L1+Burns,+Grady

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * UNIVERSITY OF MAINE AT FARMINGTON**

**LESSON PLAN FORMAT**
 * __Teacher’s Name__****:** Mr. Burns **__Date of Lesson__:** Explain/ Comic Life, Lesson 1
 * __Grade Level__****:** 11  **__Topic__:** Events and themes of South African history.
 * __Objectives__**
 * Student will understand that** the events and underlying themes of apartheid can be related to conflicts within American society and culture.


 * Student will know** the sequence of historical events in South Africa, including: colonialism, the Boer Wars, the onset of legal apartheid, the formation of the ANC, the arrest of Nelson Mandela, the anti-apartheid movement, the Sharpeville massacre, the end of legal apartheid, and the election of Mandela**.**
 * Student will be able to** describe the events and themes of apartheid.

Maine Learning Results: Social Studies - E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grade 9 - Diploma: The World in the Contemporary Era (Apartheid South Africa) "Students will understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of democratic philosophy, ideals, and institutions in the world."
 * __Maine Learning Results Alignment__**


 * Rationale:** The students will learn about the events and themes of South African history.


 * __Assessment__**

As the teacher presentation progresses, students will use a sequencing chart to keep track of the order of major events in the history of South Africa, allowing the students to create a visual timeline. As each day of the lesson comes to a close, each student will be given a short 5-10 question quiz, which will not be graded. These quizzes will ask topical questions relating to what should have been covered on that day of the lesson. Completion of these quizzes will constitute an “exit pass” for each day. Additionally, at the beginning of each day, students will be posed with a critical-thinking question, regarding the history of South Africa, which they will be given about 5 minutes to answer. Upon completion, 5-10 minutes will be set aside for group discussion, where students can gain insight into other views on the topic. Finally, once students complete their final projects, they will be given the opportunity to revise their products, after they are graded and given back with teacher comments.
 * Formative (Assessment for Learning)**

Product will be scored using a rubric.
 * Summative (Assessment of Learning)**
 * Comic Life: ** Students will create a comic which illustrates a major event of apartheid history, using existing photographs or creating new artwork to illustrate their story. Students may pick any event from the colonial era to 1994, but must meet with me individually to approve the topic. The comic should describe the event both through dialog and through illustration. Students should also try to tell a story with their work, not simply state historical facts.

See Rubric.


 * __Integration__**
 * Technology:** Technology: Students will use Comic Life software as a summative assessment, illustrating an event in South African history.


 * Other Content Areas:**
 * English****:** Students will be exposed to new vocabulary words, and will be given the opportunity to write through the use of journals.


 * __Groupings__**

Students will be grouped according to interest in learning about a particular event in South African history, and will complete the product together. Once completed these teams will comprise groups for jigsaws, where they will teach the rest of the class about their event. A random member of the team will be assigned to be facilitator, whose job is to keep the team on task. Another member will be assigned as a time-keeper during the work days. The last student will be assigned as the typist, who will work on the computer for that day.


 * __Differentiated Instruction__**

**Logical:** Socratic questioning session, where students discuss the reasons that apartheid developed. **Visual:** While giving presentation, use a flow chart to aid in explanation of the sequence of important events, including pre-colonial era, to colonization, to the Boer Wars, to the onset of legal apartheid, to the rise of the anti-apartheid movement, to free elections. **Interpersonal:** Following Socratic questioning, students will break into small-group discussion teams, to discuss the causes of apartheid. **Intrapersonal:** Following group discussion, students will privately reflect and journal about what they believe were the causes of apartheid. **Naturalist:** During the presentation, the movements of native and non-native peoples through the country over time, along with descriptions of the ecology of these places, will be emphasized.
 * Verbal: ** Teacher presentation on South African history from colonial era to present.

**Modifications/Accommodations**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

**Absences**- While occasional absences are sometimes unavoidable, if you know of a specific planned absence, please let me know as soon as you know, so that we may work out how you can stay caught up with the work that is going on in class. If, however, it is an unplanned absence, please email me so that we may discuss what you have missed. Any work which is due on the day of the absence should be handed in **the day you come back**, as opposed to the next time the class meets.

**Extensions** Technology: Students will use Comic Life software as a summative assessment, illustrating an event in South African history.


