• Computer and projection system for power point
• Large poster-board, paints, markers, pens, etc. for timelines and stamp posters

• The students will analyze how and why one system of segregation started in a part of the world.
• The students will comprehend the fact that although we are all different and can be put into different classifications, we all share commonalties that bind us together.
• The students will assess and evaluate the importance of civil rights and the consequences that arise when those issues aren't addressed.

• Day One - Power Point Presentation (Activity One)
• Day Two - Timeline Activity (Activity Two)
• Day Three - Stamp/Poster Activity (Activity Three)
• Day Four - Writing Prompt & Outside Activity (Activities Four & Five)
• Day Five - Poem/Writing Activity (Activity Six)

• A power point presentation will be shown explaining historical background and relevant material for the rest of the lesson.

• The students will create a timeline of events leading up to the Apartheid system and Acts created under the system.
• The students can use the websites found at the bottom of this lesson for help, as well as information from the power point presentation.

• The students will create poster size stamps to commemorate a person or an event that took place during the time of Apartheid.
• They will then give a brief explanation as to what the stamp represents.
• The posters will be hung on a wall in the school showing the rest of the classes what we have been studying.

• The students will be given two prompts to chose from and write a response on one or both.
• The prompts are: "How was it possible for a minority population to control a majority population?"
• And "Take either the side of the white population or the oppressed population and write a diary entry explaining your way of life and what might happen in a typical day or week."

• Systems of classification can be found everywhere in nature.
• Take the students outside and have them collect different types of leaves.
• When they have collected a good number of leaves (approx. 5-10 minutes) have them come back and explain the differences among them, then the similarities.
• Ask them how they can be different and still do the same thing or have the same purpose.
• Then ask how this can relate to the classification system of Apartheid.

Activity Six - Musical/Rhythmic & Interpersonal

• The students will create a poem related to the Apartheid using the Cinquain format.
• The Cinquain format is as follows.

• Web Site - Apartheid History
• Web Site - South Africa - Apartheid

• Computers for the whole class with internet access
• poster-boards, banners, markers, paints, etc.
• Large space for demonstration, auditorium or cafeteria
• Worksheets containing the Logical/Mathematical portion of the lesson
• Copies of the assessment activity

• The students will acquire a working knowledge of Nelson Mandela and what he represents.
• The students will evaluate the complexity of the Apartheid system and how it influenced his life.
• The students will examine the efforts of Nelson Mandela toward civil rights in South Africa.

• Day One - Writing Prompts
• Day Two - Protest Exercise
• Day Three - Protest Exercise (Part 2)
• Day Four - Correct Sequence of Events & Review Day
• Day Five - Unit Evaluation

• The students will use the computer lab to look at the documents listed in the bibliography found at the end of this lesson.
• The Students will write response to two prompts given to them.
• The prompts are, "I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and achieve. But if needs be, it is an ideal for which I am prepared to die." - Nelson Mandela The students will be asked if there has been anything in their lives they have felt this strongly about and explain.
• The second prompt, How did the discovery of diamonds and gold in South Africa lead to the establishment of segregation laws "apartheid?"

• The students will organize a "peaceful" demonstration and protest rally.
• First pick a topic to demonstrate to the rest of the school (from this unit or others.)
• Create signs, posters, and banners supporting your cause.
• Create a chant or slogan that can be said throughout the demonstration to reinforce the ideas.
• Arrange for a day to hold your demonstration and rally (as in a auditorium or cafeteria.)

• The students will be given a handout with a list of activities in Nelson Mandela's life.
• They must put the activities in their correct order.
• The remaining of the day will be spent reviewing for the evaluation.
• The activities to be put into order:

• The students will be asked to participate in a wonderful assessment of this unit. The assessment module and rubric are found in this unit.

 Bibliography

• Web Site - Nelson Mandela Home Page
• Web Site - Nelson Mandela Bibliography
• Web Site - Nelson Mandela Books