions about their future. Understanding the requirements, job prospects, and potential challenges of different fields helps them choose a career that aligns with their interests and strengths.
• Goal Setting : Knowing what is needed to pursue a particular career can help adolescents set realistic academic and personal goals. For example, if they are interested in becoming a doctor, they can focus on excelling in science subjects and seeking relevant extracurricular activities.

Note to Life Orientation Grade 10 learners: When explaining the importance of career research, highlight how it aids in making informed choices and setting achievable goals. Provide examples of how early research can benefit long-term planning.

Mention THREE negative social challenges that adolescents might experience from their peer group .

• Peer Pressure : Adolescents may feel pressured to conform to their peer group’s behaviors and attitudes, even if they go against their values or best interests. This can lead to risky behaviors such as substance abuse or academic neglect.
• Bullying : Some adolescents may experience bullying or exclusion from their peer group. This can lead to low self-esteem, anxiety, and depression, impacting their overall well-being and academic performance.
• Negative Influence : Associating with peers who engage in negative behaviors, such as skipping school or participating in illegal activities, can lead adolescents astray. This influence can derail their academic and personal goals.

Note to Life Orientation Grade 10 learners: When mentioning social challenges , provide specific examples and explain the potential impact on an adolescent’s life. Highlight the importance of choosing positive peer groups.

Identify possible physical changes that could negatively impact a teenager’s relationships with others.

Possible physical changes that could negatively impact a teenager’s relationships with others include:

• Acne and Skin Issues : Many teenagers experience acne and other skin problems due to hormonal changes. This can affect their self-confidence and make them feel self-conscious in social situations, potentially leading to social withdrawal or strained relationships.
• Growth Spurts and Body Changes : Rapid physical growth and changes in body shape can make teenagers feel awkward or uncomfortable. This can lead to self-esteem issues and affect how they interact with peers and family members.

Note to Life Orientation Grade 10 learners: When identifying physical changes, explain how these changes can impact self-esteem and social interactions. Provide examples of common physical changes during adolescence.

Explain ways in which emotional changes during adolescence could make it difficult for teenagers to make decisions regarding their future career.

Emotional changes during adolescence can make it difficult for teenagers to make decisions regarding their future career in the following ways:

• Mood Swings and Uncertainty : Hormonal changes can lead to frequent mood swings and emotional instability. This can make it challenging for teenagers to think clearly and make rational decisions about their future, as their feelings and interests may change frequently.
• Increased Stress and Anxiety : The pressure to make important decisions about their future can cause significant stress and anxiety. Teenagers may feel overwhelmed by the options available and fear making the wrong choice, leading to indecision or avoidance.

Note to Life Orientation Grade 10 learners: When explaining the impact of emotional changes, discuss specific emotional challenges and how they affect decision-making. Offer strategies for managing stress and seeking guidance.

Discuss reasons how a need for peer group acceptance could lead adolescents to behave in ways that could be detrimental to their future careers.

The need for peer group acceptance can lead adolescents to behave in ways that could be detrimental to their future careers for several reasons:

• Engaging in Risky Behaviors : To gain acceptance from their peers, adolescents may engage in risky behaviors such as substance abuse, skipping school, or participating in illegal activities. These behaviors can result in academic failure, legal issues, and damaged reputations, which can hinder future career prospects.
• Neglecting Academic Responsibilities : Adolescents may prioritize social activities and peer approval over their academic responsibilities. This can lead to poor grades, incomplete assignments, and a lack of focus on long-term career goals. For example, spending excessive time with friends instead of studying for exams can negatively impact academic performance.

Note to Life Orientation Grade 10 learners: When discussing peer influence, provide examples of how the need for acceptance can lead to harmful behaviors. Emphasize the importance of maintaining a balance between social life and academic responsibilities.

• Define the term career field
• What is meant by the concept “transition from adolescence stage” to adulthood stage?
• State four reasons why it is important to consider career fields when you want to make informed career decisions.
• Which sector of the economy is the most prominent/common in your community?
• Discuss two ways in which being employed could contribute to the improvement of your emotional wellbeing.
• Discuss the importance of conducting self-evaluation to identify suitable career fields .

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