KZN Grade 12 Workbook [ Bhekani]

CURRICULUM GRADES 10 -12 DIRECTORATE NCS (CAPS) JIT LEARNER DOCUMENT HISTORY GRADE 12 TERM 2 - 2022 1|Page

TABLE OF CONTENT NO. TOPIC PAGE/S 1 Analysing Source-Based Questions 3 2 How to prepare for Source-Based questions 4 3 How to answer Source-Based questions ✓ Usefulness ✓ Reliability ✓ Limitations 5-9 ✓ Bias ✓ Messages ✓ Comparison of Sources ✓ Paragraphs 4 Essay writing skills/frames 10 PAPER 2 (Content; Mind Maps; Activities) 5 Civil Resistance in South Africa 1970s to 1980s 11 - 26 6 Black Consciousness Movement 27 - 34 7 Globalisation 35 - 43 8 The Road to Democracy 44 - 50 2|Page

ASSESSING SOURCE-BASED QUESTIONS IN GRADE In the assessment of learners9 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. COGNITIVE HISTORICAL SKILLS QUESTION VERBS EXAMPLES OF QUESTIONS LEVELS • Extract evidence from • According to the • What information in the source LEVEL 1 sources. source tells you about….? 30% • Selection and • List • Quote two reasons from the [15] organization of relevant • Identify source …. information from • Quote • What do you understand by the sources. • State term …...? • Define historical • Name • Definition of concept or historical (1x1); (2x1), concepts • Give terms in your own words (1x2), (3x1) These questions require learners to interpret information in the source and not to extract information directly from the source. • Explanation of historical • Explain the historical term …. In LEVEL 2 concepts/terms (in the the context of …. 40% context of…) • Explain • Use the source and your own [20] • Interpretation of • Comment on. knowledge evidence from sources. • Explain … in the • What do you think? (1x2) • Explain information context… • What messages are conveyed (2x2) gathered from sources. • What messages …? regarding … • Analyze evidence from sources. • Interpret and evaluate • Compare, • Explain to what extent the evidence from sources. • Contrast, evidence in source 1A…...? • Engage with sources to • Comment on…, • Compare the evidence in Source determine its • Explain the 1A and 1B…. regarding … usefulness, reliability, usefulness, • Comment on the bias and limitations. limitations, usefulness/reliability/limitations LEVEL 3 • Compare and contrast • Write a paragraph of the information in Source 1B 30% [15] interpretations and regarding …. perspectives presented in sources and draw (1x2) independent (2x2) conclusions. (8) • Interpretation, evaluation and synthesis of evidence from the relevant sources (paragraph writing) 3|Page

HOW TO PREPARE FOR SOURCE-BASED QUESTIONS When preparing for source-based questions remember the following 1. Know the content and background 2. 8. Read key Read through question and your responses identify the focus area 7. To prepare 3. Provide for source - Know the responses according to based concepts and timelines mark allocation questions 4. 6. Use a pencil to Analyse the highlight the questions key ideas in the source 5. Understand the phrasing of questions 4|Page

HOW TO ANSWER SOURCE-BASED QUESTIONS Remember!! ✓ The key question provides the focus of the content in the sources. ✓ It will also be asked as the paragraph question. ✓ Make brief notes about each source you could include in the paragraph. 1 . The source will be labelled e.g. Source 1C 2. The source will be contextual - 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. 3. Read the source with understanding. 4 . Highlight concepts / terms. In this source e.g. communism/amnesty Mark Allocation o The mark allocation will indicate how much information you are required to provide in your response. o Your responses should be clear, concise and be guided by the mark allocation. Response 1&✓ (2 x 1) (2) Write 2 short responses from the Response 2&✓✓ source (extraction of information) (1 x 2) (2 Write 1 complex response e.g., Response 1&✓✓ definitions or explanations Write 2 complex responses Response 1&✓✓ (2 x 2) (4) Interpretation / explanation Response 2&✓✓ 5|Page

Skills in Answering Source-Based Questions RELIABLE USEFUL The following questions will help you to The following questions will help you to answer a question on reliability & answer a question on usefulness & ✓ What does the source tell you? o What type of source is it? (Is it a primary or secondary source?) ✓ (Validity) o Who created the source? o When was it o Who created the source? (Author) o When was it created? (Date) created? (Date) o Look at the purpose – is it informative o Why was it produced? (Purpose) o Where was it produced? (fact) or opinionated is the source positive or negative? ✓ (Bias) WHAT MAKES A SOURCE ✓ Do you agree with what the UNRELIABLE? o A biased source only gives one9 source is showing? person9s perspective on the ✓ Would it be 8typical9 at the time? (Relevance) event in question. o If a source contains a lot of ✓ What does the source not show emotional language us that we need to know? o If there is a hint that it might be (Limitations) exaggerated. ✓ Can you relate this source to another? (Corroboration) GUIDELINES ON ASCERTAINING THE RELIABILITY OF A SOURCE Remember: No source is 100% reliable o A source is likely to be more reliable if it was created at the time of an event in question (primary source that gives first-hand information). o Sources created by people who were directly involved in an event can be more reliable o These sources will usually be biased but they show us how a key role-player experienced the event in question. o Sources written by historians are also considered more reliable, however, be aware of the context in which they were written (e.g., is the historian biased?) 6|Page

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WHAT ARE THE LIMITATIONS OF A SOURCE? o One sided view o Bias o Facts are deliberately omitted/exaggerated o Propaganda BIAS Bias is when the creator9s perspective is so strongly for or against something that the information in the source is clearly unbalanced or prejudiced. All sources contain some degree of bias, but it is not always possible to detect it. How do I detect bias in a source? • Look for times in a source where any of the following happen: • When describing people or events, the language is too positive and does not admit anything negative • When describing people or events, the language is too negative and does not admit anything positive • The source fails to mention very important information of which you are aware • The source provides clearly incorrect information 7|Page

CARTOON ANALYSIS Caricature (Exaggeration) Political Cartoons • Cartoonists draw people or • All political cartoons rely on simple characters with physical features visual code rather than words. that are larger than they naturally • Once we learn the code we can are. understand the specific messages in • They do this to make the point. the cartoon • Usually, the point highlights something about the character of the person. Symbolism Labelling • Cartoonists use simple objects or • To help their audience symbols, that the general public would understand what each be familiar with. person represents in their • These symbols are used to represent drawings, cartoonists often important concepts or ideas. write a name on the major • While you are interpreting a cartoon figures. identify any symbol and try to work out what concept the image is meant to • So, when you are interpreting P a cartoon, look for the labels. represent. All political cartoons rely heavily u a very simple visual 8code9 rather than relying solely on words to convey MESSAGES use it two 8decode9 the specific message of a cartoon. What messages … o To answer these questions, you are required to explain and /or clarify information in a source, i.e. interpret the message that the creator is trying to expose. o In some instances, you could be asked to expose the creator9s message by using evidence to substantiate your response. o In the case of visual source (cartoon, poster or photograph), you will have to explain what you see in the picture- literal meaning, as well as the symbolic meaning of what you see- the figurative meaning. 8|Page

COMPARING SOURCES Comparing information from different sources: When you are asked to compare information from sources, whether it be similar or differences, you are expected to gather information from both sources which correspond or differ to each other. o For example, you will say <Source A says…= and Source B confirms this by saying… The mark allocation will be as follows: Source A say… Source B confirms this by saying…✓✓ Remember, it is important that you find a link in both sources to compare. If the mark allocation is (2x2) (4) then you compare by providing TWO • Remember to write only ONE paragraph • A paragraph question will always instruct you to use the information in the relevant sources, as well as your own knowledge to write a paragraph. • This means that you read and analyse the sources and see what information/ evidence they give you regarding the key question. • Use the information in the sources to guide you into answering the question. • The 8own knowledge9 should only be used to help you elaborate on the information that the source gives. 9|Page

History Essay Writing Frame This writing frame will assist you to structure your responses to the Essay Questions Question: (Write the Essay Question in the space below) o Underline the Key 8instruction9 words? o Any terms/names/dates need explaining. Introduction: (Write your introduction below) Your introduction should respond directly to the question posed. PARAGRAPH 1: (A) First sentence of first paragraph (Point) Check: Have you made your key point?) (B) Development/explanation of point? (Explanation) (C) Evidence to support your argument? (Evidence/Elaboration) 1. 2. 3. (D) Check: Have you referred back to the question/linked the point explicitly to the question? YES? NO (E) Link to the Line of argument (Link) CONCLUSION: This essay writing frame can be used for structuring any History essay. Use it with the paragraph structuring frame (Point > Explain >Example >Link) and guidelines for writing introductions and conclusions. Learners can adapt this frame to include as many paragraphs as they need. 10 | P a g e

1. Topic 4: Civil Resistance in South Africa 1970s to 1980s Focus area: The crisis of Apartheid in the 1980s – Internal Resistance to Apartheid (Question 1 = Source-Based) 1.1 Mind Map United Democratic Front (UDF) BLACK SASH Congress of South African (Womens Trade Union Movement) P.W. (COSATU) Botha- Reforms End Mass Conscription Democratic Campaign Movement (ECC ) (MDM) 1.2 Time Lines 1980 Botha implementation of reforms to the Apartheid State 1982 The Black Local Authorities Act introduced – which give Black Urban Communities the ability to elect their own councillors. 1983 South African Constitution Act – Resulting to the introduction of the Tricameral parliament. 1983 Formation of the United Democratic Front – Opposing the Tricameral parliament. 1984 Abolishment of job reservation – job was no more just reserved for whites. 1985 Formation of The Congress of South African Trade Unions - played a significant role in the freedom struggle. 1985 Private schools were Desegregated 11 | P a g e

1985 State of Emergency declared or the first time 1985 End Conscription Campaign – 800 men conscripted to the army had failed to report for the January call-up. 1985 Black SASH – Women movement committed to giving humanitarian and practical help to victims of Apartheid laws. 1986 COSATU May day strike 19 88 The Mass Democratic Movement – a loose coalition of anti- apartheid organizations which followed the ANC Freedom Charter 1988 – 1990 Rolling Mass Action – Where a large number of people take action in a similar way, such as striking, but as individuals and without any co-ordination 1.3 Abbreviations Abbreviations and acronyms FOSATU: Federation of South African Trade Unions COSATU: Congress of South African Trade Unions CUSA: Council of Union of South Africa NECC: National Education Coordinating Committee SACP: South African Council of Churches UDF: United Democratic Front MDM: Mass Democratic Movement ECC: End Conscription Campaign SASM: South African Student Movement SANCO: South African National Civic Organization. AZASO: Azanian Student Organization 1.4 Key concepts/terms Reforms Slide Constitutional changes without really moving away from the principal idea Referendum A special election held by government where the entire or specific groups can vote for a particular issue. Total Onslaught Botha believed that there was a total communist attack on South Africa from outside and within the country Total Strategies Botha9s policy to make minor reforms to apartheid system to repress all opposition. 12 | P a g e

1.5 Content Notes/Summaries In the 1980s the NP believed that there was a Total Onslaught against the NP government. The NP implemented their Total Strategy policy – they would make minor reform to the apartheid system and repress (crush) all opposition. 1.5.1 Tricameral Parliament • The NP created a cosmetic Tricameral Parliament. • It made provision for: House of Assembly (Whites); House of Representatives (Coloureds) and House of Delegates (Indians) • It gave limited representation to Coloureds and Indians. Blacks were excluded. • Africans had to exercise their political rights in the 'homelands'. Real political power would remain concentrated in the House of Assembly, the representatives of the 'White' minority. Voters on separate ethnic voter's roles would elect the members of each chamber of parliament: 1.5.2 The UDF • The United Democratic Front was a non-racial alliance of about 400 national, regional and local organisations and based on the Freedom Charter. • The UDF was supported by the African National Congress (ANC) in exile. • It launched a massive nationwide campaign to dissuade Coloured and Indian voters from participating in the elections for the Houses of Representatives and Delegates. Coloured and Indian voter turnout was extremely low. • Those who participated in the Tricameral system were called 'sell-outs', collaborators and 'puppets'. In reaction to these political developments, mass action campaigns swept through the country. These included strikes, mass protests and school, rent and consumer boycotts. • The government responded by banning the UDF and declaring a State of Emergency that lasted for much of the 1980s. 13 | P a g e

1.5.3 The role of Civics • Civics tackled 'bread and butter issues' such as rent, municipal services, public transport and poor recreational and child-care facilities. • Civics sought to improve the quality of life of township residents, and played a major role in the resistance of the 1980s. • There were frequent, violent confrontations with the security forces. Black Councillors and black police officers were forced to flee the townships, forced to resign, or faced violent deaths. • Protests against poor services took the form of boycotts, in which residents refused to pay rent or service fees to the municipality. By 1987, the amount owing to the government due to boycotts was in the region of Rl77 million. 1.5.4 The role of COSAS • COSAS was formed in 1979 to co- ordinated student activities in different regions, to unite and to advance the demands of school students. • They used the slogan 8liberation before education9. They organized school boycotts, stay-aways, consumer boycotts and self-defence structures against the apartheid security forces. • In 1984 there were about 220 000 children absent from school in various parts of the country. Many young people sacrificed education and employment opportunities in order to participate in the struggle against apartheid. • COSAS and AZASO formed the NECC in 1986. The NECC united students, parents and teacher structures in an effort to build democracy in schools and eliminate the Bantu Education curriculum. The NECC adopted the slogan 'Education for liberation.' 14 | P a g e

1.5.5 The South African Council of Churches • The SACC fought for social justice, and challenged the apartheid laws. • Their leaders included Desmond Tutu, Beyers Naude and Frank Chikane. • In 1985, SACC issued the Kairos Document (Moment of Truth). The Kairos document called for the church to stand up for the poor and the oppressed, and stand against the injustices of apartheid. The document said Christians should serve the needs of the struggle for liberation, and mobilise its members to work and plan for a change in government. It also supported civil disobedience. 1.5.6 Trade Unions • They campaigned for the rights of black workers and played a political role as they put pressure on the government to make changes to its apartheid policies. • Links between work issues and broader community grievances in the apartheid state became inseparable. • The Federation of South African Trade Unions (FOSATU) was formed in 1979 and the Council of Unions of South Africa (CUSA) was formed in 1980. It was influenced strongly by the ideas of Black Consciousness and wanted to work to ensure black leadership of unions • In 1985 the Congress of South African Trade Unions (COSATU) was formed, which followed the non-racial policies of the (banned) ANC. A strike was a powerful weapon used by workers. • In 1981, 342 strikes took place in South Africa. In 1986, the number of strikes had risen to 780. • Resistance during the 1980s, which included school boycotts, strikes and guerrilla action of MK, made South Africa increasingly ungovernable and was one of the forces that led to the collapse of the apartheid government 15 | P a g e

1.5.7 Mass Democratic Movement • The UDF was banned in 1988. The Mass democratic Movement was formed to replace the UDF. • The MDM was a loose coalition of anti-apartheid organisations which adhered to the Freedom Charter. • In 1989 the banned ANC called for 1989 to be the 8Year of Mass Action9. MDM launched a national programme that called for an end to segregation in hospitals, public transport and on beaches and widespread worker stayaways in opposition to the elections for the Tricameral Parliament in 1989. • In 1989, the MDM organised a campaign of civil disobedience to defy all oppressive laws. Protesters entered 8whites-only9 hospitals and beaches. • People of all races marched peacefully in several cities to protest against police brutality and repressive laws. By 1989 it was clear that the civil disobedience was effective and that the government could not control it. • Civil protests were effective and government was no longer in control. PW Botha9s total strategy ended in failure. His reforms led to intensified resistance by the Mass Democratic Movement from 1985 onwards. Residents of the townships heeded the call by the ANC in exile to make the country ungovernable. By the end of 1989 the stage was set for major changes in South Africa. 1.5.8 The End Conscription Campaign The SADF was used: • To enforce the government's racist policies • To act against the banned liberation movements within South Africa, as its neighbouring countries • To repress anti-apartheid activities • For these reasons, all white South African men were conscripted into military service in the SADF. • In 1983, the End Conscription Campaign (ECC) was formed. • Conscientious objectors supported the ECC to oppose the conscription of all white South African men into military service in the SADF. • White men who refused to do military service fled the country, faced imprisonment, went AWOL or failed to turn up for their basic training. • By 1985, the number of conscripts who failed to report for so-called National Service was increasing rapidly. • By 1988, the ECC was undermining the apartheid state to such an extent that the Minister of Law and Order, Adriaan VIok, banned the organisation. 16 | P a g e

