South African APARTHEID Nelson Mandela F W de

South African APARTHEID Nelson Mandela & F. W. de Presentation, Graphic Organizers, & Activities Klerk

STANDARDS: SS 7 H 1 Analyze continuity and change in Africa. c. Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F. W. de Klerk. © Brain Wrinkles

TEACHER INFO: CLOZE Notes • The next pages are handouts for the students to use for note-taking during the presentation. (Print front to back to save paper and ink. ) • Check the answers as a class after the presentation. © Brain Wrinkles

Apartheid in South Africa CLOZE Notes 1 Colonization • In the 1600 s, the ___________ colonized South Africa. • South Africa was eventually ___________ from the Dutch settlers (after the Boer War). • In 1685, the first ___________ became visible when a law was passed forbidding whites and Africans to marry in the territory. Power • More European settlers ___________ than to anywhere else on the continent. • In 1910, ___________ established the Union of South Africa. • Governing power was only ___________. • In 1948, a new political party, the ___________, came to power and voted to implement a series of restrictive segregationist laws, known collectively as apartheid. Apartheid • The National Party enforced the ___________ through legislation across South Africa. • Apartheid was a social and political policy of ___________ and discrimination. • In Afrikaans (the language of white South Africans), apartheid means “___________”. Segregation • The policy of apartheid took a ___________ in the country. • It separated South Africa into ___________, restricting where blacks could live, work, travel, sit, go to the bathroom, eat, etc. • Under apartheid, blacks ___________ or participate in government. • What does this remind you of? ___________ Bantu Authorities Act • In 1951, government officials created the ___________, which created “homelands” for black South Africans. • At this time, whites owned ___________, although they only represented 10% of the population. • As a result of this law, ___________ were excluded from in the government. participating © Brain Wrinkles

Apartheid in South Africa CLOZE Notes 2 Life Under Apartheid • Apartheid allowed many whites to ___________, while millions of blacks suffered. • Afrikaners lived in up-scale neighborhoods while native South Africans ___________ or in Bantustans. • Bantustans were ___________(“homelands”) for native Africans to live on. • Bantustans offered a ___________ and were unfit for the large populations forced to live there. • South Africans were unable to leave their Bantustan ___________. A. N. C. • In the 1950 s, the ___________, or ANC, began to actively fight apartheid. • The goal of the ANC was to ___________ of native Africans, although the group had no real power in government. • Eventually, the ANC was ___________ by the South African government and members were often arrested. Mandela • Rolihlahla Mandela was born on ___________ in South Africa. • He was a member of the ___________, and his father was chief of the city of Mvezo. • His father died when he was 9, and he was sent to ___________ who took care of his education. • On his first day of school, his teacher gave him the ___________. • Even though he was the first person in his family to attend school, he was an ___________. • After graduating college, he ___________ and opened the South Africa’s first black law firm • Mandela wanted to defend poor, black South Africans charged with ___________. Non-Violence • Mandela became a prominent member of the African National Congress and participated in numerous ANC-led ___________. • Nelson Mandela ___________, who had used peaceful protests in India. • He urged the ANC members to follow Gandhi’s beliefs in ___________. © Brain Wrinkles

Apartheid in South Africa CLOZE Notes 3 Sharpeville • In 1960, a peaceful protest of apartheid at the town of ___________ as South African policemen fired on the protestors. • ___________ and 180 were wounded. • After this, the ANC and Mandela began to advocate more violent methods of ___________. Imprisoned • In 1962, Mandela was ___________ of sabotage and plotting to overthrow the government. • In 1964, at the age of 46, he was found guilty and sentenced to ____________. • Mandela was sent to prison on ___________. • There, he had to do ___________ and was allowed one visitor every six months. F. W. de Klerk • In 1989, ___________ became president of South Africa. • de Klerk saw that apartheid was hurting the country’s economy and believed the system was unfair and ___________. • Almost immediately, de Klerk ___________ on the ANC. • de Klerk ___________ of many black South Africans who were imprisoned for opposing apartheid law. • In 1990, Nelson Mandela was pardoned by de Klerk and became a free man after ___________ in prison. The End • Mandela resumed his position as president of the ANC and President de Klerk continued working within South Africa’s government to ___________. • The two men worked together to write a ___________ for South Africa. • The Constitution ___________ and granted equality to all South Africans. Peace Prize • In 1993, de Klerk and Mandela shared the ___________ for moving the country peacefully to a nonracial democracy. © Brain Wrinkles

