Lesso Introduction to Africa Grade: 9th

n Title: Date: 03/31/2017

Classroom/Lesson Context (please check the following that apply):

_X_Whole Group _ Small Group ___ One-on-One ___ Students with IEPs/504s ___ ELL Students

____Struggling Learners ___ Other (Please Specify): _____________________________________________

Please specify the number of students:

_11_ Girls _14_ Boys

Focus Criteria Plan and Action

Essential Question/Central Focus
Content Standards
Lesson Objective(s)
Academic Language and
Supports
Materials and Resources
Technology
The central focus of this lesson is for students to compare and contrast the eight regions of Africa by
analyzing the geographic features and diversity of the people in Africa
New Jersey Student Learning Standards for Social Studies
6.2.8.B.4.c : Determine how Africas physical geography and natural resources presented challenges and
opportunities for trade, development, and the spread of religion.
1. Students will be able to analyze the geographic features and diversity of the different regions of
Africa by answering focus questions on an interactive map of Africa.
2. Students will be applying the knowledge learned by completing the focus questions on specific
region by presenting/ re-teaching information to class.
3. Students will be able to construct class size Map of Africa by locating and labeling the regions of
Africa located on the board during presentation.
Language Demand: Analyze geography and diversity of Africa
Vocabulary: Analyze and Diversity
Syntax: Writing and Presenting
Discourse: Cause and Effect
Language Support: Map of Africa, Diversity/Geography Chart
PowerPoint, Chrome Books, Google Classroom, PBS Interactive Map of Africa, National Geographic Regions
of Africa website, Worksheet called African Regions, Notecards, Poster board, Cut outs of regions of Africa.
Students will be using chrome books to access Google Classroom, the PBS website and the National
Geographic website needed to complete the activity. Students will have the choice of using a print copy of the
worksheet or using the online version (which will be posted to Google Classroom.) The use of the PowerPoint

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 will introduce students to the continent of Africa, providing students with basic facts on geography and
diversity. The PowerPoint will also outline the rest of the unit, informing students what they will be learning in
the unit on Africa. Chrome books allow the students to access the internet and explore the provided website
in order to find information on the different regions of Africa. When having completed the activity, students
using the online version will upload the completed assignment to Google Classroom, and those students
using the print version will hand completed assignment to teacher.
Prior Knowledge Students should have some prior knowledge about the continent of Africa based on previous courses in
World History. For this particular lesson, students must be aware that Africa is a continent not a country.
Students must be aware that because of the massive size of the continent, much diversity lives within Africa.
Content Knowledge Introduction to Africa
- Do Now: Images of Geographic features in Africa, tribes of Africa
- PowerPoint: Background on Geography and Diversity of Africa
- Activity: Small groups research information on their region of Africa
- Regions: Sahara, Sahel, Savanna, Ethiopian Highlands, Rain Forest, Great Lakes, Swahili Coast,
Southern Africa
- Groups present to Classmates
- Exit Ticket: Connection: Will Africas vast amounts of resources cause problems for them?
Classroom Environment and Learning Environment: In order to create a positive and welcoming learning environment within the
Learner Supports classroom, the teacher will address students by name, use manners, listen to what students have to say,
accept multiple answers, and provide students with positive feedback. Addressing each student by name and
pronouncing the names correctly shows students that you care how they want to be identified to the rest of
the class and also makes them feel important. Using manners such as please and thank you in the
classroom provides a level of respect between the teacher and students. The teacher will use manners
towards students, expecting the students to use manners towards the teacher. Actually listening to what
students have to say will show students that their opinions and ideas matter and are worthy of being heard by
the teacher and the rest of the class, that they are again important. When listening to students, the teacher
must be aware of turning back to student, talking to another person, or negative facial expression while
student is talking. When asking questions towards students, the teacher will ask open ended questions,
allowing for multiple different answers. Asking open ended questions with multiple right answers, along with
providing students with positive feedback will not only encourage students to share their ideas and opinions,
but also will make students more engaged in the lesson or activity.
Routines and Rules: Rules of the classroom were discussed at the beginning of the semester and are
posted on the white board. Rules include: Respect each other and teacher, no phones, no food in class, and
raise hand when you have a question. The everyday routine of the class includes: coming into class and
opening up notebook, looking to the board for Do Now, begin Do Now or wait for instructions from teacher,
wait for instructions from teacher to begin activity, assignments on Google Classroom are uploaded back to
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Lesson Beginning
Lesson Body/Teaching Strategies
and Research Support
Google Classroom when completed, and if chrome books are used in class making sure chrome books are
returned and plugged into cart at the end of activity.
Differentiated Learning: Struggling students will be paired with helpful students and provided with extra time
if needed. Those students will also be provided with additional help from the teacher is needed.
Accommodates and Modifications: Additional help, pairing, additional time,
As students are walking into the classroom, the teacher hand students folded notecard and will instruct
students to bring their attention to the smartboard where a PowerPoint will be projected. Students will be
instructed to not open the notecard until told to by the teacher. The first slide of the PowerPoint will show
pictures of various geographic features and different groups of people. (Pictures include Sahara Desert,
Mount Kilimanjaro, Nile River, and the Fulani people of Sahel.) The teacher will ask students to analyze the
projected images and write down what they think they are and where they are located in the world. After
about five minutes, the teacher will ask students to share what they wrote about the images, calling randomly
on students if no one volunteers. After about 5 or 6 students have shared their responses, the teacher will
describe each image and explain that students will be learning about the continent of Africa. The teacher will
also explain to students that for the days lesson, students will be analyzing the geography and diversity of
Africa, comparing and contrasting the eight regions of the continent. (10 minutes in total)
Lesson Body:
1. Before getting into the main activity, teacher will first show students a short and brief PowerPoint
presentation introducing the continent and providing students will basic facts about the geography of
Africa and the diversity of the African people. (10 minutes)
2. After the PowerPoint, students will be instructed to grab their assigned chrome books from the
computer cart and log onto their Google Classroom, an assignment will be posted titled Introduction
to Africa, which will include the PBS web link, the National Geographic web link and the worksheet
titled Regions of Africa.(5 minutes)
3. The teacher instructs students to open folded notecard and to get into groups with students who have
the same notecard.
a. Notecards will state the name of one of the eight regions of Africa.
4. Now in groups, the teacher will explain to the students that groups will be researching the eight
regions of Africa, specifically the one written on the notecard. Groups will be exploring the PBS
Interactive Map of Africa and National Geography Website where they will be able to click on their
assigned region and view information on the geography and on the people of that region.
a. Students will be answering the questions on the worksheet about their assigned region,
particularity the information on the geography and diversity of the continent. (20 minutes)
5. After students have completed the questions for their worksheet, students will direct attention to the
front of the room where the teacher has placed a large map of Africa on the board. The teacher will
call on each group reviewing the information learned about each region. The teacher will specifically
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 ask students to identify one geographic feature, any natural resources, name of people and one
custom of those people. Students will also locate and label their region on the map of Africa. (15
minutes)
Teaching Strategies and Research Support:
1. When students are presenting on their specific region, teacher will ask students to infer how the lives
of the people living in the region are impacted by the geography of that specific region. Why they think
that. The exit ticket also will ask students to infer whether or not they believe the amount of natural
resources in Africa will lead to conflict over the control of the territory and if the conflict will benefit or
hurt the people living in Africa.
2. Struggling readers will be paired with helpful students and given additional assistance by the teacher.
The teacher will also provide struggling students with an outline of the websites, making it easier for
those students to find the correct information.
3. Students who finish the assignment early will be asked to explore the other regions of Africa by using
either the PBS Interactive Map of the National Geographic website on the regions of Africa.
4. Direct Instruction for the PowerPoint and then Cooperative learning for working in small groups.
Lesson End/Closure Closure:
1. The teacher will ask student now that they have a basic understanding of Africas geography and the
people that live within Africa, do they think the numerous amounts of natural resources found in Africa
will benefit the African people or cause problems for them? (Exit Ticket)
2. Students will summarize the information learned on African geography and diversity of the its people
and use that knowledge to infer whether the natural resources in Africa will benefit or hurt the
inhabitants of the continent.
3. While students are working in their groups, the teacher will be coming around checking for
understanding, making sure students are on task, and also making sure that groups are working well
with each other. Over the course of the activity, the teacher will be asking groups questions about their
regions, such as What did your group find on the natural resources found in this area? or Where
were some of the customs of the people living in this region?
Assessment/Evaluation Informal Assessment: While students are working on assignment and researching their specific region, the
teacher will walk around making an observational assessment, making sure all students are on task and
checking for understanding. Students will also be assessed on the accuracy of the information presented to
the class and the worksheet that will be uploaded to Google Classroom.
Reflection I would change the presentations of the each region. While I liked that each group had to present their
information on their region to the rest of the class, I did not like the fact that students were not writing down
the information. All of the students were engaged in the presentation and were on task, but I would of liked to
include some type of questions that students would have had to answer for each region, such as the names
of the people or the natural resources in that region. Having students answer questions for each region or
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 create an outline of that region would have been helpful when learning about Africa as a continent. During
lesson one we ended up not having enough time to discuss the exit ticket at the end of class. Students
completed the exit ticket but was not able to discuss the answers as a class due to the lack of time in class,
and so the exit ticket was discussed at the beginning of the next lesson. One change I would make would be
to spend less time on the research or take out some questions of the worksheet and focus more on the
presentations and exit ticket.

