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Extended Research Project - 6th and 7th Grades: The Basics

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The ERP in the 6th and 7th Grades

What is the extended research project.

The Extended Research Project (ERP) for students in the sixth and seventh grades is a project in History class beginning in November in Fall Semester and culminating in a presentation in late March.  Through their work on the ERP, students are able to build their research, writing, citing and presentation skills.

The ERP in 6th Grade

Overall goals are to:

  • Choose an historical topic from a prescribed list that is relevant, with available sources, meets the assignment requirements and is of interest to the student
  • Research the topic thoroughly
  • Learn and use primary and secondary sources
  • Learn how to write about a topic with authentic voice and proper citations
  • Introduce students to the library databases and resources available to them at WSA
  • Learn how to use NoodleTools in order to keep track of works cited
  • Learn how to determine if a source is credible and to extract information from that source
  • Learn how to find and use sources that are appropriate for the age
  • Learn how to present information in an engaging and contemporary method
  • Discuss their research with unfamiliar yet supportive audiences

Scope and Timeline:

It is the expectation that the majority of the work on the sixth grade ERP will be done in history class rather than at home.

Fall Semester:  Sixth grade students will learn proper word processing, keyboarding, presentation and web platform skills within the curriculum of their Intro to Technology course.  At the same time, the ERP work will be concentrated in history class with specific writing and grammatical lessons supporting the project taught in English class.

By December:   S tudents will have chosen their topic, done the bulk of their research, documented the research on NoodleTools, practiced scaffolded writing assignments in support of the project and developed a thesis statement.

During January, February and March: Students will be concentrating on writing about their topics in anticipation of starting to develop a website as the final product.  They will use an online webtool such as Weebly to develop a website with the following components included within the framework of their site:

  • Background Information of the Event
  • Narrative Depiction of Events
  • Historical Significance of the Event
  • Specific Case Study or Narrative Story Relevant
  • Bibliography

March 27, 2020:  Parents and other students will be invited to an evening event where sixth and seventh grade students will share their projects with attendees. Sixth graders will be expected to sit at a designated computer station with their website available for guests to view and ask questions of the student. Specific teachers, including the classroom teacher will be assigned as “Committee Reviewers” who will assess the students work at that time. 

The ERP in 7th Grade

Overall goals  are to:

  • Choose a person of note in which to research
  • Research the person thoroughly
  • Learn how to write a five paragraph (or more) essay with authentic voice and proper citations
  • Remind students of the library databases and resources available to them at WSA
  • Utilize NoodleTools in order to keep track of works cited
  • Practice how to determine if a source is credible and to extract information from that source
  • Practice finding and using sources that are appropriate for the age
  • Utilize research to prepare an original monologue written from the perspective of that person or someone close to that person
  • Present the memorized 3-minute monologue to an audience of parents and peers (and the sixth graders) in costume

It is the expectation that the majority of the work on the seventh grade ERP will be done in their History and English classes rather than at home.

Fall Semester:   Seventh grade students will re-orient themselves to proper word processing skills and protocols as well as the library databases and the use of NoodleTools.  At the same time, the ERP work will be concentrated in History class with specific writing lessons supporting the project taught in English class.  In addition, the second semester speech class will support public speaking techniques in preparation.

By December:   Students will have chosen their person, done the bulk of their research, documented the research on NoodleTools, and completed a minimum five paragraph essay about the author. 

During January, February and March:  Students will finalize their monologues and costumes and spend significant time rehearsing for their monologue.

March 27, 2020:   Parents and other students will be invited to an evening event where sixth and seventh grade students will share their projects with attendees. Seventh graders will be expected to perform the monologue in front of the audience of attendees. Specific teachers, including the classroom teacher will be assigned as “Committee Reviewer’s” who will assess the students work at that time and ask questions after the student’s performance. 

Research FAQs (Frequently Asked Questions)

How many sources do I need?

You will learn how to get information from both primary and secondary sources and will need to list those in your bibliography under separate headings for each type.  The guide line is:

  • Three Primary Sources of various types including one text, one image and one additional type of your choice
  • Five Secondary Sources with at least two books, one periodical (journal or magazine), and three web sites
  • Three Photo or Image Sources

Wikipedia is a good place to begin research on topics and to get ideas but Wikipedia will not be an acceptable source in your bibliography.

How will I manage my bibliographic information?

You will use an online platform called NoodleTools to manage your bibliography which also will automatically format the final hard copy version for you. You will have a log in and password that you can use to access NoodleTools from any computer with Internet access. Your log in and password are managed by Susan Trower if you forget them.  Need help knowing how to use NoodleTools?  See the NoodleTools Guide!

