DOCSLIB.ORG

Let's Focus: “The Symbol of Freedom”

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Let's Focus: “The Symbol of Freedom” Lesson 1 | Reading Let’s Focus: “The Symbol of Freedom” Content Focus Type of Text Nelson Mandela’s struggle for justice in South Africa informational Author’s Name Author’s Purpose Big Ideas Consider the following Big Idea questions. Write your answer for each question. What causes stereotypes and prejudices? What inspires people to take action? Informational Preview Checklist: “The Symbol of Freedom” on pages 233–236. Title: What clue does it provide about the passage? Pictures: What additional information is added here? Headings: What will you learn about in each section? Features: What other text features do you notice? Enduring Understandings After reading the text . © 2021 Voyager Sopris Learning, Inc. All rights reserved. Unit 6 231 Lesson 1 | Vocabulary Key Passage Vocabulary: “The Symbol of Freedom” Read each word. Write the word in column 3. Then, circle a number to rate your knowledge of the word. Knowledge Vocabulary Part of Speech Write the Word Rating discrimination (n) 0 1 2 3 resources (n) 0 1 2 3 invent (v) 0 1 2 3 access (v) 0 1 2 3 impose (v) 0 1 2 3 govern (v) 0 1 2 3 impact (v) 0 1 2 3 passive (adj) 0 1 2 3 harmony (n) 0 1 2 3 transform (v) 0 1 2 3 232 Unit 6 © 2021 Voyager Sopris Learning, Inc. All rights reserved. Lesson 1 | Reading The Symbol of Freedom Nelson Mandela’s lifelong fight for the cause of discrimination freedom in South Africa is a tale of inspiration and the act of treating determination; it is a tale of struggle. During his some people worse than others for 27 years in prison, he became a powerful symbol unfair reasons 5 of resistance to the racial discrimination that has plagued South Africa, and he emerged as the first Black president of South Africa in 1994. 1 resources things that can be sold to create South Africa’s landscape and environment have been wealth described as the most enticing in the world. South 10 Africa has a mild climate, similar to that of the 1 Nelson Mandela San Francisco Bay. The land is fertile with plentiful was South mineral resources. In fact, South African mines are Africa’s first world leaders in the production of diamonds, gold, what? and platinum. These qualities combined to make 15 South Africa attractive to European powers in the 17th, 18th, and 19th centuries. South Africa had much to offer European powers looking for natural resources and economic gain. The land was colonized by the Dutch in the 1600s. 20 During the following century, England became 2 interested in the land and eventually defeated the Who ruled Dutch. South Africa remained a colony of England South Africa until 1961? until 1961. 2 © 2021 Voyager Sopris Learning, Inc. All rights reserved. Unit 6 233 Lesson 1 | Reading invent Apartheid could not vote and were to make up or think The political parties in control segregated from many jobs. of 25 of the country consisted 50 To access designated white primarily of white men of areas, all Black Africans access European ancestry. These were required to carry to find a way into; groups apartheid “pass books” containing to gain entry to invented as a means to control the fingerprints, a photo, and 30 economy and the people. 55 personal information. Black impose Apartheid is a Dutch word Africans were forced to to force upon; live in specific areas on the to burden with that means “separateness.” Apartheid laws were aimed outskirts of South African to keep the white, European cities and needed passports 35 minority in power. The 60 to enter the rest of the laws discriminated against country. They were treated the Black people of African as visiting foreigners in their own country. ancestry, who made up more than 70 percent of the nation’s 3 40 The penaltiesimposed What were population, as well as people 65 apartheid laws on those who protested of mixed race and Asian designed to do? descent. 3 against the discrimination were severe. Thousands of 4 What happened These laws touched every individuals were tortured to people aspect of social life. and killed. Those who were who protested 45 Nonwhites could not go to 70 tried in court were typically apartheid laws? white schools or hospitals or sentenced to death, exile, or visit white beaches. They life in prison—like Nelson Mandela. 