Toolkit with draft topics for Oral History Program 2024

Background
In 1994, the new dispensation brought about freedom and democracy. Successively a new
Constitution was adopted which led to the development of new legislations, policies and
regulations. Instantly, the new government machinery, structures and institutions were
established, to ensure efficient and effective operations and service delivery to all the South
African citizens. The latter led to huge responsibility for the government of the day to not only
phase out the apartheid system but to simultaneously create non-racial, non-sexist and non-
discriminatory systems that promote human dignity, human rights and respect for all citizens.

All South Africans were to have access to education and all the nineteen education Department
were merged into one. The latter milestone created an opportunity to review the curriculum and
the enrichment programs to ensure all learners benefit and participate equally. In addressing the
diverse and multilingualism context within the schooling system, the Oral History Program
emerged as one of the enrichment Project to fast- track transformation and promote integration.

The purpose of the Oral History Project is to rekindle the love for Oral History and to uncover
the untold stories the learners will participate in research project, composing poems and writing
short stories on the Liberation Heritage sites, heroes and heroines. Most importantly we are to
create platforms for all learners across the various phases to express their own thoughts and
feelings and ideas on past and present historical, events and incidents.

As we commemorate 30year anniversary of our democracy- and freedom, also reflect on the
milestones achieved. We further acknowledge the setbacks and new challenges that are still
confronting our country and the citizens at large.

(a) National Key priorities that informed the development of the topics for 2024
Focus
• Transition in South Africa :30 years’ anniversary of our democratic Freedom
• Strengthening the Curriculum through the inclusion of Artificial Intelligence.
• The responsibilities and rights of youth in the democratic election process.
• The introduction of Renewal energy to resolve the current energy crisis.
• The views of citizens on the commemoration of freedom Day since 1994?

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 • The South African Constitution and its impact on the lives of South African citizens and
the entire Continent.
• The role of youth and citizens in strengthening our democratic and the economic
landscape.

Category A: Young Historians

Topics

Grade 8: Research Task: Introduction of Artificial intelligence to strengthen Industrial

Revolution in South Africa
The Industrial revolution forms part of the core economic pillars for developed, developing
and undeveloped countries globally. In the 21 century most industries for them to thrive, they
rely and dependent on technology, artificial intelligence (robotics and coding). This revolution led
to the new way of doing things and influenced the livelihood of the majority of citizens both in
rural and urban areas. It further determines the type of skills and knowledge required within the
work environment. It is thus important for the Ministry of the Department of Education to
strengthen the curriculum and ensure that the learners are taught subjects and skills that will
prepare them for the world of work and impart the knowledge that will enable them to be
employable.

Focus: The inclusion of Artificial Intelligence as part of school curriculum to strengthen

Industrial revolution in South Africa

 Learners are to conduct a research and interview at least two (2) or three (3) people on
the inclusion of artificial intelligence as part of the school curriculum will contribute
towards the strengthening of Industrial revolution in South Africa.

The key questions for the research topic are as follows:

 What is artificial intelligence?
 Why is the inclusion of artificial intelligence as part of the new school subjects
considered as critical for strengthening industrialization in South Africa? Which
knowledge and skills will learners acquire?
 What processes are to be in put in place in preparing learners for employment and
active participation in Industrial revolution in South Africa and globally?

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  Which industries mostly relies on artificial intelligence? (The learners are to
interview one expert or person with knowledge on one of the industries that relies
on artificial intelligence).

Grade 09: Research Task: The expansion of Nuclear energy system to diversify the

electricity supply in South Africa

While South African commenced with nuclear energy in 1940, over the past decades there has
been much reliance on coal energy. Post 1994, more and more citizens had access to basic
services such as electricity, water, decent ablution facilities, roads, health facilities and schools.
In addition, opportunity and access to housing and the expansion of the industrial and retail
infrastructure placed more strain on electricity and water infrastructure. Thus the demand
became more than the supply.

The above dilemma led to the current challenge of load shedding which severely affects the
lively hood of many citizens including the negative impact on our economy. All the effort on the
maintenance and repair of the generators do not enable to the energy grid to sufficiently provide
the electricity as required within the households, industries and government institutions. To
resolve this dilemma, there is a consideration for expansion of nuclear energy and renewable
energy to diversify the electricity supply.

