Indian Independence Mahatma Gandhi spinning yarn in the

Indian Independence Mahatma Gandhi spinning yarn, in the late 1920 s Gandhi and Nehru in 1942

Create a Venn diagram for India and South Africa’s struggle to independence Compare and contrast independence movements in India and South Africa. – Use notes and pages 696 - 704

Directions: Open - British rule in India in the 19 th Century activity Take a look at the first page with the two sources. What conclusions can you come to about how the British conquered India and why? On the next page, use the sources and information to complete the activity #1 and #2 For question 3, what conclusions can you come to, after reading all of the information on the second page, about how the British economically controlled India

Gaining support = Mass Movement Remember…. • Indian businessmen disgruntled about favoritism for British companies Back INC • Drain of Indian resources dependency theory • Expenses – conflicts / salaries • WWII disruptions: shipping, disease

• • Mahatma Gandhi Arrives in India in 1915 Western education Responsible for making the independence movement a mass movement Nonviolence civil disobedience - Non cooperation movement • Boycott British goods • Quit government jobs • Refuse to pay taxes • Give up British titles/honors Open “Gandhi Opposing British rule” Answer questions A 1 -2 and B 1 -2

India’s Nationalist Leaders All-India Muslim League Muhammad Ali Jinnah - Muslim Indian National Congress Mahatma Gandhi Hindu Pandit Nehru Hindu-atheist

1947 Partition of India • Partition lines drawn by a British civil servant in six weeks by using census data • Cut through communities, railway lines and even houses • Lines were kept secret until after independence • British did not help to stop ethnic cleansing which followed • 14 million migrated • Death estimates (500, 000 to 1, 000)

Burma (now Myanmar) and Ceylon (now Sri Lanka) won independence in 1948. East Pakistan broke away in 1971 and became the independent country of Bangladesh. vast camp for Muslim refugees waiting to be transported to Pakistan 1947

Boers -1652 the Dutch East India Company established a shipping station on the Cape of Good Hope. Immigration was encouraged for many years. For the most part, modern Afrikaners have descended from this group. British – 1877 - Annex Cape of Good hope Land Act of 1913 passed by the newly-allied Boers and British • Removed from black people the right to own land • Gave 87% of South Africa’s land to whites • Bantustans - the least natural resources - was designated as reserves’ for black people. • Black people only came into white areas to work

Apartheid 1948 - 1994 1910 British hand control to the white minority (Afrikaner) 1948 National Party comes to power Afrikaner-dominated National Party • New legislation classified inhabitants § Natives § White § Coloured § Asian • Residential areas were segregated (forced removals) • Non-white political representation abolished in 1970 • 1970 black people were deprived of their citizenship § citizens of Bantustans

Race White Native Couloured Description is one who in appearance is, or who is generally accepted as, a white person, but does not include a person who, although in appearance obviously a white person, is generally accepted as a Couloured person. is a person who is in fact or is generally accepted as a member of any aboriginal race or tribe of Africa. person is a person who is not a white person or a native.

South Africa With the enactment of apartheid laws in 1948, racial discrimination was institutionalized. Watch the film and describe the pillars of Apartheid Video

Bantu Authorities Act (1951) / Bantu Self. Government Act (1959) Increased the land reserves for blacks in the Natives Land Act of 1913 to 13% of total land, and transformed them into Bantu Homelands. The homelands would become independent states equal to white South Africa, where black people could develop at their own pace towards the white man’s standard of civilization. This vision was meant more to deceive international observers than to actually resolve the social, economic, and cultural gaps between whites and Africans. Bantu Education Act (1953) The National Party’s seized control of the education system. It segregated schools by race, cut black teachers’ salaries, and modified the curriculum of designated black schools. Youth at black schools were no longer taught science and math beyond basic numeracy in order to drive them into unskilled labor and farming. Pass Laws Controlled the movement of blacks in and out of designated white areas. Every black person over the age of 16 had to carry a passbook, which contained a photograph, information about ethnicity, place of work, fingerprints, and a record of encounters with the police. It had to be signed by an employer monthly. Failure to produce an up-to-date passbook resulted in arrest. Separate Amenities Public transport, places of entertainment etc. segregated Immorality Act Forbade sex between people from different racial groups Mixed Marriages Act Forbade marriage between people from different racial groups

Answer the following questions using the data displayed 1. What are three things that stand out to you about this chart? 2. What inferences can you make about apartheid based on this chart? 3. List 3 questions that are inspired by this chart.

What led to the end of Apartheid • More radical groups – increasing violence in cities • Labor movement becomes more organized – mass strikes • International pressure • Government forced to negotiate with African National Congress (ANC)Leaders

What came of negotiation with the ANC? • • • Mandela released from prison ANC is legalized Apartheid policies repealed Open national elections in 1994 = ANC in power Ended more peacefully than expected

Create a Venn diagram for India and South Africa’s struggle to independence Compare and contrast independence movements in India and South Africa. – Use notes and pages 696 - 704