Nonfiction Article of the Week - I'm Lovin' Lit · 2019. 7. 8. · free to take or leave what you like. Even if you don’t plan to do every activity, ... Answer key included but

©2018 erin cobb imlovinlit.com

Nonfiction Article of the Week8-2: Apartheid in South Africa

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Difficulty Levels, Common Core Alignment, & TEKS 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, Links, and Procedures: EVERYTHING 6-9

Article: Apartheid in South Africa 10-11

*Modified Article: Apartheid in South Africa 12-13

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice w/Key 14-15

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions w/Key 16-17

Activity 3: Text Evidence Activity w/Annotation Guide for Article 18-20

Activity 4: Text Evidence Activity & Answer Bank w/Key 21-23

Activity 5: Skill Focus – Write an Objective Summary 24-30

Activity 6: Integrate Sources – Video Clip & Questions w/Key 31-32

Activity 7: Skills Test Regular w/Key 33-37

Activity 8: Skills Test *Modified w/Key 38-41

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Write an Objective Summary**

Activity 6: Integrate Sources – Video Clip & Questions***

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**

RI.8.1

RI.81

RI.8.1

RI.8.1

RI.8.2

RI.8.9

RI.8.1, RI.8.2

RI.8.1, RI.8.2

ELAR.5(F)

ELAR.5(F)

ELAR.5(F)

ELAR.5(F)

ELAR.5(G)9(B)(C)

ELAR.9(B), 12(F)

ELAR.5(F)(G)9(B)(C)

ELAR.5(F)(G)9(B)(C)

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Write an Objective Summary**

Activity 6: Integrate Sources – Video Clip & Questions***

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**



Teacher’s Guide

Activities, Difficulty Levels, and Common Core Alignment

Activities, Difficulty Levels, and TEKS Alignment



Teacher’s Guide

Instructions for Google Classroom Digital ComponentsAll student activities are available in digital format compatible with GoogleClassroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages (excluding assessments) in Google Slides format.Students can simply add text boxes to any area they wish to type on. To access theGoogle Slides for this article, copy and paste the link below into your browser. *Notethat you’ll need to make a copy of the folder or slide before you can use it.*removed from preview

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use. Look inside the Google Forms folder.



Teacher’s Guide

A Couple of Options for Teaching Article of the Week UnitsHere are my favorite suggestions for organizing these units with your schedule.*Please note that thumbnails show article 6.1 and activities.

Option A: Quickie UnitSimply complete all lesson activities in order OR pickand choose the activities you want to complete in order.

Time Needed: 2-3 fifty-minute class periodsPros: Super flexible; perfect filler around your other units; makes it easy to assign easier components for homework; ideal no prep sub plans if you have to be out for 2-3 days in a row.Cons: Fitting them all in around everything else you’ve got to do.

Option B: Daily ModelUse as a class starter or specific routine in yourclassroom everyday at the same time.

Time Needed: 15-20 minutes/day, 5 days/weekPros: IDEAL for block scheduling when you need to always change it up; Great way to fit nonfiction articles in with what you’re already doing.Cons: There are 25 total articles for each grade level, so some weeks you’ll need to skip the articles (I’d skip when doing projects, novels, during short weeks, and plan to finish up right before testing); May be difficult to commit to something rigid like this if you’re a type B teacher like myself ;)

Here’s how the daily model works:

Monday: Read article & complete basic comprehension activityTuesday: Text evidence activityWednesday: Skills focus activity (based on one key skill for each article)Thursday: Integrate information (other sources)Friday: Assessment

Monday

Tuesday

Wednesday

Thursday

Friday



Teacher’s Guide

WalkthroughI have discussed here how I use each activity and included hints and links to help you, too. Feel free to take or leave what you like. Even if you don’t plan to do every activity, I still recommend reading through this section to get the most out of these activities. Looking for a schedule to follow? Check the previous page for two suggested scheduling options.

These lessons and activities were designed to meet the needs of eighth graders during the first half the school year. The articles, activities, questions, and assessments will become increasingly rigorous and challenging as we progress through the year.

Activities 1-2• *There are no higher order thinking questions

included here – only basic, literal comprehension.• These activities are designed to be completed on

an either/or basis, meaning your students should only complete one of them, not both.

• Use Activity 1 for a quick cold-read assessment or after you’ve read the article together. I use these to hold students accountable for reading carefully. I recommend having students complete activity 1 without the article as long as they’ve just read the article (so not the next day), unless you’re providing a testing accommodation.

