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DOCUMENT RESUME
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AUTHOR Mura, Katherine; Finch, JohnTITLE "Cry, the Beloved Country." Bill of Rights/Human Rights
Project. Fulbright-Hays Summer Seminar Abroad 1996 (SouthAfrica).
INSTITUTION Center for International Education (ED), Washington, DC.PUB DATE 1996-00-00NOTE 61p.; Some materials may not reproduce well.PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign
Countries; Global Education; Grade 10; High Schools;Instructional Materials; Interdisciplinary Approach; Novels;Peace; *Racial Discrimination; *Racial Segregation; SocialStudies; Teaching Guides
IDENTIFIERS *Cry the Beloved Country; *South Africa
ABSTRACTThis unit is based upon study of Alan Paton's novel, "Cry,
the Beloved Country," and includes a writing component in which studentscreate an original Bill of Rights for the new Republic of South Africa. Tocreate the new Bill of Rights, students study three basic human rightsdocuments and work in groups to write the finished product. Appended samplematerials that can be used to complement social studies/history resources areincluded. (EH)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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Author:
Title:
Grade Level:Region:Themes:
Year Developed:Description:
Katherine E. Mara, English secondary level teacher(in collaboration with John Finch, history (maps,history documents and Bill of Rights end-project).St. Paul Academy-Summit School1712 Randolph Avenue, St. Paul, Minnesota 55105
Novel: Cry. the Beloved Country, by Alan PatonBill of Rights / Human Rights ProjectSophomoresAfrica: Republic of South AfricaPart I-Novel: Disintegration and RestorationPart II-Bill of Rights Writing Project: Human RightsNovember, 1996Part I of this two-part unit is a curriculum basedprimarily on the novel followed by Part II: Writingcomponent whereby students write an original Billof Rights for the new Republic of South Africa; how-ever, it can also be used in conjunction with a socialstudies /history curriculum as an interdisciplinaryWorld Studies unit. At the end are appendedsample materials which can be used ascomplimentary social studies /history resources.
If used as a joint teaching discipline, additionalmaterial will need to be generated when the teacherswho are coordinating the course determine the focusof the corresponding social studies /history section.
The novel will be read as a piece of work written bya native white South African during a period ofhistory when the country was beginning to experiencecrime, violence, and an increased sensitivity to theabuses of a racially segregated society. The settingof the novel is post-WWII, approximately 1945-6.
The novel was first published in 1948.
Part II: Students will take notes on three humanrights documents, work in groups, and then writea 2-4 page document of 10 Articles safeguardinghuman rights for the new Republic of South Africa.This unit may also be used independently, but itpresupposes students' knowledge of apartheid.
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page 2Required Resources:
Alan Paton: Revised edition, by Edward CallanCry, the Beloved Country, by Alan Paton
Scribner PaperbackHuman Rights for All, ed. Edward L. O'Brien, et al
A Publicaton of the National Institute for CitizenEducation in the Law (NICEL), West Publishing CCo., ISBN 0-314-04943-6, 1996: containsdocuments for the Bill of Rights end-project
Bill of Rights from the Republic of South AfricaLost in the Stars, Maxwell Anderson and Kurt WeillThe Land and People of South Africa, by Jonathan
Payton ISBN 0-397-32362
Learner 1. Geography: Students will be able to trace theOutcomes: route traversed by Stephen Kumalo on his train trip
to Johannesburg. Students will be able to locate thevillage of Ndotscheni, the city of Johannesburg,Soweto, Alexandra, and pinpoint the past locationof Sophiatown.2. Literary analysis: With the help of study guides,students will understand literary terms, e.g. irony,symbol, metaphor, theme, dramatic irony, etc. andapply them to the novel. Reading comprehension willbe enhanced by both large and small groupdiscussions. Additionally, students will be asked tounderstand:
A. A "sense of place"B. Movement of blacks from rural to urbanC. Regional characteristicsD. Tribal customsE. Racial differences and discrimination
3. Composition: Students will be required to writefrequent journal assignments to stimulate discussionand improve composition skills through writingpractice. Learn the skill of precis writing by makingchapter synopsis and learn MLA notecard form.Students will write a Bill of Rights4. Study Skills: Students will be required to takenotes of class discussions and various other teachingaides.5. Test Taking Skills: Frequent reading quizzes anda final unit test.
page 3
MLA!Class:
5. Human rights: After reading three documentsrelated to human rights, students will generate abasic Bill of Rights for the new Republic of SouthAfrica as they understand current and futureneeds.
Assignment Calendar
Introduce unit: Background information on authorJournal: 1. Write for five minutes about a landscape
which is important to you.2. Describe how a landscape helps determine
who we are as a culture or people.3. Share and discuss above.
Novel: Read the first chapter of Cry, the BelovedCountry; Discuss and connect it to thejournal assignment and discussion.
Homework:Read Chapters 2-5; Use study guide; 3-point reading quiz
ThingClass:
Reading quiz at the beginning or after the discussion.Map work:
1. Trace the route of the train which StephenKumalo takes from his home to Johannesburg.
2. Examine the area of Johannesburg and findthe area which would have been Sophiatownand locate Alexandra.
3. Read descriptions of both townships.4. Transparencies can be used to demonstrate
and show the township locations todemonstrate how races were separted.
Characterization:Examine the basic elements of the majorcharacters.
Homework:Read chapters 6-8
Mity2Class:
Poetry:Read and discuss two poems: "Sea and Sand" byblack South African poet, Don Mattera &
page 4"Alexandra Township": by Mongane Serote.(in Jonathan Paton book), Connect to the novel
Study Guides:Use for large class discussion or group work
Homework:Read Chapters 9-11; Write a one-sentencesynopsis for each chapter.
Class:Precis /paragraph synopis: Check chapter synopiswhich was the homework assignment. (If the studentsare not familiar With this concept, prior instructionmay be necessary before the assignment is given.)Discuss chapters; check paragraph synopsis.
Literary analysis:Begin to identify common motifs in the novel.Discuss characterization.
Homework:Read Chapters 12-14; Reading quizzes.(Short reading quizzes can be given periodicallyto serve as a check for comprehension and toinsure that homework is being completed).