Focus: Expansion of Nuclear Energy as part of Renewable energy system to diversify the
electricity supply within South Africa
Learners are to conduct a research and interview at least two or three people on the expansion
of the nuclear energy as part of the renewal energy system to diversify the electricity supply in
South Africa.

The key questions for the research topic are as follows: -

 What is Nuclear energy?
 Why do you think nuclear energy should be expanded and form part of the
renewal energy plan?
 What processes or steps need to be put in place to ensure that the renewal energy
plan benefit all South Africans?
 Will the establishment of diverse renewable electricity systems resolve the
current challenge of load shedding?

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  Do you think the introduction of the renewable energy system will ensure that the
electricity still remain affordable and accessible to all citizens?

Grade 10: Research Task: Strengthening our democracy through the Constitution

Our progressive Constitution has made it possible for all to enjoy freedom of movement and of
association, the right to own property, the right not to be detained without trial, freedom of
expression and freedom of the press, religious freedom and freedom of sexual orientation.

It further promotes the principles of human dignity, human rights and respect for all. Hence, the
majority of our communities and citizens at large realize the critical role that the principles of our
Constitution such as of Equality, freedom of expression, access and redress plays in promoting
unity, democracy and unifying the nation. The success and protection of our democracy
depends on the role of the government and the active participation of all citizens.

Focus: Strengthening our democracy through the Constitution

The learners are to conduct a research and interview two or three people on:

 What is democracy?
 Why was the electoral process critical during the transition process?

 What was the role of ordinary South Africans in bring about the emergence of the new
democratic government?
 Highlight the impact of the new South African Constitution in promoting democratic practices
within the country.
 Our Constitution is considered as one of the best globally in the promoting democracy. Do
you agree? If yes provide reasons? if no provide reasons

Grade 11: Research Task: The fight against discrimination and racism in South Africa.

"We seek to create a united Democratic and non-racial society. We have a vision of
South Africa in which black and white shall live and work together as equals in
conditions of peace and prosperity”. (Oliver Tambo)

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While legislations, regulations, policies are in place and institutions have been established and
mandated to eradicate practices of discrimination, racism and sexism, the challenge still exist
and seems to be far from being resolved.

There are still incidents of not only racism and discrimination but also bullying and violence
across the communities. There is a need for all citizens, government institutions, civil society
organizations, traditional leaders and religious organizations to work tirelessly in bridging these
gaps. It remains the responsibility of all of us to ensure that there is compliance and
adherence to existing laws, regulations and policies.

We should all aspire to create an environment and live in a society and communities
where non-discriminatory and racial practices prevail. The fundamental principles of human
dignity, human rights and respect for all , non-sexist and non-racial are to form an integral part of
our daily real life settings.

Focus: The fight against discrimination and racism in South Africa

The learners are to research and conduct a research on the fight against discrimination and
racism in our Country

 What is discrimination?
 Why is discrimination and racism considered as the violation of human rights?
 What are the common values that citizens believe identifies them as South
Africans?
 Do the citizens apply the principles and values of human dignity, human right and
respect as part of their daily live?

Special schools Category: Young Historian

Focus: The history of my school.

The learners are to research on their school and highlight the following through interviews and
reading: -

 When was the school build?

 Who are the previous leaders?
 What makes the school to be outstanding?

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  Why is it different from others?

Participation:

 The participation is limited to grade 08-11 learners only.

 The research paper and the oral presentations are to be done in English.
 Only learners that participated in the Provincial rounds will be eligible for the National
Finals
 The research paper may be hand written or typed.
 The participation includes compulsory submission of the research paper and the oral
presentation

Stages of the Oral History Project

Stage 1: Identify a Topic

 Each Grade has a topic to research on. The topics are categorized into grades. It is
compulsory that learners research on the Topic related to their grades.

Stage 2: Gathering information on the Topic

 Know what topic is all about.
 Read more about the topic.
 Search for information from the book or internet.
 Talk to the teacher, parent, community members and peers about the topic

Stage 3 Conduct interview

 Identify two people to be interviewed.
 Compile an interview schedule
 Transcribe your interview

Stage 4: Writing a Research Paper

 The length of the research paper must not exceed 6 pages or 8 pages (hand written)
 The learners are to use Arial and size 12 font

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  The research paper must show evidence of oral history It must show evidence that an
interview was conducted, by mentioning the two people interviewed and highlighting
their comments or expressions (people interviewed, places visited, significant events
that took place).