1.5.9 Black Sash • Was a liberal white organisation who wanted to end apartheid. • They wore black sashes to demonstrate their opposition against apartheid. • They demonstrated peacefully against the discriminatory laws. The Black Sash was founded in 1955, by a group of white women. Black Sash wore black sashes over one shoulder as they stood in public to oppose Apartheid injustices. • The Black Sash oppose all aspects of Apartheid laws in South Africa, were especially active against the pass laws. (i) Black Sash focused on welfare issues such as child support and committed to give humanitarian support to victims of Apartheid laws. (ii) Involved in issues affecting rural communities through projects such as Transvaal Action Committee and National Land Committee. (iii) Black sash gave free legal advice and practical support on issues such as housing, detention without trial, influx control and pensions. Black Sash ended its protests with the democratic reforms that began in 1990. 17 | P a g e

1.6 ACTIVITIES/ QUESTIONS QUESTION 1: HOW DID THE FORMATION OF THE UNITED DEMOCRATIC FRONT (UDF) HELP UNITE DIFFERENT CIVIC ORGANISATIONS AGAINST APARTHEID REGIME IN THE 1980s? SOURCE 1A The source below outlines circumstances that led to the formation of the United Democratic Front (UDF) in Mitchell's Plain in 1983. The plans for a new political organisation were introduced by Rev. Allan Boesak at a conference of the Transvaal Anti-South African Indian Council Committee (TASC) on 23 January 1983. The part of his speech calling for a 'united front' of 'churches, civic associations, trade unions, student organisations, and sports bodies' was unplanned, but well received. He also called for black people to have full participation in the government. The UDF then formed regional committees, which established relationships with local organisations. The Natal UDF was launched first, in May, and then the Transvaal region (in June) and the Cape Province (July). Representatives of the regions formed the Interim National Committee, which also included outside activists. At the end of July, the committee held a two-day meeting where they discussed a national launch date. Although most delegates wanted time to organise the regions before the national launch, they decided the best date was 20 August, the day the government planned to introduce the Tricameral Constitution. The UDF sent out over 400 000 letters, flyers and brochures to advertise the launch of the group. The UDF's symbols – logo and slogan – were also selected at the meeting … Some member organisations adapted the 'UDF Unites, Apartheid Divides' slogan; for example, the Soweto Civic Association used 'Soweto Civic Association Unites – Piet Koornhof Divides'. On 20 August 1983 the UDF was launched in the Rocklands Community Hall, Mitchell's Plain, near Cape Town. After a conference of delegates from 575 organisations, a public rally was held, attended by about 10,000 people. Frank Chikane, the first major speaker, called the day 'a turning point in the struggle for freedom. ' [From https://www.sahistory.org.za/article/united-democratic-front-udf. Accessed 13 May 2021.] 1.1 Refer to Source 1A. 1.1.1 Who, according to the source, introduced the plans for a new political organisation? (1 x 1) (1) 1.1.2 Name the regional committee from the source that was launched in May 1983? (1 x 1) (1) 1.1.3 Explain why you think the national launch of the UDF was on the same day the government introduced the Tricameral Constitution. (2 x 2) (4) 18 | P a g e

1.1.4 Comment on the usefulness of this source to a historian doing research about the formation of the UDF. (2 x 2) (4) SOURCE 1B The photograph below shows Dr. Allan Boesak, Archie Gumede and Mrs Naicker at the launch of the UDF on 20 August 1983. [From https://www.sahistory.org.za/article/united-democratic-front-udf] Mrs Naicker Dr Allan Boesak Archie Gumede 1.2 Study Source 1B. 1.2.1 Identify any TWO leaders depicted in the photograph. (2 x 1) (2) 1.2.2 Use visual clues in the source to explain the messages conveyed in the photograph re. (4) (2 x 2) 1.3 Refer to Sources 1A and 1B. Explain how the information in Source 1A supports the evidence in Source 1B regarding the reasons for the formation of the UDF. 19 | P a g e

(2 x 2) (4) SOURCE 1C The source below highlights the activities that the United Democratic Front (UDF) was engaged in to challenge apartheid government policy. The United Democratic Front's (UDF's) opposition to apartheid manifested (displayed) itself in a number of actions. Shortly after its formation, it launched a successful boycott action against the election of the (coloured) House of Representatives and (Indian) House of Delegates. The UDF was involved in the organisation of a number of consumer boycotts and stay-aways. In 1983 and 1984, it launched the 'one million signatures' campaign, in which signatories were asked to voice their opposition to the so-called Koornhof legislation on black local government, as well as to the new constitution. However, the UDF's greatest impact was at grassroots level where it created local structures that played a key role in the political education and mobilisation of the masses. At its second national congress, held in April 1985, it was decided to transform mass support into active participation, under the theme 'From Protest to Challenge: From Mobilization to Organisation'. Four months later this theme was extended to include a new slogan, 'Forward to People's Power'. The UDF's strategy was to replace decision-making structures created by the government with a system of 'people's power'. It was equivalent to the establishment of 'liberated areas' in South Africa. The state headed off this threat and suppressed the general unrest in the country, which reached a peak in 1985, by calling a series of states of emergency. A large number of people were arrested in terms of security legislation. The UDF, in particular, was badly affected. Several key members of the organisation were murdered, including Matthew Goniwe (UDF organiser in the Eastern Cape) and Victoria Mxenge (UDF treasurer in Natal). Almost the entire leadership corps of the UDF was restricted in the period 1985 to 1987. [From https://omalley.nelsonmandela.org/omalley/index.php/site/q/03lv02424/04lv02730/05lv03188/ 06lv03222.htm. Accessed on 12 May 2021.] 1.4 Consult Source 1C. 1.4.1 Define the concept Apartheid in the context of South Africa's political situation in the 1980s. (1 x 2) (2) 1.4.2 Identify TWO activities that the UDF embarked on to expose the apartheid government. (2 x 1) (2) 1.4.3 Quote evidence from the source that explains the reason for the launch of the 'one million signatures' campaign. (1 x 2) (2) 1.4.4 Explain what is implied by '… it was decided to transform mass support into active participation' in the context of the activities of the UDF. (2 x 2) (4) 20 | P a g e

SOURCE 1D The extract below focuses on the government's reaction in repressing the leadership of the UDF. As the UDF grew, the apartheid regime tried every method at its disposal and every weapon in its arsenal to stop the spread of popular resistance. At times these methods were 'legal', following procedures laid down in the laws proclaimed by government. Other methods were acts of war against the population – they included assassination, bombs, and terrorism in the bitter meaning of the word. Some of the first measures the state tried to repress the UDF was to jail its leaders – by detention without trial, and by trial for political crimes. In August 1984, during the UDF's highly successful boycotts of the Tricameral elections, the state detained 18 of the boycott leaders. In Natal they detained UDF national president, Archie Gumede (who was 78 years old); the UDF national treasurer Mewa Ramgobin, who was also publicity secretary of the Natal Indian Congress (NIC); President of the NIC George Sewpersadh; NIC Vice-President MJ Naidoo; trade union leader and NIC member Billy Nair; general secretary of the South African Allied Workers' Union Sam Kikine; and national chairman of the African People's Democratic Union of South Africa, Kadir Hassim. On September 13, 1984, six of the leaders who had gone into hiding – Archie Gumede, Mewa Ramgobin, MJ Naidoo, Billy Nair, George Sewpersad and Paul David – took refuge in the British consulate in Durban. They deliberately went to the British consulate to highlight – and protest – the British government's support for the Botha regime. [From https://www.saha.org.za/udf/repressing_the_leadership.htm. Accessed on 13 May 2021.] 1.5 Use Source 1D. 1.5.1 Comment on why you think the apartheid regime was determined to stop the spread of popular resistance. (1 x 2) (2) 1.5.2 List TWO tactics from the source to show how the apartheid government tried to stop the growth of the UDF. (2 x 1) (2) 1.5.3 Using the information in the source and your own knowledge, explain why these methods were referred to as 'acts of war against the population'. (1 x 2) (2) 1.5.4 Explain why you think that the government's reaction to the activities of the UDF cannot be justified. (2 x 2) (4) 1.5.5 Name any TWO UDF leaders that were detained by the apartheid government. (2 x 1) (2) 1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how the formation of the United Democratic Front (UDF) helped unite different civic organisations against the apartheid regime in the 1980s. (8) 21 | P a g e