Day #5Class:
Group Work on study guides or students may read ascene from Lost in the StarsSlides (if available)
Homework:Read chapters 15-17
DulfiClass:
Journal: Discuss the remark about "sorrow being betterthan fear." Give examples from life as it applies to you orto an observation you may have made.Discussion: Review the structure and language of the novel-Three books: Book I-Stephen Kumalo's "journeys"
Theme of Disintegration andLanguage of the bible and Zulu
Homework:Read chapters 18-21
page 512a.v/Z
Class: In-class writing on characterization and theme-(Seeaddendum)Discussion
Homework:Read Chapters 22-25
Pay #8Class:
HW:
Day #9Class:
HW:
Novel Structure: Book II-James Jarvis, A SpirituralQuestJournal: Compare and contrast the two journeysundertaken by the two fathers, Jarvis & Kumalo.
Read Chapters 26-29
DiscussionJournal: Write an interior monologue for one of thecharacters at any point of the novel thus far. (Presenttense, feelings, stay in character)Share
Read Chapters 30-32
1.0
Class:Discuss theme of Book III: Restoration
HW:Read Chapters 33-36
Day 11Class: Final DiscussionHW: Unit Test
NAME:CLASS PERIOD:
Cry, the Beloved Countryby Alan Paton
VOCABULARY: Check the "List of Words" in your novel on pages 313-316..
1. veld:
2. Umfundisi:
3. Tixo:
4. Zulu:
5. Afrikaans:
6. Afrikaner:
7. apartheid:
8. kloof:
9. kraal:
10. Biblical:Stephen:
Absalom:
Although it is not required, it is always a good idea to read theexplanatory information at the beginning of the novel, i.e., "Note on the1987 Edition," "Note on the 1959 Edition," "Note on the 1948Edition,"Forward," and the "Introduction."
CHARACTERS INTRODUCED IN CHAPTERS 1-6: Add a briefdescription; make additions as the novel progresses.
1. Reverend Stephen Kumalo, Umfundisi:
2. His wife, "mother" (a term of respect for a mature female):
3. Gertrude, sister of Stephen Kumalo (25 years younger), has a youngson:
4. Absalom, son of Stephen Kumalo:
7
Study Guide. page 25. Reverent Theophilus Msimangu, a Parson or Clergyman from
Sophiatown, Johannesburg:
6. Mrs. Lithebe, landlady of a Johannesburg boarding house:
7. Tixo:
Chapter Study QuestionsChapter 1: What are the key emotions of this chapter. What imagesproduce them?
Chapter 2: Describe the relationship between "mother" and umfundisi.What do you learn about the society and families in this chapter?
Chapter 3: What is Kumalo's "little vanity, his little lie" on page 44?
Chapter 4: What is Kumalo's first real lesson about the city?
Chapter 5: A major theme of the novel is described in this chapter.Write a full sentence indicating what you think is one of the central ideasof the novel thus far.
What is the crime of the white man against the tribe, p. 56?
Chapter 6: How does Stephen Kumalo show "tough love" to his sister?
Chapter 7: What are John Kumalo's political views? What doesMsimangu mean on page 70?
8
Study guide. page 3Study Guide: Chapters 8-21
Chapter 8: Define "kaffir:"
What is the point of Msimangu's story on p. 76?
What "beats" Msimangu on p. 82?
Chapter 9: What is the "committee" in reality?
Chapter 10: Why is Msimangu bitter towards the young girl?
Chapter 11: What is the irony in this chapter?
Chapter 12: Why is the anecdote on p. 108b suspended in mid-sentence? What white attitude is depicted on p. 109t? Explain p. 110band 111b. (A lyrical passage)
Chapter 13: Explain p. 121t "...This is madness...but it is also sin."How is this an example of "tough love?" What is "golden" aboutMsimangu's sermon. Why do black militants despise Msimangu (end ofchapter)?
Chapter 14: Why is the young white man angry p. 134? Does Absalomshow repentence in his conversation with Stephen Kumalo?
Study Guide ,page 4Chapter 15: Why does Fr. Vincent say that "sorrow is better than fear(p. 140t)? What is Vincent's answer to Kumalo's despair?
Chapter 16: Is Kumalo showing "tough love" to the girl, or just hurtingher because of his own bitterness? What is the positive outcome of thisscene?
Chapter 17: Describe the relationship between the two women.
Chapter 18: What is ironic about Arthur Jarvis being killed by a black?
Chapter 19: What is jarring about Jarvis' view of Kumalo (p. 174t)?
Chapter 20: What practices did Arthur Jarvis see as "no longerpermissible" for whites?
Chapter 21: Comment on the symbolism and irony of "allow me aminute," (p. 188b)?
Study guide. page 5Chapter 22: What are the inconsistencies in Absalom's replies to theJudge regarding the weapons?
Chapter 23: How convincing is the justification of capitalism onpp. 203-4?
Chapter 24: How is the policeman wrong about James Jarvis on p. 209?(An example of dramatic irony).
Chapter 25: Evaluate Kumalo's behavior and actions when he meetsJames Jarvis.
Chapter 26: Why is Msimangu glad that John Kumalo is corrupt (p.221)?
Do you think that Msimangu speaks for the author here? Explain yourresponse:
What does the last sentence of the chapter mean? predict?
Chapter 27: Why does Gertrude want to become a nun?
Chapter 28: Evaluate the verdict and sentence:
Chapter 29: Has Absalom grown spiritually? Explain.
What is Stephen's sin against his brother?
What is Msimangu's "new thing" he is doing?Book IIIChapter 30: Explain the following quotes: "It is known here." (p. 256).
11
Study guide. page 6"He knows it is not he, it is these people who have done it." (p. 258)
Chapter 31: Explain "For the counsellors of a broken tribe have counselfor many things, but none for the matter of a broken tribe." (P. 266)
Who is the small boy?
Chapter 32: Analyze Absalom's letter:
What does the scene with the sticks contribute to the idea of the "brokentribe?"
Chapter 33: Give examples of the upward turn from despair that we seein Book Three.
