Session includes:
• An overview of the course: brief content and skills summary
• Key resources for the classroom
• Advice on assessment tasks
Ways of developing and assessing historical thinking skills
The bitter rivalry of Hugh Gaitskell (Labour-right) and Aneurin 'Nye' Bevan (Labour Left) within the British Labour party between 1951-64 over party policy and ideology.
Lecture to ANU Strategic Studies students on ethnicity and separatism. Case-studies of Bougainville and South Sudan, with discussion of the Responsibility to Protect (R2P).
Session includes:
• An overview of the course: brief content and skills summary
• Key resources for the classroom
• Advice on assessment tasks
Ways of developing and assessing historical thinking skills
The bitter rivalry of Hugh Gaitskell (Labour-right) and Aneurin 'Nye' Bevan (Labour Left) within the British Labour party between 1951-64 over party policy and ideology.
Lecture to ANU Strategic Studies students on ethnicity and separatism. Case-studies of Bougainville and South Sudan, with discussion of the Responsibility to Protect (R2P).
Ed's Legacy: Canadian Air Force Vet and Concentration Camp Survivor - Presen...Craig Carter-Edwards
Presentation given to primarily high school students about the life and legacy of Ed Carter-Edwards, WWII veteran and survivor of Buchenwald Concentration Camp.
Investigation and discussion on historical, societal, corporate and nowadays' contexts serving as a grounds for discovering bias in an allegedly racial H&M ad, whereby a black boy is represented as a "coolest monkey in the jungle".
Submission of Presentation made by Tshepo Madlingozi at the 6 October 2012 Se...Khulumani Support Group
Khulumani Board Member, Tshepo Madlingozi made a presentation to a seminar held in Frankfurt, Germany last Saturday, October 6, 2012 that was focused on the ANC at 100 years. The seminar was entitled ANC: From Liberation Movement to Ruling Party.
The title of Tshepo's presentation was 'Revolt of the poor' and search for a Post-Apartheid South Africa.
Tshepo highights that Khulumani Support Group was amongst the first of the country's post-apartheid social movements and that it has had to contend with a very challenging social and economic landscape that has seen growing retrenchments, deepening poverty and growing difficulty in citizens being able to pay for services that results in water and electricity cut-offs and housing evictions.
View full article: http://goo.gl/3v4iE
Ed's Legacy: Canadian Air Force Vet and Concentration Camp Survivor - Presen...Craig Carter-Edwards
Presentation given to primarily high school students about the life and legacy of Ed Carter-Edwards, WWII veteran and survivor of Buchenwald Concentration Camp.
Investigation and discussion on historical, societal, corporate and nowadays' contexts serving as a grounds for discovering bias in an allegedly racial H&M ad, whereby a black boy is represented as a "coolest monkey in the jungle".
Submission of Presentation made by Tshepo Madlingozi at the 6 October 2012 Se...Khulumani Support Group
Khulumani Board Member, Tshepo Madlingozi made a presentation to a seminar held in Frankfurt, Germany last Saturday, October 6, 2012 that was focused on the ANC at 100 years. The seminar was entitled ANC: From Liberation Movement to Ruling Party.
The title of Tshepo's presentation was 'Revolt of the poor' and search for a Post-Apartheid South Africa.
Tshepo highights that Khulumani Support Group was amongst the first of the country's post-apartheid social movements and that it has had to contend with a very challenging social and economic landscape that has seen growing retrenchments, deepening poverty and growing difficulty in citizens being able to pay for services that results in water and electricity cut-offs and housing evictions.
View full article: http://goo.gl/3v4iE
Teaching History in the Middle Years is just about the most fun a grown adult could possibly have. In this session you will discover a range of tips, tricks and learning activities you can use immediately to develop a culture of enthusiasm for History. Make History class the BEST part of a student's day!
Stephen White is the Head of Humanities at Oxley Christian College, an HTAV presenter and contributing author to HTAV's Senior History textbook series. He teaches all year levels from 7-12.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Stephen White
● Head of Humanities – Oxley Christian
College
● 2021 – teaching Year 8, 9, 10, 11, 12 History
● Twentieth Century History – 14 years
● Contributing author to the HTAV Modern
History 1 & 2 textbooks incl. Apartheid
SPeaker
3. Twentieth Century History
Unit 2: 1945-2000
Area of Study 2: Challenge & change
Topic: Apartheid falls under both regional
conflicts & social/political movements
Study
Design
2021
4. Key questions:
● What were the significant causes of challenge to
and change in existing political and social orders in
the second half of the twentieth century?
