Name: ____________________________________________________________________

Ms. Reyes/Ms. Rust; Global Studies

Mini-Lesson 9: Apartheid
Aim: Did the end of apartheid fix the problems in South Africa?
Do Now: Answer questions and explain your answers.
1. Which conclusion is best supported
by this cartoon?

Date: __________________

1. Imprisonment of political
dissidents rarely ends
opposition to the
government.
2. The United Nations supports
punishment for acts of civil
disobedience.
3. Better media coverage
would prevent the
imprisonment of protesters.
4. Mistreatment of political
prisoners often results in their
acceptance of government
policies.

2. If we are to remain free, if we are to enjoy the full benefits of Africas enormous wealth, we must unite to
plan for the full exploitation of our human and material resources in the interest of all our people
-Kwame Nkrumah (1950s)
This quotation best expresses the major goal of
1. colonialism
2. Pan-Africanism
3. imperialism
4. urbanization

Review/ Check for Understanding- Watch Papers-Please' Racism: The History of White Apartheid in South Africa.
Complete the questions according to video. This will count as your Mini-Lesson notes. Be as complete and
thorough as possible!
https://www.youtube.com/watch?v=m5VkWG6bSE8
1. What is apartheid and how and why did apartheid come about?

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2. What evidence supports the fact that apartheid existed in South Africa before 1948?

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3. List at least three effects apartheid had on peoples lives.

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4. What were people protesting when they went to the Sharpeville police station in 1961? What was the result of this
protest?

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5. Who is Nelson Mandela? What was his role in ending apartheid?

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6. How did apartheid officially come to an end? Explain.

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7. What can be learned from apartheid in South Africa?

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Activity #2- Scholar Pair Work: Read Nelson Mandela speech and answer questions that follow (CCLS RI.1-citing
strong and thorough textual evidence to support analysis).
The African National Congress was formed in 1912 to defend the rights of the African people
which had been seriously curtailed by the South Africa Act, and which were then being
threatened by the Native Land Act. It put forward demands and resolutions; it sent
delegations to the Government in the belief that African grievances could be settled through
peaceful discussion and that Africans could advance gradually to full political rights. But
White Governments remained unmoved, and the rights of Africans became less instead of
becoming greater. Basically, we fight against two features which are the hallmarks of African
life in South Africa and which are entrenched by legislation which we seek to have repealed.
These features are poverty and lack of human dignityThe whites enjoy what may well be the
highest standard of living in the world, whilst Africans live in poverty and misery.
The complaint of Africans, however, is not only that they are poor and the whites are rich, but
that the laws which are made by the whites are designed to preserve this situation. The present
Government has always sought to hamper Africans in their search for education. One of their
early acts, after coming into power, was to stop subsidies for African school feeding. Many
African children who attended schools depended on this supplement to their diet. This was a
cruel act. The other main obstacle to the economic advancement of the African is the
industrial color-bar under which all the better jobs of industry are reserved for Whites only.

The lack of human dignity experienced by Africans is the direct result of the policy of white
supremacy. White supremacy implies black inferiority. Legislation designed to preserve white
supremacy entrenches this notion. Menial tasks in South Africa are invariably performed by
Africans. When anything has to be carried or cleaned the white man will look around for an
African to do it for him, whether the African is employed by him or not. Pass laws, which to the
Africans are among the most hated bits of legislation in South Africa, render any African
liable to police surveillance at any time. I doubt whether there is a single African male in
South Africa who has not at some stage had a brush with the police over his pass.

