South Africa

1 South Africa Button.png
Sep. 9-10
Week 1, Day 1: Course introduction; add this site to your Bookmarks Toolbar; add a selfie and a brief hello (favorite summer activity, vacation, book, or other experience) to our Google slides About Us file
HW: Find and actively read two recent articles (since Jan. 1, 2014), nothing less than half a page, that promise to help you understand an important economic, political, social, or cultural aspect of South Africa today. These articles should be from newspapers, magazines, or journals, not from encyclopedias or generic websites. Do not settle on the first articles you happen to find. Thoughtfully select articles that contribute to an understanding of current issues and realities in South Africa. Use this Article Evaluation form to record your observations related to one of the articles you read.

Week 1, Day 2: Work on names! Discuss the articles we've found. What do we now know about South Africa? What do we want to know? Discuss Kaffir Boy (outside reading to be completed Oct. 13 (the day after Columbus Day). Explain HW (assign groups 1, 2, and 3).
HW: Listen to two of these Audio Stories based on your assigned group (Group 1 listens to stories 1A and 1B, Group 2 listens to stories 2A and 2B, Group 3 listens to stories 3A and 3B). Write a one-page (double-spaced) reflection on the stories you hear. What common themes emerge from these stories? What contrasts exist between your two stories? What is most remarkable, surprising, disturbing, hopeful... in these various stories? How much does South Africa's past seem to influence its present in the lives of these people?

Sep. 14-17
Week 2, Day 1: Share observations from the stories we listened to for homework. What do these stories reveal about South Africa today? How much does the past seem to shape South Africa's current situation? Together, watch Chimamanda Adichie's TED Talk, "The Danger of the Single Story." How does her message apply to our experiences and the goals of this class?

HW: In our South Africa text, read pp. 3-12. Take notes and begin building a terms list as you read.

Week 2, Day 2
Discussion of the San, Khoikhoi, and Bantu and the arrival of Europeans. What values and cultural goals motivate each of these groups?

HW: Read "The 'Mfecane' and the 'Difaqane'" (including stories on "The Warrior" and "The Statesman") and the article "A Story of Cannibalism and a King's Forgiveness and "The Great Trek and the Battle of Blood River." Take notes on important people, terms, and events.

Week 2, Day 3: Discuss the Shaka, the Difaqane/Mfecane, and Moshoeshoe. What do these stories tell us about race, ethnicity, and nationality? Discuss the Great Trek and the Battle of Blood River. How do these events relate to the Mfecane/Difaqane? What lessons might different groups of South Africans take from these events?
HW: In our South Africa text, read pp. 12-17. Take notes (especially important people, terms, and events)

Week 2, Day 4:
Discuss conflicts over land, especially with the discovery of diamonds. Explore the process that led from discovery to independent mining to consolidation. Consider the concept of "mineral revolution." What does "revolution" mean? What made this process "revolutionary"?
HW: Actively read "The Boer War: A Struggle for Mastery in South Africa."

Sep. 21-24
Week 3, Day 1: Brief writing exercise: What caused the Boer War? Discuss the causes and motivations associated with the coming of the Boer War. What did various parties want? What did they expect? What actually happened?
HW: In our South Africa text, read 18 to mid-20, plus "Constructing the Union of South Africa" [Note to me: this was an awful reading--replace it if you can!!]

Week 3, Day 2: Discuss the repercussions of the Boer War on relations between Boers, British, and blacks in South Africa. Introduce Gandhi and begin watching the film. As we watch, consider these question: What beliefs and experiences contributed most significantly to Gandhi's ideas about nonviolence? How did his ideas about nonviolence take shape, and evolve?
HW: Read Gandhi article "The Way of Love"

Week 3, Day 3: Announce test on Tuesday. Discuss Gandhi article. As we watch more of Gandhi, remember our key questions: What beliefs and experiences contributed most significantly to Gandhi's ideas about nonviolence? How did his ideas about nonviolence take shape, and evolve?
HW: In our South Africa text, read pp. 20-26. Continue to build terms sheet for next week's test.

Week 3, Day 4: Discuss rise of African resistance to Afrikaner policies.
HW: Read "The Atlantic Charter" section of the ANC's 1943 publication, Africans' Claims in South Africa available as .pdf:
Begin preparations for a test on Tuesday!

Sept. 28-Oct. 1
Week 4, Day 1: Discuss "Atlantic Charter" reflections by ANC; review for test.
HW: STUDY FOR TEST

Week 4, Day 2: SOUTH AFRICA TEST 1
HW: In our South Africa text, read pp. 28-35

Week 4, Day 3: Remember, you should be well along in your reading of Kaffir Boy, due Oct. 19 (yes, this is a week's extension). Discuss the early stages of apartheid and the anti-apartheid reaction. What were the whites really trying to accomplish? What methods did protestors use? How successful were they? Why?
HW: Please read the Freedom Charter and in our South Africa text, pp. 36-43.


