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York Region District School Board Resource Package

Celebrating the

Prepared by: Anita McQuarrie, Teacher, [email protected]

Margy Wilder, Teacher-librarian, [email protected] Cathy Stanley, Curriculum Consultant, [email protected]

Dean Bodkin, Project Coordinator, [email protected] 2008

Table of Contents

Whole School Activity Suggestions 1. Inspirational Quotes 2. Daily Questions 3. Door Decorations 4. South African National Anthem

List of Appendices: Activity Package

Spirit of Mandela Classroom Activities Primary:

1. The Story of Mandela/The Story of Apartheid (Reading, Visual Arts) • Picture book • Map of South Africa • Design Mandela’s shirt

2. Create a Class Quilt (Reading, Visual Arts) 3. Recipe for a Birthday Celebration (Procedural

Writing) 4. Birthday Cards for Mandela (Letter Writing, Journal

Writing) 5. Friendship Web (Oral Communication, Drama)

Junior/Intermediate: 1. The Story of Mandela/The Story of Apartheid (Reading, Visual Arts)

• Picture book • Map of South Africa • Understanding the South African flag • Create a personal flag to represent your heritage, your interests, your dreams • Design Mandela’s shirt (optional)

2. Web quest (Media Literacy)

3. Heroes and Legacies (Poetry Writing, character education)

4. A Face of Many Colours (Visual Arts)

5. Apartheid Class Simulation

6. Leaders in Humanity Quote Activity and Word Search

7. Ribbon of Hope (Reading for Information) 8. Circle of Wealth (drama, oral communication)

9. A Song for South Africa (Reading, Writing, Inquiry Skills)

10. Pata Pata Pat Pat (Dance)

11. Poem/Lyric Study (Reading, Lyric or Poetry Writing)

12. Past, Present, Future Web (oral communication, drama)

13.The Six Thinking Hats (Thinking about points of view, I.I., drama)

Culminating Activity Suggestions Resource and Book List

Appendices

Celebrating The Spirit of Nelson Mandela Whole School Activity Suggestions

An overview

1. Inspirational quotes and facts about Nelson Mandela, apartheid and South Africa for morning announcements

2. Daily question related to the morning announcements 3. Door decorations 4. Playing of the South African national anthem

The following are suggestions to introduce Nelson Mandela to your students. Each of these activities can be done by the whole school or by individual classes. There are many other ideas but hopefully these will help get you started and your school engaged in celebrating the spirit of Nelson Mandela

Inspirational quotes and facts Here is a 5 day series of facts, quotes and questions that you may want to include your morning announcements. Students can practice and read all or parts of the following. Quotes and questions can be posted in a central area. Your Nelson Mandela team might choose to have simple prizes (aids ribbon, book marks, and pencils) for students with correct answers. Or you may want to combine all correct answers and draw for a prize a day. Research questions for the week- these can be announced on the first day posted in a central location. 1. What is Nelson Mandela’s favourite breakfast?

Answer -Breakfast of plain porridge, with fresh fruit and fresh milk. www.anc.org.za

2. Why is Nelson Mandela lovingly referred to as Madiba?

Answer – Madiba means “grandfather of our nation” an honorary title adopted by elders of Mandela's clan.

Announcements Day 1 Nelson Mandela was born on July 18 1918 in Umtata, South Africa. He led the anti- apartheid movement in his country. Nelson Mandela spent 27 years in prison for his commitment to ending apartheid and in 1994 was elected President of South Africa. Quote from Nelson Mandela, “a good head and a good heart are always a formidable combination” Primary question – when is Nelson Mandela’s birthday? Junior question – how many years did Mr. Mandela spend in prison? Intermediate question - what does apartheid mean? Day 2 - Nelson Mandela and other prisoners wrote what was to become the new Freedom Charter while they were in prison on Robben Island. They had to hide their work from the prison guards so they buried it in the soil of the flower gardens. In 1995 the Freedom Charter they wrote was adopted by the people of South Africa. Quote from Nelson Mandela, “Education is the most powerful weapon you can use to change the world.” Primary question – where was Nelson Mandela when he and others wrote the Freedom Charter? Junior Question – how did Mr. Nelson and the others keep the Freedom Charted hidden from the prison guards? Intermediate Question – what is a Freedom Charter? Does Canada have one? Day 3 While Nelson Mandela was in prison with many other people who tried to fight for equal rights, people all over the world began to learn about apartheid in South Africa. They told South Africa that they were wrong, but the government did not listen, they kept Nelson Mandela in prison for 27 years. The government also took Mrs. Mandela’s job, arrested her and sent her far away from people she knew. Mrs. Mandela and her children lived a difficult life. Quote from Nelson Mandela. “To be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom and lives of others.” Primary Question – For how many years was Nelson Mandela in prison? Junior Question - If you were one of Nelson Mandela’s children what are 2 things you might do to let him you were thinking of him? Intermediate Question – Find a web site about Robben Island, one of the prisons where Nelson Mandela was kept.

