{"id":32,"date":"2022-09-27T16:40:33","date_gmt":"2022-09-27T16:40:33","guid":{"rendered":"https:\/\/dev.pressbooks.network\/testclone\/chapter\/1\/"},"modified":"2023-03-29T19:57:25","modified_gmt":"2023-03-29T19:57:25","slug":"1","status":"publish","type":"chapter","link":"https:\/\/dev.pressbooks.network\/testclone\/chapter\/1\/","title":{"raw":"Children Books on Nelson Mandela - Read out loud\/ book talk","rendered":"Children Books on Nelson Mandela &#8211; Read out loud\/ book talk"},"content":{"raw":"<h2>Developer's Name:<\/h2>\nDolana Mogadime, PhD., M.Ed., B.Ed., OCT\n<h2>Audience:<\/h2>\nGrades 2-4\n<h2>Lesson Description:<\/h2>\n<span style=\"text-align: initial;font-size: 1em\">Cooper, F. (1996) Mandela: From the Life of the South African Statesman. New York : Philomel Books<\/span>\n\n<span style=\"text-align: initial;font-size: 1em\">The book supports critical conversations with young learners. The pictures and images invite conversations. Guiding questions are provided as springboards to facilitate learning experiences. The book can be opened, and pictures can be explored before reading the actual text. During the Ubuntu Activate stage, teachers can ask questions that inspire students\u2019 visual imagination about Nelson Mandela\u2019s childhood. The book begins with a view into the environment where Mandela spent his childhood. It demonstrates a sense of the play that occupied children\u2019s time.<\/span>\n\n<span style=\"text-align: initial;font-size: 1em\">The death of Nelson\u2019s father meant his mother took him to live in another village with an uncle that was a chief. Nelson learned a great deal from the elders about the history of his people, especially the wars that had been fought between the Africans and the Europeans for the land. Nelson was sent to a Christian school whereas not all his friends were able to go to school. When he grew into a young man he went to the city of Johannesburg where he became a lawyer and defended African people who were not able to defend their own rights. He joined a group of people that wanted their rights protected. After struggling to be heard he was jailed because he spoke for his people when he was told he could not.<\/span>\n<h2>Lesson Objectives:<\/h2>\n<ul>\n \t<li>Identify and locate the village in South Africa where Nelson Mandela was born<\/li>\n \t<li>Understand that education is the right of all children<\/li>\n \t<li>Appreciate that a name is an important part of our identity<\/li>\n \t<li>Children will inquiry into how they were named<\/li>\n<\/ul>\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\n<h2 class=\"textbox__title\">Relevant Ontario Curriculum:<\/h2>\n<\/header>\n<div class=\"textbox__content\">\n<h3>Language - Oral Communication<\/h3>\n<ol>\n \t<li>listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;<\/li>\n \t<li>use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;<\/li>\n \t<li>reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.<\/li>\n<\/ol>\n<h3>Social Studies \u2013 Heritage and Identity<\/h3>\n<p style=\"padding-left: 40px\">A2. Inquiry: use the social studies inquiry process to investigate some of the past and present traditions and celebrations within their own family and the communities to which they belong (FOCUS ON: Continuity and Change).<\/p>\n<p style=\"padding-left: 40px\">B. PEOPLE AND ENVIRONMENTS: GLOBAL COMMUNITIES<\/p>\n<p style=\"padding-left: 80px\">B1. Application: describe some similarities and differences in the ways in which people in two or more communities in different parts of the world meet their needs and have adapted to the location, climate, and physical features of their regions (FOCUS ON: Cause and Consequence)<\/p>\n<p style=\"padding-left: 80px\">B2. Inquiry: use the social studies inquiry process to investigate aspects of the interrelationship between the natural environment, including the climate, of selected communities and the ways in which people in those communities live (FOCUS ON: Interrelationships; Patterns and Trends)<\/p>\n<p style=\"padding-left: 80px\">B3. Understanding Context: identify and locate various physical features and selected communities around the world, and describe some aspects of people\u2019s ways of life in those communities (FOCUS ON: Significance)<\/p>\n\n<h3>Relevant Ontario Curriculum Documents<\/h3>\n<ul>\n \t<li>Ontario Ministry of Education. (2006). