Apartheid in South Africa Danny Patterson 9th Grade Modern World Studies

Iowa Core Standards Addressed Understand historical patterns, periods of time, and the relationships among these elements Understand how and why people create, maintain, or change systems of power, authority, and governance Understand the role of culture and cultural diffusion on the development and maintenance of societies Understand the role of individuals and groups within a society as promoters of change or the status quo Understand the effect of economic needs and wants on individual and group decisions Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues

Learning Outcomes Students will evaluate differences between groups with varying ideological stances in regards to apartheid Students will analyze the importance of key events and legislation contributing to the history of South African Apartheid Students will explain how events and circumstances leading up to apartheid influenced its formal implementation in South Africa Students will research people who were important to the history of South African apartheid Students will explain how apartheid came to an end in South Africa and where its effects are still visible in their society today Students will create a form of media presentation to demonstrate understanding of the relationship between important areas of S. African society affected by apartheid

Enduring Understandings Prejudice and discrimination weaken a society Prejudice is the result of ignorance and lack of understanding, which often leads to discrimination The history of a given society/nation affects its present condition and can serve to explain circumstances and attitudes within the nation/society.

Essential Questions What is prejudice? Why do people discriminate against others? How do prejudice and discrimination weaken a society? What was life like in South Africa before, during and after apartheid?

Summative Assessment My summative assessment will be a final project. It will offer students quite a bit of freedom to create something that they want so that they may pursue something of interest to them. They will be creating some form of media (in a broad sense of the term; could include a newspaper article or a painting etc.). While the form it can take will be up to them, they have to include specifically set out criteria in order to demonstrate the learning outcomes for this unit. I feel that a project with different options is a great way to allow students to demonstrate learning outcomes because they will do something they enjoy. While it may seem a bit too open, I think that the specific criteria in relation to the unit and learning outcomes that I list as requirements for the project will help them to keep a focused idea of what to include in their project. This will allow for students of different interests and talents to pursue different projects, but ultimately they are all seeking to demonstrate the same learning outcomes. I will also have them fill out an initial proposal about what they plan to do for their project to make sure it is something feasible. I will give them feedback in order to help them as they get started and suggest how they might be able to achieve what they are planning to do or anything that may need to be reconsidered. With that in mind, I would expect to see a variety of very welldone, creative, and interesting projects that do a good job to achieve the criteria for the project and demonstrate achievement of the units learning outcomes.

South African Apartheid- Project Your task is to represent the history of South African apartheid through the creation of some form of media of your choice. Media: the means of communication, as radio and television, newspapers, and magazines, that reach or influence people widely. You may work individually or in groups no larger than 4. A proposal is due to me by Friday, May 6 stating your group members and what you will be creating so that I can ensure that it is a valid form of media for this project. This project allows you a lot of freedom in choosing what form you actually want it to take. It could be a TV show, skit, magazine article, rap, poem, song, a painting, or many other things. However, there are certain criteria required within your project that you must make sure to somehow include. Project Criteria The project will identify, and explain the significance of, at least 3 important people involved in the history of South Africa under apartheid. The project will identify and explain at least 5 specific political policies enacted as a part of apartheid The project will identify and explain at least 3 economic consequences of apartheid in South Africa. The project will identify and explain at least 3 major social/cultural issues affected by apartheid in South Africa. The project will somehow describe the history of apartheid in South Africa in a chronological manner.

The project will be due in class on Monday, May 23.

South African Apartheid: Project Proposal This proposal is due in class on Friday, May 6th Group Members: (can be individual, or up to 4 in a group) ______________________________

_______

Brief Description of Project: (What media form will you use and how will you be able to incorporate the listed criteria for the project into your creation?)

Lesson Title The Apartheid Experiment Topic The Apartheid Experiment will introduce the historical topic of South African Apartheid to students by engaging them in an activity to simulate the experiences of various groups of individuals who lived under apartheid in South Africa. Standards This lesson will help students to: -Understand historical patterns, periods of time, and the relationships among these elements. - Understand how and why people create, maintain, or change systems of power, authority, and governance. - Understand the role of individuals and groups within a society as promoters of change or the status quo. -Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues. General Goal This lesson will engage students in an activity to simulate South African apartheid, which can serve as a basis for introducing the topic for study and reflecting upon the activity and how it relates to what they will be learning about. Specific Objectives Students will be able to identify which groups in the activity represented which groups under South African apartheid Students will be able to identify the effects of apartheid on the various groups of people represented through the activity Students will demonstrate an ability to think critically about the events that have been represented through the activity and form an opinion about these events.

