TGC Fellow Unit Template *

Prepared by: Alondria Bowie School/Location: Einstein Charter Schools/ New Orleans, LA
Subject: History Grade: 8th Unit Title: Education Discrimination Time Needed: five
weeks
Unit Summary: In this unit students will evaluate the significance with the lack of education to poverty, literacy rate and college attendance in
Africa in relation to the standard of living in Africa. They will research how the lack of education impacts the day-to-day lives of South Africans
including girls and women. They address their own concerns with the lack of education in the Africa and how the educational system impact
females in Africa. Students will use the resources listed below and at the of the unit they will create a facebook page posting their end results of
the unit and use epals to share their unit out to other students within other countries. Students will use this as a way to generate ideas and
solutions from other students and implement them through their petition. At the end of this unit the teacher will use the data collected as a
starting point for 8th grade students of 2018 to dig deeper into the educational system by seeing if race is a key factor to all students not receiving
the same education in South Africa.

Stage 1 Desired Results

ESTABLISHED GOALS: Transfer
E1. Students will identify reasons why the lack of education is amongst female Students will be able to independently use their learning to(real world
population in Africa purpose
E2. Students will research and gain knowledge about education in Africa T1. Students will analyze data from lack of education in Africa
E3. Students will create chart based upon their research in connection with T2. Communicate their ideas and concerns with lack of education in Africa
education to poverty, females and the literacy rate in Africa amongst their peers
E4. Students will explain the cause and effects of education in poverty areas,
amongst females and males. Meaning
E5. Students will create proposals on how to solve the lack of education amongst UNDERSTANDINGS ESSENTIAL QUESTIONS
poverty stricken African and male to female Students will understand that E1. What region in Africa has the
U1. Students will understand that lowest literacy rate? What
education is not an attainable goal problems are faced due to this?
for females in Africa How do you know? Is apartheid the
U2. Education for Africa is still not cause of this rate?
being allowed to all children because E2. How are females of Africa
GLOBAL COMPETENCY: of apartheid and poverty level treated differing from males of
Global awareness about education in Sub Saharan Africa and perspective of how Africa in regards to education?
apartheid continues to deny or allow education to either a male or a female in Who receives education in Africa,
an urban or rural of Sub Saharan Africa. male or female? Explain Why?
E3. What challenges do young
Africans have in gaining a good
education?
 E4. What do you think are the
biggest obstacles to overcome
and why?

Acquisition
Students will know (Content) Students will be able to (Skills)
K1. Compare and Contrast education S1. Analyze economic, social and
in poverty stricken parts of Africa and demographic indicators from Africa
those who are the lites S2. Critically create and evaluate
K2. Meaning of Apartheid and how it questions that will solve the
is still impacting Africa through discrimination of education
education amongst gender and
socioeconomic status

Stage 2 - Evidence
Assessment Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart, exit ticket, observation, draft,
rehearsal)
Creative thinking
- Exit ticket on education amongst genders and socioeconomic status Analytical and critical thinking
- Play a game (would you rather) Knowledge of KWL chart
- KWL Chart Data collected on education in Africa and how it impacts poverty and
female to male in Africa
- Observation of groups working on charts
Editing of PowerPoint and detailed information on Africas education
- TREEC- (Topic, Restate, Explain, Explain, Closing) using this format to system
write the three solutions from the scenario Listening skills
Resources: Leadership skills
- Epals with students from other countries to create solutions as a team
- Class blog with assistance from ELA teacher with solutions posted on blog
and actions taken
- https://www.youtube.com/watch?v=_0uUD2vPuPk
- http://www.build-africa.com/
- https://www.brookings.edu/opinions/poverty-inequality-and-africas-
education-crisis/
- http://www.bbc.com/news/world-africa-35427853
- https://nicspaull.com/2014/01/12/education-in-sa-still-separate-and-
unequal-extended-version-of-citypress-article/
 - http://www.timeslive.co.za/sundaytimes/opinion/2015/11/08/While-
the-rich-get-education-SAs-poor-get-just-schooling
-
http://theconversation.com/south-african-education-still-fails-many-20-years-
after-apartheid-22069

http://www.bbc.com/news/world-africa-35427853
http://www.huffingtonpost.com/entry/katrina-silver-
linings_us_55d74509e4b0a40aa3aaa737
http://www.nytimes.com/2015/08/23/opinion/sunday/the-myth-of-the-new-
orleans-school-makeover.html?_r=0
https://www.youtube.com/watch?v=Nv0lmcwEokQ
https://www.youtube.com/watch?v=pPqEdjB2_54
https://www.youtube.com/watch?v=ch_N0ECP8Mc
http://www.un.org/en/index.html

