Apartheid

Pieter de Ras
Museum
 The Apartheid Museum
was opened in 2001. It is
Setting the Scene built on the site of a
disused gold mine.

Understanding apartheid We hope you will

helps us to understand visit the museum
The museum shows us
Jacqui Masiza

some of the problems we with an open

how hard life was for most
face today. heart and mind.
people during the
apartheid years.

Looks are
everything Activity 1:
First impressions
The architecture of the museum is
a special part of its message. Each When I look at the museum I think
pillar in front of the museum about . . . . . . . . . . . . . . . . . . . . . . . . . . .

represents one of the seven values ………………………………… .

on which South Africa’s ………………………………… .

Constitution is based: democracy, The museum building makes me

equality, reconciliation, diversity, expect to find . . . . . . . . . . . . . . . . . . .
responsibility, respect and freedom. …………………………………
Pieter de Ras

…………… . . . . . . . . . . . . . . . inside.

Definitions:
Race is a socially constructed idea.
It artificially divides people into groups
based on characteristics such as physical
appearance. BUT scientifically there is only Activity 2:
one race, the human race. Classified and
labelled
Racism is based on the belief that some Racial classification or labelling was one
races are superior (physically, intellectually, of the main apartheid laws. People were
or culturally) to others. Racism can take the placed in one of four groups: native,
form of one person acting against another, coloured, Asian or white.
as well as a whole community against What ‘race’ are you? Do you like being
Pieter de Ras

another community. identified according to your ‘race’?

Explain your answer.

2
 Segregation the beginning of Apartheid
Racial separation
became the official policy
Apartheid in South of the Union of South Africa.
Africa did not start in 1948. This laid the foundation
It was a slow process that for apartheid.
began with racial segregation
in the early 1900s.

1910 1912 1913

In 1910, South Africa was united into a single state called The South African Native National Congress The 1913 Land Act forced

the Union of South Africa. A constitution, which aimed to (SANNC), later renamed the ANC, was formed Africans to live in reserves which

bring together English and Afrikaans speaking people, in 1912. Its vision was to unite Africans and at first made up just over 7% of
the land of South Africa, and later
Jacqui Masiza

was adopted. This constitution denied the majority of to secure their right to the vote.
black people the vote and other basic rights. extended to 13%.

THE PEOPLE BEHIND THE SCENES

Wits Historical Papers

South African Library

South African Library

Gallo Images

Gallo Images

Mohandas Gandhi Olive Schreiner was a Sol Plaatjie was an African J B M Hertzog was a Boer Jan Smuts was Prime
developed the strategy of celebrated South African writer and a member of the general who became Prime Minister of South Africa
passive resistance in writer in the early 1900s and South African Native Minister of South Africa from twice - from 1919 to 1924
response to anti-Indian was concerned about equal National Congress. In 1913, 1924 – 1939. He encouraged and again from 1939 to
legislation in the early 1900s. rights for all. he went to London to plead the development of Afrikaner 1948. He was highly
with the king to oppose the culture, and tried to protect the regarded as an
Land Act. Afrikaner from British influence. international statesman.

Activity 3: Activity 4:
What is leadership? What makes a
good leader?
The people above occupied different leadership positions
in South African society around the same time. 1 What do you think the qualities of a good
leader are?
What can you find out about each of these people from the exhibits?
1. What do you think they had in common with one another? 2 How would you tell the difference between
a good leader and a bad leader?
2. In what ways were they different?
3 How do the moral values of a leader impact
3. Do you think they were good or bad leaders? Why? on their leadership?

4. Imagine all of these people in a room together. How would you choose a leader for
What do you think they would have to say to one another? yourself?
What was apartheid? Many laws were passed
Apartheid was meant to
uplift the poor Afrikaners and
which separated different race others in the ‘volk’ who were
In 1948 Afrikaner
groups socially and controlled squeezed between black
nationalists won the general
the movement and economic workers and English speaking
election. The National Party
activity of blacks. business people.
introduced the policy of
apartheid.

Activity 5:
Poor whites
Circle the words that you
think best describe the
people in the photograph:

happy sad
Museum Africa

confused rich
poor lonely
desperate needy
hungry satisfied ill
Definition: Apartheid is the system of segregation or discrimination
on the grounds of race in force in South Africa from 1948 to 1991.

Activity 6: White fears

Using the photograph above and the caption below, say what you think led to the rise of
Afrikaner nationalism.

Caption: The above photograph shows a group of poor whites on the Witwatersrand in the
1930s. From the 1920s onwards, laws were introduced to protect white people in the towns.
More and more black people were leaving the countryside to live in the towns and there was a
fear among whites in the towns that they would be swamped by blacks.

Activity 7: A turning point in South African history

Why do think the National Party won the 1948 election? Rank the reasons below in order
of importance, starting with the most important and ending with the least important.

Whites were afraid of the large numbers of Africans coming According to the Sauer Report, produced by the
into the towns. National Party, racial segregation was the only way of
dealing with social problems.
Smuts had failed to deal with post-war problems such as
housing shortages and rising costs. Afrikaner nationalism had become a strong force in South
African politics.
African farm labourers left the farms for new jobs in the city.
This resulted in a labour shortage for many white farmers who Rural constituencies (where most Afrikaner nationalists lived)
switched their support from the United Party to the had more MPs than urban constituencies (where most Smuts
National Party. supporters lived).
 Look at the list of apartheid laws
on the wall in the Apartheid
Enforcing Apartheid 1950s Museum. They touched every
aspect of life in South Africa.

“The glaring injustice of apartheid is there for all who are Apartheid laws were
not blinded by prejudice to see.” Bram Fischer designed to achieve strict
When apartheid was introduced, H F Verwoerd was Minister of Native Affairs. Although he racial separation and firm
only became Prime Minister in 1958, he is considered by many to be the architect of apartheid. social and economic control.

The Population Registration Act of1950 The Separate Amenities Act of 1953

The Group Areas Act of 1950 The Bantu Education Act of 1953

The Pass Laws of 1952 143 other apartheid laws controlled every aspect of life.

Activity 8: What is ‘race’? b. Find out more about how people were
classified by ‘race’ during apartheid.
a. Circle true (T) or false (F) for each of the
following statements. What would you have to believe about yourself
and other people to live by the apartheid laws
listed above?
T F All people are different but equal.
T F Race is a myth - there is one race the human race. How would you have felt as a black person or
as a white person living under apartheid?
T F You can tell just by looking at somebody what race group they belong to.
T F Different race groups have different strengths and abilities. How has apartheid affected the way we
T F Race is a social classification, not a biological one. live today?

T F There is more than one race.

Activity 9: How apartheid laws affected people’s lives

Link one of the apartheid laws listed above to each of the situations described below.
Mayibuye Archives

Apartheid Museum

Bantu Education
‘Petty apartheid’ Towns and cities
was part of the overall
created segregation in were divided into areas,
system of apartheid.
public spaces. There each reserved for one
It provided an inferior
were separate public race only. All blacks
and separate education
facilities for different living in so-called ‘white’
for black children and
races such as park areas were forcibly
youth. Its objective was
benches, entrances to removed to new areas,
to direct young black
buildings, buses and set aside for black
people into lower
public toilets. occupation.
level jobs.
2 4

1 3 5
The movement of
Every South African
black people into towns
had to be classified
was restricted. Africans
according to their racial
were expected to carry a
characteristics. Where
pass (see photo above)
you were allowed to live,
wherever they went.
what work you could do
Police could stop them at
and what rights you
anytime and ask for their
enjoyed all depended on
‘pass book’. Many were
which ‘race’ group the
arrested at least once for
Rodney Barnet

authorities decided you

a so-called ‘pass offence’.
belonged to.
BAHA

BAHA
 The Defiance Campaign
The people resist - 1950s to 1960s
of 1952 was the largest scale
non-violent resistance ever
seen in South Africa. More than
“The time comes in the life of any nation where there remain only two
8 000 people went to jail for choices – submit or fight.” Manifesto of Umkhonto we Sizwe, 1961
defying apartheid laws.

The Freedom Charter of 1955

The campaign did not We, the people of South Africa, declare for all our
overturn apartheid but it country and the world to know:
showed the power of That South Africa belongs to all who live in it, black and
African leadership, white, and that no government can justly claim authority
discipline and strength. unless it is based on the will of the people.

The people shall govern.

All national groups shall have equal rights.

Images of Defiance - SAHA

It brought together The people shall share in the nation’s wealth.
people of all racial groups under the The land shall be shared among those who work it.
All shall be equal before the law.
leadership of the ANC and the South
All shall enjoy equal human rights.
African Indian Congress (SAIC). It
There shall be work and security for all.
was the beginning of The doors of learning and culture shall be opened.
non-racial co-operation There shall be houses, security and comfort.
in the struggle. There shall be peace and friendship.