Procedure Upon entering class, students eye color will be checked and they will be given a card indicating what group they belong with. Seating in the classroom will be divided into distinct sections so that students will sit with those having the same eye color as them. The class will then be presented with a variety of activities to complete, but the eye color group with the smallest number of students will be given many more advantages towards completing the task while the group with the most students will be pretty much neglected. The different groups of eye color will be those of the students in the class, but for this example we will assume the colors are brown, blue, green, and hazel, with brown being the majority and hazel the minority. Students will be presented with the option of using atlases to fill out a blank map of the US states with their capitals, looking up a list of interesting words in the dictionary and writing the definitions, or reading an interesting news magazine article and answering some questions on it. The class will vote on what activity they want to do, but only the students with Hazel eyes will be allowed to vote. The activity with the most votes will be the activity that the whole class engages in for the day. The students with Hazel eyes will be given the necessary resources for whatever task they have chosen for the day. If they choose the vocabulary activity they will each be given a dictionary. However, all the other eye color groups would only receive the list of words to be defined, but they would receive no dictionary. The same would go for the other activities. Hazel eyed students would receive the atlases or news articles as necessary, but all other eye color groups would only receive the worksheet to be completed, but not the necessary resources. Students will be encouraged to complete the task and the teacher will try to maintain order in the classroom. If any students question the activity the teacher will tell them it is for a lesson that will be explained in the next class period and that the current class structure is only for today. Students will then work on the task and react naturally to the setting and situation they have been placed in. Upon the end of the class session students will turn in whatever work they have finished. They will be asked to think about what they experienced in class and do a little historical research outside of class to see if they can figure out what historical event the activity was simulating by the time they come to class the next day. In class the next day, students will begin by sharing what the activity made them think and feel, and at least one student from each group should speak. Then students will be asked to share what historical activity they think the activity was simulating. After this discussion, a PowePoint presentation will be shown detailing certain aspects of South African apartheid. Specifically, it will show the association between the experiences of different racial groups under apartheid in accordance with the relating experiences that students of certain eye color groups were subjected to.

Required Materials Dictionaries U.S. atlases Engaging news article US map worksheets Vocabulary words worksheets News article questions worksheets Eye color identification cards PowerPoint presentation

Assessment/Checking For Understanding This assessment will be informal in nature and will consist of the teacher presenting questions directly relating to the content objectives for the lesson. If there seems to be an objective that is not being met or is unclear to students, then the teacher can go over that topic in more depth and/or take note of that in order to cover it more fully in future instruction. Every student may not be able or willing to speak out to answer the questions, so the teacher will also write down responses that students offer on the white-board for students to write in their notebook to reference for later assessment. Questions might include; -Which racial group under apartheid was represented by our Hazel eyed group yesterday, and which racial group was represented by our brown eyed group? -In what ways were the experiences of the different eye color groups similar to the experiences of their correlating racial groups under apartheid in South Africa? -How do you feel about the way that the different racial groups were treated under apartheid in South Africa? How did the activity help you to better understand what people experienced in South Africa?

Lesson Title Discrimination Plagues More Than One Nation Description This lesson will help students be aware of similarities and differences between the segregation that occurred in the USA and the apartheid in South Africa. It will engage students in thinking critically about similarities between these historical periods of discrimination in order to give a proposal to other nations to help them avoid such tragic events in the future. Subject Modern World Studies Instruction Time 100 minutes (Two 50-minute class periods) Grade Level 9th Grade level Standards Addressed -Understand historical patterns, periods of time, and the relationships among these elements. -Understand how and why people create, maintain, or change systems of power, authority, and governance. -Understand the role of individuals and groups within a society as promoters of change or the status quo -Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues. Materials/Resources Individual computers Pre-designed web-quests by teacher Web-quest worksheets White-board and marker