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/elementary\/language18currb.pdf\">The Ontario Curriculum. Grades 1 - 8 Language<\/a><\/li>\n \t<li>Retrieved from Ontario Ministry of Education. (2018). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/elementary\/social-studies-history-geography-2018.pdf\">The Ontario Social Studies Curriculum. Grades 1 \u2013 6, History Geography Grades Curriculum 7 &amp; 8<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Human Rights Instruments:<\/h2>\n<a href=\"https:\/\/www.unicef.org\/rightsite\/files\/uncrcchilldfriendlylanguage.pdf\">The Convention on the Rights of the Child<\/a>\n<ul>\n \t<li>Article 7 (Registration, name, nationality, care): All children have the right to a legally registered name, officially recognised by the government. Children have the right to a nationality (to belong to a country). Children also have the right to know and, as far as possible, to be cared for by their parents.<\/li>\n \t<li>Article 31 (Leisure, play and culture): Children have the right to relax and play, and to join in a wide range of cultural, artistic and other recreational activities.<\/li>\n \t<li>Article 28: (Right to education): All children have the right to a primary education, which should be free.<\/li>\n<\/ul>\n<h2>Resources:<\/h2>\n<ul>\n \t<li><a href=\"https:\/\/www.theguardian.com\/world\/2013\/dec\/06\/qunu-nelson-mandela-home\">Pictures of Qunu<\/a><\/li>\n \t<li><a href=\"https:\/\/www.bbc.com\/news\/world-africa-13500179\">Map of South Africa and Qunu<\/a><\/li>\n \t<li><a href=\"https:\/\/bigthink.com\/articles\/whats-in-a-name-everything\/\">What\u2019s in a Name? Everything.<\/a><\/li>\n \t<li><a href=\"https:\/\/www.huffpost.com\/entry\/baby-naming-a-global-trad_b_2322969\">Baby Naming: A Global Tradition<\/a><\/li>\n<\/ul>\n<h2>Lesson Plan Details by Stages of African Epistemology:<\/h2>\n<details open><!-- Activate and Reflect --><summary><strong>Activate and Reflect<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> 10 minutes\n<ul>\n \t<li>Activate prior knowledge - children will identify the open fields where Mandela used to play.<\/li>\n<\/ul>\n<strong>Links and Resources:<\/strong>\n<ul>\n \t<li><a href=\"https:\/\/www.theguardian.com\/world\/2013\/dec\/06\/qunu-nelson-mandela-home\">Pictures of Qunu<\/a><\/li>\n<\/ul>\n<strong>Instructions and Lesson Breakdown:<\/strong>\n<ul>\n \t<li>Holding up the book for the children to see, the teacher can invite the children into observing what they see in the images by asking the following questions:\n<ul>\n \t<li>Where did Rolihlahla play as a young child?<\/li>\n \t<li>Tell me about the environment in which he played?<\/li>\n \t<li>How different is this play from your own? What kind of outdoor play do you do?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/details><details><!-- Connect --><summary><strong>Connect<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> 10 minutes\n<ul>\n \t<li>Visually identify the map of South Africa. Be able to recognize where Qunu is located on the map of South Africa.<\/li>\n<\/ul>\n<strong>Links and Resources:<\/strong>\n<ul>\n \t<li><a href=\"https:\/\/www.bbc.com\/news\/world-africa-13500179\">Map of South Africa and Qunu<\/a><\/li>\n<\/ul>\n<strong>Instructions and Lesson Breakdown:<\/strong>\n<ul>\n \t<li>To provide the children with the experience of a map of South Africa, identify the modest village Qunu, and the setting in where Nelson Mandela spent his early childhood years, ask a child to place a pin on the Qunu.<\/li>\n<\/ul>\n<\/div>\n<\/details><details><!-- Connect --><summary><strong>Reflect and Connect<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> 20 minutes\n<ul>\n \t<li>Listening for understanding. Recognize a name of a person from another country. Relate being given a name in another country to being given a name in their own country or culture.<\/li>\n<\/ul>\n<strong>Links and Resources:<\/strong>\n<ul>\n \t<li>Begin reading the text and allow time so that you can pause after or during reading and page and pose critical thinking questions to the children.<\/li>\n<\/ul>\n<strong>Instructions and Lesson Breakdown:<\/strong>\n<ul>\n \t<li>Naming \u2013 Mandela was named Rolihlahla by his family but when he went to school he had to use the name his teacher gave him.\n<ul>\n \t<li>Do you have a school name and a home name?