[50] QUESTION 1 HOW DID THE FORMATION OF THE UNITED DEMOCRATIC FRONT (UDF) HELP UNITE DIFFERENT CIVIC ORGANISATIONS AGAINST APARTHEID REGIME IN THE 1980s? 1980s? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] • Rev Allan Boesak (1 x 1) (1) 1.1.2 [Extraction of evidence from Source 1A – L1] • Natal UDF (1 x 1) (1) 1.1.3 [Interpretation of evidence from Source 1A – L2] • As a direct indication that the UDF was against apartheid and its appeasing • To divert attention from planned introduction of the Tricameral Constitution • To undermine government introduction of Tricameral Constitution • To show how determined they were in countering everything to do with apartheid that was intended to render blacks as secondary citizens • Any other relevant response (any 2 x 2) (4) 1.1.4 [Evaluating the usefulness of Source 1A – L3] The source is USEFUL because: • It explains the link between UDF formation and the Tricameral Constitution • It provides information on the formation of the UDF • It gives insight on circumstances and intentions of the civil society to organise themselves into a united front • It highlights circumstances leading to the formation of the UDF • Any other relevant response (any 2 x 2) (4) 1.2 1.2.1 [Extraction of evidence from Source 1B – L1] • Allan Boesak • Archie Gumede • Dr. Monty Naicker (any 2 x 1) (2) 1.2.2 [Interpretation of evidence from Source 1B – L2] Raised fist: • Symbolises salute to express unity, strength (amandla/ power) and resistance to apartheid • A symbol of strength, and hope endures (We shall overcome) (any 1 x 2) 22 | P a g e

Three racial groups: • Symbolises political solidarity among three discriminated racial groups • Their working together is symbol of revolutionary spirit that unity that indeed all these three discriminated racial groups are part of the UDF • Any other relevant response (any 1 x 2) (4) 1.3 [Comparison of evidence from Sources 1A and 1B – L3] FOCUS ON REASONS • Source 1A states that Dr. Allan Boesak introduced the plans for a new political organization and Source 1B shows Dr. Allan Boesak (with glasses) at the launch of the UDF • Source 1A states that the committee decided on the launch date on 20 th August and Source 1B indicates the depicted event to have been at the launch of the UDF on 20th August 1983 • Source 1A makes reference to the Slogan 'UDF Unites, Apartheid Divides' and the unity is shown in Source 1B through the participation of leaders form different races • Any other relevant response (any 2 x 2) (4) 1.4 1.4.1 [Definition of a historical concept from Source 1C – L1] • A policy that governed relations between South Africa's white minority and non-white majority and sanctioned racial segregation and political and economic discrimination against non-whites • A policy or system of segregation or discrimination on grounds of race • A former policy of segregation and political, social, and economic discrimination against the non-white majority in the Republic of South Africa • Any other relevant response (any 1 x 2) (2) 1.4.2 [Extraction of evidence from Source 1C – L1] • Consumer boycotts • Stay aways (2 x 1) (2) 1.4.3 [Extraction of evidence from Source 1C – L1] • To collect one million signatures from the public, declare opposition against the apartheid government and its constitutional reforms (1 x 2) (2) 23 | P a g e

1.4.4 [Interpretation of evidence from Source 1C – L2] • To make sure that they have recruited members from all different walks of life and engage actively in the civil resistance in mass demonstrations • Ensure masses general members actively participate in activities of the UDF that will in the end replace decision making structure created by the government with a system of peoples' power • A call for black people to have full participation in the government. • Any other relevant response (any 2 x 2) (4) 1.5 1.5.1 [Interpretation of evidence from Source 1D – L2] • The government did not want to lose power and authority over blacks • The government wanted to keep blacks as inferior or second-class citizens • The government wanted to maintain their constitutional dominance • Any other relevant response (any 1 x 2) (2) 1.5.2 [Extraction of evidence from Source 1D – L1] • Assassinations • Bombs • Terrorism (any 2 x 1) (2) 1.5.3 [Interpretation of evidence from Source 1D – L2] • The government itself sponsored, and supported, all of these acts, legal and illegal. • The police and military themselves were both implicated and instrumental in acts of criminal violence against activists and resistant communities. • Apartheid government structures themselves set the framework for these illegal acts. • Any other response (any 1 x 2) (2) 1.5.4 [Interpretation of evidence from Source 1D – L2] Government reaction not justified because: • Some protesters were killed and denied the right to life • Protesters' right to equality was deemed by the government as undermining and therefore detained • Leaders were arrested and denied the rights to appear in front of a court. • Any other relevant response (any 2 x 2) (4) 24 | P a g e

1.5.5 [Extraction of evidence from Source 1D – L1] • Archie Gumede • Mewa Ramgobin • George Sewpersadh • MJ Naidoo • Billy Nair • Sam Kikine • Kadir Hassim (any 2 x 1) (2) 1.6 [Interpretation, evaluation and synthesis from relevant sources – L3] Candidates could include the following aspects in their response: • The part of his speech calling for a 'united front' of 'churches, civic associations, trade unions, student organizations, and sports bodies' (Source 1A) • The UDF then formed regional committees, which established relationships with local organizations (Source 1A) • After a conference of delegates from 575 organisations, a public rally was held, attended by about 10,000 people (Source 1A) • To unite the masses from the three different racial groups (Source 1B) • Members were determined to unite and take power (Power to the People) (Source 1 B) • Membership composition reflect unity and representative of all three racial groups that were discriminated against (Source 1B) • Shortly after its formation, it launched a successful boycott action against the election of the (coloured) House of Representatives and (Indian) House of Delegates (Source 1C) • The UDF was involved in the organisation of a number of consumer boycotts and stay-aways (Source 1C) • In 1983 and 1984, it launched the 'one million signatures' campaign, in which signatories were asked to voice their opposition to the so-called Koornhof legislation on black local government, as well as to the new constitution (Source 1C) • 'Forward to People's Power' (Source 1C) • The UDF's strategy was to replace decision-making structures created by the government with a system of 'people's power'. (Source 1C) • As the UDF grew, the apartheid regime tried every method at its disposal and every weapon in its arsenal to stop the spread of popular resistance (Source 1D) • Any other relevant response 25 | P a g e

Use the following rubric to allocate marks: • Uses evidence in an elementary manner, e.g. shows no or little understanding of how the formation of the United Democratic Front (UDF) Marks: LEVEL 1 helped unite different civic organisations 0–2 against the apartheid regime in the 1980s. • Uses evidence partially or cannot write a paragraph on the topic. • Evidence is mostly relevant and relates to a great extent to the topic, e.g. shows some understanding of how the formation of the United Democratic Front (UDF) helped unite Marks: LEVEL 2 different civic organisations against the 3–5 apartheid regime in the 1980s. • Uses evidence from sources in a very basic manner to write a paragraph. • Uses relevant evidence, e.g. demonstrates a thorough understanding of how the formation of the United Democratic Front (UDF) helped unite different civic organisations against the Marks: LEVEL 3 apartheid regime in the 1980s. 6–8 • Uses evidence very effectively in an organised paragraph that shows a thorough understanding of the topic. (8) [50] 26 | P a g e

2. Topic 4: Civil Resistance in South Africa 1970s to 1980s Question focus: The challenge of Black Consciousness to the apartheid state (Question 4 = Essay) Key Focus areas: • The nature and aims of BC • The impact of BC on Labour • The impact of BC on Political Organisations • The impact of BC on the 1976 Soweto Uprisings • The impact of BC on Community Programmes 2.1 Mind-map The impact of Steve Biko and the BC Philosophy on the Community Programmes The Impact of Steve Biko The impact of and BC Steve Biko Steve Biko Philosophy on and the BC and the BC the 1976 Philosophy Philosophy on Soweto Labour Uprising The impact of Steve Biko and BC Philosophy on Political Organisations 27 | P a g e

2.2 Timeline Year Event 1946 The birth of Bantu Steve Biko 1966 Admission to the University of Natal Non-European Section (UNNE) 1967 NUSAS Conference at Grahamstown where black students were accommodated separately from their white counter-parts 1968 University Christian Movement Conference at Stuttterheim where black students were accommodated separately from their white counter-parts 1968 Formation of the South African Council of Churches 1968 Steve Biko and others leave NUSAS and forms SASO 1969 Barney Pityana expelled from his law studies at Fort Hare 1969 Steve Biko is elected President of SASO 1972 Onkgopotse Tiro is expelled from the Turfloop University 1972 BPC is formed 1972 Death of Mthuli Shezi 1972 South African Students Movement (SASM) formed after its predecessor African Students Movement was enlarged 1972 The start of Black Community Programmes under Bennie Khoapa 1973 Steve Biko and other BC leaders are banned by the government 1973 The Durban Workers Strike organized/fuelled by SASO 1974 The Frelimo rallies organized by SASO, South Africans should take inspiration from the example of Mozambique, If the people Mozambique struggled successfully for their independence, what is stopping the Black South Africans 1977 Arrest of Steve Biko 1977 Death of Steve Biko in detention 1978 Formation of AZAPO by the supporters of BC 2.3 Important Abbreviations Abbreviation What it stands for NUSAS National Union of South African Students SASO South African Students` Organisation UCM University Christian Movement UNNE University of Natal Non-European Section SSRC Soweto Students Representative Council SACC South African Council of Churches BPC Black Peoples Convention ASM African Students Movement BCP Black Community Programmes SASM South African Students Movement NAYO National Youth Organisation BC Black Consciousness BCM Black Consciousness Movement AZAPO Azanian People9s Organisation Frelimo Front for the liberation of Mozambique NTCC Northern Transvaal Council of Churches BPA Black Parent9s Association BAWU Black Allied Workers Union UBJ Union of Black Journalists 28 | P a g e

