TERM 2: RESEARCH TASK 3

100 MARKS
EDUCATORS MUST NOTE THE FOLLOWING:

1. The Educator must start with class and individual discussions of the chosen
research topic.

2. Learners do research in the school library, local library or on the internet, if

available, on the topic chosen, or the Educator must provide learners with the
relevant sources. Learners must select from the sources that are appropriate for
their topic.

3. Learners need to make notes during their research, and they must record
information in their own words. Educators must be particularly vigilant that
learners do not simply download and use information from the internet without
reworking it. Their assignments must include a list of references consulted.

4. Educators must provide a clearly worded task for the learners. The task must
include time frames for each stage of the assignment and the assessment criteria
that will be used for assessment. The dates within the timeframes will include a
date for planning to be completed; a date for rough work to be completed; date
for final product. Educators will check the work at each stage.
5. The Educators must give and explain the marking guidelines or rubric to the
learners so they know what is expected of them. Educators must use and file the
attached rubric and annexures.
INSTRUCTIONS AND INFORMATION
1. This SBA task consists of TWO Research questions

2. Answer ONE research question

3. You are advised to use a MINIMUM OF THREE resources and the guidelines
provided in structuring your research essay.
4. Learners are advised to refrain from plagiarism as it will lead to heavy penalty.

5. All referrals (quotations from all sources) should be acknowledged in the

research bibliography.
6. The teachers need to show learners how to do in-text reference

7. Using a variety of resources and not relying solely on the internet and your
textbook.
8. These sources should be relevant, appropriate for your research task.

9. The length of the essay should be 4 pages (excluding cover page, index and
bibliography)
10. Learners will be assessed on their ability to:

 demonstrate thorough knowledge and understanding of the research question

 use relevant information to answer the question
 plan and structure the research essay
 use evidence to support a line of argument and sustain an independent and
well-balanced line of argument
QUESTION FOCUS: THE NEGOTIATED SETTLEMENT AND THE GOVERNMENT
OF NATIONAL UNITY
“President FW de Klerk’s speech at the opening of the South African
parliament in Cape Town on 2 February 1990 signalled a turning point in the
struggle for democracy in South Africa. On this day, President De Klerk lifted
the ban on the major anti-apartheid organisations, undertook to release Nelson
Mandela and other political prisoners, and declared the door to negotiations
open” (Arnold, 1992:1; Sisk, 1995:56)

In the context of the above background, investigate the following research

question:
How did South Africa emerge as a democracy from the crises of the 1990s?
The focus of the Research task should be on the following, among others:
 How did the political parties build a unified democracy through
leadership, compromise and negotiations?
 How did the signing of the five most important documents in the
negotiation process lead to the Government of National Unity (GNU)?
 Explain the impact of the instances of destabilising violence on the
negotiations.

LIST OF SUGGESTED RESOURCES

https://uir.unisa.ac.za/bitstream/handle/10500/3401/thesis_seo_s.pdf?sequence=1&isAllowed

https://www.theanswer.co.za/wp-content/uploads/2019/07/Grade-12-History-Topic-5-slides.pdf

https://onlinelibrary.wiley.com/doi/full/10.1002/pa.1713

https://study-democracy.sun.ac.za/study-guide/part-1-introduction/the-road-to-democracy-in-
south-africa/

https://hsf.org.za/publications/focus/focus-79-south-africa-and-the-world-1/dekadt-cupido-sas-
democracy-in-a-global-context.pdf

Any other relevant books, newspapers and journals on Black Consciousness Movement
ANNEXURE D: GUIDELINES ON HOW TO WRITE A BIBLIOGRAPHY

• For a book:

Author (last name, initials). Title of book (Publishers, Date of publication).

Example:

Dahl, R. The BFG. (Farrar, Straus & Giroux, 1982).

• For an encyclopaedia:

Encyclopaedia Title, Edition Date. Volume Number, ‘Article Title’, page numbers.

Example:

Encyclopaedia Britannica. 1997. Volume 7, ‘Gorillas’, pp. 50-51.

• For a magazine:

Author (last name first), ‘Article Title’. Name of magazine. Volume number, (Date): page numbers.

Example:

Jordan, Jennifer, ‘Filming at the top of the World’. Museum of Science Magazine. Volume 47, No 1,
(Winter 1998): p 11.

• For a newspaper:

Author (last name first), ‘Article Title’. Name of Newspaper. City, state publication. (Date): edition if
available, section, page number(s).

