L2+Burns,+Grady

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

**LESSON PLAN FORMAT**
 * __Teacher’s Name__****:** Mr. Burns **__Date of Lesson__:** Perspective/ WebQuest, Lesson 2


 * __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 critical details of the American Civil Rights Movement, American calls for boycotts against South Africa in the 1980’s, and segregation.
 * Student will be able to** analyze similarities and differences between South Africa and the United States.

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:** Students will compare the racial issues of South Africa to those of America.
 * __Assessment__**

Students will use a Venn-diagram graphic organizer to compare and contrast the racial aspects of the United States’ and South Africa’s societies. 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. WebQuest: Students will complete a WebQuest, in which they will compare the events of apartheid with the events of American segregation. Students will disregard the section dealing with slavery, but otherwise follow the instructions given on the WebQuest. The assignment will allow students to both compare/contrast the two periods and also force them to get into the shoes of a person experiencing these things. Students will be able to refer to the rubric provided on the WebQuest for questions regarding grading.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**


 * __Integration__**
 * Technology****:** Students will complete a WebQuest, comparing and contrasting events in America and South Africa.


 * Other Content Areas:**

English: Students will have to read through source material on the WebQuest, in order to answer the questions provided.

Students will be placed into small groups of 4-6, in which they will complete a “Round Robin Brainstorming” session, trying to answer the question, “in what ways were segregation and apartheid alike? How were they different?” One person in the group will be assigned as the recorder, another to be time-keeper, and another to be facilitator. Students will work together for around 15 minutes, and then come back as a class for a larger discussion on what their findings were.
 * __Groupings__**


 * __Differentiated Instruction__**

**Visual:** Video clip of documentary //Eyes on the Prize//, which depicts the Movement. **Musical:** Compare popular protest music from both America and South Africa during the 1950’s and 1960’s. **Interpersonal:** Class debate arguing which system, apartheid or segregation, was more extreme and divisive. **Naturalist:** Compare the living conditions of both disenfranchised groups. **Kinesthetic:** Role play exchange between a South African Police officer and an African citizen.
 * Verbal: ** Teacher presentation on American segregation and history of the American Civil Rights Movement.

**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 complete a WebQuest, comparing and contrasting events in America and South Africa.


 * __Materials, Resources and Technology__**

· Laptops · Textbooks · Dry- erase markers · Handouts (quizzes, graphic organizer, readings, unit syllabus, project rubric)


 * __Source for Lesson Plan and Research__**

[] []


 * __Maine Standards for Initial Teacher Certification and 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 the use of rubrics, which provide clear expectations of what it takes to get a passing grade. Additionally, they will benefit from a chronological description of historical events. Periods of deep group discussion will clearly benefit Microscopes, along with the analysis that is required when completing the WebQuest. Finally, Puppies should benefit from the consistent use of small-group discussion and the use of roles in these small groups, making them feel like valued members of that group.
 * //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://**

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

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 analyze similarities and differences between South Africa and the United States. Students will use the comparison between these two countries, in order to gain a better sense of context for both the histories of foreign counties, such as South Africa, and the realities of racism within their own borders.


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


 * Technology: ** WebQuest

**Verbal:** Teacher presentation on South African history from colonial era to present. **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.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Rationale://**
 * Formative:** Students will use a Venn-diagram graphic organizer to compare and contrast the racial aspects of the United States’ and South Africa’s societies. 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.

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.
 * Summative:** Students will complete a WebQuest, in which they will compare the events of apartheid with the events of American segregation. Students will disregard the section dealing with slavery, but otherwise follow the instructions given on the WebQuest. The assignment will allow students to both compare/contrast the two periods and also force them to get into the shoes of a person experiencing these things. Students will be able to refer to the rubric provided on the WebQuest for questions regarding grading.
 * __Teaching and Learning Sequence__****:**

Agenda Day 1 (80 mins) · Class begins. As a hook for this lesson, students will be shown the opening minutes of the documentary //Eyes on the Prize//, without introduction, in order to acquaint them with the history of the American Civil Rights Movement. Students will then be given a teacher presentation on a brief history of American segregation policies and the Civil Rights Movement. (45 mins) · Hand out Venn-diagrams. Students are instructed to take a couple minutes to privately think about how apartheid and segregation were alike and different. (5 mins) · Students will then count-off and be placed into groups of 4-6 for round robin brainstorming, still comparing and contrasting the two systems. (10 mins) · Students will then be instructed to reform into a large group, where the teacher will facilitate further discussion of the similarities and differences. In this discussion, teacher will role-play with a student to illustrate what relations between black South Africans and police were like. (15 mins) · Teacher will announce that there is 5 minute remaining, and hand out a short quiz, with a single question, “Please give one way in which apartheid and segregation were alike, and one way in which they were different.” Return of the quiz will constitute an “exit pass.” Students will be given the URL to the WebQuest with instructions to disregard the section on slavery; they will be given the assignment to look over the provided links for next class and journal about information that they find from the links. Class ends. (5 mins) Day 2 (80 mins) · Class begins. Upon settling in, teacher will facilitate a short discussion on the assigned readings and student responses to them, clarifying and answering any questions. (15 mins) · Class will be instructed to begin working on the questions in the WebQuest, which are due next class. Teacher will direct students to the evaluation page on the WebQuest, walking the students through the rubric. Following this, the class will have the rest of the period to work on finishing the questions. Students will be reminded when there is five minutes left to class. Class ends. (65 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 introductory minutes of the documentary //Eyes on the Prize//, as a hook. **Where, Why, What, Hook, Tailors: Verbal, Visual**

