What do we know about South Africa and apartheid? - WOSDEC
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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 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
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 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 on pages 6 to 9: 1,4 & 5 – Pixabay. 2 & 3 – UN images. 6 – Wikimedia. 7 – David Pratt
Section 1: South Africa and apartheid / What do we know? 9
When 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? 29You can also read