● How did the actions and ideas of popular
movements and individuals contribute to change?
● What impacts did challenge and change have on
nations and people?
Study
Design
2021
5. Outcome:
● On completion of this unit the student should be
able to explain the causes and nature of challenge
and change in relation to two selected contexts in
the second half of the twentieth century and
analyse the consequences for nations and people.
Study
Design
2021
6. Key knowledge:
● conditions and events that gave rise to the challenge and change to power
● the ideas that influenced the challenge and brought about change
● key individuals and/or groups involved in the movement for change
● the methods employed by groups and individuals to implement change and
express views, such as diplomacy, meetings and marches, civil disobedience,
armed conflict, hijackings, bombings
● the responses of established political and social orders, both positive and
negative
● the extent to which goals were achieved and change occurred
● the short- and long-term consequences of particular events and movements
● the key concepts that underpinned challenge and change in the period:
decolonisation, nationalism, theocracy, self-determination, racism, sexism,
feminism and egalitarianism.
Study
Design
2021
7. Modern History
Unit 2: Changing world order
Area of Study 2: Challenge & change
Topic: Apartheid falls under both regional
conflicts & social/political movements
Study
Design
2022-2026
8. Key questions:
● What caused the challenges to existing political
and/or social structures and conditions?
● How did the actions and ideas of popular
movements and individuals contribute to continuity
and change?
● To what extent did change occur?
● What were the perspectives and experiences of
those who demanded and/or resisted change?
Study
Design
2021
9. Outcome:
● On completion of this unit the student should be
able to explain the challenges to social, political
and/or economic structures of power and evaluate
the extent to which continuity and change
occurred.
Study
Design
2021
10. Key knowledge:
● the causes, significant events and conditions that challenged traditional
social, political and/or economic structures of power
● the local and global ideas that influenced continuity and/or change, such as
decolonisation, nationalism, theocracy, self-determination, state-building,
nation-building, racism, sexism, feminism, egalitarianism and equality
● significant individuals, movements and/or groups who challenged existing
structures of social, political and/or economic power and contributed to
change
● the methods employed by individuals and/or groups to express their views
and demand change, such as diplomacy, nation-building, meetings and
marches, cultural expression, civil disobedience, violence and terrorism, armed
conflict, the media and social media
Study
Design
2021
11. Key knowledge cont:
● the responses and actions of established social, political and/or economic
powers who sought continuity by resisting challenges and changes
● the extent to which change occurred and goals and ideas were successfully
achieved and implemented
● the perspectives and experiences of those who challenged and demanded
change and those who resisted change
● the short-term and long-term consequences of particular events, ideas and
movements.
Study
Design
2021
13. Key questions:
● What was apartheid?
● How was apartheid justified by the white South African
government?
● How did the South African government enforce
apartheid?
● How did black and coloured South Africans protest
against the apartheid laws?
● What was the role of key individuals and groups in
challenging apartheid?
● How and why did the apartheid system end ?
Overview
14. Key events:
1948 Formation of the National Party
1952 Defiance Campaign begins
1955 Freedom Charter
1961 Sharpeville Massacre
1964 Mandela jailed
1976 Soweto Uprising
1990 Mandela released
1994 ANC wins first fully democratic elections
Overview
15. Key individuals:
● Nelson Mandela – leader of the ANC
● Steve Biko – activist
● P.W. Botha – PM & president 1978-1989
● F.W. De Klerk – President 1898-1994
Others to consider:
● Walter Sisulu, Oliver Tambo, Desmond Tutu, Winnie
Mandela, Miriam Makeba… there are thousands!
Overview
16. Key groups:
● African National Congress
● National Party
● Black Consciousness Movement
Others to consider:
● Pan African Congress, POQO, SASO, Black Sash
Movement, MK (Spear of the Nation), South African
Security Forces, United Nations
Overview
17. Key terms:
● Apartheid – separateness
● Black, white & coloured
● Afrikaans, Afrikaner
● Segregation
● Black consciousness
…and many more. Here is a link to my Quizlet set
of key terms: Apartheid key terms
Overview
18. There is no easy walk to freedom
anywhere and many of us will have to
pass through the valley of the shadow
of death again and again before we
reach the mountain tops of our desires.