Students will know the critical details of the American Civil Rights Movement, from the return of Black soldiers from WWII to segregated societies, to the growing opposition to the “separate but equal” doctrine, to the growth of organized resistance to the segregated South, the resurgence of the KKK, the rise of Martin Luther King Jr. and Malcolm X, and the series of laws and decisions that brought down the walls of segregation **(See content notes below)**. Additionally, students will learn how the shifts in the domestic policy in the United States triggered boycotts against the still-segregated South Africa in the 1980’s. Using a Venn-diagram GA, students will compare the systems of legal separation in these two countries. Instruction will be delivered through a combination of oral presentation and group discussion. 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**

Students will be able to analyze similarities and differences between South Africa and the United States. This will be facilitated by the completion of a Web Quest, in which students will compare apartheid to segregation. Research will be aided by the use of Venn-diagrams. Students will also be placed into small groups of 4-6, in which they will complete a “Round Robin Brainstorming” session, trying to answer the question, “in what ways were segregation and apartheid alike? How were they different?” One person in the group will be assigned as the recorder, another to be time-keeper, and another to be facilitator. Students will work together for around 15 minutes, and then come back as a class for a larger discussion on what their findings were. Once students complete the WebQuest, the brainstorming, along with the student’s grade on the WebQuest, allow students to have the tools needed to revise their answers. **Experience, Explore, Rethink, Revise, Refine, Tailors: Visual, Interpersonal, Logical, Verbal**

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. The use of the rubric will also facilitate timely and efficient feedback. This lesson, while enhancing student knowledge and understanding of apartheid, also primes the students to look at historical events critically, which will be required in the following lesson.
 * Evaluate, Tailors: Intrapersonal**


 * __Content Notes__**

With the loss of the Confederacy in the Civil War, the Constitution granted the vote to African American men, with the ratification of the 13th, 14th, and 15th Amendments. However, lax enforcement of these amendments and legal loopholes, such as literacy tests and poll-taxes, allowed institutional racism to persist. The decision rendered in the Supreme Court case of //Plessy v. Ferguson// in 1896, provided a legal foundation for the growing system of racial segregation in the South, by stating that so long as public facilities were made equal for all races, then they could be kept separate. WWII changed America in many ways, but when African-American soldiers returned from the battlefields of Europe and the Pacific, from a war fought largely to preserve the life and freedom of the oppressed races in Europe, to find an America that still denied African-Americans from access to the same schools, facilities, and even water fountains as Euro-Americans, tension began to grow rapidly. The decision rendered in //Brown v. Board of Education// in 1954 set the stage for turbulent years, as America entered the 1960’s. The decision overturned the precedent set in the //Plessy// case, abolishing segregation in public schools, and the process of racial integration, often facilitated by the protection of the National Guard, began. A fully-fledged movement was undeniably taking shape, as in 1955, when the African-Americans of Montgomery, Alabama began a bus-boycott, protesting segregated seating on busses. A young pastor, Martin Luther King Jr., became a vocal and charismatic leader of the growing movement, and became an advocate of non-violent civil disobedience. However, the anger felt by many African Americans was deep enough that more radical, militant protests also gained steam. The most famous leader of the militant side of the Civil Rights Movement, Malcolm X, was in his mid-20’s, when he joined the group known as the Nation of Islam. X became an outspoken critic of White dominance in America, advocating such things as the creation of a separate state for African Americans. He also vocally disagreed with the Civil Rights Movement’s strategy of non-violence, instead advocating that African Americas gain the means to defend themselves by any means necessary. By 1968, both Martin Luther King and Malcolm X were dead the hands of assassin’s bullets, but the Civil Rights Movement had achieved irreversible gains, including the passage of the Civil Rights Act of 1964, which provided for equal opportunity in employment, public facility access, and housing. America’s relatively new experience with desegregation and legal racial equality pushed government to pressure internationally for global adoption of these ideals. By 1984, President Reagan signed sanctions against South Africa, after years of vocal public protest over the United States’ support of the police state. Its pressure helped to bring down the system of apartheid in 1994.


 * __Handouts__**

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