2.4 Key Concepts: Concepts Definition Black Consciousness The Philosophy that advocated Black pride and wanted liberation for all Blacks Conscientise Raise the level of awareness Durban Moment The strike by the coronation brick and tile factory influenced by the BC Medium of Instruction A language used for teaching and learning. Uprising An act of resistance or rebellion Liberation/Black Theology Theology that focused on the injustices of the poor Bantu Education An apartheid system of education that condemned Blacks to inferior education Ideology A belief system. A set of ideas which shape one9s actions Civil Society Protest Opposition to government policies by ordinary members of the society Resistance When a group or even one person works against domination Black Communalism An economic policy based on the principle of sharing and emphasized communal ownership of property and wealth. 2.5 Black Community Programmes Project Focus Publications and Revival of cultural, political and literary (writing) activity leadership training Zanempilo Community The first primary health care centre situated at Zinyoka outside King Health Centre William`s Town. One of the first primary health care initiatives outside of the public sector in South Africa which provided much needed community health education. It was also in this clinic where a successful production of leather goods was facilitated. Solempilo Community A primary health care facility opened on the south coast of Natal Health Centre Ithuseng Community Women empowerment programme, encouraged women to establish Health Programme vegetable gardens and other economic initiatives in Linyenye. Zimele trust fund Established by Biko in 1975 working together with religious leaders. Provided assistance to political prisoners and their families. Supported those who were detained, imprisoned, banned, banished or just released from prison. Those who had difficulty in finding jobs because they were perceived to be trouble-makers were assisted. The fund had particular success with a brick-making scheme in Dimbaza near King William9s Town. Winter School Project Tutors were paid by the Northern Transvaal Council of Churches (NTCC), for the teaching of the Standard 10 learners during winter holidays. 29 | P a g e

2.6 Content Notes/ Summaries 2.6.1 Reasons for the emergence of Black Consciousness Movement in the 1970s. • The struggle for liberation in South Africa was the domain of liberation movements like the African National Congress and the Pan Africanist Congress of Azanian but this was to change in the 60s and 70s. • Political inactivity came about as a result of the government`s harsh reaction to the events of Sharpeville in 1960. • The resulting lull in political activity and opposition to the Apartheid government allowed the government to further entrench repression due making opposition to its policies difficult. • Arrests and harassment of leaders were to be intensified leading to a state of political apathy in South Africa • Experiences of Biko and others within white led organizations like NUSAS and the University Christian Movement. • Among the many issues that fuelled discontent among Black members of NUSAS was its apparent condonation of the status quo: Separate accommodation was arranged for students from different racial groups during the NUSAS conference of 1967 in Grahamstown and that of UCM at Stutterheim in 1968 9.6.2 Aims of Black Consciousness • Biko and others who followed him believed that the struggle of Black Students was their responsibility and that they should not depend on other races who were sympathetic to their course. • This is why Biko and those who supported him felt that `The Blacks are tired of standing at the touchline to witness a game they should be playing. They want to do things for themselves all by themselves` • . The repressive Apartheid system seemed to have beaten Black people into submission and BC aimed to revive them and wake them from the long sleep. • There seem to have been a realization that for Blacks to be able to launch an attack on the repression imposed on them by the Apartheid government they first have to realise that something was wrong and needed to be challenged. • Black Consciousness aimed to work towards the following, among others: ✓ Infuse the black community with a newfound pride in themselves, their efforts, their value system, their culture and their outlook to life ✓ Promoted pride, black identity, culture and history. ✓ Instilled feelings of self-reliance, self-esteem and to fight for own rights. ✓ Instilled a feeling of pride amongst black South Africans. 30 | P a g e

✓ Encouraged black South Africans to overcome the feeling of self-pity, self-alienation and domination by external forces. ✓ To achieve mental liberation and emancipation. To this end, BC stated that` as a prelude whites must be made to realise that they are only human, not superior. Same with Blacks, they must be made to realise that they are also human, not inferior` THE IDEALS OF THE BLACK CONSIOUSNESS MOVEMENT • BC is a philosophy based on the belief that Blacks would only liberate themselves if they can remove the shackles of inferiority and fear. • It advocates that Blacks should conduct their own political campaigns and help each other gain freedom rather than wait for Whites to grant them freedom. • Biko believed that Blacks have lost confidence in themselves as a result of living in a white dominated society. • He believed that in order to regain their freedom, Blacks must regain their confidence and end their dependence on Whites BC promoted a sense of identity and pride amongst Black people. • BC united supporters of the ANC and the PAC by creating an ideology for the liberation of S.A • He wanted blacks to understand why they were oppressed. He quoted "The most potent weapon in the hands of the oppressor is the mind of the oppressed" • In BC freedom for blacks was first and foremost a freedom from the psychological oppression of their own inferiority complex. • Only once the "mind of the oppressed" was free could blacks fight for political and economic freedom. • For Biko there was a difference between Blacks and non-whites "Blacks" were people who defied white oppression and found solidarity with other black people "Non-whites" were blacks who collaborated with the Apartheid government and submitted to white authority. 2.6.3 Political Organisations • The early evidence of the impact of BC on political organisations became evident when Steve Biko and other leaders broke away from NUSAS in 1968 and formed SASO • SASO focused on students at tertiary institutions students. Several Universities and Colleges were established after the passing of the extension of University Education Act of 1959. Among the Universities that were to be fertile ground for the spread of BC ideology were the 31 | P a g e

following: University of Durban Westville, Fort Hare University, University of Zululand University of the North, Turfloop • Formation of Black Peoples Convention as a political vehicle for BC ideas. Having established SASO for the students and SASM for those at school, BC followers wanted a broader and bigger voice to articulate the demands and aspirations of Black people. • Several unions and organisations aligned to BC was formed to give action to the ideology of BC. These included, among others, the following: Black Parents Association, Black Allied Workers Union, Azanian People9s Organisation and others. • The `Viva Frelimo Rallies` of September 1974 were organized by the BC and SASO and took place regardless of the ban placed by the government. • The theme of these celebrations was the achievement of the independence by the people of Mozambique • The arrest of BC leaders and the ensuing courts cases served to heighten the level of political activism and consciousness in South Africa. 2.6.4 Impact on labour • Influence of BC through SASO extended to labour resulting in the famous strike by the tile and factory workers in Durban (Durban Moment) • The influence of BC did not end with the workers in 1973 but it emerged again with the 1976 Soweto Uprising • The Black Allied Workers Union was among the labour formations that were formed through the influence of BC • This was a watershed moment in trade unionism in South Africa because after his event many similar protests were to occur in South Africa. 2.6.5 Black Community Programmes • Steve Biko was to be banished to King William`s Town and this led to the diverted focus to Black Community Programmes (BCP) • Having been banned the focus of Biko now turned to the BC and the Black Community Programmes BCP • To undertake projects for themselves e.g. The Zanempilo Community Centre • Established various projects and trust funds were established to entrench the believe that blacks can achieve self-sufficiency • These included the following: Publications and leadership training, Zanempilo Community Health Centre, Solempilo Community Health Centre, Ithuseng Community Health Programme, Zimele trust and Winter School Project 32 | P a g e

2.6.6 1976 Soweto Uprising • The government plan was to enforce the language policy that promoted Afrikaans to be the medium of instruction in Black schools • These efforts to enforce Afrikaans as a medium of instruction came to people who have been exposed to the teachings of Biko and BC and it was going to be difficult for the government to have its way • Even though the government was ultimately forced to back down on its language policy the killings, arrests and imprisonment continued • Many young South Africans skipped the country to swell the ranks of the ANC and the PAC in exile. • More repressive laws were passed and the anti-apartheid organisations with links to Black Consciousness were banned (SASO, SASM, BPC AND SSRC) 2.6.7 Biko9s death • Biko was re-arrested in 1977 and later died in police custody • The ideas that Biko stood for survived his death and this was true to his statement that` It is better to die for an idea that will live, than to live for an idea that will die` 2.8 ACTIVITIES/QUESTIONS Examples of essays using the common essay question verbs: Do you agree with the statement…? To what extent...? Critically discuss…? 2.8.1 Activity 1 Explain to what extent Steve Biko and Black Consciousness played a significant role in mobilising black South Africans against the Apartheid regime during the 1970s Support your line of argument with relevant evidence (50) 33 | P a g e

