bA presentation byA presentation by

D Gill iDee GillespieDee Gillespie ffromf

Jeppe High School for GirlsJeppe High School for Girls.dolittle@mweb co zadolittle@mweb.co.za

Why re invent the wheel?Why re-invent the wheel?

deasdeas fforfor

hi iteaching eritageeaching eritage

Heritage issuesHeritage issuesg

Alth h thi t f th ll b ill t• Although this part of the syllabus will not appear g p y ppi th M t i l till d t kin the Matric exams, learners still need to know what we mean by heritagewhat we mean by heritage

Thi i ti l i lif !- This is essential in life !

• Learners need to know how people within aLearners need to know how people within a diverse country like South Africa have both theirdiverse country like South Africa, have both their

' h i ll h i hown group's heritage as well as a heritage theyown group s heritage as well as a heritage they h ith ll S th Af ishare with all South Africans.

H it i th t hi h h i h it d• Heritage is that which we have inherited gf t th t diti f dfrom our past: those traditions, foods,from our past: those traditions, foods,

l l i h h hcultural practices that shape who we arecultural practices that shape who we are and what we believeand what we believe.It i l th b ildi th t h h l d t• It is also those buildings that have helped to g ph t d th b ildi tshape our past and the buildings we put upshape our past and the buildings we put up

i d fto remind us of our past.to remind us of our past.• Heritage can be both concrete and• Heritage can be both concrete and g

i t iblintangible.g

• Each group within the country has its own• Each group within the country has its own group heritage (e g the Protestant winegroup heritage (e.g. the Protestant wine-g p g ( g

ki h it f th F h H t )making heritage of the French Huguenots) g g g )ll h i th id h it f thas well as sharing the wider heritage of theas well as sharing the wider heritage of the

h lcountry as a whole.country as a whole.

• Heritage includes both the good and the bad• Heritage includes both the good and the badthings that have shaped our society as itthings that have shaped our society as itis todayis today.y

h d k id f h id i h i i l iThe dark side of apartheid with its violationsThe dark side of apartheid with its violations of human rights was faced through the workof human rights was faced through the work of the TRCof the TRC.

• The success of those who opposed it is• The success of those who opposed it is ppl b t d i t thcelebrated in museums, monuments or other ,

ti h d i tcommemorations such as road or airportcommemorations such as road or airport names.names.

Aims of teaching Heritage effectively:Aims of teaching Heritage effectively: PERSONAL• PERSONALPERSONAL

• Recognition of the importance of conservingRecognition of the importance of conserving Heritage sites and icons.Heritage sites and icons.

• Empathy for others• Empathy for others.• COMMUNITY• COMMUNITY

I i ht t t d t di• Insight to promote understandingg p g• NATIONALLYNATIONALLY• UnityUnity • Pride• Pride

Ub t• Ubuntu

dHandy ResourcesHandy Resources y• www animationlibrary• www.animationlibrary.

ld f t hi• www.world of teaching.g• Oxford – In search of History Grade 10 & 11Oxford In search of History Grade 10 & 11• Be Inspired – A must have - Proudly South• Be Inspired – A must have - Proudly South

African bookAfrican book • Games Ice breakers• Games – Ice breakers.

Mo ies• Movies C• Cartoons

How do we defineHow do we defineHow do we define

Di tiDictionary :-

What is or may be inheritedWhat is or may be inherited.

That which we will pass on to future generationsThat which we will pass on to future generations.

Grade 8Grade 8G ade 8

1 G I i I B k1 Games – Interactive Ice Breakers1. Games Interactive Ice Breakers

2 Collage S A Icons2. Collage – S.A. Iconsg

3 Li ki L i3. Linking Legacies3. Linking Legacies

2 Collage Icons2. Collage Icons2. Collage Icons

• D:\My Pictures\2010 09• D:\My Pictures\2010-09-22\Scan10339 BMP22\Scan10339.BMP

D \M Pi t \2010 09D \M Pi t \2010 09D \M Pi t \2010 09D:\My Pictures\2010-09-D:\My Pictures\2010-09-D:\My Pictures\2010-09-22\Scan10338 BMP22\Scan10339 BMP22\Scan10339 BMP22\Scan10338.BMP22\Scan10339.BMP22\Scan10339.BMP

