Lessons for young citizens from the Scottish anti-apartheid movement - NELSON MANDELA SCOTTISH MEMORIAL FOUNDATION - WOSDEC
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Lessons for young citizens from
the Scottish anti-apartheid movement
NELSON MANDELA
SCOTTISH MEMORIAL
FOUNDATION
Acknowledgments
We are very grateful to the Nelson Mandela Scottish Memorial Foundation (NMSMF) for
approaching us with the original concept for this resource. In particular we would like to
thank John Nelson, Janis Carson, and Brian Filling. We would also like to thank Carole
McCallum from Glasgow Caledonian University Community Archive for her invaluable help in
using material from the Scottish Anti-Apartheid Movement Archive, based at the university.
The cover image was taken by David Pratt and we are very grateful for permission to include
the image in our resource.
The literacy and speech-making section of the resource would not have been possible without
the support of Claire Dunphy from St Eunan’s Primary in Clydebank, who wrote the first draft
of this section with us.
The title of this resource, ‘When Mandela danced in the square,’ is taken from the song of
the same name by Ian Davison, written to commemorate Mandela’s visit to Glasgow in 1993.
We are very grateful to Karine Davison for permission to use the title.
We would also like to thank the teachers and children from the following schools who
supported us in testing activity ideas and piloting the resource as a topic in school: Blackfriars
Primary, Garnetbank Primary, Lorne Street Primary, Oakgrove Primary, Our Lady of the Rosary
Primary, St Patrick’s Primary and St Roch’s and St Andrew’s and St Bride’s Secondary schools.
The feedback from everyone was very useful in helping us shape the final draft of the resource.
Finally, we are very grateful to the Nelson Mandela Scottish Memorial Foundation, the
Merchants House of Glasgow, the Gordon Cook Foundation and the EIS for their generous
financial support which has enabled us to design this resource and make it available to schools
across Scotland.
NELSON MANDELA
SCOTTISH MEMORIAL FOUNDATION
WOSDEC is a registered Scottish Charitable Incorporated Organisation No. SCO38691. https://mandelascottishmemorial.org
A member of IDEAS, a network of organisations involved in Education for Global Citizenship
across Scotland, and also part of the Development Education Centres Scotland group.
Scottish Charitable Incorporated Organisation No. SCO47067
© WOSDEC & The Nelson Mandela Scottish Memorial Foundation, 2020
When Mandela
danced in the square
Lessons for young citizens from
the Scottish anti-apartheid movement
Contents
Introduction 2
Section 1: South Africa and apartheid 3
1. What do we know about South Africa and apartheid? 3
2. What were the effects of the apartheid laws? 13
3. What did the anti-apartheid movement involve internationally? 19
4. What did the anti-apartheid movement involve in Glasgow? 27
Section 2: The life of Mandela 30
1. What were the significant events in Mandela’s life? 30
2. What were the personal qualities Mandela developed? 36
3. What is the special relationship between Glasgow and Mandela? 41
4. What makes an inspirational speech? 43
5. How can I inspire others through speech? 48
Section 3: Making connections
with racism today 51
1. Would Mandela be proud of Glasgow/UK today? 51
2. Where does racism exist in Scotland today? 54
3. What is the role of the media? 60
4. Where does racism exist in the world today? 68
Section 4: Taking action 70
1. What are the features of a successful campaign? 70
2. How do we choose what to campaign about? 72
3. How do we plan our campaign? 74
4. How do we know if our campaign has been effective? 76
‘When Nelson Mandela danced in the square’ – song lyrics 77
All links & PowerPoint slides in the print edition can be accessed
via our online version: www.wosdec.org.uk/our-resources
Contents 1
When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Introduction
Scotland has long had a special relationship
with Nelson Rolihlahla Mandela...
Throughout the apartheid era, Scottish anti-apartheid activists and others campaigned
for an end to this unjust system, and for Mandela’s release from prison. In 1993, Mandela
visited Glasgow to show his appreciation and to receive in person the Freedom of the
City he had been awarded by Glasgow. This occasion also saw Mandela receive the
Freedom of other council areas across Scotland – Aberdeen, Dundee and Midlothian
– and the UK more widely. The fight to end apartheid had been widespread, across
the UK and internationally.
This resource was commissioned as part of many celebrations marking both the
centenary of Mandela’s birth and the 25th anniversary of his visit to Glasgow.
The learning activities here use images and source material from the Scottish Anti-
Apartheid Movement Archive, based at Glasgow Caledonian University.
It has a number of aims. Firstly, to support teachers and learners in understanding
the life of Nelson Mandela and the context of apartheid South Africa which shaped him.
This is used as a basis to make connections between the historical anti-apartheid
movement and ways in which we can challenge present day racism and xenophobia
in our communities. It has a specific focus on increasing learners’ sense of agency and
active citizenship through speech-making and pupil voice activities.
The resource is designed to be used for inter-disciplinary learning at second and
third levels of Curriculum for Excellence. Section 2 is specifically designed to develop
literacy skills through a social studies context. Relevant experiences and outcomes
are highlighted within each lesson plan.
Global Citizenship
As an active citizenship resource, it is important to equip teachers and learners with
the tools to take action on issues they identify as important within their own lives, just
as Scottish people took action to challenge apartheid. This is explored in more depth
in Section 4. Each lesson lists the relevant aspect of Global Citizenship explored.
SDGs and the UNCRC
In 2015, Scotland showed similar global leadership in its early adoption of the
UN Sustainable Development Goals. Taken as a whole, the resource can support
learners in their understanding of SDG 10, Reduced Inequalities and SDG 16, Peace
and Justice. There are also many opportunities to explore the UNCRC within the lessons.
Article 2, the right to protection from discrimination, is woven throughout the resource.
Where lessons relate to different SDGs and Rights, these are listed within the lesson plan.