Lesso European Imperialism in Africa Grade: 9th

n Title: Date: 04/03/2017
Classroom/Lesson Context (please check the following that apply):

_X_Whole Group _ Small Group ___ One-on-One ___ Students with IEPs/504s ___ ELL Students

____Struggling Learners ___ Other (Please Specify): _____________________________________________

Please specify the number of students:

_11_ Girls _14_ Boys

Focus Criteria Points for Consideration, Inclusion, and Reflection

Essential Question/Central Focus
Content Standards
Lesson Objective(s)
Academic Language and
Supports
The central focus of this lesson is for students to evaluate five primary sources about European Imperialism
in Africa analyzing the meaning, purpose and attitude of creator for each primary source.
New Jersey Student Learning Standards for Social Studies
6.2.12.D.3.d: Analyze the extent to which racism was both a cause and consequence of imperialism, and
evaluate the impact of imperialism from multiple perspectives.
6.2.12.D.3.e : Analyze the impact of the policies of different European colonizers on indigenous societies, and
explain the responses of these societies to imperialistic rule.
4. Students will be able to evaluate five primary sources about European Imperialism in Africa and
through evidence in the sources explain the impact of European Imperialism on Africa.
5. Students will be analyzing the meaning, purpose, and attitude of creator for each primary source.
Language Demand: Explain, Examine, Analyze
- Students will be able to explain the impact of European Imperialism on Africa.
- Students will examine five different primary sources on Imperialism in Africa.
- Students will analyze the meaning, purpose, and authors attitudes towards European Imperialism in
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 all five primary sources.
Vocabulary: Imperialism, Primary Source
- Students will be able to define the concept of Imperialism, which is the policy of extending a countrys
power and influence through diplomacy or military force, by prior knowledge and review in the
PowerPoint at the beginning of the lesson.
- Students will be able to define what a primary source is by use of prior knowledge.
Syntax: Writing and Class Discussion
Discourse: Cause and Effect
Language Support: Analysis chart
Materials and Resources PowerPoint, Chrome Books, Google Classroom,
Technology 1. PowerPoint: At the beginning of the lesson, PowerPoint will be used to project the Due Now and
provide students with a brief background on imperialism. The PowerPoint will also be used throughout
the lesson to project the directions on the board for students who are visual learners.
2. Chromebooks/Google Classroom: While the analysis chart will be printed out for students to work on,
students will be using chrome books and Google Classroom to access the primary source list. The list
of primary sources will be posted onto Google Classroom titled Imperialism in Africa Primary
Sources. Students will refer to this list of primary sources when completing their assignment.
Prior Knowledge Earlier in the school year, students learned what imperialism was and how it impacted many nations such as
Asia, Latin America, etc.. While not all students are going to remember the brief unit on imperialism in the
beginning of the year, some prior knowledge was expected. Prior knowledge was expected to be shown in
the Due Now, and if students were unaware of what imperialism is, the concept would be reviewed in the
beginning of the lesson. From the previous lesson on African geography, students will be aware of the various
natural resources located in Africa, which students will learn could possibly lead many powerful nations to
want to take over the region.
Content Knowledge Imperialism in Africa
- Do Now: Ask students to analyze image depicting the scramble for Africa
- PowerPoint: Imperialism/Berlin Conference
- Activity: Student must analyze five primary source documents
- Discussion: As a class we go over the documents and share ideas
Classroom Environment and Learning environment: In order to create a positive and welcoming learning environment within the
Learner Supports classroom, the teacher will address students by name, use manners, listen to what students have to say,
accept multiple answers, and provide students with positive feedback. Addressing each student by name and
pronouncing the names correctly shows students that you care how they want to be identified to the rest of
the class and also makes them feel important. Using manners such as please and thank you in the
classroom provides a level of respect between the teacher and students. The teacher will use manners
towards students, expecting the students to use manners towards the teacher. Actually listening to what
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Lesson Beginning
Lesson Body/Teaching Strategies
and Research Support
students have to say will show students that their opinions and ideas matter and are worthy of being heard by
the teacher and the rest of the class, that they are again important. When listening to students, the teacher
must be aware of turning back to student, talking to another person, or negative facial expression while
student is talking. When asking questions towards students, the teacher will ask open ended questions,
allowing for multiple different answers. Asking open ended questions with multiple right answers, along with
providing students with positive feedback will not only encourage students to share their ideas and opinions,
but also will make students more engaged in the lesson or activity.