Collage Assessment ProcessCollage Assessment ProcessCollage Assessment Process

1 Assess the organisation - Peer1. Assess the organisation Peer

O t it t h if d bOpportunity to change if need bepp y g f

2 Assess the process Self2. Assess the process – Self

O h f d bOpportunity to change if need beOpportunity to change if need be

3 Assess the product Educator3. Assess the product – Educator p

3 Linking Legacies3. Linking Legacies3. Linking Legacies

A i iA co- operative group exercise.A co operative group exercise.1 Each person gets a page of questions and a1. Each person gets a page of questions and a p g p g q

l d f b t 8coloured page of about 8 answers.p g2 Each group member must have a different2. Each group member must have a different

coloured pagecoloured page. 3 Li k f h i3. Link answers to form a chain.3. Link answers to form a chain.

Grade 9Grade 9 P dl S th Af i b k/ l d• Proudly South African book/calendar.y

• Teaching Apartheid Appreciating• Teaching Apartheid – Appreciating

Democracy W t d th t b tDemocracy. We cannot deny the past but we can y y p

choose how we remember itchoose how we remember it.

• Constitutional Hill Apartheid Museum• Constitutional Hill – Apartheid Museum p

E iExcursions.

• Movies• Movies

1 Proudly South African Book1. Proudly South African Book1. Proudly South African Book

• Boost the idea of “Ubuntu” in co operative• Boost the idea of Ubuntu in co operative group workgroup work. g p

• Each person in a group needs to do oneEach person in a group needs to do one ASPECT to boost S A One Chapter – aASPECT to boost S.A. One Chapter – a page of information and one visual designpage of information and one visual design.

E h t th i k d th• Each person gets their own mark and then p gll th k dd d t th t iall the marks are added together to giveall the marks are added together to give h kthem a group markthem a group mark.

D \M Pi t \2010 09D \M Pi t \2010 09D \M Pi t \2010 09D:\My Pictures\2010-09-D:\My Pictures\2010-09-D:\My Pictures\2010-09-22\Scan10350 BMP22\Scan10351 BMP22\Scan10351 BMP22\Scan10350.BMP22\Scan10351.BMP22\Scan10351.BMP

2 Appreciating Democracy2. Appreciating Democracy2. Appreciating Democracy

• On SASHT website• On SASHT website.• Simulation exercise to allow learners to really• Simulation exercise to allow learners to really

experience “Apartheid”experience Apartheid . Goal To see hat it felt like as different race• Goal – To see what it felt like as different race groupsgroups.

L t t ith 50 kLearners start with 50 marks.h b k f h id l hi hTeachers subtract 5 marks for Apartheid laws whichTeachers subtract 5 marks for Apartheid laws which b kare broken.

3 Apartheid Museum3. Apartheid Museum3. Apartheid Museum W k h h SASHT b i• Worksheet on the SASHT website.Worksheet on the SASHT website.

k h d i l f• A worksheet needs to assist learner to focusA worksheet needs to assist learner to focus their attention on the area of learningtheir attention on the area of learning needing to be addressedneeding to be addressed.

4 Movies4. Movies4. Movies

• Teach them how to “watch” a movie with• Teach them how to watch a movie with purposepurpose. p p

Li t th i i t i d b f• List the main points on a mind map – before p pth fil t th t “ ll t” f t ththe film get them to “collect” facts as they g y

h h filwatch the film.watch the film.

Grade 10Grade 10 G ade 0

• The making of me Collage / Quilt• The making of me – Collage / QuiltE i M C i i Hill• Excursions Museums – Constitution HillExcursions Museums Constitution Hill

• T shirts• T – shirts

1 The ki f e C ll e /1. The making of me – Collage /1. The making of me Collage / QuiltQuiltQuilt

2 E i C i i Hill2 Excursions – Constitution Hill2. Excursions – Constitution Hill

3 Constitution Hill3. Constitution Hill3. Constitution Hill

• The perfect place to show how the hope for• The perfect place to show how the hope for future is built on the pain of our past!future is built on the pain of our past!p p

A l t b h it !• Awesome place to embrace our heritage!p g

Sh t HiddShort answers – Hidden messageg= Easy marking!= Easy marking!

4 Heritage T shirts4. Heritage T – shirts4. Heritage T shirts

Grade 11Grade 11G adeM l C i M• Museology - Comparing Museums –Museology Comparing Museums

Voortrekker and Freedom Park museumVoortrekker and Freedom Park museum.