2 Introduction
When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Section 1: South Africa and apartheid
1. What do we know about
South Africa and apartheid?
GC aspects Bigger or smaller than Scotland
• Power and governance (in terms of land mass and population)?
• Critical and creative thinking Near the sea/landlocked?
Locate South Africa on world map.
SDGs & UNCRC links Can children begin to populate a blank
• Goals 10, 16 map with some of the information from
• Article 2 the photo labels?
Es & Os In pairs, learners read the Reading for
SOC 2-16b, LIT 2-15a information sheet, highlighting any new
SOC 3-05a, SOC 3-06a, LIT 3-15a or difficult vocabulary. Begin building
a wordbank of these. If time allows, ask
Suggested LIs learners to order the South Africa timeline
▶ To develop my understanding of South cards. Are there any events from this session’s
African culture and history. learning they would add to the timeline?
▶ To ask literal, inferential and evaluative
Revisit the questions asked during the photo
questions in response to images. activity. Have any been answered?
Are there any new questions arising?
What you need Record any remaining questions on post-its or
Timeline cards (pages 4-5) flipchart to revisit during the rest of the topic.
Photos (pages 6-9)
Photo captions (page 10) Say, make, write, do
Reading for information 1 (page 11) Can learners:
Post-its for recording questions • ask a range of questions in response
to the images?
Activities • describe some key features of life in modern
Photo carousel: Allow children time to day and apartheid era South Africa?
carousel around the different images in the
photo pack, writing any questions or thoughts Take it further
on post-its as they go. When appropriate, share ▶ See the ‘Activities Using Images’ sheet
photo labels. Allow time for more questions (pages 12-13) for suggestions on other
arising from the labels. ways to use these images.
▶ See Apartheid Museum for further
Discuss these questions with learners: activities and resources to explore the
Has anyone heard of South Africa? history of South Africa, apartheid and
Where do you think it is? fair trade in modern day South Africa.
What do you think it is like?
Section 1: South Africa and apartheid / What do we know about South Africa and apartheid? 3
When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Timeline cards
1600 -1800 1652
European countries Dutch East India
colonisation of Africa company sets up
in Southern Africa
1806 1899-1902
Britain colonises The Boer War
southern tip of Africa
1912 1931
African National Britain grants
Congress (ANC) founded South Africa full
independence
4 Section 1: South Africa and apartheid / What do we know about South Africa and apartheid?
When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Timeline cards
1948
March 1960
Apartheid becomes
official government Sharpeville Massacre
policy
1961 1970
South Africa becomes United Nations declares
independent republic apartheid as a crime
against humanity
27 April 1994 1995
Apartheid ends Truth and Reconciliation
Commission begins
Section 1: South Africa and apartheid / What do we know about South Africa and apartheid? 5
When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Photos
Image: Sharonang, Pixabay
Image: UN Photo by H Vassal
6 Section 1: South Africa and apartheid / What do we know about South Africa and apartheid?
When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Photos
Image: UN Photo (uncredited)
Section 1: South Africa and apartheid / What do we know? 7
When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Photos
Image: DEZALB - Pixabay
Image: Falco - Pixabay
8 Section 1: South Africa and Apartheid / What do we know about South Africa and Apartheid?When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Photos
Image: Nelson Mandela’s prison cell, Robben Island, South Africa by Paul Mannix (CC BY-SA 2.0)
Image: David Pratt
Section 1: South Africa and apartheid / What do we know? 9When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
1. Aerial view of Cape Town,
South Africa.
2. A segregated sports venue
in apartheid South Africa.
3. Apartheid era sign on
Durban beach.
4. Hector Pieterson memorial,
Soweto.
5. Nelson Mandela statue,
outside the Union Buildings
in Pretoria, official seat of the
South African government.
6. Nelson Mandela’s cell in
Robben Island prison.
7. Nelson Mandela in George
Square, Glasgow, October 1993.
Image on pages 6 to 9: 1,4 & 5 – Pixabay. 2 & 3 – UN images. 6 – Wikimedia. 7 – David Pratt
10 Section 1: South Africa and apartheid / What do we know about South Africa and apartheid?When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Reading for information 1
Apartheid in South Africa
From 1948 to 1994, South African people lived under a system called ‘apartheid’.
This word comes from the South African language Afrikaans. It means ‘apartness’
or ‘separateness’.
Apartheid was a system built on racism. It meant that different groups of people
in South Africa were treated differently, depending on the colour of their skin.
Under apartheid, the majority of South Africans were subject to harsh, unfair laws
which made life very difficult.
Examples of how the South African people were affected by apartheid included:
a national register in which everyone’s race was recorded. The register had
three categories: white, black (African) or coloured (of mixed descent).
A fourth category for Indians and Asians was added later on.
there were different living and working areas for each race group. Most of the
land in the country was kept for the white population group – everyone else
had to move. This meant anyone living in the ‘wrong’ area was forced to move.
Black South Africans were required to carry special documents if they wanted
to move around outside their area.
socialising between people of different groups became illegal. There were
separate public facilities, like toilets. The standard of education provided for
each group was very different.
There were severe penalties for anyone who protested against apartheid.
Anyone who opposed apartheid risked being fined or imprisoned. Physical
punishment, such as whipping, was not uncommon.
Anyone could be imprisoned without seeing a judge for up to six months.
Many people were sentenced to death, banished, or imprisoned for life.
Nelson Mandela was one such person. He was arrested for working with a group
of people to oppose the apartheid system. He was tried and sent to prison for life.
He spent a total of 27 years in prison, and was only freed in 1990, towards the
end of apartheid.
Section 1: South Africa and apartheid / What do we know? 11When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Activities using images
Framing and captioning
Frame different sections of the photo, discussing
the different perceptions this gives. Suggest an
appropriate caption to describe it. Consider how
a photograph influences the overall impression
we get of a picture or situation.