Example:

Powers, Ann, ‘New Tune for the Material Girl’. The New York Times. New York, NY. (3/1/98): Atlantic
Region, Section 2, p 34.

• For a person:

Full name (last name first). Occupation, date of interview.

Example:

Smeckleburg, Sweets. Bus Driver. 1 April 1996.

• For a film:

Title, Director, Distributor, Year.

Example:

Braveheart, Director Mel Gibson, Icon Productions, 1995.

TABLE SHOWING HOW TO STRUCTURE AND CARRY OUT RESEARCH

KEY QUESTION:
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________

STRUCTURE OF A RESEARCH
SUGGESTIONS ON HOW TO CARRY OUT RESEARCH
ASSIGNMENT

Hint 1:
Before you start your research
 Analyse the key question and make sure that you fully
understand what is being asked.
 You need to take a stance or stand on the research
question

Cover Page ü Use the 'Cover Page for a Research Assignment' and
'Monitoring Log'. [Annexure A and Annexure B

ü Write the table of contents to present your argument in a

structured manner

Introduction  Explain the approach that will be taken in your research

assignment
(Write approximately ½–1 page)
 Indicate the line of argument that will be taken to answer
the key question.

Background
 Explain the historical context of the question.
(Write approximately 1–2 pages)
 Give some background information about the question

Hint 2:  Ensure that you have a plan so that your time is used
effectively to meet deadlines.
During the research process
 Refer to the list of resources that may be consulted.

 At all times keep the key question in mind. Keep asking

yourself whether the information you are gathering is
relevant to the question.

 Use the template to help structure your note-taking.

[Annexure D]
Body of Essay  In this section, you present and substantiate your argument.

(Write approximately 2–3 pages)  Select evidence from your readings which could be used to
substantiate your line of argument in answering the key
question.

Conclusion  In this paragraph, you should sum up the argument that was
sustained and developed in the body of your research
(Write approximately ½–page)
assignment.

Reflection
(Write approximately ½–1 page)
 In this section, you should discuss what you have learnt from the
research assignment.
 Explain what insights, skills and knowledge you have acquired
while undertaking the research.

Bibliography  List ALL the resources that you used during the preparation of
your research assignment.

 An example of how to correctly format a bibliography is included

[Annexure E].

Hint 3:  Check that you have complied with the following requirements:

Before you submit your research 1. Front Cover

assignment
2. Introduction

3. Background

4. Body of evidence

5. Conclusion

6. Reflection

7. Bibliography

 Proofread your work thoroughly to check for coherence, spelling

and grammatical errors.
ANNEXURE A: COVER PAGE FOR A RESEARCH ASSIGNMENT:

GRADE 12 RESEARCH ASSIGNMENT: HISTORY

NAME OF SCHOOL

NAME OF LEARNER

SUBJECT

RESEARCH TOPIC

KEY QUESTION

STATEMENT OF AUTHENTICITY:

I hereby declare that ALL pieces of writing contained in this research assignment, are my own
original work and that if I made use of any source, I have duly acknowledged it.

LEARNER’S SURNAME AND NAME: ________________________________

LEARNER’S SIGNATURE: _________________________________________

LEARNER’S EXAMINATION NUMBER: ______________________________

FINAL DATE OF SUBMISSION: _________________

ANNEXURE B: MONITORING LOG

DATE ACTIVITY COMMENT

January Commencement Learners are given the instructions,

guidelines and key question for the
research assignment.

1st DRAFT:

Learners must provide evidence that they have

February analysed the topic and understand the focus of
the key question.

A preliminary bibliography must be submitted.

2nd DRAFT:

Learners must provide evidence of having

planned their research assignment.
February Research notes from the sources consulted
should be made available.

A synopsis of the main argument must be

presented.