The origins of the Freedom Charter Campaign of 1955 can be traced to the Defiance Campaign of 1952.
The Freedom Charter united people of all racial origins in a common struggle to end apartheid and to
establish a non-racial democratic state. It formed the basis of our country’s democratic Constitution of 1996.

Women resist! On 9 August 1956, over 20 000 women of all races

marched through the streets of Pretoria to the Union Buildings to hand over a petition to
Prime Minister J G Strijdom. They were protesting against the extension of passes to women.

Activity10: The Women’s March

This march was led by four women: Helen Joseph, Lilian
Ngoyi, Rahima Moosa and Sophia Williams-De Bruyn.

1 Identify each of these women in the photograph.

2 Find out something about each of these women

from your guide or your teacher.

What messages (besides the one delivered) do

you think this march gave to:
Peter Magubane / BAHA

a. other South Africans?

b. to the government?
c. to the resistance movement?

Although Prime Minister Strijdom had been told about the march, he chose not to be at the
Union Buildings on the day. The anti-pass campaign ultimately failed and, by the 1960s,
millions of black women were forced to carry passes.
Whites against apartheid
Most South Africans – both black and white – did not actively fight against apartheid. They just carried on with
their lives and hoped that things would get better. While the majority of those who resisted apartheid were
black (Africans, coloureds and Indians), there were important examples of whites who opposed apartheid.

The Torch Commmando In the early 1950s, the Nationalist

government wanted to take away the vote from coloured men.
About 100 000 white South African men, who had fought against
Hitler in World War 2, joined the Torch Commando in 1951. They

Museum Africa
held torchlight protests in cities around the country to try to keep
coloured men on the voters’ roll.

The Black Sash was founded in 1955 by white women

to protest against the unfair way in which the Nationalist
government achieved a two-thirds majority. Members wore black
Jurgen Schadeberg

sashes and stood in silence in public places to resist this and other
examples of injustice. Over time the Black Sash opened advice offices
for victims of apartheid in all the main centres of South Africa.

Activity 11: Four heroes of the struggle

Match the photograph of each person in the top row with the correct description
of them in the bottom row. The first one has been done for you.

Bram Fischer Beyers Naudé Helen Suzman Joe Slovo with Nelson Mandela

Graeme Williams/africanpictures.net
RIM UWC Mayibuye

David Goldblatt
Paul Weinberg

Throughout the 1960s and An active member of the He was an Afrikaner who In 1963 this Reverend of the
1970s, she was the single South African Communist defended all the accused in Dutch Reformed Church,
voice of opposition in Party (SACP), he left the the Rivonia Trial. He himself stated in public that
Parliament. Known for her country in 1963 to work for was jailed in 1965 for his role apartheid was unchristian.
strong criticism of apartheid, the ANC and SACP in exile. in the South African He was forced to leave the
she used her position in He returned in 1990 to play Communist Party (SACP). He church. He became an anti-
Parliament to fight for the a key role in the negotiated was imprisoned for nearly apartheid activist and
rights of political prisoners. settlement that brought 10 years until he got cancer, worked for justice and peace
She died in 2009 at the democracy in 1994, shortly and was released to die at in South Africa until his
age of 90 . before his death in 1995. home in 1975. death in 2004.
State repression increases
“There are no lengths to which the
apartheid government will not go to build
and defend apartheid.” Max Coleman, 1994

The Sharpeville Massacre

On 21 March 1960, the PAC organised a peaceful anti-pass campaign. A crowd of about 300 marched to the local police station
planning to hand over their passes and give themselves up for arrest. The campaign came to a bloody end. At least 69 unarmed

Museum Africa
protestors were killed by the police and 180 wounded. The actions of the police shocked people all over the world. There was a
massive outcry. The government responded to the situation by declaring a state of emergency. The ANC and the PAC were banned.

Activity 12: Identifying cause and effect

EFFECT
CAUSE Increased state repression
Resistance to apartheid

BECOMES
A new cause leading to
a new effect

1 What do the terms CAUSE and EFFECT mean?

2 Put the events below into the order in which they happened by numbering them from 1 – 4.
3 Think about what might have come before event 1.
4 Now consider event 4 – discuss what you think might have happened after this and why.

