Lesson Plan Template

Candidate Name:___7th Grade SS PLC__________

Strategy (circle one): Task Rotation; NAL; Mystery; Decision Making;

C/C Thinking; Metaphorical; Windows Notes; Other
UNIT NAME
The Development of Africa
LESSON NAME
Apartheid in South Africa
Grade
7

Subject
Social Studies

Time Needed (Hours/Days)

4 class periods
Course
Social Studies

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

A.SS7H1.c - Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de
Klerk.
TAG STANDARDS:
Advanced Communication Skills (ACS) Elements: 2. The students uses written, spoken, and technological media to
convey new learning or challenge existing ideas.
Higher Order Critical Thinking Skills: 2. The student responds to question with supporting information that reflects indepth knowledge of topic; 8. The student separates ones own point of view from that of others.

ENDURING UNDERSTANDING:
At the end of this unit the student will understand that

The struggle for independence and freedom can lead to conflict and compromise.

Political decisions without cultural consideration for ethnic groups lead to conflict and political instability.

Nationalism plays an important role in the development of nations

ESSENTIAL QUESTION(s)
Clearly stated, Specific, Unambiguous, Detailed
What should students know, understand, and be able to do when lesson is completed?

How have various groups challenged governments for control throughout Africa?

TEACHER LESSON PREPARATION

Students create T-Chart for Brainpop

Create Nearpod (electronic)
Create Padlet (activator)

ACTIVATING STRATEGY

Contains one of these in a well-developed, clearly explained format: related pre-assessment,

motivating introductory activity (hook or mini-lesson), opportunity for students to link content
to prior knowledge and interests, an advanced organizer, and/or clearly stated learning
expectations using related focusing and guiding questions

Students will watch a Brainpop on Apartheid. After watching, students will complete a T-Chart
writing down information about South Africa before and after Apartheid. (not attached because
student created).

Instructional Sequence and Activities including use of technology

Includes all essential aspects of strategy, demonstrating clear understanding of how to use the strategy.
The procedures are well-scripted and very clear.
Technology is utilized efficiently, seamlessly, and creatively
Beginning: Students will have a photo from Apartheid as a class handout. As they view
the photo, they are to open a teacher created Padlet (see below for link), and write down
what they noticed about the photograph. The class will then discuss and decide what
conclusions about Apartheid in South Africa they have been able to draw. (Photo
Apartheid 1)
Next, students will open a Nearpod and complete the New American Lecture on the
policy in South Africa of Apartheid. Students will reflect on the definition,
implementation, and removal of Apartheid from South Africa. They will also pay close
attention to Nelson Mandela, and F.W. de Klerk.
--Nearpod will allow students to move at their own pace. I am choosing not to have
them submit answers electronically, but on paper. The application would allow
electronic responses as well. This will also allow for differentiation because faster
learners can move on to the rest of the activities and extension, while slower learners
can focus on their notes and questions.
Conclusion: Quizzes will be the ticket out the door or homework. It will be formative.

Assessment Strategies
Assessment is all of these: aligned to the essential question(s), includes either informal or formal assessment
of student learning, and any assessment tools or questions used are included
While viewing the Nearpod as a New American Lecture, students are to answer questions following each
informational section. These questions will be turned in for a formative assessment grade and check.

Students will have a quiz over Apartheid. (attached as Quiz 1)

Culminating project: Nelson Mandela Facebook project. (Attached project 1)students may choose another
social media option but it must complete the same requirements as Facebook.

Differentiation
Lesson is clearly differentiated for gifted learners by use of one or more of the following: acceleration, extensions, enrichment,
tiered activities. You can differentiate product, process or content based on the students readiness, interest or learning style.
Lesson incorporates concepts, principles, cognitive skills, and methodologies that can be transferred across disciplines.
Activities require students to analyze, synthesize, and/or evaluate.

1. Hand out video worksheet. Play video clips called Apartheid and Civil Rights
and The Enforcement of Apartheid from Project Explorer
(http://projectexplorer.org/ms/za/apartheid.php). As students watch they should
pay special attention when the man explains the difference between the civil
rights movement and apartheid and the conditions in which blacks and other
colored people lived in. They will need to record this information on the t-chart
at the top of the paper. After the videos, discuss what students wrote on their
chart. They will then use their t-chart to determine one similarity and one
difference between the civil rights movement and apartheid and record their
findings at the bottom of the worksheet. (Apartheid-CivilRights)
2.

Read the poem Invictus by William Earnest Henley and create 5-8 bullet points about what it means
to you and in relation to Apartheid. (Apartheid Poem 1)

Materials/Links/Text References/Resources - Thorough

PADLET: http://padlet.com/suggsm/9rjvp9jn9n3h
NEARPOD: https://app.nearpod.com/#/?pin=HAQEX