Curs 2015-16

www.cinemaperaestudiants.cat

Mandela: Long Walk to Freedom

Nivells: 3r i 4t d’ESO, batxillerat, cicles formatius, centres de formació d’adults. Àrees: llengua anglesa / ciències

socials, geografia i història / educació per a la ciutadania i els drets humans / educació ètica cívica / literatura

universal / món contemporani / història Temes: educació en valors / recursos naturals, riquesa i pobresa / cultura de la pau / diversitat cultural / geografia humana / biografies,

autobiografies / relacions humanes / família / drets humans / adaptació cinematogràfica d’una obra literària /

sistema judicial, presons / política, sistemes polítics.

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Suggeriments per al professorat

El dossier que us fem arribar conté un seguit d’activitats per treballar amb l’alumnat dins l’aula abans o després de la projecció. Aquestes activitats són opcionals, deixant al vostre criteri, a partir del coneixement real que teniu del vostre alumnat, la manera de treballar el film.

Direcció i concepció gràfica Cinema per a estudiants

Activitats i adaptació de textos Abel Gálvez i José Pica

ÍNDEX

PÀGINES

FITXA TÈCNICA I ARTÍSTICA. SINOPSI ….............................................….... 2

ACTIVITIES (IN ENGLISH)

The plot of the film. Reading Comprehension …………………………….…...……………………… 3

Who is Who? Reordering sentences ………….………………….………………..……..……………….. 4

Nelson Mandela’s Biography …………………………….………………..………………………………….. 5 - 6

The history of Apartheid in South Africa ….……………………..……………………..……………….. 7 - 8

Redacted Letters …………………………….……………………………….………..……………..…………….. 9

Used to, Be going to (Exercises) ………………….………….……………………………..……………….. 10

How music can save people. Song “Ordinary Love” ………………..……………..……………….. 11

Some Nelson Mandela’s Quotes ……………………………………………………………………………… 12 - 13

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FITXA TÈCNICA I ARTÍSTICA

Direcció: Justin Chadwick. Països: Regne Unit i Sudàfrica. Any: 2013. Durada: 139 min. Gènere: Biòpic, drama. Interpretació: Idris Elba (Nelson Mandela), Naomie Harris (Winnie Mandela), Tony Kgoroge (Walter Sisulu), Riaad Moosa (Ahmed Kathrada), Fana Mokoena (Govan Mbeki). Guió: William Nicholson. Producció: Anant Singh i David M. Thompson. Música: Alex Heffes. Fotografia: Lol Crawley. Muntatge: Rick Russell. Disseny de producció: Johnny Breedt. Vestuari: Dianna Cilliers y Ruy Filipe. SINOPSI Basada en el llibre autobiogràfic de Nelson Mandela. El film explica l'extraordinària vida del líder sud-africà, des de la seva infantesa en una població rural i els 27 anys a la presó per activisme contra l'apartheid fins a la seva investidura com a primer president elegit democràticament de Sud-àfrica. Es tracta de la increïble història d'un home normal i corrent amb grans valors que es va enfrontar al desafiament del seu temps i va triomfar. Un retrat íntim de com es va convertir en una icona moderna.

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THE PLOT OF THE FILM

Read the plot of the film and decide if the statements

are TRUE or FALSE

a) Nelson Mandela was born in a poor family.

b) The Apartheid was a political regime that

discriminated black people.

c) He became an outstanding doctor in

Johannesburg.

d) Mandela’s wife had three children.

e) When her husband was in prison, Winnie

Mandela became more violent

f) Nobody in the international community was

interested in Mandela.

g) After his release, Mandela stopped fighting for

the rights of black people.

