"I have cherished the ideal of a democratic and free society, in which all persons will live together in harmony and with equal opportunities. it is an ideal for which I hope to live for. But my lord, if needs be, it is an ideal for which I am prepared to die."
— Nelson Mandela, Statement in the Rivonia Trial, Pretoria Supreme Court, 1964
The Legacy of Nelson Mandela
Nelson Mandela
In this lesson, your students will explore the life and career of Nelson Mandela, who rose to prominence as one of the leaders of South Africa's 40-year struggle against apartheid, a philosophy enforced through a series of social and legal institutions that segregated South Africa along ethnic and tribal lines.
Mandela was a leader with the African National Congress (ANC), one of the opposition parties resisting apartheid policies, and served 27 years in prison for his activism. He was released under growing domestic and international pressure, and in 1991, became the first black South African to be elected president. He has been honored with hundreds of awards, including the Nobel Peace Prize. His legacy is one of dealing with adversity by building coalitions and acknowledging the views of those around him, even those in opposition.
Mandela was a leader with the African National Congress (ANC), one of the opposition parties resisting apartheid policies, and served 27 years in prison for his activism. He was released under growing domestic and international pressure, and in 1991, became the first black South African to be elected president. He has been honored with hundreds of awards, including the Nobel Peace Prize. His legacy is one of dealing with adversity by building coalitions and acknowledging the views of those around him, even those in opposition.
Step 1: Hook -- The Meaning of Leadership (5 minutes)
Martin Luther King, Jr.
To begin, challenge students to consider what it means to be a leader in difficult times. One option is to ask students to identify a time when they felt they had been treated unjustly. What did they do? Were they acting on behalf of others, or just themselves? What other options for action might they have considered? Alternatively, write this quote from Dr. Martin Luther King Jr., on the board: "The ultimate measure of a man is not where he stands in moments of comfort and convenience but where he stands at times of challenge and controversy.” What do students think Dr. King meant by this? What qualities might students look for in times of challenge? How would they align with what students think of leaders?
Step 2: Videos and Other Teachers Resources (10 minutes)
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This video (6:49) made by Bio (also on left) offers a concise video biography. A more in-depth video from the United Nations is here (12:18). A broader story, featuring interviews with many key people who made political history, begins here. President Barack Obama gave a speech at Nelson Mandela's memorial service, excerpted here (3:32), and the full version here (19:28).
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Step 3: Standards-Based Exercises (15 minutes)
In a "Lesson in Leadership," drawn from the film, “Mandela: Long Walk to Freedom,” students participate in a series of activities on leadership, exploring the qualities of good leader, assessing their own leadership qualities, and evaluating the leadership of Nelson Mandela. In "Mandela Hero or Villain?" students explore the paradox of “one person’s freedom fighter being another person’s criminal.” They examine historical examples of this dilemma as it relates to South Africa’s history of apartheid and the movement to democracy. In the "Long Walk to Democracy," students imagine what life was like living in a minority-rule nation like South Africa during the apartheid period, and role-play as reporters during the transition to democracy. In the "Impact of Apartheid," students gain insight into the nature of both apartheid and segregation and their impact in South Africa and the United States. Working in small groups, students formulate dramatic presentations of South Africans exercising their rights, and students then analyze the stories behind these presentations. In the "Influence of Culture," students reflect on the importance of culture, and what cultural aspects influenced the life of Nelson Mandela. Students then write a self-reflection paper on how various cultural aspects have influenced their own lives. Additional Group activities and multimedia presentations are featured in this collection of "Mini Lessons" oriented around the life and legacy of Mandela.
The lessons that can be drawn from Nelson Mandela's life are applicable not only to leaders, but to citizens everywhere. In this activity, students study core beliefs Mandela exhibited during the course of his presidency and find examples of those beliefs demonstrated in key speeches. The Civil Rights movement in the United States shared much in word and deed with the anti-Apartheid movement in South Africa. Have students read, analyze, and compare speeches and writings from Nelson Mandela and Dr. Martin Luther King, Jr., in this activity. Another classroom activity using the words of Mandela and King can be found here.
The lessons that can be drawn from Nelson Mandela's life are applicable not only to leaders, but to citizens everywhere. In this activity, students study core beliefs Mandela exhibited during the course of his presidency and find examples of those beliefs demonstrated in key speeches. The Civil Rights movement in the United States shared much in word and deed with the anti-Apartheid movement in South Africa. Have students read, analyze, and compare speeches and writings from Nelson Mandela and Dr. Martin Luther King, Jr., in this activity. Another classroom activity using the words of Mandela and King can be found here.
Step 4: What Can Students Do? (10 minutes)
One of Nelson Mandela's core beliefs has always been , "If you want to make peace with your enemy you have to work with your enemy. Then he becomes your partner." Mandela believes in the power to resolve conflict through negotiation and forgiveness. Have students demonstrate these convictions in their school by starting their own conflict resolution committees. This activity is a way to start.
Additional Resources
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AFT Resources
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