Apartheid in South Africa CLOZE Notes 4 Political Equality • After years of protests, black South Africans began to have a ___________ of their country. • In 1994, South Africa held its first election ___________. • Nelson Mandela became South Africa's ___________(president) and the first elected in a fully representative democratic election. Today • Despite having a stable democratic government and the second largest economy in Africa, South Africa still has ___________. • There is still ___________ and poverty throughout the country. • Most of the wealth is concentrated in predominately ___________. • The rural areas where blacks are predominate are still ___________. © Brain Wrinkles

South African APARTHEID Nelson Mandela & F. W. de Klerk © Brain Wrinkles

Republic of South Africa © Brain Wrinkles

Colonization • In the 1600 s, the British and the Dutch colonized South Africa. • South Africa was eventually seized by the British from the Dutch settlers (after the Boer War). • In 1685, the first policy of white superiority became visible when a law was passed forbidding whites and Africans to marry in the territory.

The arrival of the first European settlers -- Jan van Riebeeck (Dutch East India Company) in Table Bay in April 1652. © Brain Wrinkles

Power • More European settlers came to South Africa than to anywhere else on the continent. • In 1910, Great Britain established the Union of South Africa. • Governing power was only given to whites. • In 1948, a new political party, the National Party, came to power and voted to implement a series of restrictive segregationist laws, known collectively as apartheid.

National Party 1948 © Brain Wrinkles

Apartheid • The National Party enforced the policy of apartheid through legislation across South Africa. • Apartheid was a social and political policy of racial segregation and discrimination. • In Afrikaans (the language of white South Africans), apartheid means “apartness”.

South African Signs During the Apartheid Era © Brain Wrinkles

Segregation • The policy of apartheid took a strong hold in the country. • It separated South Africa into whites and non -whites, restricting where blacks could live, work, travel, sit, go to the bathroom, eat, etc. • Under apartheid, blacks could not vote or participate in government. • What does this remind you of? ?

© Brain Wrinkles

Bantu Authorities Act • In 1951, government officials created the Bantu Authorities Act, which created “homelands” for black South Africans. • At this time, whites owned 80% of the land, although they only represented 10% of the population. • As a result of this law, 9 million South Africans were excluded from participating in the government.

© Brain Wrinkles

Life Under Apartheid • Apartheid allowed many whites to grow wealthy and powerful, while millions of blacks suffered. • Afrikaners lived in up-scale neighborhoods while native South Africans lived in slums or in Bantustans.

© Brain Wrinkles

Life Under Apartheid • Bantustans were artificially created reservations (“homelands”) for native Africans to live on. • Bantustans offered a poor quality of land were unfit for the large populations forced to live there. • South Africans were unable to leave their Bantustan without a passport.

Black South Africans line up at the counter of a government office to get their new passbooks in Johannesburg, South Africa, April 7, 1960. © Brain Wrinkles

© Brain Wrinkles

A. N. C. • In the 1950 s, the African National Congress, or ANC, began to actively fight apartheid. • The goal of the ANC was to increase rights of native Africans, although the group had no real power in government. • Eventually, the ANC was declared illegal by the South African government and members were often arrested.

© Brain Wrinkles

ANC Members (Nelson Mandela, second from right) © Brain Wrinkles

Mandela • Rolihlahla Mandela was born on July 18, 1918 in South Africa. • He was a member of the Thimbu tribe, and his father was chief of the city of Mvezo. • His father died when he was 9, and he was sent to live with a tribal chief who took care of his education. • On his first day of school, his teacher gave him the name of Nelson.

