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LESSON:
SOUTH AFRICA AFTER TEN YEARS OF FREEDOM
Background, Activities and Critical Analysis
By
Joanne Dufour, classroom teacher, teacher trainer, curriculum developer and
educational consultant to the United Nations and Newsweek Educational Division. Subject:
World History, World Cultures, Contemporary World Problems, Civics, African
Studies, Geography, International Affairs, Law
Time: Two class periods Objectives
Students
will be able to: - Learn
about the system of apartheid as it was practiced in South Africa and actions
taken to change it
- Develop
a chronology of recent events in South African history
- Gain
an appreciation for the unique methods used to bring about a non-violent change
in a violent society, and the role played by economic sanctions
- Explore
changes that have come about since the end of this official policy
- Gain
appreciation for the techniques of a truth and reconciliation commission in trying
the heal the wounds of a violent past
- See
how these events in South Africa have affected other areas of the world both through
the use of economic sanctions and truth and reconciliation commissions
- Analyze
the significance of this election in light of South Africa's recent history
Background
South Africa is celebrating its first decade as a free society as it experiences
its third election in which the entire population is enfranchised. This lesson
will allow students to gain some background in South Africa's recent history under
apartheid and the post apartheid years. They will examine the current election
and appreciate the electorate's decision in choosing leadership for the next five
years.
Materials Correlation
to National Standards Procedure
1.
What do students know about South Africa? Brainstorm and develop a list of familiar
associations? Include the names of associations in the fields of cinema, song,
sports, politics, headlines as well as any personal experiences or contacts.
2.
Explain the April 14th election in that country. Why is that making world news?
To aid students in gaining background, familiarize students with the list of Key
Words and Concepts. This is intended to be a group experience, involving research
and sharing. As students research each term, they should understand the time period
for which it applies. Encourage students already familiar with the terms to expand
their knowledge by finding out new information. Have students use the NewsHour
Web sites for background research. This
effort should be done in groups with students sharing their findings with others
in the group. The objective is for students to gain some familiarity with South
Africa's history, especially as it pertained to the system of apartheid. During
the sharing, students should be encouraged to develop a timeline in this activity
to see the progression of events. Group leaders may wish to organize the sharing
chronologically within the group. Timelines should be made large enough for all
to see and posted in the classroom. When completed, groups may wish to share their
timelines with the rest of the class. http://www.pbs.org/newshour/bb/africa/jan-june99/southafrica_elections.html
http://www.pbs.org/newshour/bb/Africa/july-dec98/southafrica_10-29.htm
http://www.pbs.org/newshour/bb/Africa/jan-june98/Africa_3-27.html
http://www.pbs.org/newshour/bb/Africa/jan-june98/south_Africa_3-26.html
http://www.pbs.org/newshour/bb/Africa/april97/south_Africa_4-8.html
http://www.pbs.org/newshour/bb/Africa/july96/mbeki_7-24.html
3.
To get a feeling for the kinds of restrictions imposed during the Apartheid era,
distribute and discuss the handout on "Apartheid
in Practice." Obtain student reactions. Based on American values, what
practices do students find particularly upsetting. How do conditions compare to
the treatment of Blacks in the United States? 4.
Some call it the miracle of South Africa: a country which some in 1990 thought
would be the powder keg igniting a third world war. This year South Africa is
commemorating its "first decade of freedom" showing the world a remarkable
example of nonviolent change. The matching exercise which follows, Comparing Apartheid
and Post Apartheid Times, can be done individually or as a class exercise where
students walk around and find their match. Pass
out the Matching Exercise handout. The Items
in column A indicate conditions in the South Africa under apartheid. Those in
column B contain some of the changes which have taken place in the last decade.
Cut out each of the statements in both columns A & B and color code to indicate
the time period for each. Divide the class into 12 groups and distribute the clipped
statements. Have each group walk around the class until they find the statement
that matches theirs from pre or post Apartheid. Extra research on the topic may
be encouraged to enhance the presentation. [Suggestions are shown in italics.] For
teacher: Answers to the matching exercise: 1 (D); 2 (C); 3 (B); 4 (E); 5 (F);
6 (A)
Extension
Activities
1.
Distribute and read the NewsHour Extra Story: Ten
Years After Apartheid, South Africans Face Jobs, AIDS Issues. Reference is
made to the problems which remain: - crime
- widespread
HIV/AIDS pandemic
- unemployment
- poverty
- gangs
-
immigrant labor from poorer African countries competing for jobs
- an
economy where the needs of the majority are still in need of improvement while
the needs of the more privileged minority must be addressed to encourage them
to remain in the country and continue to share their expertise and wealth
Using
the story as a basic guide, use online resources to research South Africa's main
parties. Online resources may include party Web sites or news stories. What proposals
have the parties made to rectify the problems cited above. Report your findings
to the class. Then, analyze the election results to see how the population feels
about the issues and proposed solutions-- note regional differences in party affiliation.
What might account for this? Review election analyses from African newspapers.
Compare the findings.
2.
The application of economic sanctions on the government of South Africa has been
cited as one of the major reasons for the successful end of the apartheid regime.
As a result, economic sanctions as a policy have been imposed on many other governments
whose behavior went against norms of the international community, sometimes through
the United Nations, sometimes in bilateral decisions. Research the range of situations
in which economic sanctions have been applied. Helpful is http://globalpolicy.igc.org/security/sanction/
- an overview of sanction policies worldwide can be found at this site.
