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HISTORY GRADE 11 SBA TASKS 2020 | Writing Guide | Study Guide: Via Afrika |
Tips on how to write a good History essay | Segregation, Apartheid, & Resistance 1910-64 | Term 3 Week 2 |
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Paper 1 Nov 2011 | Paper 1 Nov 2011 Addendum | Paper 1 Nov 2011 Memo |
Paper 1 Nov 2012 | Paper 1 Nov 2012 Addendum | Paper 1 Nov 2012 Memo |
Paper 1 Nov 2013 | Paper 1 Nov 2013 Addendum | Paper 1 Nov 2013 Memo |
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Paper 2 Nov 2018 | Paper 2 Nov 2018 Addendum | Paper 2 Nov 2018 Memo |
JHB Paper 1 | JHB Paper 1 Addendum |
The gains achieved by the White minority in the first four decades of the 20th century were, by the 1940s, increasingly under threat however, as African resistance to the racially based system rapidly escalated. This crisis was brought to a head by the continuing decline of the reserve economies. Full proletarianisation in South Africa, would threaten the migrant labour system upon which White profitability depended. This crisis coincided with rapid secondary industrialisation and a substantial growth of urban African populations, as well as growing trade union activity and rising African working class militancy. These developments were threatening not only the conditions for accumulation but White political hegemony itself.
The nationalist regime that came into power in 1948 offered a hard solution to this crisis. Instead of pursuing what appeared to be the inevitable liberalisation and deracialisation of South African society, the nationalists proceeded to freeze the existing segregationist framework into the institution of apartheid. Thus, apartheid was very much about maintaining migrant labour, and extending the economic and political benefits of cheap and controlled workers not only for the mines and farms but also for the now rapidly growing manufacturing sector.
In addition, the process of modernisation in White agriculture that had started in the 1920s and 1930s continued after World War II and into the 1950s and 1960s. What was seen as backward and uneconomic methods of farming were increasingly being pushed aside by a more aggressive and profit-oriented approach. There were growing numbers of tractors, harvesters and combines on farms, and the area of land under cultivation was expanding. With this process of modernisation however, the labour requirements of farmers began to change. The labour shortages of the 1930's and 1940s were now turning into labour surpluses. The large numbers of Africans that had been successfully tied to rural areas were now becoming increasingly superfluous.
The nationalists, having come to power on a strong rural vote, embarked on a process of systematically eliminating the few African tenants that remained in White farming districts and of transforming labour tenancy into wage labour. Farmers, who in the 1930s and early 1940s were desperate for unlimited supplies of labour, now began to view labour tenancy itself as economically backward. The consensus was that if agriculture was to modernise, labour tenancy had to be abolished. These calls by White agriculture were not ignored. The 1964 Bantu Laws Amendment Act, which repealed the 1932 Native Service Contract Act, and amended the tenancy provisions in the 1936 Land Act dealt the final blow to labour tenancy. Over the decades that followed labour tenancy was progressively eliminated. Evictions were carried out by farmers themselves or by officials of the Bantu Administration.
"We then heard that the six-month system had been abolished and we had to wok for the farmer all year round in order to continue living on our land. We were quite agreeable to this but said that our children would starve if we had to live in the low wages that we were getting on the farm for the whole 12 months. If the farmer would pay us more, we would gladly stay on the farm where we were happy. The farmer refused. The Bantu Administration Department told us if we were unwilling to work for the whole 12 months we would have to go to the location." - Dombi Khumalo, labour tenant.
Once a blanket ban on labour tenancy had been achieved, the government targeted the remaining African tenants on absentee landowner farms. These pools of labour were no longer needed by the agricultural sector, and the 1964 legislation resulted in the growing removal of these tenants from White farming areas. It is estimated that between 1960 and 1983 approximately 1.1 million people were removed from White rural areas to the reserves that were then re-constituted as ethnic 'homelands' by the apartheid regime.
The process of re-engineering the role and function of the reserves and the traditional African leadership was a central feature of apartheid. The Bantu Authorities Act (1951) ushered in a system that formalised the territorial separation of the Black majority from Whites in the countryside. The creation of separate 'Homelands' or 'Bantustans' for different 'ethnic' groups to be administered by a system of traditional authority based on a formal hierarchy of chiefs and headmen, left a legacy that the country is still struggling to overcome today. The concept of political control, that was located in pre-colonial African society, was now finally transformed into a key pillar of the government's apartheid apparatus. Chiefs and headmen had finally become "salaried officers in a White state" (Ross, R. (1993). Beyond the Pale: Essays on the History of Colonial South Africa, Johannesburg: Wits University Press, p.228.)
The Bantustan Self-Government Act (1959) took the country further along the apartheid regime's Bantustan schema and introduced the first stages of self-rule. Local administrative authorities were elevated to the level of semi-autonomous governments. This Act also transferred the burden of certain social welfare costs and unemployment responsibilities, as well as the task of political administration, to the Bantustans.
