Summary
Through an examination of demographic data, a timeline, and a first person account interview, students will analyze the impact that apartheid had on the people of South Africa.
Essential Question(s)
What is the lasting impact of apartheid in South Africa?
Snapshot
Engage
Students analyze an anti-apartheid poster.
Explore
Students examine socioeconomic data within apartheid.
Explain
Students interact with a timeline about the establishment and dismantling of apartheid.
Extend
Students respond to an interview about a firsthand account of apartheid.
Evaluate
Students complete a Claim, Evidence, Reasoning to demonstrate their understanding.
Materials
Lesson Slides (attached)
I Notice, I Wonder handout (attached; optional; one per student)
Apartheid Table handout (attached; one per student)
Apartheid Timeline handout (attached; one per student)
Window Notes (attached; one per student)
CER (attached; one per student)
Student devices with internet (one per pair of students)
Engage
10 Minute(s)
Use the attached Lesson Slides to guide the lesson. Tell students to have a piece of notebook out as you show slide 3. Introduce students to the I Notice, I Wonder strategy. Tell students to read the poster on slide 3 and write down two things they notice and two things they wonder about the information on the poster. If preferred, an optional I Notice, I Wonder handout attached and can be passed out to students.
After providing time for students to analyze the poster and write their responses, tell students to compare their responses with an Elbow Partner. Ask for volunteers to share their responses. Tell students this poster was created in 1971 by a group that brought awareness of apartheid in South Africa to people in Great Britain.
Review the essential question and lesson objective on slides 4 and 5.
Explore
20 Minute(s)
Show slide 6 and introduce students to the WIS-WIM strategy. Pass out the attached Apartheid Table handout to students. Tell students to analyze the data in the table with an elbow partner. While students analyze the data, explain that they should write notes on the handout about what the data shows by noting any trends or differences in the table. Then, they should write notes about what the data means. Tell students to think of a title for the table and write it above the table. Lastly, students write their statements of what they see and what it means in a paragraph below the table. Have each pair of students compare their analysis with another pair of students and then ask for volunteers to share their analysis with the class. Tell students this data was collected in South Africa in 1978 and have a class discussion about the differences shown on the table.
Explain
30 Minute(s)
Tell students that in 1978, South Africa was living under the system of apartheid, and they will next learn more about that system. Show slide 7 and play "Apartheid 46 years in 90 seconds" for students to get a brief overview of apartheid.
Next, pass out the attached Apartheid Timeline and Window Notes handouts to students. Show slide 8 and tell students to read through the timeline with an elbow partner. As they view the events, tell students to take notes on the Window Notes handout in each box of the handout. After students read the timeline, have each pair of students compare their notes with another pair of students. Ask for volunteers to share their notes about the timeline and have a class discussion about the system of apartheid in South Africa. Questions to ask the class are on slide 9 to guide the conversation.
Extend
20 Minute(s)
Show slide 10 and play "Trevor Chats with His Grandma About Apartheid and Tours Her Home" for students, a video in which talk host Trevor Noah interviews his grandmother about his childhood in South Africa. If students are unfamiliar with Trevor Noah, explain he is a comedian and host of a talk show. If preferred, stop the video at nine minutes when the topic changes from Trevor Noah’s childhood to his show. Tell students to add additional thoughts about apartheid to their Window Notes handout after viewing the video. Ask students to share their thoughts about the video with an elbow partner and then have volunteers to share their thoughts about the video with the class.
Evaluate
15 Minute(s)
Show slide 11 and introduce students to the CER strategy. Pass out the attached CER handout and tell students to respond to the question by formulating a claim, followed by evidence of their claim, and reasoning for using that evidence.
Collect completed CER handouts and Window Notes handouts to assess student understanding of the lesson.
Resources
bbcnews. (2013, December 6). Apartheid 46 years in 90 seconds - BBC News. YouTube. https://www.youtube.com/watch?v=2f2k6iDFCL4.
Djembayz. (2014, April 11). File: Boycott - Contaminated with apartheid - South African goods.jpg. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Boycott_-_Contaminated_with_apartheid_-_South_African_goods.jpg.
YouTube. (2018, December 3). Trevor chats with his grandma about apartheid and tours her home, "Mtv cribs"-style | the daily show. YouTube. https://www.youtube.com/watch?v=1s5iz6ml-qA.
K20 Center. (n.d.). Claim, Evidence, Reasoning (CER). https://learn.k20center.ou.edu/strategy/156
K20 Center. (n.d.). Window notes. Strategies. https://learn.k20center.ou.edu/strategy/189
K20 Center. (n.d.). WIS-Wim. Strategies. https://learn.k20center.ou.edu/strategy/1201
K20 Center. (n.d.). I Notice, I Wonder. https://learn.k20center.ou.edu/strategy/180
K20 Center. (n.d.). Elbow Partners. https://learn.k20center.ou.edu/strategy/116
