1. The national Department of Basic Education, in partnership with South African History Online, is planning to invite all schools to participate in the National Schools' Oral History Competition for the Nkosi Albert Luthuli Young Historians' Award that was inaugurated in 2005. This competition will form part of the Department's contribution to the strengthening of the teaching and learning of History in schools. The national Department is planning a national event. This national event will be preceded by provincial competitions on specific topics.

2. It is also part of the Department's ongoing initiative to encourage all learners to develop an understanding not only of the broad history of South Africa, but also of the richness of the histories of their local communities. It is an opportunity for young learners to gain experience in developing important research skills.

3. The competition is open to all learners from Grade 8 to Grade 11 and all Social Sciences and History teachers in secondary schools.

4. Learners and teachers are advised to visit the South African History Online website for information on oral history research at www.sahistory.org.za and the South African History Archives website at www.saha.org.za

5. COMPETITION FOR LEARNERS

Learners will be required to research and prepare a presentation or documentary film or video on one of the following topics:
5.1 The changing heritage landscape of South Africa: Learners could investigate the history behind a heritage site and its significance to the history of the village/ region/town. They could focus on burial sites, monuments, statues and how local people interpret these sites.
5.2 Alternatively, learners could interrogate/investigate two heritage sites in one town/city; one representing the period before 1994 and the other representing national unity and reconciliation in post 1994 democratic South Africa.
5.3 Learners could also investigate an undeclared heritage site and submit a portfolio that could in turn be sent to the South African Heritage Resources Agency (SAHRA).
5.4 Unsung heroes and heroines: The role of ordinary men/women in democracy, change and development. Learners should focus on those men/women who were never publicly acknowledged. Learners could choose a period either before or after 1994.
5.5 The history of traditional leadership in my area: Most rural communities live under the administration of traditional leadership. The institution of traditional leadership in democratic South Africa continues to play an important role in local economic, social and cultural development. Learners could research the history of traditional leadership in a local area and its importance to local development.
5.6 The history of my school: The learner is expected to interview members of the community who were involved in the establishment of the school. They could also interview former students of the school and establish how the school is linked to local history.
5.7 The significant places of worship: Learners could interview the members/leaders of faith-based organizations and investigate the history behind a spiritual space of worship. This space could be a mountain, river, building or open field.
5.8 The refugees in South Africa: South Africa has attracted many people from different parts of the world, especially after the introduction of democracy in 1994. The majority of these refugees left their countries in search of a better life and others are victims of political persecution in their own countries. Learners could investigate the plight of refugees in South Africa and make recommendations on how to treat refugees in a country that promotes a human rights culture. Learners are expected to interview refugees as well as locals.
5.9 The history of transport: Transport systems are an important part of the country's social and economic development. South Africa has experienced transport change and development over a period of time. For example, learners could interview parents/grandparents who used the railway system during the 20th century and also investigate how the local economy was linked to railways. The railway, for example, was also a major employer in the previous century and they could also interview former employees of the railways. Learner projects could also cover the deserted railway stations/settlements/donkey carts communities. Learners could also investigate the introduction of bus and taxi services in their local areas.
5.10 The history of sport/cultural group: Sport/cultural clubs contributed to the shaping of many people's characters. For example, each town/village has soccer, cricket, tennis and netball clubs, choir or social club. Learners could interview older members of teams and establish how those clubs or teams were formed and how they shaped the lives of many people in the community.

6. PLEASE NOTE THE FOLLOWING:
6.1 The project must be based on oral history research.
6.2 Learners should be assisted in their choice of person/persons to be interviewed and should be strongly guided to choose person/persons from their local community.
6.3 Learners should be advised to interview at least 2-3 people.
6.4 Adjudication will be weighted in terms of research.
6.5 Mode of presentation will be of secondary importance.
6.6 Learners can present in any of the official languages.
6.7 Learners must submit a portfolio that documents all their research.

7. CRITERIA

Learners will be expected to do TWO things:
7.1 Give an oral presentation or video documentary of his/her oral research to a panel of adjudicators (it is neither intended to be a dramatic presentation nor poetry).
7.2 Prepare a portfolio in written form which must include the following:

  • Portfolios must show evidence of research. Learners should interview a member or members of the community and should be able to show evidence of the interviews, for example letters to interviewees, transcripts of interviews or tape recordings including the list of questions posed to the person that they interviewed and their responses - either in written form or on a tape recording.

Interviews may be conducted and recorded in any of the official languages.

