History (SECOND CHANCE)

HISTORY SECOND CHANCE MATRIC PROGRAMME GRADE 12 TEACHER GUIDE 2020 1 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

TABLE OF CONTENTS ITEM PAGE COGNITVE LEVELS IN HISTORY 3 SOME QUESTIONING WORDS IN SOURCE-BASED QUESTIONS 4 EXEMPLAR ON WORKING WITH SOURCES 5 READING A SOURCE WITH 6 UNDERSTANDING HOW TO ANSWER SOURCE-BASED QUESTIONS 6-7 A GUIDE TO PARAGRAPH WRITING 8 EXEMPLAR SOURCE- BASED ACTIVITY 9-16 PARAGRAPH ACTIVITY 17 MARKING GUIDELINES 18-20 ESSAY SECTION 21-47 ACKNOWLEDGEMENTS 48 2 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

SECTION A: SOURCE-BASED ACTIVITIES ASSESSING SOURCE-BASED QUESTIONS In the assessing of learner’s ability to work with historical sources the cognitive levels, the associated historical skills and the weighting of questions across grades must be taken into account. An elaboration is contained in the following table. WEIGHTING TYPICAL COGNITIVE HISTORICAL SKILLS OF QUESTIONS LEVELS QUESTIONS ● What information in ● Extract evidence from the source tells you sources about...? ● Selection and organisation ● Quote TWO of relevant information 30% reasons from the LEVEL 1 from sources (15) source... ● Define historical ● What do you concepts/terms understand by the term...? ● What message ● Interpretation of evidence does the cartoonist from sources 40% convey LEVEL 2 ● Explain information regarding...? gathered from sources (20) ● Explain in your own ● Analyse evidence from words ... sources ● Why do you think...? ● Explain to what extent the evidence in Source 1A... ● Interpret and evaluate ● Compare the evidence from sources evidence in ● Engage with sources to Sources 2A and 2B determine its usefulness, and explain how reliability, bias and 30% you would account LEVEL 3 limitations for the ● Compare and contrast (15) differences... interpretations and ● Comment on the perspectives presented in usefulness/ sources and draw Limitations/ independent conclusions reliability of the information in Sources 3C and 3D... 3 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

SOME KEY HISTORY QUESTIONING WORDS ON SOURCES TERM GUIDELINE 1.Justify  Was it right for a person to do...?  Is it acceptable for a person to do...?  Is it acceptable human behaviour? 2. Appropriateness  Is it suitable?  Does it match?  Is it relevant?  Does it address the topic?  Is it in line with? 3. Reliability  Can you believe it?  Can you trust it?  Can you depend on the information given?  Is it not taking sides? 4. Usefulness  Is it helpful?  Does it cover what the historian is researching?  Check whether this information has been used correctly. 5. Significance  Importance  What value does it add? 6. Limitations/ Bias  What has the source not covered?  What are the weaknesses of the source?  What information is the source not giving?  What is left out in the source?  What is not said?  Does it take sides?/ One sided? 7. Implications  Results  Consequences  Outcomes 8. To what extent  How far has the source gone to give information on a particular topic?  How much information has it given you? 9. Effectiveness  How accurate is the source?  How correct is the source?  How useful is the source? 4 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

AN EXEMPLAR ON HOW TO WORK WITH SOURCES There are some important questions to ask about historical sources as illustrated in the diagram1 (Figure 5) below (DoE September 2012: 29). The questions around the source help you to understand and use the information in the source. You will need to think about these questions when you also use other sources. SOURCE A The following is testimony that Nonhle Mohapi delivered at the Truth and Reconciliation Commission (TRC) hearings that were held in East London on 15 April 1996. Figure 5 Who wrote it? When was it written? Is it a primary/ secondary source? To whom was it written? In 1976, I was widowed; I became a widow of the apartheid regime. Why was it written? When the TRC began I was sceptical (doubtful), not knowing what to expect from the process, yet I was forward looking. I persistently (patiently) reminded myself that my main purpose in choosing to be a witness at the TRC Would the was to unlock the truth of how my What does it say? information in the beloved husband Mapetla Mohapi What does it tell us source be useful if I died. I expected to get the whole about Mohapi’s were writing a truth from the TRC process. It is true that the TRC was a political attitude towards the history about the TRC process? impact of the TRC? process forging the concept of nation-building and the rainbow nation. But did it do so at the expense of thousands of African victims and families living in South Africa ...? As a doting (loving) mother and wife Are there words I welcomed the opportunity after that make you think waiting patiently for nearly 20 years in a certain way as to stand before the commission and Was the person to how the ask for the truth. there? apartheid regime were responsible [From: Truth and Reconciliation in South Africa: Can we trust what 10 Years On by C Villa-Vicencio et al] for the killing of she says? How can we find out? black South African activists? Could there be another Is the information reliable? point of view? 5 Is the information accurate? How can we find out? TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

READING A SOURCE WITH UNDERSTANDING When working with sources you need to do the following: REMEMBER: The key question provides the focus of the content in the sources. It will also be asked as the paragraph question. 1. The source will be labelled e.g. Source 1A; 1B; 1 C 2. Immediately after the label the part that follows tell you what it is about (contextualised). In most cases it will indicate what the source is about, why it was written, who wrote (owner of) the source, when it was written and where the event took place. The colours used in the contextualisation answer the questions indicated here. 3.HINTS ON HOW Highlight TOIn this terms. ANSWER A e.g. sourceSOURCE – BASED Black QUESTION Consciousness Firstly 4. As READ theread the learners contexualisation each sourceofthey ALLshould sources. highlight/ underline key These are the words  sentences/points above the in the sourcesource. HOW TO ANSWER QUESTIONS: A. Level 1 – Extraction of evidence from the source Learners are expected to:  Extract / lift answers from the source Examples of questions:  What according to the source did Castro do after seizing power? (1x1) (1)  Quote evidence from the source to show that the Bay of Pig invasion was not a success. (1x1) (1)  List any TWO countries that were involved in the Cold War in Cuba. (2x1) (2)  Identify the THREE figures in the cartoon. (3x1(3)  Mention THREE reasons why Khrushchev did not want to lose Cuba. (3x1) (3 6 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

Mark Allocation for Level 1 Questions All L1 questions are awarded a maximum of 3 marks Mark allocation also serves as a guide to identify L1 questions e.g. (3x1) (3) the first number within a bracket tells a learner the number of responses they are expected to provide Learner must be taught how to identify L1 question verbs and instruction words Question verbs for Level 1 questions  What according to the source……..  How….. Instruction words  Quote  List  Name  Mention B. LEVEL 2 QUESTIONS Learners are expected to: Interpret the questions and provide responses in their own words 7 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

