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	<title>Facing the Past</title>
	<link>http://www2.shikaya.org</link>
	<description>Transforming our Future</description>
	<lastBuildDate>Thu, 24 Jun 2010 11:56:30 +0000</lastBuildDate>
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	<item>
		<title>A human being died that night&#8230;</title>
		<description><![CDATA[Source 1
The caption for this photograph reads as follows:
“A Duduza township resident lies dead while members of a special police squad take a smoke break after an all night “cleanup,” Transvaal, July 1985. Photographs such as this led to the government emergency regulations making it an offence to photograph police in “an unrest area or [...]]]></description>
		<link>http://www2.shikaya.org/grade-11-apartheid-south-africa/human-behaviour-perpetrators/a-human-being-died-that-night/a-human-being-died-that-night/</link>
			</item>
	<item>
		<title>Resistance from all sides</title>
		<description><![CDATA[Source 1
In August 1956 thousands of women gathered at the Union Buildings in Pretoria to protest against the introduction of pass laws to black women. This photograph shows the leaders of the protest, Sophie Williams, Helen Joseph, Lilian Ngoyi and Rahima Moosa.
click here to download source
Source 2
 
This photograph is of learners protesting against the [...]]]></description>
		<link>http://www2.shikaya.org/grade-11-apartheid-south-africa/human-behaviour-the-nature-of-resistance/resisitance-from-all-sides/resistance-from-all-sides/</link>
			</item>
	<item>
		<title>The risk of resistance</title>
		<description><![CDATA[Source 1
 
 
Bernstein discusses Steve Biko’s death in detention and the rationale of the police to keep him naked during his interrogation. She includes Biko’s own words to explain how white and black people viewed each other and related to each other.
click here to download source
Source 2
 
In his poem, Today, Nise Malange discusses [...]]]></description>
		<link>http://www2.shikaya.org/grade-11-apartheid-south-africa/human-behaviour-the-nature-of-resistance/the-risk-of-resistance/the-risk-of-resistance/</link>
			</item>
	<item>
		<title>No easy choice to resist</title>
		<description><![CDATA[Source 1
This is one of four books written by anti-apartheid activists who worked with the Black Sash in Worcerster.  In this extract from her book, Not the End of the World, Nothemba Ngcwecwe describes her initial unwillingness to get involved in the struggle against apartheid.
click here to download source
Source 2
For her book, Lives of Courage [...]]]></description>
		<link>http://www2.shikaya.org/grade-11-apartheid-south-africa/human-behaviour-the-nature-of-resistance/nature-of-resistance/no-easy-choice-to-resist/</link>
			</item>
	<item>
		<title>&#8220;Meids&#8221; and &#8220;Medems&#8221;</title>
		<description><![CDATA[Source 1
Many wealthier South African families employ domestic workers and so many South African women work as domestic workers. This job is unique in that the employee works within her employer’s living space and is privy to the employer’s private life, intimate relations and personal things. Domestic workers are often considered ‘part of the family’ [...]]]></description>
		<link>http://www2.shikaya.org/grade-11-apartheid-south-africa/identity-we-and-they/meids-and-medems/meids-and-medems/</link>
			</item>
	<item>
		<title>How did apartheid create and enforce divisions based on ideas of &#8220;we and they&#8221;?</title>
		<description><![CDATA[Source 1
The Population Registration Act(No. 30)  provided  the basis for separating the population of South Africa into different races.
click here to download source.
Source 2
All South Africans were issued an Identity number which indicated the population to which they had been allocated.
click here to download source.
Source 3
Many stories from District Six are about &#8216;Coloured&#8217; people who [...]]]></description>
		<link>http://www2.shikaya.org/grade-11-apartheid-south-africa/identity-we-and-they/how-did-apartheid-create-and-enforce-divisions-based-on-ideas-of-we-and-they/</link>
			</item>
	<item>
		<title>Teacher Workshop</title>
		<description><![CDATA[A group of Facing the Past teachers gathered at the Shikaya offices for a two day follow-up session of development during the  vacation, March 29th &#38; 30th. These teachers comprised of two previously separate groups who had gone through a thorough introductory workshop in 2009 and 2008 respectively.






The workshop made  use of  Facing History and [...]]]></description>
		<link>http://www2.shikaya.org/uncategorized/teacher-workshop/</link>
			</item>
	<item>
		<title>Hermanus Follow-up workshop</title>
		<description><![CDATA[
On the 21st October 2009 we held a one-day follow-up  workshop for the Hermanus teachers that have already completed the  Facing the Past Introduction Seminar. This was held at Volmoed  Retreat in the Hemel and Aarde Valley.
12 teachers from the group attended. The focus was on sharing  experiences they had around [...]]]></description>
		<link>http://www2.shikaya.org/uncategorized/hermanus-follow-up-workshop/</link>
			</item>
	<item>
		<title>How did the  apartheid divisions of “we and they” affect South Africans?</title>
		<description><![CDATA[Source 1
William Modisane, better known as Bloke Modisane, was a South African writer, actor and journalist for Drum Magazine. He tried to promote non-racism in the arts by making concerts and theatre available to Black audiences and tried to further the efforts of the non-racial arts organisations. In 1959 he moved to England.In 1963, he [...]]]></description>
		<link>http://www2.shikaya.org/grade-11-apartheid-south-africa/identity-we-and-they/how-did-apartheid-create-and-enforce-divisions-based-on-ideas-of-%e2%80%9cwe-and-they%e2%80%9d/</link>
			</item>
	<item>
		<title>Teachers Toolbox</title>
		<description><![CDATA[A toolbox that will provide a growing list of lesson plans and resources that will help teachers in using the curriculum.

This will inspire innovative teaching in the classroom and allow learners to explore issues of Identity and diverse cultures in a safe and comfortable environment that encourages critical and informed discussions amongst learners.
]]></description>
		<link>http://www2.shikaya.org/teachers-toolbox/teachers-toolbox/</link>
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