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• Week 7 Lesson 2: The Sharpeville Massacre of 1960

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Liam Brooks

on 31 August 2018

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Transcript of • Week 7 Lesson 2: The Sharpeville Massacre of 1960

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Week 7 Lesson 2: The Sharpeville Massacre of 1960
Learning goal:
I can explain the causes and effects of the Sharpeville Massacre of 1960.
Overview of the 1960 Sharpeville massacre
Politically and racially motivated massacres throughout history...
What were the Pass Laws and how did they relate to the 1960 Sharpeville massacre?
Pass laws in South Africa were met with fierce resistance during the 20th century. But earlier forms of passes, had in fact been used in various instances since the 18th century, when slaves in the Cape were forced to carry "permission" documents.

The issuing of passes was one of the cornerstones of the colonial and later racial capitalism in South Africa. Passes were used to control the movement of African, Coloured and Indian people, ensuring the provision of a cheap labour source and enforcing the segregation of South Africans along racial lines.

Pass laws have been resisted in several significant instances. Examples of these include:
The first passive resistance campaign initiated by the Indian community in the Transvaal, led by Mohandas Karamchand Gandhi, in 1906.
In 1913 the first mass action by African and Coloured women was initiated in the Free State. In 1918 the workers' strike around the issue of passes took place, and pass-burning campaigns were organised in the 1930s by the Communist Party of South Africa (CPSA) and various trade unions.

The pass and the resistance against the carrying of the pass became an issue around which the liberation movements mounted their campaigns, which led to the Sharpevill protest of 1960.
Short video on the 1960 Sharpeville massacre
Google form questions
1. Working individuallly.

2. After having read the text and sources from the previous activity, now answer some questions in a Google form.
Access the document by clicking on the link in today's lesson plan on Compass.

3. We have 15 minutes.

4. Class discussion to follow.
Reading and source analysis on Google forms
1. Working individually.

2. Read and annotate the text.

3. Pay close attention to the sources.

4. Then fill out the source analysis comparison table.

5. We have 15 minutes.

6. We will then briefly discuss our answers.
To what extent do acts of violent repression of democratic rights trigger more violent forms of protest?
Full transcript