Chapter 34: What changes the Bishop's mind about sending Kumaloaway to Pietermaritzburg?
Chapter 35: Explain Napoleon Letsitsi's idealism about work and truth.(P. 302-3)
Chapter 36:_ Who is the man "who was in darkness, until you foundhim." (P. 307b)
What are the ironies of symbol and feeling surrounding the rising of thesun at the conclusion of the book?
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NAME:CLASS PERIOD:POINTS POSSIBLE: 50
Cry, the Beloved Country Unit Test BI. MATCHING: Use capital letters only. 1 pt. ea.
1. Napoleon Letsitsi2. pro deo3. Kaffir4. Kraal5. Tixo6. Pretoria7, Alexandra8. Umfundisi9. Veld10. Biblical rebellious son
A. God/Spirit/Higher PowerB. StephenC. Reverend, priestD. Agricultural demonstratorE. Son of John KumaloF. daughter-in-law of James
JarvisG. Racial slurH. Legal term: free legal
counselI. Enclosure for cattleJ. Bus BoycottK. Place of executionL. Open grass countryM. Absalom
H. Short Answer: Answer each question in a sentence or two. (2 pts.ea.) BE SPECIFIC.
A. The setting of the novel are the yearsB . Why did Absalom come to Johannesburg:
C. The bus boycott was begun because
D. What event drew the attention of the public away from Absalom'smurder trial?
E. Name two techniques the agricultural demonstrator intended to teachthe villagers:
III. Character Identification: (2 points ea.)A. "This is madness...but it is also sin." Spoken by
to . (Person described).
page 2B . "--But I have heard some of the things you have said.
----What things?----I have heard that some of them are dangerous things. I haveheard that they are watching you, that they will arrest you when theythink it is time." Person making the accusationto
C. "He rose from his chair, and went out to see who might be riding inthis merciless sun. And for a moment he cautht his breath inastonishment, for it was a small white boy on a red horse, a small whiteboy as like to another who had riden here as any could be." Identity ofsmall white boy and "another"
D. "...he and Kumalo went to the church. At the church door he spoketo Kumalo and said gravely. I see it is not God's will that you shouldleave Ndotsheni." (Person speaking)
E. "Although his money was little, he bought her a red dress and a whitething that they called a turban for her head." (Person who gets the newclothes)
IV. Essay (20 points): When Stephen Kualo returns from Johannesburghe is suddenly made aware of many inherent problems with the tribalsystem in Ndotsheni. Specifically, what are these problems? Whatevents and experiences in Johannesburg "opened Stephen's eyes" andhow does he resolve some of the issues?
NAME:CLASS PERIOD:POINTS POSSIBLE: 50
I. MATCHING: Use capital letters only.
1. Napoleon Letsitsi2. Ndotsheni3. Umnumzana4. Kraal5. Tixo6. apartheid7, Alexandra8. Umfundisi9. Veld10. First martyr of the Christian
Church
1 pt. ea.
A. God/Spirit/Higher PowerB. StephenC. Reverend, priestD. Agricultural demonstratorE. Son of John KumaloF. daughter-in-law of James
JarvisG. Sir; title of respectH. Village of Stephen KumaloI. Enclosure for cattleJ. Bus BoycottK. Principle of separation of
racesL. Open grass countryM. Absalom
II. Short Answer: Answer each question in a sentence or two. (2 pts.ea.) BE SPECIFIC.
A. Of what tribe was Kumalo a member:
B . Why did Gertrude come to Johannesburg:
C. Shanty Town was built because
D. What event drew the attention of the public away from Absalom'smurder trial?
E. Name two techniques which the agricultural demonstrator intendedto teach the villagers:
page 2III. Character Identification: 12 points ea.)A, "Although his money was little, he bought her a red dress and a whitething that they called a turban for her head." (Female who is described)
B . "His shop is always full of men, talking as you have heard. But theysay you must hear him at a meeting. " (Person described).
C. "I am forsaking the world and all its possessions, but I have saved alittle money. I have the permission of the Church to give this to you, myfriend..." (Person speaking).
D. " He rose from his chair, and went out to see who might be riding inthe merciless sun. And for a moment he caught his breath inastonishment, for it was a small white boy on a red horse, a small whiteboy as like to another who had ridden here as any could be." (Persondescribed- small boy)
E, "It was a pleasant evening at the Mission House. The rosy cheekedpriest was there, and they talked about the place where Kumalo lived andworked. And the white man in his turn spoke about his country." (Thewhite man)
F. "Yes, he was always speaking here and there. You know the kind ofthing. Native crime and more native schools, and he kicked up a hell of adust in the papers about the conditions of the non-European hospital."
IV. Essay Question: (18 points-2 pts for ea. character; 8 points for theparagraph essay.
In about one specific sentence for each character listed below, describehow he/she grows as a human being (make spiritual or mental progress)in the course of the novel. If you see no growth, say so and justify. Thenchoose ONE character whose growth you feel is significant, or importantto Paton's message, and discuss in a well-developed paragraph essay.,Absalom. Gertrude. Absalom's girl. Stephen Humalo. James Jarvis,
NAME:CLASS PERIOD:
Cry, the Beloved CountryQuiz IA-Chapters 1-5 (1 pt. ea.)
1. Define "kloor:
2. What is the relationship between "mother" and "umfundisi ?"
3. What is Kumalo's "little vanity, his little lie?"
EC: Who is the biblical Absalom?
NAME:CLASS PERIOD:
Cry, the Beloved CountryQuiz 1B-Chapters 1-5 (1 pt. ea.)
1. Define "Tixo:"
2. What is the relationship between Stephen Kumalo and Gertrude?
3. What is Kumalo's first lesson about the city?
EC: Who is the biblical Stephen?
NAME:CLASS PERIOD:
Cry, the Beloved CountryQuiz 1C-Chapters 1-5 (1 pt. ea.)
1. Define "veld:"
2. Who is Mrs. Lithebe?
3. Why does Stephen Kumalo journey to Johannesburg?
EC: What is a post office book?
NAME:CLASS PERIOD:
Cry, the Beloved CountryQuiz 1D-Chapters 1-5 (1 pt. ea.)
1. Define "veld:"
2. Stephen Kumalo discovers how Gertrude has been leading her life.Describe specifically.
3. Who is John Kumalo?
EC: What is a post office book?
NAME:CLASS PERIOD;
Cry. the Beloved Country: Quiz IAA, Chapters 1-5 (1 pt. ea.)
1. What is the relationship between "mother" and "umfundisi ?"
2. What is the relationship between Stephen Kumalo and Gertrude?
3. Why does Stephen Kumalo journey, to Johannesburg?
EC. What is a post office book?
NAME:CLASS PERIOD:Cry. the Beloved Country: Quiz 1 BB, Chap. 1-5 (1 pt. ea.)
1. Who is Mrs. Lithebe?
2. Who is John Kumalo?
3. Stephen Kumalo discovers how Gertrude has been leading her life.Describe specifically:
EC. Who is the bib ical Stephen?
NAME:CLASS PERIOD:Cry. Vie Beloved Country: Quiz 1CC, Chap. 1-5 (1 pt. ea.)
1. Define "Tbco":
2. Why did Gertrude go to Johannesburg?
3. What is Stephen Kumalo's first "lesson" about the city?
EC. What is a post office book?
NAME:CLASS PERIOD:Cry. the Beloved Country:Quiz 1DD, Chap. 1-5 (1 pt. ea.)
1. What did the letter to Stephen Kumalo say? Be specific!
2. Where did Stephen Kumalo get the money to take his trip?
3. Who is Mrs. Lithebe?
EC: Name two of the items on the ANC banner/logo (bulletin board)
25
NAME:CLASS PERIOD:
Cry. the Beloved CountryQuiz 1B: Chapters 1-11 (10 points)
1. Alan Paton is /wasa. a white Afrikaaner b. a writer c. director of a boys'reformatory d. all of the above
2. The three African "labor leaders" areDubula, the "heart"Tomlinson, the "brains"John Kumalo, the
3. A post office book is
4. According to Rev. Msimangu, power corrupts unless it is the power of
5. Name one actual historical event that is depicted in the novel:
Character Identification:
6. "Then she sat down at his table, and put her head on it, and wassilent, with the patient suffering of black women..."
7. "It was the voice of a man whose heart was golden, reading from abook of golden words."
8. " was a courageous young man,and a great fighter for justice."
9. & 10. In two or three sentences, identify a major motif in the noveland give a specific example:
EC: Name the language which is the native tongue of Stephen Kumalo.
NAME:CLASS PERIOD:
Cry, the Beloved CountryQuiz Book II: 4 points
1. Why is so little attention paid to the trial in Johannesburg? (1 pt.)
2. How is the policeman wrong about James Jarvis when he leaves thehome of his son by the front door (after his second visit to read more ofhis son's papers)? (2 pts.)
3. Who is "the small boy on a red horse with a white face'?" (1 pt.)
EC. What is the name of the video you will watch on Thursday andFriday?
NAME:CLASS PERIOD:
Cry, the Beloved CountryQuiz B - Book II (4 points)
1. Who is "the small boy on a red horse with a white face?" (1 pt.)
2. Comment on the irony of "allow me a minute..." (1 pt.)
3. How is the beginning of chapter 18 similar to and different from thebeginning of chapter 1? (2 points)
EC. What is the name of John Kumalo's son?
NAME:CLASS PERIOD:
Cry, the Beloved CountryQuiz B: Chap. 18-21; 5 points
1. T/ F: James Jarvis had wished that his son would leave the farm andthe area to make a life of his own rather than continue at HighPlace.
2. T/F: Arthur Jarvis and his father shared the same views on the"native question."
3. There are pictures of two historical people on the wall of ArthurJarvis' study. Identify these people:
A.
B.
4. Which historical figure seemed to have the most influence on ArthurJarvis, using the number of books he had as a guide.
E.C. On your assignment sheet there are five title of books about Africa.Name one.
NAME:CLASS PERIOD:POINTS POSSIBLE: 10
15 minute In-Class Writing Assignment: Chapter 12
Directions: In the space below respond to the assignment. Please keepin mind all the elements of good writing: Central focus, topic sentence(s),complete, well-structured sentences, and logical development andorganization. You might consider making notes before you begin.
Review the "voices" at the beginning of chapter 12. Pick one of thesevoices and write a brief characterization sketch as you imagine thecharacter. Do any of the voices resemble the people you hear talkingabout American's problems. Could this character live in your community?*********************************************************************************
29
Cry, the Beloved Country
Characterization and Theme
Directions: Select one of the characters listed below and answer thequestion in each category.
Stephen Kumalo Gertrude Kumalo John KumaloAbsalom Kumalo Msimangu Mrs. LithebeJames Jarvis Absalom's wife Jarvis' grandsonArthur Jarvis******************************************************************************************************************************************************************
LIST EVERYTHING YOU KNOW ABOUT THE CHARACTER:
*********************************************************************************
COMMENT ON THE "UNIQUENESS" YOU SEE IN THIS CHARACTERAND WHAT INSIGHTS DOES THIS GIVE YOUR ABOUT REAL WORLDPEOPLE?
*********************************************************************************
Write a central theme based upon the above information:
30
o th AfricaPr Part IIEnd-of-Unit Project
Bill of RightsHomework1. Read "Universal Declaration of Human Rights (1948)" Handout2. Make 7 notecards (standard size) to be checked the next day.
Consult A Writer's Reference, Third Edition, Pp. 255-260.Second Edition, Pp. 208-213.
Use the MLA Style for notecards: (See note below under Day 1,#1 regarding notecard format.)A- One bibliography cardB - Six notecards: (6 different Articles) 2 which summarize,
2 which paraphrase and two which quote exactly fromthe Articles from the "Original Text" column.
Day 1:1. Notecard check/comments (If students are unfamiliar with the
concept of notecards, prior teaching may be necessary.)2. Large group discussion:
Brainstorm: Definition of "human rights," and explore thereasons why one should learn about human rights.
3. Group Work: Groups of 4-5 students work particularly well.Groups will list six areas of human rights they feel are impor-tant. Record on large poster sheet. Post the sheets aroundthe room. One person from each group should be able tojustify/explain/defend the choices-one or more.
4. Movie: Cry. Freedom: Life of Steve Biko as told through theeyes of journalist Donald Woods. The movie is approximately2:30, but, if time is an issue, the portion on Biko is approximately1:30.
Homework:1. Read the first 20 Amendments to the US Constitution.2. Record 6 more notecards: 2 paraphrases, 2 summaries, 2
quotes from six different articles.Day 2:1. Notecard check2. Briefly review US Amendments3. Skim "UN Convention on the Rights of the Child" (10-15 minutes)4. Group work:
Use chart "Bill of Rights Group Chart" (Social/Cultural,Economic, and Political"): Select 3 "rights" for each category
5. Place on poster paper and post; explain: Prelude to assignment.Homework: First Draft of Bill of Rights for the Republic of South AfricaExplain homework according to the directions which follow (Also seehomework handout in the addendum)6. Cry, Freedom
31
Directions for Bill of Rights Assignment:Directions: Write a Bill of Rights which will be presented as significant
for South Africa, taking into consideration past history and futureneeds.
Requirements:1. 10 Articles of at least 3-4 sentences in length (more if justified
by the topic), which is written in complete sentences witha clear separate and central focus for each article.
2. Articles should address South Africa as you understand ittoday.
3. Use appropriate language jn your own words.4. 2-4 pages in length, typed (standard manuscript form) with
pre-writing notes, first draft and critique sheet and finaldraft submitted on schedule. Any paper submitted withoutthe above will automatically be awarded a "C."
Day #31. Critique first drafts (See addendum for the form).2. Cry, Freedom
Homework: Final draft of South African Bill of Rights
NOTECARDS
SAMPLE BIBLIOGRAPHY CARD (for the book which contained thedocuments)
Sample QUOTE
O'Brien, J.D., Edward L., et alHuman Rights for All.,Minneapolis /St. Paul.West Publishing Co. 1996.
Human Rights O'Brien
Article 8 "You should be ableto ask for legal rights..."(p. 129)
Sample PARAPHRASEHuman RightsU.S. Amendments
Sample SUMMARY
O'Brien
Amendment VIII (1791)Bail or fines which are exorbitantcannot be "imposed" on anyoneas well as unreasonable punishment.(p. 122)
Human Rights O'Brien"Rights of the Child"
Article 18-Parental ResponsibilitiesGovernment believes that parents orguardians must take proper care ofchildren and will help them ifnecessary, incl. child care. (p. 156)
33BEST COPY AVAILABLE
Bill of RightsGroup chart
Directions: In your group select three basic but important human rightsfor each of the three categories listed below. Choose carefully and beable to defend your selections!
GROUP MEMBERS:
gOCIAL / CULTURAL ECONOMIC POLITICAL
Bill of RightsGroup chart
Directions: In your group select three basic but important human rightsfor each of the three categories listed below. Choose carefully and beable to defend your selections!
GROUP MEMBERS:
SOCIAL / CULTURAL ECONOMIC POLITICAL
34
Republic of South Africa Bill of RightsCombined English /history Assignment
Timetable:Day #1 -First draft due in classDay #2-Peer CritiqueDay #3-Final draft due by 3 pm
ASSIGNMENT:Write a Bill of Rights for the human rights needs of the currentand future Republic of South Africa
REQUIREMENT:1, Write a document of 10 Articles of at least 3-4 sentences in
length (more if justified by the topic being considered) whichis written in complete sentences with a clear, separate andcentral focus for each article.
**As a Preamble or final concluding paragraph, write oneparagraph of 8-10 sentences justifying/explaining yourchoices.
2. The individual articles should each address South Africa as youunderstand it today, concentrating on current and long-termissues of human rights.
3. Use appropriate language 01 your own words.4. The document you write should be 2-4 pages in length, typed,
standard manuscript form with pre-writing notes, first draft,critique sheet, and final draft submitted together on schedule.Any paper submitted without the above material will automati-cally be awarded a "C." The paper grade will be counted forboth English and history.
South Africa Bill of Rights ProjectEditor's Critique Sheet
Content:
Writer:Editor:
1) Has the writer created a bill of rights which responds to the particular social,political, and economic issues that characterize South Africa?
Where have they done so? Provide an example and a comment on the SouthAfrican reality that creates the need for this article:
Identify any place where the writer's choice of articles does not adequatelyaddress the situation in South Africa -- recommend a solution:
2) Has the writer fully justified his (or her) choices in a final paragraph?Does that paragraph contain a topic sentence? Logically ordered andsubstantiating detail?
3) Write down the beginning of a passage which you think is particularly strong:
(over)
SOUTH AFRICA UNITBill of Rights ProjectEvaluation
Format, layout, and presentation:
Proofreading, mechanics, and spelling:
Writer:
Sentence structure, language, and clarity. Do the sentences conform to standardusage? Are they active, forceful, and easily understood?
Accuracy and specificity of language. Does the language address the humanrights issues specifically, or is it vague or fuzzy?
Relevance of content. Does the Bill of Rights address South Africa's past,present, and future in specific and helpful ways?
Process Work:
General Comment
THE FOLLOWING PAGESARE
SAMPLE RESOURCEMATERIALS FOR A
HISTORY / SOCIAL SCIENCECOMPONENT TO THE
SOUTH AFRICALITERATURE UNIT
THE following resource materials have been provided by acolleague, John Finch.
5-kct le s - 1-ksi-ovyA1/4"
........._.
ZudLA Hottentot Cape Dutch Frontier Dutch..
6b.;+ish
Economics
.
Technology.
PoliticalStructure
)
SocialStructure
Values
39
©rid Studios - HistorySouth AfricaTime Line, 1652 1994
South Africa
1652 - First Dutch (plus French Huguenots &German Calvinists) begin Cape Colonyunder Dutch East India's Jan van Riebeeck
1750 Voortrekkers (Boer) reach Great Fish River,encountering Bantu (Matabele)
NemoPeriod
Elsewhere in the World
English establish coloniesin North America.
Age of Enlightenment , English I. R.Am. Rev. (1775), French Rev. (1789)
1814 Great Britain gains control of Cape Colony.Shaka begins Zulu military traditions, 1816.
Congress of Vienna, 1814-1815US ends slave trade in West Africa ('08)
1820's - British (outlanders) replace Afrikaans with Spanish colonies in LatinEnglish language and establish laws America gains independence.designed to improve legal status ofnon-whites in Cape Colony. Boers react bytrekking into Natal, Orange Free State, andTransvaal. Hostilities grow between trekkers& Bantu groups (Xhosa, Swazi & esp. Zulu).
1828 Shaka killed by half-brother Dingane
1837 Piet Retief leads Boer on Great Trek,establishing Natal Colony. Retiefkilled by Dingane. Pretorius defeatsZulus at "Blood River" ('38).
1844 Great Britain annexes Natal Colony.
1854 - Transvaal Colony is established byBoer trekkers.
U.S. declares Monroe Doctrine (1823).
Slavery ends in British Empire and theFactory Act is passed (1833).
Liberal revolutions of 1848 hit Europe.Communist Manifesto published, 1848.
American colonialism begins in Japan.Civil War, slavery ends, in U.S. ('65)
1870 - Diamonds are discovered at Kimberly.Kimberly annexed and becomes part ofCape Colony. Mass influx of outlandersthreatens Boer's Orange Free State.
1879 - Last Zulu war begins. Historical battleoccurs at Isandhlwana, Natal Province.
40
Germany and Italy become nations. Bellpatents the telephone.
Edison invents the incandescent lamp.
1880 Gold is discovered at Johannesburg,Transvaal. A "gold rush" into the Boerarea further strains relations betweenBoer and British government. Britishliving in the Transvaal demand extensionof British "civilization" into the Transvaal.
1899-1902 South African War (Boer War)448,000 British troops battle 90,000 Boer.First modern war against civilians produceswar atrocity trials and concentration camps.
Source of malaria discovered. Edisongranted patent for light bulb.
Anglo-Japanese Treaty signed (1902).U.S. imperialism extends to Pacificislands and China.
1910 Jan Smuts leads in establishment of Unionof South Africa.. Louis Botha, moderateAfrikaner is elected first Prime Minister.
1913 Natives Land Act sets aside land for whiteownership; further segregation laws follow.
1914 - South African troops occupy GermanAfrican colonies, gaining S.W. Africa.
1930 World Depression forces rural Blacksand whites into cities for employment.
1939 - Strict apartheid laws are establishedby Afrikaner government. Coloredpopulation disenfranchised byvoting restrictions. Afrikaner leadersarrested for "pro-Nazi" activities.
1947-1950 National Party founded (`48).Apartheid laws passed: Mixed MarriageProhibition, Population Registration,Suppression of Communism, GroupAreas, and Immorality acts.
Sun Yet Sen founds Chinese Republic(1911)
War breaks out in Africa. English splitGerman colonies with French after war.
1929 Wall Street "crash" begins GreatDepression. First call for US companiesto divest interests in SA issued.
War begins in Europe. Atomic ageand Cold War begin ('45).
Orwel's 1984 published. India, China,and Israel, the worlds' three oldestcivilizations, become independentrepublics. U.N. founded in SanFrancisco.
1960 - Albert Luthuli becomes first S. Africanto win Nobel Peace Prize. Massacreat Sharpeville - 69 killed demonstratingagainst pass laws. Nelson Mandela isarrested, ANC (and PAC) declaredillegal.
Kennedy defeats Nixon for USpresident. -Civil Rights Act passed.
1962 South Africa becomes a republic.Nelson Mandela is sentenced tolife imprisonment.
Cuban missile crisis in October. JamesMeredith enters Ole Miss. Woodstock(1969).
1967 - Terrorism Act provides for unlimiteddetention without trial; ANC beginsguerrilla warfare.
1969 S. A. Student's Organization founded.
1973 Labor unrest in Durban spreads.
{1976 Hundreds die in Soweto, nearJohannesburg, during riots protestingBantu "resettlement" policies.
{1977 - Steven Biko's death at the hands ofsecurity forces brings internationaloutcry to end violence in South Africa.P.W. Botha becomes Prime Minister.
Six Day War in Middle East;R. Kennedy & M. L. King assassinated
(`68).
U.S. lands on moon.
Watergate break in (72); Yom Kipper War
AIM occupies Wounded Knee (1973).Republic of Vietnam surrenders (1975).Jimmy Carter elected president.
World concern mounts over humanrights issues in South Africa.
1979 - White government makes first concessionto growing pressure against apartheid bylegalizing Black unions. SASC begins civildisobedience; Denmark boycotts SA coal.
1980 - Church leaders, including Desmond Tutu,are arrested.
1982 UN sanctions begin against South Africa.Major U.S. investors (companies like 3 M,Honeywell, and colleges and universitieslike Macalester and the U of M) begin todivest holdings in SA.
1984 Rev. Desmond Tutu becomes the secondSouth African to win the Nobel PeacePrize. Protests waged against Indian &Colored congressional elections.
1985 - Restrictions on the number of Blackworkers a company can hire and practiceof not promoting black to oversee whitesin companies are ended. Lawsforbidding interracial marriages are lifted.
4 2
Camp David Peace Accords signedbetween Egypt & Israel. Soviet troopsinvade Afghanistan.
Archbishop Oscar Romero isassassinated. R. Reagan is electedpresident. U.S. boycotts Olympics.
US debt tops $1 trillion.
Reagan reelected president.N. Duarte elected president inEl Salvador.
M. Gorbachev comes to power, USSR.
{1986 - Pass laws are ended. State ofemergency is declared. Covertrepression of ANC heightens.
{1987 Laws requiring segregation of publicfacilities are lifted. Violence escalatesin Natal.
{1988 Church leaders are arrested during illegalprotest. Tutu clashes with Botha at meeting.
1989 - Botha resigns. Demonstrations & protestsmark election of F.W. de Klerk.
Chernobyl disaster near Kiev
Iran-contra affair in US.
