Nov |1

Lesson
Apartheid & Rock and Roll Course Social 10
Title/Focus

COURSE OUTCOMES
General Outcome(s):
Students will assess the impacts of historical globalization on Indigenous and non-Indigenous peoples

Related Issue 2
To what extent should contemporary society respond to the legacies of historical globalization?

Specific Outcome(s):
2.1: recognize and appreciate historical and contemporary consequences of European contact, historical
globalization and imperialism on Aboriginal societies
2.6: examine impacts of cultural contact between Indigenous and non-Indigenous peoples
2.10: examine imperialist policies and practices that affected Indigenous peoples

LEARNING OBJECTIVES
At the end of the lesson students will understand how apartheid affected the lives of thousands of
people in South Africa, and what rock and roll did to try and stop it.

MATERIALS AND EQUIPMENT

Google Slides
Rock & Apartheid Workbooks

PREPARATION AND LOGISTICAL CONSIDERATIONS

Following student interviews from the previous week, the students suggested that they would benefit
from more individualized activities, and less group collaboration. Taking this into consideration, this
lesson return to traditional

PROCEDURE
Introduction Time
Sun City Artists United Against Apartheid
Begin the class by showing the students half of the Sun City music video.
This will hopefully grab student attention, but also provide the context for
the lesson discussion and questions that will be to follow. 3 min
 Nov |1

Body Time
The Google Slides on apartheid and rock and roll will provide
Google Slides the necessary information to satisfy social outcomes, in a way
that is new and engaging to students. The lesson will feature
minimal instruction, with the majority of the time being spent
with students responding to questions based on what they
have seen or prompts on the slide. While this is not a method I
will use frequently, it is important to respond to student
feedback as well as develop independent thinking skills
relating to an interesting concept.
65 min
Due to the number of questions, students will be allotted 3
minutes per question before the teacher will move along to
the next slide. Unfortunately this means that not all students
will have the opportunity to complete the questions before
moving on, however for time consideration it needs to be kept
to a precise time restriction. Students who are missing
questions will be asked to use their own time to consult the
Google Slides and complete the necessary sections so they can
hand in their questions booklet with the rest of the class
before the beginning of next class.
Closure Time
Reflect and Respond
Show the students the final few minutes of the Sun City music video, and ask
them to respond to the following question:
5 min
In what ways can a protest song such as Sun City inspire change in regards
to apartheid in South Africa?

Assessment
Summative
The homework books will be taken in for a summative assessment that will contribute to
the students homework mark for the year. This is to keep the students active during the
lesson, but also to have them reflect on their understanding of apartheid and how that
would have an immediate and lasting effect on society.