Routines and Rules: Rules of the classroom were discussed at the beginning of the semester and are
posted on the white board. Rules include: Respect each other and teacher, no phones, no food in class, and
raise hand when you have a question. The everyday routine of the class includes: coming into class and
opening up notebook, looking to the board for Do Now, begin Do Now or wait for instructions from teacher,
wait for instructions from teacher to begin activity, assignments on Google Classroom are uploaded back to
Google Classroom when completed, and if chrome books are used in class making sure chrome books are
returned and plugged into cart at the end of activity.
Differentiated Learning: Struggling students will be paired with helpful students and provided with extra time
if needed. Those students will also be provided with additional help from the teacher is needed.
Accommodates and Modifications: Additional help, pairing, additional time,
As students walk into the classroom and take their seats, the teacher will pass out a Do Now slip to each
student and direct their attention to the smart board. Projected on the smart board will be a political cartoon
depicting the Scramble for Africa with questions asking students to identify the meaning of the image. After
about five minutes, the teacher will ask students to share their responses to the Do Now. The teacher will ask
students to identify the countries depicted in the political cartoon and why they think the illustrator created this
image. The teacher will inform students that they will be doing an activity in class much similar to what they
has just done in the Do Now. Analyzing different pieces of primary sources on Imperialism in Africa.
What opportunities will you provide students to practice academic language?
What instructional strategies, based on best practice and research, inform this portion of your lesson?
Lesson Body:
1. Before beginning the analysis activity, the teacher will briefly go over the concept of imperialism and
the reasons why many European powers did so in areas such as Asia, Latin America and Africa. (5
minutes)
2. The teacher will instruct students to grab their assigned chrome book and log onto Google Classroom
and download the assignment called Imperialism in Africa Primary Sources. While students are
logging in, the teacher will pass out the Analysis Chart to each student. Students will be analyzing five
primary sources and answering questions in the chart. The questions will be on the observations
made by students and the reflections of students on each source. (30 minutes)
3. When students have completed the analysis chart, the teacher will ask the students to share some of
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 their answers so that they can go over as a class. (10 minutes)
Teaching Strategies and Research Support:
1. Students who are struggling with the assignment will be paired with a helpful student and given
additional assistance from the teacher.
2. Students who finish the assignment early will be asked to identify and explain which primary source
they found most compelling and also explain what a person can learn from examining this particular
primary source.
3. As students are working on their assignment, the teacher will walk around the room making sure that
all students are on task and understanding the activity. Teacher will also provide assistance for
students who need it.
4. Direct Instruction for the PowerPoint and then Cooperative learning for those students who decide to
work together.
Lesson End/Closure Teacher will ask students to answer the overarching questions listed on the back of the analysis chart. The
questions will ask the questions on who did and did no benefit from imperialism in African and if there were
racist attitudes against the Africans? (10 minutes) Once completed, students will turn in assignment to
teacher and put chrome books back into the computer chart. The questions themselves summarize what
students have learned by analyzing the primary sources, European imperialism directly benefitted the
Europeans while hurting the Africans and that many European held racist views against the Africans leading
to continuous imperialistic actions of the Europeans.
Assessment/Evaluation Informal Assessment: Teacher will walk around the room while students are working on assignment. By doing
this, the teacher is checking for understanding and making sure that students are on task. Through an
observational assessment, the teacher will be watching student behavior and looking over the shoulder of
students while they work on assignment. The students will also be assessed on the completion and accuracy
of the turned in assignment. The teacher will grade the analysis chart of each student, making sure answers
are accurate, well thought out, and uses evidence from the primary sources. Students will be well aware of
what the teacher is expecting of them, explained in the directions for the assignment. Students will be
expected to complete the assignment, graded on completion and accuracy.
Reflection I would have changed instruction in order to make students work in groups. While it was not mandatory to
work in small groups when completing the analysis chart on the five primary source documents, forcing
students to work in small works would have promoted peer learning and would have taken less time in class
to complete. Spending less time on filling in the analysis chart would have allowed for more time in class
discussion and time to complete the overarching questions on Imperialism in Africa.

