South Africa Essay Assignment

Prompt/Question:
What is the best method of resistance to fight injustice? Please choose from the following list: Violence, NonViolence, Boycott, Music, Black Consciousness, or Sabotage. You may choose 1 or 2 methods of resistance,
but no more.
Grading: All body paragraphs must be in PEAS format.
Introduction Paragraph/Thesis:
___ Students introduction paragraph is either a Personal Anecdote, Quotation, or Bold Statement.
___ Student includes a strong thesis that responds directly to the prompt/question above.
___ Thesis is included in the introduction paragraph.
Evidence:
___ 5 pieces of evidence are included and cited correctly.
___ Evidence comes from multiple sources.
___ Evidence is used to prove thesis.
Analysis:
___ Analysis shows deep understanding of the topic.
___ Every piece of evidence is followed by analysis/opinion.
___ Analysis is used to explain why your evidence is relevant.
Historical Content
____ Essay includes historical information of South Africa
Sources
M.O.R. Violence Reading

M.O.R. Music Reading

M.O.R. Non-Violence Reading

M.O.R. Black Consciousness

M.O.R. Boycott Reading

South African Freedom Charter

M.O.R. Sabotage Reading

Learning Was Defiance

Videos:
Last Grave at Dimbaza
Winnie Mandela Saint or Sinner
Witnessing Apartheid Video
Mandela Long Walk to Freedom
Soweto Uprising Video
Democracy Now Polaroid Video

Apartheid Meet + Greet

Name:_________________ Period:____

Writing an Introduction
An effective introductory paragraph is very important for an essay. Your introduction sets the stage for your
argument, and the following body paragraphs. For your South Africa essay, I would like you to write an
introduction using one of the following methods.
____ Option 1: Personal Anecdote: Start with a story from your own life. Describe it in detail. Compare your
own story to something that we have learned about Apartheid in South Africa. Lead to your thesis statement.
____ Option 2: Description: Describe, in detail, the conditions in South Africa during Apartheid. Chose one
thing to focus on: Schools, Pass Laws, etc Explain how these conditions led to resistance. Lead to your
thesis statement.
____ Option 3: Quotation: Start with a quotation from someone involved with apartheid. This quotation could
be from Steven Biko (leader of the Black Consciousness movement), Hugh Masakela (South African
musician), or Nelson Mandela. It could also be from someone else. Start with the quotation. Explain the
quotation, and put it into context. Explain how the quote relates to resistance in South Africa. Lead to your
thesis statement.

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Name:_________________ Period:___

South Africa Essay Evidence Sheet

Which is the best method(s) of resistance to fight against injustice?
Thesis: Boycotting is the best method of resistance.

PEAS Paragraph #1
Point: Boycotting is immediate and effective.

Analysis: The store owner is forced to change his

perspective on apartheid because of his loss of
business and consumption. This store owner could
be white and white people created apartheid and
they can end it if they are directly impacted.

Evidence: If you stop buying milk from the corner,

the owner will be directly affected and influenced to
change their stance on apartheid
So What: When Americans boycotted Polaroid, we
saw change happen for South Africa
Source: MOR Boycott Reading, p 1
PEAS Paragraph #2
Point: Boycotting is better than other methods
because ...

Analysis:

Evidence:

So What:
Source:
PEAS Paragraph #3
Point: Boycotting means you have to find alternative
resources.

Analysis:

Evidence:
So What:

Source:

ESSAY RUBRIC
1
(Incomplet
e)
You did not
start the
adventure.
See your
teacher
during ST
for
support.

2 (Not Proficient)

3 (Proficient)

4 (Mastered)

You need to revise

your route.

You took the straight

ahead path. Consider
revising your piece to
meet the more
challenging upscale,
mountainous route.

Congratulations! You took

the challenging upscale and
mountainous route in
preparation for college!

Thesis
and Point

Thesis is
missing

The
student
presents a
clear
thesis or
argument
/
point

Cited
Evidence

Thesis may be
unclear or
irrelevant, and/or
may not answer
prompt

Thesis is is
adequately sustained
and generally focused
starting with the intro
paragraph and
continuing
throughout most of
the essay
- Thesis is clear and
for the most part
maintained, though
some loosely related
material may be
present

- Does not
develop the
topic by
selecting
information
and
examples
from the
text(s)
- Does not
integrate
information
from the
text

- Only 1-2 pieces

of evidence cited

- At Least 4 pieces of
evidence cited

- Attempts to
develop the topic
using facts and
other information,
but evidence is
inaccurate,
irrelevant, and/or
insufficient

- The point is developed

by selecting significant
and relevant facts,
concrete details,
quotations, or other
information and
examples from the
text(s)

- Attempts to
integrate
information into the
text selectively to
maintain the flow
obut information is
insufficient or
irrelevant

- Integrates information
into the text selectively
to maintain the flow of
ideas and advance the
point
-Sources are cited in
text in MLA format

Thesis is precise,
significant, consistent, and
purposefully focused from
the intro paragraph and
through the entire essay
-Thesis is clearly stated,
focused and strongly
maintained
- Point is introduced and
communicated clearly
through evidence and
analysis
- The thesis is selecting
more than 6 pieces of
evidence from the text.
- The response provides
thorough and convincing
support/evidence for the
writers point that includes
the effective use of sources,
facts, and details to
maintain the flow of ideas.
- Use of evidence from
sources is smoothly
integrated, comprehensive,
relevant, and concrete
effective use of a variety of
elaborative techniques
-Sources cited in text in
MLA format

-Sources are not

consistently cited
Analysis
-Does not or
evaluate
points or
theses in
text

-Attempts to
evaluate the
argument and
specific claims in
cited texts, but
analysis is
insufficient

The student uses some

background
knowledge, opinion,
facts from the film, and
class discussion to
develop their
argument further.
- draws connections
between evidence and
thesis/point
-evaluates the
argument and specific
claims in cited texts

The student uses lots of

background knowledge,
opinion, facts from the film
and readings, and class
discussion to develop
their argument further.
- Skillfully draws
connections between
evidence and point
-Skillfully evaluates the
argument and specific
claims in cited texts,
assessing whether the
reasoning is valid and the
evidence is relevant and
sufficient