2.8.2 Activity 2 `Steve Biko and the philosophy of Black Consciousness had played a major role in reviving political activism and organisations in South Africa in the 1970s` Do you agree with this statement? Use relevant evidence to support your line of argument (50) 2.8.3 Activity 3 Critically discuss how the philosophy of Black Consciousness influenced the Soweto Uprising of 1976. Use relevant evidence to support your line of argument (50) 34 | P a g e

QUESTION 3: THE END OF THE COLD WAR AND A NEW WORLD ORDER 1989 TO THE PRESENT 1. Mind Map 1.Balance of Power 2.Dominance of 6. Response (s) to Globalisation Global Western Capitalism Globalisation 5. Differing forms of Capitalism 3.BRICS 4. Emerging Economies 35 | P a g e

3.1 CONCEPTS: 3.1.1 Globalisation The worldwide movement toward economic, financial, trade, and communications integration. 3.1.2 International Monetary Fund (IMF) It is an international organization that promote global economic growth and financial stability trade, encourages international trade and reduces poverty. 3.1.3 BRICS It is an acronym for the powerful grouping of the world leading emerging market economies namely Brazil, Russia, India, China and South Africa which aims to promote peace, security, development and cooperation. 3.1.4 World Bank It is an international organization that provides financing, advice and research to developing nations to help advance their economies. 3.2 NOTES ON GLOBALISATION Globalisation refers to the technological, political and economic changes, which have resulted in the world functioning in different way from what it did thirty years ago. It also refers to the system of interaction among the countries of world in order to develop the global economy. It also involves technological, economic, political cultural exchanges made possible by advances in communication, transportation, and infrastructure, eg. The internet, email, cellular phones, satellite television. Information can be spread quickly and easy, but countries without access to this new technology are excluded from world development and get left behind. Balance of power and impact on Africa. As the world entered the 1990s, the Cold War over and the collapse of Soviet Union, a new era in the world politics emerge. Russia became much more accepted in the international community and the world stage. USA was left as the sole remaining superpower. USA became the leader of international affairs. In this new world order some countries have successfully adapted to globalisation and became key drivers of the process: USA, China, Japan and Western Europe, they are all from the northern hemisphere. They are the key beneficiaries and leaders of the globalised world. Countries from the South; from the developing world, many of which is former colonies, faced enormous challenges such as poverty and under- developed. Many African countries have not benefited from globalisation but have become victims of it. Dominance of global Western capitalism Globalisation has resulted in national governments having to be aware of international trends and policies. There was dominance of global western capitalism with the USA playing a leading role in the world affairs. The following international bodies influence the policies and choices that national governments make: The United Nation Organisation (UNO), The Commonwealth, The European Union (EU), The International Labour Organisation, The World bank and International Monetary Fund (IMF). 36 | P a g e

Emerging economies and different form of capitalism Before the 1990s the global economic power was in the hands of the USA, Britain, France and Germany. The western style variants of capitalism have been challenged by new form of capitalism that rely less on private enterprise. This change is partly due to the rise of emerging markets to the centre stage of global capitalism. This resulted in the formation of BRICS countries which are distinguish by their demographic and economic potential, to rank among the world9s largest and the most influential economies in the 21st century. The four members of BRICS are Brazil, Russia, India and South Africa. These countries with a new member South Africa dominated some of the important commodity markets and are growing and industrialising at fast pace than any other developing country. Response to globalisation, heralding an age of economic insecurity Nationalism. Nationalism and globalisation are two central phenomena of the modern world. The relationship between globalisatio0n and nationalism is still being debated even today. Some of the arguments are: some scholars suggest that increasing nationalism in the world can be seen as a reaction to globalisation. Others suggest that nationalism is not reaction to globalisation but that globalisation actually serves to reduce nationalism and that globalisation will eventually be the end of nationalism. Some scholars view nationalism and globalisation as a clashing force while others suggest that they tend to become allied forces. 37 | P a g e

4 ASSESSEMENT AND STRATEGIES QUESTION 3: WHAT IMPACT DID THE 2018 BRICS SUMMIT HAVE ON SOUTH AFRICA? SOURCE 3A The source below focuses on the role that South Africa played in hosting the 10th BRICS Summit that was held in Sandton, Johannesburg in July 2018. This article was published on the South African government's website (SAnews.gov.za) on 29 January 2018. South Africa, which took over the rotational chairmanship of the emerging economic grouping Brazil, Russia, India, China and South Africa (BRICS), is set to host the 10th summit in July 2018. The summit, which is scheduled at the Sandton Convention Centre in Johannesburg from 25 to 27 July, will see South Africa building on the programme of development and prosperity for partner countries. South Africa's BRICS Sherpa (leader) during the BRICS stakeholder roundtable, Ambassador Anil Sooklal, said that 'BRICS is an important global formation and South Africa is privileged to host the summit the second time around, as we enter the second decade of cooperation. We have been meeting in a summit form for nine years now and this will be the 10th session. The first summit we hosted in 2013 was very successful with very tangible (real) outcomes and the results of that summit are visible in the work of the BRICS and the global community and we are confident that this summit will also follow suit'. Sooklal said the summit will showcase the cooperation that BRICS members enjoy, as well as its impact globally as they address key challenges faced by emerging countries, such as developmental challenges, growing their economies, and addressing poverty and unemployment. According to Sooklal, within the BRICS context, South Africa has three primary goals which are to see development and inclusive economic growth, to promote value-added trade among BRICS countries and to promote investment. [From https://www.sanews.gov.za/south-africa/sa-host-10th-brics-summit-july. Accessed on 15 March 2019.] 3.1 Refer to Source 3A. 3.1.1 List any THREE BRICS member states from the source. (3 x 1) (3) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3.1.2 Where, according to the source, was the 10th BRICS Summit held? (1 x 1) (1) ___________________________________________________________________ ___________________________________________________________________ 38 | P a g e

3.1.3. What, according to Sooklal, were the THREE key challenges that emerging countries faced? (3 x 1) (3) _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3.1.4 Using the information in the source and your own knowledge, explain how members of BRICS intended to address the challenges that emerging countries experienced. (2 x 2) (4) _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ SOURCE 3B This photograph shows the leaders of India, China, South Africa, Russia and Brazil at the 10th BRICS Summit that was held in Sandton on 25 July 2018. 39 | P a g e

3.2 Study Source 3B. 3.2.1. Explain the messages that are conveyed in the photograph. (2 x 2) (4) • It shows the leaders of their respective countries attending the 10th BRICS Summit in South Africa • It indicates a close and friendly relationship amongst leaders of the BRICS countries • It indicates a sense of unity/co-operation amongst various leaders of BRICS 3.3. Compare Sources 3A and 3B. Explain how the information in Source 3A supports the evidence in Source 3B regarding the 10th BRICS Summit. (2 x 2) (4) • Both Sources 3A and 3B indicate that the 10th BRICS Summit was held in Sandton/South Africa • Source 3A mentions the five member states that made up BRICS while Source 3B shows the evidence of the five leaders of BRICS • Both Sources 3A and 3B indicate co-operation and unity amongst members of BRICS 3.2.2. Using the information in the source and your own knowledge, comment on why you think leaders of BRICS were holding each other's hands. (1 x 2) (2) ________________________________________________________________________________ ________________________________________________________________________________ SOURCE 3C The article below focuses on the trade deals that were signed between South Africa and its BRICS partners. It is titled 'BRICS Investment Deals – Good News for Poor South Africans' and was published in The Sowetan on 25 July 2018. The agreements which are set to be signed between emerging markets at the BRICS Summit, underway in the north of Johannesburg, are likely to benefit poor and unemployed South Africans. This is according to political analyst, Somadoda Fikeni, who yesterday said investment deals would provide much-needed jobs for many people. 'Any funding would create jobs for the ordinary man on the street. South Africa being part of crafting (developing) a new direction can only be positive if it is handled correctly by the government. But, this is positive, especially because South Africa has been downgraded,' (economic downgrade by Western rating agencies) Fikeni said. He said the fact that South Africa is part of the BRICS bloc gives it an opportunity for funding. 'The world power is shifting towards the East, away from superpowers such as the US,' Fikeni said. However, Fikeni warned that South Africa should not be complacent (satisfied) and think that BRICS countries have good intentions. 'They come with the national interests of their countries.' On Tuesday, China made a commitment of $14,7 billion (R196 billion) to fund investments in South Africa. Another political analyst, Ralph Mathekga, said BRICS countries were trying to retain financial sovereignty (independence). He stated that 'BRICS is a way to build financial development where BRICS countries do not have to go to the World Bank for funding'. Mathekga, however, said South Africa was still regarded as an underdog (second best) by other BRICS countries. 'What is happening is positive but South Africa should know that it is still treated as an underdog.' [From https://www.sowetanonline.co.za. Accessed on 15 March 2019.] 40 | P a g e

