Long Walk to Freedom

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

“‘I Am the Master of My Fate, I Am the Captain of My Soul’: Mandela and ‘Invictus’"

In this activity, students will conduct an in-depth analysis of “Invictus,” a poem with themes that connect to Mandela’s life and personal philosophies.

Nelson Mandela demonstrated an appreciation for poetry; as he wrote in Carolyn Forché’s anthology Against Forgetting: Twentieth-Century Poetry of Witness, “Poetry cannot block a bullet or still a sjambok, but it can bear witness to brutality—thereby cultivating a flower in a graveyard.” In connection with the events of his life and his personal philosophies, Mandela is popularly associated with William Ernest Henley’s “Invictus.”

In this activity, take a closer look at this poem. In small groups of 3-5, research and discuss the following:

• Historical Context. What are the given circumstance in England in 1875 that serve as the historical context for this poem? Consider the state of the British Empire, the Industrial Revolution, and colonial expansion in your response.
• Author Biography. Who was William Ernest Henley? Research his biography to learn about his personal struggles and events from his own life served as the inspiration for “Invictus.”
• Line-by-line analysis. Perform an in-depth analysis of the poem, annotating lines that you find especially powerful and/or meaningful, vocabulary that you define, connections to the text’s themes, and literary devices that you discover.

As a class, discuss your findings. Are there parallels between Henley’s life experience and Mandela’s? How does the poem work to symbolize events in Mandela’s life and his reactions to them? Which lines did you find to be the most powerful and why?

Teaching Suggestion: A brief review on thinking about poetry maybe helpful before students begin the activity. Teach for America’s “How to Analyze a Poem in 6 Steps,” MasterClass’s “How to Analyze Poetry: 10 Steps for Analyzing a Poem,” or similar resources may serve as helpful guides.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. Throughout his life, Mandela denied being a communist. After his death in 2013, however, the South African Communist Party announced that he had secretly joined their party before his imprisonment.

• In what ways does Mandela hint at his private political beliefs in Long Walk to Freedom? (topic sentence)
• Locate, describe, and analyze three moments in the text when Mandela alludes to his involvement with the communist movement in South Africa. Examine the ways in which these moments serve as strong examples that support your topic sentence.
• In your conclusion, briefly situate Mandela’s denial of his own communist inclinations in the broader context of The Cold War.

2. The creation of the Bantustan system was one of the defining features of apartheid.

• How were the ideals of Africanism twisted to support the Bantustan system? (topic sentence)
• Why did some African leaders participate in this system? In your discussion, describe and analyze strong examples from the text.
• In your conclusion, briefly summarize the ways in which the Bantustan system was a unique setback in The Struggle.

3. Mandela was a member of the Umkhonto we Sizwe (MK), an organization that regularly committed violence and sabotage against the South African government.

• To what extent is Mandela’s humanism at odds with his willingness to conduct acts of violence? (topic sentence)
• Analyze at least three moments from the text to support your position. Consider using direct quotes in arguing your points.
• In your conclusion, briefly define what Humanism means to Mandela based on his decisions, actions, and words.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by text details, and a conclusion.

1. Mandela critiques the Pan-Africanist Congress in that its members are motivated by a sense of personal injustice and would not suppress their preferences for the greater good. Why exactly is it important to suppress individual and personal preferences in order to meet a larger common goal? What are some examples of Mandela applying this standard to himself? In a 3-5-paragraph essay, explore how Mandela’s beliefs around Humanism facilitated this particular element of his politics.

2. Some critics claim Mandela was too conciliatory with the agents of apartheid. They often point to the National Party’s presence within the newfound Government of National Unity after the end of apartheid. Based on events represented in the biography, how does the lack of significant economic redistribution essentially give the white minority control of much of the country’s land and resources? In what ways does this set the anti-apartheid movement back? In a 3-5-paragraph essay, discuss how economic interests play into The Struggle. Include the ways in which Mandela addresses this criticism, both directly and indirectly, in Long Walk to Freedom.

Multiple Choice and Long Answer Questions create ideal opportunities for whole-text review, exams, or summative assessments.

Multiple Choice

1. To what Bantu ethnic group does Mandela, like most of Transkei’s residents, belong?

A) Zulu

B) Xhosa

C) Tswana

D) Kamba

2. As a youth, Mandela saw higher education—an institute entirely controlled by whites—as a path to prestige and respect. Which of the following statements best describes how this view changes throughout his life?

A) Mandela eventually shuns higher education.

B) As an adult, Mandela does not seek prestige and respect.

C) Mandela later aspires to dismantle the South African caste system, rather than climb the ranks.

D) Mandela eventually sees higher education as secondary to “real” education that occurs on the streets.

3. After graduating from Fort Hare, Mandela realizes that his values have shifted. Which statement best describes Mandela’s values at this time?

A) He is motivated by the political struggle of South Africans.

B) He wishes to return to the country, to be closer to his family.

C) He is motivated by the politics inherent in economics.

D) He begins to appreciate ancient Bantu religion.

4. Ironically, why does Matanzima, a chief of the “Emigrant Thembus,” decide to support the Bantu Authorities Act in 1955?

A) Matanzima is being threatened by white authorities.

B) Matanzima’s family encourages him to do so.

C) Supporting the Act will help Matanzima fundraise to ultimately end apartheid.

D) The Act, though bad for his people, will strengthen Matanzima’s personal power.

5. In October 1960, on what issue related to South Africa and the British Commonwealth is an all-white referendum passed?

A) Whether South Africa should leave the British Commonwealth

B) Opening South Africa’s trade channels with the British Commonwealth

C) If the British Commonwealth should pay emergency funds to South Africa

D) If South Africa should have new representation in Parliament

6. How does Mandela disguise himself while in hiding in October 1961 when he comes to Liliesleaf Farm?

A) As a chauffeur

B) As a farmer

C) As a mailman

D) As a servant

7. What African country inspires Mandela with their resistance to European imperialism?

A) Kenya

B) Sudan

C) Gambia

D) Ethiopia

8. What foreign country’s government is suspected of being involved and assisted in Mandela’s arrest?

A) Ecuador

B) America

C) Russia

D) China

9. To which theme is Mandela’s willingness to engage with his jailers and his desire to turn his enemies into allies most directly related?

A) The Struggle

B) The Cold War

C) Humanism

D) Africanism

10. During his defense speech at trial in 1964, whom does, Mandela look in the eye when expressing his willingness to die in pursuit of the anti-apartheid movement?

A) Justice Quartus de Wet

B) James Kanto

C) Lionel Bernstein

D) Govan Mbeki

11.  Whose funeral is Mandela forbidden from attending in the spring of 1968?

A) His mother

B) His father

C) His son

D) His daughter

12. What prestigious award do Mandela and de Klerk jointly receive in 1993?

A) The Gandhi Peace Prize

B) Raoul Wallenberg Medal

C) The Nobel Peace Prize

D) Félix Houphouët-Boigny Peace Prize

13. In the final tally, with what percentage of the vote does the ANC win the 1994 South African election?

A) 51.9%

B) 57.4%

C) 62.6%

D) 98.7%

Long Answer

Compose a response of 2-3 sentences, incorporating text details to support your response.

1. How does Mandela’s treason trial circumvent the South African government’s attempts to censor Mandela? How does this demonstrate his dedication to The Struggle?

2. In brief, what is the Government of National Unity? Why is it named that?