Fernando M. Reimers et a].

Overview

This unit on South Africa is a case study on human rights, and it is par—
ticularly important to include because the social movement around human
rights is based on nonviolent protest rather than on war. It is critical that
students receive this alternative message within the context of the concepts
of this year.

[Note that this is not a unit on Afiican history Important turning events in the
history of South Africa have specifically heen addressed so as to frame this discus—
sion within the context of the larger theme for this year. ]

Activity 5.6.1

South Africa Today

The teacher introduces this unit by showing students a map of Africa and
South Africa. The teacher then shows the students some pictures of South
Africa and discusses its flag, its national anthem, and some interesting facts
about the country. [See http://l<ids.nationalgeographic.com/kids/places/
find/south—africa/.) The teacher proceeds to talk about the SDGs (which
students were already introduced to earlier in the year). For each of the
SDGs, the students are presented with data tables and asked to answer fol—
low—up. The following is a list of possible follow—up questions:

1. What percentage of the students are boys? What percentage of the
students are girls?

2. What is the percentage of malnourished children in South Africa?

3. What is the poverty rate in South Africa?

The aim of this activity is to get students interested in and curious about
South Africa. The teacher informs the students that to understand the cur—
rent situation in the country, they must examine what was happening in
South Africa many years ago (fifty years ago).

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