Childrens Literature Assignment

EDUC 128
Kennan Cammack
1. Name of Childrens Book:
Neslon, Kadir. (2013). Nelson Mandela. Katherine Tegen Books.
2. Summary of Childrens 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 Africans leader.
3. Questions:
Pre-reading:
1. Does anyone know where South Africa is? Lets 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 couldnt 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?

Post-reading:
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:
Materials:
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):
Qunu
Johannesburg
Botswana
Namibia
Zimbabwe
Mozambique
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?

Differentiation:
Struggling:
Provide struggling students with a map that has stars where the
cities need to be labeled
Allow extra time for them to complete their map
Work with them individually to locate the cities and countries
Proper grouping of partners
Gifted:
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:
Materials:
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
Americas. 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 Channels 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!

Websites:
www.history.com
http://www.ducksters.com/history/civil_rights/apartheid.php
http://www.timeforkids.com
http://www.bbc.co.uk
www.scholastic.com

Differentiation:
Struggling:
Provide struggling students with sentence starters to help them
complete the Venn diagram
Allow extra time for them to complete their research/poster
Work with them individually to research information
Proper grouping
Gifted:
Have these students share three interesting facts they have
learned
Write a short paragraph describing the similarities and
differences
Proper grouping

e. Assessment - Rubric:
4

Neatness

Fact and
Fact and
pictures are neat pictures are
and easy to read somewhat
easy to
read

Lack of
neatness
makes
reading
the fact
difficult

Fact is
illegible
and
pictures
are
messy

Interesting
Fact

Students share
at least 1 fact
and thoroughly
explain its
similarity or
difference to
America

Students
share 1 fact
but briefly
state its
similarity or
difference
to America

Students
do not
share a
fact

Presentation

Group members
spoke at least
once with clear
loud voices

Group
members
spoke but
were hard
to
understand

Students
share 1
fact but
do not
explain a
similarity
or
difference
Only 1
person
spoke
while
presentin
g with a
clear
voice

Only 1
person
spoke
and he or
she was
hard to
understa
nd

Worksheet:

South Africa

America

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:
Materials:
Rulers
Poster Board
Glue
Markers
Introduction:
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
Mandelas work. Ask the students:
Do you feel like you have made a difference?
Why is protesting a good way to create change?

Differentiation:
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: