Lesson Plan | Active Methodology | Turning points in modern South African history since 1948

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objectives

Duration: (5 - 10 minutes)

This stage of the lesson plan aims to establish clear and concise objectives that guide the lesson's activities. By defining these goals, students will focus on key historical events and concepts regarding apartheid in South Africa, allowing them to engage deeply with the material and develop a well-rounded understanding of the topic. These objectives serve as a framework for the lesson, ensuring that it is relevant, structured, and conducive to collaborative learning.

Main Objectives:

1. Understand the implications of the Universal Declaration of Human Rights on post-World War II South Africa and its relevance to citizens' rights.

2. Analyse the socio-political landscape of apartheid, including its origins, main laws, and notable resistance movements.

3. Examine case studies of forced removals and the impacts of apartheid on different communities, fostering empathy and understanding of historical injustices.

Introduction

Duration: (10 - 15 minutes)

The Introduction stage aims to engage students by stimulating their critical thinking through problem situations that link past learning with present discussions on apartheid in South Africa. By presenting relatable scenarios and contextualizing the importance of these historical events, students will be motivated to actively participate and connect the dots between their studies and real-world implications. This approach not only reinforces knowledge but also encourages empathy and a deeper understanding of the societal impact of apartheid.

Problem-Based Situation

1. Imagine you are in the 1960s, living in Sophiatown, and you wake up one day to find your community being forcibly removed due to the Group Areas Act. How would this affect your daily life and sense of belonging?

2. Consider your grandparents were part of the civil rights movements in South Africa. What stories might they share about their experiences with apartheid laws, and how do you think these experiences shaped their views on justice and equality?

Contextualization

Understanding the history of apartheid in South Africa isn't just about dates and laws; it's about real people and their struggles. For instance, the story of Helen Joseph and Lillian Ngoyi, who were key figures in the Women's March against apartheid, shows us how brave individuals stood up for their rights and the rights of others. As we unpack these historical events, students will reflect on how the principles of human rights continue to resonate today, influencing global movements for justice and equality.

Development

Duration: (70 - 80 minutes)

This stage of the lesson plan aims to engage students in active and collaborative learning by allowing them to work in groups on creative, problem-based activities. By choosing one of the proposed activities, students will explore critical elements of apartheid history while developing empathy, critical thinking, and collaborative skills. These activities not only reinforce their understanding of historical events but also prompt reflection on how these events relate to their own lives and contemporary issues.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Journey Through History: The Forced Removals Role-Play

> Duration: (60 - 70 minutes)

- Objective: To deepen understanding of the human experiences behind historical events and how individuals and communities responded to apartheid policies in a personal, relatable way.

- Description: In this engaging role-play activity, students will immerse themselves in the historical context of forced removals during apartheid. Each group will receive a specific community scenario (either from Sophiatown or Mogopa) with instructions on what their character experiences during the removal process. Students will take on roles such as community leaders, families facing displacement, government officials overseeing the removals, and human rights activists. They will have to act out a community meeting to strategize their response to the impending removals, exploring the emotions, fears, and hopes of those involved, creating a vivid portrayal of the historical events.

- Instructions:

• Divide the class into groups of no more than 5 people.

• Assign each group a specific scenario related to forced removals from Sophiatown or Mogopa.

• Provide roles within each group (community members, government officials, etc.) and give them 10 minutes to discuss their characters and practice their lines.

• After preparation, each group will perform their role-play in front of the class, lasting 5-7 minutes per group.

• Conclude with a class discussion on the feelings and thoughts evoked by the role-plays.

Activity 2 - The Freedom Charter: A Creative Collage

> Duration: (60 - 70 minutes)

- Objective: To encourage creativity while fostering a deeper understanding of the Freedom Charter and its lasting impact on South African society.

- Description: Students will work together to create a visual collage representing the main ideas of the Freedom Charter. They will be provided with newspapers, magazines, and art supplies to express how the charter's principles (such as equality, access to education, and rights for all) resonate with their understanding of justice today. Each group will brainstorm key messages from the Freedom Charter and how those messages can be symbolically represented in their collage, allowing creativity to flow while reflecting on the historical significance of the document.

- Instructions:

• Organize students into groups of 4-5.

• Distribute materials like scissors, glue, old magazines, and poster boards.

• Instruct each group to list key principles of the Freedom Charter and discuss how they relate to current issues.

• Allow 30 minutes for the creation of their collage, encouraging creativity and expression.

• Each group will present their collage to the class, explaining the symbolism used and its relevance.

• Conclude with a discussion connecting the principles of the Freedom Charter to modern human rights and justice movements.

Activity 3 - Resilience in Action: The ANC and Non-violent Resistance

> Duration: (60 - 70 minutes)

- Objective: To enhance critical thinking and public speaking skills while analyzing historical resistance strategies against apartheid.

- Description: Students will conduct a mock debate where they will represent different groups involved in the resistance against apartheid, such as the ANC, the SACP, and community activists. They will research key events like the Defiance Campaign and the Women's March and prepare arguments for why their group’s approach to resisting apartheid was the most effective. This will not only enhance their understanding of historical events but also allow them to engage actively with the ideas of non-violence versus militant resistance.

- Instructions:

• Divide the class into three groups: ANC, SACP, and community activists.

• Allow students 15 minutes to research their group, focusing on their strategies and key historical events.

• Each student should prepare a 2-minute argument supporting their group's approach to resisting apartheid.

• Conduct the debate, allowing 5 minutes for each group to present their arguments, followed by a rebuttal round.

• Conclude with a reflective discussion on the effectiveness of these strategies and their relevance today.

Feedback

Duration: (15 - 20 minutes)

The purpose of the Feedback stage is to consolidate the learning experiences of the students by encouraging reflection and discussion. By sharing insights and personal feelings about the activities, students will deepen their understanding of the historical events related to apartheid and connect them to contemporary issues of justice and human rights. This collaborative reflection serves to reinforce knowledge gained from the activities and to develop a community of learners who support one another's understanding.

Group Discussion

Now that each group has had the opportunity to share their role-play and presentations, let's gather together for a class discussion. I'd like each group to share one key insight or surprise they encountered during their activity. Additionally, how do you think these historical experiences relate to issues we still face today? Feel free to relate your discussions to the broader themes of human rights and justice as well.

Key Questions

1. What emotions did you feel while participating in the role-plays, and how did that affect your understanding of the situation?

2. How does understanding the principles of the Freedom Charter influence your perspective on justice and equality today?

3. In what ways do you think the strategies employed by the ANC and other groups were effective or ineffective in fighting apartheid?

Conclusion

Duration: (10 - 15 minutes)

The purpose of this stage is to consolidate the students' learning by summarizing key takeaways, connecting theoretical concepts with practical experiences, and emphasizing the relevance of these historical events to their lives. By reinforcing the lesson's objectives and outcomes, students can appreciate the importance of their learning and understand how it shapes their perspectives on justice, equality, and human rights in today's world.

Summary

In this lesson, students explored pivotal turning points in modern South African history, focusing on the apartheid era and the various resistance movements that emerged. They engaged with the Universal Declaration of Human Rights, learned about the Group Areas Act and the forced removals in Sophiatown and Mogopa, and examined the key figures and events such as the Freedom Charter, the ANC, and the Women's March. Through interactive role-playing and creative activities, students gained a deeper understanding of how these historical events shaped society and the ongoing struggle for human rights and equality.

Theory Connection

The lesson connected theory and practice by allowing students to actively participate in their learning through role-plays and group projects, bridging historical knowledge with real-world applications. By embodying different characters and viewpoints, students were able to contextualize the theory of apartheid and resistance within their own lives, making the historical concepts more tangible and relatable. This approach encouraged students to reflect on the implications of these events for contemporary issues of social justice in South Africa and beyond.

Closing

As we conclude this lesson, reflect on how understanding our past informs our present and future. Each story and experience shared highlights the resilience of individuals and communities in the face of oppression. Remember, history is not just a collection of dates and events; it directly impacts our lives today. The principles of human rights and social justice we discussed are integral to the society we live in, guiding us towards a more equitable and just future for all South Africans.