PARAGRAPH QUESTION The final question in ALL source-based questions will be a paragraph type question. Let’s look at some suggestions on how to answer a paragraph question.  Always keep the question posed in your mind.  When answering a question refer to a source one by one.  Your answer should be to the point and focused, remember it is a response to a paragraph question.  NB. DO NOT copy information directly from a source, rather say, according to the evidence in Source 2A ‘...’, put the words you take from a source in inverted commas. Copying directly from sources is unacceptable and will result in failure, it is advisable that you use your own words.  Credit will be given to learners that make reference to information in the sources as well their own knowledge.  Paragraph questions maybe worded to focus on broader historical issues/events For example: explain the role, impact, causes, effects or comment on the significance of a specific historical event that is related to the key question.  An example of how a question may be phrased in a test or examination: Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining to what extent the philosophy of Black Consciousness influenced South African students in the 1970s. The template below gives guidance on how to plan and answer a paragraph question. 8 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

QUESTION 1: HOW RELEVANT IS THE LEGACY OF STEVE BIKO IN SOUTH AFRICA TODAY? SOURCE 1A The source focuses on the Steve Biko played in the formation of Black Consciousness Movement. Stephen (Steve) Bantu Biko was a popular voice of Black liberation in South Africa between the mid1960s and his death in police detention in 1977. This was the period in which both the ANC and the PAC had been officially banned and the disenfranchised (excluded) Black population (especially the youth) were highly receptive (open) to the prospect (view) of a new organisation that could carry their grievances against the Apartheid state. Thus it was that Biko’s Black Consciousness Movement (BCM) came to prominence (importance) and although Biko was not its only leader, he was its most recognisable figure. It was Biko, along with others who guided the movement of student discontent (unhappiness) into a political force unprecedented (unmatched) in the history of South Africa. Biko and his peers were responding to developments that emerged in the high phase of Apartheid, when the Nationalist Party (NP), in power for almost two decades, was restructuring the country to conform to its policies of separate development. The NP went about untangling what little pockets of integration and proximity (closeness) there were between White, Black, Coloured and Indian people by creating new residential areas, new parallel institutions such as schools, universities and administrative bodies, and indeed, new ‘countries’, the tribal homelands. Though Biko was killed before his thirty first birthday, his influence on South Africa was, and continues to be profound. Aside from the BCM, he is also credited with launching the South African Students Organisation (SASO), which was created as a Black alternative to the liberal National Union of South African Students (NUSAS). … Biko is best remembered for empowering Black voices, installing a sense of Black pride similar to Césaire and Senghor’s ‘Negritude’, and for taking the liberation struggle forward and galvanising (stimulating) the youth movement. [From: http://www.sahistory.org.za/people/stephen-bantu-biko. Accessed 1 September 2017] 9 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

SOURCE 1B This source below is Mandela’s tribute to Steve Biko for his contribution to the liberation of South Africa Living, he was the spark that lit a veld fire across South Africa. His message to the youth and students was simple and clear: “ Black is Beautiful : Be proud of your blackness” and with this he inspired our youth to shed themselves of the sense of inferiority they were born into as a result of more than three centuries of white rule. Assert yourself and be self – reliant. We know today that when, in the life of a nation, the time comes for an idea, nothing – not even murder – can kill the idea. He was focused on how to get our people into action, on how we could achieve freedom. Whether his death came from an accidental (not intended) blow or not, they had to kill him to prolong the life of apartheid. The very thought of a link between the ANC and the BCM was unthinkable to the apartheid government. As a courageous leader Biko helped to shape democratic South Africa . [From: Biko: A Biography by X Mangcu] 10 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

SOURCE 1C The extract below focuses on the unveiling of Steve Biko’s Monument at King William’s Town Steve Biko’s widow, Nontsikelelo Biko, has welcomed a monument built in honour of her late husband, although the family’s attitude is that “Steve was a down- to-earth person who never wanted to be superior to others”. community President Jacob Zuma unveiled Biko’s monument at King William’s Town’s cemetery on Wednesday before addressing thousands of people on Human Rights Day at the nearby Victoria Grounds, where Biko’s “Emotionally charged funeral” was held almost 40 years ago. The monument at the gravesite was also declared a National Heritage Site. Nontsikelelo said: “We have always been reluctant to put a monument around him because we knew the type of person he was. “Putting a monument up, we felt would mean that he is superior to other people buried here. But we decided to let that go, so that young people can also learn about him.”She said the family was focused on honouring Biko’s legacy. “Days of crying are over now. We need to focus on continuing with his legacy,” Nontsikelelo said. Zuma said Biko’s merciless murder by the apartheid state was a gross human rights violation. “We joined Mrs Biko and the family earlier this morning to unveil and hand over the Biko monument to the family. “The handover marks the launch of the commemoration of the 40TH anniversary of the death of Mr Biko. In September, the month of his tragic death, we will join the family, Azapo and the Black Consciousness Movement in commemorating his life and contribution. This is the year of deepening unity,” said Zuma. Former cabinet minister Charles Nqakula, who was a journalist at the time of Biko’s death, said the monument had brought back fond memories of his interactions with Biko. [From: https://www.iol.co.za/news/politics/biko-family-focuses-on-continuing-his- legacy- 8290281.Accessed 2 September 2017] 11 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

SOURCE 1D President Jacob Zuma honours fallen hero Stephen Biko at his grave in Ginsberg yesterday. The president was in King William’s Town for Human Rights Day. Picture: SINO MAJANGAZA [From: The Daily Despatch 22 March 2017] 12 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

QUESTIONS: HOW RELEVANT IS THE LEGACY OF STEVE BIKO IN SOUTH AFRICA TODAY? 1.1 Study Source 1A. 1.1.1 Who, according to the source, was a popular voice of black liberation in South Africa between the mid-1960s? (1x1) (1) ___________________________________________________________________ ___________________________________________________________________ 1.1.2 According to the source, identify political organisations that were banned in the 1960s. (2x1) (2) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.1.3 Define the term Black Consciousness in your own words. (1X2) (2)  Provide a response in your own words. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.1.4 Explain in your words, why Steve Biko formed South African Student Organisation (SASO). (2X2) (4) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.1.5 Using the source and your own knowledge, explain the role that Steve Biko had on black South Africans in the 1970s. (2X2) (4) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 13 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

___________________________________________________________________ ___________________________________________________________________ 1.2 Refer to Source 1B. 1.2.1 Quote the message from the source, that Mandela highlighted Biko gave to the youth and students. (1x2) (2) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.2.2 How according to the source, could the youth overcome three centuries of white rule? (2X1) (2) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.2.3 Why according to the source Steve Biko had to be killed? (1x1) (1) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.2.4 Comment on why you think Mandela felt it was important to pay tribute to Steve Biko? (2x2) (4) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.2.5 Why do you think the link between the ANC and BCM was unthinkable to the apartheid government? (2x2) (4) ___________________________________________________________________ ___________________________________________________________________ 14 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.3 Study Source 1C. 1.3.1 Who, according to the source, is Biko widow? (1x1) (1) ___________________________________________________________________ ___________________________________________________________________ 1.3.2 Who, according to the source was the president during the unveiling of Biko’s monument? (1x1) (1) ___________________________________________________________________ ___________________________________________________________________ 1.3.3 Why, according to the source, was Nonsikelelo Biko reluctant to put a monument for her husband? (1x2) (2) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.3.4 Explain what you think Nontsikelelo Biko meant by the statement “The days of crying are over now”. (2x2) (4) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.3.5 Why do you think it was necessary to commemorate Steve Biko’s life? (2x2) (4) 15 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.4 Consult Source 1D 1.4.1 What messages are conveyed by the photograph? (2x2) (4) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.4.2 Comment on why you think it was important to have Biko’s unveiling on Human Rights Day? (2x2) (4) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 1.5 Using relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how is the legacy of Steve Biko in South Africa today. (8) 16 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

PARAGRAPH WRITING ACTIVITY 1. Look at the key question and write all the information that comes to mind. ______________________________________________________________ ______________________________________________________________ ___________________________________ 2. Read SOURCE 1A , 1B, 1C AND 1D. What evidence can you get from these sources to answer the paragraph question? RESPONSES SHOULD BE TABLED AS FOLLOWS SOURCE 1A ______________________________________________________________ ______________________________________________________________ ________________________________ SOURCE 1B ______________________________________________________________ ______________________________________________________________ ________________________________ SOURCE 1 C ______________________________________________________________ ______________________________________________________________ ________________________________ SOURCE 1D ______________________________________________________________ ______________________________________________________________ ________________________________ 3. Select 8 most important facts that are relevant to the paragraph question. (From the Sources) 4. Write the selected information in your own words and in a paragraph format. (No bullets or point form) 5. Use the simple past tense 6. Learners are discouraged from using compound sentences. 17 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

MARKING GUIDELINE Question 1 1.1 1 Extraction of evidence from the source 1A- L1  Stephen Bantu Biko (1X1) (1) 1.1.2 Extraction of evidence from the source 1A- L1  ANC  PAC (2X1) (2) 1.1.3 Definition of concept 1A- L2  Philosophy that instil black pride, heritage, values and self-reliance  Any other relevant response (1X2) (2) 1.1.4 Interpretation of evidence from the source. 1A-L2  Black students needed to have their own organisation to address issues faced by black students.  He wanted black students to be self-reliant.  To encourage black students to take matters into their own hands.  Any other relevant response. (2X2) (4) 1.1.5 Interpretation of evidence from the source. 1A-L2  To instill black pride among the blacks.  To encourage unity among blacks.  To instill a sense of independence in blacks  Any other relevant response (2X2) (4) 1.2.1 Extraction of evidence from the source 1B- L1  “Black is beautiful: Be proud of your blackness” 1.2.2 Extraction of evidence from the source 1B- L1  Assert yourself  Be self-reliant (2X1) (2) 1.2.3 Extraction of evidence from the source 1B- L1  To prolong life of apartheid (1X1) (1) 1.2.4 Interpretation of evidence from the source. 1B-L2 18 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

 Steve Biko was one of the influential who shaped democratic South Africa.  He had to honor the man who died while in the struggle against apartheid.  He conscietised blacks South Africans to be self-reliant.  Any other relevant response (2X2) (4) 1.2.5 Interpretation of evidence from the source. 1B-L2  Since ANC was banned he was surprised to see them working together.  The government had to have a plan to break the relationship between these two organizations.  Any other relevant response. (2X2) (4) 1.3.1 Extraction of evidence from the source 1C- L1  Nontsikelelo Biko (1X1) (1) 1.3.2 Extraction of evidence from the source 1C- L1  Jacob Zuma (1X1) (1) 1.3.3 Extraction of evidence from the source 1C- L1  She felt putting a monument will mean Biko is superior to other people buried there. (1X2) (2) 1.3.4 Interpretation of evidence from the source. 1C-L2  It was then time to celebrate freedom that Steve Biko fought for.  It was time to celebrate legacy that Steve Biko left.  It was time to honor his contribution in the struggle of liberation.  To commemorate the life of Steve Biko.  Any other relevant response. (2X2) (4) 1.3.5 Interpretation of evidence from the source. 1C-L2  He was a leader in the struggle of liberation.  He was brave enough to die for what he believed in.  Any other relevant response. (2x2) (4) 1.4.1 Interpretation of evidence from the source. 1D-L2  Jacob Zuma bowing before his tombstone shows utmost respect for Biko.  The tombstone is a sign of respect  Dignified ceremony  Any other relevant response. (2x2) (4) 19 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

1.4.2 Interpretation of evidence from the source. 1D-L2  Because he was one of the freedom fighters who fought against gross human rights violations.  To highlight that he was also one of many who’s rights were immensely violated.  Any other relevant response. (2x2) (4) 1.5 Interpretation, analysis and synthesis of evidence from the source. L3  Steve Biko was an influential black leader of the black liberation in South Africa. SOURCE 1A  Blacks learnt to stand up for their rights. SOURCE 1A  His legacy empowered black voices. SOURCE 1A  Biko instilled black pride: black is beautiful. SOURCE 1B  Encouraged self-reliance. SOURCE 1B  His legacy instilled the black unity. SOURCE 1C  South Africans to liberate their minds. (OWN KNOWLEDGE)  Taught black to be independent (OWN KNOWLEDGE)  His ideas still lives amongst blacks. (OWN KNOWLEDGE)  Any other relevant response (8) 20 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

SECTION B ESSAY QUESTIONS Argumentative Essays  Argumentative essays are a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner. Argumentative essays must establish a clear thesis and follow sound reasoning.  An argumentative essay tries to prove a point by supporting it with evidence. The writer of an argumentative essay should seek to use educated sources that are non-biased and to use them fairly.  An argumentative essay states the thesis in the introduction, substantiates the thesis in the body, and provides a resolution for the reader in the conclusion. This distinct structure presents ideas in a LOGICAL and CONVINCING manner.  In an argumentative essay, the writer has a specific opinion or viewpoint and argues to defend or motivate his or her position. The position of the writer should be clear throughout.  Learners/ candidates must sustain an independent line of argument ASSESSING ESSAY QUESTIONS In the writing of essays, learners must be able to structure their argument in a logical and coherent manner. They need to select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an effective argument to answer the question posed. It is essential that an essay has an introduction, a coherent and balanced body of evidence and a conclusion. In responding to essay questions learners should be able to:  Plan and structure an essay  Demonstrate a thorough knowledge and understanding of the topic  Select and use relevant information from their own knowledge to answer the question  Develop and sustain a relevant line of argument  Write logically and coherently Typical questions may be phrased using the following descriptors, for example: ‘Critically discuss ’, ‘Explain to what extent …’, ‘Comment on…’, ‘Evaluate …’, ‘Assess …’ 21 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