<\/li>\n \t<li>Why do you think Mandela had two names?<\/li>\n \t<li>Can you think of a time when you were called a name that was not your own? Did you like that or not?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/details><details><!-- Reflect and Connect --><summary><strong>Reflect and Connect<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> 10 minutes\n<ul>\n \t<li>Make inferences \/ Interpreting texts.<\/li>\n<\/ul>\n<strong>Links and Resources:<\/strong>\n<ul>\n \t<li><a href=\"https:\/\/bigthink.com\/in-their-own-words\/whats-in-a-name-everything\">What\u2019s in a name?<\/a> This article can be used to support your own reflections on cultural aspects of naming children.<\/li>\n<\/ul>\n<strong>Instructions and Lesson Breakdown:<\/strong>\n<ul>\n \t<li>What is in a name? Everything. It\u2019s your identity. It tells everyone what you are to be called.\n<ul>\n \t<li>Who has the right to name you? How are names given?<\/li>\n \t<li>Mandela\u2019s teacher preferred to call him by an English name. Why do you think that happened?<\/li>\n \t<li>How would you feel if you couldn\u2019t use your real name at school?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/details><details><!-- Reflect and Connect --><summary><strong>Reflect and Connect<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> 10 minutes\n<ul>\n \t<li>Make inferences \/ Interpreting texts.<\/li>\n<\/ul>\n<strong>Instructions and Lesson Breakdown:<\/strong>\n<ul>\n \t<li>The name Nelson Mandela is very known today because he spoke about the rights of African people. He said they should be respected. He went to jail because of that.\n<ul>\n \t<li>How can we show respect for each other in our class?<\/li>\n \t<li>How can we show respect for each other in our homes?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/details><details><!-- Communicate --><summary><strong>Communicate<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> approximately 60 minutes\n<ul>\n \t<li>Application \u2013 retell their own story about how they were named.<\/li>\n \t<li>This is an activity to support parental involvement.<\/li>\n<\/ul>\n<strong>Links and Resources:<\/strong>\n<ul>\n \t<li>Naming babies happens all over the world. Read aloud experts that you self-select from the article: <a href=\"https:\/\/www.huffpost.com\/entry\/baby-naming-a-global-trad_b_2322969\">Baby Naming: A Global Tradition<\/a>.<\/li>\n<\/ul>\n<strong>Instructions and Lesson Breakdown:<\/strong>\n<ul>\n \t<li>Ask your parents how you were named.\n<ul>\n \t<li>What tradition did they use to name you?<\/li>\n \t<li>Ask them to write a letter to you about your name and why they chose it.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/details><details><!-- Communicate --><summary><strong>Communicate<\/strong><\/summary>\n<div class=\"collapsed\">\n\n<strong>Real time in the classroom:<\/strong> approximately 60 minutes per day for 1 week\n<ul>\n \t<li>Application: Children can identify their favourite parts of their naming story.<\/li>\n<\/ul>\n<strong>Links and Resources:<\/strong>\n<ul>\n \t<li>The teacher can pin the letter on a bulletin board called \u201cMy naming story\u201d or \u201cHow I was named.\u201d.<\/li>\n<\/ul>\n<strong>Instructions and Lesson Breakdown:<\/strong>\n<ul>\n \t<li>Invite parents to a literacy circle. Ask them to read the letters to their children.<\/li>\n \t<li>If parents cannot visit the class, then they can record their letter to their child and the teacher can play the recording in class.<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Vocabulary and Reading for Meaning<\/strong><\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nNames: Rolihlahla was the name given to Mandela by the family. Nelson is the name given to him by the teacher. It was not from Mandela\u2019s culture. This was a colonial practice forced onto students at school.\n\nActivities: Play, occurs in specific settings such as the outdoor games\n\nNaming: Name given \u2013 by family; Name given - at school by a teacher\n\nChosen: Nelson was \u2018chosen\u2019 to go to school. Are you \u2018chosen\u2019 or does everyone in Canada go to school when they are 13 years old?\n\nJoining the Ancestors: What does joining the ancestors mean? In Canada when someone dies, we say they passed away? It is a custom to believe that people are alone when they die. In South Africa, it is a tradition to believe that when a person dies they join the ancestors.