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Lesso Apartheid in South Africa. Grade: 9th
n Title: Date: 04/04/2017
Classroom/Lesson Context (please check the following that apply):

_X_Whole Group __ Small Group ___ One-on-One ___ Students with IEPs/504s ___ ELL Students

____Struggling Learners ___ Other (Please Specify): _____________________________________________

Please specify the number of students:

_11_ Girls _14_ Boys

Focus Criteria Points for Consideration, Inclusion, and Reflection

Essential Question/Central Focus
Content Standards
Lesson Objective(s)
Academic Language and
Supports
The central focus for this lesson is for students to analyze the twelve major events that occurred during the
Apartheid period in South Africa and infer how those events led to the end of Apartheid and the impact it had
on South Africa.
New Jersey Student Learning Standards for Social Studies
6.2.12.D.5.a: Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian
nations to build stable economies and national identities
1. Students will be able to recognize the impact of Apartheid in South on the non-White South Africans
by exploring the history of Apartheid in South Africa.
2. Students will be able to analyze twelve major events that occurred during Apartheid in South Africa,
and using that information to infer how those events led to the end of Apartheid.
Language Demand: Analyze the major events and how Apartheid impact South Africa and South Africans
Vocabulary: Apartheid
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 Syntax: Writing
Discourse: Cause and Effect
Language Demands: Timeline Worksheet
Materials and Resources Teacher computer, Chrome books, Google Classroom, Google Document, Internet, White Board, Markers
Technology Students will be using chrome books to access the internet and Google Classroom. Students will be going
onto Google Classroom and downloading the assignment titled Apartheid in South Africa. On the document,
students will find a web link to a Prezi and a list of questions that they will be answering
Prior Knowledge Prior to coming into class for this lesson, students will be expected to know that South Africa is a region of the
continent of Africa which was discussed in Lesson #1. Students will also be expected to know that European
Imperialism in Africa was when Europeans settled in Africa attempting to exploit the African natural resources
and people. With this prior knowledge, students should be ready to discuss Apartheid in South Africa, the
impact of European descents on the region of South Africa.
Content Knowledge Apartheid in South Africa
- Do Now: Watch video of Nelson Mandela being released from prison, discuss
- Activity: Timeline (major events of Apartheid)
- Discussion: Make a class timeline
- Exit Ticket: Connection: Apartheid vs. Civil Rights Movement
Classroom Environment and Learning environment: In order to create a positive and welcoming learning environment within the
Learner Supports classroom, the teacher will address students by name, use manners, listen to what students have to say,
accept multiple answers, and provide students with positive feedback. Addressing each student by name and
pronouncing the names correctly shows students that you care how they want to be identified to the rest of
the class and also makes them feel important. Using manners such as please and thank you in the
classroom provides a level of respect between the teacher and students. The teacher will use manners
towards students, expecting the students to use manners towards the teacher. Actually listening to what
students have to say will show students that their opinions and ideas matter and are worthy of being heard by
the teacher and the rest of the class, that they are again important. When listening to students, the teacher
must be aware of turning back to student, talking to another person, or negative facial expression while
student is talking. When asking questions towards students, the teacher will ask open ended questions,
allowing for multiple different answers. Asking open ended questions with multiple right answers, along with
providing students with positive feedback will not only encourage students to share their ideas and opinions,
but also will make students more engaged in the lesson or activity.
Routines and Rules: Rules of the classroom were discussed at the beginning of the semester and are
posted on the white board. Rules include: Respect each other and teacher, no phones, no food in class, and
raise hand when you have a question. The everyday routine of the class includes: coming into class and
opening up notebook, looking to the board for Do Now, begin Do Now or wait for instructions from teacher,
wait for instructions from teacher to begin activity, assignments on Google Classroom are uploaded back to
Page 10