February Final copy to be handed in

March Feedback

Teacher’s name: _______________________

Teacher’s signature: ___________________

Learner’s signature: ____________________

ANNEXURE C: TEMPLATE FOR NOTE-TAKING DURING RESEARCH
FULL REFERENCE OF RESOURCE
E.g.:
South African History Online, For Freedom and Equality,
Celebrating
Women in South African History (DBE, no date).
http://www.sahistory.org.za/aidsresources/freedom-and-
equalitycelebrating-women-south-africanhistory-booklet
EVIDENCE (This could be used to
support your argument)
‘During the 1980s hundred of thousands
of black women were forced to move
and were dumped in remote rural areas
called Bantustans or ‘homelands’: These
forced removals mainly affected women’
(p 23). This extract could be used as
evidence that women’s role in the
struggle against apartheid was different
to men’s role.
 Assessment rubric: How did South Africa emerge as a democracy from the crises of the 1990s?
SURNAME AND NAME: ________________________________________________ DATE: _________
CRITERIA
Criterion 1 8 – 10
Shows thorough/ excellent
understanding of planning on
Planning (10) how did South Africa emerge
as a democracy from the
crises of the 1990s
Criterion 2 16 – 20
Shows thorough/ excellent
understanding of identifying
Identify and and accessing sources of
access a variety information on How did South
Africa emerge as a democracy
of sources of
from the crises of the 1990s
information (20)
Criterion 3 8 – 10
Shows thorough/ excellent
knowledge and understanding
Knowledge and of the period on how did
understanding of South Africa emerge as a
democracy from the crises of
the period (10)
the 1990s
Criterion 4 23 – 30
Shows thorough/ excellent
understanding of how to write
Historical a coherent argument from the
enquiry, evidence collected on how did
South Africa emerge as a
interpretation &
democracy from the crises of
communication
the 1990s
(Essay) (30)
Criterion 5 8 – 10
Shows thorough/ excellent
evidence on how to present
Presentation (10) researched information in a
structured manner (e.g. Cover
page, table of contents,
research topic etc.)
Criterion 6 8 – 10
Shows thorough/ excellent
understanding of evaluating
Evaluation & and reflecting on the research
reflection (10) assignment process (e.g. what
has a candidate learnt from
undertaking research)
Criterion 7 8 – 10
Acknowledgemen Shows thorough/ excellent
t of sources (10) understanding of
acknowledging sources (e.g.
footnotes, references,
plagiarism)
5–7
Shows adequate understanding
of planning on how did South
Africa emerge as a democracy
from the crises of the 1990s
10 – 15
Shows adequate understanding
of identifying and accessing
sources of information on how
did South Africa emerge as a
democracy from the crises of the
1990s
5–7
Shows adequate knowledge and
understanding of the period on
how did South Africa emerge as
a democracy from the crises of
the 1990s
14 – 22
Shows adequate understanding
of how to write a coherent
argument from the evidence
collected on how did South
Africa emerge as a democracy
from the crises of the 1990s
5–7
Shows adequate evidence on
how to present researched
information in a structured
manner (e.g. Cover page, table of
contents, research topic etc.)
5–7
Shows adequate understanding
of evaluating and reflecting on
the research assignment process
(e.g. what has a candidate learnt
from undertaking research)
5–7
Shows adequate understanding
of acknowledging sources (e.g.
footnotes, references, plagiarism)
3–4
Shows some evidence of
planning on how did South
Africa emerge as a democracy
from the crises of the 1990s
5–9
Shows some understanding of
identifying and accessing
sources of information on how
did South Africa emerge as a
democracy from the crises of
the 1990s
3–4
Shows some knowledge and
understanding of the period on
how did South Africa emerge
as a democracy from the
crises of the 1990s
7 – 13
Shows some understanding of
how to write a coherent
argument from the evidence
collected on how did South
Africa emerge as a democracy
from the crises of the 1990s
3–4
Shows some evidence on how
to present researched
information in a structured
manner (e.g. Cover page, table
of contents, research topic etc.)
3–4
Shows some evidence of
evaluating and reflecting on
the research assignment
process (e.g. what has a
candidate learnt from
undertaking research)
3–4
Shows some evidence of
acknowledging sources (e.g.
footnotes, references,
plagiarism)
0–2
Shows little or no evidence of
planning on How did South
Africa emerge as a democracy
from the crises of the 1990s
0–4
Shows little or no
understanding of identifying
and accessing sources of
information on how did South
Africa emerge as a democracy
from the crises of the 1990s
0–2
Shows little or no knowledge
and understanding of the
period on how did South
Africa emerge as a democracy
from the crises of the 1990s
0–6
Shows little or no
understanding of how to write
a coherent argument from the
evidence collected on how did
South Africa emerge as a
democracy from the crises of
the 1990s
0–2
Shows little or no evidence on
how to present researched
information in a structured
manner (e.g. Cover page, table
of contents, research topic etc.)
0–2
Shows little or no evidence of
evaluating and reflecting on
the research assignment
process (e.g. what has a
candidate learnt from
undertaking research)
0–2
Shows little or no evidence of
acknowledging sources (e.g.
footnotes, references,
plagiarism)