4 Apartheid and the People of South Africa Blacks Whites Population 19 million 4.5 million Land allocation 13% 87% Annual expenditures on $45 $696 education per pupil Teacher/pupil ratio 1/60 1/22 Disproportionate Treatment circa 1978. Source: Moraine Park Technical College Mandela burning his pass book Apartheid sign in English and Afrikaans; South African pass book 234 Unit 6 © 2021 Voyager Sopris Learning, Inc. All rights reserved. Lesson 1 | Reading A Means to an End in addition to racism govern When Mandela was 12 years 115 and discrimination. This to rule; to direct old, his father died of lung experience served to further 75 disease, causing his life to fuel his passion for politics. In impact abruptly change. He was 1944, he joined the African to have an effect on adopted by a tribal chief. He National Congress to become 120 a voice for those who didn’t lived in a palace and learned 5 African history from elder have one. passive 80 chiefs who visited. He learned not taking action; Mandela Challenges the letting something how the African people had happen to you lived in relative peace until Apartheid Government the coming of the Europeans. As more and more laws were 5 What According to the elders, the passed to limit the progress organization did 85 people of South Africa had of Black South Africans, the Mandela join? lived as brothers, but the 125 ANC staged a campaign What kind of white man shattered this against apartheid laws that organization fellowship. While the Black was structured around the was this? man shared his land, air, and theory of passive resistance. 90 water with the white man, the Mandela opened a law white man took all of these 130 practice and campaigned things for himself. against apartheid. Soon after, Mandela was charged At age 16, Mandela heard a with high treason, but the tribal leader speak with great charges were eventually 95 sadness about the future of 135 dropped. Mandela continued young men in South Africa. his important mission. The The tribal leader explained resistance to apartheid that because the land was grew stronger, as did controlled by white men, the commitment by the 100 the young Black men would 140 government to maintain struggle to earn a living white rule. and never have the power to govern themselves. This Tension with the government Top: Entrance to the high-security speech profoundly impacted continued to grow. It peaked prison at Robben Island, South 105 Mandela and set the course in 1960 when 69 Black people Africa, now a national and World for his life of activism. 145 Heritage Site were shot dead by police. The Bottom: The inside of Mandela’s government declared a state prison cell as it was when he was After years of performing of emergency and banned the imprisoned in 1964 well at various schools, ANC. In response, the ANC 6 Mandela enrolled in law abandoned its policy of non- What policy did 110 school, where he met people 150 violence, and Mandela helped the ANC of all races and backgrounds. lead the armed struggle for abandon in 6 1960? Why? He was exposed to liberal freedom. and Africanist thought © 2021 Voyager Sopris Learning, Inc. All rights reserved. Unit 6 235 Lesson 1 | Reading harmony Imprisonment he became an international friendly agreement; After playing a minor role in 180 symbol of resistance to the working apartheid. In 1990, the together of all parts a workers’ strike and illegally 155 leaving the country in 1961, South African government Mandela began a five-year responded to international transform prison sentence. During pressure and released to change into 185 Mandela. Talks of something new that time, Mandela and other members of the ANC transforming the old-style 160 were tried for plotting to government of South Africa to overthrow the government by a new multiracial democracy violence. Mandela defended began. In 1994, for the first himself during his trial with 190 time in South Africa’s history, words about democracy, all races voted in democratic 165 elections, and Mandela was freedom, and equality. “I 8 have cherished the ideal of a elected president. 7 democratic and free society For what ideal Nelson Mandela struggled was Mandela in which all persons live 195 to end apartheid in South prepared to die? together in harmony and 170 Africa. He led the charge, What was his with equal opportunities,” actual sentence? became the face of resistance, he said. “It is an ideal for which I hope to live and to and shared the hopes and 8 What landmark dreams of many; he was the see realized. But if needs be, 200 event took place symbol of freedom. Jailed it is an ideal for which I am in South Africa 175 for 27 years, he emerged to prepared to die.” The verdict in 1994? was life in prison. 7 become the country’s first Black president and play a 9 Mandela was Apartheid Ends leading role in the drive for the symbol of 205 human rights across the what? Mandela’s fight did not end. 9 world. During his years in prison, 236 Unit 6 © 2021 Voyager Sopris Learning, Inc.