\n\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Critical Literacy \u2013 Critical Reading \u2013 Author\u2019s intent<\/strong><\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nWhat is the hidden message when someone is told not to use the name they were given at birth by their parents? What if the name was given to respect cultural traditions? What does that say to the people that gave the name first? Do you think their language was valued or not? Was it respected or not? What does a child have to give up when they cannot use their real name?\n\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Make Intertextual Connections with Indigenous Children\u2019s Literature<\/strong><\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nHave students think about children\u2019s books about residential schools where Indigenous students were not allowed to use their real needs. Instead they were forced to use a number. Names are everything. When your name is taken away your identity is also taken away. How would you feel, if all of a sudden you were told you could not use your real name?\n\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Venn Diagram - Identify, Compare and Contrast \u2013 What are the Similarities and Difference?<\/strong><\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nNaming can be a tradition in many families. Ask the class to investigate naming traditions in their family and culture. The teacher can develop a set of processes that occur when a child is named. For example, they can be named by their mother or father or according to an event that occurred at the time of their birth; or named after a relative. A Venn diagram can be created to visually show what is similar and what is different in how children the class were named.\n\n<\/div>\n<\/div>","rendered":"<h2>Developer&#8217;s Name:<\/h2>\n<p>Dolana Mogadime, PhD., M.Ed., B.Ed., OCT<\/p>\n<h2>Audience:<\/h2>\n<p>Grades 2-4<\/p>\n<h2>Lesson Description:<\/h2>\n<p><span style=\"text-align: initial;font-size: 1em\">Cooper, F. (1996) Mandela: From the Life of the South African Statesman. New York : Philomel Books<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">The book supports critical conversations with young learners. The pictures and images invite conversations. Guiding questions are provided as springboards to facilitate learning experiences. The book can be opened, and pictures can be explored before reading the actual text. During the Ubuntu Activate stage, teachers can ask questions that inspire students\u2019 visual imagination about Nelson Mandela\u2019s childhood. The book begins with a view into the environment where Mandela spent his childhood. It demonstrates a sense of the play that occupied children\u2019s time.<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">The death of Nelson\u2019s father meant his mother took him to live in another village with an uncle that was a chief. Nelson learned a great deal from the elders about the history of his people, especially the wars that had been fought between the Africans and the Europeans for the land. Nelson was sent to a Christian school whereas not all his friends were able to go to school. When he grew into a young man he went to the city of Johannesburg where he became a lawyer and defended African people who were not able to defend their own rights. He joined a group of people that wanted their rights protected. After struggling to be heard he was jailed because he spoke for his people when he was told he could not.<\/span><\/p>\n<h2>Lesson Objectives:<\/h2>\n<ul>\n<li>Identify and locate the village in South Africa where Nelson Mandela was born<\/li>\n<li>Understand that education is the right of all children<\/li>\n<li>Appreciate that a name is an important part of our identity<\/li>\n<li>Children will inquiry into how they were named<\/li>\n<\/ul>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\">Relevant Ontario Curriculum:<\/h2>\n<\/header>\n<div class=\"textbox__content\">\n<h3>Language &#8211; Oral Communication<\/h3>\n<ol>\n<li>listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;<\/li>\n<li>use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;<\/li>\n<li>reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.