Contents
Introduction
Theme B: Conflicts and Cooperation in the Twentieth-Century World
Major conflicts and the quest for peace
C. Other major conflicts and attempts at making peace
1. Conflicts between Israel and the Arabs
4
2. Racial conflicts in the Balkans
16
3. Apartheid in South Africa (Part 1)
23
4. Apartheid in South Africa (Part 2)
35
5. The roles of the United Nations in settling conflicts
between the Israel and the Arabs, racial conflicts
in the Balkans and the apartheid in South Africa
46
1
Introduction
This booklet "Other major conflicts and attempts at making peace" is the third of the four
booklets published by Personal, Social and Humanities Education Section. It supports teachers to
implement Theme B of the History Curriculum and Assessment Guide (S 4-6) (2007). The
sample tasks included in this booklet demonstrate different ways of conducting assessment for
learning. It will help students consolidate their historical knowledge and concepts as well as
enhance their historical skills.
The sample tasks in this booklet are designed by a number of veteran teacher members of the
Hong Kong Association of History Educators. We suggest teachers to make adaptation to these
exemplars in their own school contexts to cater for the diverse needs of their students. The
content of this booklet has been uploaded to the following website of the Education Bureau for
teachers’ reference and adaptation: http://www.edb.gov.hk/index.aspx?nodeID=7149&langno=1
We are grateful to publishers/organizations for permission to include in the booklet materials
from their publications. Every effort has been made to trace copyright but in the event of any
accidental infringement, copyright owners are invited to contact us so that we can come to a
suitable arrangement.
If you have any comments and suggestions on this booklet, please send to :
Chief Curriculum Development Officer (PSHE)
Curriculum Development Institute
Education Bureau
Room 1319, 13/F, Wu Chung House
213 Queen's Road East
Wanchai, Hong Kong
OR
Fax: 2573 5299 / 2575 4318
E-mail: ccdopshe@edb.gov.hk
2
Major conflicts and
the quest for peace
C. Other major conflicts
and attempts at making
peace
3
Other major conflicts and attempts at making peace
Conflicts between Israel and the Arabs
Major conflicts and the quest for peace
C. Other major conflicts and attempts at making peace
C1 Conflicts between Israel and the Arabs
No. of periods required:
2 (Each period lasts for 35 minutes)
1. Background
a. The topic will be covered in the first term of S5.
b. There are 40 students who have a basic understanding of the definition of nationalism in S4.
c. Each lesson lasts for 35 minutes. There may be single or double lessons.
d. There are differences in learning abilities within the class. The higher achievers are better in
data comprehension and analysis, and English proficiency. It will be more difficult for the
lower achievers to study such a rich and complicated topic.
e. Both approaches of direct instruction by teachers and enquiry by students will be adopted.
Strategies such as source-based learning and reading to learn will be used.
2. Teaching objectives
a. Knowledge acquired
i. By the end of the lessons, students will be able to explain the different reasons for the
conflicts between Israel and the Arabs and describe the development of these conflicts in
the second half of the 20th century.
ii. Students will be able to tell the impacts of the rise and development of nationalism.
iii. Teacher may further enhance the higher achievers' understanding of the relative
importance of the causes of and the share of responsibilities for these conflicts.
b. Skills developed
i. Students will be able to use historical sources, account and arguments to analyze the
cause-and-effect relationship between events that made up the history of Arab-Israeli
conflicts.
i. Students will learn how to interpret the conflicts through the concept of change and
continuity, to analyze different interpretations and to respect others' opinions, and to
build one's argument.
ii. Students' ability to comprehend and analyze data can also be enhanced.
4
Other major conflicts and attempts at making peace
Conflicts between Israel and the Arabs
iii. It is expected that students will be able to develop learning skills such as identification,
association, comprehension, inference, application, analysis, synthesis and evaluation.
iv. Other generic skills such as collaboration, communication, critical thinking and problem
solving skills can also be developed.
3. Teaching strategies
a. Reasons for the unstable conditions of the Middle East (1-2 periods)
i. Assign individual or pair work in class to finish Worksheet 1.
ii. Teacher tries to enable students to acquire the techniques that can help them
comprehend Sources A to D, locate and use information.
iii. Students present their ideas.
iv. Teacher concludes the reasons why the Middle East always draws the world's attention.
v. Note: teacher should remind students that the sources show recent figures and situations.
b. Origins of the conflicts between Israel and the Arabs (1 period)
i. Adopt the "think-pair-share" method.
•
•
•
•
Ask each student to think about the question in Worksheet 2.
Then ask students to pair up and exchange thoughts.
Each pair then share their thoughts with other pairs or with the whole class.
Finally, teacher draws a conclusion on the validity of the claims owning the land.
ii. Teacher has to facilitate students to see the issue from a wider and different perspective.
c. Development of the Arab-Israeli conflicts (3 periods)
i. Ask students to form groups of five (i.e. the base group), each member being assigned
the roles of the Arabs, Israelis, two officials of foreign countries and the UN officials
respectively.
ii. Ask students to read and try to understand the course of the five Arab-Israeli wars with
the help of reference books.
iii. Then group students together by the roles assigned to them, forming the expert group.
• Students then find out their attitudes, actions taken, reasons behind and effects
brought about.
iv. Students then move back to their base group.
• They take turns to present the ideas and make up 'the whole story'.
• Complete the table in Worksheet 3.
v. Teacher concludes the roles of different parties in causing or mediating the Arab-Israeli
conflicts.
d. Responsibilities for the Arab-Israeli conflicts (3 periods)
5
Other major conflicts and attempts at making peace
Conflicts between Israel and the Arabs
i. Divide the class into three groups: two opposing teams and a team of adjudicators.
ii. Teacher explains the procedures and rules of debate.
iii. Students learn to take different roles in the group, such as collecting data and preparing
for the class debate (Worksheet 4).
iv. Adjudicators give comments.
v. Teacher makes conclusion.
6
Other major conflicts and attempts at making peace
Conflicts between Israel and the Arabs
Worksheet 1
Why is the Middle East so unstable?
SOURCE A
Map showing the location of Israel
Source: http://www.mideastweb.org/misrael.htm (accessed on 23/7/2012)
7
Other major conflicts and attempts at making peace
Conflicts between Israel and the Arabs
SOURCE B
Religions in Israel in 1947 and 2007
Source: http://news.bbc.co.uk/2/hi/middle_east/7375994.stm (accessed on 23/7/2012)
SOURCE C
Fatalities from 29 Sep 2000 to 31 Mar 2008 intifada
Occupied Territories
Israel
4,608
67
Palestinians killed by Israeli civilians
44
0
Israeli civilians killed by Palestinians
234
481
Israeli security force personnel killed by Palestinians
242
87
Foreign citizens killed by Palestinians
17
37
Foreign citizens killed by Israeli security forces
10
0
Palestinians killed by Palestinians
577
0
Palestinians killed by Israeli security forces
Source: B'Tselem (Israeli Information Centre for Human Rights in the Occupied Territories)
8
Other major conflicts and attempts at making peace
Conflicts between Israel and the Arabs
SOURCE D
Region
Jordan
Number of
camps
10
Palestinian refugees in Dec 2006
Registered families
Registered
in camps
refugees in camps
63,591
328,076
Registered
refugees
1,858,362
Lebanon
12
50,806
215,890
408,438
Syria
9
26,645
119,055
442,363
West Bank
19
39,895
186,479
722,302
Gaza Strip
8
93,074
478,272
1,016,964
Total
58
274,011
1,327,772
4,448,429
Source: United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA)
With reference to sources A to D, and using your own knowledge, explain why the Middle East
posed a threat to world peace.
• The territorial conflicts in the Middle East posed as a threat to world peace. Source A shows that
Israel was surrounded by five Arab states, namely Egypt, Jordan, Iraq, Syria and Lebanon. They
refused to recognize the new Israeli state established in 1948, thus leading to five Arab-Israeli
wars up to 1982.
• Religious dispute shown in Source B was another reason. In the period 1947-2007, more and
more Jews moved into Israel (from 33.2% to 75.8%) while the percent of Muslims decreased
(from 58% to 16.5%). Together with Christians, there were frequent conflicts between Jews,
Christians and Muslims.