Assessment OF Learning: (ex: performance task, project, final paper) Thoughtful and creative google slideshare for solutions
Thorough writing with correct information and spelling
Presentation of chart/graph Podcast
Letter of petition with solutions to Minister of Basic Education in South
Writing solutions to solving education in Africa from scenario given using Africa
Slideshare in Google
Podcast
Letter
Portfolio of work using twitter or periscope
I will allow students to use either twitter or periscope. Classes will create a
twitter or periscope page that they will hash tag the prime minister of
education in South Africa so that she may follow their finished product and
read their solutions and podcast on inequality education for males and
females in South Africa and how this leads to a high poverty level in South
Africa.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction (Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Week One: Hook: Students will be asked this question: How does apartheid exist in LA after Hurricane Katrina? How does apartheid still exist in South Africa?
Students will go into the padlet account that I have set up to pose their comparison of LA to South Africa. Students will be introduced to apartheid in Africa
before and after the impact of Nelson Mandela. In week one teacher will ask students the following questions What region in Africa has the lowest literacy rate?
What problems are faced due to this? How do you know? Is apartheid the main cause of this rate? This will allow students to connect poverty to education in
South Africa, in doing so they will understand and have empathy for those who can not attend school and understand the culture that has been set for many
children in South Africa due in part to apartheid and lack of resources.
Students will hear the reading about Mr. Mandela called The Black Pimpernel Student Reflection Link
Students will view a video of the aftermath of Hurricane Katrina. Students will use this video to compare how apartheid even though it is not in LA how it
impacted the educational system after Hurricane Katrina with the educational system is the same if not similar to the apartheid that occurred in South Africa. How
the hurricane changed LA system to a charter school system which is ran by corporations not the school board. They will have the hard copy of the poem, read
and analyze the poem while hearing the poem being read. This is for my ESL students. In hearing and
analyzing this poem they will understand what apartheid is and how it occurred in South Africa. They
will also see how it is still ongoing and the connection between education in the rural and urban portions
of South Africa with the male and female populations. Students in groups analyze the political cartoons
of apartheid in South Africa. They will began their presentation by taking this portion of apartheid and
write a response to this question Why should we as Americans care about this cartoon? Why are we
looking at this cartoon in Global Studies? This will allow students to see the global connection with
apartheid and how this impacted the education system in Sub Saharan Africa. Students will begin the
first slide of their presentation about apartheid and how it has drastically affected the communities in Sub
Saharan Africa. Cartoons and writing portion that will be in google classroom is below as an attachment
but also below to view. Students will work in Google classroom on this unit. They will be allowed to work on each week at their own pace. I will have the entire
unit listed in Google classroom by weeks. I will have each unit listed, as an assignment once completed the assignment will go into my mailbox where I can check
the progress of the students. My advanced class will work at a much faster pace on this unit when they have finished each week, I will have mini conferences with
those students to see how far they have progressed as what they need to change in their presentation, podcast and in creating their class petition for the Prime
minister of education in South Africa. I will have collaborated with my two ELA teachers and ELL teachers for my English-speaking students and non English-
speaking students. The ELA teachers and myself will work with the writing format that we use at Einstein Charter School, TREEC (Topic, Restate, Elaborate,
Explain, Explain, and Close).
Students will take an exit ticket through google forms that will be placed in their google classroom. They will use this as a tool to prepare for the presentation
through google slides and their pod cast that they will create in week two. Teacher will use the UN as a resource for students throughout the entire unit. Students
will be given the purpose of the UN and how they assist in creating solutions to all countries to solve global issues. Teacher will introduce the UN by watching a
video on what the purpose of the UN so that students will be able to utilize this a resource throughout the entire unit.
http://www.un.org/en/index.html

Students will work at their own pace like as they usually do in watching the video and reading the articles. Students will be able to achieve PL( personalized
learning) in watching the videos, reading the articles and completing the presentation. This is a practice of Einstein Charter Schools to have PL to each student in
the building. Each student has their own computer in the classroom that they are assigned to on a daily basis.