Day 4 As the years went on, all over the world people were telling the South African government to free Mr. Mandela. Most of the world believed that the black people should have equal rights. But in South Africa the government would not even let people speak his name. Nelson Mandela was seen as a hero, fighting for freedom and equality. Other countries would not help South Africa until they agreed to free him. Quote from Nelson Mandela, “If you want to make peace with your enemy, you have to work with your enemy. Then he becomes your partner. Primary question – What happens when you make peace with your enemy? Junior question - Explain what Nelson Mandela meant by this last quote? Intermediate question – What do you think about this quote by Nelson Mandela? Day 5 Finally Nelson Mandela was released from prison. The black white, Indian and coloured people voted in a democratic election for the very first time April 1994. Nelson Mandela was elected the first black South African president. Many white people were afraid that he would see the white people as enemies and treat them the way he had been treated. But he did not. He wanted all the people to live together in peace and harmony treating each other with respect. Nelson Mandela continues to worry about the children of South Africa. He asserts that "children are the rock on which our future will be built" and the Nelson Mandela Children's Fund strengthens this rock by responding to the challenges facing vulnerable children and youth in South Africa. The end of this week celebrates the work of the Nelson Mandela Children’s Fund and spirit of Nelson Mandela as he turns 90 years old this summer. Quote by Nelson Mandela - “children are the rock on which the future is built” Primary question – How have you helped someone in need? Junior question - What does it mean to be vulnerable? Intermediate question – What more do you want to know about Nelson Mandela, apartheid or the vulnerable children in South Africa? Door Decorations The flag of South Africa, often called the rainbow flag, was designed by children in South Africa. The sideways “y” represents the coming together of all the people.

The green represents the earth, the blue the sky, the yellow, black and white represent the rainbow people of South Africa and the red represents the blood spilled to reach a free and democratic country. Students could decorate their doors with; 1. A paper chain of colours of the flag 2. A paper chain of people in the colours of the flag 3. Flags of South Africa 4. Red ribbons 5. A shirt for Madiba ☼ ☼Nelson Mandela spent 27 years in prison. During this time he was given very bleak and thin clothing to wear. It was an all grey, pyjama type shirt and all grey baggy pyjama type pants. Nelson Mandela hated them. When he was released from prison he made a promise to himself that he would always wear bright and colourful shirts, unless he needed a dress formally for a special occasion. He especially liked the colours of the flag, traditional African patterns, and fun geometric shapes. ☼ A black line master of a shirt has been included in your package You could have a door decorating contest at the end of the week. National Anthem

The national anthem became a popular church hymn that was later adopted as an anthem at political meetings. It was sung as an act of defiance during the Apartheid years. The first stanza is generally sung in Xhosa or Zulu followed by the Sesotho version. Apparently there is no standard version or translations of Nkosi and the words vary from place to place and from occasion to occasion.

www.info.gov.za/aboutgovt/symbols/anthem.htm to hear the anthem

The sheet music is also available if your music or band teacher is interested in teaching it to the class.

There are also a number of excellent videos to be found on www.utube.com search South African National Anthem video

List of Appendices: Activity Package

Appendix I: Flag of South Africa Appendix II: Map of South Africa Appendix III: The Nelson Mandela Shirt Appendix IV: Web quest Appendix V: Word Search Appendix VI: Leaders in Humanity: Identifying Quotes Appendix VII: HIV Fact Sheet Appendix VIII: The AIDS Ribbon Template Appendix IX: Everyday Under Apartheid Appendix X: Pata Pata Pat Pat Dance Routine Appendix XI: The Six Thinking Hats

Spirit of Mandela Week: Activities for Primary Students

1. The Story of Mandela/The Story of Apartheid (Reading,

Visual Arts) (Flag activities are taken from the TDSB Curriculum package)

Materials: one story about Mandela or related theme, crayons/markers, Appendices I to III

• Read aloud a story about Mandela (i.e. Story of Madiba) to students and discuss some of the things they remember about him or about the country of South Africa. (More resources are listed in the bibliography)

• Follow-up by having students colour the flag of South Africa (Appendix I) with the appropriate colours. You may also choose to introduce a map of the continent of Africa (Appendix II) and have students colour it, emphasizing where South Africa is using a different colour or a symbol.

