2015 Accelerated Level South Africa: From Apartheid to Democracy Lesson Plan

Date and Number Your Papers:Friday, February 6, 2015

Monday, February 9, 2015Tuesday, February 10, 2015

Wednesday, February 11, 2015

Day One: Friday, February 6, 2015• Quiet Question: Type Two Prompt---The teacher is going to read aloud the biographic

information on Kwame Nkrumah, and you should be using Active Reading Strategies. Then using your Nationalism and Decolonization Graphic Organizer Notes from the last lesson and the biographic information, you and your partner are going to answer the Reflection Questions.

• Reflection Questions:• How does Nkrumah meet the criteria/characteristics we learned for the African nationalist

leaders?• Overall Characteristics Nkrumah Examples• 1)• • • 2)• • Based upon what we have learned, why do you think the African nationalists and their

independent countries often failed to attain their democratic goals? Explain with examples.

Day One: Friday, February 6, 2015• Class: We saw in the last lesson, that once the African nations were set free from European colonial rule, they

experienced ongoing struggles that led to failed democracies, rise of dictators, and economic problems. A classic example of this is South Africa, where the system of apartheid paralleled the Jim Crow laws of the United States. And this is what we will be examining in this lesson.

• • Class: The teacher is going to begin the Development of Apartheid PowerPoint Lecture. As the teacher does

this Interactive Lecture, you are to use the Interactive Notebook Method with the provided teacher notes.•

• Topics Covered in Development of Apartheid PowerPoint Lecture:• • Road to Apartheid• What is Apartheid• Apartheid Laws• Homelands and Townships• Pass Books and Pass Checks• Government Repression• Education Under Apartheid

Day One: Friday, February 6, 2015• Interactive Notes Method:

• You must highlight, star, and add information to the Right Side throughout the notes.• You must complete the Lecture Activities within the PowerPoint on the Left Side

throughout the notes.• In addition, your homework supplemental reading on apartheid addresses

additional information, and you should be adding information to the Right Side.

Left Side of the Notebook:*Paraphrase or clarify items *Enter a drawing, photo, sketch, or magazine picture that illustrates the concept, ideas, or facts *Pose questions about the information *Form and express an opinion *Predict outcomes or next steps *Create a metaphor that captures the essence of the information/issue *Formulate and record a contradictory perspective *Write a reflection on the information or experience *Find a quote that connects to the concept; record it and explain your rationale *Make connections between the information/text and your own life, another text, and/or the world *Create a mind map that captures the main topic and key concepts and supportive detail *Create an acronym that will help you to remember the information covered *Make connections to the content/processes of other courses *Sketch a political cartoon expressing a historical viewpoint or your views on the historical concepts.*Record important primary source quotes that capture the essence of the historical idea.*Do the activities Ms. Barben has built into her powerpoints.*Write out questions that the content has raised for you to ask Ms. Barben*Brainstorms*Venn Diagrams*Flowcharts*Metaphors or analogies*Top ten lists*SOAL---sum of all learned at the end

Right Side of the Notebook Teacher directed:

*notes on a mini-lesson * notes on a lecture *notes on a hands on learning lab *notes on an assigned reading *notes/story map on a video *notes/story map on a read aloud *notes from a small group or large group discussion *collaborative group process *a copied excerpt of a text *notes and assignments from an Internet Web Quest *notes on an historical reenactment *notes from a fieldtrip *Worksheet/or textbook assignment copied or glued into the notebook *You highlight key terms, dates, events.*Add historical information to provided teacher notes.*Use underlining and stars.

Day One: Friday, February 6, 2015• Homework: For this lesson, we will be using two chapters from the Apartheid Museum in South

Africa. They have been uploaded to the teacher page in pdf format for you to download and use.• Directions:

• As you read the chapters, you are to ADD INFORMATION TO THE RIGHT SIDE the Interactive Notes expanding upon the information.

• You are to also HIGHLIGHT KEY POINTS addressed in the readings that are already included in the notes.

• You are to select TWO different primary sources from each chapter to work with on the Left Side of your notes.