• Use Activity 2 for an open-ended option for the same exact questions. Students may have a harder time answering this one without the article, so choose this one if you want students to use the article but still prove that they’ve understood the content.

Activity 2

Article Modified Article

Note: Answer key included but not shown.

Activity 1



Teacher’s Guide

Activities 3-4• Again, these activities are either/or, so choose

one or the other but not both.• Activity 3 requires students to annotate text

evidence in the article and includes an article annotation key.

• Activity 4 requires students to choose text evidence from a bank at the bottom. This format prepares students to choose from and distinguish between pieces of text evidence on a state assessment. I recommend mixing it up and going back and forth between these among units until your students are proficient at both methods.

Activity 5• This activity is focused around the main skill

for this article: RI.8.2 – Objective Summary & Development of Central Ideas, specifically.

• Complete answer keys included, as always.

Activity 6• This activity requires students to integrate

information from another source or media. • Here, students view a brief video clip about the same

topic and answer questions related to the standards.• View the video clip https://youtu.be/UqoYmx_L-Xs• Backup: https://goo.gl/cTDydB

Activity 3

Activity 4

Activity 5

Activity 6



Teacher’s Guide

Activities 7-8• What’s the best way to make sure your students

are prepared for the state assessment? Assess them regularly with that format. I always let my students practice for the first few before I start counting them for a grade, and I always use the basic comprehension assessment (activity 1 or 2) as an easy grade so it levels the playing field.

• Activity 7 is the regular assessment.• Activity 8 is the modified assessment. The

modified assessment offer students only two answer choices instead of four. Note that only the multiple choice portion of the modified test is different from the original. Simply put, only page one is different. Complete keys included as always (not shown).

• In a hurry? I always include only multiple choice questions on the first page in case you’re in a hurry and need to skip the open-ended portion of the test. I don’t recommend skipping regularly but every now and then, I need a grading break.

Activity 7

Activity 8

African people less power and rights in society. Europeans also enslaved Africans and sold them in Europe and the Americas. By 1914, 90% of Africa had been colonized by European nations.


Africans fought for equality in South Africa. They organized large protests, strikes, and boycotts of white-owned businesses. Another important resistance strategy was called the Defiance Campaign. Native Africans defied, or refused to follow, the segregation laws of the government. Other nations from around the world also pressured South Africa to end their apartheid policy.

The government of South Africa was not able to stifle the demands of their citizens. Eventually, after almost half a century, Native Africans' efforts paid off. The oppressive policy of apartheid ended in 1991. In 1994 an important Native African activist named Nelson Mandela was elected president of South Africa.

Apartheid in South AfricaIn 1908 the white European colonists (of

British and Dutch ancestry) decided to become independent from Great Britain. This new government decided to not give political rights to any black Native Africans. This means Native Africans could not vote or hold political office. Without political power, it was hard for Native Africans to try to improve their circumstances.

The government of South Africa made many restrictive laws against black Native Africans. In 1948, they created an official segregation policy called apartheid. This policy kept Native Africans completely separate from white Europeans. Native Africans were required to live segregated from white Europeans. Many were moved to far-off settlements called homelands. Others were forced to live in large slums outside the major cities called townships. Only white Europeans were allowed to live inside the big cities. Native Africans and white Europeans were not allowed to get married. Native Africans and white Europeans were also sent to separate schools. The Native African schools did not teach many important subjects like science and math. Parks, beaches, restrooms and other public spaces were also segregated.

Despite these difficulties, many Native

South Africa is located at the southern tip of the continent of Africa.

Sign from the apartheid era in South Africa



Informational Text

Finding Text EvidenceFind each piece of text in the text evidence bank and highlight OR underline it with the color specified. Remember, you are looking for the piece or pieces of evidence that most strongly support the statement.

Skill: Text Evidence

Activity 4

For items 1-4, you’ll be citing textual evidence to support what the text says explicitly.

1. Find the sentence that reveals Noah’s place and year of birth. Highlight it in blue.

2. Find two sentences that explain why Europeans wanted to colonize Africa and highlight

them in green.

3. Find two sentences that give ways that Native Africans fought for equality in South

Africa. Highlight them in purple.

For items 5-8, you’ll be citing one piece or multiple pieces of textual evidence to support

inferences drawn from the text.

4. Find an example of sarcasm (verbal irony) in the Trevor Noah excerpt. Highlight it in

orange.