<\/li>\n<\/ol>\n<h3>Social Studies \u2013 Heritage and Identity<\/h3>\n<p style=\"padding-left: 40px\">A2. Inquiry: use the social studies inquiry process to investigate some of the past and present traditions and celebrations within their own family and the communities to which they belong (FOCUS ON: Continuity and Change).<\/p>\n<p style=\"padding-left: 40px\">B. PEOPLE AND ENVIRONMENTS: GLOBAL COMMUNITIES<\/p>\n<p style=\"padding-left: 80px\">B1. Application: describe some similarities and differences in the ways in which people in two or more communities in different parts of the world meet their needs and have adapted to the location, climate, and physical features of their regions (FOCUS ON: Cause and Consequence)<\/p>\n<p style=\"padding-left: 80px\">B2. Inquiry: use the social studies inquiry process to investigate aspects of the interrelationship between the natural environment, including the climate, of selected communities and the ways in which people in those communities live (FOCUS ON: Interrelationships; Patterns and Trends)<\/p>\n<p style=\"padding-left: 80px\">B3. Understanding Context: identify and locate various physical features and selected communities around the world, and describe some aspects of people\u2019s ways of life in those communities (FOCUS ON: Significance)<\/p>\n<h3>Relevant Ontario Curriculum Documents<\/h3>\n<ul>\n<li>Ontario Ministry of Education. (2006). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/elementary\/language18currb.pdf\">The Ontario Curriculum. Grades 1 &#8211; 8 Language<\/a><\/li>\n<li>Retrieved from Ontario Ministry of Education. (2018). <a href=\"https:\/\/www.edu.gov.on.ca\/eng\/curriculum\/elementary\/social-studies-history-geography-2018.pdf\">The Ontario Social Studies Curriculum. Grades 1 \u2013 6, History Geography Grades Curriculum 7 &amp; 8<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Human Rights Instruments:<\/h2>\n<p><a href=\"https:\/\/www.unicef.org\/rightsite\/files\/uncrcchilldfriendlylanguage.pdf\">The Convention on the Rights of the Child<\/a><\/p>\n<ul>\n<li>Article 7 (Registration, name, nationality, care): All children have the right to a legally registered name, officially recognised by the government. Children have the right to a nationality (to belong to a country). Children also have the right to know and, as far as possible, to be cared for by their parents.<\/li>\n<li>Article 31 (Leisure, play and culture): Children have the right to relax and play, and to join in a wide range of cultural, artistic and other recreational activities.<\/li>\n<li>Article 28: (Right to education): All children have the right to a primary education, which should be free.<\/li>\n<\/ul>\n<h2>Resources:<\/h2>\n<ul>\n<li><a href=\"https:\/\/www.theguardian.com\/world\/2013\/dec\/06\/qunu-nelson-mandela-home\">Pictures of Qunu<\/a><\/li>\n<li><a href=\"https:\/\/www.bbc.com\/news\/world-africa-13500179\">Map of South Africa and Qunu<\/a><\/li>\n<li><a href=\"https:\/\/bigthink.com\/articles\/whats-in-a-name-everything\/\">What\u2019s in a Name? Everything.<\/a><\/li>\n<li><a href=\"https:\/\/www.huffpost.com\/entry\/baby-naming-a-global-trad_b_2322969\">Baby Naming: A Global Tradition<\/a><\/li>\n<\/ul>\n<h2>Lesson Plan Details by Stages of African Epistemology:<\/h2>\n<details open=\"open\"><!-- Activate and Reflect --><\/p>\n<summary><strong>Activate and Reflect<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> 10 minutes<\/p>\n<ul>\n<li>Activate prior knowledge &#8211; children will identify the open fields where Mandela used to play.<\/li>\n<\/ul>\n<p><strong>Links and Resources:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.theguardian.com\/world\/2013\/dec\/06\/qunu-nelson-mandela-home\">Pictures of Qunu<\/a><\/li>\n<\/ul>\n<p><strong>Instructions and Lesson Breakdown:<\/strong><\/p>\n<ul>\n<li>Holding up the book for the children to see, the teacher can invite the children into observing what they see in the images by asking the following questions:\n<ul>\n<li>Where did Rolihlahla play as a young child?<\/li>\n<li>Tell me about the environment in which he played?<\/li>\n<li>How different is this play from your own? What kind of outdoor play do you do?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- Connect --><\/p>\n<summary><strong>Connect<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> 10 minutes<\/p>\n<ul>\n<li>Visually identify the map of South Africa. Be able to recognize where Qunu is located on the map of South Africa.