How do I sort primary sources and secondary sources in NoodleTools?

Log in to NoodleTools. Click on your NHD project. Enter in the source. After entering it should return you to an overall list of all the sources in the bibliography for this project. At the bottom of the list there is a field that says “Select an attribute”. Click on the source you want to classify and then select “primary” or “secondary” for that source.  Do this for all your sources. Once done with that return to the top of the list of bibliography list. In the upper right corner there is a “Sort” field. As a default, keep the sources sorted “Alphabetic”.  When you are ready to print, sort your sources “primary/secondary” in the Sort field.  Any source not classified as primary/secondary will not show up on the list when it is sorted by “primary/secondary.”  

Where can I get more help with knowing how to use NoodleTools?

Thesis Statement

A thesis statement is the central idea of your paper and states an arguable opinion. It informs the reader of your focus and gives a general overview of the order of analysis it will follow. It appears in the first paragraph of a paper; on the main page of a web site; clearly articulated in a monologue performance.  It is essential to do preliminary research on your topic before you try to write your thesis or else you will end up with a weak statement.

Your thesis statement must be clearly present with no question whatsoever of its existence. The worst thing you can have is for someone who has seen your website or watched your monologue and left thinking, “It was a nice website (or performance) but what was the thesis statement?”  

The ease with which the Internet makes information available makes sometimes tempts students to borrow information without properly documenting its source. Poor planning and organization can make it easy to lose track of what you read and where you read it. When you present material that contains any ideas that are not yours alone without properly citing or crediting the original author; that is plagiarism.

It is important to carefully keep track of your information and sources in your paper management system as well as build your bibliography “as you go”.

Plagiarism is taken very seriously. Plagiarism can be detected with careful reading, simple Internet searches and plagiarism software. If a student submits work in first draft form that contains plagiarized material, the student’s teachers will make every effort to ensure the student’s understanding of what it is and how to avoid it. If any work is submitted in final draft form containing plagiarized material, the student’s grade will be severely affected.

ERP Scope of Study at West Sound Academy, Grades 6 - 12

Students at West Sound Academy will follow the progression of ERP subject areas below:

Grade 6:                 History

Grade 7:                    History or English

Grade 8:                  Science

Grade 9:                  History

Grade 10:                English

Grade 11:                Extended Essay (EE) or Senior Project (SP) in the subject of student’s choice

Grade 12:               Finalization of EE or SP

Middle School Humanities Teacher

Georgia Chehade

Georgia Chehade

R1 and R2 Ryan Hall

Email:   [email protected]

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history research project grade 6

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  • Last Updated: Oct 19, 2022 2:16 PM
  • URL: https://libguides.westsoundacademy.org/erp_6-7

Ancient World History Research Project

Task: complete an ancient world history research project, choose one of the 4 categories below.

history research project grade 6

World History & Geography

" Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds."

- California State Board of Education, History Standards

Overarching History Standards - Analysis Skills

Chronological and Spatial Thinking

Students explain how major events are related to one another in time.

Students construct various timelines of key events, people, and periods of the historical era they are studying.

Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.

Research, Evidence, and Point of View

Students frame questions that can be answered by historical study and research.

Students distinguish fact from opinion in historical narratives and stories.

Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.

Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, and author’s perspectives).

Historical Interpretation

Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.

Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations.

Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.

Students recognize the role of chance, oversight, and error in history.

Students recognize that interpretations of history are subject to change as new information is uncovered.

Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues.

history research project grade 6

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history research project grade 6

Black History Month Research Project: A Step-by-Step Guide

Black-History-Month-Research-Project

Hello Teacher Friends! How is your 2022 going? For me, this year is just zipping by! I cannot believe it is nearly Black History Month already! Since February is so close, I wanted to take a quick minute and highlight one of my most popular resources in my TpT Store . My Black History Month Research Project is incredibly popular this time of year. This resource has helped literally hundreds of teachers and thousands of students learn the research process and commemorate important Black individuals! I’ve recently updated the entire product and wanted to break it down and show you how I use this resource in my classroom!

Black History Month Research Project

With this resource, each student will research an influential Black individual, write a biographical essay about their individual and create a visual representation of their person! While this sounds like a lot of work, I promise I have broken it down into manageable chunks for YOU and your students! Even students who struggle with reading and writing have succeeded with this project!

Phase 1: Building Research Skills

Before beginning, students need a research subject! Included in this resource is a list of over 140 Black individuals who have made significant contributions to society— including many influential women! Personally, I like to randomly assign names to students. (Actually, I usually have them pick a name out of a bowl.) I do this for a few reasons. First, I think there is value in learning about someone new that students maybe haven’t even heard of before. If given the choice, students often default to the Black figures they already know! I don’t want them to do that! Second, I like to have all my students in all my classes have different names. This way, when we display them in the hallway or classroom, we don’t have any duplicates!