What is the photographer/ illustrator trying to communicate?
What do the details tell you?
Cropping (photo cut into 3 or 4 pieces)
Take out one piece of the photograph at a time. What do you think about it?
What might be surrounding the image? Continue to take out the remaining pieces,
discussing how each part influences your view? Does it support your assumptions?
When you have taken out the last piece of photograph, discuss how you felt
about your first assumptions – were they correct?
In what ways do we make assumptions about a place based on the content of photographs?
What’s under the paper?
Cover part of an image with a piece of paper. Look at the image and discuss
what might be hidden under the paper. Learners might want to draw what
they think is under the paper. Remove the paper and discuss what the image shows.
Putting yourself in the picture
Make a drawing of yourself. Cut out the figure and add it to the
picture. Talk about the similarities between yourself and the
people in the picture. Think about what you might smell, see,
feel and sense if you were in the picture.
Compose speech bubbles
to suggest what the people in the photograph
might be saying.
Speech What do you imagine might have happened
bubbles immediately before or after the photograph
was was taken?
12 Section 1: South Africa and apartheid / What do we know about South Africa and apartheid?When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
2. What were the effects
of the apartheid laws?
GC aspects When finished, debrief by asking each group
• Identity and diversity to share their responses to the stimulus
• Empathy questions. What were the main responses to
the laws? If there were different responses,
SDGs and UNCRC links what caused these? This could be an
• Goals 10, 16 opportunity to explore questions of power:
• Article 2, 12 which of the characters have it? What does this
look like? Take time to explore which rights are
Es and Os being denied through the laws.
SOC 2-16b, LIT 2-02a
SOC 3-05a, SOC 3-06a, LIT 3-02a Establish for learners that under apartheid,
South Africans were subject to similar harsh
Suggested LIs laws. Individually or as a class, read ‘Reading
▶ To explore the effects of apartheid laws for information 2’ sheet. Take time to clarify
on South Africans. questions and explore learners’ responses.
▶ To contribute our views on the effects of
Add any new vocabulary to the wordbank.
a law and to listen to the views of others. Revisit questions from the photo stimulus
activity. Have any been answered? Have any
What you need more arisen for learners? Record these on
Blue and red stickers post-its and add to the question bank.
Separation law activity instructions (page 14)
Separation character cards (page 15) Say, make, write, do
Separation law cards (page 16-17) Can learners:
Reading for information 2 (page 18) • describe examples of discrimination
in apartheid South Africa?
Activities • express their views and listen to
Give all learners a sticker, either red or blue. the views of others?
Explain that the red group will copy from the
board in silence, while the blue group gets to Take if further
watch a video. Maintain for a few minutes...or Learners could write a diary entry for their
until tensions are too high! Establish for children character, recording their thoughts and
that this has been a pretend exercise, and that feelings in response to the introduction of
everyone can stop the different group tasks. one of the laws.
▶ See South Africa History Online
Explore with children how it felt to be treated
differently at random. Explain that you’ll be for more detailed information on
exploring a real life example of this. apartheid era legislation
▶ For more activities exploring rights and
Introduce the Separation laws activity. power: Power, Rights and Participation
Give learners time to do this in groups.
Section 1: South Africa and apartheid / What were the effects of the apartheid laws? 13When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Separation law activity instructions
This activity uses a fictional Scottish scenario to Stimulus questions
help learners explore the impact of unjust laws.
What will change about your character’s life?
Set the scene for learners: How does it feel for your character to be
affected in this way?
“Scotland has been divided into
three different zones – the red How does it feel to watch the effects of
the law on other characters?
zone, the blue zone and the green
Which rights do the laws stop people
zone. The government has from having?
introduced laws which treat the How does it feel if you are living outside
populations in the different zones Scotland and learning about what is
differently. When new laws are happening under the new laws?
introduced you have no alternative
except to obey them.”
How to use the materials:
Learners work in small groups. Give each
group a set of character cards. Individuals
should choose a card at random.
Give groups a set of the ‘Separation laws’.
Groups read one law at a time, and discuss
their character’s response. If helpful, use the
stimulus questions to guide this
conversation. If necessary, set ground rules
for how learners should deal with
differences of opinion in their groups.
Debrief at the end of the activity. What are
the main responses to the laws? Were there
different responses from different
characters? Why was this? How were the
different groups treated across the laws?
Were there winners and losers?
14 Section 1: South Africa and apartheid / What were the effects of the apartheid laws?When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Separation character cards
Green zone Blue zone
child child
Red zone Blue zone
child politician
Adult living in
another country Red zone
outside the zones adult
Blue zone Green zone
adult adult
Section 1: South Africa and apartheid / What were the effects of the apartheid laws? 15When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Separation law cards
Population Registration Act
You must now attend the Department of Separation for your colour group to be
decided. Your colour group will be one of three categories: blue, green or red.
Green: You must carry an identity document which has your fingerprints, photo and
personal information with you at all times. You can be asked to show this at any time.
Blue: You do not need to do anything except register your colour group.
Red: You do not need to do anything except register your colour group.
Marriages Act
It is now illegal for a blue person to marry a non-blue person.
Green: You may not marry a blue person. You can marry another non-blue person.
Blue: You are only permitted to marry another blue person.
Red: You may not marry a blue person. You can marry another non-blue person.
Group Areas Act
The government have decided there are now specific places where the different
colour groups must live and work. If you are living in the wrong area for your colour
group, you must move. If you do not, the police will move you by force. Most of the
land will become blue areas.
Green: If you are living in an area which is now a blue area, you must move or you
will be forced to move. If you have a business in an area which is now a blue area,
you must move it or be forced to move.
Blue: You do not need to take any action.
