{"id":3643,"date":"2015-11-24T18:01:45","date_gmt":"2015-11-24T15:01:45","guid":{"rendered":"https:\/\/activehistory.co.uk\/updates\/?p=3643"},"modified":"2015-10-31T18:02:29","modified_gmt":"2015-10-31T15:02:29","slug":"the-apartheid-laws-research-categorisation-and-prioritisation","status":"publish","type":"post","link":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/the-apartheid-laws-research-categorisation-and-prioritisation\/","title":{"rendered":"The Apartheid Laws: research, categorisation and prioritisation"},"content":{"rendered":"<p><strong><a href=\"https:\/\/activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/10\/3\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-3641\" src=\"https:\/\/activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/10\/3\" alt=\"apartheid-sign-whites-only\" width=\"350\" height=\"307\" srcset=\"https:\/\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/10\/3 350w, https:\/\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/10\/3-300x263. 300w\" sizes=\"auto, (max-width: 350px) 100vw, 350px\" \/><\/a><a href=\"https:\/\/www.activehistory.co.uk\/main_area\/worksheets\/ib_rights_and_protest_south_africa_apartheid\/2_Apartheid_Established\/1_Apartheid_Laws.doc\">The Apartheid Laws: research, categorisation and prioritisation<\/a><\/strong>\u00a0|\u00a0<a href=\"https:\/\/www.activehistory.co.uk\/TEACHER_AREA\/ib_rights_protest_south_africa_apartheid\/2_Apartheid_Established\/1_Apartheid_Laws.doc\"><strong>Completed teacher copy<\/strong><\/a><br \/>\n&#8220;1. Read the details about each Act and use these to complete the second column with the correct titles from this list:<br \/>\nPopulation Registration Act | Bantu Self-Government \/ Authorities Acts | Group Areas Act | Bantu Education Act | Separate Amenities Act | Public Safety Act |<br \/>\n2. Two of the \u2018details\u2019 cells have been left intentionally blank. Conduct your own research on these to complete the column.<br \/>\n3. Add an appropriate captioned image of your choice to complete the final column. Choose your images carefully.<br \/>\n4. Using the list of apartheid legislation\u00a0<a href=\"https:\/\/goo.gl\/AmBnYJ\" target=\"_blank\" rel=\"noopener\">here<\/a>, identify ONE further piece of apartheid legislation passed before 1965 that strikes you as particularly important. Add a further row into your table to bring your list up to TEN key pieces of legislation.&#8221;<\/p>\n<p>Part of the complete scheme of work to support the <a href=\"https:\/\/www.activehistory.co.uk\/Miscellaneous\/menus\/IB\/apartheid_south_africa\/\">IBDP History &#8220;Rights and Protest&#8221; unit on Apartheid South Africa<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The Apartheid Laws: research, categorisation and prioritisation\u00a0|\u00a0Completed teacher copy &#8220;1. Read the details about each Act and use these to complete the second column with the correct titles from this list: Population Registration Act | Bantu Self-Government \/ Authorities Acts | Group Areas Act | Bantu Education Act | Separate Amenities Act | Public Safety&#8230; <\/p>\n<div class=\"link-more\"><a href=\"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/the-apartheid-laws-research-categorisation-and-prioritisation\/\">Read More<\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[14,6],"tags":[],"class_list":["post-3643","post","type-post","status-publish","format-standard","hentry","category-20th-century","category-ib-history"],"jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":5842,"url":"https:\/\/www.activehistory.co.uk\/updates\/uncategorized\/the-apartheid-laws-research-categorisation-and-prioritisation-completed-teacher-copy-sample-student-project\/","url_meta":{"origin":3643,"position":0},"title":"The Apartheid Laws: research, categorisation and prioritisation | Completed teacher copy | Sample Student Project","author":"Russel Tarr","date":"October 13, 2024","format":false,"excerpt":"The Apartheid Laws: research, categorisation and prioritisation\u00a0|\u00a0Completed teacher copy\u00a0|\u00a0Sample Student Project Part of the IBDP Paper 1 Rights and Protest South Africa topic page.","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3434,"url":"https:\/\/www.activehistory.co.uk\/updates\/categorisation\/using-hexagon-learning-for-categorisation-linkage-and-prioritisation\/","url_meta":{"origin":3643,"position":1},"title":"Using Hexagon Learning for categorisation, linkage and prioritisation","author":"russeltarr","date":"January 31, 2015","format":"gallery","excerpt":"The ability to select, prioritise, categorise and link evidence is a valuable skill that students learn in History. It is also highly transferable to other subjects. Using hexagons is a particularly simple and effective way of developing these skills. Read a detailed case study here. I have created an Online\u2026","rel":"","context":"In &quot;Categorisation&quot;","block_context":{"text":"Categorisation","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/categorisation\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/2013-11-05-13.25.23.jpg?