<\/li>\n<\/ul>\n<p><strong>Links and Resources:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.bbc.com\/news\/world-africa-13500179\">Map of South Africa and Qunu<\/a><\/li>\n<\/ul>\n<p><strong>Instructions and Lesson Breakdown:<\/strong><\/p>\n<ul>\n<li>To provide the children with the experience of a map of South Africa, identify the modest village Qunu, and the setting in where Nelson Mandela spent his early childhood years, ask a child to place a pin on the Qunu.<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- Connect --><\/p>\n<summary><strong>Reflect and Connect<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> 20 minutes<\/p>\n<ul>\n<li>Listening for understanding. Recognize a name of a person from another country. Relate being given a name in another country to being given a name in their own country or culture.<\/li>\n<\/ul>\n<p><strong>Links and Resources:<\/strong><\/p>\n<ul>\n<li>Begin reading the text and allow time so that you can pause after or during reading and page and pose critical thinking questions to the children.<\/li>\n<\/ul>\n<p><strong>Instructions and Lesson Breakdown:<\/strong><\/p>\n<ul>\n<li>Naming \u2013 Mandela was named Rolihlahla by his family but when he went to school he had to use the name his teacher gave him.\n<ul>\n<li>Do you have a school name and a home name?<\/li>\n<li>Why do you think Mandela had two names?<\/li>\n<li>Can you think of a time when you were called a name that was not your own? Did you like that or not?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- Reflect and Connect --><\/p>\n<summary><strong>Reflect and Connect<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> 10 minutes<\/p>\n<ul>\n<li>Make inferences \/ Interpreting texts.<\/li>\n<\/ul>\n<p><strong>Links and Resources:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/bigthink.com\/in-their-own-words\/whats-in-a-name-everything\">What\u2019s in a name?<\/a> This article can be used to support your own reflections on cultural aspects of naming children.<\/li>\n<\/ul>\n<p><strong>Instructions and Lesson Breakdown:<\/strong><\/p>\n<ul>\n<li>What is in a name? Everything. It\u2019s your identity. It tells everyone what you are to be called.\n<ul>\n<li>Who has the right to name you? How are names given?<\/li>\n<li>Mandela\u2019s teacher preferred to call him by an English name. Why do you think that happened?<\/li>\n<li>How would you feel if you couldn\u2019t use your real name at school?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- Reflect and Connect --><\/p>\n<summary><strong>Reflect and Connect<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> 10 minutes<\/p>\n<ul>\n<li>Make inferences \/ Interpreting texts.<\/li>\n<\/ul>\n<p><strong>Instructions and Lesson Breakdown:<\/strong><\/p>\n<ul>\n<li>The name Nelson Mandela is very known today because he spoke about the rights of African people. He said they should be respected. He went to jail because of that.\n<ul>\n<li>How can we show respect for each other in our class?<\/li>\n<li>How can we show respect for each other in our homes?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- Communicate --><\/p>\n<summary><strong>Communicate<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> approximately 60 minutes<\/p>\n<ul>\n<li>Application \u2013 retell their own story about how they were named.<\/li>\n<li>This is an activity to support parental involvement.<\/li>\n<\/ul>\n<p><strong>Links and Resources:<\/strong><\/p>\n<ul>\n<li>Naming babies happens all over the world. Read aloud experts that you self-select from the article: <a href=\"https:\/\/www.huffpost.com\/entry\/baby-naming-a-global-trad_b_2322969\">Baby Naming: A Global Tradition<\/a>.<\/li>\n<\/ul>\n<p><strong>Instructions and Lesson Breakdown:<\/strong><\/p>\n<ul>\n<li>Ask your parents how you were named.\n<ul>\n<li>What tradition did they use to name you?<\/li>\n<li>Ask them to write a letter to you about your name and why they chose it.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- Communicate --><\/p>\n<summary><strong>Communicate<\/strong><\/summary>\n<div class=\"collapsed\">\n<p><strong>Real time in the classroom:<\/strong> approximately 60 minutes per day for 1 week<\/p>\n<ul>\n<li>Application: Children can identify their favourite parts of their naming story.