Nelson Mandela was born in Mvenzo, in the royal family of the Thembu tribe in South Africa. In Johannesburg, he becomes a successful lawyer who is popular with women. He joins the African National Congress (ANC) in the 1940s. The Apartheid System is the regime in South Africa at the moment, meaning no rights and discrimination for Black people. After the Sharpeville Massacre, where many Black protesters were killed, he abandoned peaceful protest for armed resistance, but Mandela pays the price when he and his comrades are sentenced to life imprisonment for treason. His wife, Winnie, is left alone with two daughters to continue the fight, but she is abused by the authorities to undermine Mandela’s strength. Their oldest daughter Zindzi was an excellent help to her mum. Over the decades in chains, Mandela's spirit remains strong as his struggle goes on and becomes an international cause beyond the prison of Robben Island. However, Winnie's determination hardens over the years, and she gets involved in violent acts. Nelson's stature rises until he becomes the renowned leader of his movement. That status would be put to the test as his freedom gets near and he is forced to find a peaceful victory that can please the white authorities, led by President De Klerk, as well as winning back the rights of Black people that had been abused by Apartheid.

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1- a lawyer / Apartheid / Nelson Mandela is / who wants / and activist / to end

2- while her husband./ is a courageous / Winnie Mandela / continues the fight / woman who / is in prison

3- gave a speech / Zindzi Mandela is / asking for / his dad’s liberation / the daughter who

4- at Robben Island / of Nelson Mandela / who became / James Gregory is / a good friend / the prison guard

5- that negotiated / was / Mandela’s freedom / Mr. De Klerk / the president

6- of the ANC / with Mandela / he is one /

who were sentenced / of the seven leaders / to life imprisonment

WHO IS WHO IN THE FILM

Reorder the words to write correct descriptions of the characters

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1. MANDELA: A LIFE IN PICTURES

Here you have different milestones of Mandela’s life. Look at the pictures and read the

texts. Could you write them in chronological order?

NELSON MANDELA’S BIOGRAPHY

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THE HISTORY OF APARTHEID IN SOUTH AFRICA

2. COMPLETE HIS BIOGRAPHY

Now read this text and fill the blanks with the correct verbs from

the box.

won – served – spent – was published – was – became – banned –

released – used – was elected

Nelson Mandela (1) ………………………….… many years as a political prisoner in South Africa before becoming the country's first black president. He was also called ‘Madiba,’ a nickname taken from his clan. He said in his autobiography Long Walk to Freedom that he was given the English name “Nelson” by his teacher on his first day at school.

Mandela (2) ………………………….… a leading member of the African National Congress (ANC), which opposed South Africa's white minority government and its policy of racial separation, known as Apartheid. The government (3) ………………………….… the ANC in 1960. Mandela was captured and jailed in 1962, and in 1964 he was convicted of treason and sentenced to life in prison. He (4) ………………………….… the sentence as prisoner 46664 on Robben Island, near Cape Town, but instead of disappearing from view, Mandela (5) ………………………….… a prison martyr and worldwide symbol of resistance to racism.

South African President Mr F.W. De Klerk finally lifted the ban on the ANC and (6) ………………………….… Mandela in 1990. Mandela (7) ………………………….… his position to help dismantle apartheid and form a new multi-racial democracy. He and De Klerk (8) ………………………….… the Nobel Peace Prize in 1993.

Mandela (9) ………………………….… the country's president in 1994. He served until 1999, when he was succeeded by his deputy Thabo Mbeki. Mandela's autobiography, Long Walk to Freedom, (10) ………………………….… in 1994.

Adapted from: http://www.factmonster.com/biography/var/nelsonmandela.html

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South Africa was colonized by the English and Dutch in the seventeenth century. The Dutch descendants (known as Boers or Afrikaners) established the colonies of Orange Free State and Transvaal. The discovery of diamonds in these lands around 1900 resulted in an English invasion and the Boer War.

Following independence from England, there was an agreement between the two groups until the 1940's, when the Afrikaner National Party gained a substantial majority. Strategists in the National Party invented Apartheid as a means to cement their control over the economic and social system. The aim of the apartheid was to maintain white domination and racial separation.

In 1948, Apartheid laws institutionalized racial discrimination. Race laws touched every aspect of social life, including a prohibition of marriage between non-whites and whites, and the creation of “white-only” jobs. In 1950, all South Africans were racially classified into one of three categories: white, black (African), or coloured (of mixed decent). The coloured group included Indians and Asians.