The ANC and the PAC set up military wings. About 300 marched to the Sharpeville police
Their intention was to use sabotage and violence station to protest peacefully against passes
to overthrow the apartheid government. and give themselves up for arrest.

Police opened fire on the Sharpeville protestors, The ANC, PAC and other organisations
killing at least 69 people and wounding about 180. became illegal and were banned.

What happened next? There was a crackdown by the state on the leadership of the resistance movement.
In July 1963, the police raided Lilliesleaf Farm in Rivonia. They arrested several ANC leaders. All were charged with sabotage.
Nelson Mandela, who was already serving a 3-year sentence for incitement (encouraging other people to oppose the
government), was brought to stand trial with them. In 1964, they were all sentenced to life imprisonment on Robben Island.

What changes took place at this time? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

......................................................................................................................................
What were the causes of these changes? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................................................................................................................
What effects do you think they had? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.......................................................................................................................................
 Activity 13: Who are these ‘terrorists’?
The people in these photographs were labelled ‘terrorists’ by the South African
government and imprisoned for their opposition to apartheid.
How many of them can you identify? Write their names underneath their photographs.
Where are they today? For those who have passed away, reflect on how they are remembered.
National Archives

Activity 14: Paying the ultimate price

Look at the names listed on the wall of those who were hanged by the apartheid
state. Why were they hanged? Is the death penalty still used in South Africa today?

Walking beneath these nooses makes me feel (circle the word/s below)
uncomfortable unhappy afraid sad
because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

“My blood will

nourish the tree Find out who
which will bear the Solomon Mahlangu
fruits of freedom. and Andrew Zondo
Tell my people that were from this
I love them and that exhibit and from
Mayibuye Archives

they must continue your guide or

Sunday Tribune

the struggle.” teacher.

Solomon Mahlangu, 1979
Solomon Mahlangu Andrew Zondo

Activity 15: Deaths in Detention

Who were Ahmed Timol, Neil Aggett and Steve Biko? What happened to them?
Why did this happen? How does this make you feel?
1970s The youth take charge
“Young people are capable, when aroused, of bringing down the towers of oppression
and raising the banners of freedom.” Nelson Mandela

Pink Floyd sang a song, “We don’t

need no education, we don’t
need no thought control” in the
1980s. They could have been
singing about education in South
Africa during apartheid.

Bantu Education served the

apartheid system. H F Verwoerd
said, “The Natives will be taught
from childhood to realise that
equality with Europeans is not for
them. There is no place for the
Bantu child above the level of
certain forms of labour.”

On 16 June 1976, school students

took to the streets of Soweto in
protest against being taught in
the medium of Afrikaans.
It gradually became a protest
against wider oppression.

Sam Nzima
The photograph above was taken in Soweto by Sam
Nzima on the day that changed the path of South Activity 16:
African history. It started with a peaceful march of Thinking about the
photograph
20 000 unarmed students through Soweto. The police
were unprepared and set dogs on the students, who Have you seen this photograph before?
How many times? (0 - 5, 5 - 10, 10 - 20)
killed the dogs. The police then opened fire on the
students. Hector Pieterson was one of the first of Who took the photograph?

many hundreds of students to die on this day. Say in your own words what you think this
photograph represents.

The protest of Soweto children marked the beginning Does this photograph tell the story of the
of a new militancy in the struggle against apartheid. young people on that day? How? What are
its limitations?
Student rebellions and student organisations sprung
up all over the country. From this time until democracy When exploring the past and using sources
(like a photograph), how can we make sure
came, the youth of South Africa took centre stage. that we get more than one side of the story?
 Ellen Kuzwayo, who witnessed the
Soweto uprising, had this to say:

“And suddenly on the lips of every child you met

was Hector Pieterson, Hector Pieterson, Hector
Pieterson! That young boy on that day, yes, he died.
He was killed by the police. But overnight he became

Gisèle Wulfsohn
a hero and you had to ask: Who is Hector Pieterson?”

David Meyer-Gollan
Photographer Peter Magubane,
another eye-witness, remembers the
horror of June 16:
“Those children were martyrs because they died
for a cause. Many had to leave the country. They
had to put their heads on a block to achieve what
we have today.”

Mike Mzileni
Activity 17: Me and June 16

What significance does June 16 hold for young people

today? Tick the one you think is most appropriate and
add your own ideas:

It is a reminder to the youth of today that they can make

a difference.