• Since the end of the Second World War, the Zionist Movement of the Jews who wanted to
re-build their own country began to develop rapidly. They came into conflicts with the Arabs as
the latter also strove for a strong Arab state.
• Despite the attempts made by the international organizations such as the United Nations in the
20th century, Arab-Israeli conflicts continued to cause heavy casualties from 2000 to 2008 as
shown in Source C.
• Source D shows the problem of Palestinian refugees which was resulted from the Israeli War of
Independence. Israel occupied a large part of Palestine and forbade the Palestinians to return to
their homes. Up to Dec 2006 there were a total number of 4,448,429 refugees in regions
including Jordan, Lebanon, Syria, West Bank and Gaza Strip.
• In addition, the Middle East is rich in oil resources, which is one of the most important energy in
today's world. The Middle East became the most important oil-supplying region as some large oil
fields were discovered after the Second World War. The political instability of the region had
great impact on the global economy.
9
Other major conflicts and attempts at making peace
Conflicts between Israel and the Arabs
Worksheet 2
Origins of the conflicts between Israel and the Arabs
Who should have the claim on the land, the Arabs or the Israelis? Explain your answer with
reference to the table below and the information from relevant websites.
Year
10th century BC
th
Major Event
The Jews set up their Kingdom of Israel in Canaan.
6 century BC
The Kingdom of Israel collapsed.
1st-2nd centuries AD
The Jews were ruled by the Romans and most of them were expelled
from Palestine. Since then they wandered, were persecuted and
discriminated against.
7th century
The Arabs moved into Palestine and regarded Palestine as their
homeland.
1518
th
The Ottoman Empire occupied Palestine.
th
19 -20 centuries
The Arabs living in Palestine wanted to expel the Turks. The Jews who
had been driven out hoped to return to their homeland (the Zionist
Movement).
1914
The British fought against the Turks during the First World War and
wanted help from the Arabs and the Jews.
1917
The Balfour Declaration (The British government supported the Jews
to build their own country in Palestine.)
1919
The Turks were defeated in WWI, and Palestine became a mandate of
Britain.
In the 1930s-1940s, many Jews in Europe and other parts of the world
migrated to Palestine due to Hitler's anti-Jewish policy.
1947
The United Nations suggested a partition plan that allowed both the
Jews and the Arabs to build their own nations in Palestine.
May 14, 1948
Despite opposition and the intensified Arab-Israeli conflicts, the Jews
proclaimed the Republic of Israel. Ben Gurion became the first prime
minister.
10
Other major conflicts and attempts at making peace
Conflicts between Israel and the Arabs
Suggested answer:
Israelis
• It was the Jews who first set up their kingdom in the region in the 10th century BC. They
considered Palestine their homeland.
• The Jews returned to their "promised land", Canaan (present-day Palestine), granted by God as
stated in the Bible to re-establish their own country.
Arabs
• Though the Jews set up their kingdom in the region first, the kingdom collapsed early in the 6th
century BC.
• Since then they even settled down in other parts of the world.
• The Arabs moved into Palestine early in the 7th century after the collapse of the Kingdom of
Israel. They ruled a huge empire which extended from Spain to India. So, they regarded Palestine
as their homeland.
11
Other major conflicts and attempts at making peace
Conflicts between Israel and the Arabs
Worksheet 3
Development of the Arab-Israeli conflicts
Fill in the table below.
Palestinian
War
(1948-49)
Background
Course
Suez Crisis
(1956-57)
Six Day War
(1967)
Yom Kippur
War (1973)
Israeli
invasion of
Lebanon
(1982)
The PLO
adopted
guerrilla
Zionism Vs
Arab
nationalism
In 1952,
Gamal Abdel
Nasser asked
The
Palestinian
Arabs set up
Egypt and
Syria wanted
to get back
(al-Fatat)
the Arabs to
unite to expel
the Jews from
Palestine. In
1956, Nasser
nationalised
the Suez
Canal.
the PLO in
1964. In
1967, a
border
conflict
occurred
between
Israel and
Syria.
the land they
had lost.
warfare and
took terrorist
action. Israel
wanted to
build up a
buffer zone in
southern
Lebanon.
The Jews
Israel entered
Israel, after
Israel got
The Israeli
created the
state of Israel
in May 1948
according to
the UN
Partition Plan.
War between
Israel and the
5 member
states of the
Egypt and
occupied
Sinai
Peninsula.
gaining
support from
Britain,
France and
the US,
attacked
Syria, Egypt
and Jordan.
support from forces
the US and
invaded
defeated
Lebanon.
Egypt in Sinai
Peninsula.
The 2
superpowers
arranged a
ceasefire for
both sides.
League of
Arab States
broke out as a
result.
12
Other major conflicts and attempts at making peace
Result
How did the
powers'
interests
complicate
the problem?
Conflicts between Israel and the Arabs
Six Day War
(1967)
Yom Kippur
War (1973)
The war turned
some
pro-Western
Arab countries,
such as Jordan,
Iraq and
Lebanon, into
Israel
enlarged its
territory
greatly.
Sinai
Peninsula,
Gaza Strip,
The oil
embargo led
to a
worldwide
energy crisis.
In 1978,
Egypt, Israel
Israeli
invasion of
Lebanon
(1982)
Israel's
military
action
aroused
international
criticism and
discontent of
Arabs were anti-Western.
driven away The nationalist
from their
feeling of the
Golan
Heights and
the West
and the US
signed the
Camp David
Israelis. The
PLO's
terrorist
homes.
Arabs was
increased.
Britain and
France suffered
economically
due to the oil
embargo
Bank became
its occupied
areas. The
Palestine
refugee
problem
worsened.
Accords.
means also
affected the
pro-Israeli
Western
countries.
imposed by the
Arab countries.
The PLO
began to
adopt terrorist
means against
Israel.
Nassar (Egypt)
nationalized the
Suez Canal
which affected
the interests of
• Britain,
France and
the US
supported
Israel.
Palestinian
War
(1948-49)
Suez Crisis
(1956-57)
Israel gains
exceeded
the portion
specified by
the UN.
Many
Palestinian
/
Britain and
• The USSR
France. They
supported
then joined with
the Arab
Israel to attack
states.
Egypt.
The US and
the USSR
gave military
support to
Israel and the
/
Arabs
respectively.
13
Other major conflicts and attempts at making peace
Palestinian
War
(1948-49)
What roles
did the
powers and
the UN play
in settling
the conflicts?
Suez Crisis
(1956-57)
The UN
arranged a
ceasefire and
stationed a
peacekeeping
force.
Conflicts between Israel and the Arabs
Six Day War
(1967)
Yom Kippur
War (1973)
Britain,
France and
the US
arranged a
ceasefire.
The UN (The
US and the
USSR)
arranged a
ceasefire.
Israeli
invasion of
Lebanon
(1982)
International
pressure
forced Israel
to withdraw
from
Lebanon.
Who won the • Israel won all the five wars.
• They were militarily superior (well-equipped due to Western aid, good
five wars?
strategy, fought fiercely).
Why?
• They had higher education level (higher literacy, more well-educated).
• They were economically more well off.
In what ways • There were five major wars fighting in several years which caused great
damage and casualties.
did their
• There was also the involvement of the great powers.
conflicts
• If the oil supplies were cut off in case of the wars between the Arabs and the
threaten
Jews, the great powers might intervene. Their conflicts became more
world peace?
complicated.
• The terrorism used by the Palestinians posed as a serious threat to Israel, and
those pro-Israel Western countries.
14
Other major conflicts and attempts at making peace
Conflicts between Israel and the Arabs
Worksheet 4
Responsibilities for the Arab-Israeli conflicts
Conduct a debate on the responsibilities for the conflicts between the Arabs and the Israelis.
Motion: "Israel had the greater share of responsibility for the Arab-Israeli conflicts."