Portfolios must also show evidence of reflection and should give attention to the following:

  • Learners should make it clear why they choose the persons they have interviewed, show a clear understanding of the historical context in which the individual worked and how the information from the interview relates to the historical context or how it helps us to understand events from a personal perspective.

  • Learners should include a personal reflection on what they have learnt about the possibilities for individuals to bring about change in society, and what they have learnt personally from carrying out the oral history research and the value of oral history research in helping us to understand our history/past.

  • Learners must acknowledge all sources used in their portfolios. Bibliographies should be included. Plagiarism will be heavily penalized.
8. ASSESSMENT CRITERIA FOR ORAL HISTORY RESEARCH PROJECTS (ADAPTED FROM NCS FET HISTORY SUBJECT ASSESSMENT GUIDELINES

Scope of the oral history project

Oral history projects in the FET have a number of components:

  • Key question to focus the research
  • Background research to set the interviews in context
  • The interviews and transcription of the interviews
  • A written discussion about how the information in the interviews relates to the period
  • An evaluation of the interviews as sources about the past

Self-reflection at the end: What has doing this project meant to me [the learner] in terms of personal growth and knowledge and understanding of the period

(This could also focus on more direct questions, especially in Grade 10, such as: What was the most important thing you learned from the oral histories? Having done the project, what would you like to know more about? )

N.B. Core assessment Criteria for research section: use the criteria for each grade as outlined for the research assignment. (Criteria might be added to make the core criteria more appropriate for specific tasks.)

Criterion 1
Formulate questions for the project

Criterion 2
Identify and access a variety of sources of information

Criterion 3
Knowledge and understanding of the period

Criterion 4
Historical enquiry and communication

Criterion 5
Presentation

Criteria for assessing an oral history project
Criterion 1

Interview questions

  • The questions were open-ended.
  • The questions were appropriate and elicited information relevant to the overall question.
  • There were sufficient questions.
Criterion 2

Interviewee

  • Person/s interviewed was/were appropriate.

The biographical details of the interviewee/s was/were given.
Criterion 3

Preparation and planning

  • There is evidence of careful preparation for the interviews.
  • There is evidence of project planning.

All preparation and planning notes are included in the project.
Criterion 4

Presentation of the information from the interviews

  • The interviewee/s was/were placed into historical context.
  • The context for understanding the interview/s was given.
  • The information from the interviews was placed in historical context.
  • The information from the interviews was accurately transcribed (if a tape recorder was used).
  • The information from the interviews was analysed and organised coherently, showing different points of view if appropriate.

The presentation of the project to the class was clear and effective.
Criterion 5

Self reflection
Comments show depth of thought about the process and the product.

9. COMPETITION FOR TEACHERS
9.1 Teachers from secondary schools entering the competition will be required to develop a work plan on how they have planned and set up the Oral History Project in the classroom.
9.2 Each teacher will be required to give a presentation of his/her portfolio to a panel of adjudicators and be prepared for a panel discussion on his/her portfolio.

TEACHERS SHOULD INCLUDE THE FOLLOWING IN A PORTFOLIO FOR THE COMPETITION:

  • How the Oral History was introduced in the classroom.
  • The heritage project could be linked to the local community and the school could adopt it and liaise with the South African Heritage Research Agency (SAHRA) for its protection and preservation.
  • Learners could develop posters for the heritage site.
  • What explanation was given to learners about choosing and approaching possible interviewees, preparing for and conducting interviews and using the interview as evidence to reach conclusions about the contribution of that individual
  • What interventions the teacher made in assisting learners to complete the project
  • What the teacher felt the learners gained from doing an Oral History investigation
  • Include a range of examples of learners' work.
10. PROVINCIAL ADJUDICATION PROCESS
10.1 The Provincial adjudication to select the five learners and 2 teachers for the national competition will take place on 9 September 2011. The venue will be confirmed via the curriculum advisers for Social Sciences and History.
10.2 The national Department of Basic Education will be responsible for travelling and accommodation costs for participating learners and teachers during the national competition in Pretoria from 6 to 9 October 2011.

11. For further information please contact Ms N Dodgen at tel 021 467 9333 or e-mail ndodgen@pgwc.gov.za

12. Principals are kindly requested to bring the content of this minute to the notice of the school management team and the teachers concerned.


SIGNED: BK SCHREUDER
DEPUTY DIRECTOR-GENERAL: CURRICULUM AND ASSESSMENT MANAGEMENT
DATE: 2011:05:26