Week Two: Hook: In week two teacher will post the question How are females of Africa treated differing from males of Africa in regards to education? Who
receives education in Africa, male or female? Explain Why?
What challenges do young Africans have in gaining a good education?
Students will go to padlet and have students to answer the question. Once students have answered the question we will discuss their responses to the male to
TGC FELLOWS UBD Lesson Template

Lesson Title: Education in Africa Fair or Unfair Subject: World History/Government

Prepared by: Alondria Bowie

Materials Needed: computers, chart paper, Slideshare, RAFT format

Global Competency: perspective and awareness

Where is the lesson going? I can evaluate the significance of literacy rate, poverty, and gender
(Learning Target or SWBAT) bias in education in Africa.

Hook: Tailored Differentiation:

Compare and contrast High school graduation rates of U.S. with high school
graduation rates of Rwanda, Africa. What is the difference? What do you expect is - Different types of
different for people in New Orleans, Louisiana and Rwanda, Africa? Students will
answer this question using padlet and teacher and students will discuss the
charts to show
responses from padlet. Teacher will use these theories and discussion to analyze students variations
the educational system in Louisiana to that in Africa. - Pie charts for ELL
students
- Pre made
PowerPoint with
Equip: instructions in the
Students will use Google classroom where they will find the links to
native language of
research about the education in Africa. student
Students will also use their chromebooks to complete the research.
They will also use graphs and charts that show the ratio of poverty
and education and African female to African male in education.
Students will use world savvy to access graphs and charts with data
that shows how education is connected across different countries.

Rethink and revise:

Students will create charts in comparison to their education and
poverty level along with educations amongst female to male ratio in
the United States with that of Africa. Encourage students to look
into how Louisiana education system is differing from the other
parts of the U.S. after Hurricane Katrina.

Evaluate:
Present your charts and the slideshare to peers. Students will use
the data collected to create a petition with solutions to submit to
the Prime minister of education in South Africa. Students will use
the scenario to create three ways to improve poverty through
education in South Africa.

Notes: Students will use facebook to create a page for each

class. Each class will post their information and completed Organization:
results to their class facebook page. Because I have six classes
this would be easier to access and monitor doing it per class. Examples of slideshare or google
slides and data charts about
education in Africa, female to
male and in the U.S.

Barriers to Female Education

By mriggen on March 14, 2012
Not having access to education can be an enormous barrier for girls in developing countries. Rustom Masalawala, development consultant, and CEO of Kaizen Craft,
is an advisor to Could You? an organization working to partner African leaders with other influencers to think about creative solutions to current needs. Their current
project focuses on education in Mozambique. The Ministry of Education is working with Gov 2.0 analyst Alan Silberberg in a new initiative called Educate
Mozambique, to rebuild its education system starting from the ground up. The biggest challenge in higher education lies in the fact that the funnel from primary to
secondary education is significant, says Masalawala, Girls suffer disproportionately because they seldom get a chance to attend these secondary schools. At the
7th or 8th grade, their education grinds to a halt. Most are then left with few options but to work at home or in the fields, and teen pregnancies reach very high
levels.

Especially in rural areas, the education of girls can be a complex issue. Students sometimes have to walk miles to the closest school, which is a deterrent for their
attendance. The majority of housework and chores is performed by women and girls, meaning they have less time for studies. And even something as basic as a lack
of sanitary napkins can prevent a girl from coming to school. The goal of the project is to work alongside Mozambican leaders in education to pilot a program at a
local village that incorporates innovative solutions, including ways to encourages girls to stay in school, which could then be replicated in partnership with African
leaders. Advisor Masalawala adds, Great thought needs to be given to enhancing the teaching curriculum and to bringing in more vocational training. This would
benefit young girls and women who do not attend secondary school, giving them a chance for economic independence and weaning some of them away from the
problems associated with early marriage.

Programs teaching women about reproductive health issues also have enormous positive impact on the lives of girls. Often girls in developing countries are forced
into early marriage and motherhood, which limits their ability to attend school. In Ethiopia, Girl Up, sponsored by the United Nations Foundation, is helping to
promote education for young girls by offering basic literacy classes, family planning information and agricultural training. The organization encourages girls to delay
motherhood, keeping them in school and giving them a better chance at learning about successful agricultural practices, family planning and other life skills critical
to their long-term success.

