NAME OF THE TEACHER: STANDARD :VIII
NAME OF THE SCHOOL: STRENGTH:
SUBJECT :SOCIAL SCIENCE DURATION :
UNIT :THE FIGHT AGAINST DATE :
: APARTHIED
TOPIC : APARTHAID AND SLAVE TRADE
CURRICULAM OBJECTIVES
To understand the nature of the racial discrimination that prevailed in the different part of the world.
To appreciate the role played by leaders like Gandhiji and Nelson Mandala in the eradication of inhuman slavery
PROCESS OBJECTIVES
Students reconstruct the knowledge related to the policy of apartheid .slavery and colonial rule throught collaboration
| SYNTAX | TEACHER –PUPIL ACTIVITY | RESPONSE |
| Phase –I Presantation of Advanced organizer Give examples Provide Context Prompt relevant knowledge Phase II Presentation of Learning Tasks or material Maintain attention make a logical order of learning material explicit Phase III Strengthening cognitive organization Using the principle of integrative reconitiation promotion of active reception learning Apply ideas activity | Teacher clarifies the aims of the lesson. Teacher shows an enlarge picture of “A slave auction’ and asks them to observe it and identifiy What it is ‘policy of Aparthied’ -What was the main item of wealth that attract the Europeans of Africa? Let the students cite examples What circumstances could have made Gandhaji to start social work at South Africa? -clarify the context Teacher prompts awereness of students relevant knowledge related to the content. *21st march is observed as international Anti-Aparthaid Day *Dr. Nelson Mandela worked the freedom of the black in South Africa *South Africa became free of the white rulers in 1994 *The Indian Sitar maestero Pundit Ravi Shankar was nominated the UNO’s good will ambassador at the world anti-apartheid conference -2001in South Africa. Teacher present the material *African slaves trade began when Prince Henry’s sailors took twelve African slaves to Lisbon in1442 * The northern states of America –‘free soil’ The southern states of America-‘Slave soil’ *On 1st January 1863 President Abraham Lincoln `issued a proclamation giving freedom to all slaves in US. *Kerala’s past –Queen Gauri Lexmi Bai’s proclamation of 1812. *1857 Indian Independence movement *Freedom struggle of afro –Asian nations .Boxer rebellion, Man revolt etc… Can you cite some similar kind of rebellions and revolt about which you have studied in previous years? Teacher makes a conscious effort to relate the present content with a previous learnt content. You have studied in the first chapter i.e.in “The evaluations of democracy” about French Revolution and American War of Independence Compare and contrast : analyse identical contexts teacher clarifies the doubts and queries Rousseau’s words: “man is bone free. yet every where he is in chains “ -The common man’s beast of burden in French society | |
SOCIAL SYSTEM:
Highly structured. However, requires active collaboration between teacher and learner.
PRINCIPLE OF REACTION
Negotiation of meaning of ‘Aparthied ‘etc..
Meaningfully connecting organizer and material
SUPPORT SYSTEM: Enlarge pictures of ‘A Slave’-auction
A cartoon of “the beast of burden on common man in French society”
-Text book, Articles. History books
INSTRUCTIONAL EFFECTS: Meaningful assimilation of information and ideas regarding ‘ policy of Aparthied ‘,slavery, colonial rule, etc…
NURTURANT EFFECT
Develops the interest in inquiry (collecting more information – (collateral reading)
Develops habits of precise thinking related to some specific concepts such as “discrimination”
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