November 19

South Africa Resistance Essay Writer’s Workshop Nov 16-25

South Africa Resistance Essay Writer’s Workshop

LINK TO RESOURCES:

 

South Africa Essay Checklist

Prompt/Question: What is the best method to resist injustice during apartheid in South Africa?

 

Choose from the following: Violence, Non-Violence (Marches, Speeches, Peaceful Protest), Boycott, Music and Art, Black Consciousness, or Sabotage.

 

Organization:

____  All body paragraphs must be include a clear Point, Cited Evidence, Analysis and Conclusion or So What Statement.

 

Introduction Paragraph/Thesis:

___ The introduction paragraph has a hook. (Personal Anecdote, Questions, Bold Statement.)  

 

____ The introduction paragraph provides the reader historical context and background about life in South Africa during apartheid.  

 

___ Student includes a strong thesis that responds directly to the prompt/question above.

 

Evidence:

___ At least 6 pieces of evidence are included and cited correctly.

 

___ Evidence comes from multiple sources.

 

___ Evidence is used to prove thesis.

Sources

M.O.R. Violence Reading
M.O.R. Non-Violence Reading
M.O.R. Boycott Reading
M.O.R. Sabotage Reading
Soweto Uprising Reading
Quotes from Rivonia Trial
M.O.R. Music Reading
M.O.R. Black Consciousness  
South African Freedom Charter
Learning Was Defiance
Steve Biko Reading
Apartheid Meet + Greet
Description of a South African Student
Witnessing Apartheid Video
Last Grave of Dimbaza Video
Mandela a Long Walk to Freedom Film
The Life and Death of Steve Biko Documentary
Other:

 

Analysis:

___ Analysis shows deep understanding of the topic.

 

___ Every piece of evidence is followed by analysis/opinion.  

 

___ Analysis is used to explain why your evidence is relevant.  

 

Writing an Introduction

 

An effective introductory paragraph is important.  Your introduction sets the stage for your argument and the following paragraphs. Write an introduction using one of the following methods.  

 

Your Task: What is the best method to resist injustice during apartheid in South Africa?

 

Choose from the following: Violence, Non-Violence (Marches, Speeches, Peaceful Protest), Boycott, Music and Art, Black Consciousness, or Sabotage.

 

Part 1: Hook

 

____ Option 1: Personal Anecdote: Start with a story from your own life.  Describe it in detail.  Compare your own story to something that we have learned about Apartheid in South Africa.  Lead to your thesis statement.  

 

____ Option 2: Bold Statement or Quotation:  Start with a quotation from someone involved with apartheid.  This quotation could be from Steven Biko (leader of the Black Consciousness movement), Hugh Masakela (South African musician), or Nelson Mandela.  It could also be from someone else.  Start with the quotation.  Explain the quotation, and put it into context.  Explain how the quote relates to resistance in South Africa.  Lead to your thesis statement.  

 

____ Other Ideas for a Strong Hook:

Hook: This should draw your reader in and make them interested in your paper.
Possible hooks:

  • Personal Anecdote
  • Quotation
  • Questions
  • Bold statement
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Part 2 Description: Describe, in detail, the conditions in South Africa during Apartheid.  Chose one thing to focus on: Schools, Pass Laws, etc…  Explain how these conditions led to resistance.  Lead to your thesis statement.  
Historical Background and Context: Introduce the topic and country you will be writing about.
Make sure you include major terms like Apartheid.
Briefly summarize what happened in South Africa. (1-2 sentences).  Stick to ideas like resistance and protest that build up to your thesis.
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Part 3 Thesis statement:  Your thesis is your promise; it is what you will argument for your whole paper. Tell your reader exactly what the point(s) is/are that you are going to prove in the essay.
It should be edgy enough to be worth defending.
Do not give specific details yet!
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Creating an Outline

 

Which is the best method(s) of resistance to fight against injustice?
Thesis:*Circle your Buzz Words. These Buzz words should link to the main points in your body paragraphs

 

What is the main point of this body Paragraph
Point or Topic Sentence
Evidence:

Source:

Analysis:

So What:

What is the main point of this body Paragraph
Point or Topic Sentence
Evidence:

Source:

Analysis:

So What:

What is the main point of this body Paragraph
Point or Topic Sentence
Evidence:

Source:

Analysis:

So What:

What is the main point of this body Paragraph
Point or Topic Sentence
Evidence:

Source:

Analysis:

So What:

 

Conclusion:

 

PEAS Body Paragraph #________

Point Sentence:  State the main point of this paragraph. What topic or piece of evidence will you discuss to prove your thesis statement?

  • One/another reason…
  • It seems as if…
  • One example that proves….is…
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Context: Introduce your evidence! Help out the reader and explain where you got your evidence. Such as who says this quote, and other essential info. __________________________________________________________________________________________________________________

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Evidence:  Here, use direct quotation(s) or paraphrased evidence (in your own words)  that PROVE the point of your topic sentence.
It should be a meaningful passage worthy of in-depth discussion.