Structure of the Research Paper

 The research paper must include the following
(1) Abstract /Summary
 Write a summary of the research report. Briefly write in not more than a paragraph (6-8
lines).
 What happened? (historic incident or event).
 When did it happen?
 Where did it happen?
 Who were involved?
 Why did it happen?

(2) Introduction
What to include: -
 Brief background information or overview about the topic .
 Indicate the subject of discussion and define the subject of discussion (This help the
reader to know what to expect).
 Where necessary acknowledge the source of information.

(3) Methodology
 How are you going to collect your information (Data collection)? (Interview,
questionnaire or survey).
 Data Analysis: Which actionable information can help you to make an informed
decision? (statistics, graphs, images).
 Indicate the resources, materials and tools to use? (interview schedule, questionnaire or
recordings)

(4) Findings / Interpretation / Analysis:

 What are the findings?

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  The findings can be positive or negative.

(5) Conclusion
 Include a sentence on broader implications or provide summary of your central point.
 Highlight your views based on the findings.
 Any recommendations or proposed solutions or recommendations.

(6) Bibliography (Reference list)

 Include the authors for all the sources you used.

Stage 5: Oral Presentation

5.1. Time Allocation
 The time allocated per individual learner is 12 minutes (10 minutes for presentation and
2 minutes for responding to questions).
 No learners must be allocated more than 12minutes.
 The time keeper must start counting immediately the learner start presenting.
 The judges must allow the learners to present for 10 minutes before commencing with
the questioning.
 The time keepers must alert the learners at an interval of 5minutes,8minutes and
10minutes.

5 .2. Power Point Presentation

 It is compulsory that each learner prepare a Power point presentation.
 The power point slides must not exceed 10.
 The power point slides to include key points on the topic (Introduction, methodology,
Data Collection, Data analysis and conclusion.
 Supporting information or research evidence may include virtual images, graphics,
photos songs or messages or recordings

6.Oral History Participation Categories.

1st Category: Young Oral History participation

This section is made up of two activities, the research paper and the Oral Presentation.

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 (a) Research Paper
When writing the research paper, the learners will use the following headings Abstract,
Introduction Methodology, Findings / Interpretation / Analysis, Conclusion and Bibliography
(Reference).

(b)Oral Presentation
The oral presentation will cover the interview research aspects and the images or photos to
support their discussions, findings and conclusions.

6.1. Main stream schools Category, schools following the CAPS curriculum as per their
age group (schools for deaf and the blinds)

6.1.1. Number of participants

 Each District will be represented by 5 learners,1 learner per grade (Grade 8-10) from
Main Stream schools.
Selection process during the Provincial Finals
During the District rounds, each District is to select 05 best young historians consisting of grade
8-11 learners from the main stream schools.

6.1.2. Special Schools Category

Topic: The History of my School

6.1.2.1 Number of Participants

All learners from the special schools are to research on their schools. Each District is to be
represented by 1 young historian learner from the Special Schools during the Provincial
rounds.

Selection Process during the Provincial Rounds

During the Provincial Finals,1 best young historian learner is to be selected for the National
Finals.

6.1.3. Educator Category

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The educators from grade 8-11 are eligible to participate in this category. Their participation is
restricted to one grade even though they teach more than one grade Educator Category.

Educator’s Portfolio of Evidence

Educators are to submit the portfolio file which include the lesson plan and the sample of
resources, sample of interview schedules, sample of assessment tools and rubrics used to
mediate learning and teaching process.
The educators are to outline in their lesson plan how they have introduced and facilitated the
research process, interview process and the research writing process based on the topic. They
are to align their topic and lesson plans their grade. Their research and lesson plans are to
reflect the following: -
Topic
 Historical Timeline or sequence of significant events related to the topic.
 Teaching methods and techniques used to facilitate the following: -
(a) Abstract and introduction
(b)methodology,
(c) findings
(d) conclusion and
(e) biography
(f) Resources and examples used
Educators are to submit the portfolio file which include the lesson plan and the sample of
resources, sample of interview schedules, sample of assessment tools and rubrics used to
mediate learning and teaching process.
The educators are to outline in their lesson plan how they have introduced and facilitated the
research process interview process and the research writing process based on the topic.
The important information to be included in the portfolio: -
 Table of Content
 Oral History topic
 Circular inviting teachers to the workshop
 Lesson plan or research task Plan
 Resources used
 Teaching methods or techniques
 Assessment plan
 Interview schedules introduced to learners

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  Rubric or assessment tools

Number of Participants
Each District to send 1 educator either from (Grade 8-11).