Black-History-Month-Research-Project

After students have their research subject, it is time to learn how to research. Instead of setting my students loose on Google right away, I like to teach them the research process. This direct teaching does take a little bit of class time. However, it is totally worth it! Not only will your students’ end results be infinitely better, but they are learning foundational research skills. Research skills that they will use again and again throughout their educational careers!

In these lessons, students will learn about different types of sources, how to determine if a source is credible, and how to recognize an author’s bias.

Black-History-Month-Activities

I’ve included a “Source Credibility Checklist” for students to keep as a reference that will help them determine whether a source is a “good” source or not. I’ve also outlined a fun activity intentionally using a completely biased website! It’s a real eye-opening activity for students that shows them the need to use multiple sources and check for credibility.

Black-History-Month-Writing-Assignment

Phase 2: Research & Note-taking

Black-History-Month-Writing-Assignment

The next step in the Black History Month Research Project is to research! I have two Slides Presentations giving students tips for conducting thorough research and taking notes to keep track of the information they have gathered! Students can take notes on their KWL Chart. I’ve also included a Note-taking Graphic Organizer that helps students keep track of what information came from what source. Keeping track of their information will come in handy later when they create their bibliographies!

Black-History-Month-Middle-School

Phase 3: Writing Black History Month Research Project Essays

Following the research and note-taking process, it’s time for students to outline and draft their essays. I’ve included a suggested outline that students can use to organize their information. In the Slides, I show how to take the information from their outline and notes and turn it into paragraphs in their essays! In my class, we talk a lot about writing excellent paragraphs . Here is another resource that can help if your students are struggling with this basic building block of writing!

Also in this phase, students will work together to edit and revise one another’s essays. This collaborative process is a great way to teach students how to give and accept feedback. It is also helpful in learning how to improve one’s writing from the first draft to the published final copy!

Black-History-Month-Research-Project

Additionally, students will also practice citing their sources by creating a bibliography. At the middle school level, I don’t require my students to stick with MLA or Chicago styles or anything in particular. I’m most interested in them understanding that they should be giving credit to the original authors. I don’t worry too much about formatting it in a specific style. I’ve included a Simple Bibliography Guide for students to use!

Phase 4: Visual Display & Class Presentations

Black-History-Month-Activity-Middle-School

Finally, students will create a visual display of information for their person. There are endless options for this portion of the assignment. You could ask students to simply use a large sheet of paper, a poster board, etc. to create a visual by hand. Alternatively, I heard from one tech-savvy teacher who asked his students to create a Slide for their visual component. He compiled the Slides, set up a projector in the front of the school, and looped the Slides all throughout February to allow others in the school to learn from their research!

I generally stick with a low-tech option and use large sheets of paper (my school has 12×18 sheets of paper that seem to work well). Students include the the most important facts and information about their individual. I also ask them to include pictures and a quotation on their poster. When students have finished their essays and their posters, students present their Black History Month Research Projects to the class. Afterwards, I like to display the posters in the hallway outside my classroom to allow others to learn as well!

Black-History-Month-Research-Project

Phew! If that sounds overwhelming, don’t worry! I’ve got you covered! This resource includes over 120 Instructional Slide s that literally walk you through the entire process! Also, if you need any help along the way, I’m just an email away!

How do you like to commemorate Black History Month with your students? I’d love to hear your ideas!

Brenna (Mrs. Nelson)

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Grade 6 - Social Science, History Research Project

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Learners were given guidelines and were taught how to research and write a biography. They were encouraged to interview their parents and grandparents to help them with their research.

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Grade 6: History: Term 3: Democracy and Citizenship in South Africa

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Contents: Democracy and Citizenship in South Africa

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Pawlett Historical Society

Sixth Grade History Projects

Introduction by Ann Hunt Sixth Grade Teacher at West Pawlet and Mettawee Community School

When I accepted the position of sixth grade teacher five days before school started in 1980 I didn’t even know where the town of Pawlet was located. Twenty years later when I retired, I not only knew many people in Pawlet I also knew a lot about the town’s history. This was mainly because I had read over three hundred Pawlet History Essays and helped my students research their topics. The last two years I taught at Mettawee Community School I also began to learn about the history of Rupert.

