Real time in the classroom: 12-15 minutes

Links and Resources and student’s roles:

• Apartheid: The rise and fall of South Africa’s ‘apartness’ laws (6:16)

Instructions and Lesson Breakdown:

• The 6-minute clip provides an overview for students on the struggle of the people in South Africa against violence and oppression from 1948 – 1990 and the release of Nelson Mandela from prison.
• The lesson focuses on the participation of a Canadian hero of the Anti-apartheid movement.
• Haroon Siddiqui acknowledges the South African community that ‘joined the anti-apartheid struggle in an article entitled: “Recognizing Canadian Heroes of Mandela’s Rainbow” Toronto Star(December 19, 2013)
• However, what’s missing is the mention of Black South African people and their contribution to social action in Canada. The only Black person mentioned is Caroline Goodie Tshabalala Mogadime. This is important to mention and will be discussed as we proceed in this lesson.
• Distribute Handout #1, “Oral History Inquiry: The 10-Step Approach,” and describe the process to students.

Real time in the classroom: 15 minutes

Links and Resources and student’s roles:

After students have read Handout #2, brainstorm answers to such questions as:

• Do you think Black women’s contribution to social action in Canada is well known? Or little known?
• If the history is little known, how do you think the oral history methods may help to counteract that concern?
• The uses of oral history interviews are to uncover the contributions of people that are hidden (silenced or marginalized) from historical accounts. What does the oral history method do to include people?

Instructions and Lesson Breakdown:

• Oral histories are a vehicle for raising the voices of individuals and communities – they provide the missing voices and gaps when examining a period of time in history.
• African (Black) women’s role, and agency isn’t often understood well enough, oral history attempts to fill that gap.
• Provide students with the Handout #2 entitled: “What are Oral Histories?”

Real time in the classroom: 40 minutes

Links and Resources and student’s roles:

• Students take jot notes (using the ubuntu response sheet) Handout #3.
• Students record how they are feeling, thinking and responding as they listen (or read) to the interviewee transcripts.
• In small groups students will discuss their responses to Handout #3.
• Students report back to the class.

Instructions and Lesson Breakdown:

• Distribute Handout #3.
• Before the interview is read, the teacher will ask students to honour the interviewee by using a culturally relevant approach (Handout #3) to listen to the interviewee.
• Either listen or read:
  The interview transcription, Handout #4, will be distributed. Students will watch the digital version (if available) and follow along with the transcript as it is read. If the teacher reads the oral history interview out loud, individual students can be invited (by the teacher) to continue to read the oral history interview until the end.

Real time in the classroom: 40 minutes

Links and Resources and student’s roles:

• Students brainstorm their thoughts and impressions of what is meant by the term human rights defender.
• Office of the United Nations High Commissioner on Human Rights (OHCHR) About human rights defenders.
• Students will develop an understanding about how intersectionality informed CG’s decision to advocate for children as a human rights defender.

Instructions and Lesson Breakdown:

• The teacher will begin with the question: What do you think a human rights defender is?
  What you think human rights defenders do?
• After listening to students’ responses, discuss and review the “About Human Rights Defenders,” available at the OHCHR website.
• Using Handout #5, The Human Rights Defender and Intersectionality, the teacher will:
  • Either brainstorm with students or fill in the Human Rights
  • Intersectionality visual:
    • Race – Black
    • Class – Middle Class
    • Gender – Mother
    • Education – Credentialed (higher education)
    • Culture/ Language – Zulu
    • Spirituality – Christian

Real time in the classroom: 30 minutes

Links and Resources and student’s roles:

• Keywords are identified by students.
• Words are compiled into lists and posted in the class.

Instructions and Lesson Breakdown:

• Ask students to examine and use their Handouts #3 – #5.
• In small groups, students identify keywords used by the interviewee as well as any issues they identified. They will use the information to develop lists that are posted in the classroom.

Real time in the classroom: 30 minutes

Links and Resources and student’s roles:

• Students can discuss how the key words and themes they identified are similar or different from those identified by Dr. Dolana Mogadime.

Instructions and Lesson Breakdown:

• Distribute Handout #6. “Finding themes from an oral history interview with Caroline Goodie (CG) Tshabalala Mogadime and reflecting on what they mean.”
• Dr. Dolana Mogadime identifies themes in Handout #6. What key words are important for the themes Dr. Mogadime provides? For example, keywords like racism can be used under the theme, ‘despised.’

Real time in the classroom: 40 minutes

Links and Resources and student’s roles:

• In small groups select 1-3 questions that Dr. Mogadime suggests for oral historians to consider.

Instructions and Lesson Breakdown:

• Discuss the questions for student oral historians to consider.

Real time in the classroom: 70 minutes

Links and Resources and student’s roles:

• Read and discuss the Handout #7a and 7b as a class.
• Identify the key issues regarding the impact of apartheid on children. How were children denied basic human rights during apartheid? Students can work as individuals or as peers.

Instructions and Lesson Breakdown:

• Distribute Handout #7a and #7b.
• Discuss the importance of using primary sources to provide context and fact check an oral history narrative (as mentioned in Handout #6).
• Investigate to find further information and primary sources about the role of international churches in combatting apartheid.
• Especially see the following: Multi-Faith Action

Real time in the classroom: 70 minutes

Links and Resources and student’s roles:

• Conduct searches for newspaper articles, articles etc.

Instructions and Lesson Breakdown:

• Distribute Handout #8.
• Students can begin to do a preliminary searches for newspaper articles, online sources (chapters in books, journal articles) to find information on the topics identified in CG’s oral history interview. Just like the oral historian, they are investigating to find additional information on the topic.

Real time in the classroom: 140 minutes over days 6 and 7.

• Students will write a short narrative essay based on the research findings on the topic of inquiry. Additionally, students who need extra time can be assigned the task as homework.

Links and Resources and student’s roles:
The following writing tools may be helpful:

• OWL Purdue
• Nova Southeastern University

Instructions and Lesson Breakdown:

• Distribute Handout #9: Write a short narrative essay.
• Based on the findings from steps 1-9, students can answer such questions as:
  • How did oral history help you to fill I the gaps that were missing from the newspaper articles, research articles?
  • Why is it important to use additional primary sources to do fact checking about the oral history narrative?

Real time in the classroom: 140 – 210 minutes (2 – 3 days)

Links and Resources and student’s roles:

• See Handout #10

Instructions and Lesson Breakdown:

• Give students choices about how they will communicate their learning about the oral history inquiry (role play the oral history interview process through story drama or include additional creative scenes and ideas); create a monologue about CG and her human rights work.