Classification into these categories was based on appearance, social acceptance, and descent. A person could not be considered white if one of his or her parents were non-white. A black person was a member of an African tribe or race, and a coloured person was one that was not black or white. All blacks had to carry “pass books” containing fingerprints, photo and information on access to non-black areas.

In 1951, the government established the “homelands”. They were independent states to which each African was assigned according to the record of origin (which was frequently inaccurate). All political rights, including voting, held by an African were restricted to the designated homeland. They became citizens of the homeland and lost their citizenship in South Africa. Africans who lived in the homelands needed passports to enter South Africa. They were aliens in their own country.

In 1953, the government increased penalties for protesting against a law. The penalties included fines, imprisonment and whippings. In 1960, a large group of blacks in Sharpeville refused to carry their passes; the government declared a state of emergency. It lasted for 156 days, leaving 69 people dead and 187 people wounded. The penalties imposed on political protest, even non-violent protest, were severe. During the states of emergency, anyone could be detained by a police official for up to six months. Thousands of individuals died in custody, frequently after acts of torture. Many of them were sentenced to death, banished, or imprisoned for life, like Nelson Mandela.

The apartheid policy was highly effective in achieving its goal of preferential treatment for whites, as is demonstrated by the statistics in Figure 1.

Adapted from http://www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html

THE HISTORY OF APARTHEID IN SOUTH AFRICA

Read this text that briefly explains the history of Apartheid. Then match the beginnings

and endings of the sentences on the next page to describe that unfair political regime.

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1- Apartheid was a system …

2- It was introduced in …

3- During Apartheid, people were treated

differently …

4- White people were privileged, while …

5- Black and white children …

6- Under Apartheid, black people were told …

7- Black families were forced to live in

independent states …

8- Black people could only enter white areas …

9- In 1953, the government increased penalties

for protesting against a law……

10- When a large group of blacks refused to carry

their pass books …

11- Children in the homelands …

a. ... South Africa in 1948

b. ... were not allowed to play together.

c. ... to work and had to carry and identity document

called Passbook.

d. ... lived in constant fear of violence

e. ... the government declared a state of emergency.

f. ... that included fines, imprisonment and whippings

g. … black people were impoverished.

h. ... where to live and only allowed to take badly-paid

jobs.

i. ... that classified people into one of three categories:

white, black and coloured

j. ... with few medical facilities and overcrowded

schools.

k. ... depending on the colour of their skin.

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REDACTED LETTERS

The 27 years in the prison of Robben Island were tough

for Nelson Mandela. The conditions were very hard,

and he could only send two letters every year. He

couldn’t receive many letters too, and they were

redacted letters, which means that some sentences are

taken out to hide information to the reader.

Here you have a redacted letter, and the missing

sentences are below. Read the text carefully and

choose which sentence goes in the correct space.

I want to fight for you while

love studying

think of you every day ,

to fight

I need my husband

Your people love their leader.

Our neighbours are asking me

more and more violent

but we are trying to be strong .

want their father at home

she doesn’t ask any questions

and she’s very sick

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MANDELA’S EARLY YEARS

At the beginning of the film, Nelson Mandela

remembers his childhood day in his African

village. These memories also help him endure

the difficult days in prison.

In English we have a special verb structure to

talk about past habits or past situations that

you no longer do. It is the structure:

SUBJECT + USED TO + INFINITIVE

For example: “When I was a kid, I used to run

in the fields with my village friends.”

Write the following sentences using this

structure

1) The children / PLAY / around the huts.

2) Mummy / COOK / delicious food for us.

3) The priest / DO / the important

ceremonies.

4) We / COVER / our faces with white

paint.

5) The boys / SWIM / in the river after the

ceremony.

6) The women / WORK / in the country.

7) The sun / SHINE / every day in the

village.

PLANS FROM A CELL WINDOW

Mandela spent 27 years of his life in prison. In there he had a lot of time to make plans for

the day he was free. ” To speak about plans and intentions, we use the future tense:

BE GOING TO

For example: “I’m going to run 5 kilometres in the forest every day.”

Write sentences about Mandela’s plan using this structure. Some sentences are positive

and some are negative.