3.4. Consult Source 3C. 3.4.1. Who, according to the source, benefitted from the agreement that was signed at the 10th BRICS Summit? (2 x 1) (2) ________________________________________________________________________________ ________________________________________________________________________________ 3.4.2. Using the information in the source and your own knowledge, explain the purpose of the investment deals that were signed at the BRICS Summit. (2 x 2) (4) ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 3.4.3 Comment on why you think BRICS member states referred to South Africa as an 'underdog'. (1 x 2) (2) ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 3.4.4 Explain the limitations of this source to a historian studying whether South Africa benefitted from BRICS. (2 x 2) (4) The source has LIMITATIONS because: • It gives the views of South African analysts only (biased)/gives a pro BRICS perspective • There is no indication as to which agreements were signed • The investment deals do not mention which sector of South Africa's economy would benefit from BRICS. 41 | P a g e

SOURCE 3D The source below focuses on the challenges that South Africa faces as a member of BRICS. It is written by W Gumede. The challenge for South Africa is that BRICS may erode South Africa's domestic economy and directly affect employment of its citizens. Many products from BRICS countries compete with those of South Africa. BRICS and Western capitalist countries are all targeting Africa's resources, which poses a direct threat to South Africa's economy. Structural obstacles, poor economic and political policies and the lack of imagination in leadership have restricted South Africa's growth. If old industrial and emerging powers gain an economic foothold in Africa this may undermine South Africa's efforts to grow. Other BRICS countries are already exporting manufactured goods to Africa, including the inputs to Africa's planned infrastructure programmes such as railways. This is hurting South Africa's manufacturing sector which is a key for job creation. Many South African manufacturers say that while products from BRICS countries enter South African markets relatively easily, high tariff barriers make it difficult for South African products to enter its BRICS partners' markets. Nomaxabiso Majokweni, of the umbrella business organisation BUSA, summed up what South Africa needed from BRICS countries when she said 'The balancing act is to ease business transactions while protecting the interests of industry and manufacturing. We are not seeking preferential (special) or free trade agreements. Rather, we should be driving for more transparency from our partners, especially on tariff schedules and hidden internal taxes.' [From http://www.indrastra.com2016/01/opinion-south-africa-brics-challenges. Accessed on 15 March 2019.] 3.5. Read Source 3D. 3.5.1 What challenges, according to the source, did South Africa face as a member of BRICS? (2 x 1) (2) ________________________________________________________________________________ ________________________________________________________________________________ 3.5.2. Define the term capitalism in your own words. (1 x 2) (2) ________________________________________________________________________________ ________________________________________________________________________________ 3.5.3. Identify ONE reason in the source that has 'restricted South Africa's growth'. (1 x 1) (1) ________________________________________________________________________________ ________________________________________________________________________________ 3.5.4. Comment on how BRICS member states affected South Africa's manufacturing sector. (2 x 2) (4) ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 42 | P a g e

________________________________________________________________________________ ________________________________________________________________________________ 3.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining the impact that the 2018 BRICS Summit had on South Africa. (8) The 10th BRICS Summit that was held in South Africa showcased the cooperation between the BRICS countries – this had a positive impact on South Africa. The investment deals that South Africa signed with BRICS addressed South Africa's weak economy which was expected to create more jobs. China made a commitment to pay out $14,7 billion (R196 billion) to fund investments in South Africa. Structural obstacles, poor economic and political policies and the lack of imagination in leadership have restricted South Africa's growth. There were also a number of challenges highlighted namely high tariff barriers, lack of transparency and hidden internal taxes that ought to be addressed. It shows that South Africa is not dependent on its previous trade partners the USA and United Kingdom to get economic assistance to grow its economy. South Africa's membership of BRICS showcases its independence to establish economic links with any other economic block. [50] 43 | P a g e

QUESTION 4: The Road to Democracy in South Africa At the start of the 1990s the South African government began to dismantle apartheid. There were negotiations between the government and the resistance movements. The purpose of the negotiations was to plan a peaceful transition of power. At times, the talks broke down. There were many incidents of violence as South Africa's first democratic elections drew nearer. By 1994, most political parties had reached some agreement and South Africa's first democratic elections were able to take place on April 27th of that year. In 1989, F.W. De Klerk replaced P W Botha as President of South Africa. In 1990, he introduced drastic changes to apartheid. One of these was the unbanning of political parties. A number of reasons have been suggested to explain why the government made these changes after trying to keep apartheid in place for so long. As part of the changes introduced by De Klerk, Nelson Mandela and other political prisoners were released from jail. This action had a major effect on the country. His release was a major symbol that apartheid was ending. Mandela immediately began to call for an even more determined fight to end apartheid, but he also called for discipline and a lessening of violent protest. In 1990 the NP and the ANC met on two occasions to discuss how they would begin to negotiate the future of South Africa. These meetings were successful in laying out the plans for the negotiations, even though there were still tensions in the country. 1ST MEETING – GROOTE SCHUUR MINUTE ● At the first meeting the NP and ANC discussed the conditions for the negotiations to begin. The meeting was held at Groote Schuur, the official residence of the president. They released the "Groote Schuur Minute" which stated that before the negotiations begin, political prisoners would be released and all exiles would be allowed to return ● De Klerk made further political changes. The State of Emergency was called off (except in Natal) and the Separate. Amenities Act came to an end in 1990. ● De Klerk tried to use these changes to show the world that apartheid was ending so that they would end sanctions. Mandela, however, called on countries to continue with economic sanctions. 2ND MEETING – PRETORIA MINUTE ● At the second meeting of the NP and the ANC in 1990, in Pretoria, Mandela announced the end to the armed struggle. ● The last major apartheid laws were removed in 1991. The Group Areas Act and the Population Registration Act ended. This convinced many countries to end sanctions as well as cultural and sporting boycotts against South Africa. ● Violence continued between the ANC and the IFP. 44 | P a g e

Mandela and Buthelezi met to settle differences but violence did not end. It emerged that the Nationalist Government encouraged this violence. This created more distrust between the ANC and the NP. Although the Groote Schuur and Pretoria meetings successfully laid the foundations for future negotiations, there were still tensions in the country. There was a fear that the change of power in South Africa could become a violent one. To avoid violence, it was essential that a peaceful solution between the rival political groups be reached. CODESA Formal negotiations between the ANC and the NP took place at the Convention for a Democratic South Africa (CODESA). Although the talks broke down several times, the ANC and the NP did eventually reach an agreement. ● The first meeting of CODESA was successful. At the end of 1991, the government met with the major political parties, except for the PAC and Conservative Party (CP). The parties agreed that a new South Africa should be free from apartheid and discrimination and that an interim government would rule the country until a constitution had been drawn up. DECLARATION OF ● The second meeting of CODESA was not as successful. INTENT The ANC and the government could not reach a compromise over how power would be shared. The NP still wanted a strong place in government. They wanted the power to change decisions made by parliament. The ANC and COSATU called for a mass strike to force the government to compromise. The talks eventually broke down. ● Incidents of violence in 1992 that disrupted discussions included : Boipotong Massacre (June 1992) and Bisho March (September 1992) – discuss briefly. Refer to page 4 ● Although the talks had officially ended, they continued unofficially and an agreement was eventually reached. Cyril Ramaphosa (representing the ANC) and Roelf Meyer (representing the NP) continued the negotiations. Both sides were willing to compromise and they came up with an agreement. ● Mandela and De Klerk signed the <RECORD OF UNDERSTANDING= They agreed that there would be a five-year Government of National Unity and that a constituent assembly would be created to construct a constitution. Therefore, even though the final agreements that were reached did not happen at CODESA I and II, it was out of these conventions that a peaceful solution to South Africa's change of power was agreed. Mandela argued that De Klerk as head of the government should do something to stop the violence. He also accused the police of involvement in the violence between the ANC and IFP. This was one of the reasons that the ANC eventually withdrew from CODESA. Although De 45 | P a g e