H it Vill i d H• Heritage - Villains and Heroes e tage V a s a d e oes

• Designing a Progressive Museum• Designing a Progressive Museum g g g

celebrating the ario s heritagescelebrating the various heritages. g g

Worksheet design :Worksheet design :Worksheet design :

F d P k I t t hFreedom Park – Internet researchFreedom Park Internet research • Short and easy!• Short and easy!

Voortrekker MonumentVoortrekker Monument E h h l i E h• Each person has a puzzle piece. Each ac pe so as a pu e p ece. ac

d 3person needs to answer – 3 aspects :person needs to answer 3 aspects : Voortrekker story; Museum symbolism;Voortrekker story; Museum symbolism; Heritage HiccupHeritage Hiccup.

Reactions to different heritage iconsReactions to different heritage icons English Heritage icon

speaking middle Afrikaans White Black male Indian teenager class male farmer pensioner

womanp

Monument to democracyMonument to democracyV• V

• The - (11) - - (13) - known as Mveledzo• The - (11) - - (13) -, known as Mveledzo, links all the above elements into one unifiedlinks all the above elements into one unified whole that stands as a monument towhole that stands as a monument to democrac fo nded on the al es of h mandemocracy, founded on the values of human y,di it h i ht d f ddignity, human rights and freedom.g y, g

• Another aspect of the park includes the• Another aspect of the park includes the -(21) a still body of water symbolising(21) - - a still body of water symbolising y y gpeace and (25)peace and - (25) -. p ( )

Unlocking Code Grid for Freedom Parkg

Name: _________________________ Grade 11: __Record your answers for the short questions on Freedom Park below:Record your answers for the short questions on Freedom Park below:

1 F I F T Y T W 01 F I F T Y - T W 0

2 H U M A N

3 D E M O C R A C Y

4 S I K H U M B U T O

5 F R E E D O M5 O

6 S P I R I T S6 S P I R I T S

7 L E A D E R S7 L E A D E R S

8 T S W A N E

9 F U T U R E

10 S E R O T E

11 S P I R A L

12 V O O R T R E K K E R12 V O O R T R E K K E R

13 P A T H13 P A T H

S E V E N T Y14 S E V E N T Y

15 F I V E

16 B U R I A L

17 N A T I O N

18 P U R I T Y18 P U R I T Y

j I i i d F d P k• j. In your opinion, does Freedom Park j y p ,hi it l f t lli th t l f S thachieve its goal of: telling the tale of Southachieve its goal of: telling the tale of South

Af i ' di h i i i l dAfrica's diverse heritage in a visual andAfrica s diverse heritage in a visual and interactive way Give at least 2 examples tointeractive way. Give at least 2 examples to support your answersupport your answer.

• ___________________________________• What is the secret message from the• What is the secret message from the

Freedom Park code?Freedom Park code? • ___________________________________

___________________________________

Voortrekker MonumentVoortrekker MonumentVoortrekker Monument Divide the class into groups of 4Divide the class into groups of 4. g p- Group 1 – Piet RetiefGroup 1 Piet Retief

G 2 H R b t- Group 2 – Hans van Rensberg etcp g

E h k h 4 Gi hEach group pack has 4 pages. Give each g p p p gb f igroup member one page of questions togroup member one page of questions to

answer (Part of Voortrekker storyanswer. (Part of Voortrekker story, MuseumMuseum

Villians and HerosVillians and HerosVillians and Heros

• Explain the terms “villain” and “hero” (4)• Explain the terms villain and hero . (4)

• Identify a South African historic icon who• Identify a South African historic icon who yt t d ff Vill i b t d dstarted off as a Villain but ended up as a p

H E l i h i (6)Hero. Explain your choice. (6)Hero. Explain your choice. (6)

E l i h HF V d h• Explain why HF Verwoerd was once a heroExplain why HF Verwoerd was once a hero but now is seen as a Villain (4)but now is seen as a Villain. (4)

O l t id U th lOne last idea. . . . . Use the puzzle. . . . . p

Education is the most powerful weapon whichEducation is the most powerful weapon which you can use to change the worldyou can use to change the world. y g

N l M d lNelson Mandela

And that is it for now!And that is it . . .for now!