- Nelson Mandela 1953
20. Image
analysis Create a set of apartheid-era images
● Bus stop activity (describe, analyse,
hypothesise) in groups
● QR Code treasure hunt
● PPT with reaction worksheet
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33. Group
brainstorm WE DEFY!
Imagine that you are a member of the ANC committee
and are tasked with making plans for a defiance
campaign against the National Party government and
its apartheid laws. Brainstorm in your group to develop
some strategies you can use to protest, while following
the strict criteria set out below.
34. Group
brainstorm CRITERIA
● You cannot use weapons to help you.
● You do not have much money.
● You should plan for the consequences of your
actions e.g. fines, jail.
● You will not harm anyone.
● You DO have large numbers of supporters inside and
outside of South Africa.
● You can get lots of positive publicity if you carry out
the right sort of actions.
35. Group
brainstorm DISCUSSION QUESTIONS
● Would anything positive have come out of your
plans?
● What would have been some negative
consequences of your plans?
● What would black and coloured South Africans have
had to consider before getting involved in the
Defiance Campaign?
37. Pre-apartheid
era ● Dutch East India Company & establishment
of Cape Colony in 1652
● Limited British & Dutch interest
● Development of Boer identity
● Initial contact with the Zulu & Xhosa
● Beginnings of competition for land
● Discovery of gold & diamonds from 1866
● The ‘scramble for Africa’ begins
● Laws passed taking land from black Africans
38. I contend that we are the first race in
the world, and that the more of the
world we inhabit the better it is for the
human race
- Cecil Rhodes, governor of Cape
Colony, 1877
39. Pre-apartheid
era ● British colonisation
● First Boer War 1880-1881
● Second Boer War 1899-1902
● The British employed scorched earth tactics
& established concentration camps
● 28,000 Boer women & children died
● Development of the Boer fear of being
overwhelmed by the black population
● Self-governing Union of South Africa
40. Pre-apartheid
era ● Implementation of the first segregation laws
● Natives’ Land Act (1913)
● 7% of all land available to blacks (80% of the
population)
● Establishment of Bantustans (homelands)
● Pass laws used to restrict movement of
blacks
● Poverty, hunger, rapid decline in quality of
life
42. Since no man has a natural authority
over other men, and since might never
makes right, it follows that agreements
are the basis for all legitimate authority
among men
- Jean Jacques Rousseau, 1772
43. Establishing
apartheid ● Link to Enlightenment ideas of equality,
freedom, & legitimacy of power (Rousseau)
● Discuss Australian rights, freedoms &
restrictions
● National Party develops a colour policy to
define who is white, black & coloured
● National Party Colour Policy 1948
● Racial categories defined in the Population
Registration Act (1950)
44. Establishing
apartheid Racial categories
… ‘coloured person’ means a person who is not a white
person or a native ...
… ‘native’ means a person who in fact is, or is generally
accepted as a member of any aboriginal race or tribe of
Africa ...
… ‘white person’ means a person who in appearance
obviously is, or who is generally accepted as a white
person, but does not include a person who, although in
appearance obviously a white person, is generally
accepted as a coloured person.
45. Establishing
apartheid Colour Policy excerpt
We can act in only, one of two directions. Either we must
follow the course of equality-, which must eventually
mean national suicide for the White race, or we must take
the course of separation (apartheid) through which the
character and the future of every race will be protected
and safeguarded with full opportunities for development
and self-maintenance in their own ideas, without the
interests of one clashing with the interests of the other,
and without one regarding the development of the other
as undermining or a threat to himself.
46. Establishing
apartheid Apartheid laws
● Grand apartheid (racial classification, Bantustans)
● Petty apartheid (discrimination in education, housing,
access to public buildings & facilities
● 148 apartheid laws were legislated incl.
