Description
*Excerpt
The Battle of Bloodriver
The first shot from the ‘Sanna voorlaaier’ (rifle) broke the silence of the fog creeping slowly up and along the cold river. Was the slow creep of the lazy fog a sign of the events that were to follow? Definitely no! It would be a day of gunpowder, sweat, toil, and utter survival.
More gunshots followed; there was an indigenous African war cry at a distance. The raw, unfamiliar battle cry struggled to get over the thick fog which covered the river like a white woolly blanket. There was an unexpected adrenaline rush as a wave of half-naked black bodies started moving towards the lager and the river. You could see the white of the Zulu warrior’s eyes as they approached. The feathers on their weapons danced eerily in the early morning breeze. Was this the dance of death?
The ‘ossewa’ waggons were woven into a large wreath that contained and embraced the faith, belief, and courage of the Afrikaners now aiming with their longshots. Would the Afrikaners survive the onslaught of the Zulu’s? A cloud of gunpowder billowed out of the barrels of the rifles as the battle heated up at the break of dawn. The familiar ‘boom’ sound of traditional 1830’s long rifles filled the ears of everyone. Frantically the women and children loaded the guns by ramming gunpowder and lead balls into the barrels. “ Quickly load, they are coming!” rang the voices of the Afrikaner men…
The sun’s first light was shocked and stunned at the battle scene – the sun was surprised by the contrasts of the weapons. The sharp long ‘assegai’ points flashed ghastly as the warriors ran towards the Afrikaner lager. The ‘knobkieries’ swish-swashed through the air as the Zulus gained momentum running toward the tight-knit Boer lager. Would the ‘ossewa’ waggons and the rifles of the Boers keep the Zulus at bay? The Afrikaners were outnumbered by far! The Covenant they have made with God – would it protect them?
Zulus dressed for war. Title: Commemoration of the historic battle of Isandlwana, 25 Jan 2014The Zulus with the traditional assegai iron spears and cow-hide shield against the British who were armed with modern weapons during the commemoration of the historic battle of Isandlwana. (Photo: KZN) Credit Flickr: https://www.flickr.com/photos/governmentza/12168970856
NOTES TO TEACHERS: INTEGRATED UNIT (LESSON)
The focus:
This unit of work focuses on integrated learning for Junior High School students (Inquiry and Researched based). It is suitable for Year 9 & Year 10 students in New Zealand (14- to 16-year old students). The goal is to develop students integrated learning skills. In this unit subject areas like Design and Visual Communication (illustrations & presentations), Art (Bas-Relief work/graffiti & bombing), English-Literacy (Creative non-fiction writing), Social Sciences (exploring history & culture), Music/songwriting, as well as Numeracy (calculating dates), and more, are included.
The challenge to students is to research historical events related to their IDENTITY. They have to make the connections between the historical event (art/culture/stories) and their own lives. The connections have to include their own lives and their IDENTITY. In other words, it should include historical events (e.g.genealogy or other) and their own lives as future global citizens. They should be encouraged to explore their interests, concerns, hopes and dreams.
CONTENTS:
Cardboard Art, Sculpture, and Bas-Relief work: An integrated lesson on ‘identity.’ Page 3
The Battle of Bloodriver. Page 4
This is how Mr Van Zyl (DVC teacher) would start his story on his ‘IDENTITY’ as a South African. See the section on exciting and practical techniques to adapt fiction for nonfiction. 5
THE DVC LESSON: CARDBOARD ART – REFLECTING IDENTITY (OWN, CULTURE OR REGION). 8
‘RELIEF’ – CARDBOARD – ARTWORK. 8
DESIGN AND VISUAL COMMUNICATION LESSON (INTEGRATED LEARNING): “MY OWN IDENTITY – RELATED TO MY WORLD” (Junior DVC Students – Year 9 & 10 – New Zealand). 13
Situation: 13
DESIGN BRIEF: 13
SPECIFICATIONS: 14
What is a timeline?. 14
Ideas from High School Students. 15
KEYWORDS: Globalisation, Citizenship, democracy, sustainability, enterprise. Consider: Participation & taking action. 18
For example:. 18
ACCOUNTING AND NUMERACY: 22
Ca$h course for Kiwi kids: A new financial literacy app for schools gets kids earning money and paying taxes – virtually 24
TAKING RESPONSIBILITY, TAKING ACTION, AND DOING SOMETHING CONSTRUCTIVE: 24
SUGGESTION ON HOW YOU AND YOUR CLASS COULD TAKE ACTION TO ERADICATE POVERTY: 25
ADDITIONAL IDEAS TO MAKE A DIFFERENCE ARE: 26
ALTERNATIVE APPROACHES: Exploring Identity. 29
Inquiry-based learning. 32
Some inquiry question student could ask about their ‘IDENTITY’: 33
Students could consider the following methods to present their IDENTITY presentation (digital or on paper): 34
VIDEO CLIPS: Bas-Relief Artwork – Cardboard. 34
https://youtu.be/XBdSKmognjg. 35
Marking Schedule. 35
Exemplar: “What Mr Van Zyl (DVC teacher) will consider when he tells about his identity as a South African.” 36
Mr Van Zyl’s preparation of his ‘Ossewa’ (waggon) bas-relief for telling his story about his IDENTITY. Below are the different stages of the artwork: 38
Student work: 39
Tips on how to write exciting and compelling nonfiction. 39
Mr Van Zyl (DVC Teacher) strategy: will start the story of his identity with the Battle of Bloodriver (South African History). He will explore creative writing in his introduction – he will endeavour to “hook” the reader in with an innovative introductory story (The Battle of Bloodriver). 39
- Tell a memorable story. 40
- Bait your audience. 40
- Use emotional language. 41
- Say it simply. 42
- Surprise the reader. 42
Online Timeline Creator. 43
Suggested layout and structure of your presentation. 44
- Introduction: 45
- A short overview of identity: 45
- Artwork – bas-relief cardboard – symbolism: 46
- Interesting facts about Mr Van Zyl and his family members: 46
Something that could interest you: 46
Use inquiry techniques and research to create depth in your presentation. 49
- Timeline: 49
- Global Citizenship, democracy, sustainability, and enterprise. Participating and taking action: 50
- Conclusion: 50
Notes to students: 50
How would Mr van Zyl tell his story and share his IDENTITY?. 51
So, what could a Maori student’s IDENTITY look like?. 51
About the Puhoro of the College: 52
What could a Fijian student’s IDENTITY include?. 53
Be creative and innovative!. 55
Notes to teachers: Focus of the unit of work- INTEGRATED LEARNING.. 56
The focus:. 56
What is Interdisciplinary and Cross-curricular learning?. 58
What is integrated learning?. 58
Why an integrated language unit?. 59
How will integrated teaching and learning impact ‘NESB’ (NON-ENGLISH SPEAKING BACKGROUND) students? 59
More on identity (writing poetry): 60
Excerpt: 62
About the teacher. 62
Writer’s profile: 62
See more at. Page 63
