In order to deepen their understanding of apartheid in South Africa, 7th grade Humanities students participated in an engaging in-class simulation. Before we began, the students were asked to think about how individual and collective identities are impacted by societies, and how those identities influence the choices people make.

To start our simulation, students were divided into “Muggles” and “Wizards” to represent Black South Africans and the white South African minority, respectively. Only 3 students were Wizards, while the remainder of the class were Muggles. Using tape to mark bantustan borders (areas where Black South Africans were forced to live), Muggles were required to stay in their “boxes” unless hired by the Wizards to do underpaid jobs around the classroom. Failure to comply resulted in fines or jail-time. In addition, at set time intervals all Muggles were expected to pay taxes to the government (which then trickled to the Wizards). Payment was made using beads.

After our simulation, we discussed the ways the two groups behaved. How did our kind, well-meaning classmates become oppressive, demanding Wizards so easily? What were different approaches the Muggles took in responding to the Wizards? Some complied, some chose to conspire with the Wizards, some chose defiance. Finally, we studied a map of the bantustans in South Africa during this time period, and considered the land quality, access to mineral resources, and infant mortality rates between these zones and “white” South Africa. No doubt, the conversations and written reflections around this activity led to deep and lasting connections with the content.