Load more

Recommended publications
  • Economic Ascendance Is/As Moral Rightness: the New Religious Political Right in Post-Apartheid South Africa Part
    Economic Ascendance is/as Moral Rightness: The New Religious Political Right in Post-apartheid South Africa Part One: The Political Introduction If one were to go by the paucity of academic scholarship on the broad New Right in the post-apartheid South African context, one would not be remiss for thinking that the country is immune from this global phenomenon. I say broad because there is some academic scholarship that deals only with the existence of right wing organisations at the end of the apartheid era (du Toit 1991, Grobbelaar et al. 1989, Schönteich 2004, Schönteich and Boshoff 2003, van Rooyen 1994, Visser 2007, Welsh 1988, 1989,1995, Zille 1988). In this older context, this work focuses on a number of white Right organisations, including their ideas of nationalism, the role of Christianity in their ideologies, as well as their opposition to reform in South Africa, especially the significance of the idea of partition in these organisations. Helen Zille’s list, for example, includes the Herstigte Nasionale Party, Conservative Party, Afrikaner People’s Guard, South African Bureau of Racial Affairs (SABRA), Society of Orange Workers, Forum for the Future, Stallard Foundation, Afrikaner Resistance Movement (AWB), and the White Liberation Movement (BBB). There is also literature that deals with New Right ideology and its impact on South African education in the transition era by drawing on the broader literature on how the New Right was using education as a primary battleground globally (Fataar 1997, Kallaway 1989). Moreover, another narrow and newer literature exists that continues the focus on primarily extreme right organisations in South Africa that have found resonance in the global context of the rise of the so-called Alternative Right that rejects mainstream conservatism.
    [Show full text]
  • Coloured’ Schools in Cape Town, South Africa
    Constructing Ambiguous Identities: Negotiating Race, Respect, and Social Change in ‘Coloured’ Schools in Cape Town, South Africa Daniel Patrick Hammett Ph.D. The University of Edinburgh 2007 1 Declaration This thesis has been composed by myself from the results of my own work, except where otherwise acknowledged. It has not been submitted in any previous application for a degree. i Abstract South African social relations in the second decade of democracy remain framed by race. Spatial and social lived realities, the continued importance of belonging – to feel part of a community, mean that identifying as ‘coloured’ in South Africa continues to be contested, fluid and often ambiguous. This thesis considers the changing social location of ‘coloured’ teachers through the narratives of former and current teachers and students. Education is used as a site through which to explore the wider social impacts of social and spatial engineering during and subsequent to apartheid. Two key themes are examined in the space of education, those of racial identity and of respect. These are brought together in an interwoven narrative to consider whether or not ‘coloured’ teachers in the post-apartheid period are respected and the historical trajectories leading to the contemporary situation. Two main concerns are addressed. The first considers the question of racial identification to constructions of self-identity. Working with post-colonial theory and notions of mimicry and ambivalence, the relationship between teachers and the identifier ‘coloured’ is shown to be problematic and contested. Second, and connected to teachers’ engagement with racialised identities, is the notion of respect. As with claims to identity and racial categorisation, the concept of respect is considered as mutable and dynamic and rendered with contextually subjective meanings that are often contested and ambivalent.
    [Show full text]
  • Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future
    DOCUMENT RESUME ED 415 168 SO 028 325 AUTHOR Warnsley, Johnnye R. TITLE Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). INSTITUTION Center for International Education (ED), Washington, DC. PUB DATE 1996-00-00 NOTE 77p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign Countries; Global Education; Instructional Materials; Interdisciplinary Approach; Peace; *Racial Discrimination; *Racial Segregation; Secondary Education; Social Studies; Teaching Guides IDENTIFIERS African National Congress; Mandela (Nelson); *South Africa ABSTRACT This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently, occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9)"A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 I- 4.1"Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future" A Curriculum Unit HERE SHALL watr- ALL 5 HALLENTOEQUALARTiii. 41"It AFiacAPLAYiB(D - Wad Lli -WIr_l clal4 I.4.4i-i PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (4.)L.ct.0-Aou-S TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Johnnye R.