• Provide a copy of the Nelson Mandela shirt (Appendix III) and explain to students that Nelson Mandela was known for wearing very colorful shirts, especially with the colours of the South African flag. Ask students to design a shirt for Mandela to wear at his Birthday Party this year.

2. Create a Class Quilt (Reading, Visual Arts)

Materials: set of storybooks about Children in Africa, Mandela or related topics, construction paper, blank paper or fabric

• Organize reading buddies for teams of two students who will read selected stories around the topic of children in Africa or Mandela.

• After the story, students design one square of a quilt on a white sheet of paper or fabric. The picture should depict people or ideas from the story and perhaps a sentence describing the picture or why the students liked the story. Teachers may want to use coloured construction paper for borders (colours of the South African flag) to assemble the pieces into a rectangular quilt. A more ambitious option would be to sew the fabric squares together, using coloured borders or African style print fabric.

3. Recipe for a Birthday Celebration (Procedural Writing) Materials: sample recipe copied onto chart paper

• Model recipe including ingredients and steps or directions for completing the recipe

• Ask students to write a recipe for celebrating Mandela’s Birthday (i.e. one teaspoon of fun, 10 cups of caring, etc.)

4. Birthday Cards for Mandela (Letter Writing, Journal

Writing) Materials: sample birthday cards

• Discuss and model the types of messages you find in birthday cards. Teachers may want to prepare in advance for this activity and ask students to bring in cards they have received for a birthday or special occasion.

• Ask the students to prepare a birthday card for Mandela with a special message.

• In writing journals ask students to write about what type of gift they would give to Mandela for his birthday and why he would like their choice of gift.

5. Friendship Web (Oral Communication, Drama) **adapted from Tribes Materials: ball of yarn or string

• Students sit in a circle and are asked to think about why they are a good friend (i.e. I am a good friend because I share my snack at recess.).

• Give the ball of yarn or string to the first student who says their statement and then rolls the yarn or string to the student directly across the circle. The next student takes the string and holds it while saying his or her statement. The teacher directs the flow of the string to different students in order to create a web pattern with each student holding a piece of the yarn.

• Extension: the same activity could be done in smaller groups to extend the idea into caring about others, even those who are not one’s close friend using the statement: “I show I care about others when.....”

Spirit of Mandela Week: Activities for Junior/Intermediate Students

1. The Story of Mandela/The Story of Apartheid (Reading, Visual Arts) Materials: one story about Mandela or related theme, crayons/markers, Appendices I to III • Read aloud a story about Mandela (i.e. Story of Madiba) to students

and discuss some of the things they remember about him or about the country of South Africa. (More resources are listed in the bibliography)

• Follow-up by having students colour the flag of South Africa (Appendix I) with the appropriate colours and complete the reading comprehension question sheet. You may also choose to introduce a map of the continent of Africa (Appendix II) and have students colour it, emphasizing where South Africa is using a different colour or a symbol.

• Provide a copy of the Nelson Mandela shirt (Appendix III) and explain to students that Nelson Mandela was known for wearing very colorful shirts, especially with the colours of the South African flag. Ask students to design a shirt for Mandela to wear at his Birthday Party this year.

2. Webquest (Media Literacy)

Materials: Appendix IV, computers • Provide a copy of the Web quest guide (Appendix IV) and students

complete it using the official Spirit of Mandela website, www.thespiritofmandela.com

3. Heroes and Legacies (Poetry Writing, character education)

Materials: chart paper, background information on Nelson Mandela • Ask students to think about someone whom they consider to be a hero,

ask them to write down three character traits that would describe that person. Students may write one physical trait if applicable.

• Students share their heroes with the rest of the class and then qualify the types of heroes that are mentioned (i.e. musicians, movie stars, everyday people, activists)

• Do a shared piece of writing in the form of an acrostic poem for the word “Hero” using some of the traits students came up with

• Extend the notion of hero to the idea of a hero who is a “legacy”, a hero who transcends time. Ask for examples. Some common ones are: Gandhi, Mother Theresa, Abraham Lincoln, Princess Diana, Martin Luther King, Nelson Mandela

• Brainstorm words to describe why Mandela is a legacy in order to create another poem using his name. The teacher may choose to do this whole class, in groups or independently and he/she may also choose to vary the poetic form.

