L5+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 5
 * __ Grade Level __ **** :  ** 11 ** __Topic__: ** Self-knowledge/ recognize
 * __ 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 **** recognize **  that issues at the heart of apartheid still exist today.

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 be exposed to the idea that history does not end at “official” points (i.e. apartheid did not simply go away with the abolition of the official system.
 * __ 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, following the end of apartheid, allowing the students to create a visual timeline. They will also use a persuasion map organizer, in order to formulate arguments either for or against continued existence of apartheid. 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.
 * Formative (Assessment for Learning) **

Students will hold a debate via message-boards, where they will discuss whether or not apartheid still exists in South Africa. Students will work individually to come up with reasons either for or against, depending on which side they are assigned by the teacher. Each student will be paired up with a student on the opposing side, and each will present at least three points, to which the other side must provide a rebuttal. Once the debate is completed, students will do a think-pair-share to form final conclusions. The final product will be graded using a rubric.
 * Summative (Assessment of Learning) **

Technology: Students will use message boards as a summative assessment, arguing whether or not apartheid still exists.
 * __ Integration __ **

Debate: Students will have to form arguments and defend them. English: Students will have the opportunity to use writing skills in both the message boards and in journals.
 * Other Content Areas: **


 * __ Groupings __ **

Students will complete the summative assessment individually. However, once the debate is complete, students will collaborate with a think-pair-share, in order to form final conclusions on the topic of informal apartheid.
 * __ Differentiated Instruction __ **

** Modifications/Accommodations  **
 * Verbal: ** Teacher presentation on current debates about the legacy of apartheid.
 * Logical: ** Open up discussion discussing for what logical reasons that racism would still persist in South Africa.
 * Visual: ** Use a persuasion map to formulate arguments about the apartheid legacy.
 * Interpersonal: ** Use message-boards for a debate on the legacies of apartheid.
 * Intrapersonal: ** Have students journal reflectively on their thoughts about the legacies of apartheid.
 * Kinesthetic: ** Have students move to one side of the room or another to signify whether they believe that apartheid still exists in South Africa.

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 message boards as a summative assessment, arguing whether or not apartheid still exists.

 · laptops  · textbooks  · dry-erase markers  · handouts (quizzes, graphic organizer, readings, unit syllabus, project rubric)  · access to message boards
 * __ Materials, Resources and Technology __ **


 * __ Source for Lesson Plan and Research __ **

[] [] [] These three sites discuss the history of South Africa after 1994. [] [] These sites discuss the current conditions of black South Africans [] [] These sites discuss the presidency of Thabo Mbeki.


 * __ 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 the persuasion map GA, 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. 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 debate.

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 recognize that the issues of apartheid still exist today in South Africa, as many economic and social issues remain unsolved.
 * // 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 use message boards as a summative assessment, arguing whether or not apartheid still exists.

Verbal: Teacher presentation on current debates about the legacy of apartheid. Logical: Open up discussion discussing for what logical reasons that racism would still persist in South Africa. Visual: Use a persuasion map to formulate arguments about the apartheid legacy. Interpersonal: Use message-boards for a debate on the legacies of apartheid. Intrapersonal: Have students journal reflectively on their thoughts about the legacies of apartheid. Kinesthetic: Have students move to one side of the room or another to signify whether they believe that apartheid still exists in South Africa.