○ Prohibition of Mixed Marriages Act (1949)
○ Population Registration Act (1950)
○ Group Areas Act (1950)
○ Bantu Education Act (1953)
○ Separate Amenities Act (1952)
47. Establishing
apartheid Powers for the security forces
● Banning orders
● Detention without trial
● Use of violence on anyone held in custody
overlooked, up to & incl. murder
● Press censorship
48. Establishing
apartheid Effects of apartheid laws – perspectives
Mr and Mrs M. and their three children are typical of those forced apart.
Although they each had a permit, the husband was working in [the African
township of] Alexandra and the wife in Johannesburg, so they are not
permitted to seek joint accommodation in another township. As he has
not lived in Alexandra for 15 continuous years he does not qualify for a
house. The husband is awaiting allocation of a bed in hostel, the wife has
been told to go to a hostel and that the children must be sent away.
Where? To the homeland that is no homeland for they have never known
it … to grandparents now dead … to strangers somewhere who might let
them live in their own barren huts if the parents can send sufficient
money … anywhere. Away.
Black Sash (February 1973), in Hilda Bernstein, For their Triumphs and for their Tears: Women in Apartheid South
Africa (Cambridge, MA.: International Defense & Aid Fund for South Africa, 1975), 33–34.
49. Establishing
apartheid Effects of apartheid laws – perspectives
Mrs Victoria Madi, 53, was born in Swaziland, but has lived in
South Africa since 1936. She married in 1937 has five children all
born in South Africa. When her husband died, she was told she no
longer qualified to remain in the urban area of Johannesburg and
must return to the country of her origin—Swaziland. Mrs Madi
works in Johannesburg, all her children live in Johannesburg, where
two are still at school, she has not been to Swaziland for 33 years
and does not know anyone there.
Rand Daily Mail (3 November 1969), in Hilda Bernstein, For their Triumphs and for their Tears: Women in
Apartheid South Africa (Cambridge, MA.: International Defense & Aid Fund for South Africa, 1975), 35.
51. Sebatana ha se bokwe ka diatla [the
attacks of the wild beast cannot be
fought off with only bare hands].
- Nelson Mandela, 1960
52. Establishing
apartheid Defiance Campaign 1952
● ANC plan to expose injustices of apartheid to the
world through large scale mobilisation
● National Day of Protest 26th June 1952
● Strikes, demonstrations, curfew & pass violations,
acts of civil disobedience
● 8000 volunteers jailed
● Government responded with harsher fines & longer
prison sentences, Public Safety Act passed
● Campaign did not achieve aims but did show large
scale & growing opposition to apartheid
53. Establishing
apartheid The Black Sash 1955
● The Black Sash was founded in 1955 as an
organisation of white women committed to
promoting the rights of blacks and coloureds.
● The stood in public places wearing a black sash in
protest
● They supported Africans legally, particularly in the
area of pass laws
● Just one group representing many which had been
active since 1913
54.
55. Establishing
apartheid Freedom Charter 1955
● The ANC, together with many other organisations,
drafted this revolutionary document which
consolidated demands for a free, just & equal society
● Addressed legitimacy of power & sovereignty of the
people
● Focused on basic rights incl. housing, education,
voting & equality before the law
● Freedom Charter text
● Freedom Charter music video
56. Establishing
apartheid Government response
● Regarded the Charter as a communist document
● Arrested & charged 156 organisers incl. Mandela with
high treason
● 30 of the 156 endured a four year trial but all were
acquitted as violence was not proven to be used
● Known as the Treason Trial
57. Establishing
apartheid Sharpeville Massacre 1961
● On 21 March 1961 about 5000 Blacks had gathered
outside a police station to protest pass laws
● Without warning police opened fire, killing at least 69
and wounding over 200
● Most of those killed had been shot while running
away
● The government declared a state of emergency and
banned all political meetings
● Within a month the PAC & ANC had been banned
58. Establishing
apartheid Armed struggle
● After lengthy discussion the PAC and ANC turned to
armed struggle and went underground
● The ANC formed Umkhonto we Sizwe (MK); the PAC
formed POQO
● They began with acts of sabotage designed to
damaged state-controlled facilities
● The banning of the ANC and PAC saw many
members go into exile & undergo military training.
They did not believe they could defeat apartheid
militarily – it was just one aspect of the struggle
59. Establishing
apartheid Rivonia Trial 1963-64
● 10 members of the ANC were arrested and charged
with conspiring to commit guerrilla warfare and
spread communist ideals
● Included Mandela, Sisulu, Goldberg & others
● Mandela gave a powerful statement from the dock
in which he said he was prepared to die for his cause
● The death penalty was expected by the ANC
● 9 of the 10 were sentenced to life in prison; 8 incl.
