Section, Section Opener A CASE STUDY OF SOUTH AFRICA Introduction In this section students learn about the development of and resistance to South Africa’s system of apartheid, First, in an Experiential Exercise, they Jearn about aspects of apartheid by participating in an activity whose rules favor a small group of students. Next, ina Visual Discovery activity students explore six major events in the history of South Africa and analyze how each contributed to the development of apartheid. Finally, they learn about various forms of resistance and assume the role of South Africans to write protest songs in a Writing for Understanding activity. Objectives Students will be able to + compare the elements and emotions of a game that favors a small group of students with aspects of the system of apartheid; + summarize the major historical events that led to the development of apartheid in South Africas * write songs of resistance to apartheid from the perspective of a South African. Materials In addition (o the transparencies, student handouts (which you will copy for the students), and transparency masters (which you will copy onto transparencies) provided in this section, you will need an overhead projector, scrap paper, a CD player, scissors, tape, and candy. ‘© Teaches’ Curiae Tnttte Modem Attiea 19Enns.) Z| Understanding the System of Apartheid Experiential Exercise Overview In this Experiential Exercise students experience aspects of the system of apartheid in South Africa by participating in an activity that favors a small group of students, Students are assigned to one of four different groups—Blue, Green, Pink, and Yellow—and perform various tasks fo eam points, Members of the Green, Pink, and Yellow groups sit on the floor in small work areas, They ear few points for their work and have limited mobility. Members of the Blue group, however, can move about freely in the classroom and easily earn points by overseeing the work completed by members of the other groups. Students work for three sessions, and after each session their points are tallied. Those with the most points receive candy, Afterward, the teacher debrief’ the experience, making comparisons between the experience and South Africa's system of apartheid. Procedures at a Glance Randomly assign students to one of four groups—Blue, Green, Pink, or Yellow—and give them a copy of the corresponding Student Handout 3.14, 3.1B, or 3.1C, Have students carefully read their handout, Then, have them move into their respective work areas. Tell students that their grade in the activity will be based on how many points they earn during three work sessions. Review key rules of the game, pass out Student Handout 3.1D to members of the Blue group, and have students begin working, After five minutes, ask them to stop working and to tally individual and group point totals, Reward students with the most points with candy and praise their work. Repeat the process for two more work sessions, Finally, give students a copy of Student Handout 3.1B, Project Transparencies 3.1A through 3.1G to help them connect the experience to the system of apartheid. 80 Modem Aftien (© Tesco Carcui Istieee =) Procedures in Detail 1, This activity is designed to allow students to experience various aspects of the system of apartheid—the segregation, working conditions, and disparity in wealth and economic opportunities between a privileged minority and an oppressed majority. Students work to earn points and candy in a game whose rules favor a small group of students. (Note: Due to the unfair nature of the rules of the game in this activity, expect that some students may feel uncertain, upset, or resentful afterward. Make sure you take adequate time to debrief the activity.) 2, Before class, arrange your classroom according to the diagram on page 80. The work space for the Green, Pink, and Yellow groups should be small—students will sit on the floor—and have a narrow opening for students to enter and exit. Label each group’s work area and the two workstations. If possible, have the desks at workstations A and B face a wall. Make copies of the following handouts in these quantities: + 30 of Student Handout 3.1A: On 10 of the handouts, circle the word Green in the title and in the italicized phrase below, on 10 of them circle Pink, and on 10 of them circle Yellow. * 3 of Student Handout 3.1B: On 1 of the handouts, circle Green in the italicized phrase below the title, on | of them circle Pink, and on | of them circle Yellow. + 2 of Student Handout 3.1C: On | of the handouts, circle Workstation A in the italicized phrase below the title; on the other handout circle Workstation B. + 5 of Student Handout 3.1D + 35 of Student Handout 3.1K (Note: With larger or smaller classes, increase or decrease the number of Green, Pink, and Yellow group members.) Place a large stack of scratch paper—at least 150 letter-size sheets—at each of the three group work areas and at least 30 sheets at workstations A and B. Purchase candy—or another suitable award—to reward students who earn the most points during each of three work sessions. 3._As students enter the classroom, randomly give them cach a copy of Student Handout 3.1A, 3.1B, or 3.1C: Rules of the Game for Members of the [group]. Have students. stand in the center of the room and carefully read the information on their handout, Explain that at the top of their handouts you have circled the group name or work area they are assigned to. Then, have students move into their designated work areas. (Note: Have members of the Green, Pink, and Yellow groups take all their possessions into their work areas, Allow members of the Blue group to place their belongings wherever they choose.) Tell students they are going to work at various tasks to earn points and candy. Explain that the object of the exercise is to earn as many points as possible and that their © Teachers” Curia Ista Modem Africa 81