Free response
Upper:
• Clear standpoint with strong evidence/arguments
• Showing a firm grasp of the gist of the question—the greatest importance of a
party
• Effective use of counter arguments to rebut
• Clearly expressed, well organised, persuasive and coherent
Average:
• Clear standpoint with evidence/arguments
• Showing a clear grasp of the gist of the question—the greatest importance of a
party
• Not effective enough to make counter arguments to rebut
• Reasonably expressed, organized
Lower:
• Shows a standpoint with evidence/arguments
• Shows an unclear understanding of the question
• Weak in making counter arguments to rebut
• Weakly expressed and organised
15
Other major conflicts and attempts at making peace
Racial conflicts in the Balkans
Major conflicts and the quest for peace
C. Other major conflicts and attempts at making peace
C2 Racial conflicts in the Balkans
No. of periods required:
2 (Each period lasts for 35 minutes)
1. Background
a. The topic will be covered in the first term of S5.
b. There are 40 students who have a basic understanding of the definition of nationalism in S4.
c. Each lesson lasts for 35 minutes.
d. There are differences in learning abilities within the class. The higher achievers are better in
data comprehension and analysis, and English proficiency. It will be more difficult for the
lower achievers to study such a rich and complicated topic.
e. Both approaches of direct instruction by teachers and enquiry by students will be adopted.
Strategies such as source-based learning and reading to learn will be used.
2. Teaching objectives
a. Knowledge acquired
i. By the end of the lessons, students will be able to explain the different reasons for the
racial conflicts in the Balkans, describe the development of these conflicts in the second
half of the 20th century.
ii. Students will be able to tell the impacts of the rise and development of nationalism. The
civil wars in which ethnic cleansing took place should be highlighted.
iii. Students' thinking and critical thinking can also be encouraged through the extended
learning activities in which promotion of world peace is emphasized. (Note: teacher may
select any of these activities.)
b. Skills attained
i. Students will be able to use historical sources, account and arguments to analyze the
causes and effects of the civil wars.
ii. Students will learn how to interpret the conflicts through the concept of change and
continuity, to analyze different interpretations and to respect others' opinions, and to
build one's argument.
16
Other major conflicts and attempts at making peace
Racial conflicts in the Balkans
iii. It is expected that students will be able to develop learning skills such as identification,
association, comprehension, inference, application, analysis, synthesis and evaluation.
iv. Students' ability to comprehend and analyze data can also be enhanced.
v. Other generic skills such as collaboration, communication, critical thinking and problem
solving skills can also be developed.
3. Teaching strategies
a. What were the characteristics of Yugoslavia? (1 period)
i. Assign individual or pair work in class to complete Worksheet 1.
ii. Teacher has to try to enable students to acquire the techniques that can help them
comprehend historical data.
iii. Teacher highlights the multi-racial feature of Yugoslavia which is closely related to the
outbreak of the civil war in the 1990s.
b. Why and how did the Yugoslav Civil War break out in the 1990s? (2 periods)
i. Adopt the "Six-W" method.
• Ask students to form groups of four to five and complete the table in Worksheet 2.
c. How to resolve the racial conflicts in the Balkans? (Worksheet 3) (3 periods)
i. Divide students into five groups, playing the roles of Serbia, Croatia, the KLA, the UN /
ii.
iii.
iv.
v.
NATO, and the observers respectively.
Students of the first four groups playing the roles of Serbia, Croatia, the KLA, the UN /
NATO should try to use relevant historical facts to prepare a speech. The speech should
include the attempts to settle the disputes and maintain peace, and the reasons behind.
The group of observers works out the criteria for assessing the effectiveness of attempts
at maintaining peace.
After delivering the speeches by the four groups, the observers vote for the best
solution.
Teacher may conclude that every ethnic group has the right to have their own claims,
and civil war may not be avoided, but ethnic cleansing is indubitably the most
unacceptable way to resolve racial conflicts.
d. Extended learning activities (Worksheet 4) (2 periods and/or homework)
A mini-comparative study
• Ask students to collect information from reference book and the Internet, and then try to find out
the similarities and differences between Milosevic's ethnic cleansing and Hitler's genocide.
17
Other major conflicts and attempts at making peace
Racial conflicts in the Balkans
Worksheet 1
What were the characteristics of Yugoslavia?
Source: http://chnm.gmu.edu/1989/items/show/170
1. Study the map in reference books, and then identify the racial characteristics of Yugoslavia. Cite
examples to illustrate your view.
Yugoslavia was a multi-racial state comprising six republics: Serbia, Croatia, Slovenia,
Montenegro, Macedonia and Bosnia-Herzegovina.
2. Using your own knowledge, identify the differences not reflected in the map.
Apart from racial difference, there were also differences in culture and religion. For instance,
The Serbs believed in Eastern Orthodox Christianity, the Croats Catholicism, and the Albanians
Islam.
18
Other major conflicts and attempts at making peace
Racial conflicts in the Balkans
Worksheet 2
What do you know about the Yugoslav Civil War in the 1990s?
Fill in the table below.
Who
The Ten Days War
(1991)
Slovenes Vs
Yugoslav Federal
Army
Serb-Croat War
(1991-92)
Croats Vs Serbs
Bosnian War
(1992-95)
Bosnians Vs Serbs
Kosovo War
(1999)
Kosovo Liberation
Army Vs Serbs
When
1991
1991-92
1992-95
1999
Where
Slovenia
Croatia
Bosnia and
Herzegovina
Kosovo
What
Why
Slovenia declared
Croatia declared
Bosnia and
Serbia opposed the
independence in
June 1991.
independence in
June 1991.
Herzegovina
declared
independence in
March 1992.
stationing of a
peacekeeping force
in Kosovo, NATO
then started an air
raid against Serbia
in March 1999.
• Slovenia possessed
much of
Yugoslavia's
industry and was
thus wealthier than
the other republics.
• However, she had
to put the largest
amount of money
into the federal
• Franjo Tudjman, • Encouraged by
• Serbia took away
President of
the independence
Kosovo's
Croatia,
of Slovenia and
autonomy in
reawakened
Croatia in 1991,
1989.
Croat nationalism
a referendum
• The Albanians
and advocated
was held in
formed the KLA
the adoption of
Bosnia to
in 1996 to solve
anti-Serbian
determine
the problem by
policy.
whether the
force.
country should
budget.
be independent.
19
Other major conflicts and attempts at making peace
How
The Ten Days War
(1991)
• The Yugoslav
Federal Army
dominated by the
Serbs attacked the
Slovenes.
• The European
Community (EC)
arranged a truce
and recognized
Slovenia as an
independent state
in Jan 1992.
Racial conflicts in the Balkans
Serb-Croat War
Bosnian War
(1991-92)
(1992-95)
• The European
• The Western
countries and the
powers did not
US did nothing in
do anything at
the beginning.
first.
• It was not until
• The UN and
both the Serbs
NATO tried to
and the Croats
mediate in the
started “ethnic
conflict.
Kosovo War
(1999)
• Serbia's ethnic
cleansing
became
intensified in
1999.
• Owing to
NATO's
bombing and
cleansing” that
they began to
intervene.
• The EC
recognized the
independence of
Croatia in early
1992.
• The UN then
mediated in their
• The Bosnian
Serbs then used
violent actions.
Their forces
were then
exhausted by the
air strikes of the
NATO forces.
• The US arranged
a ceasefire.
Russia'
mediation,
Serbia finally
agreed to restore
Kosovo's
autonomy in
June 1999.
• NATO then sent
a peacekeeping
force to Kosovo.
conflict.
• Finally, the war
came to an end.
• The Dayton
Peace Accord
was signed.
20
Other major conflicts and attempts at making peace
Racial conflicts in the Balkans
Worksheet 3
How to resolve racial conflicts in the Balkans?
1. Imagine that you were one of the followings: the leader of Serbia, the leader of Croatia, the
representative of the KLA, or the representative of the UN and NATO, what would you do to
settle the disputes?
Free response.
Guidelines:
1. You know who you are e.g. Milosevic
2. The interests you represented
3. The difficulties you faced
4. The solutions you suggested
5. Rationale behind
2. Which one is the best solution? Why?
3.
Free response.
