Mahatma Gandhi spinning yarn, in the late 1920s Gandhi and Nehru in 1942

Compare and contrast independence movements in India and South Africa. – Use notes and pages

Open - British rule in India in the 19 th Century activity Take a look at the first page with the two sources. What conclusions can you come to about how the British conquered India and why? Open - British rule in India in the 19 th Century activity Take a look at the first page with the two sources. What conclusions can you come to about how the British conquered India and why? Directions: On the next page, use the sources and information to complete the activity #1 and #2 For question 3, what conclusions can you come to, after reading all of the information on the second page, about how the British economically controlled India

Indian businessmen disgruntled about favoritism for British companies Drain of Indian resources dependency theory Expenses – conflicts / salaries WWII disruptions: shipping, disease Gaining support = Mass Movement Back INC

Mahatma Gandhi Arrives in India in 1915 Western education Responsible for making the independence movement a mass movement Nonviolence civil disobedience - Non cooperation movement Boycott British goods Quit government jobs Refuse to pay taxes Give up British titles/honors Open “Gandhi Opposing British rule” Answer questions A1-2 and B1-2

Pandit Nehru Hindu-atheist Mahatma Gandhi Hindu Muhammad Ali Jinnah - Muslim India’s Nationalist Leaders All-India Muslim League Indian National Congress

Partition lines drawn by a British civil servant in six weeks by using census data Cut through communities, railway lines and even houses Lines were kept secret until after independence British did not help to stop ethnic cleansing which followed 14 million migrated Death estimates (500,000 to1,000,000) Partition of India 1947

Burma (now Myanmar) and Ceylon (now Sri Lanka) won independence in East Pakistan broke away in 1971 and became the independent country of Bangladesh vast camp for Muslim refugees waiting to be transported to Pakistan

Land Act of 1913 passed by the newly-allied Boers and British Removed from black people the right to own land Gave 87% of South Africa’s land to whites Bantustans - the least natural resources - was designated as reserves’ for black people. Black people only came into white areas to work Boers the Dutch East India Company established a shipping station on the Cape of Good Hope. Immigration was encouraged for many years. For the most part, modern Afrikaners have descended from this group. British – Annex Cape of Good hope

British hand control to the white minority (Afrikaner) 1948 National Party comes to power Afrikaner-dominated National Party New legislation classified inhabitants  Natives  White  Coloured  Asian Residential areas were segregated (forced removals) Non-white political representation abolished in black people were deprived of their citizenship  citizens of Bantustans

RaceDescription White is one who in appearance is, or who is generally accepted as, a white person, but does not include a person who, although in appearance obviously a white person, is generally accepted as a Couloured person. Native is a person who is in fact or is generally accepted as a member of any aboriginal race or tribe of Africa. Couloured person is a person who is not a white person or a native.

Watch the film and describe the pillars of Apartheid With the enactment of apartheid laws in 1948, racial discrimination was institutionalized.

Bantu Education Act (1953) The National Party’s seized control of the education system. It segregated schools by race, cut black teachers’ salaries, and modified the curriculum of designated black schools. Youth at black schools were no longer taught science and math beyond basic numeracy in order to drive them into unskilled labor and farming. Bantu Education Act (1953) The National Party’s seized control of the education system. It segregated schools by race, cut black teachers’ salaries, and modified the curriculum of designated black schools. Youth at black schools were no longer taught science and math beyond basic numeracy in order to drive them into unskilled labor and farming. Separate Amenities Public transport, places of entertainment etc. segregated Mixed Marriages Act Forbade marriage between people from different racial groups Immorality Act Forbade sex between people from different racial groups Pass Laws Controlled the movement of blacks in and out of designated white areas. Every black person over the age of 16 had to carry a passbook, which contained a photograph, information about ethnicity, place of work, fingerprints, and a record of encounters with the police. It had to be signed by an employer monthly. Failure to produce an up-to-date passbook resulted in arrest. Pass Laws Controlled the movement of blacks in and out of designated white areas. Every black person over the age of 16 had to carry a passbook, which contained a photograph, information about ethnicity, place of work, fingerprints, and a record of encounters with the police. It had to be signed by an employer monthly. Failure to produce an up-to-date passbook resulted in arrest. Bantu Authorities Act (1951) / Bantu Self- Government Act (1959) Increased the land reserves for blacks in the Natives Land Act of 1913 to 13% of total land, and transformed them into Bantu Homelands. The homelands would become independent states equal to white South Africa, where black people could develop at their own pace towards the white man’s standard of civilization. This vision was meant more to deceive international observers than to actually resolve the social, economic, and cultural gaps between whites and Africans. Bantu Authorities Act (1951) / Bantu Self- Government Act (1959) Increased the land reserves for blacks in the Natives Land Act of 1913 to 13% of total land, and transformed them into Bantu Homelands. The homelands would become independent states equal to white South Africa, where black people could develop at their own pace towards the white man’s standard of civilization. This vision was meant more to deceive international observers than to actually resolve the social, economic, and cultural gaps between whites and Africans.

1.What are three things that stand out to you about this chart? 2.What inferences can you make about apartheid based on this chart? 3.List 3 questions that are inspired by this chart. Answer the following questions using the data displayed

More radical groups – increasing violence in cities Labor movement becomes more organized – mass strikes International pressure Government forced to negotiate with African National Congress (ANC)Leaders

Mandela released from prison ANC is legalized Apartheid policies repealed Open national elections in 1994 = ANC in power Ended more peacefully than expected

Compare and contrast independence movements in India and South Africa. – Use notes and pages