<\/li>\n<\/ul>\n<p><strong>Links and Resources:<\/strong><\/p>\n<ul>\n<li>The teacher can pin the letter on a bulletin board called \u201cMy naming story\u201d or \u201cHow I was named.\u201d.<\/li>\n<\/ul>\n<p><strong>Instructions and Lesson Breakdown:<\/strong><\/p>\n<ul>\n<li>Invite parents to a literacy circle. Ask them to read the letters to their children.<\/li>\n<li>If parents cannot visit the class, then they can record their letter to their child and the teacher can play the recording in class.<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Vocabulary and Reading for Meaning<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Names: Rolihlahla was the name given to Mandela by the family. Nelson is the name given to him by the teacher. It was not from Mandela\u2019s culture. This was a colonial practice forced onto students at school.<\/p>\n<p>Activities: Play, occurs in specific settings such as the outdoor games<\/p>\n<p>Naming: Name given \u2013 by family; Name given &#8211; at school by a teacher<\/p>\n<p>Chosen: Nelson was \u2018chosen\u2019 to go to school. Are you \u2018chosen\u2019 or does everyone in Canada go to school when they are 13 years old?<\/p>\n<p>Joining the Ancestors: What does joining the ancestors mean? In Canada when someone dies, we say they passed away? It is a custom to believe that people are alone when they die. In South Africa, it is a tradition to believe that when a person dies they join the ancestors.<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Critical Literacy \u2013 Critical Reading \u2013 Author\u2019s intent<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>What is the hidden message when someone is told not to use the name they were given at birth by their parents? What if the name was given to respect cultural traditions? What does that say to the people that gave the name first? Do you think their language was valued or not? Was it respected or not? What does a child have to give up when they cannot use their real name?<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Make Intertextual Connections with Indigenous Children\u2019s Literature<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Have students think about children\u2019s books about residential schools where Indigenous students were not allowed to use their real needs. Instead they were forced to use a number. Names are everything. When your name is taken away your identity is also taken away. How would you feel, if all of a sudden you were told you could not use your real name?<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Venn Diagram &#8211; Identify, Compare and Contrast \u2013 What are the Similarities and Difference?<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Naming can be a tradition in many families. Ask the class to investigate naming traditions in their family and culture. The teacher can develop a set of processes that occur when a child is named. For example, they can be named by their mother or father or according to an event that occurred at the time of their birth; or named after a relative. A Venn diagram can be created to visually show what is similar and what is different in how children the class were named.<\/p>\n<\/div>\n<\/div>\n","protected":false},"author":4,"menu_order":1,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-32","chapter","type-chapter","status-publish","hentry"],"part":31,"_links":{"self":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapters\/32","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/wp\/v2\/users\/4"}],"version-history":[{"count":1,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapters\/32\/revisions"}],"predecessor-version":[{"id":33,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapters\/32\/revisions\/33"}],"part":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/parts\/31"}],"metadata":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapters\/32\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/wp\/v2\/media?parent=32"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/pressbooks\/v2\/chapter-type?post=32"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/wp\/v2\/contributor?post=32"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/dev.pressbooks.network\/testclone\/wp-json\/wp\/v2\/license?post=32"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}