    [Show full text]
  • Editorial: Their Americans: Why Do We Love 'Em
    ISSN 1554-3897 AFRICAN JOURNAL OF CRIMINOLOGY & JUSTICE STUDIES: AJCJS; Volume 2, No. 2, November 2006 EDITORIAL: THEIR AMERICANS: WHY DO WE LOVE ‘EM SO?i By Biko Agozino, Ph.D. Professor of Sociology and Acting Head Department of Behavioural Sciences The University of the West Indies St. Augustine Trinidad and Tobago America! We Love You! But why? Africans came before Columbus to fraternize with Native Americans (Sertima, 1976). But since 1492 we have been terrorized along with the natives. Transportation, Auction, Plantation, Revolution, Emancipation, Liberation, and still we love you, America! Did you put voodoo on us or are your adorable Hollywood monsters so irresistible? I went to a conference on ‘Their America’ with a determination to address the second half of the organizers’ charge, the half that was not about why America is hated but without spelling it out in terms of love for America; that half of the coin of hatred appears to be the side of love too shy to be named but no less passionate than the side of hate. Their America is also ours to dream, to love, to seek, to save! Why do we love this God’s own country of theirs? Is it because our African ancestors before us slaved for this country, as Bob Marley queried? We built the cabin and we planted the corn. Yet Editorial: Their Americans: Why Do We Love Em So? Biko Agozino they look at us with a scorn while they eat up all our corn. Bob Marley went on to chant that we have to chase the crazy baldheads out of town because they return hatred for our love, telling us about the God above; but mostly we respond with unrequited love and yet the dominant message of Bob and all Rasta is the message of love.
    [Show full text]
  • Word Search Tiffany (Simon) (Dreama) Walker Conflicts Call (972) 937-3310 © Zap2it
    Looking for a way to keep up with local news, school happenings, sports events and more? February 10 - 16, 2017 2 x 2" ad 2 x 2" ad We’ve got you covered! waxahachietx.com How Grammy V A H A D S D E A M W A H K R performances 2 x 3" ad E Y I L L P A S Q U A L E P D Your Key M A V I A B U X U B A V I E R To Buying L Z W O B Q E N K E H S G W X come together S E C R E T S R V B R I L A Z and Selling! 2 x 3.5" ad C N B L J K G C T E W J L F M Carrie Underwood is slated to A D M L U C O X Y X K Y E C K perform at the 59th Annual Grammy Awards Sunday on CBS. R I L K S U P W A C N Q R O M P I R J T I A Y P A V C K N A H A J T I L H E F M U M E F I L W S G C U H F W E B I L L Y K I T S E K I A E R L T M I N S P D F I T X E S O X F J C A S A D I E O Y L L N D B E T N Z K O R Z A N W A L K E R S E “Doubt” on CBS (Words in parentheses not in puzzle) Sadie (Ellis) (Katherine) Heigl Lawyers Place your classified Solution on page 13 Albert (Cobb) (Dulé) Hill Justice ad in the Waxahachie Daily 2 x 3" ad Billy (Brennan) (Steven) Pasquale Secrets Light, Midlothian1 xMirror 4" ad and Cameron (Wirth) (Laverne) Cox Passion Ellis County Trading Post! Word Search Tiffany (Simon) (Dreama) Walker Conflicts Call (972) 937-3310 © Zap2it 2 x 3.5" ad 2 x 4" ad 4 x 4" ad 6 x 3" ad 16 Waxahachie Daily Light homa City Thunder.