4. A Face of Many Colours (Visual Arts)

Materials: magazines, large art paper approx. 17.5” X 11.5” • Students either draw a portrait of themselves or get a

picture of a person’s face from a magazine. • For one half of the face, students will shred old magazine

pictures of varying skin colours into small pieces and paste them randomly on one half of the face (with the exception of the eye and mouth) they drew or cut

• Only half of the original picture will remain once the piece is done. The idea is to emphasize that though we are different, all of our colours blend as the human race.

• Under the portrait students could write 2 captions: “We are different because……” “We are the same because ….”

5. Apartheid Class Simulation (Drama, Examining Conflict) (Activity from the TDSB Spirit of Mandela Intermediate package) Materials: blue, orange and green colour sheets, 1 new pencil for each student (1/5 of the class), 1 used pencil for each student (1/5 of the class), some/few used pencils to be shared for the balance of the class • Divide the class into three colour groups as follows:

- one-fifth of class belongs to the blue group - one-fifth of the class belongs to the orange group - three-fifths of the class belongs to the green group

• Assign classroom privileges as follows: - blue group has the most privileges - orange group has fewer privileges than blue group but more than the

green group - green group has the least privileges

• Examples of privileges (teacher can modify): - blue group receives new pencils - orange group receives used pencils - green group has to share some used pencils - green group has to line up last for recess - blue up has seating in front of the class

• Debrief with whole class. - How did you feel/what did you think when you were given

instructions for your colour group? Why? - How did you behave towards others from a different colour

group? Why? - How did you notice others behaving towards you during the

activity? Which colour group were they from? Why were they behaving this way?

- What could you have done to change the way you behaved/others behaved? Should you have done anything? Why?

• Reflection – Ask students what they think the activity teaches them about South African society during apartheid.

6. Leaders in Humanity: Identifying Quotes and Word Search

Materials: Appendices V and VI • As a vocabulary and idea building activity students complete the

matching activity “Leaders in Humanity: Identifying Quotes” and word search pages related to the Spirit of Mandela and related themes

7. Ribbon of Hope (Reading for Information)

Materials: chart paper, HIV fact sheet (Appendix VII), AIDS ribbon template (Appendix VIII) • The teacher draws the official Aids ribbon on the board or on chart

paper and sections off the rounded part of the ribbon into 5 sections, leaving the ends of the ribbon blank

• In each section the teacher writes the following headings: Women/Girls, Deaths from Aids, Staggering Numbers, Orphans, & Community Perspective

• Students are asked either in groups or individually to organize the information from the HIV fact sheet into these sections of their ribbon template. The sorted information will be shared upon completion of the task.

• The teacher then draws the students’ attention to the label “NGO” on the bottom pieces of the ribbon. An explanation to verify understanding of the term Non-governmental Organization and their role would be required.

• Students are asked to brainstorm a list of NGOs. (Some suggestions are UNICEF, World Vision, Stephen Lewis Foundation, ONE, Doctors Without Borders, Foster Parents of Canada, Right to Play, Free the Children)

• Students are then asked to use computers to research two organizations which are active in the fight against AIDS in Africa. Following their research, they will write 5 important facts about each organization in the two NGO sections of their ribbon.

• Students could be grouped into similar NGOs of study, for example, those who researched Unicef could be grouped together. Information could be shared to highlight commonalities and prepare an oral summary to report back to the whole class. A whole group sharing could follow to share the knowledge.

8. Circle of Wealth (drama, oral communication)

Materials: Any 10 to 15 items used on a daily basis in Canada (i.e. bottle of water, item of clothing, several food items, band aids, magazine, car keys, food item, book, TV converter, cell phone, etc) and in a separate pile three to four items of basic necessity (i.e. bar of soap, bucket, a potato) • Students will be asked to form an inside circle and an outside circle.

The inside circle should have only 5 to 6 students and the outside circle should have the remaining majority of the class. These circles represent circles of wealth, the inside one being the few wealthy with

the most privileges and the outside circle being the majority of people who live in poverty with the fewest privileges.

• The students in the inside circle are given the first list of items to hold and only a few students in the outside circle will be given the second list of items to hold.

• The students will be asked to pass the objects in a clockwise direction at the teacher’s signal. Each student will have the opportunity to hold the item for a maximum of five seconds and then it should be passed again. The teacher should emphasize that no one in the outside circle is allowed to speak during this exercise. The students on the inside circle may speak and may choose to share any of their items with the outside circle after at least one full rotation of items. Advise the students on the inside circle that they must be able to justify later why they chose to share an item.

• Allow approximately 5 to10 minutes for the students to play this activity. To further emphasize the point, the teacher may choose to provide a treat or allow an extra privilege in the classroom only for the inside circle students, for example a copy of a DVD, a mock concert or sporting event ticket, a cell phone, invitation to a party, etc.

• Once the activity is finished, engage the students in a discussion by asking questions about how they felt in their circle, i.e. For the outside circle students, ask how it felt to have to wait longer to be able to hold an item. How did it feel to have so much less? Did they make eye contact with the inside circle students? If so, what feelings were exchanged? How did it feel to be given/or not given an item? For the inside circle students, how did it make them feel to have so much more? Did they make eye contact with the outside circle students? Was that uncomfortable? Why? Why did they decide to share, or not share, one or more items? Did they share right away or was it after many items had been passed their way?

• Following the discussion provide a copy of “Everyday Under Apartheid” (Appendix IX) and ask students to reflect on how the system of apartheid was an “Inside, Outside Circle”. This may be done as a written assignment or in a small group discussion format.

9. A Song for South Africa (Reading, Writing, Inquiry Skills) Materials: South African Freedom Charter and lyrics of the South African National Anthem (on the Nelson Mandela Children’s Fund website-Appendix A)

• Review the defining characteristics of the system of Apartheid in South Africa

• Examine the Freedom Charter and in pairs ask students to highlight or circle key words which reflect the notion

of freedom. • Pose the following questions for whole class

discussion: How does the freedom charter respond to South Africa’s former system of Apartheid?

What specific words or phrases address the injustices of the system. • Have students examine the lyrics for the South African National

Anthem “God Bless Africa” or “Nkosi Sikelel’ Africa”. There are a number of websites where students are able to listen to the anthem and view the lyrics as well, for example www.anc.org.za/misc/nkosi.html or www.africamasterweb.com.

• In a discussion or as a journal exercise, ask students to talk or write about how they think the national anthem reflects the ideals in the freedom charter.

10. Poem/Lyric Study (Reading, Lyric or Poetry Writing) Materials: Songs about freedom/South Africa

• Examine a song about freedom or one specifically about South Africa. There are two songs in the Resource section on the Nelson Mandela website. They are “Freedom Now” by Tracey Chapman and “Gimme Hope, Joanna” by Eddy Grant. These are popular songs, but there are also many websites which feature traditional songs about freedom by South African artists. You may choose to provide lyrics to the students or approach this as a research component by asking the students to search themselves for lyrics on the internet which reflect the themes discussed.

• As in the previous lesson, ask students to highlight specific phrases in the chosen song which reflect the ideals in either the freedom charter or the South African National Anthem.

• Ask students to create another verse to the song they have explored or they may create their own song or poem related to Nelson Mandela, South Africa, freedom or apartheid. The teacher may choose to review various figures of speech in poetry (i.e. metaphors) or lyric formats.

11. Pata Pata Pat Pat (dance) (Activity from TDSB Spirit of Mandela Intermediate Curriculum) Materials: music to support the rhythm of the dance, “Pata Pata” by Miriam Makeba recommended, CD or DVD player, description of dance (Appendix X) • Teacher will lead students to learn the basic steps of a traditional

African dance. Each step should be taught in isolation until mastered.(see Appendix X). Students may be positioned in lines or remain seated at their desks when learning the steps. The class may perform in line formation to practice and enjoy this activity.

12. Past, Present, Future Web (oral communication, drama) **adapted from Tribes

Materials: ball of yarn • Divide students into groups of 6 or 7 each and ask them to come up

with and record statements, facts, pledges or declarations which reflect what they have learned so far about Mandela and related themes such as AIDS, poverty, etc.

• Two statements must be about the past – based on historical events and realities (i.e. Apartheid was a system that segregated the native people of South Africa from the ruling class). Two statements must be based on the present (i.e. Today more than 14 million children in Africa are orphaned). The last two statements must be a prediction or pledge of hope for the future (i.e. We can make a difference in the world, Let the spirit of Mandela be a part of you). The idea is to make shocking, thoughtful and inspirational statements that will be presented in a dramatic context.

• Once students have created their six statements they will arrange themselves so that a web may be created with the ball of yarn, starting with the students who will be saying the statements reflecting the past. A possible arrangement is sketched below. All students should stand in their positions. As each student says their phrase, the next student should “unfreeze”, take the yarn, walk back to his/her position and say the next phrase. Lighting may be used to focus on each child and to encourage a more dramatic feel to this type of choral reading.

