Frederik Willem De Klerk

“CRISES MIGHT US, BESET BATTLES THE PEACE THAT SURPASSES ALL ALL THAT PEACE THE SURPASSES Africa and ending apartheid. ofestablishment nonracial democracy in South Mandela for their contributionsNelson to the with Prize Peace along Nobel the received Klerk de 1993, In Mandela. and ANC the of victory the in resulting elections national to multi-racial led which constitution anew drafted representatives Mandela and severalDe Klerk, Nelson other voters. white by supported strongly was which government’s legislation, repeal of apartheid the in culminated Klerk’s efforts de 1991 In Azania. Congress and Congress ofNational Pan-Africanist the ban on political groups such as the African African Mandela, and lifted President Nelson and future South activist including anti-apartheid De Klerk ordered the release of political prisoners, Indian) constitution. to negotiate a post-apartheid racialofficial groups (white,black, colored and entered into with representatives talks from four himself to system. reforming He the apartheid de Klerk president, As committedpresident. Africa’s new South became Klerk de stroke, P.W.president to a due down stepped Botha later, after months seven Only Party. National the of head elected was he 1989 February In advocate reform. to known not was and universities segregated de Klerk earned a reputation for supporting in this time During and his planning. career, national education internal affairs, energy affairs, several including: ministerial divisions, mines and where Party, heNational was appointed of head the in up moved quickly He Parliament. of houses the of one Assembly, of House to the elected was he when 1969, in began career political Klerk‘s De apartheid. Mandela brought an end leader toANC Nelson minded President Frederik De Klerk and the areform- of efforts the However, 1994, in dignity. people and other minorities of and their rights black laws stripped Under apartheid, apartheid. as known segregation racial legal of a system was there 1994, until 1948 from Africa, South In UNDERSTANDING.” TBIG,W ILEJYPAE— ENJOY PEACE WILL WE BRINGS, IT HAVE FAITH AND THE CERTAINTY WE IF US—BUT ABOUT RAGE MIGHT

Peace laureates since reflected a generalmovement 1901 bymankind towardpeace? ofNobel procession the Has self-destruction? and aggression ofmindless axle the on forever turning ofhistory, atreadmill on up caught we are Or peace. of universal working to alleviate their plight. are UNICEF—who as those—such to all and to them address this to dedicate like new horizons in peace life. for and They decent I them. deserve should opportunities conflicts. ofthese victims this year. of beginning the since violence political in died have people 3,000 than more made, recently in Burundi; and Today speak, we as ofmankind. history violent and long eight the hundredth year of this award. in and Nobel’s death ofAlfred centenary the mark will we years three In millennium. new ofthe dawning to the and century ofthis end to the years six than more alittle is It LECTURE PRIZE PEACE NOBEL 1993 KLERK: DE WILLEM FREDERIK FROM EXCERPTS FREDERIK WILLEM DE KLERKFREDERIK The question that we must ask is whether we are making progress toward the goal goal the toward progress making are we whether is ask must we that question The create to and conflicts the to stop world ofthe children to the it owe we all, Above are the children—who the main always, itAs is particularly the innocent—and have we which progress tremendous the withstanding not country, own my in andAngola, inSomalia inAfrica—in there are and wars devastating conflicts Azerbaijan;Armenia andGeorgia, in there is conflict bitter rain down on beleaguered communitiesthe shells in Bosnia; dreadful and wars the most carnage in have the witnessed years The intervening

