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Grade 8 Term 4 Unit 1 - Coggle Diagram

- - - - In-class Activity 3
        Topic: Are human rights violations sometimes a result of war?
        
        In-class Activity 3A: Jigsaw Activity
        Act 3A-3B
        PK: What is GBV. Where does it occur? Why does it occur?
        NK: The Battle of Delville Wood (Parties involved and the battle layout and weapons)
        CA: Minecraft activity. The mapping out of the battle and eventual war between the two factions.
        Part 1:
        
        Students will be allocated numbers outside of their normal groups. 1-3 etc
        
        Each number will research their given topic only. ie. 1s to research armourments, 2s to research trench layout.
        
        All the number 1s, 2's, 3's etc to then share information with their normal class groups to discuss and share information found.
        
        Part 2: Record findings
        Groups reconvene and record all findings on I-chart papers.
        (Maps of the battleground are of crucial importance)
        
        In-Class activity 3B: Activity: MineCraft
        Part 1: Construction of Map/Battleground**
        
        Students will be divided into Allied Powers and Central Powers.
        
        Students will complete the MineCraft activity:
        
        https://education.minecraft.net/en-us/lessons/wwi-trench-warfare
        
        Building of their trenches from both sides.
        Allied Forces Vs Central Powers.
        
        Part 2:
        Using the book and quil function in MineCraft
        Students will reflect on their experience playing the game and reflect on the "killing of their peers" in the team off event.
        Guiding questions:
        
        Are the acts of the soldiers against each other human rights violations? Why/Why not?
        
        Would acts of war against civilians be considered human rights violations?
        
        Resources :
        Battle of Verdun(Images)
        
        https://www.youtube.com/watch?v=CgykKEhfEok
        
        Topic 4: Understanding the motives behind decisions
        In-Class Activity 4A: Socratic Discussion
        Act 4A-4B
        PK: Knowledge of what the Mendi is and its importance to World War 1. Poetry analysis.
        NK: Poetic devices, styles and intention.
        CA: Poetry analysis
        Students will have a Socratic circle discussion.
        
        Inner circle discusses the following "Yes, these men decided to fight in the war themselves in support of the British, in hopes they would gain British support against the Boer rule in SA."
        
        Outer circle "No these men were forced to go and fight in the war because of the existing oppressive government"
        
        In-Class Activity 4B - Poem about the Mendi
        
        The Sinking of the MENDI Poem
        https://www.poetryinternational.org/pi/poem/13291/auto/0/0/SEK-Mqhayi/SINKING-OF-THE-MENDI/en/tile
        
        In groups, learners will read the poem about the Sinking of the Mendi.
        
        Learners will analyse the poem by analysing the external and internal elements of the poem.
        
        Learners will identify the different literary devices used in the poem and explain the effect of the identified devices in enhancing the message of the poet.
        
        Learners will engage in a class discussion.
        
        Learners will individually answer poetry analysis questions on a Forms Quiz Assignment.
        
        Visual Arts
        In-class activity 4C - drawing the SS Mendi
        Formal assessment (50 marks)
        PK: Knowledge obtained from the previous activity
        NK: Visual literacy (observation)
        CA: Drawing of the sinking SS Mendi
        Intro:
        The sinking of the SS Mendi was caused by the reckless action of the captain of the SS Darro. It remains the greatest wartime maritime disaster ever suffered in South Africa. During the First World War, there was a shortage of labourers, which despite the draft, caused delays in moving supplies from the rear to the front lines. In September of 1916, General Louis Botha, the current Prime Minister of the Union of South Africa at that time, informed Parliament that Britain had requested that the South African Native Labour Contingent provide 10 000 men to work behind the front lines in France.
        Assessment task:You are going to observe visual stimuli (photographs) of the great SS Mendi and create a greyscale pencil OR charcoal drawing of the sinking SS Mendi.
        Step 1: Visual literacy
        Observe an image and answer the following questions.
        
        What is your interpretation of the above photograph?
        
        After you have obtained the knowledge from the previous topic, does this photo have any personal meaning for you?
        
        What value does this photo have in the art world?
        
        Reflect your personal feeling on the above visual stimuli.
        
        Step 2: Planning
        Find a photograph of the sinking SS Mendi. Before you start drawing, take a minute and only observe the photograph. As you observe, draw what you see by using an HB pencil.
        Step 3: Final
        Now draw your final drawing on an A3 white paper. Your final should:- have a border around the page- be drawn in either pencil OR charcoal- show good use of the elements of art and principles of design- show the SS Mendi sinking
        
        Resources Visual Arts
        HB, H and B pencil
        Charcoal pencils (optional)
        A4 and A3 paper
        SharpenerEraser
        
        Resources:
        The Sinking of the MENDI Poem
        https://www.poetryinternational.org/pi/poem/13291/auto/0/0/SEK-Mqhayi/SINKING-OF-THE-MENDI/en/tile
        
        Switched on Task 4
        https://www.youtube.com/watch?v=654NMYfW7xA
        
        In preparation for Inclass activity 4A
        Students will watch the video above to learn about the sinking of the Mendi in the context of Soth Africa's contribution to WW1
        
        Students must take Cornell notes highlighting important dates and parties involved as well as important statistics.
        
        In-Class Activity 5: How can hidden forces influence and shape our decisions?
        Act 5A-5B
        PK: Content taught throughout the unit.
        NK: Generated by learners through research. Content will not be taught. Learners must seek answers from the unit.
        CA: Students will complete the Gallery walk activity consolidating their ideas for each of the previous activities.
        In-Class Activity 5A: Gallery Walk
        Students will examine each of the decisions made in each of the previous activities and express their own opinions.
        Looking at:
        
        Factors that influence decisions (hidden and obvious)
        
        Looking at all the historical instances we have examined.
        
        Looking at current factors influencing the decisions of youth today.
        
        In-Class Activity 5B: Video Compilation PPT
        Knowledge gained in In-Class activity 5A will be used to compile an awareness campaign on how the youth of today's decisions are influenced by hidden factors.
        This video will be flighted on the school's social media platforms, with the purpose to stimulate conversation between learners and platform followers on this relevant issue.
        
        Switched on Task 3 :
        Students will research the battle of Delville Woods.
        Guidlines:
        Insert: WW1 (Trench Warfare)
        Cornell notes to be taken on the following points.
        1)Parties/nations involved.
        1) Why were they there.
        2) Dates of the battle
        2) Map of the battleground
        3) Fortification
        4) Weaponry (Chemical warfare)
        4) Gas masks
        Ready for Jigsaw Inclass activity.
      - Switched on Task 2
        Students will watch the video (Resource)
        as preperation for the In-Class activity.
        YouTube video:
        https://www.youtube.com/watch?v=iM7zC6aS4pQ
      - Resources:
        2B:
        
        Gender roles:
        
        Resources:
        2B-
        https://study.com/academy/lesson/the-role-of-american-women-before-during-after-wwi.html
        Chainmakers Strike:
        https://warwick.ac.uk/services/library/mrc/archives_online/exhibitions/cradleyheath/