• Go to the teacher page and download the two chapters: • Chapter Four: Resistance to Apartheid: Pages 56-73

• Page 57: ANC Primary Sources with four corresponding questions• Pages 58-59: Defiance Campaign and Music Primary Sources and the first three corresponding questions----skip number 4• Page 60: The Freedom Charter Primary Source and the first three corresponding questions---skip number 4• Page 61: The Treason Trial Photo and the three corresponding questions• Page 63: PAC Primary Source and the first four corresponding questions under Activity 5• Pages 64-65: The Sharpeville Massacre Primary Sources and the establishing the facts chart• Page 66: MK/Spear of the Nation Primary Sources and the corresponding five questions• Pages 71-72: The Soweto Uprising Statistics Primary Source and the corresponding five questions• Pages 72-73 The Soweto Uprising Primary Sources B-F and the causes chart

Day One: Friday, February 6, 2015• Chapter Five: From Apartheid to Democracy: Pages 75-95• Page 77: Analyzing Military Statistics Primary Source and the five

corresponding questions• Page 78: Worker’s Day Propaganda Poster and the five corresponding

questions• Page 80-81: The Tricameral Parliament Diagram and the five

corresponding questions• Page 82: The UDF Primary Sources and six corresponding questions• Page 83: Repression Primary Sources and the first two corresponding

questions...skip question three• Page 87: Resistance Intensifies Primary Sources and the two

corresponding questions• Pages 91-92: Countdown to Democracy Timeline and the two

corresponding questions

Chunking• Night One: Friday, February 6, 2015• Read pages 56-66 of Chapter Four.• • Night Two: Monday, February 9, 2015• Read pages 67-73 of Chapter Four.• • Night Three: Tuesday, February 10, 2015• Read pages 75-85 of Chapter Five.• • Night Four: Wednesday, February 11, 2015• Read pages 86-95 of Chapter Five.•

Day Two: Monday, February 9, 2015

• Class: The teacher is going to finish the Development of Apartheid Interactive PowerPoint Lecture, and you are to continue doing the Interactive Notes.• • Homework: Continue to follow the chunking for the reading

assignment.

Day Three: Tuesday, February 10, 2015• Class: The teacher is going to begin the Resistance to Apartheid Interactive PowerPoint Lecture, and you are to continue

doing the Interactive Notes.• • Topics Covered in Resistance to Apartheid PowerPoint Lecture:• ANC--- Not Covered In Lecture---Because Covered In Detail In Reading and Documentary• Nelson Mandela----Not Covered In Lecture---Because Covered In Detail In Reading and Documentary• MK: Resistance Becomes Violent• Protests: Sharpeville and Soweto• Black Consciousness Movement and Steven Biko• UDF, Boycotts, and Strikes• International Responses• Desmond Tutu• 1985 International Demonstration• End of Apartheid• Role of DeKlerk• Mandela Presidency• • Homework: Finish the chunking for the reading assignment. Will be checked tomorrow for Class Participation Points.

Day Four: Wednesday, February 11, 2015

• Class: The teacher is going to finish the Resistance to Apartheid Interactive PowerPoint Lecture, and you are to continue doing the Interactive Notes.• • Class: We are going to watch the PBS Documentary on You Tube on Nelson Mandela as

review. Add information to your Interactive Notes.• • Remembering South African leader Nelson Mandela---PBS NewsHour• Published on Dec 5, 2013 with a running time of 18:23 minutes• Nelson Mandela, the first black president of South Africa credited with ending apartheid

there, died in Johannesburg on Dec. 5, 2013. Former PBS NewsHour correspondent Charlayne Hunter-Gault takes a look back at Mandela's life and legacy.•

Day Four: Wednesday, February 11, 2015

• Summative Assessment: For your Summative Assessment on apartheid and Nelson Mandela, you are going to be doing a creative writing activity that utilizes primary sources. You will be writing a Found Poem using words and phrases from primary sources and poetic devices. On the teacher page, there are examples of Found Poems written by former students on the Industrial Revolution and the French Revolution that you can use as models.•

• Resources: • Different written primary sources from the two chapter supplemental

readings.• The photocopied supplemental reading of excerpts from speeches and

writings of Nelson Mandela.

Day Four: Wednesday, February 11, 2015

• 2._________Using the provided packet of primary documents on apartheid and Nelson Mandela and the class notes, the student wrote a Found Poem.

• Assignment Summary and Rationale: A Found Poem in its purest form is poetry assembled from non-literacy sources. At some point it became acceptable to take an entire section of a non-fiction text and arrange it using poetic devices. All of the text had to be used, nothing could be deleted or added. Pulitzer Prize winning author, Annie Dillard, published a book of found poems entitled “Mornings Like This” and changed the rules of found poetry for forever. She lifted lines of texts from various books, discarded the original intent, and arranged the lines into a poem. Dillard dropped words from the text. She did not add any words of her own, except for the title. She credited the source.

