Enlace a la plantilla de planificación https://drive.google.com/open?id=1Q1sztAeF5-hEmFJRcd0d-uP5jpbhY-VG
TITLE: APARTHEID AND NELSON MANDELA.
LEVEL: 4TH YEAR OF ESO
SUBJECT: ENGLISH AND HISTORY.
INTRODUCTION
This unit is about a well-known period known as Apartheid and a very important person in relation to this period, Nelson Mandela. The main objective is to help students learn about this period and understand what it is. Students should also understand the impact of racial discrimination on the lives of South Africans as well as the role and importance of Nelson Mandela.
To achieve these goals, students will have to carry out different tasks such as listening to a text about Apartheid and getting some information; searching for information on the Internet and expressing their opinion about it; completing a timeline; watching a short documentary about Nelson Mandela and getting some information; watching a film and writing a review.
SESSIONS
SESSION ONE.
The main objective of this session is to introduce the topic and to check students' knowledge. To this aim, students will be provided with words they will have to classify.
Segregation - curtail - racial – minority - protest - discrimination – abolish – democratic - inferior - deprive - supremacy - multiracial – punish - citizenship – segregate - punishment – uprising
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After this activity, the teacher will show a picture related to Apartheid. Students will have to express their opinion about what they see in this picture.
http://www.kapstadt-net.de/fotos/suedafrika/apartheid-geschichte/apartheid-6g.jpg
To make it easier for students, we can help them by including some useful expressions they can use, which is known as scaffolding.
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After this, to finish this session, we will do an activity online, a wordsearch, in www. learningapps.org
https://learningapps.org/display?v=p4w9fipw217
SESSION TWO.
In order to help students learn about Apartheid and Nelson Mandela, they will listen to a text. Apart from listening to it, they will answer the questions of a quiz online. The link to both the listening and the online quiz is http://www.ducksters.com/history/civil_rights/apartheid.php.
In this link students also have the written text. Therefore, once they have completed the quiz, they can listen to the text at the same time they read it.
After this listening activity, students will do an investigation task. In pairs, they will visit the following website (https://study.com/academy/lesson/south-african-apartheid-laws-lesson-for-kids.html) and they will have to write a summary about some of the laws that were passed during Apartheid. Finally, they will have to explain how they would feel in case they had to obey these laws.
SESSION THREE.
Once the topic of Apartheid has been introduced and dealt with, we will start with a new topic: Nelson Mandela.
First, students will work in groups. They will have to match the two halves of ten sentences.
| a. At the end of 1956, Mandela and a group of about 150 protesters | 1. instituted a legal system of racial segregation called Apartheid. |
| b. Mandela was finally released | 2. however, he ended up spending his 27 years in jail. |
| c. Nelson Mandela was sworn in as the first black president of South Africa | 3. were spent on Robben Island. |
| d. The African National Congress (ANC) wished to give | 4. on April 27th, 1994. |
| e. Mandela's first years in prison | 5. were arrested on the suspicion of treason because of their advocacy. |
| f. The country held its first democratic elections | 6. in 1993. |
| g. He was awarded the Nobel Peace Prize | 7. on February 11th, 1990. |
| h. Mandela changed his position and | 8. equal rights and freedoms to the entire country. |
| i. In 1984 the National Party (elected to government) | 9. on May 10th, 1994. |
| j. Mandela was sentenced to five years in prison; | 10. proposed that armed conflict was the only way to end Apartheid rule. |
Once they have done this activity, they can check their answers while watching a short documentary about Nelson Mandela: https://www.youtube.com/watch?v=FNSxCMIU09g
The fact that students work on sentences related to the video before watching it can be considered as scaffolding.
SESSION FOUR.
Students will go to this link and do worksheet 3 in this document: file:///C:/Users/Conchi/Desktop/Curso%20Aicle/nelson%20mandel%20aworksheet.pdf
Firstly, students will read the text in Worksheet 3. After reading it, they will complete the timeline that is provided in the same document.
Secondly, the students work in pairs. They must talk and express their opinion about the following question: What would you do on Mandela Day?
They have to reach an agreement and talk about it to the rest of the class.
SESSION FIVE.
Students will work in pairs. They have to surf the net to find information about Mandela's life after he retires from politics. Once they have looked for information, they must imagine that they are Nelson Mandela in an interview. They must answer the questions provided in the following document: file:///C:/Users/Conchi/Desktop/Curso%20Aicle/Nelson-Mandela-Worksheet.pdf (page 4).
SESSIONS SIX, SEVEN AND EIGHT (OPTIONAL SESSIONS)
Students watch the film Invictus in these sessions. After this, they have to write a review. As scaffolding is necessary, they can go to the following link and read the document where a model and some instructions are presented: https://www.teachingenglish.org.uk/sites/teacheng/files/Student%20worksheet_2.pdf.
ASSESSMENT WORKSHEET.
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| YES | NO | NOT YET | |
| I can … | classify vocabulary. |
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| get valuable information from a listening. |
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| express my opinion. |
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| complete a timeline. |
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| search for information on the Internet. |
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| write a film review. |
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| I know… | some facts about Apartheid. |
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| the role and the importance of Nelson Mandela. |
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Concepción García Rodríguez.
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