Guidelines:
1. Define 'the best'
a. your own interest?
b. interests of your nationals?
c. benefits of your country
d. benefits of mankind
2. The yardstick for 'the best'
3. Which solution you chose? Why
4. Why was your choice different from the others?
21
Other major conflicts and attempts at making peace
Racial conflicts in the Balkans
Worksheet 4
Ethnic cleansing
A mini-comparative study: With reference to reference book, and surfing the Internet, compare
Milosevic's ethnic cleansing with Hitler's genocide.
Hitler's genocide
Similarities
• Advocated Pan-Germanism, aimed
at unifying all German-speaking
populations of Europe in a great
Milosevic's ethnic cleansing
• Advocated idea of Greater Serbia,
aimed at unifying all Serbians to
form a greater Serbian country.
empire.
• Killed Croatians and Bosnians
• Killed about 600 million Jews during
during the Bosnia War.
the Second World War.
• Other reasonable answer.
• Other reasonable answer.
Differences
• Destructed another ethnic: German
led by Hitler killed the Jews.
• Nazi defined the Jews as inferior
people and they contaminated the
German blood. Hitler blamed them
for the failure of Germany in WWI
and the post-war problems.
• Ethnic cleansing means one ethnic
group forcing another ethnic group
to leave a particular region but not to
totally annihilate them.
• There was historical enmity among
the Serbians, Croatians and
Bosnians, and they attacked each
other.
• Other reasonable answers.
• Other reasonable answers.
22
Other major conflicts and attempts at making peace
Apartheid in South Africa (Part 1)
Major conflicts and the quest for peace
C. Other major conflicts and attempts at making peace
C3 Apartheid in South Africa (Part 1)
No. of periods required:
2 (Each period lasts for 35 minutes)
1. Background
a. The topic will be covered in the first term of S5.
b. There are 40 students who have a basic understanding of equality in S4.
c. Each lesson lasts for 35 minutes.
d. There are differences in learning abilities within the class. The higher achievers are better in
data comprehension and analysis, and English proficiency. It will be more difficult for the
lower achievers to study such a rich and complicated topic.
e. Both approaches of direct instruction by teachers and enquiry by students will be adopted.
Strategies such as source-based learning and reading to learn will be used.
2. Teaching objectives
a. Knowledge acquired
i. By the end of the lessons, students will be able to explain the causes of the white-black
conflicts in South Africa, describe the development of these conflicts in the second half
of the 20th century, and evaluate the peacemaking attempts.
ii. Teacher should help enhance students’ understanding of the importance of fair and equal
treatment to all people.
b. Skills attained
i. Students will be able to use historical sources, account and arguments to analyze the
cause-and-effect relationship between events that made up the history of white-black
conflicts in South Africa.
ii. Students will learn how to interpret the conflicts through the concept of change and
continuity, to analyze different interpretations and to respect others' opinions, and to
build one's argument.
iii. Students' ability to comprehend and analyze data can also be enhanced.
iv. It is expected that students will be able to develop learning skills such as identification,
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Other major conflicts and attempts at making peace
Apartheid in South Africa (Part 1)
association, comprehension, inference, application, analysis, synthesis and evaluation.
v. Other generic skills such as critical thinking and problem solving skills can also be
developed.
3. Teaching strategies
a. Set A: an introduction to the concept of "fair and equal treatment" (Worksheet 1) (1 period)
i. Explain the background of the activity to students: It is the dress casual day of school.
ii. Divide the class into four groups. Give each group a colour card such as red, green,
blue and yellow, representing the colours of the clothes they are wearing.
iii. Ask students to read the special notice from the school principal.
iv.
v.
Tell them that they are going to vote on whether they think the new rules outlined in
the special notice from the principal are fair. If they vote no, their rights will be
reinstated, thus illustrating the importance of each student voting.
Give each student a ballot and allow them time to weigh the options and mark "" or
"X" to the items presented on the ballot. (Refer to the Sample Ballot in Worksheet 1)
vi. Ask students why fair and equal treatment is important to all people.
vii. Ask students why voting is important and ask them if they think that voting is a good
way to make the situation fair.
viii. Note:
• Students will most probably say that these things are not fair. Teacher should
•
•
explain the situation that someone in charge of the students has made a rule and all
students must abide by.
At this point, teacher may explain the purpose of the lesson is to see how it feels to
be someone, like the Black South Africans, who were not allowed to do many
things including voting just because of the colour of their skin.
Teacher may focus on the unfair treatment and the importance of basic human
rights.
b. Development of apartheid (Worksheet 2) (1 1/2 periods)
i. Students will be able to develop the learning skills such as identification, comprehension,
application and synthesis.
ii. It is hoped that empathy could be developed as it is difficult for students in Hong Kong
to understand the feelings and experience of the blacks in South Africa.
c. End of apartheid (2 periods)
i. Ask students to finish Worksheet 3 at home.
ii. It is to develop students’ analytical and organization abilities.
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d. Extended learning activities: (Worksheet 4)
Ask students to construct a profile for Nelson Mandela which can show his contributions to
the Black people in South Africa.
Reference:
Nelson Mandela
http://www.youtube.com/watch?v=Cqug-zvhIRo&feature=related (accessed on 23/7/2012)
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Worksheet 1
A voting activity
A Special Notice from the Principal:
Today is the dress casual day. Our school endeavours to promote frugality. Therefore,
students who wear red will be subject to the following rules:
1. They will not be allowed to raise their hands and voice out their opinions during the
lessons.
2. They can only stay in their own classrooms during recess.
3. They cannot have their lunch outside the school campus.
4. They cannot join any extra-curricular activities after school.
Sample of the ballot:
Weigh your options and mark a “  ” to the item that you agree with or a “ X ” to the
item that you disagree with.
1. The new rules in the principal's notice are fair.
□
2. Similar rules should be enforced on the future dress
□
casual days.
3. All students in your school are to enjoy the same rights,
□
no matter what colours they wear.
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Worksheet 2
Life under apartheid
Watch the video clip and refer to the apartheid legislation in the following website, then answer the
questions which follow.
Sources:
• A message from Johannesburg (http://www.youtube.com/watch?v=f3TWgobI1GU)
(accessed on 23/7/2012)
• Apartheid Legislation in South Africa: (http://africanhistory.about.com/library/bl/blsalaws.htm)
(accessed on 23/7/2012)
Year
Legislation
Contents
1949
Prohibition of Mixed
Marriages Act
Marriages were prohibited between white people and
non-white peoples.
1950
Group Areas Act
Different residential areas for different races were created.
1951
Separate Representation
of Voters Act
Together with the 1956 amendment, this act led to the
removal of Coloureds from the common voters' roll.
1951
Prevention of Illegal
Squatting Act
Minister of Native Affairs was given the power to remove
blacks from public or private land.
1952
The Pass Laws
All non-whites over the age of 16 had to carry a passbook
all the time.
1953
Reservation of Separate
Amenities Act
Forced segregation in all public amenities, public
buildings, and public transport.
1959
Extension of University
Education Act
No black students could attend universities for whites.
Separate tertiary institutions for whites, coloureds, blacks
and Asians were set up.
1959
Promotion of Bantu
Self-Government Act
Black people were classified into eight ethnic groups and
each group was allowed to govern itself without white
intervention.
1970
Bantu Homelands
Citizens Act
All black people were forced to become a citizen of the
homeland that corresponded to their ethnic group,
regardless of whether they'd ever lived there or not, and
removed their South African citizenship.
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1. What is meant by apartheid?
Apartheid is an African word which means "apartness". This policy refers to separate but equal
development for all races. But in reality the South African government aimed to separate the
whites and the blacks in all aspects of life and to ensure white domination.
2. How can you describe the life of the blacks in South Africa?
The blacks suffered from segregation and discrimination. Since the introduction of apartheid in
1948, there had been very systematic oppression.
• Describe what can be seen in the video.
Explain with the examples of the laws listed in the table.
3. If you were the blacks in South Africa, how would you feel and what would you do?
Free response.
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Worksheet 3
End of apartheid
Study the following passage carefully and refer to your reference books, then answer the questions
that follow.