G. Bush is elected. USSR begins pulloutfrom Afghanistan.
FMLN offensive, El Salvador
1990 Apartheid laws are ended.- Feb. 11th, ANC leader Nelson Mandela
is released from prison following worldwide campaign.June, Mandela travels to the U.S.August, the ANC declares an end toits war against the SA gov.
1991 Mandela meets Zulu leader, MangosuthuButhelezi. National Peace Accord signed.
1992 Fighting continues between ANC andInkatha (Zulu) parties.
Berlin Wall falls (1989). Breakup ofUSSR. War with Iraq. Jean-Bertrand
Aristide elected president in Haiti.Germany unified for second time in120 years.
New York Peace Accords signed.Gulf War begins.
Presidential election year in U.S.;UN sanctioned food lift to Somalia, Dec.
1993 Feb., ANC and S.A. government reach Truth Commission report is issued.agreement to end white minority rule.
1994 - April, Nelson Mandela (75) is electedPresident in nation's first multiracialdemocratic election in 342 years.F.W. de Klerk is the vice-president andZulu leader Buthelezi is a cabinet minister.
Invasion of Haiti restoresAristide to power.
Calderon Sol is elected.
1994 Election ResultsSeats in the National Assembly (Shades of the FRENCH REVOLUTION!):ANC = 62.6% (Mandela)
National Party = 20.4% (de Klerk)Inkatha = 10.5% (Buthelezi)
43
South Africa's Pear, le. 1995
Language Groups (Culture Specific)
Afrikaans
- AfrikanersBoer (vee boor)
- Cape Dutch- Huguenot immigrants (French Protestants)
Frontier Dutch (voor trekkers, trekboeren, trekkers)
English
- British/Britons- Uitlander/outlander
Bantu
NguniNorthern groups: Zulu & SwaziSouthern group: XhosaSubgroups of the Xhosa according to Nelson Mandela:
Baca, Bomyana, Gcaleka, Mfengu, Mpodomis, Mpondo, Sotho, &Thembu (Mandela's clan is in this group.)
Khoisan
San (Bushmen)
Koi-Koi (Hottentots)
Additional people by cultural groups:
Cape Colored
Malay
East Indian
- East African Arabic
- Chinese
aga- erms to Discuss:
Imperialism -
1) an intensified form of colonialism (1890-1900) where industrialized nations soughtto exercise complete domination of colonial society for purposes of economicexploitation.
2) resulted in economic exploitation and human rights abuses in less developed areasof the world, while serving as a justification for international competition and eventuallyWorld war.
Social Darwinism -
19th century concept which served to justify imperialism, stressed strongest nationswill survive by dominating the "lesser" nations through a corrupted notion of Darwin'sconcept of "natural selection".
South Africa NotesAnglo-Boer War
People:
Joseph Chamberlain British Colonial Secretary for South Africa
Paul Kruger - President of South African Republic
Sir Alfred Milner High Commissioner of South Africa & Lieutenant of CapeColony
Louis Botha - General of Boer army; led commando raids, later helpedSmuts found pan Afrikaner Union Party and elected the first primeminister of the Union of South Africa, 1910
Jan Smuts - political leader of Afrikaner, speaks in favor of peace, May,1902; founds Union Party with Botha and establishes the Union ofSouth Africa, 1902
Phases of the War, 1899-1902:
Phase I War by the rules: Oct. 11, 1899 1900
Black Week - Dec. 11-15
Buller is replaced as British general by Lord Roberts
Phase II - Escalation of British Effort: 1900-1901
"Juggernaut"
Roberts & Kitchener
scorched earth begins
Phase Ill - Anti-Commando (Guerrilla) Action: 1901-1902
concentration camps
Hobhouse & debate in Parliament (Vietnam War like)
Kitchener's Peace (Pretoria, May 31, 1902)
Costs of War:
British 4200 million ($1 billion)
400,346 pack animals
100,000+ lives (5x Boer) of 448,435 troops who fought (37.0)
Boers -1 million
7,000 of 87,365 troops (11%)
Women, Children & Men in Concentration Camps - 28,000 of 160,000 (USA)
Black Africans/Bantu 12,000 who were captured
orlid Stucles-HIslory NameSouth Africa PeriodMap Exercise
I. Using the Goode' World Atlas and the supplemental map of South Africa, completethe following instructions:
A. Color code and label the following countries of Southern Africa. Create a key toexplain your color code.1. Namibia2. Botswana3. Mozambique4. Zimbabwe5. Lesotho6. Swaziland
B. Locate and label the following cities of South Africa.1. Mafeking2. Pretoria3. Johannesburg4. Durban5. Cape Town6. Kimberly7. Port Elizabeth8. East London9. Petermaritzburg
10. Bolemfontein11. George (Lawaaikamp - St. Paul's sister city), 35S 22E
C. Color code and label the nine provinces of SA:1. Western Cape (Cape Province)2. Northern Cape (CP)3. Eastern Cape (CP)4. North West (CP)5. Free State (Orange Free state)6. Gauteng (Transvaal)7. Northern Province (Trans.)8. Mpumalanga (Trans.)9. Kwazulu Natal (Natal)
D. Locate and label the following physical features:1. Orange River2. Vaal River3. Drakennsberg Mts.4. Great Karroo Desert5. Kalahari Desert (over >)
48
6. Atlantic Ocean7. Indian Ocean8. Cape of Good Hope9. Tropic of Capricorn (
II. Using the "Settlement in South Africa" map, complete the following:
A. Indicate the migration route of the Khoi-San people from region of today'sBotswana to the region of modern South Africa. Color code the migration routand add to your key.
B. Indicate the migration route of the Zulu along the east coast of southern Africa;color code and add to the key.
C. Indicate the two migration routes taken by the Trekboers (1750) and the GreatTrek Boer (1837); color code and add to the key.