Frederik Willem de Klerk ©Architects of Peace Foundation When considering the great honour that has been bestowed Since the vast proportion of human history has been on us as recipients of this Peace Prize, we must in all humility ask characterised by such conditions, it should not surprise us that these questions. We must also consider the nature of peace. much of history has been a lamentable tale of violence and war. The greatest peace, I believe, is the peace which we derive from But there is reason for optimism. our faith in God Almighty; from certainty about our relationship with Around the world forces which favour peace are on the move. our Creator. Crises might beset us, battles might rage about us—but Amongst those, economic development is fundamentally important. if we have faith and the certainty it brings, we will enjoy peace—the Economic growth, generated by the free market, is transforming peace that surpasses all understanding. societies everywhere: One’s religious convictions obviously also translate into a It is helping to eliminate poverty and is providing the wealth specific approach towards peace in the secular sense. I have time which is required to address the pressing needs of the poor. only for a few perspectives on peace in this world and its effect on It is extending education and information to an unprecedented human relationships. portion of the global population. Peace does not simply mean the absence of conflict: It is changing social and economic relationships and is placing Throughout history, there has been an absence of conflict in irresistible pressure on archaic political and constitutional many repressive societies. This lack of conflict does not have its systems—whether these are of the left or of the right. roots in harmony, goodwill or the consent of the parties involved— And hand in hand with economic development goes democracy. but often in fear, ignorance and powerlessness. Wherever economic growth occurs it promotes the establishment There can thus be no real peace without justice or consent. of representative and democratic institutions—institutions which Neither does peace necessarily imply tranquillity. invariably develop a framework for peace. The affairs of mankind are in incessant flux. No relationship— The basis for the fundamental reforms in South Africa was between individuals or communities or political parties or established, not by external pressure, but primarily by social countries—remains the same from one day to the next. New changes which economic growth generated. situations are forever arising and demand constant attention. In as much as apartheid was broken down by pressure, that Tensions build up and need to be defused. Militant radical pressure primarily came—not from an armed struggle—but from the minorities plan to disrupt peace and need to be contained. millions of peace-loving people moving to our cities and becoming There can thus be no real peace without constant effort, part of our economy. planning and hard work. The realisation that far-reaching change had become inevitable Peace, therefore, is not an absence of conflict or a condition of was primarily influenced, not by political speeches and manifestos, stagnation. but by the exposure to realities which were brought into millions of Peace is a frame of mind. homes by television and radio. It is a frame of mind in which countries, communities, However, the single most important factor which became the parties and individuals seek to resolve their differences through driving force towards a totally new dispensation in South Africa, agreements, through negotiation and compromise, instead of was a fundamental change of heart. This change occurred on both threats, compulsion and violence. sides which had been involved in conflict over decades. Peace is also a framework. It was not a sudden change, but a process—a process of It is a framework consisting of rules, laws, agreements and introspection, of soul searching; of repentance; of realisation of the conventions—a framework providing mechanisms for the peaceful futility of ongoing conflict, of acknowledgement of failed policies resolution of the inevitable clashes of interest between countries, and the injustice it brought with it. communities, parties and individuals. It is a framework within which This process brought the National Party to the point of making the irresistible and dynamic processes of social, economic and a clean break with apartheid and separate development—a clear political development can be regulated and accommodated. break with all forms of discrimination—forever. In our quest for peace we should constantly ask ourselves what Thus, we came to the point where we, as South Africans, could we should do to create conditions in which peace can prosper. It is begin to bridge the generations of prejudice, enmity and fear which easy to identify those forces and conditions which militate against it divided us. This process brought us to the negotiating table where and which must be eradicated: we could begin to develop the frame of mind and frameworks for Peace does not fare well where poverty and deprivation reign. peace to which I referred earlier. They prepared the way for the It does not flourish where there is ignorance and a lack of new South African Constitution now being debated in Parliament. It education and information. inter alia provides for: Repression, injustice and exploitation are inimical with peace. • the establishment of a rechtstaat, a constitutional system where Peace is gravely threatened by inter-group fear and envy and by the law—the Constitution and a Bill of Rights—will be sovereign; the unleashing of unrealistic expectations. • the protection of the basic rights of all individuals, communities Racial, class and religious intolerance and prejudice are its and cultural groups through a Bill of Rights, in accordance with that mortal enemies. which is universally acceptable; • an independent Constitutional Court, that will act as the guardian can now establish the frame of mind, to which I referred, which of the Constitution and the Bill of Rights; is necessary for peace—the frame of mind which leads people • clearly defined constitutional principles with which any future to resolve differences through negotiation, compromise and constitution will have to comply; agreements, instead of through compulsion and violence. • a balanced division of functions and powers between strong I believe that such a frame of mind already exists in South Africa at provincial governments based on federal principles, and a strong the moment, however fragile it might be. All our leaders, including Mr. central government; and Mandela and I, will have to lead by example in an effort to consolidate • special majorities and mechanisms for constitutional amendments. this frame of mind. We will need great wisdom to counteract the I believe that this transitional constitution provides a reasonable strategies of minority elements, threatening with civil conflict. We will framework of agreements and rules, of checks and balances, which have to be firm and resolute in defending the framework for peace are necessary for peace in our complex society. which we agreed upon. It ensures full participation in all fields of endeavour to all South There is no room for complacency. All of us who believe in Africans. It does not discriminate in any way on the basis of colour, peace must redouble our efforts to reassure all our countrymen that creed, class or gender. their rights and security will be assured. It contains all the major safeguards which all our communities I have no doubt that we will succeed. There is a growing will need to maintain their respective identities and ways of life. It awareness among all South Africans of our interdependence—of also provides adequate guarantee for the political, social, cultural the fact that none of us can flourish if we do not work together—that and economic rights of individuals. all of us will fail if we try to pursue narrow sectional interests. I also believe that this framework for peace will succeed if we Five years ago people would have seriously questioned the sanity of anyone who would have predicted that Mr. Mandela and I would be joint recipients of the 1993 Nobel Peace Prize. And yet both of us are here before you today. We are political opponents. We disagree strongly on key issues and we will soon fight a strenuous election campaign against one another. But we will do so, I believe, in the frame of mind and within the framework of peace which has already been established. We will do it—and many other leaders will do it with us— because there is no other road to peace and prosperity for the people of our country. In the conflicts of the past, there was no gain for anyone in our country. Through reconciliation all of us are now becoming winners. The compromises we have reached demand sacrifices on all sides. It was not easy for the supporters of Mr. Mandela or mine to relinquish the ideals they had cherished for many decades. But we did it. And because we did it, there is hope. The new era which is dawning in our country, beneath the great southern stars, will lift us out of the silent grief of our past and into a future in which there will be opportunity and space for joy and beauty—for real and lasting peace. EQUALITY AND COMPROMISE IN SOUTH AFRICA LESSON GRADE LEVEL: 9–12 HUMAN RIGHTS ISSUES: FREDERIK WILLEM DE KLERK AND SEGREGATION; RACISM; NELSON MANDELA INDIGENOUS RIGHTS

