Apartheid UnitThis is a featured page

Unit: South Africa ApartheidGrade: 8 Humanities
Established Goals (Standards)
Learning Outcomes:
1. Demonstrate an understanding of the ways human beings view themselves in and over time.
2. 
Demonstrate an understanding of individual development and identity.
3. Demonstrate an understanding of how people create and change structures of power, authority, and governance.
Enduring Understandings: Students will begin to understand and appreciateEssential Questions
  • 1. how a "people's" understanding of an event can be different from each other, such as how South Africans may have a different view of who can attend certain schools, obtain jobs, vote, etc.
    2. how a person'sidentitycan beshaped by historical events within a country, such as how apartheid has had an influence on someone's perceptions, attitudes, and values.
    3. the complexities and challenges of trying to change a government that has a very different set of beliefs, such as just how it was that the Afrikaaner Government finally lost power in 1994.
  • Why do people have different accounts of what has happened in the past?
  • How is our identity shaped by our environment and experiences?
  • How do citizens make changes that are important for their lives?
Stage 2 – Assessment Evidence
GRASPS TaskSix Facets of Understanding
Goal:
Students will each be given the name and identity of a South African person corresponding to one of three "color" categories: black, white, colored. Colored means either Asian, South Asian or mixed (black and white parents). These color categories were set up by The South African Population Registration act of 1952 for the purpose of identifying the ethnic background of all South African citizens. Subsequent South African laws were enacted to effectively separate all South Africans by color. These laws segregated color groups by living area, jobs available, education available and public facilities and services available.

Of course, native South Africans (blacks) were at the bottom of the social order even though they made up over 90% of the population. Students will be given their "color" category and the possible consequences of being placed in this category. (For example, you are black and can no longer attend your school in Johannesburg. You must now attend a "Bantu" school in a native village far away from Johannesburg. The language of your education will no longer be English or Afrikaans, but "Bantu.") The students' goal is to understand how their lives will change as a result of being classified by color. They will also describe their feelings as a result of being placed in their color category.

Role: The entire class will meet in a South African "government office" where they will be given a chance to respond to the color classification given to them by the government. Students must respond using a communication process known as Nonviolent Communication - NVC. NVC is a language which has three components: 1. stating an observation (The government classified me as black instead of colored, which I always thought I was.); 2. stating your feelings ((When I heard this classification, I felt broken-hearted, repelled, and in despair.); 3. stating your needs (because my need for love from my family, and for autonomy (my plans for fulfilling my dreams and goals) will no longer be met.))

Audience: The audience will be the other students in the class, the teachers, parents and students in the middle school.

Situation: Playing the assigned role and responding to the color classification.

Product Performance: 1. Students will create a collaborative class knowledge bank using a wiki.
2. Students will contact a South African who experienced apartheid to see if a Skype session can be set up. 3. Students will video the role play session and put it onto the Panthernet.		Interpret: Students will be able to interpret how white South Africans feel about them based on what their color classification is.

Explain: Students will be able to explain what their color classification means for the "quality" of the rest of their lives.

Self knowledge: Students will understand how their color classification either meets or destroys their most cherished needs.

Empathize: Students will empathize with South Africans whose lives were severely affected by the apartheid laws.

Perspective: Students will understand the perspective of white South Africans who felt greatly outnumbered and fearful of black South Africans.

Students will be able to apply what they have learned about NVC to other situations in their lives.
Lesson Notes:



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