2011 Nkosi Albert Luthuli Young Historians' Award call for entries
Posted by Ingrid Thomson | 27 May, 2011Competition details for the 2011 Nkosi Albert Luthuli Young Historians’ Award have been announced.
The Award, open to all learners from Grade 8 to Grade 11, is a national oral history project organised by the Department of Education in partnership with South African History Online.
Details and guidelines are available from the South African History Online website.
Learners will be required to research and prepare a presentation or a documentary film or video on one of the following topics:
(i) 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.
(ii) 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.
- 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).
- 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.
- 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.
- 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;
- The significant places of worship: Learners could interview the members/ leaders of faith based organisations and investigate the history behind a spiritual space of worship. This space could be a mountain, river, building or open field;
- 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.
- 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 the 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.
- 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 the teams and establish how those clubs or teams were formed and how they shaped the lives of many people in the community.
- The history of the liberation struggle in South Africa. For example, learners could chronicle the historiography of the liberation struggle, tracing it back to early colonial conquests, the formation of the South African Native National Congress and subsequent political parties that played a role in the liberation struggle. Learners may also elect to focus on the role of the trade union movement in the liberation struggle. Further, the role played by traditional chiefs and some of the homeland statesmen could also be interrogated.