IB MIDDLE YEARS PROGRAMME (MYP) INDIVIDUALS AND SOCIETIES

UNIT 2 SUMMATIVE ASSESSMENT TASK

UNIT TITLE: EQUALITY; WHAT EQUALITY?

GRADE: 9

3rd to 7th December 2018

Description of the Task

In this unit we have been looking at equality and causes of inequality. Our statement of inquiry has been
“understanding the context of a place and the causes of systemic inequality is essential in
addressing the challenges of development and equity.” We have approached this through the
lenses of Fairness and development focusing on the key concept of Systems and the related
concepts of causation, equity and fairness. We have seen how the Apartheid regime in South Africa
systematically established a society in which inequality based on racial considerations was established.
We have seen how various organisations set out to oppose this system and replaced it with a more
equitable and fair one. We have examined strategies that have been used in other countries to bring
about equality and fairness.

The AK strand we focused on was Governance and Civil society. We have seen that political systems can
be used to make laws that are oppressive to some members of a community. The legacy of the Apartheid
regime is still evident in South Africa today. Black, Indian and Coloured communities may have achieved
political equity but inequalities in economic and social opportunities still exist.

In this summative assessment, you are required to choose an area of inequality in modern South Africa
from the list below;
1. Education,
2. Access to arable land,
3. Business opportunities,
4. Health
Find out the extent of inequalities in the area you have chosen in terms of race and social status and
what has been done and what is still being done to address those inequalities. Assess how successful or
otherwise the measures have been in bridging the inequality gap in that field. Suggest a more effective

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strategy that can best bridge the inequalities that still exist in that area. Justify the strategy giving
specific examples of where this has worked and to what extent it did. Acknowledge the challenges that
the proposed strategy might face.

You will be expected to write an analytical essay of 600-800 words. You will be assessed on all 4
assessment criteria

A Knowing and understanding.

You will be expected to use relevant and appropriate terminology; Give detailed and accurate descriptions
and explanations; and, use relevant examples and facts to support your argument.

For Criterion B, Investigating, you will be expected to formulate a clear and focused research
question on the area you are investigating. Identify relevant and varied sources of information to
facilitate an effective investigation that will enable you to successfully respond to your research question.

For Criterion C Communicating, you will be expected to structure your work in form of an analytical
essay. You will be expected to communicate ideas coherently and clearly. You will be expected to
document your sources using either APA or MLA format.

In Criterion D Thinking Critically, you will be expected to analyse the strategies that have been used
and evaluate the effectiveness of those strategies and justify the strategy that you have selected /created
to bridge the inequality

Criterion A Knowing and Understanding

Level descriptor

0  The student does not reach a standard described by any of the descriptors below.

1-2 o Makes a limited attempt to use some terminology on equity and equality.
o Demonstrates basic knowledge and understanding of equity and equality with
simple descriptions and examples.
3-4 o Uses terminology on equality, equity that is accurate and appropriate.
o Demonstrates knowledge and understanding of content and concepts of equity
and equality through adequate descriptions, explanations and examples.
5-6 o Uses a range of terminology on equality, equity and their causes accurately and
appropriately.
o Demonstrates good knowledge and understanding of content and concepts of
equity and equality through accurate descriptions, explanations and examples.
7-8 o Uses a wide range of terminology on equality, equity and their causes
accurately and appropriately.
o Demonstrates detailed knowledge and understanding of content and concepts
of equity and equality through developed and accurate descriptions,
explanations and examples.

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Criterion B Investigation

Level descriptor

0  The student does not reach a standard described by any of the descriptors given
below.

1-2 o Formulates a very general research question on ways of addressing inequality

o Collects and records limited information not always consistent with the research
question.

3-4 o Formulates an adequate research question on ways of addressing inequality.

o Uses a method or methods to collect and record some information consistent
with the research question.

5-6 o Formulates a clear research question on ways of addressing inequality.

o Uses methods to collect and record appropriate information consistent with the
research question

7-8 o Formulates a clear and focused research question on ways of addressing

inequality.
o Accurately uses methods to collect and record appropriate and varied information
consistent with the research question

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Criterion C Communicating

Level descriptor

0  The student does not reach a standard described by any of the descriptors given
below.

1-2 o Makes a limited attempt to communicates information and ideas in a clear and
coherent manner
o Makes a limited attempt to structure information and ideas in the form of an
analytical essay
o Makes a limited attempt to document sources of information.
3-4
o Sometimes Communicates information in a clear and coherent manner
o Structures ideas and information in the form of an analytical essay
o Sometimes documents sources of information using MLA/APA format

5-6 o Often Communicates information and ideas in a clear and coherent manner
o Structures information and ideas in the form of an analytical essay
o Often documents sources of information using a using MLA/APA format.

7-8 o Effectively Communicates information and ideas in a clear and coherent manner
o Structures information and ideas in a way that is consistently in the form of an
analytical essay
o Consistently documents sources of information using MLA/APA format

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Criterion D Thinking Critically

Level descriptor

0  The student does not reach a standard described by any of the descriptors given
below.

1-2 o Makes a limited attempt to analyze concepts of systems, equity, causation and
perspectives.
o Makes connections between information on various strategies that have been
applied to address issues of inequality to come up with a limited strategy to
address the inequality in South Africa
3-4 o Completes a simple analysis of concepts of systems, equity, causation and
perspectives.
o Makes connections between information on various strategies that have been
applied to address issues of inequality to come up with a simple strategy to
address the inequality in South Africa
5-6 o Completes a satisfactory analysis of concepts of systems, equity, causation and
perspectives.
o Synthesizes information on various strategies that have been applied to address
issues of inequality to come up with a valid strategy to address the inequality in
South Africa
7-8 o Completes a detailed analysis of concepts of systems, equity, causation and
perspectives.
o Synthesizes information on various strategies that have been applied to address
issues of inequality to come up with a well-supported strategy to address the
inequality in South Africa