    [Show full text]
  • Women in Twentieth Century South African Politics
    WOMEN IN TWENTIETH CENTURY SOUTH AFRICAN POLITICS: WOMEN IN TWENTIETH CENTURY SOUTH AFRICAN POLITICS: THE FEDERATION OF SOUTH AFRICAN WOMEN, ITS ROOTS, GROWTH AND DECLINE A thesis submitted for the Degree of Master of Arts at the University of Cape Town October 1978 C.J. WALKER ACKNOWLEDGEMENTS I wish to express my appreciation to my supervisor, Robin Hallett, and to those friends who helped and encouraged me in numerous different ways. I also wish to acknowledge the financial assistance I received from the following sources, which made the writing of this thesis possible: Human Sciences Research Council Harry Crossley Scholarship Fund H.B. Webb Gijt. Scholarship Fund University of Cape Town Council. The views expressed in this thesis are those of the author alone. CONTENTS List of Abbreviations used in text Introduction CHAPTER 1 : The Position of Women, 1921-1954 CHAPTER 2 : The Roots of the FSAW, 1910-1939 CHAPTER 3 : The Roots of the FSAW, 1939-1954 CHAPTER 4 : The Establishment of the FSAW CHAPTER 5 : The Federation of South African Women, 1954-1963 CHAPTER 6 : The FSAW, 1954-1963: Structure and Strategy CHAPTER 7 : Relationships with the Congress Alliance: The Women's Movement and National Liberation CHAPTER 8 : Conclusion APPENDICES BIBI,!OGRAPHY iv V 1 53 101 165 200 269 320 343 349 354 ABBREVIATIONS USED IN TEXT AAC AllAfricanConvention AME American Methodist Episcopal (Church) ANC African National Congress ANCWL African National Congress Women's League APO African People's Organisation COD CongressofDemocrats CPSA Communist Party
    [Show full text]
  • Ambiguities of South Africa's Quest for Democracy
    AMBIGUITIES OF SOUTH AFRICA’S QUEST FOR DEMOCRACY INAUGURAL LECTURE DELIVERED AT RHODES UNIVERSITY on 25 August 1993 by Roger J. Southall BA (Leeds) MA (Econ) (Manchester) PhD (Birmingham) GRAHAMSTOWN RHODES UNIVERSITY 1993 AMBIGUITIES OF SOUTH AFRICA’S QUEST FOR DEMOCRACY INAUGURAL LECTURE DELIVERED AT RHODES UNIVERSITY on 25 August 1993 by Roger J. Southall BA (Leeds) MA (Econ) (Manchester) PhD (Birmingham) GRAHAMSTOWN RHODES UNIVERSITY 1993 First published in 1993 by Rhodes University Grahamstown South Africa ©PROF RJ SOUTHALL - 1993 Roger Southall Ambiguities of South Africa's Quest for Democracy ISBN: 0-86810-262-8 No part of this book may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photo-copying, recording or otherwise, without the prior permission of the publishers. INTRODUCTION I am not sure that my students will agree, but my opinion is that this is the first time I have lectured in funny clothes. Inaugural lectures, in all the garb, are one of the institutions at Rhodes, to which all previous professorial victims heartily subscribe. However, one of my particular disappointments about the postponement of the Rhodes summit last Saturday is that I was going to propose, as a matter of urgency, that this anachronistic practice be abandoned forthwith. Deprived of that opportunity, I shall of course become a resolute defender of this glorious tradition on September 25th. An associated aspect of this tradition is that the victim reflects upon the state of his or her discipline. I have chosen not to do that, in large measure because I am only a relatively recent arrival in South Africa, I cannot claim to be privy to any intimate understanding of how the academic study of Politics developed in this country.
