Fernando M. Reimers et 3].

Using these lines, the students compare and contrast what they’ve learned
about Africa with what they learned in the units on the American Revolution,
the French Revolution, and the Haitian Revolution, which were revolutions
for rights. The students are asked to post online their reflections on what
these lines mean and how they differ from what they learned earlier. The
teacher uses this as an opportunity to discuss with the students the ideolo—
gies of collectivism and individualism, the latter of which is represented by

South Africa’s struggle.

Activity 5.6.5
Twenty More Years of Apartheid9

Students can read one of the following tWo texts:

° journey to jo’Burg, which is about Mma, a character who lives and
works in Johannesburg, far from the village that thirteen—year—old
Naledi and her younger brother, Tiro, call home. When their baby
sister suddenly becomes very sick, Naledi and Tiro know deep down
that only one person can save her. Bravely, they set off alone on
a journey to find Mma and to bring her back. It isn’t until they
reach the city that they come to understand the dangers of their
country and the painful struggle for freedom and dignity that is tak—
ing place all around them (http://www.harpercollins.com/books/

Journey—Joburg/?isbn=9780064402378).

Out of Bounds, which tells stories set in different decades during the last
half of the twentieth century and the beginning of the twenty-first century.
It features fictional characters caught up in very real events. Included is a
time line across apartheid that recounts some of the restrictive laws passed
during the era, the events leading up to South Africa’s first free democratic

9 Note that details about the Soweto uprising have been deliberately removed since the upris—
ing involved the massacre of seventy schoolchildren, which could possibly frighten fifth grad~
ers. The teacher should use discretion when deciding whether to talk about it.

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