L6+Burns,+Grady

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION  ** ** LESSON PLAN FORMAT  **
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * __ Teacher’s Name __ **** :  ** Mr. Burns ** __Date of Lesson__: ** Lesson 6
 * __ Grade Level __ **** :  ** 11 **  __Topic__:  ** Empathy/ consider
 * __ Objectives __ **
 * Student will understand that **  apartheid had lasting influences both inside and outside of South Africa.
 * Student will know **  the critical details of the modern South African state, informal apartheid, and the sequence of events after the end of formal apartheid.
 * Student will be able to **** consider **  what effects apartheid had on modern South Africa.

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: **  By learning about the legacies of apartheid on modern South Africa, students will be able to see how the past impacts the world today, illustrating the importance of enduring themes.
 * __ Assessment __ **


 * Formative (Assessment for Learning) **

Students will use a tree chart organizer, where they will formulate ideas as to how racism and apartheid legacies still exist in South Africa. 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, on most nights there will be a short homework assignment, where students will respond to a critical-thinking question in their journals, as well as using the journal to convey any lingering questions about the content. 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 (Assessment of Learning) **

Students will create a mock radio show using sound editing software, in which they will discuss how aspects of apartheid are still affecting South African society. Students could use fictional guest speakers to relay factual information about modern South African society, while also incorporating their own views about the country’s current issues. The product will be graded using a rubric.

Technology: Students will create their summative assessment using sound-editing software.
 * __ Integration __ **


 * Other Content Areas: **

English: Students will have to create transcripts for their radio broadcasts, and will also use their writing skills when completing their journal entries.


 * __ Groupings __ **

Students will be randomly assigned to partner groups for the completion of the summative assessment. Additionally, students will come together for a think-pair-share before creating their final products, in which they will discuss how the current issues in South Africa do or do not relate back to apartheid.


 * __ Differentiated Instruction __ **

** Strategies:  ** Verbal: Teacher presentation on history of South Africa after 1994. Logical: Integrate Socratic questioning into class discussion about the legacies of apartheid. Visual: Use a tree chart to express ideas about how racism still manifests in South Africa. Musical: Compare South African pop music from before and after 1994. Interpersonal: Have students discuss the legacies of apartheid as a class. Intrapersonal: Have students journal reflectively on how they believe South Africa will look in 5 or 10 years from now, given its current issues. ** 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 create their summative assessment using sound-editing software.
 * __ Materials, Resources and Technology __ **

 · laptops  · textbooks  · dry-erase markers  · handouts (quizzes, graphic organizer, readings, unit syllabus, project rubric)  · sound editing software


 * __ Source for Lesson Plan and Research __ **

[] [] [] These three sites discuss the historical events of South Africa after 1994. [] [] [] These three sites discuss the lingering legacies of the apartheid era on South African society.


 * __ 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 tree charts, coupled with the sequential description of the historical events of South African history. Additionally, the checklist 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. 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 transcript.

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." By learning about the legacies of apartheid on modern South Africa, students will be able to see how the past impacts the world today, illustrating the importance of enduring themes.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.  // **
 * // Rationale:  // **


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

Technology: Students will create their summative assessment using sound-editing software.

Verbal: Teacher presentation on history of South Africa after 1994. Logical: Integrate Socratic questioning into class discussion about the legacies of apartheid. Visual: Use a tree chart to express ideas about how racism still manifests in South Africa. Musical: Compare South African pop music from before and after 1994. Interpersonal: Have students discuss the legacies of apartheid as a class. Intrapersonal: Have students journal reflectively on how they believe South Africa will look in 5 or 10 years from now, given its current issues.

Students will use a tree chart organizer, where they will formulate ideas as to how racism and apartheid legacies still exist in South Africa. 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, on most nights there will be a short homework assignment, where students will respond to a critical-thinking question in their journals, as well as using the journal to convey any lingering questions about the content. 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.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.  // **
 * // Rationale:  // **
 * Formative: **


 * Summative: **

Students will create a mock radio show using sound editing software, in which they will discuss how aspects of apartheid are still affecting South African society. Students could use fictional guest speakers to relay factual information about modern South African society, while also incorporating their own views about the country’s current issues. The product will be graded using a rubric.
 * __ Teaching and Learning Sequence __ **** :  **

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.