Learning Objectives Students will be able to identify similarities and differences between the beginnings of, occurrence of, and endings of segregation against Blacks in the USA and apartheid in South Africa. Students will be able to think critically and demonstrate an informed understanding about social issues that seem to be common factors leading to institutionalized discrimination within nations. Students will be able to apply what they know about the causes of, occurrence of, and endings of institutionalized discrimination within multiple nations to create a reasonable proposal/plan for preventing such calamities from occurring in the future for nations faced with similar situations. Essential Question(s) What can be identified from studying segregation in the USA and apartheid in South Africa as the common trends or circumstances that bring about institutionalized discrimination? What can be done to combat similar circumstances that may arise within nations in the future so that the reoccurrence of these painful historical events can be avoided? Motivational Strategies Students will be able to research some of the dreadful events of apartheid and segregation so that they feel more of an emotional attachment or sympathy for the events and people themselves. Students will be given the opportunity to engage in a task that is practical and seems important towards preventing misdeeds in the future because they will be working on possible solutions to a problem that has not yet been solved. Students may be motivated by the thought that, through their research and work, their resulting idea could be one that actually works and helps people in the future. Instructional Methods The teacher will create a web-quest guiding students to find information about causes of South African apartheid and US segregation, important people, groups, or movements within these historical periods, important events of the time period, and how each institutionalized form of discrimination was brought to an end.

The teacher will organize students into pairs so that each one in the pair found information through the web-quest on a different nation than their partner. Students will then be encouraged to share what information they obtained with their partner. Finally, the teacher will lead a class discussion and write down group findings on the whiteboard for a complete class list. The teacher will then lead students to analyze the information they have compiled as a class in order to create a proposal for how to prevent such similar events in the future. The teacher will offer input or direction on the proposal when it seems necessary, if at all. Procedure The teacher will explain an imagined scenario in which there is a nation facing rising social tension, and race is at the forefront of the issue. It seems as though the nation is on the verge of following similar steps as the USA or South Africa pursued through segregation and apartheid, respectively. With this as the background, students will be asked to research information about the segregation in the USA and apartheid in South Africa in order to gain an understanding for these issues and how they can be dealt with and combatted. Students will be notified that the end task of the activity will be to use what they learn to create an effective plan for how this nation facing rising racial tensions can deal with the issue and prevent enacting formal discriminatory policies as South Africa and the USA were unable to do. Class will be held in the computer lab/library where there is a computer that each student can use. Students will be assigned as a number one or a number two after they are seated by a computer so that there will be an equal amount of each number (assuming an even number of students in the class). Students that are given the number one will be doing a webquest and corresponding worksheet relating to apartheid in South Africa while students given the number two will be doing a web-quest and corresponding worksheet relating to segregation in the USA. Students will receive a full class period to research as they navigate the web-quest they are working on in search of information to complete the topics on the worksheet. The worksheet will include a section for the initial stages or forms of segregation and apartheid and the reasons behind it. The worksheet requires documentation of social issues relating to race that were present around the initial stages of institutionalized discrimination in each country. Also, it requires documentation of significant individuals, groups, cases, or events and their role in affecting segregation or apartheid. Finally, the worksheet requires the student to record important steps taken towards bringing an end to apartheid or segregation. The next day in class, the students who did the apartheid web-quest will be numbered and the students who did the segregation web-quest will be numbered. Thus, each student will be in a pair with the other student who has the same number as them and worked on the web-

quest that he or she did not. Students will then share their information with their partner and create a Venn diagram where they include similarities in the middle section and distinct characteristics of either apartheid or segregation on each corresponding section of the Venn diagram. Next, the teacher will draw a large Venn diagram on the white-board. Each group will take a turn adding a piece of information for the teacher to write in one of the sections. When the Venn diagram is completed students will be given a short amount of time to look at the diagram (and copy it in their notes if they want) and analyze it. They will be asked to focus on the similarities section as they will be posed with the task of taking what they have found to be similar aspects leading to institutionalized racial discrimination, similar events, leaders, or groups within these time periods, and similarities in how these institutions were dismantled and using that information to create a proposal or plan on how to deal with similar issues that could arise in the future in order to prevent such things from occurring elsewhere in the future. This proposal will be more of a free writing activity in which each student writes a paragraph or so about their own plan based upon what they learned and interpreted from the activity. At the end of class, students will turn in their individual writing response, their completed webquest worksheet, and their Venn diagram with each partners name on it. Technology Required Class time on computers with internet access (50 minutes= 1 class period) Adaptations to Meet Student Needs Changes will be made to the assignment as necessary for any student with a disability to engage in the lesson. If a student is not at all capable of engaging even in an adapted form of the lesson, an alternative activity can be offered. Thinking Strategies Students will be encouraged to think about historical events in a context of cause and effect and also relating different historical occurrences to one another. Furthermore, they will use analytical thinking as they observe the information and practical thinking as they seek to apply what they learn to creating a proposed plan. Assignment No assignment required outside of class.

