Exploring Culture and Conflict

A quick game of hangman, the visual deconstruction of a national flag, and a rapid-fire discussion of how fashion reflects culture were just a few of the activities in a recent Modern World Cultures class where students taught each other about the culture of South Africa. 

Modern World Cultures (MWC) is Fay’s eighth grade history course that looks at the post-colonial civilizations of Ireland, South Africa, Korea, Palestine, and the Balkans and their tumultuous path to independence. Unlike many history courses focused on colonization, MWC, taught by Tony Bator and Catherine Devlin,  focuses on the people and nations that have been colonized and how they wrest themselves from that control and gain a political voice.

As they embark on each unit, the students begin by surveying the region’s geography, neighbors, climate, and history. The final lesson of the introduction is a crowdsourced presentation where students work in groups to teach their classmates about the economy, culture, sports, and the current state of human rights and government in the country. The course grounds students in an understanding of the history and the present state of each country before diving into their journey out of colonization. “A lot of times, the books we're reading and the history we're talking about can cast the people of a nation as victims,” says Catherine, “We're going to talk about the experience of oppression, but I also want them to understand that modern South Africa has a vibrant culture and a booming economy.”

In their presentations, students mimicked the structure of a Modern World Cultures class with quick transitions between mini-lesson activities. For example, during the arts presentation, students learned about the global influence of South African art, watched a video of a drumming demonstration, engaged in a brief “turn & talk” discussion on how South African art functioned as a medium for storytelling, and as an ‘exit ticket’ answered a question about major themes in South African art. 

After completing the presentations, the classes transitioned into an in-depth exploration of apartheid, examining the various laws that were passed, their intended goals, and their impact. To enrich their understanding, students have begun reading Trevor Noah’s Born a Crime and reflecting on his experiences growing up in South Africa during the final years of apartheid. Students analyze Noah’s story through journal prompts, connecting his personal narrative to the broader historical context. 

To complement their reading, students will engage in a creative assignment: writing an admissions recommendation letter to Fay advocating for Noah’s academic, athletic, and citizenship skills, as demonstrated in the book. The unit on South Africa culminates at the end of the winter term, with students undertaking a research project requiring them to develop their own thesis, gather supporting evidence and craft an argument, which are critical steps in building their analytical skills. 

“The overall goal of eighth grade history is defending a thesis with evidence,” notes Catherine. “This unit will function as an essential step, helping students focus on selecting specific evidence and connecting it effectively to their claim.”