Red: If you are living in an area which is now a blue area, you must move or you will
be forced to move. If you have a business in an area which is now a blue area, you
must move it or be forced to move.
16 Section 1: South Africa and apartheid / What were the effects of the apartheid laws?When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Separation law cards
Education Act
There are now separate schools for different colour groups. Children must now
attend a school for their correct group. It is illegal for a child to attend a school
meant for a different group.
Green: You can go to school, but you can only study a small number of subjects
such as woodwork. You are not allowed to study subjects such as English, Maths or
any sciences or foreign languages. Your school will be given a small amount of
money to do this. Many of your classes may be overcrowded and there will be
a lack of resources.
Blue: You can attend school and study a wide range of subjects. Your school will be
given plenty of money for this to happen comfortably.
Red: You can attend school and study a reasonable range of subjects. Your school
will be given funds for this, but only one quarter of the amount blue schools receive.
Homelands Act
Ten “homelands” for the green population have been created. The Green population
must move to live in one of these homelands. These homelands are small and don’t
have any facilities such as sports centres, swimming pools or libraries. There is
nothing you can do about this.
Green: You must move to a homeland. If you are over the age of 16 you must carry
an identity document with you at all times.
Blue: You do not need to take any action.
Red: You do not need to take any action.
Section 1: South Africa and apartheid / What were the effects of the apartheid laws? 17When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Reading for information 2
Apartheid laws
18 Section 1: South Africa and apartheid / What were the effects of the apartheid laws?When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
3. What did the anti-apartheid
movement involve internationally?
GC aspects to these on post-its or on whiteboard. You
• Commitment to social justice and equity may want to focus on recurring features, such
• Belief that people can bring about change as imagery and language. Explore any new
vocabulary which arises and add to wordbank.
SDGs and UNCRC links You may wish to share the information on the
• Goals 10, 16 ‘Sticker and flyer information cards’, either
• UNCRC 12 as a reading or matching activity.
As a class or in pairs, read the Reading for
Es and Os information 3. Can learners think of boycotts
SOC 2-16b, LIT 2-02a they know from their own experience (recent
SOC 3-05a, SOC 3-06a, LIT 3-02a examples include consumer boycotts of single
use plastic bottles or of United Airlines after
Suggested LI the forced removal of a passenger from an
▶ To explore different ways in which people overbooked flight)? Can learners identify some
challenged apartheid. of the consequences of the consumer boycott,
for both the apartheid regime and ordinary
What you need South Africans? Introduce and complete the
‘Food boycott consequences chain’. Revisit
Agree/disagree line the agree/disagree line. Do any learners have
Anti-apartheid stickers & badges (page 20-21) a different position on the line now? Why?
Anti-apartheid posters & flyers (page 22-23)
Sticker and flyer information cards (page 24)
Reading for information 3 (page 25) Say, make, write, do
Food boycott consequences chain (page 26) Can learners:
• describe some forms of protest from
Activities the anti-apartheid movement?
• explain how the actions of individuals
Using an agree/disagree line, ask learners to can influence events?
place themselves in response to the question:
‘I believe I can make a difference’. Give time for
learners to share their reasons for their position. Take it further
Allow them to move in response to what they ▶ See British Museum for more
hear from classmates. information on using objects to teach
Recap on learning about life in apartheid South about the anti-apartheid movement.
▶ Investigate other successful boycotts
Africa. Explain that there was a great deal of
opposition to apartheid, in South Africa and from history and the present day
internationally. Learners will be exploring some eg the Montgomery bus boycott.
▶ Plastic Free July
of the forms this took. In pairs/groups, give
learners time to explore the badges and flyers of
the anti-apartheid movement. Record responses
Section 1: South Africa and apartheid / What did the anti-apartheid movement involve internationally? 19When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement Anti-apartheid stickers & badges 20 Section 1: South Africa and apartheid / What did the anti-apartheid movement involve internationally?
When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Anti-apartheid stickers & badges
Section 1: South Africa and apartheid / What did the anti-apartheid movement involve internationally? 21When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement Anti-apartheid posters & flyers 22 Section 1: South Africa and apartheid / What did the anti-apartheid movement involve internationally?
When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Anti-apartheid posters & flyers
Section 1: South Africa and apartheid / What did the anti-apartheid movement involve internationally? 23When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Sticker & flyer information cards
Fruits of apartheid (flyer) and Ask Prestos not to stock (flyer)
Boycott: contaminated with This flyer is an example of a local
apartheid (large sticker) campaign asking shops not to sell
This flyer and sticker were produced South African goods. Prestos was a
by anti-apartheid campaigners to supermarket chain which stocked
discourage people from buying South African produce. Because of this,
South African fruit and other goods. local trade unions decided to organise
Consumer boycotts were a way for a picket of Prestos. In the days before
people to protest peacefully against social media, flyers like this were used
apartheid. Many ordinary people to spread the message amongst
showed their opposition to apartheid shoppers in the local community.
by refusing to buy goods from South
Africa. Boycotting South African
products was something that Stop the South African
everyone could do. Barbarians (sheet of stickers)
These stickers were part of the Anti-
apartheid Movement’s sport boycott.
Boycott Shell (badge) The South African Barbarians rugby
This badge was designed as part of team toured Britain in 1979.
the international campaign to force Although the team included African
the oil company Shell to stop doing and Coloured players, rugby within
business in South Africa. Campaigners South Africa was still divided by race.
called for a boycott of all Shell Sports bodies, churches and some
products and local groups picketed political parties all called for the tour
Shell garages all over Britain. to be cancelled.
Anti-apartheid movement (badge)
This shows the letters A and A printed black
on white and white on black. It uses the
ancient symbol for yin and yang. The design
suggests the struggle to end apartheid is
one for people of all colours.
