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Question: (3) Develop a practical (creative/making) activity for the classroom based on the museum. (30) MUSEUM – PHOTO EXHIBITION The name of the exhibition is called Joburg Firsts. The exhibition is located in Museum Africa at 121 Lillian Ngoyi (formerly Bree) Street, Newtown in Johannesburg. In 1976, historian and former chief librarian Anna Smith published Johannesburg Firsts, a book detailing the city's firsts, including examples from her extensive research. Thus, this exhibition is based on these Joburg’s firsts. Here is a look at some of the examples recounted in the exhibition: The first electric street lamp was installed in 1895 at Rissik and President streets. The first gas lamp was installed in 1892 by the Johannesburg Lighting Company. Electric trams were introduced in 1906, running from the town to Siemert Road in Doornfontein. The first car to be seen on the streets was a Benz Voiturette in 1897, used for advertising. The first telephone system was established in September 1894, with approximately 200 subscribers. Johannesburg's first train tracks were laid in 1888, and the Rand Tram line was opened in March 1890. The line extended to Springs, Roodepoort, Cape Town, Pretoria, Maputo, and Durban. The first road in Johannesburg was created in 1889, from Ferreira's Camp to Jeppestown, down Commissioner Street. The road was made by moving an ox wagon laden with stones and dropping stones. The Rand Tram was a significant development in the city. On 12 April 1887, the first 350oz gold was sent to Pietermaritzburg, with the first share transaction occurring in a miner's tent in Ferreira's Camp. Furthermore, the exhibition include; Johannesburg’s first stock exchange, Joburg’s first slump occurred in 1891, the first bank to open in the town was the Standard Bank, the town’s first barber shop in Ferreira’s Camp, the first baseball match, the first bicycle track race, the first Association Football Club was Alpha, established in 1887, while the first golf club was established on November 4, 1890, the first buildings, the first chemist, the first school, the first church building, the town's first two cemeteries were Braamfontein and Brixton, the first pet and pet shop, and many more of Joburg’s Firsts can be seen in this exhibition. I would recommend people to go and see this exhibition because it is very informative and educational for students and general public alike as it gives the historical background of the city of Johannesburg and its humble beginnings. (4) This activity must have o an idea (what the learners will do) (5) o an introduction by a teacher (how you will introduce this to the learners) (5) o ideas for learners to work alone (5) o and in a group (5) o a materials list (5) - all in all, no more than one typed page o assessment schedule (it can be group, reflective or peer-to-peer assessment specific to the above activities. (5) No more than half a page.
**Practical (Creative/Making) Classroom Activity Based on the “Joburg Firsts” Photo Exhibition** **1. Idea (What Learners Will Do): [5 marks]** Learners will research one “Johannesburg First” featured in the exhibition (e.g., the first electric street lamp, first train, first bank), and then **create a visual story**: each learner or group will make a creative photo collage, drawing, diorama, or digital poster that represents and explains the historical importance of their chosen “first”. Finally, learners will present their projects in a “Classroom Joburg Firsts Mini-Exhibition”. --- **2. Teacher Introduction: (How You Will Introduce This to Learners): [5 marks]** Teacher: “Today you’ll become city historians! Johannesburg is full of ‘firsts’: the first street lamp, the first train, the first school… Each of these moments tells us something special about how our city was built. After exploring these ‘firsts’ through photos and stories from Museum Africa’s photo exhibition, you’ll pick one to investigate further. Then, you’ll show us what you’ve learned by making a creative project, just like a museum exhibit, and help us all discover Joburg’s past!” --- **3. Ideas for Working Alone: [5 marks]** - Each learner selects their own “Joburg First” to research. - Learners can create an individual poster, sketch, or digital slide summarizing their chosen first: include its date, a visual representation (drawing or printed photo), and a few key facts on its significance. --- **4. Ideas for Working in a Group: [5 marks]** - Small groups choose a “first” and collaborate to create a physical diorama, a 3D model, or a group photo collage (using printed or cut-and-paste images). - Each group member can be responsible for a different aspect: researching, designing, writing captions, or building parts of the model. - Afterward, groups present their creation together, explaining both the artifact/event and their process. --- **5. Materials List: [5 marks]** - Printed photos from the exhibition (or access to digital copies) - Cardboard, colored paper, glue, scissors, markers, crayons, pencils, rulers - Recycled boxes/containers (for dioramas or 3D models) - Old magazines/newspapers (for collage material) - Access to tablets/PCs (if making digital posters) - A4 or A3 drawing paper/poster board --- **6. Assessment Schedule: [No more than half a page] [5 marks]** | Criteria | Excellent (4) | Good (3) | Satisfactory (2) | Needs Improvement (1) | |------------------------------|-----------------------|--------------|------------------|-----------------------| | **Research & Accuracy** | Facts are accurate, thorough, and show deep understanding | Mostly accurate, minor errors | Some accurate facts, some missing | Information unclear or incorrect | | **Creativity & Visual Appeal** | Highly creative, visuals enhance understanding | Visually appealing, some creative choices | Basic/average visuals | Minimal effort or visuals incomplete | | **Groupwork/Collaboration** | Excellent teamwork, well-coordinated presentation | Good collaboration, mostly balanced | Some teamwork but uneven effort | Little cooperation, unclear roles | | **Presentation/Communication** | Clear, confident explanation; audience engaged | Mostly clear, some engagement | Under-confident or unclear | Difficult to understand/presented poorly | | **Reflective/Peer Feedback** | Thoughtful, constructive feedback on others’ work | Some relevant feedback | Limited or vague feedback | No feedback or unhelpful comments | - Use *self-reflection* sheets (what I learned, what I enjoyed, what was difficult). - *Peer-to-peer*: Each learner/classmate writes a short positive comment on another’s project. - Teacher marks using the rubric above (total 20 marks). --- **[Total: 30 marks, fits on one page]**
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