 * __Materials, Resources and Technology__**

· laptops · textbooks · dry-erase markers · handouts (quizzes, graphic organizer, readings, unit syllabus, project rubric) · Comic Life software
 * __Source for Lesson Plan and Research__**

Lapping, Brian. //Apartheid: A History//. London: Collins Publishing Group, 1989. Tessendorf, K. C. //Along the Road to Soweto: A Racial History of South Africa.// New York: Macmillan Publishing Company, 1989. Thompson, Leonard. //A History of South Africa//. Westford, MA: Murray Printing Co., 1990. []


 * __Maine Standards for Initial Teacher Certification and Rationale__**


 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * //Rationale://** Through a series of methods, this lesson will appeal to all four learning styles. Beach Balls will benefit from the use of a shifting seating arrangement, which will be adjusted according to the format of each day’s instruction. Days of mainly teacher presentation will be done with a perimeter design, Periods of class discussion will be done with a circle, and days dedicated to project work will be done with clusters. Clipboards will benefit from this lesson’s use of sequence charts, coupled with the sequential description of the historical events of South African history. Additionally, the rubric provided for this assignment will appeal to a clipboard’s general desire for visual directions. Much of the work during this lesson will be discussion based, which will definitely be to the benefit of Microscope students. Each class will have time dedicated to discussion of important historical concepts and questions, as they relate to the history of South Africa. Students will also be able to delve deeply into their choice historical event for the lesson’s assignment, and discover for themselves the importance of that event. Lastly, people who fall into the category of Puppy will be supported by receiving positive feedback from the teacher and their peers after completing their Comic projects.

**//Rationale://**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

Students will know the details of the content that are laid out in the “Content Notes” section of this lesson. They will additionally learn concepts that relate to this content standard:

Maine Learning Results: Social Studies - E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grade 9 - Diploma: The World in the Contemporary Era (Apartheid South Africa) "Students will understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of democratic philosophy, ideals, and institutions in the world."

Students will be able to explain the causes of the apartheid state after learning about the history of South Africa. By learning about the specific events of South African history, students will also be able to describe the themes of South Africa’s history, and what patterns have emerged in the least 300 years.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://** ** Technology: ** Comic Life software

**Logical:** Socratic questioning session, where students discuss the reasons that apartheid developed. **Visual:** While giving presentation, use a flow chart to aid in explanation of the sequence of important events, including pre-colonial era, to colonization, to the Boer Wars, to the onset of legal apartheid, to the rise of the anti-apartheid movement, to free elections. **Interpersonal:** Following Socratic questioning, students will break into small-group discussion teams, to discuss the causes of apartheid. **Intrapersonal:** Following group discussion, students will privately reflect and journal about what they believe were the causes of apartheid. **Naturalist:** During the presentation, the movements of native and non-native peoples through the country over time, along with descriptions of the ecology of these places, will be emphasized.
 * Verbal: ** Teacher presentation on South African history from colonial era to present.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Rationale://**


 * Formative: ** As the teacher presentation progresses, students will use a sequencing chart to keep track of the order of major events in the history of South Africa, allowing the students to create a visual timeline. As each day of the lesson comes to a close, each student will be given a short 5-10 question quiz, which will not be graded. These quizzes will ask topical questions relating to what should have been covered on that day of the lesson. Completion of these quizzes will constitute an “exit pass” for each day. Additionally, at the beginning of each day, students will be posed with a critical-thinking question, regarding the history of South Africa, which they will be given about 5 minutes to answer. Upon completion, 5-10 minutes will be set aside for group discussion, where students can gain insight into other views on the topic. Finally, once students complete their final projects, they will be given the opportunity to revise their products, after they are graded and given back with teacher comments.

**Summative:** Students will create a comic which illustrates a major event of apartheid history, using existing photographs or creating new artwork to illustrate their story. Students may pick any event from the colonial era to 1994, but must meet with me individually to approve the topic. The comic should describe the event both through dialog and through illustration. Students should also try to tell a story with their work, not simply state historical facts. Product will be scored using a rubric.