South Africa and the End of Apartheid
In the 1960s South Africa's economic growth was second only to that of Japan. Trade with
Western countries grew, and investors from the US, France and Britain rushed in to get a share.
Resistance among blacks had been crushed. Since 1964 Mandela, leader of the African National
Congress (ANC), had been in prison on Robben Island just off the coast from Capetown, and it
appeared that South Africa's security forces could handle any resistance to apartheid. But in the
70s this rosy picture for South Africa's whites began to fade.
In 1974, resistance to apartheid was encouraged by Portugal's withdrawal from Mozambique and
Angola …
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In 1976, South Africa's Nationalist Party passed a law prohibiting instruction in schools to be in
any language but Afrikaans and English. In the town of Soweto a student demonstration
protesting this move was fired upon by the police, and a 13-year old student was killed. People
in Soweto were outraged and for three days conflict existed between the outraged and the police,
and the clashes spread to other black townships. Two whites and at least 150 blacks died, mostly
school children …
In 1978 the defense minister of the Nationalist Party, P.W. Botha, became Prime Minister.
Botha's all white regime were worried about the Soviet Union's help to revolutionaries in South
Africa, and the economy had turned sluggish. The new government noted that too much money
was spent trying to maintain the segregated homelands that had been created for the blacks and
policy was proved to be uneconomical.
Nor was maintaining the blacks as a third class working well. The labour of blacks remained
vital to the economy, and illegal black labour unions were flourishing. Many blacks remained
too poor to make much of a contribution to the economy as they lacked purchasing power although they accounted for more than 70 percent of the population. Capitalism functioned on
goodwill, and it was goodwill that Botha's regime was most concerned - not so much for the sake
of capitalism as the need for an antidote to prevent the blacks from being attracted to
Communism.
Worry over the popularity of Mandela, Botha denounced him as an arch-Marxist committed to
violent revolution. To appease black opinion and nurture Mandela as a benevolent leader of the
blacks the government moved Mandela … to a more pleasant prison … and … let the world
know that Mandela was being treated well.
To win the hearts and trust of the blacks and also to ward off movements in the US and Europe
against apartheid, a new constitution was declared. Black homelands were declared nation-states
and the Pass laws were abolished. Also, black labour unions were legalized, the government
recognized the right of the blacks to live in urban areas permanently and gave the blacks
property rights there. … The government committed itself to "separate but equal" education, and
the spending on black schools increased. … attention was given to strengthening the
effectiveness of the police.
The anti-apartheid movements like boycotts against South Africa, withdrawal of the US firms
from South Africa and the release of Mandela, were gaining support in the US and Europe.
South Africa was becoming an outlaw in the world community of nations. Investing in South
Africa from Americans and others was coming to an end.
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In January 1985, Botha addressed the House of Assembly and stated that the government was
willing to release Mandela … Mandela was acclaimed as the leader of South Africa's blacks.
Botha's effort to win hearts and trust failed. If anything was achieved by Botha, it was the
majority with the exception of the whites who were encouraged to seek more than what was
offered by Botha's reforms. … The campaign to overthrow apartheid escalated, with ANC
leaders in exile calling for boycotts of consumers, refusal to pay rent and people's war to make
townships ungovernable. Violence increased, …
Botha blamed the violence … [and] declared a state of emergency. The police were ordered to
take action against "troublemakers," and special attention was given to student leaders. People
were rounded up unnoticed, prisoners were tortured and beaten, and some were killed slowly
with rat poison in their food - all these could be found in documents. In 1989, 4,000 deaths were
reported, mostly blacks.
By 1987 the growth of South Africa's economy had dropped to among the lowest rate in the
world, and the ban on South African participation in international sporting events was frustrating
to many whites in South Africa. … [Mandela and Botha] had a friendly discussion, Mandela
comparing the ANC's rebellion with that of the Afrikaner rebellion, and about everyone being
brothers.
In August 1989 Botha retired and was succeeded by a member of the National Party [Frederik
W. de Klerk] … To make South Africa government function properly, De Klerk took a bold step
forward by appeasing the blacks: giving them a voice in the politics of the nation. In 1991, the
government repealed apartheid laws and in March 1992 a referendum was held on de Klerk's
policy …
Source: http://www.fsmitha.com/h2/ch34-sa.htm (accessed on 23/7/2012)
1. What do you know about the African National Congress (ANC)?
The African National Congress (ANC) was founded by the blacks in 1912 which aimed to unite
all Africans to fight against racial discrimination and demand for African representation in the
parliament by peaceful means such as strikes, boycotts and demonstrations.
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2. Outline the internal opposition to and the external pressure on apartheid.
Internal opposition
• Since 1949 the ANC had organized many strikes and demonstrations to protest against the
apartheid laws.
• The Sharpeville Massacre in 1960.
• The Soweto Massacre in 1976.
• The Pan-Africanist Congress was formed in 1959 with an aim to uniting all blacks to fight
against the white government.
• Bishop Desmond Tutu strongly criticized apartheid.
External pressure
• The United Nations condemned apartheid and called for uplifting the ban on the ANC and
the release of Mandela.
• In 1964, South Africa was banned from the Olympic Games.
• The Americans and Europeans organized boycotts against South Africa and demanded for the
release of Mandela.
• US firms withdrew and stopped investment in South Africa.
3. How did the South African government react to internal opposition and external pressure?
Reaction of South African Government
• The South African government suppressed the demonstration in Sharpeville in 1960. 69
blacks were killed, 180 were wounded and 15,000 were arrested. The ANC was banned.
•
•
•
•
•
•
In 1961, South Africa left the Commonwealth.
In 1964, Mandela was arrested and sentenced to life imprisonment.
Further measures against the blacks were taken.
200 blacks were killed in the Soweto Uprising in 1976.
The government continued to suppress all opposition.
Botha, Prime Minister of South Africa since 1978, introduced reforms to cancel petty
apartheid rules on one hand. But on the other hand, he blamed the violence of the blacks. It
was reported that 4,000, mostly blacks, were killed in 1989.
• De Klerk, President of South Africa since 1989, released Mandela and cancelled the ban on
the ANC in the following year.
4. What was the most important reason for the end of apartheid mentioned in the passage? Do you
agree?
Free response.
• Identify the most important reason for the end of apartheid, (e.g. the economic consideration).
Cite clues from the passage to support the answer.
• Mention other reasons.
• Weigh the relative importance of the reasons.
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Worksheet 4
Construct a profile of Nelson Mandela
Suggested answers
Nelson Mandela
Sex
Male
Date of birth
18 July 1918
Birthplace
South Africa
Nationality
South African
Major Events and
• Actively participating in activities against the apartheid policy of racial
Contributions
•
•
•
•
segregation
joined African National Party (ANC) in 1944, took up the post of
Executive Member of the ANC, Chairman of the Transkei region, became
the vice-chairman in 1952, leading the ANC.
Led the Defiance Campaign against Unjust Laws in 1952
Led the Congress of the People in 1955
1961 Mandela became the leader of the ANC's armed wing Spear of the
Nation, which he co-founded. He coordinated sabotage campaigns against
military and government targets, making plans for a possible guerrilla war
if the sabotage failed to end apartheid
• 1962 Mandela was arrested and was imprisoned under the charges of
"agitation", "leaving the country illegally", "crimes of sabotage" and
"attempts at overthrowing the government". He was sentenced to life
imprisonment. He was finally released by the government in 1990.
• He was awarded Nobel Peace Prize in 1993 to recognize his contribution
for the abolishment of the apartheid policy of racial segregation
• He became the first black president in 1995
Famous Quotes
• "During my lifetime I have dedicated myself to this struggle of the African
people. I have fought against white domination, and I have fought against
black domination. I have cherished the ideal of a democratic and free
society in which all persons live together in harmony and with equal
opportunities. It is an ideal which I hope to live for and to achieve. But if
needs be, it is an ideal for which I am prepared to die."
• "The greatest glory in living lies not in never falling, but in rising every
time we fall."
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• "For to be free is not merely to cast off one's chains, but to live in a way
that respects and enhances the freedom of others."