24 Section 1: South Africa and apartheid / What did the anti-apartheid movement involve internationally?When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Reading for information 3
Resistance to apartheid
Many people in South Africa and across the world saw the injustice of the
apartheid regime, and they decided to do what they could to stand against it.
Over the years, opposition to apartheid took many forms, including protests,
demonstrations and boycotts.
In Britain, many people joined the anti-apartheid movement. By the 1980s, the
movement had 25,000 members. It was a powerful way for people to show their
opposition to apartheid. One way people in the movement tried to end apartheid
was by using boycotts. People refused to buy goods from South Africa, such as
food or oil, or support sporting events where there were South African teams.
Sporting boycotts
At the time, international South African sports teams were all-white. Sporting
organisations around the world decided to ban these teams from competitions.
In 1964, South Africa was banned from competing in the Olympic Games due to
its segregated teams. They were only allowed to begin taking part again in 1992,
by which time apartheid was almost over.
Food boycotts
South Africa exported food all over the world. From the 1960s onwards, boycotts
of South African food and other goods became common. Hundreds of thousands
of people who never attended a meeting or demonstration showed they were
opposed to apartheid by refusing to buy goods from South Africa. This was
something everyone could do. It put pressure on food producers and the South
African government to improve conditions for non-white people.
However, there were different opinions on this. Some people were worried that a
boycott might hurt the poor black South African workers it was trying to help and
make their living conditions even worse. Others, including Tennyson Makiwane,
a black South African political leader, argued that the black and coloured
populations in South Africa were already suffering, and that they were willing to
pay a further price to help bring an end to apartheid and gain their freedom.
Adapted from information on South Africa History Online
at https://www.sahistory.org.za/archive/when-boycott-began-bite
Section 1: South Africa and apartheid / What did the anti-apartheid movement involve internationally? 25When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement Food boycott consequences chain 26 Section 1: South Africa and apartheid / What did the anti-apartheid movement involve internationally?
When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
4. What did the anti-apartheid
movement involve in Glasgow?
GC aspects Note: the original declaration text is
• That individuals can make a difference complex. You may wish to break it down
or only focus on a small part.
SDGs and UNCRC links Hand out sets of the Declaration statements.
• Goals 10, 16 Give groups time to read over these, noting
• Article 2, 12 any difficult language and adding this to
the word bank. Share the ‘Action grid’. Can
Es and Os learners discuss each statement and decide
SOC 2-06a, LIT 2-15a where it goes on the action grid? Note:
SOC 3-06a, LIT 3-15a there are no right or wrong answers here:
discussion and explanation of positioning
Suggested LIs is the focus. Learners choose the two actions
▶ To understand the features of a declaration. they think are the most impactful, and
▶ To explore actions taken by people in Glasgow
explain their reasoning.
to oppose apartheid.
Say, make, write, do
What you need Can learners:
Glasgow’s Anti-apartheid declaration (PPT 1) • identify the main features of a declaration?
Glasgow declaration statements (page 28) • describe and analyse the impact of
Action grid (page 29) different actions?
Activities Take it further
Write the word ‘Declaration’ on the whiteboard. ▶ Research other significant events that
Ask learners if they can think of any examples occurred in Glasgow, for example the
of what this might mean. (American declaration Glasgow Green Rally. Brian Filling’s
of independence; UN Declaration of Human book ‘The Glasgow Mandela Story’
Rights; declaration of Arbroath). Support them has many examples.
to reach the conclusion that a declaration is an ▶ The Scottish anti-apartheid movement
outline of position strongly in favour or was nationwide. Explore ways that cities
opposed to something. such as Aberdeen and Dundee took action.
Explain that the class will be learning about The Nelson Mandela Scottish Memorial
actions taken by people in Scotland to oppose Foundation is able to advise on actions
apartheid, focussing on Glasgow’s anti- taken to challenge apartheid by groups
apartheid declaration. Display the original text around the country.
of the declaration on the smartboard and allow You can contact them here
time for discussion of this. Can children identify
some of the actions in the declaration?
Section 1: South Africa and apartheid / What did the anti-apartheid movement involve in Glasgow? 27When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement Glasgow declaration statements 28 Section 1: South Africa and apartheid / What did the anti-apartheid movement involve in Glasgow?
When Mandela danced in the square– Lessons for young citizens from the Scottish anti-apartheid movement
Action grid
Section 1: South Africa and apartheid / What did the anti-apartheid movement involve in Glasgow? 29When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
Section 2: Life of Nelson Mandela
1. What were the significant events
in Nelson Mandela’s life?
GC aspects Read introduction to Mandela’s life. Give
• Human Rights different reading extracts to groups of learners
• Social Justice and Equity with a focus on a different aspect of Mandela’s
life. Ask learners to use highlighters to identify
SDGs and UNCRC links key information. In same groups learners then
• Goal 10, 16 carry out online research on their aspect of
• Article 2, 7 Mandela’s life.
Es and Os Support groups to creatively present their
LIT 2-16a learning about the aspect of Mandela’s life
LIT 3-16a they focussed on, in chronological order. This
can be in any form chosen by learners but
Suggested LIs should not take longer than 2 minutes.
▶ To identify key information in both Support peers to ask questions and give oral
print and online material. feedback to each other.
▶ To collaboratively create a presentation
Ask learners to order the timeline cards, either
of learning. in groups or as a whole class display. Connect
these with the images from the first lesson in
What you need Section 1.
Mandela’s speech (YouTube)
Introduction to Mandela’s life Say, make, write, do
and reading extracts 1-6 (pages 31-33) Can learners:
Timeline cards (pages 34-35) • distinguish between most relevant info and
less important detail within source material?
