Topic for Enquiry: Efforts in ending the Apartheid in South Africa.
Total teaching periods:
7 lessons (40 mins@)= 280 mins
A. Background
1. Students are in S6 and their learning ability is above average in general.
2. 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 20 th century.
3. They are familiar with group discussion and presentation.
4. They have already got some basic thinking skills like mindmaping, data collection and data analysis.
B. Objectives
1. To help students evaluate the effectiveness of peacemaking attempts in bringing the end of apartheid.
2. To equip students with the skills in categorizing by analyzing the efforts of different people and institutions in ending the apartheid in South Africa.
3. To equip students with the skills in illustrating personal standpoint with convincing arguments and enhance their skills in data collection, analysis and synthesis.
4. To enhance students’ understanding of the importance of respect and acceptance of others’ opinions through cooperative learning.
C. Pedagogies
1. Activity 1: Story Telling-A Hero in South Africa (1 teaching period) a.
Students are asked to choose an important person who helped ending the apartheid in South Africa. b.
This assignment should be completed before the lesson (See Activity 1
Worksheet). c.
Students are asked to form groups and share the stories to the group members.
They need to choose the most impressive one for group presentation. d.
Each group needs to present the most impressive story to the class. Each member should take part in the group presentation. e.
The teacher is advised to choose the best presentation group and give the prize for
1

award. f.
Conclusion by the teacher.
2. Activity 2: Listening to songs (2 teaching periods) a.
Play 2 songs about Nelson Mendela - ‘Free Nelson Mandela’ and ‘ 光輝歲月 ’ to students.
Sources: ‘Free Nelson Mandela’ － http://hk.youtube.com/watch?v=sxENtgItiH8
‘ 光輝歲月’－ http://hk.youtube.com/watch?v=tKpETy1RNPQ b.
Ask students to finish Activity 2 Worksheet. c.
Ask students to discuss the answers of Activity Worksheet 2 and conclude the answers. d.
Ask 2-3 groups to present their concluded answers. e.
Teacher’s conclusion.
3. Activity 3: Evaluation of attempts in ending apartheid (2 teaching periods) a.
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. b.
Students need to read and study the information provided on the Activity 3
Worksheet carefully and then make judgement on the extent of achievements of these attempts. c.
Students need to complete the column ‘evaluation’ on the Activity 3 Worksheet in group. d.
Students’ presentation of their answers. e.
Conclusion by the teacher
4. Activty 4: Follow-up Task (2 teaching periods) a. 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 aparthied in South Africa?’ b. Teachers are advised to guide students to study the assessment criteria and complete the essay based on the criteria (See Activity 4 Information Sheet) so that they have a clear understanding of the level marking of essay-writing. c. Teachers are advised to choose some students to present their essays in order to check the learning outcome.
2

D. Expected outcome/difficulties
1. Students will have deeper understanding of the effectiveness of peacemaking attempts in bringing the end of Apartheid.
2. Students will master skills in illustrating personal standpoint with convincing arguments, data collection, analysis and synthesis.
3. Students will have deeper understanding of the importance of respect and acceptance of others’ opinions through cooperative learning.
4. Students may point out the domestic attempts in ending apartheid without illustrating the international efforts.
3

Activity 1 Worksheet: 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
_________________________________
4

Activity Sheet 2: Listening to songs [Teacher’s version]
Listen to the songs about Nelson Mendela-‘Free Nelson Mandela’ and ‘ 光輝歲月 ’ carefully
Free Nelson Mandela 光輝歲月
Free Nelso Free Nelson Mandela
Free free
Free free free Nelson Mandela
Free Nelson Mandela
21 years in captivity
Shoes too small to fit his feet
His body abused, but his mind is still free
You're so blind that you cannot see
Free Nelson Mandela
Visited the causes at the AMC
Only one man in a large army
You're so blind that you cannot see
You're so deaf that you cannot hear him
Free Nelson Mandela
21 tears in captivity
You're so blind that you cannot see
You're so deaf that you cannot hear him
You're so dumb that you cannot speak
Free Nelson Mandela
鐘聲響起歸家的訊號
在他生命裡 彷彿帶點唏噓
黑色肌膚給他的意義
是一生奉獻 膚色鬥爭中
年月把擁有變做失去
疲倦的雙眼帶著期望
今天只有殘留的軀殼
迎接光輝歲月 風雨中抱緊自由
一生經過徬徨的掙扎
自信可改變未來 問誰又能做到
可否不分膚色的界限
繽紛色彩閃出的美麗
願這土地裡 不分你我高低
是因它沒有 分開每種色彩
5

