1. Agenda 4/3/17 1. Turn in Civil Rights packet
TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(6.11D) review the record of human rights abuses of limited or unlimited governments.
(6.15D) analyze the experiences and evaluate the contributions of diverse groups to multicultural societies.
Language Objective: Students will read and write about the events of Apartheid.
1. Turn in Civil Rights packet
2. Warm up: HOOK ACTIVITY on following slide. Record answers in packet
3. Think- Pair- Share Essential Questions
4. Reading – An Overview of Apartheid

2. Imagine that your government passed new laws that took away the rights of all people in your ethnic group. People in your ethnic group can no longer vote. They must move into poor quality housing in rural areas. They cannot go to school with people of other ethnic groups. You are required to carry a passport everywhere you go. You aren’t allowed to enter cities unless your passport says you have a job in the city. List five ways your life might be different under these laws.

3. Essential Questions What rights are basic to all human beings?
What are human rights?

4. An Overview of Apartheid-Part 1

5. An Overview of Apartheid-Part 2

6. Overview of Apartheid-Part 3

7. Overview of Apartheid-Part 4

8. 4/4/17 Major Events in South African History
TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(6.11D) review the record of human rights abuses of limited or unlimited governments.
(6.15D) analyze the experiences and evaluate the contributions of diverse groups to multicultural societies.
Language Objective: Students will read and write about the events of Apartheid.
Major Events in South African History
Read each event description- ( reading is a class set for each table + images from powerpoint)
Answer three (3) or more questions in the space next to each event letter (5 minutes each)
Highlight or number the questions that you are responding to in your packet
The Fall of Apartheid (If time permits)
HW: None

9. AIM 4/4/17
*** DEAR DAY ***
Get a BOOK

16. Agenda 4/5/17
TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(6.11D) review the record of human rights abuses of limited or unlimited governments.
(6.15D) analyze the experiences and evaluate the contributions of diverse groups to multicultural societies.
Language Objective: Students will read and write about Apartheid.
Civil Rights – Resisting Apartheid images
Film – Actions, Demands, End of Apartheid (10 mins)
Writing reflection
HW: Finish “An Overview of Apartheid” Packet- due tomorrow

17. Here we see black people protesting racial segregation of public facilities by riding on a “whites only” train car. Civil disobedience was widespread in South Africa, though the South African government usually responded to large-scale movements with harsh police force.

18. Here we see a black man riding on a “whites only” bus
Here we see a black man riding on a “whites only” bus. Despite decades of civil disobedience, segregation laws did not begin to change until the late 1980’s.

19. Here we see blacks burning goods produced by white-owned businesses, as part of an economic boycott. Boycotts achieved some successes were limited because blacks could only get goods from white-owned companies and eventually had to give in.

20. Here we see Reverend Desmond Tutu, an Episcopal Archbishop, delivering a speech. A few well-known religious leaders in South Africa used their prominent positions to expose the evils of apartheid to the world. Their status as high-ranking clergy gave them credibility in the international community and led many international human rights groups to work for the downfall of apartheid.

26. ‘Partheid, ‘Partheid is not right Makes me angry, want to fight
Apartheid Is Not Right (sung to the tune of “Twinkle, Twinkle Little Star”)
‘Partheid, ‘Partheid is not right
Makes me angry, want to fight
I work so hard ev’ry day
But I get so little pay
‘Partheid, ‘partheid is not right
Pray some day we’ll see the light

30. Visual Analysis-CLOSURE
What do the two pictures have in common?
How are the two pictures different?
What do you think caused the changes in South African society from picture 1 to picture 2?

31. Agenda 4/6/17 1. Turn in HW 2. The End of Apartheid Reading
TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(6.11D) review the record of human rights abuses of limited or unlimited governments.
(6.15D) analyze the experiences and evaluate the contributions of diverse groups to multicultural societies.
Language Objective: Students will read and write about Apartheid.
1. Turn in HW
2. The End of Apartheid
Reading
Rating Card for Post-Apartheid South Africa
HW: finish overview of Apartheid rating card if needed- due TOMORROW FOR GRADE

32. AIM Yes we are going outside IF you are in a seat when the bell rings
EVERYONE INCLUDING BAD and GOOD JADEN

33. Agenda 4/7/17 1. Collect HW 2. South Africa Today Stations
TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(6.11D) review the record of human rights abuses of limited or unlimited governments.
(6.15D) analyze the experiences and evaluate the contributions of diverse groups to multicultural societies.
Language Objective: Students will read and write about Apartheid.
1. Collect HW
2. South Africa Today Stations