Activities • cooperate to create a short presentation
Show learners the short clip of Mandela’s of findings?
speech when sentenced to life imprisonment
as an initial stimulus. Take it further
▶ Use detail from Mandela’s life
Ask learners how listening to Mandela’s speech
made them feel. What questions come into their to explore fact and fiction in
minds? Discuss what pupils know of him and this activity from Stride magazine
what he did. Do they have any sense of his
legacy or connection to Glasgow?
30 Section 2: Life of Nelson Mandela / What were the significant events in Nelson Mandela’s life?When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
Introduction to Mandela’s life
and reading extracts 1-6
Mandela’s life (for reading to learners)
Nelson Mandela was born Rolihlahla Mandela into the Madiba clan in the
village of Mvezo, in the Eastern Cape. His mother was Nonqaphi Nosekeni
and his father was Nkosi Mphakanyiswa Gadla Mandela, principal counsellor
to the Acting King of the Thembu people, Jongintaba Dalindyebo.
From https://www.nelsonmandela.org/content/page/biography
Extract 1: Childhood
As a young boy he was tall for his age, and was a fast runner. He hunted buck and, when
hungry, stole mealie cobs from the maize fields. He loved the countryside with its grassy
rolling hills and the stream which flowed eastward to the Indian Ocean. At night, under
Africa's brilliant stars, everyone used to gather around a big open fire to listen to the
elders of the tribe. The boy was fascinated by the tales told by these bearded old men.
Tales about the 'good old days before the coming of the white man', and tales about the
brave acts performed by their ancestors, in defending their country against the European
invaders. Those tales, said Mandela many years later when he was on trial for his life,
stirred in him a desire to serve his people in their struggle to be free. A desire which
eventually led to his becoming the most famous political prisoner of our time – a
prisoner with songs written about him and streets named after him. How appropriate
that Nelson Mandela's Xhosa name, Rolihlahla, means 'stirring up trouble'. When Nelson
first went to school - a school for African pupils – it was a shock to find the history books
described only white heroes, and referred to his people as savages and cattle thieves.
From ‘A desire to serve the people’ by Mary Benson
Extract 2: School
On the first day of school, my teacher, Miss Mdingane, gave each of us an English name
and said that from thenceforth that was the name we would answer to in school. This
was the custom among Africans in those days and was undoubtedly due to the British
bias of our education. The education I received was a British education, in which British
ideas, British culture, British institutions, were automatically assumed to be superior.
There was no such thing as African culture. Africans of my generation – and even today
– generally have both an English and an African name. Whites were either unable or
unwilling to pronounce an African name, and considered it uncivilized to have one.
That day, Miss Mdingane told me that my new name was Nelson. Why she bestowed
this particular name upon me I have no idea. Perhaps it had something to do with the
great British sea captain Lord Nelson, but that would be only a guess.
Extract from ‘A Long Walk to Freedom’ Mandela’s Autobiography
Section 2: Life of Nelson Mandela / What were the significant events in Nelson Mandela’s life? 31When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
Reading extracts
Extract 3: University and becoming a lawyer
MANDELA AND TAMBO said the brass plate on our office door. We practised as attorneys-
at-law in Johannesburg in a shabby building across the street from the Magistrates'
Court. Chancellor House in Fox Street was one of the few buildings in which African
tenants could hire offices. MANDELA AND TAMBO was written huge across the frosted
window panes on the second floor, and the letters stood out like a challenge. To white
South Africa it was bad enough that two men with black skins should practise as lawyers,
but it was indescribably worse that the letters also spelled out our political partnership.
Nelson and I were both born in the Transkei, he one year after me. We were students
together at Fort Hare University College. With others we had founded the African
National Congress Youth League. We went together into the Defiance Campaign of 1952,
into general strikes against the Government and sat in the same Treason Trial dock.
Extract from ‘No Easy Walk to Freedom’ – Nelson Mandela by O.R Tambo
Extract 4: The African National Congress
and becoming an activist
In 1952 the African National Congress organised South Africa’s first nationwide protest
against apartheid. The year before the ANC had called for the repeal of six particularly
unjust laws. The meeting lasted for three days. Mandela, Sisulu and other members of
the Youth League proposed that it was time to confront the government. Unless the
government repealed the six unjust laws by April 6, 1952, a campaign of defiance
would begin. Volunteers would be organised to defy the oppressive laws – to be called
the Defiance Campaign. Mandela recruited 8,577 volunteers. Some wore armbands
with the green, gold and black colours of the ANC flag. Black for the people, green for
the land and gold for the resources. They set out to use the whites only entrances to
railway stations, waiting rooms and post offices, they ignored curfews, entered areas
that were forbidden and refused to present their passbooks. For Nelson Mandela, it
was his first experience with real political action. It was also the first time he had been
arrested and banned. The struggle had begun.
Extract from: Nelson Mandela – No Easy Walk to Freedom
32 Section 2: Life of Nelson Mandela / What were the significant events in Nelson Mandela’s life?When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
Reading extracts
Extract 5: Being arrested
At 1.30 in the morning, on March 30, 1956 I was awakened by sharp, unfriendly knocks at my
door, the unmistakable signature of the police. “The time has come,” I said to myself as I
opened the door to find half-a-dozen armed security policemen. They turned the house
upside down, taking virtually every piece of paper they could find. I was then arrested without
a warrant, and given no opportunity to call my lawyer. They refused to inform my wife as to
where I was to be taken. I simply nodded at Winnie; it was no time for words of comfort.
Near midnight, we were told we were to be called out, but for what we did not know. I was the
first to be called and I was ushered over to the front gate of the prison where I was briefly
released in front of a group of police officers. But before I could move, an officer shouted.
“Name!”“Mandela,” I said. “Nelson Mandela,” the officer said, “I arrest you under the powers
vested in me by the Emergency Regulations.” We were not to be released at all, but rearrested
under the terms of what we only then discovered was a State of Emergency. We drafted a
memorandum to the commander asking to know our rights.
