Apartheid South Africa

1. 9/28/2015
MONDLANEKUSA NTOKOZO
STUDENT NO: 201306786
LECTURER: DR. VT MABALANE
HISTORY METHODOLOGYLESSON PLAN.

2. SCHOOL NAME:
JOHANNESBURG S.S
Grade: 11 B Date:02/09/15
SUBJECT: HISTORY TEACHER: MR KN MONDLANE
Term: 3
Topic 6: Apartheid
Sub Topic National Party’s Victory 1948
Situation analysis
Who?
I am Mr Mondlane KN 201306786 a student teacher. I am on my third year of study at the
University of Johannesburg, faculty of Education. My learners are from different background,
most are from Africans speaking families, some are Indians, Africans and had one Chines learner
who is not very fluent in English. English is the language of teaching and learning in the school.
And because my learners are not from the same background I would have no chance to code
switch. The school puts a significant value on History, unlike other schools which I have done my
practical before who view History as a general subject. History is done also by those learners
who are on the Science steam. These learners are motivated, and take History very serious.
There is a technical school next to the school, therefore few technical subjects are catered fore
in the school.
When?
Grade 11 F learners have two history period on Wednesday after break. That is from 11H00 to
12H00. Each period is 30 minutes, which means I will have an hour to teach on this particular
day.
WHERE?
Johannesburg secondary school is located in Mayfair which is few kilometers from the
Johannesburg CBD. The school is accessible by train, hence from the train station to the school
the distance takes about 1o minutes walking.

3. WHATFOR?
Concepts
 Multiple perceptivity
 Change and continuity
Specific Aims of history are to create:
 An interest and enjoyment of the study of the past
 create knowledge , understanding and appreciation of the past and the forces that shape,
 the ability to undertake a process of historical enquiry based on skills, and
 An Understanding of historical concepts, including historical sources and evidence.
Skills
On completion of the lesson I want learners to develop the skill such as:
 Organising evidence and support an argument in a coherent way.
 Extract and interpret information from various number of source.
 Participate in constructive debate, by carefully evaluating historical sources and evidence
Knowledge
They should be able to define Apartheid, state the difference between apartheid and segregation.
It is important for learners to bear in mind that Apartheid, was a policy that economically
benefitted white South Africans at the expense of native South Africans. Learners should know
the reason why the National Party adopted Apartheid policies.
Big idea: Lesson specific aim
change and continuity and multiple perceptivity
WHAT? And HOW?
Introduction
Teachers activity
I will introduce the topic by playing and audio using my phone. In the audio Dr Hendrik Verwoerd
defines apartheid. I will ask learners to pick out the key points mentioned in the definition. Here
are some points I think the learner will pick; Good neighbourhood, acknowledging that people
are different and should be kept separate. Below there is a link where learners can get a video
where Dr Verwoerd defines apartheid.
www.youtube.com/watch?v=vPCln9czoys.
Learners will have to compare the definition with the following definition: A system of government
that was used in South Africa between 1948 -1994. A regime that was based on separation, and
placing other race superior while forcing others to subjection and inferiority.
Learners activity

4. Learners are expected to listen to the audio, Where Dr Hedrick Verwoerd defines Apartheid.
They will have to pick out the key points from the definition. They will then have to compare the
definition with the definition, I have placed above.
Teaching strategy
Question and answer method. I will be modelling to the learners, in that I will be exposing them
to different definitions.
Resource/media
Audio, History textbook.
Actual Teaching
Teacher Activity
I will narrate to the learners some of the reasons that help the National party have victory in the
1948 election. I will also ask the learners to say what they would generally do if they were
eligible voters and have a government that does don solve their problems. After listening to the
learners’ response, I will try to relate their response to that of White voters mainly the
Afrikaners. Here are some of the reasons why the national party won:
 The South African Party under the leadership of Jan Smuts white Mines workers who
were striking were brutally crushed by the government. These became known as the
Rand revolt of 1922.
 Afrikaner farmers were affected, by the mines people moved to work in the cities;
Afrikaner farmers remained poor. So they hoped the National Party would bring some
solution to their problems.
In differentiating Apartheid from segregation, I will ask the learners to recall the definition of
segregation and the definition of Apartheid. Learner will get more of the differences and the
similarities as we discuss the laws that gave framework to Apartheid. Here are some of the acts
that I will briefly introduce to the learners- we will focus on the Acts that were passed during the
leadership of Dr F Malan: Prohibition of Mixed Marriages Act, Act No 55 of 1949, Immorality
Amendment Act, Act No 21 of 1950, Population Registration Act, Act No 30 of 1950, Group Areas
Act, Act No 41 of 1950. I will explain to the learners what the implications of these law was.
During the explanation learners would get a chance to see visual presentation of the Acts. The
images are attached at the back of the lesson plan.
Learners activity
Learners would first listen to the teacher as he explains the reason that helped the National party
win election. Learners would have to state the similarities between apartheid and segregation,
they can use the visual images to explain some of the acts on their own.
Teaching strategy
Collaboration: learners would have to use the pictures and explain apartheid laws that were
passed during D F Milan’s period.

5. Resources/media
Grade 11 History textbook and hand-outs.
Assessment
Peer assessment is going to be utilised in these lesson. Thus during the discussion learners
would have to agree or disagree with an opinion their friends raised. The teacher would assess
the learners’ skill of reading and interpreting information from visual images. The purpose of
these assess is to help learners learn. It will not be used for promotion purpose. Learners would
get feedback immediately.
Summary and conclusion
Teacher activity
I will adjourn, the class debate and ask one leaner to summarise the lesson for the day. I will
then add some points which were also core in the lesson and yet the learners left them out.
Finally I will take the last five minutes to explain the homework. (Homework questions are
attached).
Learners’ activity
One learner would have to voluntarily summarise the lesson. If this does not happen, the teacher
will pin point. Learners need to take note of the home work activity, listen to the teacher as he
explains how they should address the questions. (Printouts of the questions would be available:
therefore leaners would not have to jot down the questions).
Teaching strategy
Summary, (constituting the question and answer method). Summarising skills would be cultivated
amongst the learners. Tolerance for other people’s understandings would be fostered, in that the
other leaners would have to listen to what their fellow will have to say.
Resources/media
Printout of homework questions would be provided to the learners. Learners would however
need their pen and their notes book or a piece of paper, to write important points to help them
when answering the homework.
Assessment
Homework.
Reflection.

6. Homework
1. The first part of the homework you need to read the Apartheid policies or laws that were
passed during the leadership of Dr H Verwoerd. There are no marks for this section however
the teacher will sign the books to see if the learners have done the work. These will help the
learners prepare for the next lesson.
2. State the similarities between segregation and Apartheid (2 marks)
3. The ideas of race of the 20th century has influence the passing of immorality act of act of
1950. Reflect on the ideas of Nazi Germany. Do you think it logically to come to these
conclusion? You answer should be in a paragraph form. 5 Marks.
4. What effect do you think this Act had on already married couple by the tome this Act was
passed. 2 marks.
Total: 9 Marks.
This is a couple that married
in South Africa before passing of the Prohibition of the mixed marriage act.