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":3719,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/why-had-the-shah-become-so-unpopular-by-1979-hexagons-exercise-igcse-paper-2-source-work\/","url_meta":{"origin":3643,"position":2},"title":"Why had the Shah become so unpopular by 1979? &#8211; Hexagons exercise (IGCSE Paper 2 source work)","author":"Russel Tarr","date":"January 30, 2016","format":false,"excerpt":"Why had the Shah become so unpopular by 1979? - Hexagons exercise Students are presented with 30 key facts helping them to answer the question, in the form of hexagons. They then analyse, categorise, link and prioritise these using the format described in this post: \"Using Hexagon Learning for categorisation,\u2026","rel":"","context":"In &quot;1900-2000 (GCSE History)&quot;","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"Screen Shot 2016-01-30 at 13.36.55","src":"https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2016\/01\/Screen-Shot-2016-01-30-at-13.36.55-1024x442.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2016\/01\/Screen-Shot-2016-01-30-at-13.36.55-1024x442.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2016\/01\/Screen-Shot-2016-01-30-at-13.36.55-1024x442.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2016\/01\/Screen-Shot-2016-01-30-at-13.36.55-1024x442.jpg?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":3638,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/south-africa-discriminatory-laws-passed-before-1948\/","url_meta":{"origin":3643,"position":3},"title":"South Africa &#8211; Discriminatory laws passed before 1948","author":"Russel Tarr","date":"November 16, 2015","format":false,"excerpt":"Discriminatory laws passed before 1948 \"Using any sources available to you, research the provisions of each of the following TEN laws passed before 1948.When you have notes on each, colour code the laws using a scheme of your choice and provide a key to make it clear how you have\u2026","rel":"","context":"In &quot;1900-2000 (GCSE History)&quot;","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"baha-apartheid-signage","src":"https:\/\/activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/10\/2","width":350,"height":200},"classes":[]},{"id":245,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/year-9-history\/the-causes-of-world-war-two-flash-prioritisation-exercise\/","url_meta":{"origin":3643,"position":4},"title":"The Causes of World War Two: Flash Prioritisation Exercise","author":"Russel Tarr","date":"September 21, 2006","format":false,"excerpt":"A new activity designed in Flash to encourage reflection on the respective importance of a variety of factors.","rel":"","context":"In &quot;1900-2000 (GCSE History)&quot;","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3648,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/factual-test-the-apartheid-laws\/","url_meta":{"origin":3643,"position":5},"title":"Factual Test: the Apartheid laws","author":"Russel Tarr","date":"December 1, 2015","format":false,"excerpt":"Factual Test: the Apartheid laws\u00a0|\u00a0Teacher answer sheet A detailed factual test in the form of a 'fill the gaps' exercise. When completed and corrected, it forms a useful revision aid in itself. Part of the complete scheme of work to support the IBDP History \"Rights and Protest\" unit on Apartheid\u2026","rel":"","context":"In &quot;1900-2000 (GCSE History)&quot;","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"apartheid-sign-whites-only","src":"https:\/\/activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/10\/3","width":350,"height":200},"classes":[]}],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3643","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/comments?post=3643"}],"version-history":[{"count":1,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3643\/revisions"}],"predecessor-version":[{"id":3644,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3643\/revisions\/3644"}],"wp:attachment":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/media?parent=3643"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/categories?post=3643"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/tags?post=3643"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}