Extract from ‘A Long Walk to Freedom’ Mandela’s Autobiography
Extract 6: Becoming president
Nelson Mandela has become South Africa's first black president after more than three
centuries of white rule. Mr Mandela's African National Congress (ANC) party won 252 of the
400 seats in the first democratic elections of South Africa's history.
The inauguration ceremony took place in the Union Buildings amphitheatre in Pretoria today,
attended by politicians and dignitaries from more than 140 countries around the world.
Jubilant scenes on the streets of Pretoria followed the ceremony with blacks, whites and
coloureds celebrating together.
When the new president, flanked by First Deputy President Thabo Mbeki and Second Deputy
President FW de Klerk, appeared on the Botha Lawn beneath the Union Buildings the crowd
went wild. More than 100,000 South African men, women and children of all races sang and
danced with joy.
Mandela spoke of the "human disaster" of apartheid. "We saw our country tear itself apart in
terrible conflict... The time for healing of wounds has come... Never, never again will this
beautiful land experience the oppression of one by another." And urging forgiveness he said
in Africaans: "Wat is verby verby" - "What is past is past"
Extract from: http://news.bbc.co.uk/onthisday/hi/dates/stories/may/10/
newsid_2661000/2661503.stm
Section 2: Life of Nelson Mandela / What were the significant events in Nelson Mandela’s life? 33When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
Timeline cards
July 18th 1918 1925
Rolihlahla Mandela Rolihlahla attends
is born primary school and
is named Nelson
1938 1944
Mandela begins law Mandela joins ANC
course at University and forms the youth
league
1952 1960
Mandela elected Mandela arrested and
President of the Transvaal held without trial for five
ANC and opens first black months following the
law partnership Sharpeville massacre
34 Section 2: Life of Nelson Mandela / What were the significant events in Nelson Mandela’s life?When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
Timeline cards
January 1962 November 1962
Mandela leaves the Mandela arrested for
country to gain wider leaving the country
support for the ANC without a passport
June 1964 February 1990
Mandela and 7 others Mandela is
sentenced to life released from
imprisonment prison
April 1994
Mandela elected 5 December 2013
president of Nelson Mandela dies
South Africa
Section 2: Life of Nelson Mandela / What were the significant events in Nelson Mandela’s life? 35When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
GC aspects Activity
• Social justice and equity Prior to this lesson, learners should have a
• Critical and creative thinking good understanding of the different types of
• Belief that people can bring about change question and how to respond using evidence
from the text to support answers. The PEE
SDGs and UNCRC Links (Point Evidence Explanation) template can be
• Goals 10, 16 used to support this activity.
• Article 2
Read extracts 1-3 aloud to the class before
Es and Os giving pairs a copy to read.
ENG 2-17a Enlarge and display a choice of understanding,
ENG 3-17a analysing and evaluating questions on the
wall. In pairs, learners should choose 3
Suggested LIs understanding and 3 analysing questions to
▶ To use evidence to support my answers.
answer and 1 evaluating. Encourage them to
▶ To create both literal and inferential questions.
respond in full sentences (the PEE structure
can help formulate their responses). Ask
What you need learners to then create one of each kind of
Reading extracts 1-3: ‘A Long Walk to question for their partner.
Freedom’ (pages 37-38)
Point Evidence Explanation template (PPT2) When finished, explain learners will be having
Comprehension Questions in large font size a walking debate. Allow them to walk around
cut out and placed on the wall (pages 39-40) the room until you say one of the question
Headings (Understanding, Analysing types. Pairs then find another pair who
and Evaluating) to be placed above answered the same questions. Give a couple
relevant question. of minutes for the pairs to discuss, evaluate
and assess their responses, then repeat with
one of the other question types.
Feedback as a whole class on what learners
now know of Mandela as a person. Were there
any surprises?
Say, make, write, do
Can learners:
• identify evidence from the text to justify
their responses (orally and in written form)?
• create appropriate literal or inferential
questions for understanding, evaluation
or analysis of a text?
36 Section 2: Life of Nelson Mandela / What were the significant events in Nelson Mandela’s life?When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
Extract 1
“My father’s passing changed my whole life in a way that I did not suspect
at the time. After a brief period of mourning, my mother informed me that
I would be leaving Qunu. I did not ask her why, or where I was going.
I packed the few things that I possessed, and early one morning we set out
on a journey westward to my new residence. I mourned less for my father
than for the world I was leaving behind. Qunu was all that I knew, and
I loved it in the unconditional way that a child loves his first home.
Before we disappeared behind the hills, I turned and looked for what
I imagined was the last time at my village. I could see the simple huts and
the people going about their chores; the stream where I had splashed and
played with the other boys; the maize fields and green pastures where the
herds and flocks were lazily grazing. I imagined my friends out hunting for
small birds, drinking the sweet milk from the cow’s udder, cavorting in the
pond at the end of the stream. Above all else, my eyes rested on the three
simple huts where I had enjoyed my mother’s love and protection. It was
these three huts that I associated with all my happiness, with life itself, and
I rued the fact that I had not kissed each of them before I left. I could not
imagine that the future I was walking toward could compare in any way to
the past that I was leaving behind.
We travelled by foot and in silence until the sun was sinking slowly toward
the horizon. But the silence of the heart between mother and child is not
a lonely one. My mother and I never talked very much, but we did not
need to. I never doubted her love or questioned her support. It was an
exhausting journey, along rocky dirt roads, up and down hills, past
numerous villages, but we did not pause. Late in the afternoon, at the
bottom of a shallow valley surrounded by trees, we came upon a village
at the centre of which was a large and gracious home that so far exceeded
anything that I had ever seen that all I could do was marvel at it.”