I was always grateful to the Pawlett Historical Society for getting the essay project started and assuring the sixth graders that they were doing a service to their town by researching and recording its history. As I look over the list of people who were the subjects of essays, I know many of them are no longer with us and the information they gave the students might not otherwise have been written down. The list of places and other subjects that have been written about are impressive. I am looking forward to reading and rereading the essays and watching the videos.

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  • Oral Histories

More about the Pawlett Historical Society Brenda Smith 6th Grade Memorial Project

This project has some history of its own. The Pawlett Historical Society initiated it in 1982 and ever since, the sixth graders of this community have researched and written reports about a place, a person, or some other aspect of local history. When Mettawee Community School was built, the Rupert students joined in the project, writing about their town.

In 2014 we renamed this award to honor Brenda Smith, a member of our group who passed away after a long illness. Brenda was passionate about learning, having been a teacher for many years in Granville. Her commitment to young people, community, and social justice was clear to all who knew her.

Also in 2014 we started experimenting with the format of the project by having the students research an artifact from our collection. Students measured, described, researched, and photographed or drew their object. Then they chose whether to write a report about it or to write a story which included the artifact. They also presented to visiting community members.

In 2015 students interviewed and videotaped members of the community about growing up in Pawlet. This intergenerational connection was a fascinating way for the Mettawee sixth graders to learn history directly from people in their town. Each year our team works with the teachers to tailor a project which fits their educational needs.

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history research project grade 6

SS 6 History Project T3 2023

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Resource Description

SOCIAL SCIENCE GRADE 6:   History Project Term 3 (2023)

Included are the following :

Total:   40 marks

Step by step instructions

Checklist for learners

Detailed instruction on how to use the Harvard method of referencing

Images to use in the project

Assessment rubric

A reader with information for learners that do not have access to resources

A research planner to assist learners with planning their project.

In Word format for easy editing.

Also available in Afrikaans!

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COMMENTS

  1. Extended Research Project

    The Extended Research Project (ERP) for students in the sixth and seventh grades is a project in History class beginning in November in Fall Semester and culminating in a presentation in late March. Through their work on the ERP, students are able to build their research, writing, citing and presentation skills. The ERP in 6th Grade

  2. SOCIAL SCIENCES GRADE: 6 TERM 3 HISTORY PROJECT

    1. With the help of the teacher and parents identify somebody who contributed to building democracy in our country or your community. 2. It can be a religious leader, sports Question: SOCIAL SCIENCES GRADE: 6 TERM 3 HISTORY PROJECT MARKS: 40 HISTORY RESEARCH PROJECT: THE LIFE STORY OF A DEMOCRATIC LEADER.

  3. History Research Project 6

    Ancient World History Research Project. Task: Complete an Ancient World History Research Project! ... " Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the ...

  4. Black History Month Research Project: A Step-by-Step Guide

    Phase 1: Building Research Skills Before beginning, students need a research subject! Included in this resource is a list of over 140 Black individuals who have made significant contributions to society— including many influential women! Personally, I like to randomly assign names to students.

  5. Grade 6

    The grade 6 learners had to choose a person and write a biography of a leader who has contributed to building democracy. Learners were given guidelines and were taught how to research and write a biography. They were encouraged to interview their parents and grandparents to help them with their research. Whatsapp. Previous.

  6. PDF RESEARCH PROJECT

    6. The student may include additional appropriate newspaper clippings of major events in his state. The student may also include other information of particular interest about his state that may not be specifically required in the outline. 7. The State History Research Project represents a full semester of work; therefore, no grade should be

  7. Historical Figures Teaching Resources for 6th Grade

    Help your students learn about and recognize some of the most influential Black leaders in history with Black History Month Research Project. PDF ... Historical Figures for 1st Grade Historical Figures for 2nd Grade Historical Figures for 3rd Grade Historical Figures for 4th Grade Historical Figures for 5th Grade About Us.

  8. Grade 6: Social Sciences: History

    Grade 6: Social Sciences - History - Term 3 - Democracy and citizenship (ENG) Research project task [email protected] +27 (0)21 785 1214 Worksheet Resources $40/year Worksheet Resources $40/year Toggle navigation. Resources. Worksheet Resources. Grade R. For Afrikaans Learners;

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    R 74.99 Get Started Take this Course This lesson includes all you need to complete the Term 3 History Research project for Grade 6. Project Hook Project Instructions (TechLoaded and ZedTech) List of possible research candidates Assessment Rubric (Printable and Google Classroom) Example of planning Bibliography template Course Content

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    SOCIAL SCIENCE GRADE 6: History Project Term 3 (2022) Included are the following: Total: 40 marks. Step by step instructions. Checklist for learners. Detailed instruction on how to use the Harvard method of referencing. Images to use in the project. Assessment rubric. A reader with information for learners that do not have access to resources.