PAPER 1 QUESTION 4 NOVEMBER 2017 The implementation of Mao Zedong’s policies, the Great Leap Forward and Cultural Revolution was a dismal failure. Do you agree with the statement? Use relevant evidence to take the line of argument FEBRUARY/ MARCH 2018 Mao Zedong’s policies were to increase Communist China’s industrial and agricultural output between 1958 1958 and 1969. Critically discuss this statement by referring to Mao Zedong’s policies of the Great Leap Forward and the Cultural Revolution. SEPTEMBER 2018 Mao Zedong successfully implemented the policies of the Great Leap Forward and the Cultural Revolution to transform Communist China between 1958 and 1969. Do you agree with this statement? Support your line of argument with relevant evidence. NOVEMBER 2018 Explain to what extent Mao Zedong's policies of the Great Leap Forward and the Cultural Revolution were successful in transforming Communist China between 1957 and 1969. Support your line of argument with relevant evidence. 22 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

MAY/JUNE 2019 The failure of the Great Leap Forward led to Mao Zedong introducing the Cultural Revolution to accelerate agricultural and industrial transformation in the People's Republic of China. Critically discuss this statement. Use relevant evidence to support your line of argument. NOVEMBER 2019 Mao’s Zedong’s policies of the Great Leap Forward and Cultural Revolution transformed the People’s Republic of China from an agricultural state into a modern industrial state between 1957 and 1969. Critically discuss this statement. Support your line of argument with relevant evidence. EXEMPLAR QUESTION: (NOVEMBER 2017) The implementation of Mao Zedong’s policies, the Great Leap Forward and Cultural Revolution was a dismal failure. Do you agree with the statement? Use relevant evidence to take the line of argument Step 1: Question Analysis Instructional Verb Do you agree Content Focus Mao Zhedong’s policies of Great Leap Forward and Cultural Revolution Context of the content Dismal failure in transforming China into a modern industrial state Time frame Between 1958 to1969 23 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

Step 2 Formulate the introduction and take the line of argument. One would agree (stance); with the statement that Mao Zedong’s policies failed dismally to transform China into a modern industrial state because the Great Leap Forward led to a loss of life of the people of China as both agriculture and industry failed resulting to famine and Cultural Revolution led to China to be a lost nation (thesis statement/orientation/ main idea). This essay will look on… 2.1.2. Exemplar 2 To what extent were Mao Zedong’s policies of the Great Leap Forward and the Cultural Revolution successful in improving china agriculturally and industrially between 1958 and 1969. Support your line of argument with relevant evidence EXEMPLAR INTRODUCTION Mao Zedong’s policies of the Great Leap Forward and the Cultural Revolution were successful to a lesser extent in improving China agriculturally and industrially(stance). Instead of improving China, they brought immense suffering to the Chinese people (thesis statement/orientation/ main idea). This essay will explain how these policies failed between 1958 and 1969. EXEMPLAR BODY In1957 Mao Zedong introduced the Great Leap Forward after the success of the First Five Year Plan. The aims of the Great Leap Forward were to modernise industry and was to improve agricultural production to produce enough food for the fast-growing population. (Point) In his attempt to improve industry, he introduced backyard industries, whereby peasants were ordered to produce steel. (Explanation)He believed in using peasants instead of machines to achieve his aims. The peasants had to build blast furnaces in their backyards. (Evidence) (Link) Peasants were unskilled for steel production. Mao sets too high products which peasants could not reach, and were afraid to challenge. They often lied about their targets Peasants produced poor quality steel that could not be used and had to be thrown away. This led to the decline of the economy. This proves that Mao’s policy of the Great Leap Forward was successful to a lesser extent. 24 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

EXEMPLAR CONCLUSION The essay above shows/proves/ clearly indicates that Mao Zedong’s policies of the Great Leap Forward and the Cultural Revolution were successful to a less extent in improving China industrially, agriculturally and socially between 1958 and 1969 as millions of people died. KEY POINTS ON THE TOPIC The Great Leap Forward: • Mao Zedong’s Second Five Year Plan that started in 1958 • It aimed to industrialise China to overtake capitalist countries; improve agricultural production to equal western countries • End privatisation • Rural cooperatives were amalgamated into ‘People’s Communes’ (collectivisation) • Forceful amalgamation of farmers into ‘people’s communes’ • Propaganda used to promote production How the Chinese responded to the Great Leap Forward: • Owing to bad planning; poor support to peasants; corrupt local officials; high taxation on farm products; backyard industries produced inferior goods; industries collapsed • It depended on peasants rather than on machinery to industrialise China • It encouraged peasants to set up backyard industries (industrialisation on the countryside) • It resulted in famine which led to the starvation of millions of people • The economy collapsed • The Great Leap Forward failed within 3 years, also referred to as ‘Three Bitter Years’ 25 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

• Mao Zedong was forced to allow a return to some form of capitalism • This resulted in the Great Leap forward being a dismal failure The Cultural Revolution: • Mao eventually admitted that mistakes had been made and resigned as President of China but kept his job as Chairman of the Chinese Communist Party • The intentions of China’s Communist party (practical policies to improve economy; authoritarian form of government; empower landless peasant farmers; land reform process; nationalisation of heavy industries) • Classless society (focused on improving conditions of peasants and workers; educated all Chinese to work together for a better China) • In 1962 he handed over responsibility for the economy to President Liu Shaoqi and CCP General Secretary Deng Xiaoping and withdrew from the political scene • He launched the Cultural Revolution in 1966 to regain the power he lost after the failure of the Great Leap forward • He set up the Red Guards who: studied and spread ideas in the Little Red Book; educated peasants on principles of Communism; taught reading and writing; set up the purges (opponents of Communism & moderates were eliminated and millions of opponents of Communist were killed); destroyed anti-communist art and books • The Role of the Red Guards (Campaign to attack the ‘Four Olds’: changing of old ideas, traditional culture, customs and habits) • Huge demonstrations were held in Tiananmen Square, Beijing and posters and pictures of Mao were put up everywhere • The Little Red Book (contained Mao’s philosophies about Communism; all citizens expected to memorise principles of communism; a source of Communist propaganda in China) 26 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

• Elimination of officials: Deng Xiaoping and Liu Shaoqi were removed from office; got rid of professionals (engineers, scientists, educators etc.) • Closure of schools, colleges and universities (for being critical, liberal and elitist) • Industry suffered and production stopped by 1968 • Any other relevant response • Conclusion: Your conclusion should be linked to the introduction and question. PAPER 1: QUESTION 6 NOVEMBER 2017 Explain to what extent the various forms of protests were successful in ensuring that all Americans, regardless of race, were treated equally in the United States of America in the 1960s. Support your line of argument with relevant evidence. [50] FEBRUARY/ MARCH 2018 The Civil Rights Movement embarked on the various forms of protests in the 1960s which improved the lives of African Americans. Do you agree with statement? Use relevant evidence to support your line of argument. [50] 27 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