• "As I walked out the door toward the gate that would lead to my freedom, I
knew if I didn't leave my bitterness and hatred behind, I'd still be in
prison."
• "I learned that courage was not the absence of fear, but the triumph over it.
The brave man is not he who does not feel afraid, but he who conquers that
fear."
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Other major conflicts and attempts at making peace
Apartheid in South Africa (Part 2)
Major conflicts and the quest for peace
C. Other major conflicts and attempts at making peace
C4 Apartheid in South Africa (Part 2)
Topic for Enquiry: Efforts in ending the Apartheid in South Africa.
No. of periods required:
7 (Each period lasts for 40 minutes)
1. Background
a. Students are in S6 and their learning ability is above average in general.
b. Students have basic knowledge about the causes of the white-black conflicts in South Africa
and the development of these conflicts in the second half of the 20th century.
c. They are familiar with group discussion and presentation.
d. They have already got some basic thinking skills such as mind-mapping, data collection and
analysis of data.
2. Teaching objectives
a. To help students evaluate the effectiveness of peacemaking attempts in bringing to the end
of apartheid.
b. To equip students with skills in categorizing power by analyzing the efforts of different
people and institutions in ending apartheid in South Africa.
c. To equip students with skills in illustrating personal standpoint with convincing arguments
and heighten their skills in data collection, synthesis and analysis.
d. To let students understand the importance of respect and acceptance of others' opinions in
form of collaborative learning.
3. Teaching strategies
a. Activity 1: Story Telling-A Hero in South Africa (1 teaching period)
i. Students are asked to choose an important person who helped ending the apartheid in
South Africa.
ii. This assignment should be completed before lesson. (See the Worksheet 1)
iii. Students are asked to form groups and share the stories to the group members. They
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Other major conflicts and attempts at making peace
Apartheid in South Africa (Part 2)
need to choose the most impressive one for group presentation to class.
iv. Each group needs to present the most impressive story to the class. Each member should
take part in the group presentation.
v. Teachers are advised to choose the best presentation group and give prize as award.
vi. Conclusion by the teacher.
b. Activity 2: Listening to songs (2 teaching periods)
i. Play 2 songs about Nelson Mandela - "Free Nelson Mandela" and "光輝歲月" to
students
ii. Ask students to finish Worksheet 2
iii. Ask students to discuss the answers of Worksheet 2 and make a conclusion
iv. Ask 2-3 groups to present their concluded answers
v. Teacher's Conclusion
vi. Reference: "Free Nelson Mandela" - http://www.youtube.com/watch?v=AgcTvoWjZJU
vii. Reference: "光輝歲月" - http://www.youtube.com/watch?v=X2RRk6OLq8E
c. Activity 3: Evaluation of attempts in ending apartheid (2 teaching periods)
i. As students have grasped the background information about the causes and development
of apartheid in South Africa, teachers can help students to analyze the attempts in ending
the apartheid.
ii. Students need to read and study the information provided on Worksheet 3 carefully and
then make a judgement on the extent of achievements of these attempts.
iii. Students need to complete the column "evaluation" on Worksheet 3 in group.
iv. Students' presentation of their answers.
v. Conclusion by the teacher
d. Activity 4: Follow-up Task (2 teaching periods)
i. Essay writing task: students are asked to write an essay to evaluate the success of
different attempts in ending the apartheid. The question of the essay is "How successful
were the domestic attempts in ending the apartheid in South Africa?"
ii. Teachers are advised to guide students to study the assessment criteria and complete the
essay based on the criteria so that they have a clear understanding of the level marking
of essay writing. (See Worksheet 4)
iii. Teachers are advised to choose some students to present their essays in order to check
the learning outcome of students.
4. Expected outcome/difficulties
a. Students will have better understanding of the effectiveness of peacemaking attempts in
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Other major conflicts and attempts at making peace
Apartheid in South Africa (Part 2)
bringing the end of Apartheid.
b. Students will master skills in illustrating personal standpoint with convincing arguments,
data collection, synthesis and analysis better.
c. Students will understand even more the importance of respect and acceptance of others'
opinions in form of collaborative learning.
d. Students may point out the domestic attempts in ending apartheid without illustrating the
international efforts.
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Other major conflicts and attempts at making peace
Apartheid in South Africa (Part 2)
Worksheet 1
Story Telling - A Hero of South Africa
Choose an important person who helped ending the apartheid in South Africa and write his/her
story in 200 words.
A Hero of South Africa
Guidelines:
1. Name of the hero
2. His / Her contribution
3. Why was he / she chosen?
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Other major conflicts and attempts at making peace
Apartheid in South Africa (Part 2)
Worksheet 2
Listening to songs
Listen to the songs about Nelson Mendela-‘Free Nelson Mandela' (Song 1)
(http://www.youtube.com/watch?v=AgcTvoWjZJU)
and "光輝歲月" (Song 2) (http://www.youtube.com/watch?v=X2RRk6OLq8E) carefully
1. What problems of South Africa do the two songs show?
• Nelson Mandela was put into prison (Songs 1 and 2)
• Opposition against apartheid was suppressed (Songs 1 and 2)
• Superiority of the whites (Song 2)
• different treatment to different coloured people (Song 2)
2. What was the attitude of the composers towards Nelson Mandela?
• sympathetic
• clues: The lyrics of the song "Free Nelson Mandela" showed that people did not notice
Mandela's situation and said nothing for him/ The lyrics asked for the release of Mandela /etc
• clues: The lyrics of the song "Glorious days" showed that today there are only remnants of
body to welcome glorious days. Even in the rain he still holds on to freedom. He struggles
with anxiety for all his life etc.
3. What were the purposes of the composers in writing these songs?
• purpose: to rally concern and support for freeing Nelson Mandela (song 1)/to praise the work
of Nelson Mandela and to raise concern about the problems of apartheid in South Africa
(song 2)
• clues: The lyrics of the song "Free Nelson Mandela" showed that Mandela had been
imprisoned for 21 years. Although his body was physically abused, his mind was still free.
People did not notice Mandela's situation and said nothing for him. The lyrics claimed to
release Mandela etc.
• clues: The bell ring reminded him to go home. His life was full of helplessness. The song
also asked for equality among people of different color. The song hoped there could be no
boundaries among different types of people etc.
4. Choose one of the songs here and rewrite the lyrics to show your feelings towards Mandela and
to raise international concern about Nelson Mandela below.
Song: _________________________
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Other major conflicts and attempts at making peace
Apartheid in South Africa (Part 2)
Worksheet 3
Evaluation of the efforts in ending apartheid
Study the attempts in ending apartheid below and evaluate if they were successful.
Part A: The UN's Attempts
Year
Attempts
Evaluation
1952
• The General Assembly discussed the problem of apartheid
in South Africa
1960
• The General Assembly declared that all races have the
• But the South
African
government argued
right of self-determination.
• The UN Special Committee Against Apartheid was set up
to fight against apartheid by organizing efforts worldwide.
that it was internal
affair, so the UN
had no right to
1970s
• South Africa was forbidden to have representation in the
General Assembly.
• The Security Council imposed an arms embargo on South
Africa
• The General Assembly imposed economic sanctions on
South Africa
intervene.
• However, the UN
continued to put
pressure on South
Africa.
1980s
• The UN named 1982 the International Anti-Apartheid
Year.
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Other major conflicts and attempts at making peace
Apartheid in South Africa (Part 2)
Part B: The Other Attempts
People/Organization
African National
Congress
Attempts
Evaluation
• In 1912, the African National
Congress (ANC) was
established to unite all Africans
to fight against racial
discrimination through peaceful
means and to demand
representation of African in the
parliament.
• In 1949, the ANC stated that
• But the government suppressed
the opposition. For example:
• Sharpeville Massacre: In 1960,
some blacks held an assembly
in Sharpeville. But the South
African police fired at them.
The police killed and arrested
many blacks. After the incident,
the government banned the
they opposed the white regime
and demanded
self-determination for African.
It also organized many mass
movements like strikes,
procession and demonstrations
to put pressure on the
government.
• It started a campaign of "civil
disobedience" against the
ANC.