Assessment The assessment for this lesson will be the assignments that are turned in. This includes the web-quest worksheet, the partner Venn diagram, and the personal written proposal. The teacher will look at all of these assignments and give students points for their completion. Based upon the assignments turned in, the teacher will determine if it seems that the class, in general, is not understanding a certain topic and needs to cover that more thoroughly or if they seem to understand the information pretty well. The assignments will serve as valuable assessment as they directly offer students the opportunity to demonstrate their achievement of the lessons learning objectives.

Title: South Africa: Then and Now Description: Students will read an excerpt of Mark Mathabanes autobiography, Kaffir Boy, which details his own experiences of everyday life as an African under the apartheid system in South Africa. Students will then be able to compare Mathabanes experiences to the experiences of my friend Veli Ndaba, a 22 year old African man living in the new South Africa, as they ask him already prepared questions about his own life in South Africa through a Skype conversation. Subject: Modern World Studies Instruction Time: Apx. 140 minutes (Three 45-50 minute class periods) Grade Level: 10th Grade Level Standards Addressed: -Understand how social status, social groups, social change, and social institutions influence individual and group behaviors. -Understand the historical development of the behavioral sciences and the changing nature of society. -Understand how personality and agents of socialization impact the individual. -Understand how and why people create, maintain, or change systems of power, authority, and governance. -Understand the role of culture and cultural diffusion on the development and maintenance of societies. -Understand the role of individuals and groups within a society as promoters of change or the status quo. Materials/Resources Copied handouts of Kaffir Boy excerpt Computer and Skype account Projector and projector screen compatible with CPU (for Skype conversation)

Individual from South Africa to connect with on Skype

Learning Objectives -Students will be able to identify characteristics of culture and everyday life for Africans under the apartheid system in South Africa in aspects such as education, values, religion, work, family life, recreation, and social issues. -Students will be able to identify characteristics of culture and everyday life for Africans in current day South Africa under a new system of governance in aspects such as education, values, religion, work, family life, recreation, and social issues. -Students will be able to effectively compare and contrast the similarities and differences between the lives of Africans under apartheid and their lives today and understand the significant influence of historic events that helped bring these changes. Essential Question(s) What is similar and what is different about life today for an African in South Africa versus an African living under apartheid? How did the history of apartheid in South Africa influence modern day culture and everyday life in South Africa? Motivational Strategies The motivational strategies will be the activities the students will engage in. The autobiographical excerpt is very interesting and we will begin reading together and I think students will be motivated to continue reading. It is a detailed account that goes into some real serious issues of a real persons life so students might be able to relate to some of the things he writes on, which is also sometimes an effective motivational tool. Furthermore, in having a planned Skype conversation with a South African friend of mine, students will be motivated to finish the reading beforehand so they have some background information and can prepare questions for the conversation as they will be asked to do. Again, a real life conversation and application to real life of what will be learned by speaking to an individual living in the nation that has been effected so greatly by apartheid is motivational because students see the real effect and consequences on real people of the issues they are studying in class. Instructional Methods The teacher will engage students by first explaining the organization of the lesson in that they will first read an account of an individual who lived during apartheid and, later, converse directly with an