• (Students in the back should be standing up on a riser, Students in front are sitting and students on the sides are standing on the floor. The end result will be a vertical web.

(From Word Images)

13.The Six Thinking Hats (Thinking about points of view, drama) Materials: DeBono’s 6 Thinking Hats (Appendix XI) • Explain Edward De Bono’s six thinking hats using Appendix XI (for

further information, refer to Barry Bennett’s Beyond Monet, p. 325) • Divide the class into 6 groups and then using Appendix XI, assign each

group one of the thinking hat statements/examples which have been based on the word “poverty”. The group must come to a consensus as to which hat is being described.

• Groups will share the statement with the rest of the class and describe the thinking hat to which it pertains. These statement should also be posted on chart paper or on the board for reference

• Assign two groups each of the following words: “freedom”, “discrimination” & “courage” and ask each group to come up with and record one statement for each of the six approaches/hats which relates to their word. Once they have created six statements, they could present it dramatically (i.e. choral reading or tableau).

Culminating Activity Possibilities Peace March • Intermediate students can visit the primary, then junior classrooms, picking up one

class at a time to create a Peace March into the gym for a whole school assembly. They could carry banners or placards promoting freedom, equality, peaceful conflict resolution, hope for the future, etc. The older students, or choirs, could lead the student body in the singing of the South African national anthem, any song widely studied throughout the introduction activities, or the chant “Free Nelson Mandela”.

• Students could be asked to wear one of the colours of the South African flag – yellow, red, blue, white, or black.

Assembly to possibly include the following performances (as previously created in individual classrooms): • Group singing of the South African national anthem • Gumbo Dance • Poetry readings • Dramatizations • Choral readings • Musical performances: drumming, singing, dancing • Guest speakers (see YRDSB Speakers Bureau List, The Mandela Foundation, etc) • Spider Web drama activity • Slide show of images of Mandela/and or South African children, created by a class,

with appropriate music playing as background. • Reading of a picture book using some scanned images and using an LCD to highlight

certain illustrations • Class presentations of toonies into a large container decorated with doves symbolizing

peace, the South African flag, a student-created portrait of Mandela, a colour collage silhouette image, etc.

• Older student or male teacher dressed in a Mandela shirt impersonates Nelson Mandela. After he accepts the money on behalf of all the children in Africa who will benefit, he could read a speech (composed after a biography study) representing the voice of Mandela, which thanks all the students and teacher for helping to celebrate his spirit, his life work, and for furthering his dream of a peaceful world of racial harmony and dignity for all.

Resource and Book list Spirit of Nelson Mandela

1. www.oxfam.org includes teacher resources and blackline masters 2. www.unicef.ca teacher resources and blackline masters 3. www.worldvison.ca teacher resources and blackline masters 4. www.info.gov.za teacher resources and blackline masters 5. www.mandela-children.ca teacher resources and blackline masters 6. www.utube/video/southafricannationalanthem.com 7. www.cbc.ca includes many news clips covering apartheid and Nelson Mandela’s

release also teacher resources and blackline masters 8. TDSB Spirit of Mandela Curriculum Package Book List 1. Africa is not a Country by Margy Burns Knight

2. The Day Gogo went to Vote by Elinor Batezat

3. A Gift for Madiba by Evelyn Benatar

4. It Takes a Village by Jane Cowen Fletcher

5. The Colour of Home by Karin Littlewood

6. The Name of theTree – a Bantu Tale by Celia Barker Lottridge

7. Head Body, Legs- a story from Liberia, by Win-Lyd Payne

8. Galimoto by Karen Lynn Williams

9. For You Are A Kenyan Child by Kelly Cunnane

10. Massi and I by Virginia Kroll

11. Gugu’s House by Catherine Stock

12. Mufaro’s Beautiful Daughter by John Steptoe

13. Amazing Grace by Mary Hoffman

14. Boundless Grace by Mary Hoffman

15. Where are you Going Manyoni by Catherine Stock

16. Peaceful Protest by Yona Zeldis Mcdonough

17. Nelson Mandela by Reggie Finlayson

18. The Release of Nelson Mandela by Simon Beecroft

19. Rookie Biographies: Nelson Mandela Children’s press

20. Nelson Mandela: No Easy Walk to Freedom by Barry Denenberg

APPENDICES: CLASSROOM ACTIVITIES

Appendix II

Appendix IV: Spirit of Mandela Web Quest

Name: ________________ Date: ____________________

Go to the Spirit of Mandela website, www.spiritofmandela.ca, and complete the following questions & activities as you explore the site. A. Go to the “Resources” section listed on the left hand side of your screen. First view the video on Nelson Mandela and then click on “Background” for more information on the Nelson Mandela Children’s Fund. Answer the questions below: 1. For how long was Mandela imprisoned in South Africa? _______________ 2. What is Mandela’s greatest hope for South Africa?

