Resident Teacher: Emily Carroll

Date of Instruction: December 15, 2016

Lesson Title: Resources and Power in Post-Apartheid South Africa
Course Subject: World Geography
Grade Levels: 10th
Amount of Time: 2- 80 minute class sessions
1. SOCIAL STUDIES STANDARDS
A. Wyoming State Social Studies
Standards

SS12.1.6 Compare and contrast various world political systems

(e.g., ideologies, structure, and institutions) with that of the United
States.
SS12.4.1 Describe patterns of change (cause and effect) and
evaluate how past events impacted future events and the modern
world.
SS12.4.3 Given a significant current event, critique the actions of
the people or groups involved; hypothesize how this event would
have played out in another country.

B. National Council for the Social

Studies Thematic Standards

C. 1-3 District/Department/School
Standards

NCSS 2 Time, Continuity, And Change

NCSS 3 People, Places, and Environments
NCSS 6 Power, Authority, And Governance
NCSS 7 Production, Distribution, And Consumption
XXX

2. LEARNING TARGETS/OBJECTIVES
A. Students will be able to
make connections between controlling resources and holding
power in a society.
B. Students will be able to
Point out key differences from before and after the fall of the
apartheid in South Africa.
C. Students will be able to
identify key concepts in text.
3. CONTENT CONSIDERATIONS
A. Central Focus of the Lesson
Resources and Power in Post-Apartheid South Africa.
B. Essential Question
How do ethnic group differences affect who controls resources and
power in a society?
C. Supporting Question

What is the policy behind an apartheid state?

How did the end of the apartheid change south African society?
How does the South African government effect post-apartheid
African communities?
D. Academic Language:
Terms students should know:
Ethnic groups
Climate
Cash Crops
Wildlife
Habitats
Rural
Urban
Townships
Slums
Per capita
Terms students will learn:
Apartheid- The former official South African policy of separating
people according to race. Apartheid gave most of the political and
economic power to whites.
Distribution- The way people or things are shared out over an area
or space.
Multiracial- Made up of people from several ethnic groups.
Segregation-The separation of one group of people from another.
E. Disciplinary Connections
History- Students compare the South African apartheid to other
segregated societies from a historical perspective.
English- Students will read articles to practice reading skills.
Government- Students learn about how other political powers
operate.
F. Real World Connections
-

Students practice working with others in a respectful

manner.

Students practice discussion skills.

4. OPENER
Hook:
Compare and contrast life for Blacks during the apartheid in South
Africa and life for Blacks in segregated America. Show evidence for
why you believe this.
Students will write about the prompt for 10-15 minutes.
5. INSTRUCTION
A. Beginning of lesson
-

Hook writing activity

Lecture will be accompanied by a matching PowerPoint

presentation.

10- 15 Minutes
B. Middle of lesson

2 Hours

Lecture:
Natural Resources
- Development of a Multiracial society
- South Africa during Apartheid
Political protest
End of Apartheid
- South Africa today
Job opportunities
Education
Living Conditions
-

Teacher will explain the reading activity and display close

reading activity instruction on the board. Including what to
mark and how to mark it.
Students will read assigned book sections and articles about
power and inequality in post-apartheid South Africa. They
will practice their reading skills with these handouts.

C. End of lesson
-

Teacher will separate students into pairs to talk about

aspects of their reading. The teacher will call out a symbol
that students were told to use, for example, talk about your
underlined points, these being points they did not
understand, or discuss your yellow highlighted sections,
being sections students did not agree with. Students will
switch patterns every time the teacher calls a new symbol.

Lesson will end with a class discussion about lasting

questions or points students wanted to talk about more.

30 Minutes

6. STUDENT ENGAGEMENT WITH CONTENT

A. Low Level Questions
What is the policy behind an apartheid state?

B. Middle Level Questions

How did the end of the apartheid change south African society?
How does the South African government effect post-apartheid
African communities?
C. High Level Questions
Compare and contrast life for Blacks during the apartheid in South
Africa and life for Blacks in segregated America. Show evidence for
why you believe this.
D. Explain how the data informs
future instruction:

Students practice exchanging thoughts with others in a

respectful manner.

Students practice close reading skills which will be beneficial

for the rest of their lives, especially for future education.

Students compare African apartheid with American

segregation to see how societies change overtime.

Information builds upon previous studies about government

systems and structures.

7. ENRICHMENT/ELABORATION
What enrichment activities are
offered for students in this lesson?

Students who finish their close reading assignment before

the next part of the lesson will be allowed to read a book of
their choice until their peers are also ready to move on.

8. LEARNING SUPPORTS
What supports are used to support
struggling learners?

Students who require language, reading, or writing

accommodations will be given less handouts to work with
during the close reading activity that will be more appropriate
for their level of comprehension.
Students who struggle with ESL will be given copies of the
reading in their native language and English when available.
Students with sight impairments will be seated in the front of
the room during the lecture so they can write notes along
with the PowerPoint.
Paraprofessionals are welcomed in the classroom to assist
assigned students.

9. BEHAVIORAL SUPPORTS
What supports are used to support
behavioral issues?

Students who require breaks will be given them depending

on individual needs or arrangements.

Students will be transitioning between multiple activities and
groups during this lesson, students will be given gestures to
follow to keep the class running smoothly.
Teacher will use proximity to keep students on task during
lecture and activities.
During close reading activities, students will be quiet,
teacher will use proximity and reminders during activity to
keep noise and distractions to a minimum.

10. MATERIALS & RESOURCES NEEDED

What materials are needed to have
ready to use for this lesson?
- Apartheid Africa reading handouts
- Geography Alive! Textbook (Chapter 23)
- Pencils
- Highlighters
- Notebook
- Projector/ Computer