• Since then, found poetry had evolved further. Writing found poetry can help you grow as a poet. You’ll see new word relationships, new ways of developing thoughts. You’ll put lines together that you may never had thought of yourself. You will hear sounds and you will find fresh imagery.

• Some sources urge poets to start with “found” lines and then add to them. That is using the found lines as a trigger. Adding your own words is not creating found poetry. Found poetry is all about being a good editor, having a good ear, and learning how to shape a poem. It will push your poetry to another dimension as long as you are crafting and not merely presenting a list of lines.

Found Poem• Writer’s Role: You are a Black South African born in the 1970s under the

system of apartheid. You worked with the ANC and the UDF to help bring an end to apartheid. • Writer’s Purpose: The purpose of the found poem is to examine the essence

of apartheid, the abuses of power, struggle to create equality, and examine the evolution of Nelson Mandela from violent protests to civil disobedience.• Audience: Since Mandela passed away in December 2013, this found poem is

to be an educational tool to teach students in and out of South Africa about apartheid and the leadership of Nelson Mandela.• Type: Three---this means a self-edit and revision---be sure to attach rough

draft.

Found Poem• 3.________FCA One: The student used only the words, phrases, and sentences from a minimum of FOUR written primary sources

on apartheid and Nelson Mandela to compose MINIMUM of 15 to 20 QUALITY LINES in the found poem. Worth 50 Points• 4.________FCA Two: The student used at LEAST THREE OF THE DIFFERENT RULES AND STRATEGIES for writing a found poem on what

can and cannot be altered to evoke powerful images of the racism behind apartheid, the abuses of power, the struggle to end it, and the role of Mandela. Worth 20 Points

• Found Poem Strategies:• Use only the words, phrases, and sentences from your sources.• Do not add any words.• You can delete words.• You can change the tense of a word.• You can repeat words, phrases, and sentences.• You can change punctuation,• You can alter possessives, plurals, and capitalization.• If absolutely necessary, you may add a word or two to make the poem flow more smoothly, to make sense, to make a point. But no

more than two words!• Arrange the words so that they make a rhythm you like.• You can space out words, so they are all alone….so that they are all alone.• Or you can run the words together without any spaces in between.• You can also put key words on separate lines by themselves.• Emphasize words by playing with boldface, italics, different sizes of letter, different colors, underlining, etc…• At the bottom of the poem, tell where the words in the poem came from.

• 5.________FCA Three: The student used AT LEAST THREE OF THE POETIC AND LITERARY DEVICES effectively within the found poem to evoke powerful images of the racism behind apartheid, the abuses of power, the struggle to end it, and the role of Mandela. Worth 15 Points

• • Overall Poetic and Literary Devices: (Review for 10th Grade Keystone)• Alliteration---Assonance or Consonance• Onomatopoeia• Rhyme---End Rhyme, Internal Rhyme, or Rhyme Scheme• Refrain• Allusion• Imagery• Idiom• Irony---Verbal, Situational, or Dramatic• Oxymoron• Figurative Language---Simile, Metaphor, Hyperbole, or Personification• Flashback• Foreshadowing• Character Voice---Protagonist or Antagonist• Point of View---First Person or Third Person (Narrator)• Dialogue• Mood• Plot Line---Exposition, Rising Action, Climax, Falling Action, and Resolution• Setting• Suspense• Symbol• Theme• Tone

•6._________No Excuses: •The rough draft was self-edited. •It was typed and spell-checked. •All the primary sources were identified at the end of the poem.•Worth 15 Points

Chunking• Chunking of Found Poem

• There are changes to the lesson plan due to the long weekend!• Night One: Thursday, February 12, 2015 and Long Weekend:• Go through the primary sources provided and highlight the words and phrases you want to use.• Decide what events and aspects you want to address.• Do a Pre-Write.• Night Two: Tuesday, February 17, 2015• Compose your poem.• Incorporate the different poetic and literary devices you are choosing to use.• Night Three: Wednesday, February 18, 2015• Finish your poem.• Have a parent or sibling read and edit it.• Thursday, February 19, 2015: Study for test on Friday, February 20, 2015• Night Four: Friday, February 20, 2015• Make your final revisions.• Print up your final copy.• Due on Monday, February 23, 2015 SEPARATE FROM YOUR NOTEBOOK!