Klerk denied this allegation, it is widely believed that members of the police were involved in inciting this violence. Although violence in the country did not stop the negotiations, it did increase the tensions between the ANC and the NP. This slowed down the negotiation process. Furthermore, the violence showed that not everyone was happy with the changes that were being planned for the country. At the same time that the leaders were negotiating South Africa's future, violence was still occurring within the country. ● Some of the violence occurred because many black people still lived in poverty and many were impatient with the pace of change. ● Much of the violence that occurred was due to the rivalry between the ANC and the IFP. ● One of these violent episodes between the IFP and the ANC was the Boipatong massacre. On 17 June 1992, 200 Inkhata men attacked a squatter camp near the township of Boipatong in Gauteng. They killed forty-five people. Witnesses said that the men had arrived in police vehicles which supported allegations that the government was contributing to the violence. Soon afterwards, De Klerk visited the scene but was driven away by angry crowds. The police opened fire on the crowds and thirty more people were killed. In response to this, the ANC withdrew from CODESA II. ● Soon after Boipatong an ANC march in Bisho ended in a massacre. The ANC organised a march in the capital of Ciskei to protest against the leader of the homeland. 29 people were killed and 200 were injured when the police opened fire on the marchers after they broke through the Ciskei police barrier. ● There were also numerous attacks on white civilians by the PAC's army, the Azanian People's Liberation Army (APLA). The PAC were hoping to attract the support of the angry youth who were becoming impatient with what some saw as the slow pace of the negotiation process. In one of these attacks, members of APLA entered a church and opened fire, killing and wounding members of the congregation. ● Right-wing resistance also added to the violence of this period. Early in 1993, Chris Hani, the general secretary of the Communist Party was assassinated by supporters of the right-wing. His assassination caused protests in the country. Soon afterwards members of right-wing groups broke through the gates of the World Trade Centre and crashed an armoured vehicle through the front of the building. Chris Hani's death and the actions of the right wing did not stop the negotiating process. The parties met at the World Trade Centre. They were called the Negotiating Council. This Council chose 27 April 1994 as the date for the country's first elections 46 | P a g e

INCLUDE THE FOLLOWING • The AWB interrupted the negotiations on 15 June 1993, when they stormed the World Trade Centre with armoured vehicle (a test of commitment) • Assassination of Chris Hani (10 April 1993) – Janusz Waluś (a test of commitment) • Mandela addresses nation on TV (commitment) • St James massacre (25 July 1993) • Heidelberg Tavern shooting (30 December 1993) (test of commitment) • Shell House massacre (28 March 1994) (test of commitment) • Date for the first democratic elections set (27–29 April 1994) (commitment) • Continued violence throughout elections – car bomb outside ANC head offices - Car bomb exploded at Jan Smuts Airport (last efforts to test commitment) • Elections held due to commitment and compromise • Results of election: ANC 62,7%, NP 20,4% and IFP 10,5% • ANC, NP and IFP formed the Government of National Unity as agreed upon in the Sunset Clause (commitment and compromise) • Mandela became first black State President of the new democratic Republic of South Africa with Thabo Mbeki and FW de Klerk as his deputies A Timeline: 1990-1994 Events occurring while negotiations were taking Date Negotiation Process place Feb 1990 Nelson Mandela released. 1990-1993: ANC and other black political On-going attacks on commuter trains on Rand movements were unbanned. by marked gunmen - an estimated 573 deaths (This opened the way for a (rumours that these were 3rd force operatives and negotiated settlement) NP was trying to destabilise country). NP allowed the carrying of Zulu 8Traditional weapons9 (including knobkerries and spears) Rent, school and consumer boycotts renewed by ANC supporters. Aimed to pressurise NP into reaching an agreement faster. May 1990 Groote Schuur Minute NP Government detained 40 members of ANC ANC and NP met (including Mac Maharaj and Billy Nair) accused of NP agreed to release political plotting to overthrow government – Operation Vula prisoners. (Releases began July 1990: IFP attack on ANC stronghold at Sept 1990) Sebokeng 47 | P a g e

June: NP revoked Separate Reservation of Amenities Act Aug 1990 Pretoria Minute: November 1990: Alleged Third Force attacks on ANC agreed to suspend armed informal at Zonkizizwe township outside struggle (An act of 8good faith9 Germiston to show commitment to peaceful negotiation process) NP agreed to suspend State of Emergency in Natal March De Klerk (NP) revoked Land March 1991: Seven Day war in PMB. On-going 1991 Act, Group Areas Act, Pop. violence between ANC and IFP. Registration Act. Oct 1991 92 anti-apartheid organisations 1990-1993: on-going violence in townships. met in Durban and formed Patriotic Front. Called for an interim government. 20 Dec Negotiations towards a new PAC and Conservative Party under Treurnicht and 1991 constitution began. Convention IFP withdrew from CODESA I. for a Democratic South Africa (NB: This brought to an end the Patriotic Front) (CODESA) I (18 delegates + UNO& Commonwealth) NB: At end of CODESA I, NP strongly criticised ANC and NP proposed ANC for not disbanding MK and accused them of 8Declaration of Intent9: keeping MK as a 8private army9. undivided SA, independent Judiciary, constitution, multi- party democracy (NB: Seen as a watershed agreement). 2 stage constitution. 17 March Whites only referendum. 69% voted YES. NP credibility restored. 1992 Should the negotiations continue? May 1992 CODESA II NP wanted CODESA II replaced by representative Agreement reached that SABC of all political parties + minority veto to present a neutral view of ANC wanted an interim govt of no longer than 18 negotiation process. months and simple majority rule. Failed to agree on new Rolling Mass Action initiated by resistance constitution-making body and organisations (strikes, boycotts, street interim government demonstrations to speed up negotiation process). Date Negotiation Process Events occurring while negotiations were taking place 17 June Most agree that Boipatong was Boipatong Massacre: 1992 a turning point after which IFP hostel dwellers attacked residents of negotiation process favours of Boipatong township (49 men, women and ANC. children killed). Rumours spread of white men handing weapons to Third Force agents to spread violence and chaos 48 | P a g e

In response to Boipatong massacre ANC walked out of negotiation process. Govt appointed Goldstone Commission which verified police involvement at Boipatong (3 &4 Aug: 4million workers involved in strikes across SA) Sept 1992 26 Sept Record of 7 Sept: Bhisho Massacre: Understanding Signed between 70,000 ANC members held peaceful Roelf Meyer (NP) and Cyril demonstration in Bhisho, Ciskei (an Ramaphosa (ANC). Commit 8independent9 homeland ruled by Oupa Gqozo). themselves to negotiation Gqozo ordered soldiers to fire: 28 dead, 200 process and finding a peaceful wounded. way forward. NB: CODESA ended, MK disbanded Oct 1992 NP Government agreed to ban Concerned South African Group (COSAG) the carrying of traditional formed (NB: An alliance between 8Homeland9 weapons in public and to release leaders and the far right-wing): more political prisoners. Lucas Mangope (Boputhatswana), Oupa Gqozo (Ciskei), Mangosuthu Buthelezi (KwaZulu), Afrikaner Volksunie and Afrikaner Freedom Foundation. Demanded a Federal govt. 2 April Multi-Party Negotiation 10 April 1993: Assassination of Chris Hani 1993 Process (MPNP) began again at (Leader of the SACP) by Janusz Walus – a Kempton Park. Polish immigrant working under orders of PAC joined negotiation process Conservative Party (Clive Derby –Lewis). Joe Slovo (SACP) suggested a NB: Mandela appeared on TV appealing for 5-year Govt of National Unity calm. (GNU) a 8power sharing9 100,000 attended Hani9s funeral (relatively compromise (8sunset clause9) peaceful) – accepted by NP. IFP refused to take part in election. Date set for 1st democratic election. 400 reps to be voted for. June – 25 June: Afrikaner Weerstandsbeweging (AWB) July 1993 and Volksfront (AVF) stormed the World Trade Centre where negotiations were taking place, vandalised the entrance and threatened the delegates. AWB and Constand Viljoen attempted and failed to defend Mangope9s dictatorship in Boputhatswana against huge opposition from students and worker demonstrations. St James Church Massacre. (African People9s Liberation Army (APLA – PAC9s armed wing) threw grenade and opened fire in St James Church Kenilworth. 11 killed, 58 wounded. Nov 1993 An Interim Constitution for South Africa was agreed upon. 49 | P a g e

28 March Shell House Massacre – IFP members killed by 1994 ANC security forces 27 April 1st multi-party democratic election held in South Africa- Nelson Mandela elected as 1994 the first democratic president 50 | P a g e