______________________________________________________________ ______________________________________________________________

3. Why was the Spirit of Mandela week established in 2003? ______________________________________________________________________________________________________________________________

4. What is the mandate of the Nelson Mandela Children’s Fund? ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________

B. Using the other sections on the left hand side of the screen answer the following: 1. Why is the date, April 27th so important in South Africa? __________________________________________________________________________________________________________________________________________________ 2. How are donations to the Fund spent? ____________________________________________________________________________________________________________________________________ 3. What are the different ways in which you can get involved in the “Spirit of Mandela”? ______________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________

C. Go to the “Media” section to answer the next set of questions: 1. Click on “Speeches”. Listen to and watch the speech that Mandela gives in 1998 when he visited the Skydome in Toronto. How does Mandela feel about Canada? ____________________________________________________________________________________________________________________________________ __________________________________________________________________ ____________________________________________________________________________________________________________________________________ 2. Mandela says in his speech, “Youth, the children are the most important in society.” Why does he feel this way? ____________________________________________________________________________________________________________________________________ 3. Click on “Quotes” in the media section and read through the quotes listed. Choose one which captures your interest. Write the quote below and explain why you chose it. ______________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________ ____________________________________________________________________________________________________________________________________ __________________________________________________________________ ____________________________________________________________________________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 4. Click on “Press Releases” in the media section. Choose one of the three newspaper articles listed and read it. When you are finished reading, write down three important facts about the Fund, Mandela or Spirit of Mandela Week. Summarize the main ideas in the article in a two to three sentences. ______________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________ D. Follow-up Activity:

Do some background research on Nelson Mandela. Search the internet or other resources and find out about:

1. The system of apartheid 2. Nelson Mandela’s role in fighting against apartheid 3. South Africa before and after apartheid

Demonstrate what you learned in one of the following formats:

• A chronological timeline of events around apartheid • A written summary report • A picture book or series of scenes with captions depicting the major events

and players before, during or after apartheid • A collage of pictures, drawings, symbols, words or phrases which capture

what you have learned about Nelson Mandela and the related themes • A song or poem about what you learned • A power point presentation describing the history of apartheid and Nelson

Mandela’s cause

Appendix VI: Leaders in Humanity: Identifying Quotes Read through each of the quotes on this page and try to identify the speaker from the list of people at the top. A. Mother Theresa B. Stephen Lewis C. John F. Kennedy D. Nelson Mandela E. Martin Luther King Junior F. Princess Diana G. Bono (lead singer of U2) H. Mohandas Gandhi I. Abraham Lincoln ______1. “Freedom is not worth having if it does not connote freedom to err.” ______2. ”Unless there is recognition that women are most vulnerable …and you do something about social and cultural equity for women, you are never going to defeat this pandemic.” ______3. “HIV does not make people dangerous to know, so you can shake their hands and give them a hug: Heaven knows they need it.” ______4. “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character.” ______5. “I dream of the realization of the unity of Africa, whereby the leaders combine in their efforts to solve the problems of this continent.”

______6. “As I would not be a slave, so I would not be a master. This expresses my idea of a democracy.” ______7. “Do not wait for leaders; do it alone, person to person.” ______8. “I'm not in a position to be seen as a spokesman for a generation. I mean, how can you be a spokesman of a generation if you've nothing to say, other than 'Help!” ______9. “Our problems are man-made, therefore they may be solved by man. No problem of human destiny is beyond human beings.” Answer Key: 1. H 2. B 3. F 4. E 5. D 6. I 7. A 8. G 9. C

Appendix VII: HIV Fact Sheet

The HIV/AIDS Pandemic In Sub-Saharan Africa Did you know? The A IDS pandemic is ravaging countries around the globe. The numbers of those afflicted and estimates of the spread of the disease are horrendous – almost beyond comprehension. There is no vaccine; there is only limited treatment. More than two million people die each year. The effects on every aspect of life in these countries are staggering. In Africa and around the world, the illness … • 6,500 people die every day from AIDS • 2.3 million die every year • 30 million people infected with HIV/AIDS virus • 75,000 babies born HIV positive annually • Currently approx. 14 million children are orphaned • 25 million orphans projected within the next 5 years • To give some perspective, within a week entire populations of towns such as

Aurora, Georgina, East Gwillimbury, King or Whitchurch-Stouffville would not exist.