Week 4, Day 4:
Start with this video: http://www.imdb.com/video/wab/vi269130009/. What's the message? Let's work together through "The Freedom Charter". Why do you think the Freedom Charter is so significant? Then we will explore the next stages in apartheid policies: women and the anti-apartheid movement; Verwoerd and the Bantustans. Introduce Sharpeville and the Choices activity. Finish with the song Lilian Ngoyi led at the demonstration described by Helen Joseph, "Nkosi Sikelele." This version comes from the amazing South African group Ladysmith Black Mambazo accompanied by South African legend Miriam Makeba and American Rock-and-Roll Hall of Famer Paul Simon.

HW: Choices Reading 1 (pp. 8-18)
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Oct. 5-8
Week 5, Day 1: Read Choices Reading 2 (pp. 19-20); deliver role-playing assignments. Begin role-playing preparation by going to the "Projects" tab in the navigation bar.
HW: Role-playing Preparation

Week 5, Day 2: Continue role-playing preparation.
HW: South Africa poetry reading


Week 5, Day 3: Discuss poems from South Africa.

HW: Role-playing Preparation

Week 5, Day 4: Role-playing session, meeting of Cape Town residents. Residents' questions due. Listen, take notes, and respond to the options presented.
HW: Residents: write 2-3 page paper (double-spaced) evaluating the presentations and arguing for the option your character would choose, due Tuesday; Options presenter: revise/refine your papers, due Tuesday. Read Kaffir Boy if your essay work is complete.

1001272621912.jpgOct. 12-15
Week 6, Day 1:
NO SCHOOL, COLUMBUS DAY

Week 6, Day 2: Role-playing debriefing. Let's hear from the residents and allow options presenters to discuss their dilemmas. Can we reach a decision on how best to proceed?
HW: South Africa, pp. 44-52

Week 6, Day 3: No School, PSAT Day/Parent-Advisor Conferences
HW: See above assignment, due tomorrow

Week 6, Day 4:
Explain South Africa's decision, the Spear of the Nation, the Rivonia Treason Trials, and especially Nelson Mandela's court appearance. Which option does Mandela defend in his statement to the court? How does he make his case?

HW: In our South Africa text, read pp. 54-63

Oct. 19-22
Week 7, Day 1: Discuss international attitudes toward South Africa: what factors created, and limited, pressure on apartheid? Listen to Robert F. Kennedy on his trip to Cape Town:

...and read along here. How did America's issues in the 1960s relate to developments in South Africa?
HW: In our South Africa text, read pp. 65-77 (no need for extensive notes for this reading)

Week 7, Day 2: Discuss reading; in our South Africa text, read pp. 78-85.
HW: Finish reading through p. 89.

Week 7, Day 3: Discuss Steve Biko's philosophy; provide background of Cry Freedom! which you will watch for the weekend's HW; discuss the Soweto uprisings. Why was this such a significant change in South Africa? How would you expect different constituencies (whites in SA, blacks in SA, the international community) to respond to these developments?
HW: In our South Africa text, read pp. 91 to mid-98.

Week 7, Day 4: Discuss the causes and the legacies of the Soweto uprisings; Evaluate Nationalist Party responses to Soweto; explain "total onslaught" and "total strategy"; differentiate between new anti-apartheid organizations (National Union of Mineworkers / Cyril Ramaphosa; the Azanian People's Organisation (AZAPO); the ANC; Inkatha / Mangosuthu Buthelezi; the United Democratic Front / Allan Boesak and Archbishop Desmond Tutu).
HW: Watch Cry Freedom! It's a long movie (2:40) so plan your time wisely. Watch with your family or friends if possible. The movie is available in many ways, including renting from amazon.com or through iTunes ($2.99 for SD; $3.99 for HD).

Oct. 26-29
Week 8, Day 1: Discuss "Black Consciousness" as depicted in Cry Freedom!; what is the significance of this film? Who were the primary audiences for this film? How might those different audiences respond?
HW: In our South Africa text, read pp. mid-98 to 105

Week 8, Day 2: Discuss sanctions, Sullivan principles, divestment, and disinvestment.
HW: In our South Africa text, read pp. 108 to mid-116

Week 8, Day 3: Read this article and discuss De Klerk's decision to introduce such revolutionary reform to South Africa. What (many) reasons did De Klerk have for introducing such revolutionary changes?

HW: TEST PREP!

Week 8, Day 4: TEST: Apartheid-Era South Africa
HW: "Time to Talk"

Week 9, Day 1: Discuss Truth and Reconciliation Commission; wrap up South Africa
HW: See China page!