• Soweto Massacre: In 1976, the
South African government
stated that only the Afrikaans
language could be used in the
schools for blacks in Transvaal.
This made the blacks very
discontented, and they had a
demonstration in Soweto. The
police fired at the
apartheid laws.
demonstrators and killed many
of them, including children and
teenagers. Nationwide protests
broke out, but the government
continued to suppress all
opposition.
41
Other major conflicts and attempts at making peace
People/Organization
Attempts
Pan-Africanist
Congress
• Some blacks formed the
Congress to unite all blacks to
fight against the white regime.
Some Asians,
coloureds,
open-minded whites
and some church
leaders (e.g. Bishop
Tutu)
• Openly opposed the apartheid.
Newly-independent
countries
• After WWII, many colonies in
Asia and Africa became
independent. There was a global
trend towards national
self-determination.
• They criticized the apartheid
and demanded that the UN
should condemn and punish the
South African government
Commonwealth & the
Organization of
African Unity
• They demanded that Britain
should impose economic
sanctions on South Africa
More than 400
non-government
organizations
• Continually condemned
apartheid and called for
international intervention
Botha, 1978
• Allowed the blacks to join trade
unions and to strike;
Apartheid in South Africa (Part 2)
Evaluation
• These acts of condemnation,
sanctions and punishments
isolated South Africa
diplomatically and put pressure
on her to gradually end
apartheid.
• The Commonwealth (except
Britain) imposed large-scale
economic sanctions on South
Africa. The US also stopped
giving loans to South Africa
and stopped importing certain
materials from her.
• But not all countries carried out
the economic sanctions and
arms embargos imposed on
South Africa by the UN and the
Commonwealth.
• Most of the international
interventions were in the forms
of criticism and condemnation,
not forceful measures. So,
when South Africa was
economically stable and not
under military threat, her
government would not give up
apartheid easily.
• Botha's reforms paved way for
the end of apartheid.
• Allowed them to elect the local
city council; and
• Cancelled the Pass Act.
• But the blacks still could not
stand for election to the
parliament.
42
Other major conflicts and attempts at making peace
People/Organization
de Klerk, 1989
Attempts
• In 1990, the ban on the ANC
was lifted.
• Mandela was released after 27
years in prison.
• In 1991, the South African
government officially declared
that the apartheid ended.
• The government and the ANC
agreed to hold a
Apartheid in South Africa (Part 2)
Evaluation
• De Klerk's efforts contributed a
lot to bring the formal end of
apartheid.
one-person-one-vote election
and passed a power-sharing
provisional constitution.
• In 1994, a multi-racial election
was held. The ANC gained a
majority of votes and Mandela
was elected as president.
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Worksheet 4
Marking Criteria for the Essay
"How successful were the domestic attempts in ending the aparthied in South Africa?"
Criteria
Grade
Marks
- Coherent presentation with reasonable analysis of the extent of success
of the domestic attempts in ending the apartheid in South Africa, by a
balanced discussion of its success and limitations, supported by solid
examples.
A
14-15
- Shows good understanding of the question's theme, clearly examine the
extent of success of the domestic attempts in ending the apartheid in
South Africa, by a generally balanced discussion of its success and
limitations. Examples cover a considerable part of the period in
question.
B
12-13
- Shows good understanding of the theme of the question, and make
concrete attempts to examine the extent of success of the domestic
attempts in ending the apartheid in South Africa, but obviously lopsided
to either success or limitations, and/or contains underdeveloped
arguments. Examples cover a good part of the period in question.
C
10-11
- Shows general understanding of the question, and the discussion
attempts to deal with both success and limitations, though in an
unbalanced manner, but marred by rough arguments and/or vagueness in
discussing "extent".
D
8-9
- Shows awareness of the question, narrates on success and limitations in
an unbalanced manner, and attempts to reach a conclusion about
"extent", though marred by rough arguments and overgeneralization; or
- Discussion merely based on either success or limitations, and attempts
to reach a conclusion about "extent";
and
E
6-7
E/F
5
- Contains obvious factual errors
- Same as (E); but marred by fundamental errors and other weaknesses;
or
- A narration of the apartheid in South Africa and only one or two lines on
the success of the domestic attempts to tackle them.
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Other major conflicts and attempts at making peace
Apartheid in South Africa (Part 2)
Criteria
- Narrates on substantial domestic attempts in ending the apartheid in
South Africa, without mentioning success.
Grade
Marks
F
3-4
Adapted from "Sample Paper and marking scheme reference for HKDSE History 2009" with
permission of the Hong Kong Examinations and Assessment Authority.
45
Other major conflicts and attempts at making peace
The roles of the United Nations in settling conflicts
between the Israel and the Arabs, racial conflicts
in the Balkans and the apartheid in South Africa
Major conflicts and the quest for peace
C. Other major conflicts and attempts at making peace
C5 The roles of the United Nations in settling conflicts between the
Israel and the Arabs, racial conflicts in the Balkans and the
apartheid in South Africa
Topic for Enquiry:
"How successful was the United Nations in settling the conflicts between Israel and the Arabs,
racial conflicts in the Balkans and the apartheid in South Africa in the second half of the 20th
century?"
No. of periods required:
5 (Each period lasts for 40 minutes)
1. Background
a. Students are in S6 and their learning ability is above average in general.
b. Students have already got basic understanding of causes and development of the conflicts
between Israel and the Arabs, racial conflicts in the Balkans and the apartheid in South
Africa in the second half of the 20th century.
c. They are familiar with group discussion and presentation.
d. They have already got some basic thinking skills such as mind-mapping, data collection and
analysis of data.
2. Teaching objectives
a. To review the development of the conflicts between Israel and the Arabs, racial conflicts in
the Balkans and the apartheid in South Africa in the second half of the 20th century.
b. To enhance their awareness and understanding of the roles played by the United Nations in
settling these conflicts.
c. To equip students with skills in synthesizing and categorizing power by illustrating and
concluding the roles of United Nations in different historical events.
46
Other major conflicts and attempts at making peace
The roles of the United Nations in settling conflicts
between the Israel and the Arabs, racial conflicts
in the Balkans and the apartheid in South Africa
3. Teaching strategies
a. Activity 1: Revision (1 teaching period)
i. A brief revision of the conflicts between Israel and the Arabs, racial conflicts in the
Balkans and the apartheid in South Africa in the second half of the 20th century.
ii. Group preparation:
- Students form groups.
- Each group is given 10 minutes to make a five-minute report on the development of
the following conflicts:
• the conflicts between Israel and the Arabs
• racial conflicts in the Balkans
• the apartheid in South Africa
iii. Group presentation:
- Some groups would be selected at random to present the conflicts as mentioned
above.
b. Activity 2: Categorization of Roles (2 teaching periods)
i. As students have grasped the background information about the conflicts between Israel
and the Arabs, racial conflicts in the Balkans and the apartheid in South Africa in the
second half of the 20th century, teachers can help students to analyze the attempts and
roles taken by the United Nations in settling the conflicts.
ii. Students need to read and study the information provided on the Worksheet 1 carefully
which help them to find out the parts and functions performed by the UN in the conflicts
and make judgement on the achievements and roles played by the UN.
iii. Students need to complete the column "roles" and "evaluation" on Worksheet 1 in
group.
iv. Students' presentation of their answers.
v. Conclusion by the teacher
c. Activity 3: Follow-up Task (2 teaching periods)
i. Essay writing task: students are asked to write an essay to evaluate the degree of
success in settling the conflicts by the United Nations. The question of the essay is
ii.
"How successful was the United Nations in settling the conflicts between Israel and the
Arabs, racial conflicts in the Balkans and the apartheid in South Africa in the second
half of the 20th century?"
Teachers are advised to guide students to study the assessment criteria and complete
the essay based on the criteria so that they have a clear understanding of the level
marking of essay writing. (See Worksheet 2)
iii. Teachers are advised to choose some students to present their essays in order to check
the learning outcome of students.