Mandela were sent to Robben Island
60. Establishing
apartheid Mandela’s closing address - excerpt
I have fought against white domination, and I have
fought against black domination. I have cherished the
ideal of a democratic and free society in which all
persons live together in harmony and with equal
opportunities. It is an ideal which I hope to live for and
to achieve. But if needs be, it is an ideal for which I am
prepared to die.
Full text of Mandela's address
62. Black
Consciousness Steve Biko
● Born in 1946 to a poor family
● Went on to study medicine at university
● Became involved in politics but was frustrated by the
existing anti-apartheid groups led by white liberals
● Helped to create the South African Students
Association (SASO)
● Developed the concept of black consciousness
● Received a banning order in 1973
● Arrested in 1977 & died violently in police custody
● Led to waves of outrage & protest
63.
64. …he was the spark that lit a veld fire across South
Africa. His message to the youth and students was
simple and clear: Black is Beautiful! Be proud of your
Blackness! And with that he inspired our youth to shed
themselves of the sense of inferiority they were born
into as a result of more than three hundred years of
white rule.
- Nelson Mandela on Biko, 2002
66. Soweto
Uprising ● The uprising was a student response to a
government decision mandating African schools
were to teach half of all lessons in Afrikaans
● Most African teachers did not know the language
● English was seen as far more useful for employment
● On 16th June 1976 up to 20,000 students marched in
Soweto to protest the new decree
● Organised by SASO & influenced by Black
Consciousness
● Their goal was to reach a nearby stadium and stage a
rally
67. Soweto
Uprising Police response
● Efforts to stop the march were unsuccessful
● Police fired directly into the crowd, killing two
children & wounding many more
● 12 year old Hector Pieterson was the first victim
● News spread to other townships, leading to a wave
of violence throughout South Africa
● Government claims of only 23 killed were inaccurate
– closer to 200, possibly as many as 700
68.
69. Soweto
Uprising Historical perspectives analysis
● Use a variety of sources – student testimony, police
records, newspaper reports
● In the HTAV Modern History 2 textbook there is a
case study with a range of sources
● Questions ask students to sort fact from opinion,
identify bias, apply knowledge, develop questions for
further inquiry, make inferences, & explain the
effects of apartheid on black African students
71. [This] is a highly volatile land, and its
inhabitants sit on a powder keg with a
very short fuse indeed, ready to blow
us all up into kingdom come
- Bishop Desmond Tutu, 1984
72. Apartheid
Under
Pressure ● The economy began to slow in the 1970s leading to
rising unemployment by the 1980s
● The black population was growing at a much faster
rate than the white population
● Resistance to apartheid continued to intensify
● International pressure on South Africa was increasing
● Apartheid had become too expensive to maintain
● Neighbouring countries began setting up black
governments
● The SA government continued to ramp up its
repressive tactics against resistance
73. Apartheid
Under
Pressure Total Strategy
● In response to what PM Botha saw as a ‘total
onslaught’ the government acted by:
● Strengthening the armed forces through increased spending and
conscription
● Destabilising neighbouring black-governed countries which showed
support for the ANC
● Introducing limited reforms, including an increase in funding to black
schools, granting limited independence to four homelands, relaxing pass
laws and other restrictions for blacks living in urban areas, & abolishing
some apartheid laws such as the Mixed Marriages Act
● Restructuring the parliament to include separate chambers for whites,
coloureds, and Indians
● Dramatic increasing repression of the anti-apartheid movement
74. Apartheid
Under
Pressure Township violence
● Total strategy was a failure & the limited reforms did
not work
● Resistance intensified, incl. in schools
● Trade unions became more active
● Anti-apartheid groups continued to incite protests
● Violence in the townships escalated dramatically
during the 1980s
● Massacres of blacks by police were commonplace
● A state of emergency was declared in July 1985 but in
many regions police simply gave up
75. Apartheid
Under
Pressure International pressure
● The UN & wider international community had always
condemned apartheid
● Major economic partners such as the US began to
enforce economic sanctions against SA
● A variety of boycotts were implemented incl.