1.
What problems of South Africa do two songs show?
 Nelson Mandela was put into prison(shown in song 1 and 2)
 Opposition against aparthied was suppressed (shown in song 1 and 2)
 Superiority of the whites (shown in song 2)
 different treatment to different coloured people (shown in song 2)
2.
What was the attitude of the composers towards Nelson Mendela?
 sympathetic
 clues: You're so blind that you cannot see/You're so deaf that you cannot hear him/You're so dumb that you cannot speak/Free Nelson Mandela/etc (shown in song 1)
 clues: 今天只有殘留的軀殼 , 迎接光輝歲月 , 風雨中抱緊自由 / 一生經過徬徨的
掙扎 /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: 21 years in captivity/ His body abused, but his mind is still free/You're so blind that you cannot see/Free Nelson Mandela/etc
 clues: 鐘聲響起歸家的訊號 , 在他生命裡 , 彷彿帶點唏噓 / 可否不分膚色的界限 ,
願這土地裡 , 不分你我高低 /etc
6

4.
Choose one of the songs here and change the lyrics to show your feelings towards and raise the international concern about Nelson Mandela below.
Song: _________________________
7

Activity 2 Worksheet: Listening to songs [Student’s version]
Listen to the songs about Nelson Mendela-‘Free Nelson Mandela’ and ‘ 光輝歲月 ’ carefully
Free Nelson Mandela 光輝歲月
Free Nelso Free Nelson Mandela
Free free
Free free free Nelson Mandela
Free Nelson Mandela
21 years in captivity
Shoes too small to fit his feet
His body abused, but his mind is still free
You're so blind that you cannot see
Free Nelson Mandela
Visited the causes at the AMC
Only one man in a large army
You're so blind that you cannot see
You're so deaf that you cannot hear him
Free Nelson Mandela
21 tears in captivity
You're so blind that you cannot see
You're so deaf that you cannot hear him
You're so dumb that you cannot speak
Free Nelson Mandela
鐘聲響起歸家的訊號
在他生命裡 彷彿帶點唏噓
黑色肌膚給他的意義
是一生奉獻 膚色鬥爭中
年月把擁有變做失去
疲倦的雙眼帶著期望
今天只有殘留的軀殼
迎接光輝歲月 風雨中抱緊自由
一生經過徬徨的掙扎
自信可改變未來 問誰又能做到
可否不分膚色的界限
繽紛色彩閃出的美麗
願這土地裡 不分你我高低
是因它沒有 分開每種色彩
8

1.
What problems of South Africa do two songs try to show?
2.
What was the attitude of the composers towards Nelson Mendela?
3.
What were the purposes of the composers in writing these songs?
9

4.
Choose one of the songs here and change the lyrics to show your feelings towards and raise the international concern about Nelson Mandela below.
Song: _________________________
10

Activity 3 Worksheet: Evaluation of the efforts in ending apartheid
[Teacher’s version]
Study the attempts in ending apartheid below and evaluate their success.
Part I: UN’s Attempts
Year Attempts Evaluation
1952
1960
1970s



The General Assembly
－ discussed the problem of apartheid in South Africa
The General Assembly
－ declared that all races have the right of self-determination.
The UN Special Committee Against
Apartheid was set up to fight against apartheid by organizing efforts worldwide.



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


But the South African government argued that it was an internal affair and so the UN had no right to intervene in it.
However, the UN continued to put pressure on South
Africa.
1980s  The UN named 1982 the International
Anti-Apartheid Year.
Part II: Other Attempts
People/
Organization
Attempts Evaluation
African National
Congress


In 1912, the African National
Congress (ANC) was established to unite all Africans to fight against racial discrimination through peaceful means and to demand
African representation in the parliament.
In 1949, the ANC started to oppose


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
11

Pan-
Africanist Congress

Some Asians, coloureds, open-minded whites and some church leaders
(e.g. Bishop Tutu)

Newly-independen t countries


 the white regime and demanded self-determination for the Africans. It also organized many mass movements like strikes, rallies and demonstrations to put pressure on the government.
It started a campaign of "civil disobedience" against the apartheid laws.