UNIVERSAL DECLARATION OF WRITING HUMAN RIGHTS: • Write informative/explanatory texts, Article 1: Right to Equality including the narrations of historical Article 2: Freedom from Discrimination events, scientific procedures/ experiments, Article 7: Right to Equality before the Law or technical processes. • a. Introduce a topic and organize complex GUIDING QUESTIONS: ideas, concepts, and information so that • Why and how have societies struggled each new element builds on that which with segregation? precedes it to create a unified whole; • How did apartheid impact the people of include formatting (e.g., headings), South Africa? graphics (e.g., figures, tables), and • What motivated De Klerk to change his multimedia when useful to aiding mind about apartheid? comprehension.

TIME REQUIREMENT: VOCABULARY: 225 Minutes (Five 45-minute lessons) • Apartheid • Inequality OBJECTIVES: • Subjugation After this lesson, students will be able to: • De jure segregation • Describe achievements of Frederik Willem • De facto segregation de Klerk. • Analyze and evaluate visual evidence of CONCEPTS: apartheid. • Segregation • Use details from primary and secondary • Apartheid sources to generate and answer • Racism interpretive questions. • Rights of indigenous people • Discuss the relationship between and shared accomplishments of Frederik TECHNOLOGY REQUIRED: Willem de Klerk and Nelson Mandela. • Laptop • LCD projector COMMON CORE LEARNING STANDARDS: MATERIALS: • CCSS.ELA-LITERACY.RH.11-12.1 • Biography of Nelson Mandela clip—http:// • CCSS.ELA-LITERACY.RH.11-12.7 www.biography.com/people/nelson- • CCSS.ELA-LITERACY.WHST.11-12.2 mandela-9397017#early-life • PPT on the background of FW de Klerk KEY IDEAS AND DETAILS • FWdK Nobel speech • Cite specific textual evidence to support analysis of primary and secondary http://www.nobelprize.org/nobel_prizes/ sources, connecting insights gained from peace/laureates/1993/klerk-lecture.html specific details to an understanding of the • FWdK Handouts: text as a whole. www.rfkhumanrights.org / click • Integrate key ideas on Speak Truth to Power / click on • Integrate and evaluate multiple sources of “Defenders” tab information presented in diverse formats • CIA video—YouTube—showing apartheid and media (e.g., visual, quantitative, as and the Black Sash campaign well as text) in order to address a question https://www.youtube.com/ or solve a problem. watch?v=MOA66AOG52M • Essay or poem rubric • Black ribbon • Map of your city

