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Children’s Literature Assignment EDUC 128 Kennan Cammack

  • 1. Name of Children’s Book:

Neslon, Kadir. (2013). Nelson Mandela. Katherine Tegen Books.

  • 2. Summary of Children’s Book:

Kadir Nelson tells the story of Nelson Mandela and the trials and tribulations he faced while trying to help his country. When Mandela was nine years old, his father passed away and he was sent away to live in another area of South Africa. The Europeans took control of South Africa and Mandela saw the injustice and suffering around him. He attended schools in Johannesburg to become a lawyer for the powerless. The government began to keep people segregated based on skin color and Nelson spoke out against the law. He promised to make South Africa a placed that belonged to all South Africans. After spending over 27 years in prison for voicing his concerns, he was released and voted as South African’s leader.

  • 3. Questions:


  • 1. Does anyone know where South Africa is? Let’s find it on our map.

  • 2. Have you heard of Nelson Mandela? Talk about how he was a famous leader in Africa

  • 3. We have been learning about civil rights in America this month, do

you think these issues occurred other places in the world? Do you think

it was similar?

  • 4. Can someone remind the group what the word segregation means?

*Tell the students to listen and think of how this is similar to the civil

rights movement in America

During reading:

Page 1: Can we find Qunu on the map? Why do you think the other children couldn’t go to school? Page 2: What does the author mean when he said “Nelson was nine when his father joined the ancestors in the sky?” (Inferring). What does ancestors mean? Why do you think he had to move away from his mother? Page 5: Can we find Johannesburg on the map? Page 6: How do you think it felt to be segregated? Page 11: How do you think he felt when he visited free nations? Page 13: *Point to the area on the map Page 16: What do you think he will do now that he is out of jail?


  • 1. What were some of the obstacles that Nelson had to overcome?

  • 2. How is this similar to the civil rights movement in America?

  • 3. Who does Nelson Mandela remind you of?

  • 4. How do you think he felt while imprisoned and unable to help?

  • 4. Activities:

Activity One:

  • a. Content Discipline: Geography

  • b. NCSS strand: Strand III – People, Places, Environment Stand –

Students will create a map of South Africa and locate where Qunu and

Johannesburg are. They will also determine the bordering countries.

  • c. Goal or Objective: Students will create a map of South Africa and

be able to locate the major cities and its borders provided below.

  • d. Description of Activity:


Blank maps of southern Africa (Attached)

Books on South Africa Computers iPads Markers Atlas

Introduction: We have been learning about different types of maps and how to read and create them. Today, you and a partner will be given a blank map of southern Africa. With different resources, you will label the following on your map (write on board):







You may use the books that I have provided at the front of the room and students may take turns on the computers and iPads in the room. Last week we worked together as a group to label a map of Iowa

- this will give you a chance to practice with a partner. Once you are finished we will hang your maps around the room so make sure you try your hardest to make them neat!

Once the students are finished with their maps, discuss the distance between Qunu and Johannesburg and ask,

“How do you think it felt to be that far away from home?” “The author stated that Nelson traveled to the bordering

countries – How far

away are they from Johannesburg?”



Provide struggling students with a map that has stars where the

Work with them individually to locate the cities and countries

cities need to be labeled Allow extra time for them to complete their map

Proper grouping of partners


Provide gifted students with extra cities/countries to label

Have them research more in depth about Johannesburg and

provide them with a fact sheet to fill out Proper grouping of partners

e. Assessment - Checklist: Make sure students have the following labeled correctly on their map. If not, return it to them and have them research more to find their missing part. Qunu Johannesburg Botswana Namibia Zimbabwe Mozambique

Activity Two:

  • a. Content Discipline: History, Writing

  • b. NCSS strand: Strand II – Time, Continuity, and Change – Students

will discuss the civil rights movement and the changes our society has made.

  • c. Goal or Objective: Students will explain orally and in writing the

similarities and differences between the civil rights movement in South

Africa and the civil rights movement in America.

  • d. Description of Activity:


Books Computers iPads Graphic Organizer Poster Markers

Introduction: Yesterday we read Nelson Mandela and created a map of South Africa. Today, we will be working in predetermined groups to compare and contrast the civil rights movement in South Africa and America. Again, you may use books that I have provided and computers and iPads. On the board, I have written a list of good websites to visit to learn more about the civil rights movement. I have a Venn diagram that you may write in to help organize your thoughts. Once you have completed the worksheet and done research in groups, you will share one interesting fact you learned about the civil rights movement in South Africa and how it is different or similar than America’s. I will give each group poster paper to write their interesting fact on to share with the class. You may draw pictures and color your poster to make it more interesting! I have created my own poster to share as an example.

*While showing students my poster:

We learned about Martin Luther King Jr. and how he believed in peaceful protests rather than violent ones like other leaders during the civil rights movement. I learned on the History Channel’s website that Nelson Mandela also thought that peaceful protests were the best way to fight for justice. I also learned that Nelson Mandela was the first black president of South Africa.

I will walk around the room to help groups complete their Venn diagram and poster. Make sure to get good information and complete the organizer before creating your poster!




Provide struggling students with sentence starters to help them

Work with them individually to research information

complete the Venn diagram Allow extra time for them to complete their research/poster

Proper grouping


Have these students share three interesting facts they have

learned Write a short paragraph describing the similarities and

differences Proper grouping

e. Assessment - Rubric:







Fact and

Fact and

Lack of

Fact is

pictures are neat

pictures are



and easy to read




easy to




the fact





Students share





at least 1 fact

share 1 fact

share 1

do not

and thoroughly

but briefly

fact but

share a

explain its

state its

do not


similarity or

similarity or

explain a

difference to




to America




Group members


Only 1

Only 1

spoke at least




once with clear

spoke but



loud voices

were hard


and he or



she was


g with a clear

hard to understa




South Africa


Activity Three:

  • a. Content Discipline: Drama

  • b. NCSS strand: Strand VI – Power, Authority, and Governance – By

creating a mock protest, students will understand the power and

authority that the government has over a society.

  • c. Goal or Objective: Students will discuss how government plays a

role in society and how peaceful protests and marches can change

laws through a mock protest.

  • d. Description of Activity:



Poster Board




The past couple of weeks we have been learning about how different leaders have used peaceful protests and marches to create positive change. Today as a class, you will decide something that you would like to protest against. Have you seen anything that seems unfair or wrong? We will create signs and march outside asking for change. The principle has agreed to act as our “government” and allow us to march in her office and voice our opinions. First, you will need to brainstorm and decide as a class what issue you would like to fight for. For example, protesting against bulling in the classroom, on the playground, and in the cafeteria would be a good issue! Second, we will create signs to hold during our march. Lastly, we will have to think of a catchy short chant to say while marching.

On board list ideas that students have. After a discussion period,

have students vote on what issue they think is the most important Create signs with students

March through the hall (quietly), into the principles office, and outside!

After the mock protest, discuss how this was similar to Nelson Mandela’s work. Ask the students:

“Do you feel like you have made a difference?” “Why is protesting a good way to create change?”


During the simulation, help students that seem confused individually. Give gifted students more responsibility and aid students where needed. Because it is a group assignment and simulation, making sure everyone is involved and participating is the main objective (not necessarily a right or wrong answer).

e. Assessment – Checklist/Observation

  • 1. Student participated in group discussion

  • 2. Student made a sign to use while marching

  • 3. Student participated in the chant created by the class

Examples Signs: