Name: __________________________________ Do Now

January 4, 2006 History - ____

Do Now #1
Objective:
1. I will be able to analyze the different parts of Apartheid (uh -- par -- tied) in South Africa and the risks
people took to fight it.

Essential Question: What would you be willing to suffer to fight for justice?

Let’s get ready to FIGHT BACK against the achievement gap …

• Make sure your binders are in a neat stack next to your desk, slightly in the aisle.
• Clip away today’s materials.
• Turn to your NEW tracking sheet and record today’s objective.
• Read today’s letter, and then fill in the blanks below.

Welcome back, 2011!

I hope you had a fantastic winter break. I hope that you ate a lot of good food, and (if you’re like

me) I hope that you slept A LOT! Santa Claus did not visit my family (because we’re Jewish). Instead my

family goes out to see a movie every year and eats lots of Chinese food.

Today we are starting a new unit: Battles for Independence Part II! This unit is HUGELY

IMPORTANT for our lives and the work we do at GCP. In this unit, we will look at two of the most important

leaders who fought for freedom (one in Africa and one in India). WHY were these leaders successful? WHY

did people follow these leaders? HOW can we be like these leaders in our lives?

As we push forward, we have exciting new things to EARN in history. Stay tuned for … THINK

TANKS, “SOAPS,” and our first feature film … coming soon! - Mr. Lindy

1. The title of our next unit is __________________________________________.

2. In our new unit we will study two ___________ who fought for _______________.

3. One came from _________________, and the other came from ____________________.

4. What is one question we will ask ourselves during this next unit? ______________________________
_____________________________________________________________________________________

5. What are we EARNING this week? _____________________________________________________

Today’s Vocabulary Practice: We will say this aloud with our hand signals.
Imperialism Military Dictatorship

Above and Beyond: On the back, tell me about something nice you did with your family over break.
 Name: __________________________________ Classwork
January 4, 2006 History - ____
Classwork #1
Settlers Who JUST Wouldn’t Leave:
Apartheid in South Africa
Historical Background:
The European empire conquered South Africa just like all of the other African countries we have
studied. Like Kenya, South Africa was a settler colony. British settlers moved to South Africa and made it
their home. In Kenya, the nationalists fought a bloody war against the British. After thousands and
thousands of their soldiers died, the British decided to leave Kenya. South Africa was not so lucky. In
South Africa, the British settlers actually remained there. South Africa was no longer a colony. It was its
own country, but the same white settlers were still in charge!

Apartheid: New Rules for South Africans:

The new South African government began passing a series of
laws designed to keep black South Africans in lower positions in the
country. They called the new system of laws “Apartheid,” which means
“separateness.” Under the new laws, everyone in South Africa belonged
to one of three groups. “Whites” were people with white skin (whose
ancestors were from Europe). “Blacks” were people with dark skin
(whose ancestors were from Africa). “Coloureds” were people with skin
somewhere in the middle. We all know families in America in which
people have different skin tones. In South Africa, this meant that
often people in the same family belonged to different groups.
An Apartheid “Pass”

Life under Apartheid in South Africa:

So what was the big deal anyway? The Apartheid laws set up different neighborhoods for different
groups: “blacks” could only live in one section of town, and the same was
true for coloureds. If a white person or company wanted land owned by
a black or coloured person, the government would simply give it to him.
Blacks and coloureds had to carry around a “pass” at all times. A pass
was an official piece of paper that stated the group to which you
belonged. If someone was caught without their “pass,” they were thrown
in prison. Protesting Apartheid was illegal, and many people who tried
were thrown in prison. There were also separate schools, bathrooms,
drinking fountains, and restaurants for the different groups.
An Apartheid “Pass”
A township
Other Parts of Apartheid:
The Apartheid laws transformed life for South Africans. Earlier this year we studied religious
extremism. Remember that religious extremism is the use of religion to teach hate. Many of South Africa’s
churches gave sermons on how white South Africans were God’s “chosen people” and how black South
Africans were an inferior type of animal. The Apartheid laws also further divided the people of South
Africa. “Coloureds” often received slightly better treatment than “blacks,” so “coloureds” sometimes
defended the system of Apartheid. “It could be worse,” they said. “We could be treated like the black
South Africans.” For this reason it was often hard to organize resistance to the Apartheid system.

Above and Beyond: Check your predictions, and wonder with your partner WITHOUT turning over the page!
Part II: Read through the text’s skeleton with your partner. As you read, go back through the text and
put a * next to anything that appears in the skeleton.

Part III: Review what you have learned today by filling in the blanks with your partner.

A Every South African who was considered _________ or coloured had to carry a ______ at all times.

B White South Africans could __________the land of any black or coloured South African.

C Blacks and Coloured had to ________ in parts of the cities called __________________.

D Blacks and whites had to use _____________bathrooms, _______________, and

_____________________ (pick two).
E Anyone caught _________________ Apartheid was thrown in _____________.

F Many South African church leaders gave ___________ that said that ________South Africans were
_______________ to ______ South Africans.

Part IV: Decide which of A - F is the WORST part of Apartheid. Write that letter in the top left of the
chart. Then create an illustration to match that letter to the right. In the right column, write “yes” if there
was something similar under Jim Crow or “no” if there wasn’t. Repeat until you have ranked and
illustrated A - F.
Letter: Illustration: Jim Crow? Letter: Illustration: Jim Crow?
1. 4.

2. 5.

3. 6.

Above and Beyond: In the space below, explain why you ordered A - F the way you did. Be neat,
specific, and use strong seventh grade vocabulary.
Name: __________________________________ Homework
January 4, 2006 History - ____

Homework #1 - Map Practice

Directions to Part I: On each of the four maps below, label ONLY the six African countries that we
learned today.

OVER
Part II: Clean out your binder. Leave ONLY the following things in your binder:

• your student map of Africa

• your map tricks sheet
• your pre-reading chant lyrics
• Mr. Lindy’s phone number
• Anything you received in class TODAY