• Entire generations are being eradicated. • AIDS is methodically eating away at the infrastructure of African countries. • We are only a heartbeat away from this human catastrophe. • Over 20 million children will be without one or both parents in sub-Saharan

Africa by the year 2010. • There is rarely food enough for one meal a day. There is little money fro school

fees, books or uniforms. • In a great number of cases, orphaned children end up living with their

grandmothers, or forming what are called “child-headed households”. The eldest child is often a 12- to 14-year-old girl looking after her siblings. The children effectively lose the meaning of childhood. It would seem that there is almost no way out of the trap that AIDS has created.

• There are 25 million people between the ages of 15 and 49 living with HIV/AIDS in Africa. Fifteen million (58%) are women.

• Of the 6.2 million people between the ages of 15 and 24 living with HIV/AIDS in Africa, 75% are women and girls.

Education in Africa has been fatally wounded … • Teachers are dying at an alarming rate • Pupil/teacher ratio 56:1 (and sometimes higher)

• Older siblings are having to give up school to raise younger brothers and sisters. • Children cannot attend school without proper uniforms or books (Stephen Lewis Foundation and YRDSB website)

Appendix IX

Every Day Under Apartheid – Some Simple Facts

If you are a South African person who is not white:

• Your earnings will enable you to live only a little above subsistence level • You will find that seeing a doctor is often impossible or involves much waiting and standing in line (one doctor for every 44,000 patients) • Your children can, if they are fortunate, take part in an education system on which the state spends $45 per pupil a year • You can travel in white areas only if you carry a pass book which you must produce on demand or suffer the consequences (a fine, jail) • If you work in a white are, you are deprived of the right to live with your family • You know that you are a member of a deprived group in your own country

If you are a South African who is white:

• Your earnings will be fourteen times that of the average black person and will enable you to enjoy a very comfortable standard of living • You will be able to consult a doctor without difficulty (one doctor for every 400 patients) • Your children can enjoy an education under a system on which the state spends $696 per pupil per year • You can move freely in approximately 87 per cent of the country’s land area, even though ‘whites’ make up approximately one-tenth of the entire population • You are free to live with your spouse and children • You know you are a member of an elite group in your country

Appendix X

Pata Pata Pat Pat Dance Steps (Activity from the TDSB Spirit of Mandela Intermediate package)

The steps/counts are as follows: Count 1: right hand reaches out to the side and pats the ground Count 2: right hand comes back to pat the thigh Count 3: left hand reaches out to the side and pats the ground Count 4: left hand comes back to pat the thigh Count 5: both hands go out to form a “v” (no sound is made) Count 6: both elbows go out to make the arms parallel (no sound is made) Count 7: both elbows come in to form a “v” (no sound is made) Count 8: both hands come in and clap (to make another “pat” sound) Count 9: both hands reach up and out to the right with a clap Count 10: both hands reach down to the left with the left hand patting the ground once Count 11: repeat 9 (to the right and up again) Count 12: repeat 10 (to the left and down again) Count 13: “kick” / push the right arm out in front of you (halfway to raising a hand) Count 14: right hand comes down to pat the floor in front of you Count 15: left hand comes down to pat the floor in front of you Count 16: right hand comes down to pat the floor in front of you Repeat 1 – 16 until the music ends and have fun!

Appendix XI: The Six Thinking Hats

White: factual; objective; looks at information and reports Red: emotional; intuitive; subjective Black: critical; negative aspects; making judgements Yellow: positive aspects; praise; why something will work Green: creative; looks at things in a new light; alternative ways of doing things Blue: thinking about the overall picture and the process; the big picture

Six Thinking Hat Statements for the Word “Poverty” Approximately 300 people die everyday globally from chronic persistent hunger.

I feel very sad that many children live in poverty and have barely enough to eat.

There will always be poverty despite the efforts of relief and aid organizations

Poverty can be a thing of the past if all the wealthy countries of the world banded together.

Governments of every country should establish a new sector or ministry whose sole responsibility is to deal with poverty.

There are enough resources globally which, if distributed properly using a structural process, would help millions.