  12. Grade 6 History Research Project Term 3 • Teacha!

    Grade 6 History Research Project Term 3 Topic: Democracy and Citizenship Includes 4 Pages and 2 Sections Section A: 7 Research Questions on a South African leader that influenced Democracy in South Africa Section B: Create a poster Rubric included CAPS Curriculum English

  13. PDF The U.S. History Research Project: A Manual for Students

    By Rachel Engelke, Mara Lytle, Elaine DeVoss, Cindy Bertozzi, Eric Styles, Mark Williams and Sarah Zimmermann Revised for 2013-2014. Table of Contents. Introduction—2. Chapter I: Selecting your topic—5 (Reference collection, background reading, online research guide, narrowing the scope of your topic) Chapter II: Selecting sources—8 ...

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    DCES: Social Sciences. Social Sciences aims to provide opportunities for learners to look at their own world with fresh, critical eyes and perhaps, more importantly, it aims to introduce a world beyond their everyday realities. Learners are trained to speculate, debate, to make connections, to select, to prioritise and to persist, in tackling ...

  15. Grade 6: History: Term 3: Democracy and Citizenship in South Africa

    Teacher's Guide: Gr6: Democracy and Citizenship in South Africa (Printable) Contents: Democracy and Citizenship in South Africa LESSON 1: WHAT IS DEMOCRACY? 1.1. Teacher's Guide and Lesson Plan: What is Democracy? 1.2. Resources: What is Democracy? 1.3. Videos: (1) What is Democracy? 1.4. Worksheets: What is Democracy? LESSON 2: LET'S VOTE 2.1.

  16. Social Sciences History Grade 6 2018 Term 3 Project • Teacha!

    Home Social Sciences History Grade 6 2018 Term 3 Project. Sold By SuStudies - Teacher 911. Grade / Level Grade 6. Age 11. Year 7. Type Tasks. School Term Term 3. Language English. Curriculum Kenya - CBC, Mauritius Primary Curriculum Framework, Nigeria - Universal Basic Education (UBE), South Africa - CAPS.

  17. PDF 2020 Social Sciences Annual Teaching Plan and Curriculum Coverage

    History research project for Grade 6: A biography of a South African who has contributed to building democracy. Class time for project work Note: Textbooks should provide details on how to do a research project and write a biography. 1 ½hours Week 10 7/9 - 11/9 Week 11 : OPEN TERM 4 TEACHING PLAN 14/9 - 18/9 ...

  18. Sixth Grade History Projects

    This project has some history of its own. The Pawlett Historical Society initiated it in 1982 and ever since, the sixth graders of this community have researched and written reports about a place, a person, or some other aspect of local history. When Mettawee Community School was built, the Rupert students joined in the project, writing about ...

  19. gr6t3-ss-history-lesson-plan-history-research-project-task.pdf

    Grade 6 Term 3 History Democracy and citizenship: History Research Project Task: The biography of a South African who has contributed to building democracy Name of Unit: Research project Time: 2 hours class time; the rest at home Grade 6: Term 3 Subject: History Curriculum reference Grade 6 Term 3 History: Democracy and citizenship: History Rese...

  20. 2018-6SS-T3-HIST-PROJECT.docx

    Total 40 mark s SOCIAL SCIENCES HISTORY GRADE 6 PROJECT TERM 3 2018 MARKING GUIDELINES References: Booklet Example Image: Adapted From: Author Unknown, (2015), Booklet Examples [ONLINE]. ... This assignment involves completing online research and writing a mini research paper on your findings.In order to complete it successfully, you will need ...

  21. Social Sciences History Project Term 3 Grade 6

    SOCIAL CIENCES HISTORY GRADE 6 TERM 3 PROJECT EASY TO USE AND UNDERSTAND ALSO AVAILABLE IN AFRIKAANS IN MY STORE. FORMAL ASSESSMENTS ALSO AVAILABLE. KEYWORDS AND ILLUSTRATIONS ARE INCLUDED. BIBLIOGRAPHY OF NELSON MANDELA

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    Legislature or Parliament (Makes the laws) In the first democratic elections, all South Africans over the age of 18 were allowed to vote. This was the first time that many people were given the opportunity to vote and it was a very

  23. SS 6 History Project T3 2023 • Teacha!

    SOCIAL SCIENCE GRADE 6: History Project Term 3 (2023) Included are the following: Total: 40 marks Step by step instructions Checklist for learners Detailed instruction on how to use the Harvard method of referencing Images to use in the project Assessment rubric A reader with information for learners that do not have access to resources