    [Show full text]
  • Stellenbosch and the Muslim Communities, 1896-1966 Stellenbosch En Die Moslem-Gemeenskappe, 1896-1966 ﺳﺘﻠﻴﻨﺒﻮش و اﻟﺠﻤﺎﻋﺎت اﻟﻤﺴﻠﻤﺔ ، 1966-1896 م
    Stellenbosch and the Muslim Communities, 1896-1966 Stellenbosch en die Moslem-gemeenskappe, 1896-1966 ﺳﺘﻠﻴﻨﺒﻮش و اﻟﺠﻤﺎﻋﺎت اﻟﻤﺴﻠﻤﺔ ، 1896-1966م. Chet James Paul Fransch ﺷﺎت ﻓﺮاﻧﺴﺶ Thesis presented in fulfillment of the requirements for the degree of Master of Arts (History) at the University of Stellenbosch Supervisor: Prof Sandra Scott Swart March 2009 Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the owner of the copyright thereof and that I have not previously, in its entirety or in part, submitted it for obtaining any qualification. Date: 3 March 2009 Copyright © Stellenbosch University All rights reserved i Abstract This study intends to investigate a facet of the race relations of the town of Stellenbosch within the context of state ideology and the reaction of the various local communities towards these policies. Against various internal and external forces, certain alliances were formed but these remained neither static nor constant. The external forces of particular concern within this study are the role of state legislation, Municipal regulations and political activism amongst the elite of the different racial groups. The manner in which the external forces both mould and are moulded by identity and the fluid nature of identifying with certain groups to achieve particular goals will also be investigated. This thesis uses the case study of the Muslim Communities of Stellenbosch to explain the practice of Islam in Stellenbosch, the way in which the religion co-existed within the structure of the town, how the religion influenced and was influenced by context and time and how the practitioners of this particular faith interacted not only amongst themselves but with other “citizens of Stellenbosch”.
    [Show full text]
  • A Teachers Guide to Accompany the Slide Show
    A Teachers Guide to Accompany the Slide Show by Kevin Danaher A Teachers Guide to Accompany the Slide Show by Kevin Danaher @ 1982 The Washington Office on Africa Educational Fund Contents Introduction .................................................1 Chapter One The Imprisoned Society: An Overview ..................... 5 South Africa: Land of inequality ............................... 5 1. bantustans ................................................6 2. influx Control ..............................................9 3. Pass Laws .................................................9 4. Government Represskn ....................................8 Chapter Two The Soweto Rebellion and Apartheid Schooling ......... 12 Chapter Three Early History ...............................................15 The Cape Colony: European Settlers Encounter African Societies in the 17th Century ................ 15 The European Conquest of Sotho and Nguni Land ............. 17 The Birth d ANC Opens a New Era ........................... 20 Industrialization. ............................................ 20 Foundations of Apartheid .................................... 21 Chapter Four South Africa Since WurJd War II .......................... 24 Constructing Apcrrtheid ........................... J .......... 25 Thd Afriqn National Congress of South Africa ................. 27 The Freedom Chafler ........................................ 29 The Treason Trid ........................................... 33 The Pan Africanht Congress ................................. 34 The
    [Show full text]
  • Law and Post-Apartheid South Africa
    Fordham International Law Journal Volume 12, Issue 3 1988 Article 2 Law and Post-Apartheid South Africa Winston P. Nagan∗ ∗ Copyright c 1988 by the authors. Fordham International Law Journal is produced by The Berke- ley Electronic Press (bepress). http://ir.lawnet.fordham.edu/ilj Law and Post-Apartheid South Africa Winston P. Nagan Abstract This Article examines South African perspectives on the legal system within South Africa post-Apartheid, in particular the new focus on human rights. LAW AND POST-APARTHEID SOUTH AFRICAt Winston P. Nagan* Introduction ............................................ 400 I. Law and the Unjust State ........................ 402 II. Post-Colonialism and the South African State .... 404 III. Theoretical Concerns About the Problem of P ow er ........................................... 406 IV. The Relevance of the Power Process to Constitutional Law ............................... 408 V. Conflict-Consensus, Pluralism, and the Constitutive Process ............................. 409 VI. Changes in the South African Power Process as Indicators of a Trend Towards an Alternative Legal O rder ..................................... 413 VII. The South African Power Processes .............. 413 VIII. Prescription as a Norm-Generating Process ...... 415 IX. Trends in Constitutive Expectations About Liberation and Human Rights in South Africa ... 418 A. The Altantic Charter ........................ 418 B. The Freedom Charter (1955) ................ 421 C. The UDF Declaration ...................... 425 D. Constitutional Guidelines for a Democratic South A frica ................................ 427 X . A ppraisal ........................................ 433 The Struggle and the Future Legal Order: Concluding Considerations ............... ......... 436 Appendix A: The Freedom Charter .................... 439 t This Article is based on a speech that was given at the University of Pittsburgh on March 18, 1988. The views expressed are personal to the author. * Professor of I.aw, University of Florida.