47
Other major conflicts and attempts at making peace
The roles of the United Nations in settling conflicts
between the Israel and the Arabs, racial conflicts
in the Balkans and the apartheid in South Africa
4. Expected outcome/difficulties
a. Students will have better understanding of the roles played by the United Nations in settling
the conflicts between Israel and the Arabs, racial conflicts in the Balkans and the apartheid
in South Africa in the second half of the 20th century.
b. Students will master skills in illustrating personal standpoint with convincing arguments,
data collection, synthesis and analysis better.
c. Students will understand even more the importance of respect and acceptance of others'
opinions in form of collaborative learning.
d. Students may point out the attempts of United Nations in settling the conflicts without
illustrating the extent of success and failure in settling the conflicts.
48
Other major conflicts and attempts at making peace
The roles of the United Nations in settling conflicts
between the Israel and the Arabs, racial conflicts
in the Balkans and the apartheid in South Africa
Worksheet 1
Categorization of Roles
Part A: The roles of UN in settling the conflicts between Israel and the Arabs
1. The Palestinian War, 1949
Contents
• The Security Council arranged a ceasefire for Israel,
Egypt, Jordan, Lebanon and Syria.
• A United Nations Truce Supervision Organization,
UNTSO) was also formed to monitor the ceasefire.
Roles
Evaluation
Mediator
• Success in arranging
the ceasefire
Roles
Evaluation
Mediator
• Success in arranging
the ceasefire
2. The Suez Crisis 1956-57
Contents
• The General Assembly passed many resolutions to
call for an end to the fighting.
• The UN arranged a ceasefire,
• The UN set up the United Nations Emergency Force
(UNEF) to supervise the withdrawal of invading
forces and to patrol the Israeli-Egyptian border.
Supervisor
3. Six Day War 1967
Contents
Roles
Evaluation
• The UN arranged a ceasefire and it was accepted by
Egypt, Jordan and Syria.
• The UN also criticized Israel for occupying the Gaza
Strip and the West Bank.
• The Security Council demanded that the Israeli
troops should withdraw from their occupied
territories, and that all parties should end their rivalry
Mediator
• Failed because the
Arab countries
refused to recognize
Israel. So Israel
continued to keep the
territories she had
occupied during the
and recognize each other's sovereignty and territorial
integrity.
war.
4. Lebanon War, 1982
Contents
• UN mediated a ceasefire between the two sides.
• The UN tried to intervene but failed. It did not have
strong armed forces to fight the large Israeli troops
Roles
Mediator
Evaluation
• Failed to stop the
War.
49
Other major conflicts and attempts at making peace
The roles of the United Nations in settling conflicts
between the Israel and the Arabs, racial conflicts
in the Balkans and the apartheid in South Africa
5. Rights of the Palestinian Arabs
Contents
Roles
Evaluation
• The UN recognized the rights of the Palestinian
Arabs.
• It criticized Israel for suppressing the Palestinians'
demand for independence and violating human
rights.
Supporter
• The UN provided humanitarian aid to the Palestine
refugees.
Supplier
• Failed to solve the
fundamental cause of
their problem. So, the
Arab-Israeli conflicts
lasted for several
decades.
• Some Palestinian
Arabs wanted
complete
independence.
Part B: The roles of the UN in settling conflicts in the Balkans
1. Serb-Croat Wars, 1991-95
Contents
Roles
• The UN invited Vance (former US Secretary of State)
as its representative to mediate and to arrange a
ceasefire, which was accepted by the two sides.
Supervisor
Evaluation
• Failed to stop the
wars.
• The UN also sent a peacekeeping force to monitor
the ceasefire.
2. Bosnian War 1992-95
Contents
Roles
Evaluation
• Imposing economic sanctions on Serbia to stop
Milosevic's military support to the Bosnian Serbs.
Punisher
• Sending a peacekeeping force to provide
humanitarian aid to the local people.
Supplier
• Successful in putting
pressure on Serbia.
• Helped protect local
people
• Setting up "safe areas" to protect the Muslims in the
Serb living areas.
Protector
50
Other major conflicts and attempts at making peace
The roles of the United Nations in settling conflicts
between the Israel and the Arabs, racial conflicts
in the Balkans and the apartheid in South Africa
3. Kosovo War, 1999
Contents
Roles
Evaluation
• Although NATO bombed Yugoslavia and stationed
an army in Kosovo, the Security Council decided all
actions of the NATO's army and had the final say on
Kosovo's autonomy.
Supporter
• Successful in putting
pressure on Serbia
• Helped end the War
Roles
Evaluation
4. Bosnian War 1992-95
Contents
• In 1992, the US and the EC recognized the
Bystander
independence of Bosnia.
• NATO decided to bomb their residential areas.
• In December 1995, the US made Serbia, Croatia and
Bosnia sign the Dayton Accord. Bosnia was divided
into two parts: the Bosnian Serb Republic and the
Muslim-Croat Federation.
• Failed to solve the
problem by the UN
itself. It was solved
by the US, EC and
NATO.
Part C: The roles of the UN in settling the problem of apartheid in South Africa
Apartheid
Contents
Roles
Evaluation
• The General Assembly discussed the apartheid in
South Africa in 1952.
• The General Assembly passed a resolution to declare
that all races have the right of self-determination in
1960.
• The UN Special Committee Against Apartheid was
formed to organize worldwide efforts to fight against
apartheid.
Supporter
• Successful in putting
pressure on South
Africa and the
apartheid came to an
end under the
international
pressure.
• South Africa was no longer represented in the
General Assembly in the 1970s
• The Security Council also imposed an arms embargo
on South Africa, and the General Assembly called for
wider economic sanctions.
Punisher
• The UN even named 1982 the International
Anti-Apartheid Year.
Promoter
51
Other major conflicts and attempts at making peace
The roles of the United Nations in settling conflicts
between the Israel and the Arabs, racial conflicts
in the Balkans and the apartheid in South Africa
Worksheet 2
Marking Criteria for the Essay
"How successful was the United Nations in settling the conflicts between Israel and the Arabs,
racial conflicts in the Balkans and the apartheid in South Africa in the second half of the 20th
century?"
Criteria
Grade
Marks
- Coherent presentation with reasonable analysis of the extent of success
of the UN in settling the conflicts between Israel and the Arabs, racial
conflicts in the Balkans and the apartheid in South Africa, by a balanced
A
14-15
- Shows good understanding of the question's theme, clearly examine the
extent of success of the UN in settling the conflicts between Israel and
the Arabs, racial conflicts in the Balkans and the apartheid in South
Africa, by a generally balanced discussion of its success and limitations,
in the second half of the 20th century. Examples cover a considerable
part of the period in question.
B
12-13
- Shows good understanding of the theme of the question, and make
concrete attempts to examine the extent of success of the UN in settling
C
10-11
- Shows general understanding of the question, and the discussion
attempts to deal with both success and limitations, though in an
unbalanced manner, but marred by rough arguments and/or vagueness in
discussing "extent".
D
8-9
- Shows awareness of the question, narrates on success and limitations in
an unbalanced manner, and attempts to reach a conclusion about
E
6-7
discussion of its success and limitations, in the second half of the 20th
century, supported by solid examples.
the conflicts between Israel and the Arabs, racial conflicts in the
Balkans and the apartheid in South Africa, but obviously lopsided to
either success or limitations, and/or contains underdeveloped
arguments. Examples cover a good part of the period in question.
"extent", though marred by rough arguments and overgeneralization; or
- Discussion merely based n either success or limitations, and attempts to
reach a conclusion about "extent";
and
- Contains obvious factual errors
52
Other major conflicts and attempts at making peace
The roles of the United Nations in settling conflicts
between the Israel and the Arabs, racial conflicts
in the Balkans and the apartheid in South Africa
Criteria
- Same as (E); but marred by fundamental errors and other weaknesses;
or
- A narration of the major conflicts and only one or two lines on the
success of the UN's measures to tackle them.
- Narrates on substantial major conflicts and measures adopted by the UN
for solving them, without mentioning success.
Grade
Marks
E/F
5
F
3-4
Adapted from "Sample Paper and marking scheme reference for HKDSE History 2009" with
permission of the Hong Kong Examinations and Assessment Authority.
53