individual currently living in South Africa. The teacher will get students going by beginning the reading out loud with them and then having them continue reading quietly on their own. The teacher will guide the conversation/discussion on Skype as students offer questions and listen to responses. The teacher will ensure that questions are appropriate and that students ask in an organized fashion. The teacher will also lead a post-skype- conversation discussion and writing assignment to ensure that students are able to reflect upon what they have heard and read. Procedure Upon entering class, each student will receive a packet which is the excerpt reading from Mark Mathabanes autobiography, Kaffir Boy. The teacher will give a brief explanation of what the reading is and where it comes from. The teacher will give a brief summary of what will be done with this lesson for this day and the next two days. Also, the teacher will tell students what they should be looking for while reading and also tell them the assignment to go along with the reading and the next days lesson, which is simply to use what they read in the autobiography to prepare questions to ask to the South African speaker about his own life the next day. Besides this task, there will be no formal worksheet or assignment to go with the reading. Then the teacher will guide the students in reading the first two paragraphs or so as a class. After the students have begun reading all together, they will read silently. The rest of the class period will be silent reading time. If any students finish before the end of the period they can begin thinking of, and writing down, questions for the next days Skype conversation. They will be required to have at least 2 thoughtful questions prepared for the next day. If students do not finish reading before the end of the period they will finish the reading and prepare two questions for the next day as homework. On the second day, students will bring their two prepared questions. Students will write each of their questions on a scrap of paper and sign their name and then put it in a hat. The teacher will use Skype to connect to the South African individual (my friend Veli in this case) and begin the conversation. The teacher will draw a paper from the hat and the individual whose question is drawn will address the speaker and ask them the question they have prepared. The student will remain in the front of the classroom by the computer so as they speaker responds so if there is any further conversation or dialogue he or she can converse with the speaker for more in depth learning and natural dialogue rather than a formal question and answer session. This process for the entire period and students will be encouraged to take notes on what they hear from the responses to the various questions via the Skype conversation for an assignment they will receive tomorrow. The third and final day of the lesson will begin with an informal discussion led by the teacher. The teacher will have students break into groups in which each student will then take the time to share with their other group members their responses to questions from the teacher about what they found to be most interesting from each of the sources they learned from (autobiography and Skype conversation), what was most surprising, what things were quite similar or different between the two sources, and other questions in order to debrief and reflect upon the activities of the past two days. The teacher will also lead an entire class discussion in which any individual is encouraged to share what their group

talked about or what some responses to questions were within the group discussion. The teacher will also ask what questions they may still have or what they may be more interested in learning about in relation to this topic after reading the autobiography and participating in the Skype conversation. After this class discussion, the teacher will write a question on the white board for a journal entry. The question will ask them to explain the similarities and differences of life for an African in South Africa living during apartheid versus living now, in relation to the autobiography and Skype conversation of the past 2 days. Students will work on this for the remainder of the period and turn in what they have written at the end of the class period. Technology Required: Computer with internet access Skype account Projector screen Projector (compatible with CPU) Adaptations to Meet Student Needs Changes will be made to the assignment as necessary for any student with a disability that causes them to be unable to engage in the lesson. If a student is not at all capable of engaging even in an adapted form of the lesson, an alternative activity can be offered. Thinking Strategies Students will be encouraged to think about things in relation to one another, and in regards to their own life. Critical thinking will be stimulated through these activities because students are influenced through the lessons activities to seek to gain, or at least to listen and hear, the perspective of individuals who lived, or live, in South Africa under apartheid or under the new governing system. They will be encouraged to compare and contrast and also see the direct consequences and effects of what is being studied through the lesson. Assessment There will be two assignments for this lesson. First, besides having to bring the questions to ask for the Skype conversation, students will have to turn in their two questions written on another piece of paper at the end of the class period on the day of the Skype conversation. Second, students will turn in their reflective journaling essay about they thought about the sources they read and heard and what was similar and different about life in South Africa then and now according to these sources. The teacher will read the questions that are turned in and the journal entries that are written in order to determine what topics seems to be getting very well and what things, if any, may need some more coverage. The journal directly offers the students the opportunity to demonstrate their achievement of the lessons learning objectives

Questions for Web-Quest: Segregation in the USA (to be answered on a separate sheet of paper) 1 ) Briefly summarize the background history leading to the formalized segregation in the USA and the form it took in its initial stages.

2 ) What social issues were a major part of segregation in the USA, and which social issues were most affected by segregation? Please explain.

3 ) Identify 4 important people who were influential to the history of segregation in the USA and explain their significance.

4 ) Identify 3 different groups with different opinions or ideals about racial issues in the USA and how to combat them and make sure to explain each groups goals.

5 ) Identify 4 different legislative acts that affected the form that segregation took in the USA and explain what the effect/result of each was.

6 ) Document 4 significant events of segregation and explain their significance.

7 ) Briefly summarize how you understand that segregation was eventually dismantled.