Some blacks formed the Congress to unite all blacks to fight against the white regime.
Openly opposed the apartheid.
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 police killed and arrested many blacks. After the incident, the government banned the ANC.
Soweto Massacre: In 1976, the South African government stated that only the Afrikaans language could be used in the schools for the blacks in Transvaal. This made the blacks very discontented, and they held a demonstration in Soweto.
The police fired at the demonstrators and killed many of them, including children and teenagers.
Nationwide protests broke out, but the government continued to suppress all opposition.

 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
12

Commonwealth &  the Organization of
African Unity
More than 400 non-governmental
 organizations
Botha, 1978 condemn and punish the South
African government
They demanded that Britain should impose economic sanctions on South
Africa

Continually condemned apartheid and called for international intervention 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.
 



Allowed the blacks to join trade unions and to strike;
Allowed them to elect the local city council; and
Cancelled the Pass Act.
But the blacks were still not represented in the parliament.
Botha’s reforms paved the way for the end of apartheid as some of the repressive policies of apartheid were abolished. de Klerk, 1989 




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 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.
De Klerk’s efforts contributed a lot to bring the formal end of apartheid.
13

Activity 3 Worksheet: Evaluation of the efforts in ending apartheid
[Student’s version]
Study the attempts in ending apartheid below and evaluate their successfulness.
Part I: UN’s Attempts
Year Attempts Evaluation
1952
 The General Assembly
－ discussed the problem of apartheid in South Africa
1960
 The General Assembly
－
1970s
 declared that all races have the right of self-determination.
The UN Special Committee Against Apartheid was set up to fight against apartheid by organizing efforts worldwide.



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
1980s  The UN named 1982 the International
Anti-Apartheid Year.
Part II: Other Attempts
People/
Organization
Attempts
African National
Congress


In 1912, the African National Congress
(ANC) was established to unite all
Africans to fight against racial discrimination through peaceful means and to demand African representation in the parliament.
In 1949, the ANC started to oppose the white regime and demand
Evaluation
14

 self-determination for the Africans. It also organized many mass movements like strikes, rallies and demonstrations to put pressure on the government.
It started a campaign of "civil disobedience" against the apartheid laws.
Pan-
Africanist Congress
Some Asians, coloureds, open-minded whites and some church leaders (e.g. Bishop
Tutu)
Newly-independent countries


 Some blacks formed the Congress to unite all blacks to fight against the white regime.
Openly opposed the apartheid.
Commonwealth & the Organization of
African Unity
More than 400 non-governmental organizations
Botha, 1978




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
They demanded that Britain should impose economic sanctions on South
Africa
Continually condemned apartheid and called for international intervention


Allowed the blacks to join trade unions and to strike;
Allowed them to elect the local city council; and
Cancelled the Pass Act.
15

de Klerk, 1989






But the blacks were still not represented in the parliament.
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 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.
16

Activity 4 Information Sheet: Marking Criteria for the Essay
Criteria
- Showing a firm grasp of the gist of the question—the extent of success and failure in settling the conflicts by domestic attempts
-Balanced contents, with appropriate and effective use of relevant materials;
-Clearly expressed, persuasive, and coherent, showing critical and analytical judgment
-Showing a clear grasp of the gist of the question—the extent of success and failure in settling the conflicts by domestic attempts. Clearly expressed and logically presented, showing some success in analyzing relevant issues and/or in presenting a substantiated argument
-Showing a general understanding of the question—the extent of success and failure in settling the conflicts by domestic attempts.
-Basically relevant and accurate contents, but lacking in balance.
-Showing some attempt to argue and/or to analyse, but being marred by inconsistencies and unduly narrative or descriptive approach.
-Showing inadequate understanding of the question, with little distinction made between relevant and irrelevant material;
-Containing few relevant and important facts
-poorly organized and barely understandable, with conspicuous mistakes in writing or spelling personal and place names
-Showing little understanding of the question, with no distinction made between relevant and irrelevant materials;
-Containing very few relevant facts;
-Very poorly organized and difficult to understand, with annoying mistakes in writing /spelling important personal and place names.
Grade (Max. 30)
A 27-30
B
C
D
E
E/F
F
U
24-26
21-23
18-20
15-17
14-15
7-13
0-6
17