D. Indicate the site of the "Blood River" battle.
SETTLEMENT IN SOUTH AFRICA
Namibia
IIi
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1N
I
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Botswana
KisoiSan
Zimbabwe
--)ohlinnesburg,I rI L.-
PaarlCape Town
Dutch East India Co.1806 British
Scale100 miles
For more detailed Interpretations of the movements of pecplef South Africa.see the historical maps in South Africa: A Modem History.t,v T. R. H. Daven-port (Toronto and Buffalo: University of Toronto Press. 1977: ,itormation usedby permission) arid South Africa: Time Running Out, the R,,porl of the StudyCommission on U.S. Policy Toward Southern Africa (Berkeley: University ofCalifornia Press, 1951).
Durban
- - - Modern boundaries
A Khoi-San hunter-gatherers,Khoi-Khoi herders(Earliest peoples)
A Bantu language groups(3rd century A.D. on)
Trekboers (17th and 18thcenturies
A The Great Trek (1830sand 1840$)
v Battle of Blood River.A Dec. 16. 1838
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Would 82kass Histyry NemoSouth Africa PeriodTime Line Exercise
South Africa Event(s) Elsewhere in the World[Dutch Colonialism]1652 - English establish colonies
in North America.
1750 - Age of Enlightenment. Enclosureof English fields = 50%
1770's Am. Rev. (1775), French Rev. (1789)Napoleon's coup d' etat [1799].
[British Mercantilism]1815 - Congress of Vienna held, 1814-1815.
US ends slave trade in West Africa ('08).
1820's (2) - Spanish colonies in LatinAmerica gain independence.
1828 U.S. declares Monroe Doctrine (1823).
1830's - Charles X abdicates in France duringstudent-worker riots [1830]. Slaveryends in British Empire and first FactoryAct passed[1833).
1837 -
1838 - El Salvador becomes independent.
1844 - Liberal revolutions of 1848 hit Europe.
1854 - Transvaal Colony is established by Crystal Palace opens in London [1851].Boer trekkers. America "opens.' Japan to West.
[British Imperialism]1870 - Germany and Italy become nations.
Age of Romantic nationalism.
1879 European age of Social Darwinism.
1880 - Race for colonies intensifies.
1899 -1902 South African War (Anglo- Africa & China partitioned by imperialistBoer War) nations (1900).
54
WNW StudOes e HOstory NameSouth Africa PeriodTime Line/41-A
South Africa Elsewhere in the World
[Moderate (White) Revolution]
1910 Sun Yet Sen founds Chinese Republic(1911).
1912
1913
1914-1918 - South African troops occupyGerman African colonies, gainingSouth West Africa (diamonds).
1919-1924 -
1924 -
[Breakdown of Moderate (White) Revolution]
War breaks out in Africa. English split
German colonies with French after war.
1930 1929 Wall Street "crash"Rise of facist dictators in world
1939-1946 - Smuts ...
1939-1945 - War begins in Europe. Atomic ageand Cold War begin (`45).
55
[Radical (White) RevolutionP'Reign of Terror]
1948 - U.N. founded in San Francisco.
t950
- Group Areas Act ...
1951
1952 -
Korean War ends
1953
1956-7 Soviet space sattilite "Sputnik"
[(Black) Resistance to Terror]
1960 - Albert Luthuli becomes first S. Africanto win Nobel Peace Prize. Massacreat Sharpeville - 69 killed demonstratingagainst pass laws. Nelson Mandela isarrested, ANC (and PAC) declaredillegal.
1976
1977
1979
56
Kennedy defeats Nixon for USpresident. Civil Rights Act passed.
World Studies-History NameSouth Africa PeriodUnit Quest-I
I. Multiple Choice
1. When the frontier Dutch engaged in the Great Trek, 1837, their majorobjective was to escape the "harsh" influences of British culture. This actionwas take mostly to prevent, which of the following? a) accommodation b)extermination c) amalgamation d) assimilation
2. In 1833, the British take action to eliminate which of the following in SouthAfrica? a) Zulu b) Boer c) gold miners d) slavery e) blue skies and sandybeaches of Cape Town
3. Scorched earth and concentration camps werepolicies used by the British specifically againsta) Zulus b) Boer women and children c) Boerguerrilla fighters d) ANC freedom fighters e) SWAPOcommandos
4. Emily Hobhouse worked to end mistreatment of womenand children during the Boer War by a) writing theQueen b) carrying on a legal battle against theBritish army c) conducting a hunger strike d) usingthe British press to publicize mistreatment to theworld e) writing poetry
5. At the end of the Boer War, the British win, butthe Boer get control of the country. Why? a) Thereare more Boer people the any other group. b) Noother group wants to have political input inrunning the country. c) The Boer are the trueAfricans d) All the laws are written in Dutch soonly the Boer can read them. e) Non-white are notallowed to vote by the British and there are simplymore Boer than British
II. Terms: Do ohm. :Define and tell the significance ofeach.
Mandela as a Napoleon -
Shaka -
Afrikaner -
57
Ill. Chronology
1600 1700 1800 1900 1960 1970 1980 1990 2000I >
ResA B C Mo BD Ra Rea
1. Tutu wins Nobel Peace Prize & Botharesigns
2. Mandela is elected president in first multiracial democratic election in 342years
3. National Party wins election and passes apartheid laws
4. South Africa escapes moderating influence of British law, becomes anindependent republic
5. Bantu resettlement and Bikko's death
6. "textbook" colonialism begins in SA
7. Zulu War ends; accommodation begins
IV. Matching
1. Pretorius2. Cetewayo3. Dingane4. Mandela5. Bantu removal6. nomadic herders
V. Map
1. Current home to San (Bushman);contains the Kalahari Desert
a. Hottentot (Koi-Koi)b. "Blood River" leaderc. ANCd. homelandse. Shaka's 1/2 brotherf. Shaka's nephew
Location Name
2. River trekkers crossed to found nation'scapital
3. Province where Zulu War was fought
4. City that is original home of colonial Dutch
5. Where gold were first discovered
6. Home to SWAPO during the 1970's
VI. Short Essay
Attack or defend the apartheid system as employed in South Africa, 1910-1990. Usespecific historical examples to justify your position. Avoid emotional appeal, broadgeneralization, and first person expression when supporting your case. Construct afocused thesis statement which establishes the theme you will develop and support inyour paragraph essay.
59
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