It is not significant at all, it belongs to our parents not us.

It is a story of courage and is an inspiration to young

people today.

(Write your own) …………………………………………

..........................................................
..........................................................

Activity 18: Writing messages of solidarity

In 1986, on the 10th anniversary of the Soweto uprising, a group of people who wanted to share
messages of solidarity, shame and sorrow about what had happened arranged for flowers to be delivered
to Soweto. Thousands of posies with messages were collected but people delivering them were stopped
by the police and the flowers were confiscated. Some flowers did reach people via a plane drop.

Think about
Write your
the position in which
message to the
many young people find
youth of 16
themselves today. List some
June 1976.
of the challenges you face?
Now write a message to
the youth of today.
 1980s total strategy – reform or repression?
“We have a strong feeling that they are here to kill us – not protect us.”
Township resident, 1980s film, Apartheid Museum

In 1983, PW Botha introduced a new constitution. Indians and coloureds were given limited representation
in a Tricameral Parliament. Africans were excluded from voting altogether.
Hundreds of anti-apartheid groups joined together to form the United Democratic Front (UDF) in 1983 to
oppose the Tricameral Parliament. In 1985 the Congress of South African Trade Unions (COSATU) was formed.
Both of these groups opposed apartheid and supported the principle of non-racialism.

The casspir became

a daily sight in the
townships of South
Africa. People made
up nicknames for it
like ‘mello yello’ but
there was nothing
mellow about what
it represented.

Activity 19:
They called it
‘mello yello’!
Look out for the casspir in the
exhibition space.

1 During the apartheid years, who

would have been sitting inside it?

2 Who would have been outside?

3 How do you think the young

people on the streets felt when
they saw the casspir coming
towards them?

Why do you think they called

Pieter de Ras

it ‘mello yello’? Was it mellow?

 Activity 20: The final showdown
Read the questions at the end of this page before you watch the movie on the 1980s. They will
give you some idea of what to focus on. As you watch, write down your feeling and thoughts
about what happened in the 1980s. Do this by completing this mind map.

1980s
MIND MAP
Fill in your ideas.
Paul Weinberg / South Photographs / africanpictures.net

Look out for the ‘mello yello’ in

the movie. How was it used?

Activity 21: Group reflection after the movie

Your guide will work through some of these questions with your group:

1. Brainstorm a list of words together that describe streets and resistance swept through the country.
South Africa in the 1980s. How did the government respond?

2. What do you think the purpose of the dancing and 4. Why was it so strange for P W Botha to say he would
singing you saw in the movie was? only release Nelson Mandela if he was willing to reject
What was the dancing called? violence?

3. The ANC called on those in the struggle “to render 5. What role do you think young people played in
South Africa ungovernable”. The youth took to the bringing change to South Africa?
 1990s The move to democracy
“Our struggle has reached a decisive moment: We call on our people to seize this
moment, so that the process toward democracy is rapid and uninterrupted.”
Nelson Mandela’s speech at the Grand Parade, Cape Town, 11 February 1990

The sustained actions of the bring the government to its the unconditional release of
mass democratic movement, knees. Both sides realised that political prisoners and the repeal
ongoing pressure from the continuing the conflict was not of apartheid laws.
liberation movement in exile and to their advantage. A deadlock
economic strain forced the had been reached. How was this different from
Nationalist government to the what PW Botha had said in the
negotiation table. In 1989 F W De Klerk became the 1980s movie? Why do you think
new president. On 2 February the government changed
At the same time, the resistance 1990, he announced the its approach?
movement had not been able to unbanning of political parties,

Graeme Williams

At 4.16pm on Sunday 11 February 1990, Nelson

Activity 22: Waiting for Mandela
Mandela walked free after 27 years in prison. How would you have felt? What would you have
Imagine being part of the crowd at the Grand expected Mandela to say? What do you think the release
Parade in Cape Town, waiting for Mandela to appear. of political prisoners at this time symbolised?

This was a highly charged time for South Africa as it stood on the brink of change.
If things were not handled with great care it was quite possible that the violence
already being experienced would spiral into a full scale civil war.
 Look at the timeline below. It shows key events in the negotiation process.
Activity 23:
1 What events derailed the negotiation process? Why?
Walking the talk
2 How was the conflict finally resolved?
3 What does this teach you about finding a way through conflict?