Rolihlahla “Nelson” Mandela A Member of the Thimbu Tribe © Brain Wrinkles

Mandela • Even though he was the first person in his family to attend school, he was an excellent student. • After graduating college, he became a lawyer and opened the South Africa’s first black law firm • Mandela wanted to defend poor, black South Africans charged with breaking apartheid laws.

© Brain Wrinkles

Non-Violence • Mandela became a prominent member of the African National Congress and participated in numerous ANC-led protests against apartheid. • Nelson Mandela admired Gandhi, who had used peaceful protests in India. • He urged the ANC members to follow Gandhi’s beliefs in non-violent protests.

Sharpeville • In 1960, a peaceful protest of apartheid at the town of Sharpeville turned violent as South African policemen fired on the protestors. • 69 people were killed and 180 were wounded. • After this, the ANC and Mandela began to advocate more violent methods of protesting the government.

1960 Apartheid Protest – “Sharpeville Massacre” © Brain Wrinkles

© Brain Wrinkles

© Brain Wrinkles

Imprisoned • In 1962, Mandela was captured and accused of sabotage and plotting to overthrow the government. • In 1964, at the age of 46, he was found guilty and sentenced to life in prison. • Mandela was sent to prison on Robben Island. • There, he had to do hard labor and was allowed one visitor every six months.

© Brain Wrinkles

© Brain Wrinkles

F. W. de Klerk • In 1989, F. W. de Klerk became president of South Africa. • de Klerk saw that apartheid was hurting the country’s economy and believed the system was unfair and needed to change. • Almost immediately, de Klerk renounced the ban on the ANC.

F. W. de Klerk • de Klerk ordered the release of many black South Africans who were imprisoned for opposing apartheid law. • In 1990, Nelson Mandela was pardoned by de Klerk and became a free man after serving 27 years in prison.

F. W. de Klerk and Nelson Mandela © Brain Wrinkles

Mandela Released from Prison © Brain Wrinkles

The End • Mandela resumed his position as president of the ANC and President de Klerk continued working within South Africa’s government to end apartheid. • The two men worked together to write a new Constitution for South Africa. • The Constitution officially ended apartheid and granted equality to all South Africans.

Peace Prize • In 1993, de Klerk and Mandela shared the Nobel Peace Prize for moving the country peacefully to a nonracial democracy.

F. W. de Klerk and Nelson Mandela © Brain Wrinkles

Political Equality • After years of protests, black South Africans began to have a role in the government of their country. • In 1994, South Africa held its first election open to all races. • Nelson Mandela became South Africa's first black chief executive (president) and the first elected in a fully representative democratic election.

Waiting in Line to Vote © Brain Wrinkles

Mandela Voting, 1994 © Brain Wrinkles

© Brain Wrinkles

Today • Despite having a stable democratic government and the second largest economy in Africa, South Africa still has major issues. • There is still economic inequality and poverty throughout the country. • Most of the wealth is concentrated in predominately white urban areas. • The rural areas where blacks are predominate are still terribly poor.

© Brain Wrinkles Rolihlahla “Nelson” Mandela July 18, 1918 – December 5, 2013

TEACHER INFO: Capturing Apartheid • Print off the Capturing Apartheid handout for each student. • In the camera lens, the students will draw one of the events from the apartheid era in South Africa. • In the textbox, they will write a paragraph from their perspective of the event—as if they were right there capturing the picture. © Brain Wrinkles

Capturing Apartheid Directions: In the camera lens, draw one of the events from the apartheid era in South Africa. In the textbox, write a paragraph from your perspective of the event—as if you were right there capturing the picture on camera. In the viewfinder, write the event title. © Brain Wrinkles