    [Show full text]
  • Mandela My Life Exhibition 795.8KB .Pdf File
    Items being borrowed by Museums Victoria for inclusion in the exhibition Items being borrowed by Museums Victoria from International Entertainment Consulting (IEC) Pty Ltd for inclusion in the exhibition Mandela My Life: The Official Exhibition at Melbourne Museum, 11 Nicholson Street, Carlton, AUSTRALIA, 22 September 2018 to 3 March 2019 MUSEUMSVICTORIA MV IDLender ID Object Image Provenance Information Height Length Width Depth Unit LN 65730OBJ050 Coffee Table - Nelson Mandela Office This coffee table was used directly by Mr Nelson Rolihlahla Mandela between 2002 and 2010 in his post-presidential office which was based at the Nelson Mandela Foundation (NMF) at its premises on 107 Central Street, Hougton, Johannesburg, South Africa. The NMF is the legal owner and of these items. LN 65729OBJ050 Chair – Upholstered, Blue – Nelson Mandela Office This chair was used directly by Mr Nelson Rolihlahla Mandela between 2002 and 2010 in his post-presidential office which was based at the Nelson Mandela Foundation (NMF) at its premises on 107 Central Street, Hougton, Johannesburg, South Africa. The NMF is the legal owner and of these items. LN 65728OBJ049 Chair – Upholstered, Blue – Nelson Mandela Office This chair was used directly by Mr Nelson Rolihlahla Mandela between 2002 and 2010 in his post-presidential office which was based at the Nelson Mandela Foundation (NMF) at its premises on 107 Central Street, Hougton, Johannesburg, South Africa. The NMF is the legal owner and of these items. Page 1 of 62 Museums Victoria MV IDLender ID Object Image Provenance Information Height Length Width Depth Unit LN 65727RSA092 Photograph - Formal studio portrait of Mandela as young Obtained by gift, or purchased directly from Mr Nelson Rolihlahla Mandela and/or man, smiling (RSA092) members of the Mandela family and/or from auctions, mints and/or memorabilia collections from around the world between 1993 and 2018 who were the previous legal owners and/or originators of these items.
    [Show full text]
  • Cablefax Dailytm Thursday — February 9, 2017 What the Industry Reads First Volume 28 / No
    www.cablefaxdaily.com, Published by Access Intelligence, LLC, Tel: 301-354-2101 Special Report: Black History Month 4 Pages Today Cablefax DailyTM Thursday — February 9, 2017 What the Industry Reads First Volume 28 / No. SPECIAL Cable Commemorates Black History Month Black History Month began this year with a unique his- torical footnote, just 12 days after the first black president in American history left office after eight years—and with the eloquence of his farewell speech still ringing in many people’s ears. President Barack Obama’s legacy and defining mo- ments will be examined for decades to come, and the power of his most memorable speeches will be explored in a new hour-long Smithsonian Channel special, “The Obama Years: the Power of Words,” premiering February President Obama and speechwriting director Cody Keen- 27 at 8 p.m. ET/PT. It takes viewers through significant an review a speech in Smithonian Channel’s ‘The Obama moments of his political career via six notable speeches Years: the Power of Words.’ and how they shaped the national dialogue at crucial moments. including Baltimore, Philadelphia, Houston, Seattle and But Smithsonian Channel also is taking the show on the Pittsburgh throughout the month, mainly in museums road with special screenings followed by panel discus- focused on or with a strong connection to black history. sions across the country, starting with a premiere event This will be the fifth year the channel has taken Black at the National Museum of American History in DC History Month content to live audiences. Tuesday night. In partnership with Comcast, Altice and At the doc’s DC screening and panel discussion this Charter Spectrum, live events for “The Obama Years: B:7.5”week, producer/writer/director Jody Schiliro talked about the Power of Words” will be held in nearly a dozen cities T:7.5”how she’s always been interested in the way the White S:7.5” T:3.33” B:3.33” S:3.33” PREMIERES MON FEB 27 8/7c ©2017 SNI/SI Networks L.L.C.
    [Show full text]