I put this in another thread, but then I thought I'd actually start a new thread as I'm interested in the answers I might get and I didn't want to derail the other thread.
Next year I'm teaching a year 5/6 class and our topic for the term is Nelson Mandela.
Personally I think that is WAY too advanced a subject for 10 and 11 year olds, yet I have to teach it in a way which makes sense to them.
We will have 3 year 5/6 classes next year and all 3 teachers have to teach the same topics. One of them is violently opposed to teaching this subject, declaring that it is a murderous regime. None of us are happy about teaching the subject but we have been given no choice in the matter.
What do other people think? Is this too advanced a subject for these children?
You also have to bear in mind that this is a deprived area. Lots of families are on benefits and the majority of children are of lower ability. I know this shouldn't be a factor but it is a truism that many of these families cannot be bothered with their kids and don't read to them, encourage them to read or even help them with their homework, but that is a whole other topic for discussion.
What would you recommend as the salient factors which they should be taught about Nelson Mandela and apartheid?
Nelson Mandela
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Clodhopper
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- Joined: Mon Feb 25, 2008 5:11 pm
Nelson Mandela
Put both Mandela and apartheid in the context of racism? I would imagine that racism is something they have some awareness of from tv if nowhere else. Then the way he preached reconciliation and forgiveness, even though he was a victim?
Just a few thoughts. Don't know if I'm going in a useful direction for you...
Just a few thoughts. Don't know if I'm going in a useful direction for you...
The crowd: "Yes! We are all individuals!"
Lone voice: "I'm not."
Lone voice: "I'm not."
Nelson Mandela
For that age group I would never even use the words RACISIM or APARTHEID, BLACK or WHITE. I would say that N. Mandela and his people were a group that was treated badly by another group and that N. Mandela was sent to jail unfairly by this group for a long time. After being in jail for many years and then released, N. Mandela forgave those than had sent him to jail and encouraged his people to forgive the group that had treated them unfairly. I think the theme should be FORGIVENESS.
These 10 to 12 year old will better understand RACISM & APARATHEID at a later age.
These 10 to 12 year old will better understand RACISM & APARATHEID at a later age.
Nelson Mandela
Clodhopper;1326210 wrote: Put both Mandela and apartheid in the context of racism? I would imagine that racism is something they have some awareness of from tv if nowhere else. Then the way he preached reconciliation and forgiveness, even though he was a victim?
Just a few thoughts. Don't know if I'm going in a useful direction for you...
Yes you are being helpful and thankyou for that. Racism will be a big part of it and discussing apartheid but the focus is actually to be on Mandela himself. The problem is that he committed genocide in order to deal with genocide. His solution was just as bad as the initial problem.
I'm not really up to scratch on this subject. Should the bad things he did be glossed over do you think? It just feels as though it's a Disney-type ending and that the truth is being skewed in favour of what is acceptable, which is fine for now but they also need to understand the unacceptable things that he did.
This is helping actually, I'm starting to sort it out in my mind. Any further input would be greatly welcome though. Thanks.
Just a few thoughts. Don't know if I'm going in a useful direction for you...
Yes you are being helpful and thankyou for that. Racism will be a big part of it and discussing apartheid but the focus is actually to be on Mandela himself. The problem is that he committed genocide in order to deal with genocide. His solution was just as bad as the initial problem.
I'm not really up to scratch on this subject. Should the bad things he did be glossed over do you think? It just feels as though it's a Disney-type ending and that the truth is being skewed in favour of what is acceptable, which is fine for now but they also need to understand the unacceptable things that he did.
This is helping actually, I'm starting to sort it out in my mind. Any further input would be greatly welcome though. Thanks.
Nelson Mandela
Lon;1326216 wrote: For that age group I would never even use the words RACISIM or APARTHEID, BLACK or WHITE. I would say that N. Mandela and his people were a group that was treated badly by another group and that N. Mandela was sent to jail unfairly by this group for a long time. After being in jail for many years and then released, N. Mandela forgave those than had sent him to jail and encouraged his people to forgive the group that had treated them unfairly. I think the theme should be FORGIVENESS.
These 10 to 12 year old will better understand RACISM & APARATHEID at a later age.
We HAVE to use the words racism and apartheid, I'm afraid. They need to know the words and understand their meaning. You also need to use the words Black and White because they wouldn't understand the difference between Black Africans and White South Africans without making the colour difference clear. It's awkward because you're not supposed to differentiate between black and white, but they just wont get it otherwise. It's a headache.
I agree with you and Cloddy that Forgiveness would be a good theme to use. Thankyou.
I need to do a lot of reading around this subject so that I'm not floundering when they ask me awkward questions.
These 10 to 12 year old will better understand RACISM & APARATHEID at a later age.
We HAVE to use the words racism and apartheid, I'm afraid. They need to know the words and understand their meaning. You also need to use the words Black and White because they wouldn't understand the difference between Black Africans and White South Africans without making the colour difference clear. It's awkward because you're not supposed to differentiate between black and white, but they just wont get it otherwise. It's a headache.
I agree with you and Cloddy that Forgiveness would be a good theme to use. Thankyou.
I need to do a lot of reading around this subject so that I'm not floundering when they ask me awkward questions.
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Clodhopper
- Posts: 5115
- Joined: Mon Feb 25, 2008 5:11 pm
Nelson Mandela
Mandela committed genocide???????? Link please!
My understanding was that he blew up an electrity sub-generating station...? (Or was it just a pylon...?)
If you are right, perhaps you could use it as a way of saying people can change for the better?
Whatever you choose to do, I'd say some research on the man is the first step.
My understanding was that he blew up an electrity sub-generating station...? (Or was it just a pylon...?)
If you are right, perhaps you could use it as a way of saying people can change for the better?
Whatever you choose to do, I'd say some research on the man is the first step.
The crowd: "Yes! We are all individuals!"
Lone voice: "I'm not."
Lone voice: "I'm not."
Nelson Mandela
I believe he might have been agreeable to a bit of armed struggle, but Genocide ?
I thought I knew more than this until I opened my mouth
Nelson Mandela
Neither side did anything that could be classed as genocide, the word's completely inappropriate to South Africa at any stage in its development.
The entire story of Nelson Mandela centres on Empire, not on racism. The apartheid laws existed to abrogate all power to the ruling minority, just as it did in Ireland before partition, just as it does today in Israel. Racial superiority was a convenient hook to provide a scientific justification for the process.
I doubt whether you can even mention Nelson Mandela without providing a framework of his environment to explain his terrorist background.
The entire story of Nelson Mandela centres on Empire, not on racism. The apartheid laws existed to abrogate all power to the ruling minority, just as it did in Ireland before partition, just as it does today in Israel. Racial superiority was a convenient hook to provide a scientific justification for the process.
I doubt whether you can even mention Nelson Mandela without providing a framework of his environment to explain his terrorist background.
Nullius in verba ... ☎||||||||||| ... To Fate I sue, of other means bereft, the only refuge for the wretched left. ... Hold no regard for unsupported opinion.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.
Nelson Mandela
Rapunzel;1326220 wrote: We HAVE to use the words racism and apartheid, I'm afraid. They need to know the words and understand their meaning. You also need to use the words Black and White because they wouldn't understand the difference between Black Africans and White South Africans without making the colour difference clear. It's awkward because you're not supposed to differentiate between black and white, but they just wont get it otherwise. It's a headache.
I agree with you and Cloddy that Forgiveness would be a good theme to use. Thankyou.
I need to do a lot of reading around this subject so that I'm not floundering when they ask me awkward questions.
Why do the words Racisim & Apartheid have to be used? Curriculum requirement? Don't you think that if they saw a picture of Mandela and you make reference to his GROUP, that the kids are smart enough to figure out which group without belaboring White Black--Racisim/Apartheid. I feel that introducing this age group to these negative terms is a mistake. 17 18 years old I see no problem. Wrongful actions of one group towards another can be taught to 10 to 12 year olds without introducing them to concepts that can be totally misunderstood and mis used. Just my opinion though.
I agree with you and Cloddy that Forgiveness would be a good theme to use. Thankyou.
I need to do a lot of reading around this subject so that I'm not floundering when they ask me awkward questions.
Why do the words Racisim & Apartheid have to be used? Curriculum requirement? Don't you think that if they saw a picture of Mandela and you make reference to his GROUP, that the kids are smart enough to figure out which group without belaboring White Black--Racisim/Apartheid. I feel that introducing this age group to these negative terms is a mistake. 17 18 years old I see no problem. Wrongful actions of one group towards another can be taught to 10 to 12 year olds without introducing them to concepts that can be totally misunderstood and mis used. Just my opinion though.
Nelson Mandela
I'd be far more interested to see the entire class sent off to prepare presentations from scratch, and work up the coursework on the basis of what they found. I suspect 11 year olds would get a lot more out of that approach too, regardless of how dim and unmotivated they might be. The difficult side of Mandela is that he undoubtedly does qualify as a terrorist turned statesman, who can guess what effect that kind of shock can have on impressionable minds. I'm amazed his name's allowed to be spoken within school walls.
Nullius in verba ... ☎||||||||||| ... To Fate I sue, of other means bereft, the only refuge for the wretched left. ... Hold no regard for unsupported opinion.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.
-
Clodhopper
- Posts: 5115
- Joined: Mon Feb 25, 2008 5:11 pm
Nelson Mandela
The difficult side of Mandela is that he undoubtedly does qualify as a terrorist turned statesman, who can guess what effect that kind of shock can have on impressionable minds. I'm amazed his name's allowed to be spoken within school walls.
He's also a fairy story and the man responsible for peaceable change. That's the side emphasised. chuckle. You'll be banning Robin Hood next. I'd never have thought it of you, spot.:sneaky:
I liked your approach to the topic. Would work well if there are (a) sufficient resources and (b) enough of the kids will do something to justify the exercise. Not sure of either from Rap's posts.
He's also a fairy story and the man responsible for peaceable change. That's the side emphasised. chuckle. You'll be banning Robin Hood next. I'd never have thought it of you, spot.:sneaky:
I liked your approach to the topic. Would work well if there are (a) sufficient resources and (b) enough of the kids will do something to justify the exercise. Not sure of either from Rap's posts.
The crowd: "Yes! We are all individuals!"
Lone voice: "I'm not."
Lone voice: "I'm not."
Nelson Mandela
Clodhopper;1326221 wrote: Mandela committed genocide???????? Link please!
My understanding was that he blew up an electrity sub-generating station...? (Or was it just a pylon...?)
If you are right, perhaps you could use it as a way of saying people can change for the better?
Whatever you choose to do, I'd say some research on the man is the first step.
Anti-apartheid activities
In 1961, Mandela became leader of the ANC's armed wing, Umkhonto we Sizwe (translated Spear of the Nation, and also abbreviated MK), which he co-founded.[31] He coordinated sabotage campaigns against military and government targets, making plans for a possible guerrilla war if the sabotage failed to end apartheid.[32] Mandela also raised funds for MK abroad and arranged for paramilitary training of the group.[32]
Fellow ANC member Wolfie Kadesh explains the bombing campaign led by Mandela: "When we knew that we [sic] going to start on 16 December 1961, to blast the symbolic places of apartheid, like pass offices, native magistrates courts, and things like that ... post offices and ... the government offices. But we were to do it in such a way that nobody would be hurt, nobody would get killed."[33] Mandela said of Wolfie: "His knowledge of warfare and his first hand battle experience were extremely helpful to me."[10]
Mandela described the move to armed struggle as a last resort; years of increasing repression and violence from the state convinced him that many years of non-violent protest against apartheid had not and could not achieve any progress.[10][34]
Later, mostly in the 1980s, MK waged a guerrilla war against the apartheid regime in which many civilians became casualties.[32] Mandela later admitted that the ANC, in its struggle against apartheid, also violated human rights, sharply criticising those in his own party who attempted to remove statements supporting this fact from the reports of the Truth and Reconciliation Commission.[35]
Up until July 2008, Mandela and ANC party members were barred from entering the United States — except the United Nations headquarters in Manhattan — without a special waiver from the US Secretary of State, because of their South African apartheid regime era designation as terrorists.[36][37]
Nelson Mandela - Wikipedia, the free encyclopedia
So...he was a terrorist and engaged in guerilla warfare, which is more than an electrity sub-generating station but less than genocide. I'm sorry, I've done a horrible thing here. I've trusted someone else's word instead of doing my own research. One of the other teachers who will be teaching this course is very angry and antagonistic about the whole subject and instead of doing my own research I have listened to her words as my knowledge of this particular subject is pitiful.
I have to say that I will, of course, be researching the subject but at the moment I just feel so tired and burned out from last term I really don't have the energy to invest in it at the moment. However, I will need to start working on it soon.
An added negative is that I saw it as such an indepth subject with so many contributing factors (both positive and negative) that it seemed to me more worthy as the subject of a first year degree course than something you would teach children.
Talking to people more knowledgeable on this subject has helped me put it in perspective and see it more as an interesting and relevant topic and less as an intimidating mountain waiting to be climbed.
I still like the ameliorated themes of forgiveness and change.
My understanding was that he blew up an electrity sub-generating station...? (Or was it just a pylon...?)
If you are right, perhaps you could use it as a way of saying people can change for the better?
Whatever you choose to do, I'd say some research on the man is the first step.
Anti-apartheid activities
In 1961, Mandela became leader of the ANC's armed wing, Umkhonto we Sizwe (translated Spear of the Nation, and also abbreviated MK), which he co-founded.[31] He coordinated sabotage campaigns against military and government targets, making plans for a possible guerrilla war if the sabotage failed to end apartheid.[32] Mandela also raised funds for MK abroad and arranged for paramilitary training of the group.[32]
Fellow ANC member Wolfie Kadesh explains the bombing campaign led by Mandela: "When we knew that we [sic] going to start on 16 December 1961, to blast the symbolic places of apartheid, like pass offices, native magistrates courts, and things like that ... post offices and ... the government offices. But we were to do it in such a way that nobody would be hurt, nobody would get killed."[33] Mandela said of Wolfie: "His knowledge of warfare and his first hand battle experience were extremely helpful to me."[10]
Mandela described the move to armed struggle as a last resort; years of increasing repression and violence from the state convinced him that many years of non-violent protest against apartheid had not and could not achieve any progress.[10][34]
Later, mostly in the 1980s, MK waged a guerrilla war against the apartheid regime in which many civilians became casualties.[32] Mandela later admitted that the ANC, in its struggle against apartheid, also violated human rights, sharply criticising those in his own party who attempted to remove statements supporting this fact from the reports of the Truth and Reconciliation Commission.[35]
Up until July 2008, Mandela and ANC party members were barred from entering the United States — except the United Nations headquarters in Manhattan — without a special waiver from the US Secretary of State, because of their South African apartheid regime era designation as terrorists.[36][37]
Nelson Mandela - Wikipedia, the free encyclopedia
So...he was a terrorist and engaged in guerilla warfare, which is more than an electrity sub-generating station but less than genocide. I'm sorry, I've done a horrible thing here. I've trusted someone else's word instead of doing my own research. One of the other teachers who will be teaching this course is very angry and antagonistic about the whole subject and instead of doing my own research I have listened to her words as my knowledge of this particular subject is pitiful.
I have to say that I will, of course, be researching the subject but at the moment I just feel so tired and burned out from last term I really don't have the energy to invest in it at the moment. However, I will need to start working on it soon.
An added negative is that I saw it as such an indepth subject with so many contributing factors (both positive and negative) that it seemed to me more worthy as the subject of a first year degree course than something you would teach children.
Talking to people more knowledgeable on this subject has helped me put it in perspective and see it more as an interesting and relevant topic and less as an intimidating mountain waiting to be climbed.
I still like the ameliorated themes of forgiveness and change.
Nelson Mandela
Lon;1326294 wrote: Why do the words Racisim & Apartheid have to be used? Curriculum requirement? Don't you think that if they saw a picture of Mandela and you make reference to his GROUP, that the kids are smart enough to figure out which group without belaboring White Black--Racisim/Apartheid. I feel that introducing this age group to these negative terms is a mistake. 17 18 years old I see no problem. Wrongful actions of one group towards another can be taught to 10 to 12 year olds without introducing them to concepts that can be totally misunderstood and mis used. Just my opinion though.
Yes. Curriculum requirement. The topics studied are chosen by the Head teacher in collaboration with other schools in our area. We're not happy with the choice but we have no real input into this matter. Racism and Apartheid are words they want us to use.
In our recent Ofsted report, one criticism was that we didn't deal enough with other cultures and that we didn't offer enough variation to include our handful of black and coloured students. I think the Head is trying to prove our commitment to change by dealing with a major change in our recent history head-on.
Yes. Curriculum requirement. The topics studied are chosen by the Head teacher in collaboration with other schools in our area. We're not happy with the choice but we have no real input into this matter. Racism and Apartheid are words they want us to use.
In our recent Ofsted report, one criticism was that we didn't deal enough with other cultures and that we didn't offer enough variation to include our handful of black and coloured students. I think the Head is trying to prove our commitment to change by dealing with a major change in our recent history head-on.
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Clodhopper
- Posts: 5115
- Joined: Mon Feb 25, 2008 5:11 pm
Nelson Mandela
:yh_hugs Hope you can have some proper rest.
The crowd: "Yes! We are all individuals!"
Lone voice: "I'm not."
Lone voice: "I'm not."
Nelson Mandela
spot;1326296 wrote: I'd be far more interested to see the entire class sent off to prepare presentations from scratch, and work up the coursework on the basis of what they found. I suspect 11 year olds would get a lot more out of that approach too, regardless of how dim and unmotivated they might be. The difficult side of Mandela is that he undoubtedly does qualify as a terrorist turned statesman, who can guess what effect that kind of shock can have on impressionable minds. I'm amazed his name's allowed to be spoken within school walls.
LMAO. Dim and unmotivated? How extremely negative and un-PC of you. :wah: *laughing smiley here for Spot who doesn't have smileys*
Tbh, it would be great for them to prepare a presentation and have the courage to talk to the class about their findings. However, the new Head has banned any negativity towards the little darlings and currently has a nil behaviour policy (which means the little darlings are running riot and going unpunished). (Don't get me started on this one!)
So forcing the little cherubs to do a presentation would be a no-no. At the moment they can stand up and tell the class what they have done that lesson if they would like to. No pressure. :-5
All the teachers are stunned at this choice of topic. But the Heads immortal words are ringing in our ears, "It's my way or the highway". :-2
LMAO. Dim and unmotivated? How extremely negative and un-PC of you. :wah: *laughing smiley here for Spot who doesn't have smileys*
Tbh, it would be great for them to prepare a presentation and have the courage to talk to the class about their findings. However, the new Head has banned any negativity towards the little darlings and currently has a nil behaviour policy (which means the little darlings are running riot and going unpunished). (Don't get me started on this one!)
So forcing the little cherubs to do a presentation would be a no-no. At the moment they can stand up and tell the class what they have done that lesson if they would like to. No pressure. :-5
All the teachers are stunned at this choice of topic. But the Heads immortal words are ringing in our ears, "It's my way or the highway". :-2
Nelson Mandela
Clodhopper;1326307 wrote: :yh_hugs Hope you can have some proper rest.
Thanks. The last few months have been extremely long and weary.
Our last head resigned and walked out on the last day of term so we've had an Acting Head for a while. Then the school advertised for a new Head and employed this one because she had Ofsted experience and we were heading into an Ofsted with the expectation of going into special measures i.e., the school would be deemed to be failing.
The new Head seemed lovely and helpful. She did an amazing job getting us through our Ofsted, which we passed with Good. You can have Satisfactory (which is most schools), Good (which is very good) or Outstanding. So to go from expecting Special Measures to Good was an amazing achievement.
However, once Ofsted was over, the worm turned. The Head is introducing lots of unusual ideas and seems to be working towards some hidden agenda of her own. People are not very happy with her now quite negative attitude and the whole atmosphere of the school has changed. You have to be careful what you say and whom you say it too.
The current tension and stress are quite heavy burdens to carry, along with the wildness of the unpunishable children. Personally I'm going to see this year out and then look to move on. I don't know her hidden agenda, I'm not good at sucking up (as in I don't do it at all) and she's not happy about that.
Sorry to lay my worries on you. I didn't mean to detract from the thread.
Thanks. The last few months have been extremely long and weary.
Our last head resigned and walked out on the last day of term so we've had an Acting Head for a while. Then the school advertised for a new Head and employed this one because she had Ofsted experience and we were heading into an Ofsted with the expectation of going into special measures i.e., the school would be deemed to be failing.
The new Head seemed lovely and helpful. She did an amazing job getting us through our Ofsted, which we passed with Good. You can have Satisfactory (which is most schools), Good (which is very good) or Outstanding. So to go from expecting Special Measures to Good was an amazing achievement.
However, once Ofsted was over, the worm turned. The Head is introducing lots of unusual ideas and seems to be working towards some hidden agenda of her own. People are not very happy with her now quite negative attitude and the whole atmosphere of the school has changed. You have to be careful what you say and whom you say it too.
The current tension and stress are quite heavy burdens to carry, along with the wildness of the unpunishable children. Personally I'm going to see this year out and then look to move on. I don't know her hidden agenda, I'm not good at sucking up (as in I don't do it at all) and she's not happy about that.
Sorry to lay my worries on you. I didn't mean to detract from the thread.
Nelson Mandela
I might find occasional snippets you can collate onto worksheets. This is a good one - Nelson Mandela was removed from the US terror watch list in June 2008.
BBC NEWS | Americas | Mandela taken off US terror list
BBC NEWS | Americas | Mandela taken off US terror list
Nullius in verba ... ☎||||||||||| ... To Fate I sue, of other means bereft, the only refuge for the wretched left. ... Hold no regard for unsupported opinion.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.
Nelson Mandela
spot;1326319 wrote: I might find occasional snippets you can collate onto worksheets. This is a good one - Nelson Mandela was removed from the US terror watch list in June 2008.
BBC NEWS | Americas | Mandela taken off US terror list
Thankyou, that's a good thing to know.
Everything will have to be simplified down to their level but hopefully they will gain a lot from this project.
BBC NEWS | Americas | Mandela taken off US terror list
Thankyou, that's a good thing to know.
Everything will have to be simplified down to their level but hopefully they will gain a lot from this project.
-
Clodhopper
- Posts: 5115
- Joined: Mon Feb 25, 2008 5:11 pm
Nelson Mandela
wry grin. I remember how I felt by the end of the summer term. And it seems like a really tough place to work. Well done for just getting to this year's finishing post. I don't think you've detracted from the thread at all. Goodnight.
The crowd: "Yes! We are all individuals!"
Lone voice: "I'm not."
Lone voice: "I'm not."
Nelson Mandela
INVENTORY: AD1844 - Rivonia Trial Collection gives the RECORDS OF THE RIVONIA TREASON TRIAL STATE VS NELSON MANDELA AND 9 OTHERS at The Library, University of the Witwatersrand, Johannesburg, South Africa. One set you could print out is the list of acts of violence or sabotage committed in South Africa between December 1961 and August 1963 for some (though not all) of which Nelson Mandela accepted responsibility and served 27 years in prison, that's at http://www.historicalpapers.wits.ac.za/ ... 1-jpeg.pdf - as background it's quite easy to understand, even for 11 year olds. The words petrol bomb and dynamite appear regularly. What you'll find tricky is to explain why some people are allowed to behave that way and why others aren't. I don't think you can dodge that question though.
Nullius in verba ... ☎||||||||||| ... To Fate I sue, of other means bereft, the only refuge for the wretched left. ... Hold no regard for unsupported opinion.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.
Nelson Mandela
This is the concluding section of Nelson Mandela's statement to the court. I'm quite sure that once you've read it you can pick out useful quotes - quite a bit of it is, interestingly enough, about education.They're words delivered from the dock by a man on trial for his life. The whole is at DOCUMENT: AD1844 - Rivonia Trial Collection - Defence Opening Address and Nelson Mandela's Statement
Our fight is against real, and not imaginary hardships, or to use the language of the State Prosecutor. "So-called hardships." Basically, my lord, we fight against two features which are the hallmarks of African life in South Africa, and which are entrenched by legislation which we seek to have repealed. These features are poverty and lack of human dignity, and we do not need Communists, or so-called "agitators" to teach us about these things.
South Africa is the richest country in Africa and could be one of the richest countries in the world. But it is a land of extreme and remarkable contrasts. The Whites enjoy what may well be the highest standard of living in the world, whilst Africans live in poverty and misery. Forty percent. of the Africans live in hopelessly over-crowded and in some cases, drought-stricken reserves, where soil erosion and the overworking of the soil make it impossible for them to live properly off the land. Thirty percent. are labourers, labour tenants, and squatters in white farms and work and live under conditions similar to those of the serfs of the Middle Ages. The other thirty per cent. live in towns where they have developed economic and social habits which bring them closer, in many respects, to White standards. Yet most Africans, even in this group, are impoverished by low incomes and the high cost of living.
The highest paid and the most prosperous section of urban African life is in Johannesburg. Yet their actual position is desperate. The latest figures were given on 25th March, 1964, by Mr. Carr, Manager of the Johannesburg Non-European Affairs Department. The poverty datum line for the average African family in Johannesburg, according to Mr. Carr’s department, is R42.84 per month. He showed that the average monthly wage is R32.24 and that 46% of all African families in Johannesburg do not earn enough to keep them going.
Poverty goes hand in hand with malnutrition and disease. The incidence of malnutrition and deficiency diseases is very high amongst Africans. Tuberculosis, pellagra, Kwashiorkor, gastro-enteritis, and scurvy bring death and destruction of health. The incidence of infant mortality is one of the highest in the world. According to the Medical Officer of Health for Pretoria, it is estimated that tuberculosis kills 40 people a day (almost all Africans) and in 1961 there were 58,491 cases reported. These diseases, my lord, not only destroy the vital organs of the body, but they result in retarded mental conditions and lack of initiative and reduce powers of concentration. The secondary results of such conditions affect the whole community and the standard of work performed by Africans.
The complaint of Africans, however, is not only that they are poor, and Whites are rich, but that the laws which are made by the Whites are designed to preserve this situation. There are two ways to break out of poverty. The first is by formal education, and the second is by the worker acquiring a greater skill at his work and thus higher wages. As far as Africans are concerned, both these avenues of advancement are deliberately curtailed by legislation.
I ask the Court to remember that the present Government has always sought to hamper Africans in their search for education. One of their early acts, after coming into power, was to stop subsidies for African school feeding. Many African children who attended school depended on this supplement to their diet. This was a cruel act.
There is compulsory education for all White children at virtually no cost to their parents, be they rich or poor. Similar facilities are not provided for the African children, though there are some who receive such assistance. African children, however, generally have to pay more for their schooling than Whites. According to figures quoted by the South African Institute of Race Relations, in its 1963 journal, approximately 40% of African children in the age group between 7 and 14 do not attend school. For those who do attend school, the standards are vastly different from those afforded to White children. In 1960/1 the per capita Government spending on African students at State-aided schools was estimated at R12.46. In the same year the per capita spending on White children in the Cape Province (which are the only figures available to me) was R144.57. Although there were no figures available to me, it can be stated, without doubt, that White children on whom R144.57 per head was being spent all came from wealthier homes than African children, on whom R12.46 per head was being spent.
The quality of education is also different. According to the Bantu Education Journal, only 5,660 African children in the whole of South Africa passed their Junior Certificate in 1962, and in that year only 362 passed matric. This is presumably consistent with the policy of Bantu education about which the present Prime Minister said, during the debate on the Bantu Education Bill in 1953: (when he was Minister of Native Affairs) "When I have control of Native education, I will reform it so that Natives will be taught from childhood to realise that equality with Europeans is not for them...People who believe in equality are not desirable teachers for natives. When my Department controls Native education, it will know for what class of higher education a native is fitted, and whether he will have a chance in life to use his knowledge."
The other main obstacle to the economic advancement of the African is the industrial colour bar under which all the better jobs of industry are reserved for Whites only. Moreover, Africans who do obtain employment in the un-skilled and semi-skilled occupations which are open to them are not allowed to form Trade Unions which have recognition under the Industrial Conciliation Act. This means that strikes of African workers are illegal, and that they are denied the right of collective bargaining which is permitted to the better-paid White workers. The discrimination in the policy of successive South African Governments towards African workers is demonstrated by the so-called "civilized labour policy" under which sheltered unskilled Government jobs were found for those White workers who cannot make the grade in industry, at wages which far exceeded the earnings of the average African employee in industry.
The Government often answers its critics by saying that Africans in South Africa are economically better off than the inhabitants of the other countries in Africa. I do not know whether this statement is true and doubt whether any comparison can be made without having regard to the cost of living index in such countries. But even if it is true, as far as African people are concerned, it is irrelevant. Our complaint is not that we are poor by comparison with people in other countries, but that we are poor by comparison with White people in our own country, and that we are prevented by legislation from altering this imbalance.
The lack of human dignity experienced by Africans is the direct result of the policy of White supremacy. White supremacy implies Black inferiority. Legisalation designed to preserve White supremacy entrenches this notion. Menial tasks in South Africa are invariably performed by Africans. When anything has to be carried or cleaned the White man will look around for an African to do it for him. Whether the African is employed by him or not. Because of this sort of attitude, Whites tend to regard Africans as a separate breed. They do not look upon them as people with families of their own: they do not realise that we have emotions – that we fall in love like White people do: that we want to be with our wives and children like White people want to be with theirs, that we want to earn enough money to support our families properly, to feed and clothe them and send them to school. and what "house-boy" or "garden-boy" or "labourer" can ever hope to do this?
Pass Laws, which to the Africans are among the most hated piece of legislation in South Africa, render any African liable to police surveillance at any time. I doubt whether there is a single African male in South Africa who has not at some stage had a brush with the police over his pass. Hundreds and thousands of Africans are thrown into gaol each year under pass laws. Even worse than this is the fact that pass laws keep husband and wife apart and lead to the breakdown of family life.
Poverty and the breakdown of family life have secondary effects. Children wander about the streets of the Townships because they have no schools to go to, or no money to enable them to go to school, or no parents at home to see that they go to school because both parents, if there be two, have to work to keep the family alive. This leads to a breakdown in moral standards, to an alarming rise in illegitimacy and to growing violence which erupts, not only politically but everywhere. Life in the townships is dangerous, there is not a day that goes by without somebody being stabbed or assaulted. And violence is carried out of the townships into the White living areas. People are afraid to walk alone in the streets after dark. House-breakings and robberies are increasing, despite the fact that the death sentence can now be imposed for such offences. Death sentences cannot cure the festering sore. The only cure is to alter the conditions under which Africans are forced to live, and to meet their legitimate grievances.
Africans want to be paid a living wage. Africans want to perform work which they are capable of doing, and not work which the Government declares them to be capable of. We want to be allowed to live where we obtain work, and not be endorsed out of an area because we were not born there. We want to be allowed on own land in places where we work, and not to be obliged to live in rented houses which we can never call our own. We want to be part of the general population, and not confined to living in our ghettos. African men want to have their wives and children to live with them where they work, and not to be forced into an unnatural existence in men’s hostels. Our women want to be with their men folk, and not to be left permanently widowed in the Reserves. We want to be allowed out after 11 o’clock at night and not to be confined to our rooms like little children. We want to be allowed to travel in our own country and to seek work where we want to, and not where the Labour Bureau tells us to. We want a just share in the whole of South Africa: we want security and a stake in society.
Above all, my lord, we want equal political rights, because without them our disabilities will be permanent. I know this sounds revolutionary to the Whites in this country, because of the majority of the voters will be Africans. This makes the white man fear democracy. But this fear cannot be allowed to stand in the way of the only solution which will guarantee racial harmony and freedom for all. It is not true that the enfranchisement of all will result in racial domination. Political division, based on colour, is entirely artificial, and when it disappears, so will the domination of one colour group by another. The A.N.C. has spent half a century fighting against racialism. When it triumphs, as it certainly must, it will not change the policy.
This then is what the A.N.C. is fighting. Our struggle is a truly national one. It is a struggle of the African people, inspired by our own suffering and our own experience. It is a struggle for the right to live.
During my lifetime I have dedicated my life to the struggle of the African people. 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 see realised. But my lord, if needs be, it is an ideal for which I am prepared to die.
Our fight is against real, and not imaginary hardships, or to use the language of the State Prosecutor. "So-called hardships." Basically, my lord, we fight against two features which are the hallmarks of African life in South Africa, and which are entrenched by legislation which we seek to have repealed. These features are poverty and lack of human dignity, and we do not need Communists, or so-called "agitators" to teach us about these things.
South Africa is the richest country in Africa and could be one of the richest countries in the world. But it is a land of extreme and remarkable contrasts. The Whites enjoy what may well be the highest standard of living in the world, whilst Africans live in poverty and misery. Forty percent. of the Africans live in hopelessly over-crowded and in some cases, drought-stricken reserves, where soil erosion and the overworking of the soil make it impossible for them to live properly off the land. Thirty percent. are labourers, labour tenants, and squatters in white farms and work and live under conditions similar to those of the serfs of the Middle Ages. The other thirty per cent. live in towns where they have developed economic and social habits which bring them closer, in many respects, to White standards. Yet most Africans, even in this group, are impoverished by low incomes and the high cost of living.
The highest paid and the most prosperous section of urban African life is in Johannesburg. Yet their actual position is desperate. The latest figures were given on 25th March, 1964, by Mr. Carr, Manager of the Johannesburg Non-European Affairs Department. The poverty datum line for the average African family in Johannesburg, according to Mr. Carr’s department, is R42.84 per month. He showed that the average monthly wage is R32.24 and that 46% of all African families in Johannesburg do not earn enough to keep them going.
Poverty goes hand in hand with malnutrition and disease. The incidence of malnutrition and deficiency diseases is very high amongst Africans. Tuberculosis, pellagra, Kwashiorkor, gastro-enteritis, and scurvy bring death and destruction of health. The incidence of infant mortality is one of the highest in the world. According to the Medical Officer of Health for Pretoria, it is estimated that tuberculosis kills 40 people a day (almost all Africans) and in 1961 there were 58,491 cases reported. These diseases, my lord, not only destroy the vital organs of the body, but they result in retarded mental conditions and lack of initiative and reduce powers of concentration. The secondary results of such conditions affect the whole community and the standard of work performed by Africans.
The complaint of Africans, however, is not only that they are poor, and Whites are rich, but that the laws which are made by the Whites are designed to preserve this situation. There are two ways to break out of poverty. The first is by formal education, and the second is by the worker acquiring a greater skill at his work and thus higher wages. As far as Africans are concerned, both these avenues of advancement are deliberately curtailed by legislation.
I ask the Court to remember that the present Government has always sought to hamper Africans in their search for education. One of their early acts, after coming into power, was to stop subsidies for African school feeding. Many African children who attended school depended on this supplement to their diet. This was a cruel act.
There is compulsory education for all White children at virtually no cost to their parents, be they rich or poor. Similar facilities are not provided for the African children, though there are some who receive such assistance. African children, however, generally have to pay more for their schooling than Whites. According to figures quoted by the South African Institute of Race Relations, in its 1963 journal, approximately 40% of African children in the age group between 7 and 14 do not attend school. For those who do attend school, the standards are vastly different from those afforded to White children. In 1960/1 the per capita Government spending on African students at State-aided schools was estimated at R12.46. In the same year the per capita spending on White children in the Cape Province (which are the only figures available to me) was R144.57. Although there were no figures available to me, it can be stated, without doubt, that White children on whom R144.57 per head was being spent all came from wealthier homes than African children, on whom R12.46 per head was being spent.
The quality of education is also different. According to the Bantu Education Journal, only 5,660 African children in the whole of South Africa passed their Junior Certificate in 1962, and in that year only 362 passed matric. This is presumably consistent with the policy of Bantu education about which the present Prime Minister said, during the debate on the Bantu Education Bill in 1953: (when he was Minister of Native Affairs) "When I have control of Native education, I will reform it so that Natives will be taught from childhood to realise that equality with Europeans is not for them...People who believe in equality are not desirable teachers for natives. When my Department controls Native education, it will know for what class of higher education a native is fitted, and whether he will have a chance in life to use his knowledge."
The other main obstacle to the economic advancement of the African is the industrial colour bar under which all the better jobs of industry are reserved for Whites only. Moreover, Africans who do obtain employment in the un-skilled and semi-skilled occupations which are open to them are not allowed to form Trade Unions which have recognition under the Industrial Conciliation Act. This means that strikes of African workers are illegal, and that they are denied the right of collective bargaining which is permitted to the better-paid White workers. The discrimination in the policy of successive South African Governments towards African workers is demonstrated by the so-called "civilized labour policy" under which sheltered unskilled Government jobs were found for those White workers who cannot make the grade in industry, at wages which far exceeded the earnings of the average African employee in industry.
The Government often answers its critics by saying that Africans in South Africa are economically better off than the inhabitants of the other countries in Africa. I do not know whether this statement is true and doubt whether any comparison can be made without having regard to the cost of living index in such countries. But even if it is true, as far as African people are concerned, it is irrelevant. Our complaint is not that we are poor by comparison with people in other countries, but that we are poor by comparison with White people in our own country, and that we are prevented by legislation from altering this imbalance.
The lack of human dignity experienced by Africans is the direct result of the policy of White supremacy. White supremacy implies Black inferiority. Legisalation designed to preserve White supremacy entrenches this notion. Menial tasks in South Africa are invariably performed by Africans. When anything has to be carried or cleaned the White man will look around for an African to do it for him. Whether the African is employed by him or not. Because of this sort of attitude, Whites tend to regard Africans as a separate breed. They do not look upon them as people with families of their own: they do not realise that we have emotions – that we fall in love like White people do: that we want to be with our wives and children like White people want to be with theirs, that we want to earn enough money to support our families properly, to feed and clothe them and send them to school. and what "house-boy" or "garden-boy" or "labourer" can ever hope to do this?
Pass Laws, which to the Africans are among the most hated piece of legislation in South Africa, render any African liable to police surveillance at any time. I doubt whether there is a single African male in South Africa who has not at some stage had a brush with the police over his pass. Hundreds and thousands of Africans are thrown into gaol each year under pass laws. Even worse than this is the fact that pass laws keep husband and wife apart and lead to the breakdown of family life.
Poverty and the breakdown of family life have secondary effects. Children wander about the streets of the Townships because they have no schools to go to, or no money to enable them to go to school, or no parents at home to see that they go to school because both parents, if there be two, have to work to keep the family alive. This leads to a breakdown in moral standards, to an alarming rise in illegitimacy and to growing violence which erupts, not only politically but everywhere. Life in the townships is dangerous, there is not a day that goes by without somebody being stabbed or assaulted. And violence is carried out of the townships into the White living areas. People are afraid to walk alone in the streets after dark. House-breakings and robberies are increasing, despite the fact that the death sentence can now be imposed for such offences. Death sentences cannot cure the festering sore. The only cure is to alter the conditions under which Africans are forced to live, and to meet their legitimate grievances.
Africans want to be paid a living wage. Africans want to perform work which they are capable of doing, and not work which the Government declares them to be capable of. We want to be allowed to live where we obtain work, and not be endorsed out of an area because we were not born there. We want to be allowed on own land in places where we work, and not to be obliged to live in rented houses which we can never call our own. We want to be part of the general population, and not confined to living in our ghettos. African men want to have their wives and children to live with them where they work, and not to be forced into an unnatural existence in men’s hostels. Our women want to be with their men folk, and not to be left permanently widowed in the Reserves. We want to be allowed out after 11 o’clock at night and not to be confined to our rooms like little children. We want to be allowed to travel in our own country and to seek work where we want to, and not where the Labour Bureau tells us to. We want a just share in the whole of South Africa: we want security and a stake in society.
Above all, my lord, we want equal political rights, because without them our disabilities will be permanent. I know this sounds revolutionary to the Whites in this country, because of the majority of the voters will be Africans. This makes the white man fear democracy. But this fear cannot be allowed to stand in the way of the only solution which will guarantee racial harmony and freedom for all. It is not true that the enfranchisement of all will result in racial domination. Political division, based on colour, is entirely artificial, and when it disappears, so will the domination of one colour group by another. The A.N.C. has spent half a century fighting against racialism. When it triumphs, as it certainly must, it will not change the policy.
This then is what the A.N.C. is fighting. Our struggle is a truly national one. It is a struggle of the African people, inspired by our own suffering and our own experience. It is a struggle for the right to live.
During my lifetime I have dedicated my life to the struggle of the African people. 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 see realised. But my lord, if needs be, it is an ideal for which I am prepared to die.
Nullius in verba ... ☎||||||||||| ... To Fate I sue, of other means bereft, the only refuge for the wretched left. ... Hold no regard for unsupported opinion.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.
Nelson Mandela
The line between freedom fighter and terrorists is rather blurred depending on whose side you are on. The suffragettes were regarded as terrorists as well, now we think they way they were treated appalling and their cause just.
You can hear what the man has to say for himself.
YouTube - Nelson Mandela Speaks on Tolerance
YouTube - First Nelson Mandela interview
Some of those kids will have older brothers or cousins in the armed forces and they're being told to fear attack by because of their religion, colour and to fear others because of their religion, colour of skin. Might make them think a bit rather than just repeat what they are told. I don't see why words like racism, apartheid shouldn't be used, the attitudes behind them haven't gone away they're just hiding for a bit.
YouTube - Nelson Mandela's inaugural address
You can hear what the man has to say for himself.
YouTube - Nelson Mandela Speaks on Tolerance
YouTube - First Nelson Mandela interview
Some of those kids will have older brothers or cousins in the armed forces and they're being told to fear attack by because of their religion, colour and to fear others because of their religion, colour of skin. Might make them think a bit rather than just repeat what they are told. I don't see why words like racism, apartheid shouldn't be used, the attitudes behind them haven't gone away they're just hiding for a bit.
YouTube - Nelson Mandela's inaugural address
Nelson Mandela
I'm no expert.....either as a teacher or on the history/story of Nelson Mandela but I think this topic has 3 stages.........
1. What was Aparteid and why did it exist in South Africa...why it was so abhorrent
2. The struggle and process that led to change.....Nelson Mandela, the ANC, the South African goverment as it was then
3. The change and how things are now
ONly the truth will suffice when it comes to kids however unpleasant...... you couldn't teach about the Tudors without mentioning lies, betrayal, executions etc neither the World wars without talking about death and destruction.
This kind of historical story can only make kids see how lucky they are today that they have freedom to live where they like, associate with who they like and have equal oppurtunities........GOOD LUCK !!
1. What was Aparteid and why did it exist in South Africa...why it was so abhorrent
2. The struggle and process that led to change.....Nelson Mandela, the ANC, the South African goverment as it was then
3. The change and how things are now
ONly the truth will suffice when it comes to kids however unpleasant...... you couldn't teach about the Tudors without mentioning lies, betrayal, executions etc neither the World wars without talking about death and destruction.
This kind of historical story can only make kids see how lucky they are today that they have freedom to live where they like, associate with who they like and have equal oppurtunities........GOOD LUCK !!
A smile is a window on your face to show your heart is home
Nelson Mandela
Rapunzel;1326308 wrote: LMAO. Dim and unmotivated? How extremely negative and un-PC of you. :wah: *laughing smiley here for Spot who doesn't have smileys*
Tbh, it would be great for them to prepare a presentation and have the courage to talk to the class about their findings. However, the new Head has banned any negativity towards the little darlings and currently has a nil behaviour policy (which means the little darlings are running riot and going unpunished). (Don't get me started on this one!)
So forcing the little cherubs to do a presentation would be a no-no. At the moment they can stand up and tell the class what they have done that lesson if they would like to. No pressure. :-5
All the teachers are stunned at this choice of topic. But the Heads immortal words are ringing in our ears, "It's my way or the highway". :-2
At that point it's time for mass action - he's declared it's me or you so make it him
Tbh, it would be great for them to prepare a presentation and have the courage to talk to the class about their findings. However, the new Head has banned any negativity towards the little darlings and currently has a nil behaviour policy (which means the little darlings are running riot and going unpunished). (Don't get me started on this one!)
So forcing the little cherubs to do a presentation would be a no-no. At the moment they can stand up and tell the class what they have done that lesson if they would like to. No pressure. :-5
All the teachers are stunned at this choice of topic. But the Heads immortal words are ringing in our ears, "It's my way or the highway". :-2
At that point it's time for mass action - he's declared it's me or you so make it him
Nelson Mandela
spot;1326319 wrote: I might find occasional snippets you can collate onto worksheets. This is a good one - Nelson Mandela was removed from the US terror watch list in June 2008.
BBC NEWS | Americas | Mandela taken off US terror list
You could also list all of the other state leaders who have been on terrorist lists before coming to power - one man's terrorist is anothre man's freedom fighter.
BBC NEWS | Americas | Mandela taken off US terror list
You could also list all of the other state leaders who have been on terrorist lists before coming to power - one man's terrorist is anothre man's freedom fighter.
Nelson Mandela
Bryn Mawr;1326601 wrote: You could also list all of the other state leaders who have been on terrorist lists before coming to power - one man's terrorist is anothre man's freedom fighter.
How about the word "terrorist" is invariably propaganda and means someone adopting violent methods whom the speaker fundamentally disagrees with. I, for one, would not exclude the deployment of armed forces from that definition. If anyone can dig up an official definition of "terrorist" it might be interesting.
This claims to be the official UK definition of terrorist activity for insurance purposes: Act of persons acting on behalf of or in connection with any organisation which carries out activities directed towards the overthrowing or influencing by force or violence of Her Majesty's Government in the United Kingdom or any other government de jure or de facto. How that expects to exclude armed forces liberating territories in the Middle East through the use of Shock And Awe I'm not sure.
Wikipedia has, as one might expect, a thorough article on the topic.
How about the word "terrorist" is invariably propaganda and means someone adopting violent methods whom the speaker fundamentally disagrees with. I, for one, would not exclude the deployment of armed forces from that definition. If anyone can dig up an official definition of "terrorist" it might be interesting.
This claims to be the official UK definition of terrorist activity for insurance purposes: Act of persons acting on behalf of or in connection with any organisation which carries out activities directed towards the overthrowing or influencing by force or violence of Her Majesty's Government in the United Kingdom or any other government de jure or de facto. How that expects to exclude armed forces liberating territories in the Middle East through the use of Shock And Awe I'm not sure.
Wikipedia has, as one might expect, a thorough article on the topic.
Nullius in verba ... ☎||||||||||| ... To Fate I sue, of other means bereft, the only refuge for the wretched left. ... Hold no regard for unsupported opinion.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.
When flower power came along I stood for Human Rights, marched around for peace and freedom, had some nooky every night - we took it serious. [Fred Wedlock, "The Folker"]
Who has a spare two minutes to play in this month's FG Trivia game! ... My other OS is Slackware.