For
teacher information:
(SANCTIONS: U.N. sanctions have been imposed on
Afghanistan, Al-Qaida, Liberia, Sierra Leone, Iraq, Angola, Libya, Ethiopia &
Eritrea, Rwanda, Former Yugoslavia, Sudan and Somalia. Non U.N. Sanctions have
been imposed on Cuba and North Korea. The United States had imposed sanctions
on as many as 75 countries at the beginning of 2001) 3.
The process of creating a truth and reconciliation commission is not unique to
South Africa. Countries which have undertaken this process include Argentina,
Bolivia, Burundi, Chad, Chile, East Timor, Ecuador, El Salvador, Germany, Guatemala,
Haiti, Malawi, Nepal, Nigeria, Panama, Peru, Philippines, Sierra Leone, South
Korea, Sri Lanka, Uganda, Uruguay, Serbia and Montenegro (formerly the Federal
Republic of Yugoslavia) and Zimbabwe. Which countries have developed a TRC following
South Africa's experience with the process? Research the progress of these efforts.
Helpful is the following Web site: http://www.usip.org/library/truth.html For
teacher information:
(TRUTH AND RECONCILIATION COMMISSIONS: Since the
time of South Africa, the following countries have instituted a TRC: Ecuador in
1996; Nigeria in 1999; Uruguay in 2000; Peru in 2000; Sierra Leone in 2000; South
Korea in 2000; East Timor in 2001; Panama in 2001; Yugoslavia in 2002.) Additional
Web Resources:
http://www.doj.gov.za/trc/
- South Africa's official Web site for the Truth and Reconciliation Commission
http://www.csvr.org.za/projects/truthcom.htm
- this Center helped in the TRC's creation and implementation
http://allafrica.com/
- for current South Africa news stories
http://adminet.com/world/za/
- numerous links to a wide range of selected topics concerning South Africa, including
parliament, political organizations, stock exchange, tourist information, education,
etc.
http://www.gov.za/ - the Web site of
the South African government
http://ods-dds-ny.un.org/doc/RESOLUTION/GEN/NR0/243/56/IMG/NR024356.pdf?OpenElement
-
sample United Nations resolution against apartheid Assessment
Procedures
may vary according to the class. Students could be required to write an essay
using all the key words and concepts with their own telling of the South Africa
story. They may be encouraged to establish contact with students in South African
schools or develop/create/analyze campaign posters used in the election. Some
may wish to dramatize an interview with an older and a younger South African who
reflect on the changes in the country and their personal reactions to them.
National Standards:
National
Council for the Social Studies:
Thematic Standards
I Culture
and Cultural Diversity
Analyze and explain the ways groups, societies and cultures
address human needs and concerns
II Time, Continuity, Change
Apply key
concepts such as time, chronology, causality, change, conflict and complexity
to explain, analyze and show connections among patterns of historical change and
continuity
III
People, Places, Environment
Examine, interpret and analyze physical and cultural
patterns and their interactions, such as land use, settlement patterns, cultural
transmission of customs and ideas, and ecosystem changes
IV
Individual Development and Identity
Identify, describe and express appreciation
for the influences of various historical and contemporary cultures on an individual's
daily life
Examine the interactions of ethnic, national or cultural influences
in specific situations or events
V
Individuals, Groups, Institutions
Describe and examine belief systems basic
to specific traditions and laws in contemporary and historical movements
Analyze
the extent to which groups and institutions meet individual needs and promote
the common good in contemporary and historical settings
VI
Power, Authority, Governance
Examine persistent issues involving the rights,
roles and status of the individual in relation to the general welfare
Compare
different political systems (their ideologies, structure, institutions, processes,
and political cultures) with that of the United States, and identify representative
political leaders from selected historical and contemporary settings. IX
Global Connections
Explain conditions and motivations that contribute to conflict,
cooperation and interdependence among groups, societies and nations. Analyze
or formulate policy statements demonstrating an understanding of concerns, standards,
issues and conflicts related to universal human rights.
X
Civic Ideals and Practices
Identify, analyze, interpret, and evaluate sources
and examples of citizens' rights and responsibilities
Disciplinary
Standards
History
Geography
Civics and Government
Economics World
History Standards (MCREL)
46.
Understands long term changes and recurring patterns in world history
Economics
Standards
10. Understands basic concepts about international economics
Geography
Standards
Places and Regions - understands that culture and experience
influence people's perceptions of places and regions
Human Systems - understands
the forces of cooperation and conflict that shape the division of Earth's surface
Civics
Standards (Basic Values and Principals of American Democracy)
- Understands
the impact of significant political and nonpolitical developments on the United
States and other nations
- Understands issues regarding personal, political
and economic rights
- Understand the importance of Americans sharing and supporting
certain values, beliefs, and principles of American constitutional democracy
Author Joanne Dufour has been a classroom teacher, teacher trainer and curriculum
developer in the New York and Seattle area and an educational consultant to the
United Nations, Newsweek Educational Division and a host of non governmental organizations
in the educational field. She is currently on the faculty of Heritage College
in their Seattle location.
To
find out more about opportunities to contribute to this site, contact Leah Clapman
at extra@newshour.org. | 