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, following the end of apartheid, allowing the students to create a visual timeline. They will also use a persuasion map organizer, in order to formulate arguments either for or against continued existence of apartheid. 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. Students will hold a debate via message-boards, where they will discuss whether or not apartheid still exists in South Africa. Students will work individually to come up with reasons either for or against, depending on which side they are assigned by the teacher. Each student will be paired up with a student on the opposing side, and each will present at least three points, to which the other side must provide a rebuttal. Once the debate is completed, students will do a think-pair-share to form final conclusions. The final product will be graded 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 Day 1 (80 mins) · Class begins. Once class settles in, students will be shown images of Africans living in poverty before and after 1994, showing that there are still economic issues in South Africa today. Class will discuss what reasons there may be for there still being economic disparity between white and black citizens. (10 mins) · Teacher will then give an oral presentation on the history of South Africa after 1994, including the TRC and the subsequent elections of presidents Mbeke and Zuma. (20 mins) · Hand out graphic organizers. Explain the summative assessment, asking students to step to one side of the room or another depending on whether they believe that apartheid still exists today. Students will then be randomly assigned to sides, either for or against. Students will be told to use the GA to formulate arguments. (5 mins) · Students will be given the remainder of class time to complete their charts. During this time students will also be placed into partner groups for the message board debates. (40 mins) · Students will be reminded that the debate is to be done for next class. Students will be given a short quiz as an exit pass, covering new content that was covered in class. (5 mins) Day 2 (80 mins) · Class begins. Class will have a debriefing discussion, discussing their thoughts. This will be done in a think-pair-share format, beginning with individual reflection, then combining to partner groups, and then opening up to a full discussion. (40 mins) · The siding on the room activity will be conducted again, showing how perceptions may have changed. (5 mins) · Students will be given time to go back and revise their arguments in their message boards following the class discussion. (30 mins) · Students will be informed that there is five minutes remaining, and will be told that for homework that they are to journal reflectively on the question “how do you think the legacies of apartheid can be solved?” (5 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 images of South African settlements, before and after apartheid, as a hook. ** Where, Why, What, Hook, Tailors: Visual, Verbal  **
 * // 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: **
 * __ Teaching and Learning Sequence __ **** :  **

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 persuasion map graphic organizer, students will formulate arguments regarding the continued existence of apartheid. Instruction will be delivered using a combination of teacher presentation, group discussion, and personal reflection. 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, Visual, Interpersonal, Intrapersonal, Logical  **

Student will be able to ** recognize ** that issues at the heart of apartheid still exist today. Students will hold a debate via message-boards, where they will discuss whether or not apartheid still exists in South Africa. Students will work individually to come up with reasons either for or against, depending on which side they are assigned by the teacher. Each student will be paired up with a student on the opposing side, and each will present at least three points, to which the other side must provide a rebuttal. Once the debate is completed, students will do a think-pair-share to form final conclusions. Once final conclusions are drawn students may go back and revise their message board posts. ** Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Verbal, Logical  ** 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. The perspectives gained during this lesson are required for the discussion in the following lesson about the legacies of apartheid.
 * Evaluate, Tailors: Intrapersonal, Verbal **


 * __ Content Notes __ **

With the end of legal apartheid in 1994, South Africa began moving towards true democracy. Nelson Mandela, world renowned leader of the ANC, was elected president of the country in 1994, and began the process of integrating the country. The process was a delicate one: whites still controlled much of the military and economy, despite the rights that were granted to the blacks. Mandela guided the country through some key steps of integration, though more often than not blacks were relegated to lower level occupations, while whites maintained a grip on more powerful positions. Additionally, the country was on the precipice of economic collapse, after years of massive expansion by the apartheid government. Indeed, even today, South Africa still struggles with the economic legacies of apartheid, despite being the most powerful of the sub-Saharan nations. Mandela also set up the South African Truth and Reconciliation Commission, which aimed to shed light on the abuses of power and wrongdoings of all sides during the apartheid era. Mandela served a five year term, resigning in 1999, appointing Thabo Mbeki as his successor. Mbeki served 9 years, ushering years of economic growth, albeit with a further widening of the gap between the rich and the poor. He would come under fire for his views on AIDS, insisting that it was unrelated to HIV. Regardless, he ended up being forced to resign, after losing a power struggle with his former deputy and political rival, Jacob Zuma. Zuma, a populist, who promised to work to bring black South Africans out of poverty, continues to hold the presidency today, and oversaw SA’s hosting of the FIFA World Cup in 2010. Despite the efforts of many in power, South Africa remains sharply divided along lines of class and race, with whites still holding the reins of power. Many blacks still lack access to basic housing and education, and though tin huts may be slowly giving way to brick houses, South Africa remains one of the most racially divided nations in the world.


 * __ Handouts __ **

· quizzes, · graphic organizer · project rubric