SEPTEMBER 2018 Explain to what extent the various forms of protests that were launched by the Civil Rights Movement in the 1960s were successful in improving the lives of African Americans. Support your line of argument with relevant evidence. [50] NOVEMBER 2018 The march on Washington (Lincoln Memorial) on 23 August 1963 was the single most influential form of protest against discrimination in the United States of America in the 1960s. Do you agree with this statement? Support your line of argument with relevant evidence. [50] MAY/JUNE 2019 The Selma-Montgomery marches of 1965 were regarded as the most significant form of protest that contributed to the end of segregation and discrimination in the United States of America. Do you agree with this statement? Support your line of argument with relevant Evidence. [50] NOVEMBER 2019 Explain to what extent the various forms of protests by the Civil Rights Movement played a significant role in ending discrimination. 28 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

Support your line of argument with relevant evidence. [50] NOTES ON THE TOPIC CIVIL SOCIETY PROTESTS IN THE USA: 1950s- 1970s FORMS OF PROTEST SIT-IN IN GREENSBORO, NORTH CAROLINA  In February 1960, a sit-in SNCC students (Joseph McNell, Franklin McCain, Ezell Blair Jr. and David Richmond) staged a sit-in at the ‘whites only’ counter at Woolworths and ordered coffee.  They were not served but they stayed in their seats vowing to sit until they were served.  After few days more and more students joined the sit-in.  The store continued to maintain the status quo citing ‘ local custom’  This never discouraged students ( later black and white)  Soon students were holding sit-ins all over Greensboro  The Greensboro sit-ins spread to other states.  70 000 students in other states staged sit-ins against segregated facilities  Students endured insults, attacks from racist whites and arrests by the authorities in the southern states.  The Greensboro sit-ins lasted for more than a year.  Students organised ‘kneel-ins’ in churches, ‘read-ins’ in libraries, ‘play-ins’ in city parks and ‘wade-ins’ in beaches.  Businesses in the south lost a third of their income.  In Summer of 1961 businesses in Greensboro desegregated. FREEDOM RIDES  In spite of the Supreme Court ruling of 1956, segregation on buses was still practised in the Southern states.  In May 1961, an interracial group of thirteen students travelled on two Greyhound buses from Washington DC to the south.  The campaign was known as the Freedom Rides. It was organised by the SNCC and CORE.  The aim was to test the new federal laws prohibiting segregation in interstate travel. 29 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

 Black and white volunteers sat together on public buses as they travelled North to the Deep South.  When the bus reached Anniston in Alabama, it was attacked by a white racist mob.  The racists used rocks to shatter some of the bus windows and the police escorted the bus out of town.  Freedom rides also took place in Birmingham and Montgomery where white mobs attacked the Freedom Riders.  On all the occasions the state governor and the police did nothing to protect the Freedom Riders.  However, the violent reaction by conservative whites did not deter the Freedom Riders.  Over six months more than thousand people joined the campaign.  The images of brutality were televised around the world. It was an embarrassment to President John Kennedy.  The Kennedy administration finally acted. It ordered the federal marshalls to protect the Freedom Riders.  Most importantly, the US Attorney General instructed the Interstate Commerce Commission( ICC) to issue a new federal order banning segregation in all interstate public facilities base on race, colour or creed.  The law became effective in November 1961  Segregation on interstate transport was declared unlawful. THE BIRMINGHAM CAMPAIGN, APRIL 1963  Birmingham, Alabama was a centre of opposition to change.  It a fiercely racist and segregationist Southern city.  The Ku Klux Klan had influence in the City  In April 1963 Martin Luther King Junior and the SCLC staged a protest against on-going segregation in the city and the conduct of the police.  The campaign aimed at local white businesses with sit-ins and marches to try to have facilities desegregated and improve job opportunities for blacks.  Campaigners boycotted shops  Mass meetings were held in Birmingham’s largest Baptist church for 65 consecutive nights.  Thousands of high school students and black workers joined the campaign.  On 2 May 1963, one thousand children gathered in churches and began what became known as ‘The Children’s Crusade’.  The police, as expected, reacted violently by using electric cattle prods, dogs and turning fire hoses on the protestors.  Some six hundred children were arrested and imprisoned.  All in all more than three thousand protestors, black men, women and children were arrested including Martin Luther King Jr.  News reports and photographs on police brutality spread all over the USA. 30 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

 Police chief Bull Connor failed to end the campaign using brute force and had to go back to mass arrests.  Birmingham businessmen decided to support desegregation and the officials agreed to desegregate municipal amenities (Lunch counters, restrooms, and drinking fountains).  In addition, street fighting broke out between blacks and whites and a wave of bombings on black targets followed. For example, the home of Martin Luther Jr. brother and the motel where King stayed were bombed  President Kennedy had to respond to the situation.  On 11 June 1963, Kennedy addressed the nation on television.  He proposed that a new Civil Rights Bill be put to Congress aimed at ending segregation in Southern schools, discrimination against blacks in the work place and black disenfranchisement.  However, violence against blacks continued. On 12 June 1963, Mississippi’s NAACP Field Secretary was murdered outside his home. In September 1963, four black children were killed in a Birmingham church by a Klu Klux Klan bomb.  In spite of the difficulties and tribulations, the Birmingham campaign succeeded in mobilising black demonstrators out in the streets across the South.  Some fifty cities in south introduced desegregation measures.  The Birmingham campaign greatly influenced civil disobedience in the North.  In 1963 there were more demonstrations and marches in the Northern States than in the South.  In the Summer of 1963 there were seven hundred and fifty eight demonstrations against discrimination and segregation throughout the USA. THE MARCH TO LINCOLN MEMORIAL IN WASHINGTON DC, 28 AUGUST 1963  Martin Luther King Jr. and other CRM leaders were of the view that the time had come to pressure the federal government for change.  Philip Randolph, a Civil Rights leader, suggested holding a march in the US capital.  Randolph, Martin Luther King Jr. and four other civil rights leaders became the ‘Big Six’ who mobilised for and organised the march to the Lincoln Memorial.  The march, officially known as the March on Washington for jobs and Freedom had six goals:  Meaningful civil rights legislation  A federal works programme  The right to vote  Integrated education  Better housing  Better employment opportunities  It was the largest political march in the history of the US  Between 250 000 and 400 000 people joined the march. 31 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

 The march was attended by the diverse sectors of the US society: different religious leaders, labour and civic organisations  The highlight of the day came when Martin Luther King Jr. delivered his famous ‘I have a Dream’ speech.  Civil rights leaders met with President John F. Kennedy and Vice-President Lyndon Johnson in the White House after the march.  They discussed the need for the civil rights for black people in the USA.  Consequently, the Civil Rights Act was passed on 2 July 1964.  The Act outlawed segregation and discrimination in the work places and education facilities amongst others. THE FREEDOM SUMMER, 1964  It was a campaign mainly by the Northern blacks and whites who travelled to the South to encourage blacks to register as voters.  In June 1964, the CORE announced a campaign of Freedom Schools and voter registration in the south.  The campaign focused on Mississippi regarded as the most racist of the Southern States.  Thousands of civil rights activists drove through the Southern States encouraging blacks to register to vote.  The Freedom Summer activists established thirty ‘Freedom Schools’ in towns throughout Mississippi to address inequalities in Mississippi’s educational system.  The Freedom schools taught black history, and emphasised black pride and black achievements.  As a result sixty thousand new black voters were registered.  There was violent reaction to the Freedom Summer campaign.  Black churches were bombed, hundreds of the Freedom Summer activists were beaten, arrested and murdered.  On 4 August 1964 the bodies of three volunteers were discovered and were buried separately because Mississippi laws required that blacks and whites be segregated even in cemeteries.  The murders made headlines all over the USA, and provoked outpouring of national support for the Civil Rights Movement  Freedom Summer highlighted the subject of black disenfranchisement and led to the passing of the 1965 Voting Rights Act. 32 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