TEACHER INFO: Facebook • Print off the Facebook handout for each student. • Have the students create a profile as if they are either Nelson Mandela or F. W. de Klerk. • Project the directions slide onto the screen. I like to leave this up while the students work so that they know exactly what goes in each box. © Brain Wrinkles

Three important things that you should know about me… Name: I strongly believe in… Age: Birthday: Location: © Brain Wrinkles I am fighting against…

Name of a related person, place, group, etc. Draw a picture of the person Write a status about something the person could be doing. Three important things that you should know about me… What are important things that we should know about the person? Write a status about those things. Name: Age: Birthday: Location: © Brain Wrinkles Draw picture of something Write that represents the name of it person #2 Write the name of it #3 Write the name of it I strongly believe in… Write a status about the person’s goals and beliefs. I am fighting against… Write a status about what the person does NOT believe in. Draw picture of possible friend #3 #2 #4

TEACHER INFO: Txt Msgs • Print off the Txt Msgs handout for each student. • The students will write text messages between Nelson Mandela and F. W. de Klerk that were sent after apartheid ended in South Africa. • The first message should portray Mandela’s attitude and ideas about rebuilding South Africa after his release from prison. • The second message is de Klerk’s response to Mandela’s text. © Brain Wrinkles

Significant Figure Txt Msgs Directions: Based on what you know about apartheid in South Africa, what do you think text messages between Nelson Mandela and F. W. de Klerk would say? Write a message from Mandela sharing his thoughts regarding rebuilding South Africa after he was released from prison. (The message should portray his attitude and ideas. ) In the second message, write de Klerk’s response to Mandela’s text. Mandela © Brain Wrinkles De Klerk

TEACHER INFO: Historical Haikus • Print off the Historical Haikus handout for each student. • The students will write a haiku for key events from this lesson. You may need to refresh their memory on what a haiku is—I tell them that they are the “Twitter of poetry” because they are so short (3 lines, 5 -7 I 5 syllables). It is a good idea to write an example on the board! (I’ve included one below. ) Apartheid In South Africa Racial discrimination Denied equal rights • When finished, the students can illustrate their haikus. Also, let them take turns sharing in small groups or as a whole class. © Brain Wrinkles

Historical Haikus Directions: Haiku is a very short form of poetry that only has 3 lines containing 17 syllables. Your task is to write a haiku for each key term below. When finished, you may draw an illustration to accompany each haiku. Haikus follow this format: Line 1: 5 syllables Line 2: 7 syllables Line 3: 5 syllables © Brain Wrinkles Apartheid Nelson Mandela F. W. de Klerk Your Choice: ______

TEACHER INFO: Comprehension Check • Print off the Comprehension Check for each student. • After the lesson, have the students answer the questions. *This could also be used as a quiz. © Brain Wrinkles

Apartheid Comprehension Check 1. Which European powers colonized South Africa? 2. Which political party came to power in South Africa in 1948? 3. What were the apartheid laws? 4. How did the apartheid laws impact lives? 5. What did the Bantu Authorities Act do in 1952? 6. What was the African National Congress? 7. Who was Nelson Mandela? 8. What was the Sharpeville Massacre? 9. How did South Africa’s government react to the ANC and Mandela? 10. Describe Mandela’s prison experience: 11. Who was F. W. de Klerk? 12. How did he change South African policy? 13. Why did de Klerk and Mandela win the Nobel Peace Prize? 14. What is significant about the year 1994? 15. What is South Africa like today? © Brain Wrinkles

Ruby Bridges Movie Students will watch the movie Ruby Bridges today.

Ruby Bridges/Apartheid Essay • Students will create a Venn diagram. On one side, they will write Apartheid and on the other Ruby Bridges. Next, they will begin watching the movie while filling in their side of the Venn diagram for the movie. Once the movie is over, the students will have to write down facts about Apartheid(students are allowed to use their notes)”. In the middle they will write the similarities between the two. • Once this is completed, students will begin essays comparing and contrasting the movie and Apartheid.