products, sporting events & concerts
● The resulting financial crisis did not sway Botha
● Polls indicated blacks were opposed to sanctions as
they created further financial pressure
76. Apartheid
Under
Pressure The influence of music
● Many popular musical artists leant support to the
fight against apartheid
● This raised public awareness & added to the pressure
placed on democratic governments to act
● Examples of songs raising awareness:
○ Biko by Peter Gabriel
○ Silver & Gold by U2
○ Freedom Now by Tracy Chapman
78. Never, never and never again shall it be
that this beautiful land will again
experience the oppression of one by
another… the sun will never set on so
glorious a human achievement
- Nelson Mandela, inaugural speech as
president, 10th May 1994
79. The
end
of
apartheid Mandela & De Klerk
● Botha resigned after suffering a stroke in 1989, under
pressure from the government
● Conservative De Klerk replaced him & gave hope to
the protest movement by unbanning the ANC &
PAC, releasing political prisoners & promising a new
constitution
● The dire economic situation was an influence
● Mandela was released unconditionally in 1990 after
27 years in prison, and after a separate (rejected)
offer of conditional release in 1985
80. The
end
of
apartheid Mandela & De Klerk
● With the nation on the brink of civil war, Mandela
appeared on national TV & called for peace
● Fierce negotiation between De Klerk & Mandela
continued
● Eventually a constitution was agreed upon, & a date
set for the first free universal elections in South
African history
81.
82. The
end
of
apartheid 1994 Election
On 27 April 1994, millions of South Africans lined up to
vote, most for the first time in their lives.
Despite continuing violence from both sides, the
election was successfully conducted, resulting in an
overwhelming victory for Mandela and the ANC.
● ANC 62.5%, National Party 20.5%, Others 17%
● ANC won 7/9 provinces
● Mandela appointed president, De Klerk his deputy
● Mandela’s ‘long walk to freedom’ was over
● Video of Mandela's speech
84. Questions
for
students ● How did white South Africans justify their belief in white racial superiority?
● Explain how the lives of black South Africans were controlled by the apartheid laws. Use
the ‘explain’ answer structure with and introduction, three paragraphs and signposting.
● Create a mind map outlining the main points and demands of the Freedom Charter.
● Compare the strategies of the ANC and the PAC in the fight against apartheid.
● Explain why the Sharpeville Massacre was so significant.
● Describe the philosophy and methods of Steve Biko and the Black Consciousness
Movement.
● Outline the tactics of oppression and repression used by the South African government to
enforce apartheid.
● Describe how the international community protested the apartheid regime.
● How did international protests transform Nelson Mandela into a household name around
the world?
● Describe the role played by F.W. de Klerk in ending the apartheid regime.
● What problems did the ANC face in its pursuit of free and democratic elections?
● ‘It was only when all else had failed, when all channels of peaceful protest had been barred
to us, that the decision was made to embark on violent forms of political struggle.’ – Nelson
Mandela, 1964. To what extent is this statement an accurate reflection of the actions of the
anti-apartheid movement between 1948 and 1964?
86. Resources My resources
If you would like some tried & tested apartheid
resources I use with my class, please email me
swhite@oxley.vic.edu.au & I will email you a Dropbox
link to access the following:
Course activities outline with weekly topic summaries, reading guide,
glossary, & homework; primary sources collection; Soweto perspectives
case study; a range of worksheets for various aspects of the course;
assessment tasks & more.
These notes will be uploaded to the HTAV website for your access.
88. RESOURCES Recommended reading
South Africa 1948-2000: The rise and fall of apartheid by
Martin Roberts (Pearson, 2001)
A History of South Africa by Leonard Thompson (Yale
UP, 2014)
A Short History of South Africa by Gail Nattrass
(Biteback Publishing, 2017)
Nelson Mandela: A very short introduction by Elleke
Boehmer (OUP, 2008)
Long Walk to Freedom by Nelson Mandela (Little,
Brown & Co., 1995)
90. RESOURCES Forthcoming from HTAV
The new Modern History 2 textbook includes a new
chapter on the anti-apartheid movement in South
Africa. It will include many of the learning activities
discussed today.
There are other textbooks of course, and I have used them –
but this is an HTAV conference! Booklist whatever you think
is best for your students!