  • In the text, __ says, “
  • In video ___, for example…
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Analysis:  This should be the longest part of your paragraph.  
Here, explain how your quote or evidence supports your topic and theme. including but not limited to:

  • Why your quote is significant
  • How it proves your topic sentence and thesis
  • What conclusions can be drawn from your quote

This is your own thinking and voice!

  • This suggests that…
  • ____ proves how….
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So What

Remind the reader of your thesis and how this example supports your promise!

  • This is important because…
  • This supports the theme of… due to how…
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PEAS Body Paragraph #________

Point Sentence:  State the main point of this paragraph. What topic or piece of evidence will you discuss to prove your thesis statement?

  • One/another reason…
  • It seems as if…
  • One example that proves….is…
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Context: Introduce your evidence! Help out the reader and explain where you got your evidence. Such as who says this quote, and other essential info. __________________________________________________________________________________________________________________

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Evidence:  Here, use direct quotation(s) or paraphrased evidence (in your own words)  that PROVE the point of your topic sentence.
It should be a meaningful passage worthy of in-depth discussion.

  • In the text, __ says, “
  • In video ___, for example…
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________________________________________________________(___).

Analysis:  This should be the longest part of your paragraph.  
Here, explain how your quote or evidence supports your topic and theme. including but not limited to:

  • Why your quote is significant
  • How it proves your topic sentence and thesis
  • What conclusions can be drawn from your quote

This is your own thinking and voice!

  • This suggests that…
  • ____ proves how….
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So What

Remind the reader of your thesis and how this example supports your promise!

  • This is important because…
  • This supports the theme of… due to how…
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PEAS Body Paragraph #________

Point Sentence:  State the main point of this paragraph. What scene, character, or chapter will you discuss to prove your thesis statement?

  • One/another reason…
  • It seems as if…
  • One example that proves….is…
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Context: Introduce your quote! Help out the reader and explain happening in the story, who says this quote, and other essential info. __________________________________________________________________________________________________________________

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Evidence:  Here, use direct quotation(s) that PROVE the point of your topic sentence.
It should be a meaningful passage worthy of in-depth discussion.

  • In the novel, __ says, “
  • In chapter ___, for example…
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Analysis:  This should be the longest part of your paragraph.  
Here, explain how your quote supports your topic and theme. including but not limited to:

  • Why your quote is significant
  • How it proves your topic sentence and thesis
  • What conclusions can be drawn from your quote

This is your own thinking and voice!

  • This suggests that…
  • ____ proves how….
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So What

Remind the reader of your thesis and how this example supports your promise!

  • This is important because…
  • This supports the theme of… due to how…
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Conclusion: Last paragraph in your essay

Revisit your thesis statement:  Please do not repeat it word for word, but state it in a new way. __________________________________________________________________________________________________________________

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Tell why it matters:

  • Why do you think this topic is important?
  • How will it change your behavior?

Conclusion Technique:

  • Revisit the Hook: If you started with a personal anecdote, question, or quotation, incorporate that hook into your ending
  • Call to Action: Challenge the reader! Explain how they should act or behave after reading ATD.
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ESSAY RUBRIC 1 (Incomplete)

You did not start the adventure. See your teacher during ST for support.

2 (Not Proficient)

You need  to revise your route.

3 (Proficient)

You took the straight ahead path. Consider revising your piece to meet the more challenging upscale, mountainous route.

4 (Mastered)

Congratulations! You took the challenging upscale and mountainous route in preparation for college!

Thesis and Point
The student presents a clear thesis or argument/point
Thesis is missing Thesis may be unclear or irrelevant, and/or may not answer prompt Thesis is is

adequately sustained

and generally focused starting with the intro paragraph and continuing throughout most of the essay
– Thesis is clear and for the most part maintained, though some loosely related material may be present

Thesis is precise, significant, consistent, and purposefully focused from the intro paragraph and through the entire essay
-Thesis is clearly stated, focused and strongly maintained
– Point is introduced and communicated clearly through evidence and analysis
Cited Evidence – Does not develop the topic by selecting information and examples from the text(s)
– Does not integrate information from the text
Only 1-2 pieces of evidence cited
– Attempts to develop the topic using facts and other information, but evidence is inaccurate, irrelevant, and/or insufficient
– Attempts to integrate information into the text selectively to maintain the flow obut information is insufficient or irrelevant
-Sources are not consistently cited
At Least 4 pieces of evidence cited
– The point is developed by selecting significant and relevant facts, concrete details, quotations, or other information and examples from the text(s) – Integrates information into the text selectively to maintain the flow of ideas and advance the point

-Sources are cited in text in MLA format

The thesis is selecting more than 6 pieces of evidence from the text.
– The response provides thorough and convincing support/evidence for the writer’s point that includes the effective use of sources, facts, and details to maintain the flow of ideas.
– Use of evidence from sources is smoothly integrated, comprehensive, relevant, and concrete effective use of a variety of elaborative techniques
-Sources cited in text in MLA format
Analysis -Does not or evaluate points or theses in text -Attempts to evaluate the argument and specific claims in cited texts, but analysis is insufficient The student uses some background knowledge, opinion, facts from the film, and class discussion to develop their argument further.
draws connections between evidence and thesis/point
-evaluates the argument and specific claims in cited texts
The student uses lots of background knowledge, opinion, facts from the film and readings, and class discussion to develop their argument further.
Skillfully draws connections between evidence and point
-Skillfully evaluates the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient

Revision Guide

 

Step A: Review the Rubric and Essay Requirements.