THE SELMA- MONTGOMERY MARCHES, MARCH 1965  Black people in Selma, Alabama had tried for several times unsuccessfully to register as voters.  At times they were prevented by force by the local police  Only 2, 4% of black people in Selma had registered to vote because of obstacles and intimidation by the white authorities.  In February 1965, a march took place in neighbouring Marion.  The Alabama state troopers attacked the participants.  Jimmy Lee Jackson lost his life during the confrontation while trying to protect his mother.  The CRM leaders decided to stage a symbolic march in protest from Selma to Montgomery.  The march took place despite an order from the Alabama governor prohibiting it.  On 7 March 1965 about 600 marchers proceeded to Montgomery.  Marchers were confronted by the armed troops on Edmund Petrus Bridge.  Troops attacked protestors with teargas, batons, cattle prods and whips. More than 50 people were injured.  The scenes of violence were broadcast across the US and caused national shock and outrage.  The widespread publicity of violence gained support for the Civil Rights Movement.  On 9 March Martin Luther King Jr. attempted to lead another march.  The state troopers again blocked the road.  The Alabama state officials tried to prevent the march from continuing. They were however overruled a US district court.  President Johnson went on television pledging his support for the march and used the occasion to garner support for the voting rights bill that he was about to introduced.  On 21 March about 2000 protesters set out from Selma to Montgomery.  This time they were protected by the US army and Alabama National Guard forces.  The marchers reached Montgomery on 25 March.  They were met by nearly 50 000 blacks and whites supporters.  They gathered in front of the state capital to hear speeches from King and others speakers.  After the campaign, more blacks registered as voters and in the next election, Jim Clark the racist and brutal sheriff in Selma was voted out of office.  In August 1965, the US Congress passed the 33 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

PAPER 2 QUESTION 4: ESSAY QUESTIONS SINCE 2017 NOVEMBER 2017 PW Botha’s attempts at reforming the system of apartheid were met with intense international resistance. Critically discuss this statement with reference to the various forms of resistance that international anti-apartheid movement used to ensure the ultimate downfall of the apartheid regime in the 1980s. FEBRUARY 2018 Boycotts, disinvestments and sanctions by the international anti-apartheid movement were largely responsible for the downfall of the apartheid regime in the 1980s. Do you agree with this statement? Support your line of argument with relevant evidence. [50] MAY/JUNE 2018 The international anti-apartheid movement played a significant role in ensuring the downfall of the apartheid regime in the 1989s. Do you agree with this statement? Substantiate your line of argument by using relevant evidence. [50] NOVEMBER 2018 34 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

It was intense pressure from the international anti-apartheid organisations that led the political transformation in South Africa. Critically discuss this statement by referring to the various forms of resistance that the the international anti-apartheid organisations embarked on which contributed to the eventual demise of the apartheid regime in the 1980s. MAY/JUNE 2019 The British and Irish anti-apartheid organisations were largely responsible for downfall of the apartheid regime in the 1980s. Do you agree with this statement? Support your line of argument with relevant evidence. NOVEMBER 2019 Explain to what extent boycotts, disinvestments and sanctions by the international anti-apartheid movement was responsible for the eventual downfall of Botha’s regime in the 1980s. Support your line of argument by using relevant evidence. 35 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

INTERNATIONAL RESPONSE Exemplar Question: Exemplar introduction: (Stance)To a greater extent the boycotts, disinvestments and sanctions by the international anti- apartheid movement were responsible for the eventual downfall of Botha’s regime in the 1980s. (thesis statement/orientation/ main idea) Boycotts, disinvestments and sanctions forced South African government to change its apartheid system and started the process of negotiations. POINT: To a greater extent the sports boycotts impacted positively for the AAM to the eventually demise apartheid regime in South Africa. EXPANATION: The Stop the Seventy Tour laid a foundation for other sports boycotts to take place, kicking out South Africa from international sports. EVIDENCE: The Halt All Racial Tours staged protest action against racist Springbok rugby tour in New Zealand in 1981. SANROC campaigned against participants of whites only South African teams in international sports.. LINK: Eventually South Africa was banned from 90% of the world sports and many matches like rugby and crickets were cancelled. POINT: Furthermore Cultural boycotts in 1985 US artists protested against apartheid and refused to perform in South Africa and raised money to for liberation movements. EXPANATION British Actors Union, Equity pledged not to work with South Africa anymore. Popular international bands cut of their tours to South Africa. EVIDENCE: In 1986 AAM organized the Freedom Festival in London where musician expressed their solidarity for freedom loving South Africans. It was to a greater extent that cultural boycotts impacted positively. 36 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

EXEMPLAR QUESTION The road to democracy was filled with many obstacles which required commitment by various political leaders between 1990 and 1994. Critically discuss this statement by referring to the commitment shown by various political leaders in bringing about democracy in South Africa by 1994 Exemplar Introduction (Stance) Indeed/ certainly/arguably the commitment shown by various political leaders ensured (thesis statement/orientation/ main idea) that South Africa became the democratic country in 1994. THE INTERNATIONAL RESPONSE TO APARTHEID  Dublin cut ties with the South African Universities in the 1970sand 1980s. THE SPORTS BOYCOTT  The sports boycott affected, rugby, football, cricket and Olympic teams.  For example, South Africa did not compete in the Tokyo Olympic Games in 1964.  African and Asian countries boycotted the Olympics in Montreal, Canada, in 1976.  In 1977, the Commonwealth countries signed the Gleneagles Agreement which banned the South African sportspersons from the world sport.  South Africa was isolated from world cricket until the World Cup in Australia in 1992.  The tour of the South African rugby team in 1970 was disrupted by the AAM in Britain.  The campaign was led by Peter Hain, an ex-South African.  The demonstrators employed tactics like the invasion of the pitch.  One of the high points of protest occurred at the 1981 Springbok tour (rugby) of New Zealand in which thousands protested, invaded pitches and ended the tour.  In addition, an organisation called Halt All Racial Tours (HART) was formed in New Zealand. THE CULTURAL BOYCOTT  The cultural boycott was another way of putting pressure on the apartheid state. 37 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