The benefits of education

Other benefits of an education include increased career opportunities. Russian-born polyglot Susanna Zaraysky (she speaks seven languages and has been to 50
countries) promotes multilingualism through her teachings and writing. I want more women to be multilingual because speaking more than one language increases
ones chances of finding a job and gives women more opportunities to work and travel abroad, says Zaraysky. She adds If a woman has children and she speaks
more than one language, her children have a high likelihood of being exposed to their mothers many languages because of the amount of time that women spend
raising children. Theres a multiplier effect when women are educated in various languages that doesnt exist to the same degree with polyglot men.
Getting an education can also help women acquire crucial managerial and leadership skills that many developing countries need to improve their economy. Even in
developed countries, women often need to navigate careers traditionally held by men. Entrepreneur and California-based architect Osia Wilson says When I went
back to school to get my MBA, I learned amazing things about economics, innovative business models, and efficient operations. But I also learned to hold my own in
a world where its normal for people to start businesses or become CEOs. With her advanced degree, Wilson says My whole world changed. Wilson is now
hosting a conference that will bring other female entrepreneurs together to connect with and learn from each other.

Educating women helps children

No matter where they live or what their income level, parents universally share the dream of a happy, productive life for their children and want them to succeed.
Education helps families reach that goal in many ways. A child born to an educated mother is more than two times as likely to survive to age five. And as a global
average, education accounts for 51% of the decline in mortality as educated women make wiser choices about their health and the health of their children.

Educating around specific topics such as AIDS testing and prevention results in the reduced transmission of infection from mothers to babies. Properly trained
midwives mean fewer childbirths end in the deaths of mothers or their babies. And learning about their own changing bodies around puberty means less stigma,
confusion and shame, and better physical and emotional health for teenage girls at a time when they are most vulnerable.

Educated women means a better world

Education clearly changes the lives of girls and young women for the better. It breaks the cycle of poverty, helps creates role models within communities, and
provides better employment opportunities and cultivating leaders. In developing countries, education gives girls a reason to think beyond the next day, and in all
cases, the chance to help and invest in others. Education levels the playing field between men and women. And universally, education unleashes the power of future
generations of women, giving us all the privilege of living in a better world.

Sources: USAID Learning out of poverty; The Interdependent The New Girl Power: Why Girls are Key to Ending Poverty; GirlEffect.org; Scientific American Babys
Life, Mothers Schooling: Child Mortality Rates Decline as Women Become Better Educated

http://blog.vittana.org/barriers-to-female-education
Name:

Block: Central Idea of Cartoon

Teacher:
Directions: Carefully examine the political cartoon in front of you. Circle the parts of the cartoon that you looked at to help you understand its meaning, then
number the circles to show the reader your thinking.

Topic 2 3 4

Demonstrates the ability to Demonstrates the ability to Demonstrates the ability to

identify evidence from a describe specific evidence analyze the importance of
Summary of source. and determine the main idea the source as related to the
of a source by providing an concepts.
Source
accurate summary.

1. Political cartoon artists often use symbols to get their points across. A symbol is a something that stands for something else. For example, the
American flag often stands for America. Circle and number any symbols you recognize in the cartoon above.

2. Make an inference as to what point the author is trying to make in this document? What text or picture evidence shaped your thinking?

3. What is the lasting impact of what the documents is showing?

Why should we as Americans care about this cartoon? Why are we looking at this cartoon in Global Studies?

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The Death of Nelson Mandela Class Copy
When he was young, Nelson Mandela had a lot of swagger. He had strong ideas, and sometimes broke the law. By the early 1960s, the police were trying to
arrest him. At this time he also had a nickname; he was known as the Black Pimpernel.

Mandelas nickname came from a character in a book called The Scarlet Pimpernel, a book set in France during a time of violence. Like the original Pimpernel in
the book, Mandela was a master of hiding. He'd appear suddenly to deliver a great speech, then disappear as Mandela himself put it, "to the annoyance of
the police and to the delight of the people."

Mandela's criminal years ended eventually. He was imprisoned for many years but went on to become an important politician/leader, loved around the world;
he died on Dec. 5, 2013. But it was that young, radical Mandela, the man charged with trying to destroy the government, that the police were always looking for
that is the subject of the poem we are about to hear, called "The Black Pimpernel."