1990 1991

1990 – Talks about talks began December 1991 – 17 political

between the ANC and the government. parties came together at the
The ANC agreed to suspend the armed Convention for a Democratic
struggle, and the National Party released
South Africa (CODESA) and

Adil Bradlow / Trace Images

all political prisoners. Negotiations took
signed a declaration of intent to
place during a time of extreme violence
bring about a united South
and were threatened by events outside
Africa.
the negotiation process.

1992 1992

June 1992 – 49 people were killed September 1992 – Things were

in an informal settlement called getting worse. A group of ANC
Graeme Williams / South Photographs

Boipatong in conflict between the protestors marched on Bisho, in the

ANC and Inkatha. The ANC believed former Ciskei, to demand the

Adil Bradlow / Trace Images

that the government had a ‘third resignation of then military ruler
force‘ responsible for these activities Brigadier Oupa Gqozo. 28 people were
aimed at derailing negotiations. killed and 200 injured when Ciskeian
CODESA collapsed. troops opened fire on the protestors.

1993 1993

April 1993 – Chris Hani, SACP Late 1993 – the Transitional

leader, was assassinated by right- Executive Council, an interim
wing resistors. This presented another government, was formed. Civil war
Sunday Tribune/Independent Newspapers

obstacle to the negotiation process. was narrowly avoided as several

Three months later, members of the parties who had refused to accept
Afrikaner Weerstandbeweging (AWB) the agreement decided to
stormed the World Trade Centre participate in the first democratic
Mail and Guardian

where the multi-party negotiations elections. November 1993 – an

were taking place. interim Constitution was adopted.

Activity 24: South Africa’s first democratic election

On the 27 April 1994, the first Democratic election took place. This historic day is now celebrated as a public holiday.
We call it Freedom Day.

"Woo-hoo! It's a transformation. We are free today. Measured against the challenge
we faced in 1990, what we have achieved is nothing less than a miracle." Desmond Tutu
Elections are an important part of a democratic society. They give people the chance to choose their leaders.
They also give citizens an opportunity to change their government by voting for somebody else.

How many elections has South Africa had since 1994?

How regularly do we hold elections?

What do you think the term ‘regular, free and fair elections’ means?

Explore ways that you can use elections at school to make your decision- making
processes more democratic and fair.
 Bophelo ke molaetsa. Thee letsa.
2000s Beyond Apartheid Life is a message. Heed it.
Northern Sotho proverb

Gary Bernard / PictureNET

The Constitution is the highest law of the land. To make sure that the
South African Constitution reflected the wishes of the people, all
South Africans were invited to give input. This was a long process but
resulted in what many consider to be the most advanced constitution
in the world.

The South African Constitution contains a Bill of Rights. Putting the

Bill of Rights into the Constitution makes human rights central to the
laws of South Africa. After the inhumanity of apartheid, it is very
important for human rights to be central to our Constitution. We want
to ensure that apartheid and similar crimes against humanity will
never be repeated.

President Nelson Mandela, with Cyril Ramaphosa looking on, formally

adopted the Constitution on behalf of the whole country, on 10 December
1996 in Sharpeville.

Activity 25: Rate democracy

Read some of the newspaper articles in the display cabinets in the museum. Use them
to score how well we are doing as a democracy and human rights based society.

1 2 3 4 5 6 7 8 9 10
1/10 we are nowhere near achieving democracy 10/10 well beyond expectations

Activity 27: My message

` Activity 26: 1. When you first arrived at the museum, you saw
“Yes we can” the pillars outside which list the core values of
our Constitution.
Democracy and human rights are not just The same values are listed on the walls in the room around you.
the responsibility of the government. They Write them down again.
are all of our responsibility.
………………… ………………… …………………
How can you help to build democracy ………………… ………………… …………………
and human rights in SA? Here are some
ideas – add your own to the list. …………………

Treat one another fairly and with dignity. 2. As you leave the museum, add a stone to the pile.
3. Tell a classmate what that stone means to you.
Participate in community projects.

Help to protect human rights by reporting

abuse to the Human Rights Commission.

Make the most of the opportunities you

Activity 28: On reflection
have like your education. Did your journey through the museum help you to
understand the values on the pillars outside the museum
Vote when you are old enough.
better? Explain your answer?
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......................................... How will these values influence your behaviour and attitudes at home, at school
......................................... and in your broader community?
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