Classroom Arrangement- The class will be set up in a U shape for most of this lesson, except on work days, where it will be set up in clusters for groups, and a circle when having a class discussion.
 * __Teaching and Learning Sequence__****:**

Agenda

Day 1 (80 mins) > > Day 2 (80 mins) · Class begins. Open up class with a class discussion about the questions students were to answer for homework, going around and having each student give their interpretation. If not covered, teacher should ask leading questions, like “were the Afrikaners religiously motivated to leave Europe?” (15 mins) · Teacher will continue presentation on the history of South Africa, touching back on any topics that students needed clarification with from the previous day. Topics today will include the formation of the ANC, the introduction of legal apartheid in 1948, and the specifics of such laws as the Native Lands Act. Presentation should reach the present day of South African society, wrapping up with unofficial apartheid. (55 minutes) · Formative Assessment. Students will be told that there is 10 minutes remaining in class. In the remaining time, students will be given a short ungraded quiz, in which they will be asked about factual information from the presentation. This will be done both as a formative assessment of content retention and a method of directing student thought toward these specific points. Question will include: What was the name of the main black opposition movement in South Africa? What year was Nelson Mandela elected president? What was the Sharpeville massacre? And, what is a passbook? Students will be instructed to journal any questions they may have about today’s lesson, and also to respond to the question: The ANC eventually shifted from peaceful protest to such acts as firebombing public buildings. Were these actions justifiable? Why or why not? Class ends. (10 mins)
 * Class begins. Once class settles in, students will be shown a short video of Nelson Mandela after his election in 1994 as a hook for this lesson. After the video, students will be asked what they know about Nelson Mandela, South Africa, and apartheid, in a class discussion format. (15 mins) []
 * Hand out sequence charts. Once discussion is finished, the teacher will begin presentation about the geography and pre-colonial history of South Africa, emphasizing its location on the bottom of the continent, foreshadowing the importance of its mineral wealth, and describing the demographics of the region prior to European colonization in the mid-17th century. This discussion will be aided by use of a drawn map of South Africa on the white board, where the teacher will add details to the map as the presentation progresses. Focus will then shift to the period of colonization, with an emphasis on the reasons Europeans settled there, and their early interactions with the native peoples of the region. On this day, students should learn up to the events of the transition to a nationalist government in the 1940’s. Students will be given key events in this early period to mark down on their graphic organizers. (55 mins).
 * Formative Assessment. Students will be told that there is 10 minutes remaining in class. In the remaining time, students will be given a short ungraded quiz, in which they will be asked about factual information from the presentation. This will be done both as a formative assessment of content retention and a method of directing student thought toward these specific points. Question will include: Which European nation colonized South Africa? What was one cause of the Great Trek? And, what was one main cause of the Boer War? Students will be instructed to journal any questions they may have about today’s lesson, and also to respond to the question: What do you think makes South Africa different than other British colonies, and to what extent were Afrikaners different than American colonists? Class ends. (10 mins)

Day 3 (80 mins) · Class Begins. Open up class with a class discussion about the questions students were to answer for homework, going around and having each student give their interpretation. If not covered, teacher should ask leading questions, like “do you think that apartheid would have ended without the use of violence by the ANC?” and “Was the average Afrikaner at least partially responsible for the apartheid state?” (25 mins) · Comic Life project will be introduced, and groups will be assigned. The remainder of the class will be dedicated to working on projects. Groups will be instructed to continue working on projects outside of class if they wish. (55 mins)

Day 4 (80 mins) Day 5 (80 mins) · Class begins. Each group will take turns teaching the class about their historical event using their product. Each presentation should take no more than 10 minutes. After each presentation, students will fill out feedback forms on what they liked/disliked about the presentation. Grades will be given to each group and teams will be reminded that they may revise their projects for full credit. (80 mins)
 * Class begins. Students will be instructed that today is a work day, in which they will be able to try to get their projects finished up. Students will be instructed that the projects are due the next class. They will also be reminded that once returned for a grade, they can be revised and resubmitted for full credit. (80 mins)

Students will understand that the events and underlying themes of apartheid can be related to conflicts within American society and culture. By learning about negative aspects of other cultures, we are able to hold a mirror to the negative aspects of our own society. **//Students will understand major eras, major enduring themes, and historic influences in US and world history, including the roots of democratic philosophy, ideals, and institutions in the world.//** Class will open with the audio of a Nelson Mandela speech as a hook. **Where, Why, What, Hook, Tailors: Verbal**

Students will know the sequence of historical events in South Africa, including: colonialism, the Boer Wars, the onset of legal apartheid, the formation of the ANC, the arrest of Nelson Mandela, the anti-apartheid movement, the Sharpeville massacre, the end of legal apartheid, and the election of Mandela **(See content notes below).** Using a sequence chart graphic organizer, students will establish the order of historical events. Instruction will be delivered using teacher oral presentation, aided by visual maps. Students will respond to topical questions through written journals, ungraded quizzes and informal questioning. Once students receive feedback from peers and teacher, they will have the opportunity to revise their quizzes. **Equip, Explore, Rethink, Revise, Tailors: Verbal, Logical, Visual, Intrapersonal, Naturalist**