Continued next page
Section 2: Life of Nelson Mandela / What were the significant events in Nelson Mandela’s life? 37When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
Reading extract
Extract 2
“In that moment of beholding Jongintaba and his court I felt like a sapling
pulled root and branch from the earth and flung into the centre of a stream
whose strong current I could not resist. I felt a sense of awe mixed with
bewilderment. Until then I had had no thoughts of anything but my own
pleasures, no higher ambition than to eat well and become a champion stick-
fighter. I had no thought of money, or class, or fame, or power. Suddenly a new
world opened before me. Children from poor homes often find themselves
beguiled by a host of new temptations when suddenly confronted by great
wealth. I was no exception. I felt many of my established beliefs and loyalties
begin to ebb away. The slender foundation built by my parents began to
shake. In that instant, I saw that life might hold more for me than being a
champion stick-fighter.”
Extract 3
“At about ten o’clock that evening, we saw before us, glinting in the distance,
a maze of lights that seemed to stretch in all directions. Electricity, to me, had
always been a novelty and a luxury, and here was a vast landscape of
electricity, a city of light. I was terribly excited to see the city I had been
hearing about since I was a child. Johannesburg had always been depicted as
a city of dreams, a place where one could transform oneself from a poor
peasant to a wealthy sophisticate, a city of danger and of opportunity. I
remembered the stories that Banabakhe had told us, of buildings so tall you
could not see the tops, of crowds of people speaking languages you had never
heard of, of sleek motorcars and beautiful women and dashing gangsters. It
was eGoli, the city of gold, where I would soon be making my home.”
38 Section 2: Life of Nelson Mandela / What were the significant events in Nelson Mandela’s life?When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
Understanding
1) What event had a very significant impact on
Mandela and his life? (para 1)
2) Can you explain what is meant by ‘I mourned less
for my father than for the world I was leaving
behind’? (para 1)
3) What might we infer about Mandela’s relationship
with his father? Give evidence from the text to
support your answer. (para 1)
4) Can you identify the meaning of the word
‘cavorting’ and explain how the passage helped
you clarify its meaning? (para 2)
5) Did Mandela have a good relationship with
his mother? Write down 3 pieces of evidence
to support your answer.
Evaluating
1) How well does this text show us what Mandela was
like as a young boy leaving home? Give a reason for
your answer.
2) What do you think the author’s (Nelson Mandela)
purpose is for writing this book?
Continued next page
Section 2: Life of Nelson Mandela / What were the significant events in Nelson Mandela’s life? 39When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
Analysing
1) I could see the simple huts and the people going
about their chores; the stream where I had splashed
and played with the other boys; the maize fields and
green pastures where the herds and flocks were lazily
grazing. I imagined my friends out hunting for small
birds, drinking the sweet milk from the cow’s udder,
cavorting in the pond at the end of the stream. (para 2)
In your own words, can you describe the image that is
created of Mandela’s childhood?
2) I felt like a sapling (young tree) pulled root and branch
from the earth and flung into the centre of a stream
whose strong current I could not resist. (para 4)
i) Can you identify which type of figurative language
this is?
ii) Can you comment on why this is an effective image?
3) Select a phrase which helps to demonstrate how
Mandela changed from being a carefree young boy
to the man he was to become. (para 4)
4) Identify the metaphor at the end of paragraph 4.
5) How did Mandela feel about Johannesburg?
Give 3 pieces of evidence from the text to support
your answer.
6) What mood or tone is created in the last paragraph?
Give 3 pieces of evidence to support your answer.
40 Section 2: Life of Nelson Mandela / What were the significant events in Nelson Mandela’s life?When Mandela danced in the square – Lessons for young citizens from the Scottish anti-apartheid movement
3. What is the special relationship
between Glasgow and Mandela?
GC aspects Explain that while the Freedom of the City
• Social justice and equity is an honorary title, it is only given out rarely
• Belief that people can bring about change as an expression of great respect. What was
it in Mandela’s life which made the city
SDGs and UNCRC links leaders at the time want to recognise him?
• Goals 10, 16 Support learners to understand it was for
• Article 2 his commitment to human rights and to
overturning the apartheid system.
Es and Os Add ‘Mandela visits Glasgow’ card to the
SOC 2-01a, LIT 2-04a timeline. Explain that Glasgow’s commitment
SOC 3-06a, LIT 3-07a to the legacy of Mandela is ongoing, through
the work of the Nelson Mandela Scottish
Suggested LIs Memorial Foundation. The NMSMF are
▶ To understand Glasgow’s relationship working to create a long-term memorial to
with Nelson Mandela. Mandela through a permanent statue in the
▶ to describe ways in which it chose
city and an ongoing educational programme.
to honour him. Revisit the question posed at the beginning
of the lesson. Do learners want to change or
What you need add responses?
Mandela video (available here)
Mandela speech extract (page 42) Say, make, write, do
Time-line card (page 42) Can learners:
• describe the features of Mandela’s life
Activities which led to him receiving the freedom
Ask learners ‘What does it mean to be free?’. of the city?
Give time to explore responses to this. In a circle, • describe ways in which Glasgow
then ask learners ‘What do we know so far about honoured him.
Nelson Mandela’s life and about Glasgow’s
opposition to apartheid? Learners take turns Take it further
to retell in order the details of these, using ▶ Further information on people who
the timeline as a prompt. have received the Freedom of the City
Watch the video of Mandela’s speech to the city is online. Learners could research each
on his visit in 1993. Ask learners to focus on the of these people, or make a case for other
section of the speech where Mandela refers to individuals to whom they would grant
receiving the freedom of Glasgow while freedom of the city.
incarcerated in Robben Island, and share the
‘Mandela speech extract’ sheet. As a class or in
pairs, ask learners to think about what ‘Freedom’
meant to Mandela and his colleagues.
Section 2: Life of Nelson Mandela / What is the special relationship between Glasgow and Mandela? 41You can also read