 

Step B: Thesis

 

  • Highlight your Statement of Purpose/ Focus in Green.

 

  • Comment on the statement and self-evaluate. In the comment answer:
    • What are you proud of?
    • What improvements do you need to make?
    • What help do you need?

 

Step C: Cited Evidence

 

  • Highlight your Evidence in Pink/ Red

 

  • Comment on the evidence and self-evaluate. In the comment answer:
    • How does this piece of evidence prove my thesis?
    • What improvements do you need to make?
    • What help do you need?

 

Step D: Elaboration of Evidence/ Analysis

 

  • Highlight your Analysis, Elaboration of Evidence in Orange

 

  • Comment on the Elaboration and self-evaluate. In the comment answer:
    • How does this sentence link the ideas from my evidence statement to my thesis.
    • What improvements do you need to make?
    • What help do you need?

 

Step E: Read your essay out loud.

  • Make any changes and revisions needed. E-mail Ms. Kanof with questions by going to file, e-mail collaborators

 

Step F: Complete the Revision Checklist located at www.teacherkimkanof.com

 

November 11

SUB Plans Nov 12 and 13

Sheltered Global Studies

Period 7: Agenda 90 Minutes. Feel free to adjust the agenda to work for you.

(10 Min) Meet the substitute. Introduce your names. Take Attendance and Review Norms.

  • Class Norms
    No Racist, Sexist, Homophobic, or Bullying Comments
    Ears with Empathy (Stay Positive)
    Stay Engaged. Try everything. Complete your assignments.
    Respect Class Time.
    Stay Safe

2. Watch 21 UP Video

Link to Youtube: https://www.youtube.com/watch?v=ioBp0uVXwog

The video is also on a flash drive that I left you incase you have problems with youtube.

Students saw a portion of character 1 and 2. They might say they have already seen it but will need a reminder. As they watch the film, ask them to complete the graphic organizer. Periodically stop and discuss the characters.

3. If you finish the film have students write or draw: What is it like to live in South Africa? Based on the Video how has South Africa changed?

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Period 3, 4, 8 (Freshman History) Unit: Apartheid in South Africa

Agenda 90 Minutes. Feel free to adjust the agenda to work for you.

(10 Min) Meet the substitute. Introduce your names. Take Attendance and Review Norms.

  • Class Norms
    No Racist, Sexist, Homophobic, or Bullying Comments
    Ears with Empathy (Stay Positive)
    Stay Engaged. Try everything. Complete your assignments.
    Respect Class Time.
    Stay Safe

(15 Min) As a class read the definition of Black Consciousness and brief summary of Steve Biko.

(35 Min) Watch the Life and Death of Steven Biko

Link to Youtube: https://www.youtube.com/watch?v=MoNGCSgWQEQ
As students watch the film ask them to gather evidence and then add their personal analysis using the table on the student handout. Tell students this is a graded activity. Students are familiar with taking notes in this format. If time allows have students work in small groups to share findings.

(30 Min) Have students read and annotate (take margin notes) on the document methods of resistance black consciousness.

Students should complete the pro/con graphic organizer after they finish the reading.

Tell students they must hand in margin notes and the Pro/Con Graphic Organizer before they leave class.

HW: Begin your essay rough draft. Your essay must answer the essential question: What is the best method to resist apartheid? (Boycotting, Non-violent speeches or marches, Sabotage, Music/Art, Violence, Black Consciousness)

October 16

MWH History, Class 19, October 19-20

LT: What changes were demanded during Apartheid in South Africa.

Read Naomi Kline’s excerpt on the freedom charter and the actual primary source freedom charter.

Agenda

Homework: Finish Comparison Paragraph

October 8

October 7-15, MWH, Class 16-18

Lt: Gather Evidence and Analyze. Chart the Text.

 

Agenda:

  1. Gather Evidence about Methods of Protest in Dialogue Journal. Using Video Clips and Class Readings.
Evidence (Facts)
In the film I noticed….
Analysis (Opinion)
This makes me wonder…
This makes me think…

2. Charting the Text Except from 100 years of nonviolent resistance.

 

3. Prepare for Student Led Conferences

 

Conference Details

Wednesday October 21, 2015: 10:30am-11:30am

Madison High School 9th graders

Student Led Conferences in the Madison Library

Wednesday, October 21, 2015

Morning Session                  8:30 a.m. – 11:30 a.m.

Afternoon Session              12:30 p.m. – 3:30 p.m.

Evening Session                  5:00 p.m. – 8:00 p.m.

 

Thursday, October 22, 2015

Morning Session                  8:30 a.m. – 11:30 a.m.

Afternoon Session              12:30 p.m. – 3:30 p.m.

Evening Session                  5:00 p.m. – 7:00 p.m.

 

Please come with your student during

one of these times and see their work!

 

Homework: Finish Artifact Reflection for Conferences