Improved Lesson Plan
Grade 11 History – The Intensification of Segregation in the 1930s
1. Materials Needed
- CAPS-approved Grade 11 History textbook
- Projector and computer for multimedia presentation
- Whiteboard and markers
- Handouts of primary source documents (Excerpts from laws, political speeches, newspaper articles from the 1930s)
- Classroom map of South Africa
- Notebooks and pens for each student
2. Learning Objectives
By the end of the lesson, students will be able to:
1. Explain the key socio-economic and political factors contributing to the intensification of segregation in the 1930s.
2. Analyze the impact of segregation policies on different racial groups in South Africa.
3. Evaluate primary sources from the 1930s to understand the perspectives of different stakeholders during this period.
4. Reflect on the long-term effects of 1930s segregation policies on modern South African society.
3. Vocabulary
- Segregation: The enforced separation of different racial groups.
- Apartheid: A policy or system of segregation or discrimination on grounds of race.
- Natives Land Act (1913): A law that allocated certain areas of land to the African population and prohibited their ability to purchase land outside these areas.
- Colour Bar: Discriminatory laws or policies preventing non-whites from holding certain jobs.
- Pass Laws: Restrictive laws requiring black South Africans to carry pass books to enforce racial segregation.
4. Previous Learning
Students should have a prior understanding of:
– The causes and effects of the Natives Land Act of 1913.
– Basic concepts of racial segregation and discrimination.
– Key socio-political dynamics of South Africa in the early 20th century.
5. Anticipated Challenges and Solutions
- Challenge: Students may struggle with the complexity of primary source material.
- Solution: Provide guided analysis questions and discuss the sources as a class.
- Challenge: Emotional sensitivity around the topic.
- Solution: Create a supportive classroom environment and encourage respectful discourse.
- Challenge: Varying levels of prior knowledge.
- Solution: Use differentiation strategies to ensure all students are engaged and learning at their level.
6. Beginning Activities (10% of time)
- Introduction (5 mins):
- Greet students and briefly review previous lessons on racial segregation in early 20th century South Africa.
- Show a short video clip (3 minutes) providing an overview of the 1930s socio-political landscape in South Africa.
- Class Discussion (5 mins):
- Pose a question: “What do you know about segregation policies in the 1930s?”
- Encourage students to share their thoughts and connect them to prior knowledge.
7. Middle Activities (80% of time)
- Lecture and Multimedia Presentation (20 mins):
- Cover key points: The rise of segregation policies (e.g., pass laws, the Colour Bar Act, increased urban segregation), notable figures and events, economic and social implications.
- Use the projector to display maps, photographs, and excerpts from 1930s laws and policies.
- Primary Source Analysis Activity (30 mins):
- Distribute handouts with primary source documents.
- Assign groups to analyze different documents, guiding them with specific questions (e.g., “What was the purpose of this law/policy?”, “How might different racial groups have reacted to this?”, “What are the long-term implications?”).
- Each group presents their analysis to the class.
- Class Discussion and Q&A (15 mins):
- Facilitate a whole-class discussion synthesizing group findings.
- Allow time for questions and encourage critical thinking.
- Reflective Writing Activity (15 mins):
- Ask students to write a short reflection on how 1930s segregation policies have shaped contemporary South African society.
8. End Activities (10% of time)
- Summary and Key Takeaways (5 mins):
- Summarize the main points discussed during the lesson.
- Highlight the significance of understanding this period in South African history.
- Exit Ticket (5 mins):
- Ask students to write one thing they learned and one question they still have about the topic. Collect exit tickets as they leave.
9. Assessment and Checks for Understanding
- Formative Assessment:
- Monitor group discussions and check for understanding during the primary source analysis.
- Use exit tickets to gauge individual understanding and identify areas for further instruction.
- Summative Assessment:
- A follow-up essay assignment where students analyze the long-term effects of segregation policies established in the 1930s.
10. Differentiation Strategies
- For Advanced Students:
- Provide additional primary sources or academic articles for further analysis.
- Encourage deeper inquiry into specific aspects of segregation policies.
- For Struggling Students:
- Offer simplified handouts or summaries of primary sources.
- Pair with peer helpers during group activities.
- Provide graphic organizers to help structure their analysis and reflections.
- For English Language Learners (ELLs):
- Use visuals and summaries.
- Offer key vocabulary with definitions and examples.
- Allow for verbal or pictorial rather than written responses in reflections.
11. Teaching Notes
- Be sensitive to the emotional impact of the topic; ensure a respectful and supportive classroom environment.
- Encourage critical thinking and empathy by exploring multiple perspectives.
- Use a variety of multimedia resources to cater to different learning styles.
- Keep track of time to ensure all activities are covered within the lesson period.
- Prepare to offer additional support or extension activities as needed based on students’ responses and engagement.
Teaching Tips
- Integration of Indigenous Knowledge: Where appropriate, incorporate indigenous perspectives on segregation policies to broaden students’ understanding.
- Cross-curricular Links: Connect with Geography by discussing the spatial implications of segregation and with English by analyzing the rhetorical strategies in political speeches from the era.
- Practical Considerations: Ensure safety in classroom movements during group activities and manage group sizes effectively to maintain order and inclusivity.
- Technology Integration: If multimedia resources are limited, suggest using printed images and maps or low-tech presentations to achieve the same learning outcomes.
Overall Enhancement
- Engagement: Introduce role-playing or debate activities where students can represent different stakeholders from the 1930s to enhance engagement.
- Creativity: Use creative writing exercises where students imagine the impact of segregation on individuals’ lives, fostering empathy and a deeper personal connection to the historical content.