Speak Truth To Power | 4 STUDENT ACTIVITIES

ANTICIPATORY SET: ACTIVITY 2: • What are human rights? (student list) • Have students think about the following questions for a minute • Segregation visuals (Jim Crow signs and apartheid signs). and then share with a partner. • See FWdK tools and links page (student handouts) {{How does this relate to what we have been learning? • Facilitate discussion of Higher Order Thinking Questions {{How might you do this today? Map of Your City {{How can you take these words and limit racism, prejudice • What neighborhood do you live in? Is there a racial/ethnic and discrimination in your daily life? majority there? When you go to different neighborhoods how can “Few have the greatness to bend history, but each of us can you tell who lives there? Are there signs? If so, what are they? work to change a small portion of events, and in the total of • Looking at this map, would you say that your city is a segregated all those acts will be written the history of this generation.” city? Why or why not? —Robert F. Kennedy • Is integration or diversity a human right? • When they have shared with partners, randomly call on students Segregation in America pictures to see what they said and if they agreed with their partner. • After looking at these pictures, where do you think they were • Paired reading of 3 articles: taken and when? How have things changed since these pictures {{Apartheid background—Handout # 1 and #2 were taken? How did people work to gain their human right of {{Frederik Willem de Klerk background—http://www. equality (UDHR article 1)? notablebiographies.com/De-Du/de-Klerk-F-W.html Segregation in South Africa picture {{TIME article- NELSON MANDELA & F.W. DE KLERK (cut this • When and where do you think this picture would have been seen? article down to fit the time you have) How does this image compare and contrast to the previous one? http://www.time.com/time/magazine/ Final questions article/0,9171,1125849-1,00.html • Would you be willing to show that you are committed to human equality in your own city? What if it meant standing up to your TEACHER TIP—Paired reading peers against racist comments or beliefs? What To Do: 1 Student A reads 1-3 paragraphs out loud (or to a natural stopping ACTIVITY 1: point). • Assign students to read/annotate apartheid museum pages. 2 Student B listens (in order to summarize) and when A is done • (Teacher Tip—annotation guidelines) http://www.greece.k12. reading, student B summarizes what A read. ny.us/academics.cfm?subpage=934 3 Student B reads 1-3 paragraphs out loud (or to a natural stopping • Have students watch the video while you fill in the South Africa point). side of the Venn diagram 4 Student A listens (in order to summarize) and when B is done • http://www.biography.com/people/nelson-mandela- reading, student A summarizes what B read. 9397017#early-life 5 Repeat until reading is completed. • Have students compare and contrast what they saw in the video 6 4 Square Summary Questions: Use Equality and Compromise to what they know about American history. Use a Venn diagram. in South Africa: Frederik Willem de Klerk and Nelson Mandela Work in pairs. Share out loud and make one common Venn handout. diagram. 7 HW: First reading of FWdK Nobel speech/annotate http://www.nobelprize.org/nobel_prizes/peace/laureates/1993/ klerk-lecture.html

5 | Speak Truth To Power ACTIVITY 3: CULMINATING ACTIVITY: • Pick out parts of the speech you liked, found confusing or want • Ask students to generate a list of—five things you know about to know more about and discuss. Be sure to write notes about FWdK or five things you would ask him if he were here. comments in the margins. • Shared Inquiry Discussion (GBF) • Sharing questions (Great Books Foundation strategy)

{{Have each student develop a question about the reading TEACHER TIP—use “Where’s Your Proof?” to have students

{{Ask students to write their questions on the board respond to the question

{{Have the other students think about the questions {{http://www.greatbooks.org/wheres-your-proof-

{{Ask students to discuss the answers. teaching-kids-to-use-evidence/

TEACHER TIP—use the GBF website tools, rubric for sharing Shared inquiry discussion directions: questions • Have students write the focus question from the board onto their • http://www.greatbooks.org/develop-better-thinking-through- paper (use the Building your Answer FWdK worksheet). better-questions/ • Follow these guidelines as you facilitate discussion. • Second reading of the text/close annotations • Read the selection carefully before participating in discussion. • Tell students to annotate for evidence of what made de Klerk • Discuss only the selection everyone has read. support the abolition of apartheid. Underline the following parts. • Have students support ideas with evidence from the selection. Then write in the margin an explanation of why you underlined • As a facilitator, only ask questions. the part. • Have students listen to others and respond to them directly • Look for supporting details • Connections • Phrases that make you think, “Aha!” • Details that make you question or want to know more about his motivation • Information that seems ambiguous • Make connections between the parts underlined • Students write 3 interpretive questions

TEACHER TIP • Interpretive questions have more than one answer that can be supported with evidence from the text: Why and How questions (not what, did…) • Collect and use student questions to facilitate the group discussion • Make questions from ALL readings. Include South Africa and Chicago in the questioning.