Vilakazi, a South African poet who won last year's Poetry Games on Morning Edition, spoke with NPR's Renee Montagne about her poem. In it, she calls on the
next group of South African leaders to "make [their] own meaning" of struggles yet to come.

Questions to consider: Who was the Black Pimpernel and why did he have that nickname? Cite the text evidence helped you answer that question.

Poem Translation/Notes from Ms. Bowie

The Black Pimpernel

This hour upon the horizon is its own song; a

dirge Dirge means a funeral song

But this is not the hour of yesterday

This is not the time for tears

Nor celebration

We have our work to do.

And we have been shown:

Wind of life blown without roots

Into exile and iron fire grieving Exile means being kicked out of your home
Shackled means trapped
Blood and shackled love

And those other things

Those that remain undone
We have always been reaching
Before the smoke machines
And statues of bronze, and invention
Martyr is someone who dies for a cause
Metaphor is a literary device that Mr. Patterson
doesnt really want to explain right now
because its rather complicated to fully
understand. If you really want to know, you can
ask.

Before martyr and metaphor Ambiguous means unclear

Before the truth, and the lies

Before ambiguous

And surface scraped clean

Of complexity

There were regular swoops on your Orlando

home then.

There were the workman's blue overalls and

the Mazzawati tea glasses

And there was you

Tickeys is South African slang for ticket
The Black Pimpernel.

The fearsome shadow of purposeful stride Black fist represents power of African people.
Precipice is similar to a cliff edge.
An AK-47 grip on necessity

A chauffeur's hat and your pocketful of

'tickeys'

You have always had your way.

Black fist of words raised beyond the precipice

You bore the burden:

Hammer, rock and

The lime quarry in your eyes

Paradox means that there are two conflicting
They say it affected your sight.
sides. For example, I get better at basketball
'I am not a saint' you said. the less I practice.

A man who seeks the hands of children in the Mandela was a criminal who worked for the
crowd. people.

The terrorist and the statesman

The paradox comes home here

Where we remain.

Where a daughter will remember how she

Mortal means that person can die.
could not touch you

Behind the glass

Behind your smile

Mortal, man, one amongst many

You led yourself and lead us to the same.

Of what you could not give

We will remember that you did not take.

We will make our own meaning.

This hope, it belongs

It is ours

We claim it.

This is the hour of tomorrow.

And if we have stood on the shoulders of

giants,

We are giants still

And giants, we will come again

Because we are all Nelson Mandela

And because the struggle continues.

"The Black Pimpernel" by Mbali Vilakazi.

Copyright 2013 by Mbali Vilakazi.
The Black Pimpernel - Student Reflection
Directions: Answer the below questions in complete sentences. Also, remember to use the underlined part of the question in your response along with text
evidence when possible. Write your answers on a separate piece of lined paper.

Part A Background Knowledge

1. Who was the Black Pimpernel and why did he have that nickname? What text did you use to come to this conclusion?

Part B Check for Understanding

The terrorist and the statesman

The paradox comes home here

Where we remain.

Where a daughter will remember how she could not touch you

Behind the glass

Behind your smile

2. Make an inference about the above stanza (paragraph), what does the author want us to imagine in this stanza?

- - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - -

And if we have stood on the shoulders of giants,

We are giants still

And giants, we will come again

Because we are all Nelson Mandela

And because the struggle continues.

3. Make an inference about the above stanza (paragraph), what does the author mean by writing that we are all Mandela? What does she want us to do?

- - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - -

Part C Meaning of Poem Ms. Bowie, check with

4. What is the form of this poem? How do you know this?

5. What words do you notice repeated throughout the poem? Why would the author choose to repeat these words? How do repeated words help us to
identify the intended meaning of the poem?

Part D Propaganda Poster

Directions: In times of trouble, countries often have artists create posters that are supposed to inspire a sense of nationalism (pride in your country) when
people look at them. While most students at Einstein would recognize Nelson Mandela, few could explain what he stood for. Create a poster that uses the
slogan/phrase We are all Nelson Mandela. Make sure you use the necessary imagery, and colors that will allow students to make inferences about what kind
of person Mandela was. Before you touch any colors, you need to sketch out a rough draft and get it approved.