5. Find two pieces of text evidence that give specific examples of ways that South Africa

during apartheid was like the Jim Crow south in the U.S. Highlight them in yellow.

6. Find three pieces of text evidence that explain how segregation was maintained during

apartheid and highlight them in pink.

7. Which text evidence from the previous question (highlighted in pink) most strongly

supports the idea that physical separation was established between the races. Draw a box

around the strongest text evidence.

8. Find two pieces of text evidence that strongly support the idea that change finally came

to South Africa during the late 20th century. Highlight them in red.



Informational Text

Text Evidence BankFor each item, find the appropriate piece(s) of text evidence and highlight or underline in the requested color.

Skill: Text Evidence

Activity 4

The oppressive policy of apartheid ended in 1991. In 1994 an important Native African activist named Nelson Mandela was elected president of South Africa.

Colored people, black people, white people, and Indian people were forced to register their race with the government

Native Africans and white Europeans were also sent to separate schools.

Native Africans defied, or refused to follow, the segregation laws of the government.

Trevor Noah was born in South Africa in 1984, during apartheid.

Indian areas were segregated from colored areas, which were segregated from black areas—all of them segregated from white areas and separated from one another by buffer zones of empty land

Laws were passed prohibiting [relationships] between Europeans and natives, laws that were later amended to prohibit [relationships] between whites and all nonwhites.

clearly an assignment for only the finest law enforcement officers.

They wanted to be able to control the natural resources that African land held. They also wanted to be able to control important locations along land and ocean trade routes.

They organized large protests, strikes and boycotts of white-owned businesses.

Parks, beaches, restrooms and other public spaces were also segregated.



Informational Text

1. Read the following statements about the article. Then, classify them as objective statements or non-objective (subjective) statements. Write each answer choice in the correct column in the table below.

A. European nations colonized Africa against the will of the people already living there.

B. European settlers decided to take over parts of Africa, completely ruining the lives of the natives already living there.

C. After declaring independence from Great Britain, the new government of South Africa decided not to give political rights to blacks.

D. Only white Europeans were allowed to live in big cities.E. The white South Africans should have allowed all people, regardless of color, to

participate in elections, but they did not.F. Apartheid lasted for nearly half a century.G. The policy of apartheid was the worst government policy disaster in recent history.H. The election of Nelson Mandela in 1994 is proof that racism no longer exists in South

Africa.

Objective SummariesUse the article to answer the questions and complete the graphic organizers.

Skill: Objective Summary

Activity 5

Objective Statements Non-Objective Statements



Informational Text

2. In order to summarize the section Apartheid in South Africa, follow these steps. In the spaces provided, summarize each paragraph in one sentence that states the central idea of the paragraph without including specific details. Then, on a separate sheet of paper, combine those sentences whenever possible to write a succinct summary of the section. Be sure that your summary is objective, or completely free of your opinions or any assertions that are not supported by the text.

Skill: Objective Summary

Activity 5

In 1908 the white European colonists (of British and Dutch ancestry) decided to become independent from Great Britain. This new government decided to NOT give political rights to any black Native Africans. This means Native Africans could not vote or hold political office. Without political power, it was hard for Native Africans to try to improve their circumstances.

The government of South Africa made many restrictive laws against black Native Africans. In 1948, they created an official segregation policy called "apartheid." This policy kept Native Africans completely separate from white Europeans. Native Africans were required to live segregated from white Europeans. Many were moved to far-off settlements called "homelands." Others were forced to live in large slums outside the major cities called "townships." Only white Europeans were allowed to live inside the big cities. Native Africans and white Europeans were not allowed to get married. Native Africans and white Europeans were also sent to separate schools. The Native African schools did not teach many important subjects like science and math. Parks, beaches, restrooms and other public spaces were also segregated.

Despite these difficulties, many Native Africans fought for equality in South Africa. They organized large protests, strikes and boycotts of white-owned businesses. Another important resistance strategy was called the "Defiance Campaign." Native Africans defied, or refused to follow, the segregation laws of the government. Other nations from around the world also asked South Africa to end their apartheid policy.

The government of South Africa was not able to stifle the demands of their citizens. Eventually, after almost half a century, Native Africans' efforts paid off. The oppressive policy of apartheid ended in 1991. In 1994 an important Native African activist named Nelson Mandela was elected president of South Africa.

Documents

Nonfiction Article of the Week - I'm Lovin' Lit · 2019. 7. 8. · free to take or leave what you like. Even if you don’t plan to do every activity, ... Answer key included but