· Class begins. Once class settles in, they will be shown a video clip of the movie, // Invictus //, as an introduction to the discussion of the legacies of apartheid after the election of Mandela. This will be followed by a discussion on what issues South Africa has had to deal with following the abolition of legal apartheid. ( 30 mins) · Hand out GA. Students will be led through filling out their tree chart, where they will come up with what ways apartheid has left imprints on South African culture. (15 mins) · Students will be introduced to the summative assessment for the lesson, and provided with a tutorial on the use of sound editing software via a YouTube video. Students will be given time in class to get acclimated to the software. Students will be placed into random groups of 2-3 for the completion of the assignment. Students will also receive the rubrics for the project at this time. (30 mins) · Students will be alerted that class is coming to a close, and will be given a short quiz as an exit pass for the day, where they will answer topical questions related to the lesson. Students will be given the assignment to write in their journals about the question “How do you think South Africa will look in 5 years? 10 years?” (5 mins) · Students will be instructed that they have the entire class period to work on their products, and that by the end of the next class, a transcript is due. The teacher will go from group to group to conference on their progress. (80 mins) · Students will be reminded that they must have completed their transcript by the end of class. They will be informed that the transcript will be returned to them by next class for approval, and will be given next class to record and present their products. (80 mins)
 * Day 1 (80 mins) **
 * Day 2 (80 mins) **
 * Day 3 (80 mins) **


 * Day 4 (80 mins) **

· Students will be handed back their edited transcripts and will be either given the go-ahead to record, or will be asked to revise. (50 mins) · Students should be wrapping up at this point, and will be told that if they would like to present their products, they can do so now. (30 mins) Students will understand that apartheid had lasting influences both inside and outside of South Africa. By learning about the legacies of apartheid on modern South Africa, students will be able to see how the past impacts the world today, illustrating the importance of enduring themes. ** 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 a scene from the movie //Invictus//, illustrating the lingering effects of apartheid, as a hook. ** Where, Why, What, Hook, Tailors: Visual, Verbal  **

Student will know the critical details of the modern South African state, informal apartheid, and the sequence of events after the end of formal apartheid. ** (See content notes below). **Using a tree chart graphic organizer, students will  formulate ideas as to how racism and apartheid legacies still exist in South Africa. Instruction will be delivered through a combination of teacher presentation and class 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, Interpersonal, Intrapersonal, Kinesthetic **

Student will be able to ** consider ** what effects apartheid had on modern South Africa. Students will create a mock radio show using sound editing software, in which they will discuss how aspects of apartheid are still affecting South African society. Students could use fictional guest speakers to relay factual information about modern South African society, while also incorporating their own views about the country’s current issues. Students will work in partner groups to complete the assignment, and will complete a think-pair-share, thinking about how South Africa today reflects the apartheid era. Students will be able to revise the transcripts to their presentations after being reviewe d by the teacher. ** Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Verbal, Logical, Musical ** Students will be provided with a checklist before the completion of the assignment, so that they may know what criteria they must meet. Students will receive feedback on the same day as presentations in the form of the checklist. Once they receive this feedback, they may revise their work for full credit. The knowledge gained in this lesson will prove beneficial for the students, as it will provide further context to draw upon for the final project.
 * Evaluate, Tailors: Verbal, Intrapersonal **


 * __ Content Notes __ **

Despite the fact that legal apartheid ended in 1994, there remain several legacies from the horrific years that preceded it. While Nelson Mandela and the ANC rose to power when blacks were given the franchise and the organizations was legalized, whites remained in control of key aspects of South Africa’s infrastructure and military. More often than not, when institutions were “integrated,” blacks were only able to take spots low on the chain of command, with whites remaining in positions of prestige. While there were surely more employment opportunities for blacks following 1994, racial inequity in the workplace remains acute. Additionally, SA faced severe economic turmoil, resulting largely from the years of apartheid, where the government had to grow massively to maintain its systems of control. When Mandela came to power, the economy was near collapse. Even today, SA faces lingering systemic economic issues as a result of the apartheid years. In addition to the economic legacies left by apartheid, geographically, SA remains largely segregated. Due to the remaining economic barriers in place for many blacks, shanty towns that existed in the apartheid era remain today, while whites remain in isolated, secure, and prosperous communities. This continued pattern of degradation has led to continued social tensions between whites and blacks. The conditions of these “towns” have also encourages the spread of diseases, and South Africa is now one of the most HIV infected nations in Africa. Perhaps partially due to the aforementioned conditions, along with lingering psychological legacies on the SA people, many citizens still hold apartheid era views on the superiority of the white race, both black and white. Connected to these lingering societal issues, SA faces serious problems in regard to the crime rate in its poor areas. Wealthy white towns remain fortified against the outside, but muggings, carjackings, and random killings have reached epidemic proportions. As JM Coetzee describes in his book // The Age of Iron //, perhaps the greatest and most devastating legacy left on SA’s people from apartheid is the hardening of an entire generation of youths who witnessed the brutality of what amounted to civil war, and stood in the crossfire, and often on the front lines of the fighting. As black SA youth were exposed to continuous horrors of police repression, and the “normal” occurrences of violence and rape that took place on the often lawless homesteads, many were forced to grow up much too fast, leading to what has been referred to as a “desolate” generation of children who are now adults in SA society. So despite the legal process that SA has achieved in the 15 years since the end of apartheid, many integral parts of the system remain in place, and unchallenged.


 * __ Handouts __ **

· quizzes · graphic organizer · project checklist