Students will be able to describe the events and themes of apartheid. Students will form small groups and select a specific event in South African history, for which they will create a comic on Comic Life, depicting the event. Students will cooperate in small groups, and then come together in a large jigsaw, where groups teach event to the class with their product. Group members will be given different roles, including facilitator, time-keeper, and typist. Students will show evidence of learning through their presentations to the class and after receiving feedback from their peers and teacher, they will be allowed to revise their product for full credit. **Experience, Explore, Rethink, Revise, Refine, Tailors: Interpersonal, Visual**

Students will be given the ability to self-assess by being provided with a rubric before they begin work on their projects, so that they know what is required for them to receive a good grade. Students will receive feedback on the same day that they present, in the form of a graded rubric, filled out by the teacher. This lesson provides the foundation for the remainder of the unit, laying the historical groundwork for deeper comparison between South Africa and the United States. **Evaluate, Tailors: Intrapersonal**


 * __Content Notes__**

Although initially colonized in 1652, the area of South Africa that came to be known as the Cape Colony was inhabited by a number of indigenous peoples, most notably the hunter-gatherer San, or “Bushmen” and the cattle-raising Khoikhoi inhabiting the nearest areas in the south-western portion of the country, with the Xhosa and Zulu, both larger and formidable tribes, located towards the interior. The Cape Colony was founded by an opportunistic Dutchman named Jan van Riebeeck, and for many years it served for little more than a rest-stop for ships travelling the trade route from Europe to the East Indies. From the scattered farmers and herdsman who began to settle in the colony, though, a culture independent of the Netherlands began to form. Language isolated from Europe and influenced by the many nationalities docking in the ports of the Cape gave rise to a unique Dutch dialect and then a unique language, in the form of Afrikaans. The settlers who spoke this language, Afrikaners, were a sparse group of pioneers who grew to become fiercely independent and highly belligerent toward outside forces who would infringe on their rights, specifically the right to keep slaves and keep the African inhabitants of the colony disenfranchised. This was challenged by British, who took over the colony in 1815, after turmoil in Europe prevented the Dutch from maintaining control of their colonies. Friction grew between the Afrikaners and the British, as the British subjected the Afrikaners to strict enforcement of laws, even if the charges were brought by slaves against their masters. This trend triggered the exodus of about 10,000 settlers to the interior of the country, in an event that came to be known as “the Great Trek.” Using ox-carts, these settlers travelled northeast, putting them into contact, and further conflict, with the Xhosa and then the formidable Zulu empire. Internal disputes between the pioneers led to the creation of two new colonies, the Orange Free State and Transvaal. The discovery of the world’s largest veins of diamonds and gold between 1854 and 1896 completely changed the relationship between the Afrikaners and the British, who now took a vested interest in the control of larger regions of the country. Sporadic conflicts between the two peoples culminated in the Boer War in 1896. The British, in order to fight the guerilla tactics of the Afrikaners, created what have been recognized as the world’s first concentration camps, in which perhaps 20,000 people were killed. The tactics of the British crippled the Afrikaners, who lost both the war and control of the country. South Africa was eventually granted back to the Afrikaners as an independent protectorate in 1910, a state in which racism and nationalism on the part of the Afrikaners gave rise to the system of apartheid in 1948. This system systematically stripped Africans of voting rights, land rights, and eventually citizenship, as blacks, who comprised almost 70% of the population, were parceled off into about 7% of South Africa’s land. Africans, whose labor was required for work in the country’s massive mines, began to form their own nationalist movement, culminating in the creation of the ANC in 1912. The ANC, in the face of direct attacks against its members by the police, remained non-violent, even through events such as the Sharpeville Massacre, where dozens of peaceful protesters were killed by police in 1960. This changed in 1961, when an offshoot of the ANC, led by a renowned young leader in the ANC, Nelson Mandela, began a campaign of sabotage against the Nationalist government. Mandela was arrested in 1964, and remained in prison until 1991. After 1964, South Africa, already repressive, quickly deteriorated into a police state. Blacks were rounded up in the cities and forced to relocate in the crowded ghettos. By the 1980’s, however, international pressure against the apartheid state reached its peak, with the U.S. declaring sanctions against South Africa in 1984. By 1994, elections were opened up to South Africans of all ethnic groups, and Nelson Mandela was elected president.


 * __Handouts__**

· Quizzes · Graphic organizer · Readings · Unit syllabus · Project rubric