1) swim in the open sea

2) visit my grandchildren every weekend

3) not come back to Robben Island

4) talk to the President of the country

5) not tolerate injustice to black people

6) try to make life better for black citizens.

I WANT MY FAMILY TO BE PROUD OF ME

“I want my family to be proud of me” This is one of the opening sentences of the film and

it expresses Nelson Mandela’s wish for his life.

When you want other people to do things, you use this structure:

SUBJECT + WANT + OBJECT + TO + INFINITIVE

Write sentences using this structure to express Mandela’s wishes for others.

1) my children / live / in a fair country

2) my wife / fight for democracy

3) the government / give better jobs / black people

4) white people / respect / black citizens

5) the world / speak up / against Apartheid.

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In 1988, there was a concert in Wembley, London to make the

world aware of the Apartheid. In that gig, world leaders were asked

to put an end to that cruel regime. All the best-known bands of the

80s took part in the concert, which was broadcast to millions of

people worldwide.

The Irish band U2 led by singer Bono didn’t take part in the show,

but they were concerned about this unfair situation in South Africa

and fought against Apartheid. They composed a song that you can

listen to in the film. Its title is ORDINARY LOVE.

Here you have the lyrics of the song, but some nouns have been

taken out. So, it’s your turn to listen to this song by clicking on this

link. Then, write the terms in the correct blanks.

https://www.youtube.com/watch?v=XC3ahd6Di3M

marker – sleeve – skin - heart – sea – love (x 9) – stones – sunlight

– shore – breeze – beauty –sky – years – world – sea – Birds – wind

– house – trees

“FREE NELSON MANDELA”. HOW MUSIC CAN SAVE PEOPLE

The ……......…. wants to kiss the golden ……......….

The ……......…. warms your ……......….

All the ……......…. that's been lost before wants to find us again

I can't fight you anymore; it's you I'm fighting for

The ……......…. throws rocks together but tim e leaves us polished ……......….

We can't fall any further if

We can't feel ordinary ……......….

And we can't reach any higher,

If we can't deal with ordinary ……......….

……......…. fly high in the summer ……......…. and rest on the ……......….

The same ……......…. will take care of you and me.

We'll build our ……......…. in the ……......….

Your ……......…. is on my ……......….

Did you put it there with a magic ……......…. ?

For ……......…. , I would believe that the ……......…. couldn't wash it away

'Cause we can't fall any further if

We can't feel ordinary ……......….

And we can't reach any higher,

If we can't deal with ordinary ……......….

Are we tough enough for ordinary ……......…. ?

We can't fall any further if

We can't feel ordinary ……......….

And we can't reach any higher,

If we can't deal with ordinary ……......….

We can't fall any further, if

We can't feel ordinary ……......….

And we can't reach any higher,

If we can't deal with ordinary ……......….

The Nelson Mandela 70th Birthday Tribute at Wembley Stadium in

1988 involved 83 artists and lasted for almost 12 hours

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http://www.mandelamovie.co.za/mandela-moments/

INSPIRATIONAL QUOTES

Let us be inspired by Mandela’s

legacy!

Click on the link below and make a

great poster with one of Mandela’s

beautiful quotes.

You have to select a quote, select an

image, choose an appropriate font

and customize your poster with

frames or filters.

Then, once you have finished your

poster, share it on your favourite

social network or print it and

decorate the halls of your school with

Mandela’s inspirational quotes.

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MANDELA’S LIFE GOAL

In this quote, you have one of Mandela’s

powerful statements. It was part of the speech

he had made before he was sent to prison. It’s

full of beautiful ideas and beautiful words.

If you don’t understand any word, look it up in

a dictionary for translation or definition. You

can also look it up in a Thesaurus, which is a

dictionary of synonyms.

http://www.thesaurus.com

Read the words below and match them to the

different synonyms given.

lifetime, struggle, domination, cherished,

democratic, harmony, achieve, needs

a) fight, battle

b) valued, appreciated

c) necessities, requirements

d) control, power

e) just, egalitarian

f) life, existence

g) peace, agreement

h) accomplish, reach

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