Hundreds and thousands of Africans are thrown into jail each year under pass laws. Even
worse than this is the fact that pass laws keep husband and wife apart and lead to the
breakdown of family life.
Africans want to be paid a living wage. Africans want to perform work which they are capable
of doing, and not work which the Government declares them to be capable of. Africans want
to be allowed to live where they obtain work, and not be endorsed out of an area because they
were not born there. Africans want to be allowed to own land in places where they work, and
not to be obliged to live in rented houses which they can never call their own. Africans want
to be part of the general population, and not confined to living in their own ghettoes. African
men want to have their wives and children to live with them where they work, and not be
forced into an unnatural existence in men's hostels. African women want to be with their
menfolk and not be left permanently widowed in the Reserves. Africans want to be allowed out
after eleven o'clock at night and not to be confined to their rooms like little children.
Africans want to be allowed to travel in their own country and to seek work where they want
to and not where the Labor Bureau tells them to. Africans want a just share in the whole of
South Africa; they want security and a stake in society.
Above all, we want equal political rights, because without them our disabilities will be
permanent. I know this sounds revolutionary to the whites in this country, because the
majority of voters will be Africans. This makes the white man fear democracy.

1. Using this speech by Nelson Mandela, name 5 ways in which Africans were mistreated in South Africa.
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2. In this speech, what does Nelson Mandela call for?
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3. Interpret the bolded section of this speech. Do you agree/disagree?
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Summary: Watch Poverty preserves racial lines in post-apartheid South Africa(2009) and answer question.
https://www.youtube.com/watch?v=FSQPb-bVtU8
Did the end of apartheid fix the problems in South Africa? Explain.

OBJECTIVE Eight ACTIVITIES: You must Choose one. 50 points

1.Write a short paper based on research about the effects of economic sanctions in South Africa. What impact
did these sanctions have on the South African governments ability to sustain apartheid? Go further by
comparing this situation with the current situation in Ukraine (U.S. has placed economic sanctions on Russia for
involvement in Ukraine).
2.Why do activists campaigning against repressive regimes often go to great lengths to gain the attention of
foreign media, especially media from the United States and Western Europe? How can a nonviolent
movement, in its opposition to a government, use international attention?
3.Write a poem/song expressing some aspect of the South African condition of the 1980s and 1990s from an
African point of view. You may wish to write about exploitation, resistance, or the growing spirit of selfconfidence.

Date: 3/31/14
AIM: Did the end of apartheid
fix the problems in South
Africa?

Mini-Lesson 9: Apartheid
Topic: Collapse of Imperialism
Objectives: SWBAT identify the social, political and economic issues that led to
Apartheid and African Nationalism.

DO NOW/Motivation:
Regents Review-Answer
questions and explain your
answers.

CCLS:
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including
the narration of historical events, scientific procedures/ experiments, or
technical processes;
CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained
research projects to answer a question (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as
they are used in a text, including vocabulary describing political, social, or
economic aspects of history/social science.
Activities:
1. Aim/Do Now
2. Review/Check for Understanding Video Qs.
3. Scholar Pair work reading and Qs.
4. Review Questions from Scholar Pair activity
5. Summary (Check for understanding): Watch Video of S. Africa after Apartheid and
answer the Aim
6. Objective Activity
Closure: Did the end of apartheid fix the problems in
Assessment: Closure and Objective Activity
South Africa?
EVIDENCE OF DIFFERENTIATION:
The scholar pairs have been broken up to reflect the heterogeneous nature of our classroom (Flexible
Grouping).
There are accommodations and modifications of objectives or assessments for ELL or special education
students:
Notes are provided to clarify information and check for understanding
Directions are chunked and student work is modeled.
Students will be able to collaborate to fill in any of the pieces of information they may be missing.
HOMEWORK: Vocabulary and Objective Assignment
Common Core Aligned Lesson: Reflection

Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas)
through TEXT rather than the teacher.
Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

According to the DOK this task is between a level 2 and 3 on the rigor scale because of the objective activity:
1.Write a short paper based on research about the effects of economic sanctions in South Africa. What impact
did these sanctions have on the South African governments ability to sustain apartheid? Go further by
comparing this situation with the current situation in Ukraine (U.S. has placed economic sanctions on Russia for
involvement in Ukraine).

2.Why do activists campaigning against repressive regimes often go to great lengths to gain the attention of
foreign media, especially media from the United States and Western Europe? How can a nonviolent
movement, in its opposition to a government, use international attention?
3.Write a poem/song expressing some aspect of the South African condition of the 1980s and 1990s from an
African point of view.

Pair work will engage students in collaborative learning and enhanced their collaborative skills.