 Cultural boycott was enforced by the anti- apartheid cultural groups in Britain, the USA and countries in mainland Europe.  British musicians refused to perform in South Africa.  In 1965, the British Screenwriters Guild called for a ban on the distribution of British films in South Africa.  British Actors’ Union, Equity, discouraged all its members to perform in South Africa.  The sale of British television material to South Africa was also prohibited after the arrival of television in 1975.  Anti- apartheid activists targeted the Sun City entertainment complex which lured foreign artists such as Frank Sinatra.  As a result, fewer artists performed in South Africa and the country became more and more isolated. THE ACADEMIC BOYCOTT  The academic boycott affected South Africa largely during the 1970s and 1980s.  It was, however, not without controversy. Some academics and scholars argued that such a boycott would harm intellectual activities on both sides. For instance, the anti- boycott groups maintained that South Africa would lag behind in critical fields such as medicine and science.  Many universities especially in Britain and Ireland did not allow their staff to visit or teach in South Africa.  Academic institutions refused to invite South African academics to conferences or conduct research overseas.  Some publishers refused to print work produced by the South African scholars.  Consequently, South African became cut off from much of the international academic world. THE CONSUMER BOYCOTT  The consumer boycott was an important part of the international anti-apartheid strategy.  It involved lobbying governments not to allow imports from South Africa.  Many British citizens refused to buy South African goods which was a huge blow to South African farmers and factories whose livelihood dependent on exports.  The work of the IAAM led to Ireland’s announcement in December 1986 that its government would half the imports from South Africa.  Consumer boycott in Britain met with varied success, as they were not consistently by the different governments. For example, Margaret Thatcher’s government. 38 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

DISINVESTMENT AND SANCTIONS  From the onset, the AAM campaigned to persuade Western governments to impose economic sanctions against the apartheid regime.  Support for economic sanctions against South Africa grew due, in part, to the work of the External Mission of the ANC and prominent South Africans such as Archbishop Desmond Tutu.  Initially, Western countries such as Britain and the United States were reluctant to impose economic sanctions against South Africa.  The UN established a Special Committee Against Apartheid which played an important role in imposing an oil embargo on South Africa.  In 1977, the Sullivan Principles were introduced compelling the US companies to introduce fair labour practices and non-racial policies in the work place.  Before the mid-1980s Conservative Leaders notably Ronald Reagan and Margaret Thatcher prevented any decisive actions against the apartheid regime.  With the introduction of the Tricameral Parliament in 1983, the situation changed.  The USA took a stronger stand against apartheid.  Harsher sanctions bills were introduced between 1986 and 1988.  Further investment in South Africa was forbidden.  In 1986, the US Congress passed the Comprehensive anti-Apartheid Act.  All new investments and loans to South Africa were banned.  The South African Airways was forbidden from operating in the USA  Large US companies namely, General Electric, IBM, General Motors Mobil Kodak and Coca-Cola closed down their operations in South Africa.  Companies doing business in South Africa were taxed both in South Africa and the USA.  In 1986, the British Barclays Bank withdrew from South Africa.  In 1987, the Chase Manhattan Bank and other US banks called back US$500 million loan from South Africa.  Universities were persuaded to divest from companies doing business in South Africa.  The number of universities divesting grew from 53 in 1984 to 155 in 1988.  By 1990 more than 26 US states and 90 cities had taken some form of binding economic action against companies doing business in South Africa.  The European Union applied limited sanctions against South Africa targeting the sale of Gold, Krugerrands as well as coal, iron and steel imports.  The South African economy was greatly weakened. THE RELEASE MANDELA CAMPAIGN  The AAM also became involved in a campaign for the release of Nelson Mandela.  Mandela and seven other ANC/SACP freedom fighters had been sentenced to life imprisonment on 11 June 1964 and sent to Robben Island on the following day. 39 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

 The activists set up the Free Mandela Co-ordinating Committee in 1983.  A renewed campaign for his release was launched in 1987 at the headquarters of the United Nations, led by the American popular TV personality Bill Cosby.  On 11 July 1988, the AAM in Britain organised an 11- hour rock concert at Wembley Stadium in London.  The AAM wanted to honour Mandela on 70th birthday.  Stars who performed included Peter Gabriel, Whitney Houston, Phil Collins, Simple Minds, Eurhythmics, Dire Straits. Sting and Steve Wonder.  The concert was attended by 72 000 people and broadcast live in 67 countries.  In this way Mandela became an international symbol of the struggle against apartheid.  Not surprisingly, the US Congress passed a resolution calling for the release of Mandela QUESTION 5 : ESSAY QUESTIONS SINCE 2017 NOVEMBER 2017 Explain to what extent political leadership and commitment by South African role players paved the way for the birth of a non-racial democratic South Africa in 1994. Support your line of argument with relevant evidence. [50] MAY/JUNE 2018 The violence that erupted in various parts of South Africa during the early 1990s nearly derailed the birth of a democratic dispensation in 1994. Critically discuss this statement in the context of the process of negotiations between various political organisations between 1990 and 1994. [50] 40 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

SEPTEMBER 2018 Critically discuss the role that Nelson Mandela played in paving South Africa’s road to democracy from 1990 to 1994. Use relevant evidence to support your line of argument. [50] NOVEMBER 2018 Rholihlahla Mandela, ‘The Father of the Nation’, was singlehandedly responsible for the birth of a free and democratic South Africa in 1994. Do you agree with this statement? Support your line of argument by using relevant evidence. [50] MAY/JUNE 2019 Critically discuss how leaders of various political organisations in South Africa were able to overcome the obstacles and challenges that confronted them during 1990 to 1994. Support your line of argument with relevant evidence. [50] NOVEMBER 2019 2019 commemorates the 25th anniversary of the birth of a democratic South Africa. Critically discuss the roles that various political organisations played in overcoming the challenges that South Africa faced between 1990 and 1994. [50] 41 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

THE PROCESS OF NEGOTIATIONS IN SOUTH AFRICA1990 TO 1993 THE SPEECH IN PARLIAMENT: 2 FEBRUARY 1990  De Klerk announced the unbanning of political organizations including the African National Congress (ANC), the South African Communist Party (SACP) and Pan Africanist Congress of Azania (PAC).  The unconditionally release of imprisoned political leaders including Nelson Mandela.  The easing of restrictions on organisations such as COSATU and AZAPO, banning orders and censorship of the media.  On 11 February 1990 Nelson Mandela was released after 27 years in prison.  These developments paved the way for the negotiation process In South Africa/ These events set the stage for the commencement /start of negotiations between the ANC and the National Party.  Violence in Sebokeng on 26 March 1990, eight protesters against rent increases killed.  Talks between the ANC and NP postponed.  Mandela and De Klerk met to restart talks. THE GROOTE SCHUUR MINUTE: 2 MAY 1990  The first meeting between the ANC and the N.P.  The ANC delegation was led by Nelson Mandela and NP delegation by F.W. De Klerk.  NP agreed to release political prisoners (releases began Sept 1990) and the granting of indemnity from prosecution for political activists in exile.  A working group was established to define political offences in order to release political prisoners and grant immunity from prosecution.  Both parties committed themselves to end violence and work towards a process of negotiation.  Sebokeng massacre 22 July 1990: killing of 30 people by IFP supporters mostly ANC supporters. 42 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