Lesson Beginning
Lesson Body/Teaching Strategies
and Research Support
Google Classroom when completed, and if chrome books are used in class making sure chrome books are
returned and plugged into cart at the end of activity.
Differentiated Learning: Struggling students will be paired with helpful students and provided with extra time
if needed. Those students will also be provided with additional help from the teacher is needed.
Accommodates and Modifications: Additional help, pairing, additional time,
As students walk into class, the teacher will have a video projected on the smart board (paused.) As the bell
rings and students take their seats, the teacher will play the video without saying anything to the students.
The short video clip will show footage of Nelson Mandela being released from prison in 1990. After the video
is finished the teacher will ask students what the video was of, who was in the video, and the significance of
that video to the unit on Africa. The teacher will clarify what who Nelson Mandela is and his fight against
Apartheid. Teacher will explain the definition of Apartheid. After short class discuss, the teacher will explain to
students that today they will be learning about Apartheid in South Africa and the impact that it had on both
white South Africans and black South Africans by exploring the history of Apartheid in South African in a Prezi
and by creating a timeline of the major events that occurred. (10 minutes)
Lesson Body:
1. The teacher will instruct students to grab their assigned chrome books and log into Google
Classroom. On Google Classroom students will download the assignment titled Apartheid in South
Africa Timeline. On the document students will see a blank timeline with only dates. Using the helpful
website links provided on the document, students will be researching the major events that occurred
during the Apartheid period in South Africa. Students will be given a list of 16 events and must figure
out the correct order and include a short description and picture for each event. (30 minutes)
2. The teacher will draw a large timeline on the white board while students are working. When students
have completed timelines, the teacher will ask students to help fill in the timeline on the board. Class
discussion will allow teacher to bring the students back together, to check the correct order of timeline,
and to also make sure that students understand each event that occurred during Apartheid. (10
minutes)
Teaching Strategies and Research Support:
1. Before beginning activity, teacher will ask students
2. Struggling learners will be paired up with a helpful student and given additional assistance by the
teacher. These learners will also be given an outline of the description of each in order to help them
better understand the event and the order in which it might go on the timeline.
3. Students who finish early will be asked find and add more events to their timeline that they find to be
important events during Apartheid in South Africa. These students will be asked to add these events to
their timelines and to share the newly added events to the class.
4. While students are working on the Prezi worksheet and timeline activity, the teacher will be walking
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 around the classroom checking for understanding and making sure everyone is on task. The teacher
will provide assistance to students that need it.
5. Direct Instruction for the PowerPoint and then Cooperative learning for those students who decide to
work together.
Lesson End/Closure Exit Ticket (Projected on the Board): Does Apartheid in South Africa remind you of other racial struggles in
other countries? If so, which ones? Explain
1. Students will summarized the information learned in the activity to answer the Exit Ticket. From the
activity, student would have answered questions on the background information of Apartheid in South
Africa and used that information to aid them the incompletion of their timelines. Once students have
become aware of the major events that occurred during Apartheid in South Africa, such as the
Prohibition of Mixed Marriages Act of 1949. Students will use the knowledge just learned to associate
the struggles of black South Africans during Apartheid to the struggles of African Americans during the
Civil Rights Movement.
Assessment/Evaluation Informal Assessment: Teacher will walk around the room while students are working on assignment. The
teacher will be making an observational assessment, making sure all students are on task and understand
the assignment. The teacher will be looking had student behavior and looking at the computer screens while
walking around the room. The teacher will also assess the students on the completed timeline. The teacher
will check for accuracy, making sure the events are in order, and also making sure that the students included
correct and detailed description and a picture for event. Before starting the assignment, the teacher will
inform students the expectations of this assignment, everyone to be working on task and completing the
assignment.
Reflection I would have included more of an introduction to Apartheid in South Africa, rather than jumping into the lesson
so quickly. While I show students a short video of Nelson Mandela being released from prison and activating
their prior knowledge, many students were unfamiliar with what Apartheid actually was. After watching the
video I would have included a short PowerPoint or Prezi explaining the background of Apartheid in South
Africa, providing students with more information when completing their timelines of the major events.

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