Speak Truth To Power | 6 BECOME A DEFENDER

• Watch the CIA footage of apartheid and the Black Sash TEACHER TIP—RAFT guidelines Ladies 1957—YouTube https://www.youtube.com/ • http://www.greece.k12.ny.us/academics.cfm?subpage=949 watch?v=MOA66AOG52M • Explain how wearing the black sash, or in our case the black • Discuss our black sash/black ribbon project ribbon, can represent your commitment to human rights.

{{The ladies wore the black sash in opposition to apartheid. • Share your summary or monologue with a Freshman SLC and They even said they didn’t expect it to work right away. earn a black ribbon, commemorating your commitment to human Why did they do it? equality. Have freshmen write a summary of how they will work

{{What does the black sash represent? for human rights. Offer black ribbons to those in SLC’s who

{{If we use a black ribbon in the same way and you wore it, say they want to share in the commitment by limiting racism, what would you think it would mean? prejudice and discrimination in their daily lives.

{{Would you be willing to wear the ribbon to show that you are committed to human equality? Even if it means standing up to your peers against racist comments or beliefs? • Think about how deKlerk and Mandela compromised to end apartheid. Mandela said: “If you want to make peace with your enemy, you have to work with your enemy. Then he becomes your partner.”

“The brave man is not he who does not feel afraid, but he who conquers that fear,”

{{http://newsone.com/1397375/nelson-mandela-quotes- 93rd-birthday/ • Write a summary of apartheid in South Africa, or a monologue from the point of view of Mandela or FWdK, or a RAFT about apartheid and how FWdK and Mandela worked to end apartheid. Be sure to end with a description of what you will do to end human inequality by limiting racism, prejudice and discrimination in your daily life (black sash project).

7 | Speak Truth To Power ADDITIONAL RESOURCES

The Nobel Prize: UN Multimedia: http://nobelprize.org/nobel_prizes/peace/laureates/1993/klerk- http://www.unmultimedia.org/photo/gallery.jsp?mode=auto&qu bio.html ery=subject%3AApartheid The Nobel Prize is an award for achievement in physics, chemistry, A visual history of the apartheid system in South Africa through physiology or medicine, literature and peace. It is internationally film and photographs, this site includes archival footage and administered by the Nobel Foundation in Stockholm, Sweden. photographs of the events that led to fall of the apartheid system.

The F.W. de Klerk Foundation: GIS for Equitable and Sustainable Communities Report: http://www.fwdklerk.org.za/cgi-bin/giga.cgi?c=2137 http://www.public-gis.org/reports/red1.html The F.W. de Klerk Foundation promotes the presidential heritage GIS for Equitable and Sustainable Communities Report Racial of F.W. de Klerk by upholding the Constitution and the national Redlining: A Study of Racial Discrimination by Banks and Mortgage accord, working for harmonious relations in multicultural societies, Companies in the United States promoting the peaceful and negotiated resolution of disputes and mobilization of resources for disabled and underprivileged children. Urbanophile: http://www.urbanophile.com/2010/01/19/michael-scott- robertclifton- Architects of Peace: weavers-quest-to-end-housing-segregation-hasanything- http://www.architectsofpeace.org/architects-of-peace/frederik- changed/ willem-de-klerk Example of a person who worked to end housing segregation Architects of Peace is dedicated to inspiring individual transformation leading to social change by educating peace through the life examples of world peacemakers and promoting world peace and friendship through research, education, and peacemaking activities.

Overcoming Apartheid: http://overcomingapartheid.msu.edu/ This educational website provides primary source materials, newly written narratives, and curriculum ideas for teaching high school and undergraduate students about the generations who struggled to end apartheid and build democracy in South Africa.

Speak Truth To Power | 8