Selection Process during the Provincial Rounds.

During the Provincial Rounds, each Province is to select one educator either from (Grade 8-11)
to attend the national finals.

5.2 Oral History Literacy (Young Story Tellers and Poets Category)

Mainstream Schools

Foundation and Intermediate Phase Category

Poems

The teacher is assigned to select or compose a poem for his or her learners. The poem has to
promote the national heritage animals, fish and flower symbols. The poems must not
exceed 100 words and 2 stanzas.

Story Telling

The learners are to tell a story that she has read or being told. It has to be a story on
promotion of peace, unity, patriotism, active citizenry, nation building or Ubuntu.

Story writing

The grade 4-6 learners are to compose and write their own on promotion of peace, unity,
patriotism, active citizenry, nation building or Ubuntu.

Participation (Grade 1-6)

The school is to arrange and host Heritage day where the grade 1-6 learners will be given an
opportunity to recite the poems and tell stories wearing different attires.

The participation in this category is for grade 7-9 Senior Phase learners only

Story telling

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 Topics
 Grade 07: Celebrating my Primary school years.

 Grade 08: The pride of being a learner

 Grade 09: How to become your brother’s or your sister’s keeper .

The Provinces are to submit the copies of the stories to be presented by the learners before the
competition, immediately after the Provincial Rounds. This will enable the team to make copies
which will be included in the adjudicators’ files. The province will select the top best learner for
participation at the National finals. Only one learners to attend the national finals.

Story Writing

Topics
 Grade 07: The pride of being part of my community
 Grade 08: South Africa as a tourism destination
 Grade 09: The impact of climate change in my Province .

The Provinces are to submit the copies of the stories immediately after the Provincial rounds.
This will be included in the adjudicator’s files. Only one learners will represent the Province in
this category.

Letter Writing

The grade 8-9 learners are to write a letter with focus on “The order of Luthuli award” It is an
order awarded by the President to South African citizens in recognition of their efforts and
committed towards democracy, nation building, human rights, justice, peace and conflict
resolution.

Learners are to write a letter to His Excellence, President Matamela Ramaphosa and advise
him on who is to be awarded “The order of Luthuli”. The learners are to give the reasons as
to why the person is considered as outstanding.

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The Provinces are to submit letters immediately after the Provincial rounds. The letter will be
printed and form part of the adjudicator’ files. Only one learners must be selected to represent
the Province during the National Finals.

Poems (mainstream schools and Special Schools)

This section is classified into Western and the African categories. The Provinces are to select
the best learner irrespective of the category. Only two learners are to represent the Province,
one from the main stream and one from Special Schools.

Poems :(Grade 7-9) and Special Schools

The Poem category comprise of two sections which include the African or the indigenous and
the Western options. It allows the learners to participate in either sections but no learners are
allowed to participate in both sections. The learners are to compose Poems based on their
Provincial coat of Arms and their symbols and their motto.
Province Motto
 Eastern Cape: Development through Unity
 Free State: Katleho ka Kopano
 Gauteng: Unity in Diversity
 Kwa Zulu –Natal: Masisukume Sakhe
 Limpopo: Peace Unity and Prosperity
 Mpumalanga: OMNIA LABOR VINCIT” Work conquers all”
 Northern Cape Sa ǁa ǃaĩsi 'uĩsi “We go good life”
 North West: Kagiso le Tswelopele
 Western Cape: SPES BONA “Good Hope”

Participation at the National Finals

Number of participants

 Each Province will be represented by 04 learners,1 learner per grade (Grade 8-11) and
01 learners from Special Schools. A total of 05 learners will participate under the young
historian category.
Educator Category

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  Only one educator will be selected from either the main stream or Special Schools to
represent the District during the Provincial Rounds.

PARTICIPATION DURING THE PROVINCIAL ROUNDS

1. 1st Category for young historians

(a) Learner Category

 4 learners ,01 per grade and 01 learners from Special Schools to participate
during the Provincial rounds.
 The learns are to submit the research paper and the oral presentation.
 A total of 05 learners from each District.