THE PRETORIA MINUTE: 6 AUGUST 1990  Second formal meeting between ANC and N.P.  The ANC agreed to suspend the armed struggle with immediate effect.  The N.P. committed to the release of all political prisoners and indemnify the returning exiles.  The N.P. agreed to suspend the state of emergency in Natal.  Pretoria Minute prepared the ground for formal and inclusive negotiations. CONVENTION FOR A DEMOCRATIC SOUTH AFRICA: 20 DECEMBER 1991 (CODESA)  Nineteen political parties from across the political landscape including the representatives from UNO and Commonwealth met for substantive talks at the World Trade Centre in Kempton Park.  The session was chaired by Justices Piet Schabort and Ismail Mohamed  However the Conservative Party, PAC and AZAPO boycotted the talks.  A compromise agreement was reached:  A multi-party conference would draw up an interim constitution.  The first elected parliament would use the interim constitution for drafting the final constitution.  Parties at CODESA formally committed themselves to multi-party democracy by signing the Declaration of Intent.  They agreed on the following ideals:  An undivided/ unitary South Africa  Independence of the judiciary  Multi-party democracy  Constitution  Separation of powers  Universally human rights for all. 43 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

 The meeting was conclude with appointment of five working groups to prepare for the next round of talks scheduled for May 1992. WHITES ONLY REFERUNDUM: 17 MARCH 1992  De Klerk was accused of selling out Whites particularly by the Conservative sections among whites in South Africa.  When the CP won a seat in Potchefstroom early in 1992, De Klerk decided to call for a referendum to gauge the support for negotiations.  The majority of whites voted in favour of the reforms. CODESA 2 PLENARY: 15-16 MAY  From 7 April to 14 May 1992 working groups tried to work out solutions to outstanding matters assigned to each working group.  The parties reached an agreement that SABC would henceforth present a neutral view of negotiation process.  However, they failed to agree on new constitution-making body and interim government.  NP wanted CODESA II replaced by representative of all political parties and minority veto.  ANC wanted an interim government of no longer than 18 months and simple majority rule.  The forum also failed to reach consensus on Regional powers, future of Bantustans and NP wanted to retain some powers in a future state.  The mass democratic movement led by the ANC called for mass action against the apartheid regime.  The Rolling Mass Action would include strikes, boycotts, marches and stay ways to speed up negotiation process.  16 June 1992: Mass action began, including a nationwide stay away. 44 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

THE BOIPATONG MASSACRE: 17 JUNE 1992  IFP hostel dwellers attacked residents of Boipatong township (49 men, women and children were killed).  Rumours spread of white men handing weapons to Third Force agents to spread violence and chaos.  In response to Boipatong massacre ANC walked out of negotiation process.  COSATU called for nationwide strike.  On 3 and 4 Aug: 4million workers were involved in strikes across South Africa  Mandela led a march of about 50 000 people to the Union Building as part of the national strike. THE BISHO MASSACRE: 7 SEPTEMBER 1992  On 7 September 70 000 ANC members led by Ronnie Kasrils and Cyril Ramaphosa marched on Bisho, the capital of Ciskei Bantustan.  The marchers called for the re- incorporation of Ciskei into South Africa.  Ciskei troops ordered by Oupa Gqozo opened fire killing 28 marchers and wounding 200 demonstrators.  The massacre caused an outrage in the country and the world.  Parties had to find ways for a political settlement in the country. RECORD OF UNDERSTANDING: 26 SEPTEMBER 1992  The Bisho massacre made parties realise the need to formally re-open negotiations.  Consequently, Cyril Ramaphosa and Roelf Meyer of the ANC and NP respectively held secret talks in an attempt to resume negotiations.  On 26 September 1992, Ramaphosa and Meyer signed a ‘Record of Understanding.  Both parties made concessions  NP agreed 45 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

 to release more political prisoners.  erect fences around the migrant hostels.  ban the carrying and displaying of ‘traditional’ weapons by Inkatha members in their rallies.  ANC committed itself to a government of ‘national unity’  This was in line a’ Sunset Clause’ proposed by Joe Slovo, the leader of the SACP.  Accordingly, a Government of National Unity ( GNU) would be established after the elections  It would last for a period of five years and comprised all parties with more 5% of the national vote.  In addition, jobs of the white civil servants, soldiers and police officers would be guaranteed for five years after the democratic elections. MULTIPARTY NEGOTIATNG FORUM: 1 APRIL 1993  The forum met at the World Trade Centre on 1 April 1993.  Afrikaner Volksfront, the PAC, the IFP, delegations from the traditional leaders and the remaining leaders of Ciskei and Bophuthatswana were initially part of the negotiations.  They were, however, opposed to the democratic nature of the constitution under discussion.  Inkatha leader, Chief Mangosuthu Buthelezi soon withdrew Inkatha from the Negotiating Council /Forum.  He felt that the ANC and NP were then driving the process at the expense of other parties.  He formed the Concerned South Africans Group (COSAG) with traditional and homeland leaders and white right-wing parties such as the Conservative Party.  The group came back to the process late after mediation by Henry Kissinger and Lord Carrington. 46 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

ASSASSINATION OF CHRIS HANI: 10 APRIL 1993  Negotiations were disrupted when Chris Hani the General Secretary of the SACP shot dead outside his home in Boskburg by an anti –Polish immigrant Januz Walus.  The assassination caused anger among Africans in particular.  Thousands of people demonstrated in many cities and township throughout the country.  On the night of assassination Nelson Mandela addressed the country in order to calm the situation.  Mandela’s handling of the crisis prevented an outright civil war in the country.  Peace was maintained and the MPNF proceeded with the work of developing an interim constitution. It made the following provisions:  The National Assembly would be constituted by four hundred representatives elected by a system of proportional representation  Nine provinces would replace the old provinces and homelands.  There would be a senate later known as the National Council of Provinces with 10 representatives from each of the nine provinces.  A Bill of Rights would guarantee fundamental human rights.  Parties agreed on 27-29 April 1994 as dates for the first democratic elections in the country.  Eventually elections were held on 27 April 1994 in which everyone over the age of 18 would be allowed to vote. 47 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020

ACKNOWLEDGEMENTS 1.SBA document compiled by Dr G. Pillay, Subject Advisor for Umlazi District 2.2020 Provincial Just in Time document 3.https://www.hist.cam.ac.uk/prospective-undergrads/virtual-classroom/historical-sources- what Accessed 06/03/2020 4. https://www.history.org.uk/student/resource/3211/using-historical-sources Accessed 06/03/2020 5. DBE 2017 Grade 12 Examination Guidelines Document 48 TEACHER GUIDE FOR PROGRESSED LEARNERS 2020