(b) Educator category

 Only one (01) educator will be selected from either the main stream or Special
Schools to represent the District during the Provincial Rounds
Total overall participation under 1st category (5 learners 01 Educator)

2nd
Categories for Storytelling, Story Writing, Letter Writing and Poems
(a) Story Telling
 The District must make selection from grade7-9 participants.
 Only one (01) learner from this category must represent the District during the
Provincial Rounds.

(b) Story Writing

 The District must make selection from grade7-9 participants.
 Only one (01) learner from this category must represent the District during
the Provincial Rounds.

(c) Letter Writing

 The District must make selection from grade7-9 participants.

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  Only one (01) learner from this category must represent the District during
the Provincial Rounds.

(d) Poems (Western and African categories): Main Stream Schools

Western Category and African Poems
 The learners from Grade7-9 are to recite either the Western or African
Poem.
 Only one (01) learner from either the African or Western category can
represent the District during the Provincial Rounds.
Poems (Western and African categories): Special Schools
Western Category and African Category
 The learners from Senior Phase are to recite either the Western or African
Poem.
 Only one (01) learner from either the African or Western category can
represent the District during the Provincial Round.
2. Total participation under 2nd Category for young historians
Story Telling, Story Writing and Letter Writing
Story Telling
 Only one learner is to be selected to represent the District at the Provincial
rounds
Story Writing
 Only one learner is to be selected to represent the District at the Provincial round
Letter Writing
 Only one learner is to be selected to represent the District at the Provincial
round.

Poems
African and Western Poems: Main stream School
 Only one (01) will be selected from either the main stream or Special Schools to
represent the District during the Provincial Rounds

African and Western Poems: Special Schools

 Only one (01) will be selected from either the main stream or Special Schools to
represent the District during the Provincial Rounds

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 (e) Total overall participation under 1st category
(f) the Districts are to send 06 learners,05 from main stream and one (01) form
Special Schools

(a) Chaperones
(g) Learners from main schools are to be allocated 01 chaperone to cater for learners
under young historians and young storytelling, story writing, Letter writing and
Poems.

(h) Learners from special schools are to be allocated two chaperones, one for young
Historian and one for young story telling category

PARTICIPATION DURING NATIONAL FINALS 2023

1st Category for young historians

Learner Category

Total Participation under 1ST Category: Young Historians

 4 learners from main stream schools (Grade 08-11) and (01) learner from
Special Schools.
 A total of (5) learners from each Province will participate during the National
rounds under this category
 The total number of (45) participants will represent nine (09) Provinces
during the National Finals.

Educator Category
 Only one (01) educator selected either from the main stream schools or
from Special schools ‘category will attend and represent the Province
during the national finals.

Total number (5x9= 45) learners and (1x09=09) Educator (main stream schools or Special
schools for 1st Category.

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 2nd Categories for Letter Writing, Story Telling, Story Writing and Poems

Letter Writing, Story Telling, Story Writing (Main Stream Schools)

Story Telling
 Only one learner is to be selected to represent the Province at the National
Finals
Story Writing
 Only one learner is to be selected to represent the Province at the National
Finals
Letter Writing
 Only one learner is to be selected to represent the Province at the National
Finals.
NB!!Letters that copies of letters submitted ate the Province, must be submitted
to National. No letter will be written during the National Finals.

Poems
Main Stream Schools
 A total of (02) learners will be selected from Main Stream School, (01)
from African Category and (01) from the Wester Category and they will
participate during the National Finals.

Special Schools

 A total of (02) learners will be selected from Special Schools, (01) from
African Category and (01) from the Western Category and they will
participate during the National Finals.

Total Participation under Poems

 The total number of (04) participants, (02) from both main stream and
Special Schools under African category and (02) from both main stream
and Special Schools under Western Category will participate during the
National Finals.

Total participation under 2 nd category

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  A total of (03) learners from main stream schools will be selected for each
of the categories (Storytelling, Story Writing and letter Writing).
 The total number of (04) participants, (02) from both main stream and
Special Schools under African category and (02) also from both main
stream and Special Schools under Western Category will participate
during the National Finals.
 A total of (07) Participants from each Province will participate under 2 nd
category during the National Finals

Total number of Participants for both Categories (Young Historians and Young Story
Teller)
Break down per Province
 Number of Learners = 12
 Number of Educators =01
 Number of Chaperones =02

Total number of Participants from Provinces

 Number of learners: 12 x9 =108
 Number of Educators: 01x09 =09
 Number of chaperones: 02 x09= 18
 Number of Adjudicators: 09

Total number of participants :144

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