In response to the 1954 Tomlinson Commission report, which highlighted the state of decay in the reserves where poverty and landlessness was rife and agriculture had all but collapsed, Betterment or Closer Settlement Schemes were introduced in an attempt to arrest the situation, which was beginning to threaten the very basis of the system of cheap labour. The intention was to increase crop production and introduce land-use planning and animal husbandry. The Betterment Schemes did not however improve the situation in the Bantustans; instead it caused untold suffering and misery. Under the guise of 'betterment' stock ownership rights and land sizes were further reduced and people were once again forcibly removed.
In addition, the National Party tried to promote the economic development of the Bantustans. Each 'homeland' would have to become self-sufficient and build its own economy - this, despite the fact that the reserves had no access to natural resources, industries or basic infrastructure. In this way, White South Africa pushed all responsibility for millions of its citizens into a system that had no means to build or sustain itself.
From the outset, the essence of political power in the Bantustans was in the words of Govan Mbeki (1964) "a toy-telephone system", advisory boards that were given to Africans and in return for their co-option, chiefs were placed on the pay-role of the apartheid regime. In so doing, the apartheid regime legitimised the complete disenfranchisement of all oppressed people.
Resistance Intensifies
The rise of aggressive Afrikaner nationalism and the attempts to reshape and re-engineer rural villages and to co-opt the traditional leaders were fiercely resisted. There were massive explosions of violence against chiefs who collaborated with the apartheid state, and spontaneous revolts against further intrusion into rural African life.
The period also saw a convergence of rural resistance and the rising tide of struggle in urban cities and towns. The role that migrant workers played in the rural areas is illustrated in a number of rural struggles. The Pondoland uprising was dominated by migrants retrenched from the sugar plantations in Natal (1959-1960), and the Tembuland resistance was led by migrants relocated from the Western Cape. Similarly, the Witzie and Sekhukuneland resistance highlighted the levels of co-ordination between the migrant associations in the compounds and structures in the reserves. Migrant workers collected funds, appointed lawyers and provided input into these struggles.
Despite this urban-rural connection, however, these struggles did not cross the boundaries of the localities in which they were waged. They remained isolated from each other and while they indicated the depth of reaction to the repressive conditions in the countryside and increased the general tide of militancy, they were ultimately unsustainable. National campaigns increasingly focused on urban issues and a co-ordinated national rural movement that could galvanise the struggles of rural people and place the issue of land and agrarian reform on the centre-stage of the liberation struggle did not emerge.
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History Grade 11 - Topic 3 Essay Questions. ... segregation or other means those who are perceived or deemed to be physically, mentally or morally 'undesirable'. ... "Grade 11 November History Paper 1 Exam," National Senior Certificate, November 2018. Cohen, William B. "Literature and Race: Nineteenth Century French Fiction, Blacks and ...
Grade 11 - Apartheid South Africa 1940s to 1960s. A billboard with discriminating instructions Image source. The global pervasiveness of racism and segregation in the 1920s and 1930s. During the 1920s and 1930s, there were discriminatory policies in different parts of the world. These were mostly in European countries like Britain and European ...
Image Source. Essay Question: To what extent were Black South Africans were deprived of their political, economic, and social rights in the early 1900s and how did this reality pave the way for the rise of African Nationalism? Present an argument in support of your answer using relevant historical evidence. [1]
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HISTORY GRADE 11 SBA GUIDELINE 2020 CONTENTS. ... Source-based OR essay tasks in controlled conditions. ( 50 ) 1 MID-YEAR EXAMINATION 1 ... Question focus: From segregation to the creation of Apartheid State. How did the National party use legislation to create an apartheid state?
GRADE 11 HISTORY P2 ... 1.1.1 Define the concept segregation in your own words. (1 x 2) (2) 1.1.2 How, according to the source, was Anton Lembede involved in ... SECTION B: ESSAY QUESTIONS Answer at least ONE essay question, but not more than TWO questions, in this section. Your essay should be about THREE pages long.
an excellent history essay all the time, every time. It will also ... • Segregation as a foundation for apartheid ... --HOW TO USE THIS BOOKLET This book is divided in FIVE chapters. Each chapter will deal with ONE topic in the grade 11 History syllabus. Please be aware that not all topics will be covered at a particular school. For
Essay: Focus on: introduction, analysis, synthesis, developing an ... 2021 National Recovery ATP: Grade 11- Term 2: HISTORY TERM 2 (51 days) Week 1 13 -16 April (4 days) Week 2 19 - 23 April (5 days) ... Global pervasiveness of racism & segregation in the 1920 & 1930s
This booklet is meant to be used in tandem with the telematics programme, and consolidate what was taught in the classroom. The 2022 Telematics lessons will focus on the ability to read, analyse and interpret sources, as well as unpack the arduous skill of penning a stellar history essay all the time, every time.
Apartheid South Africa 1940s to 1960s Essay for Grade 11. Apartheid in South Africa was a system of institutionalised racial segregation and discrimination that existed from the late 1940s until the early 1990s. This period in South African history is marked by the enforcement of legal policies and practices aimed at separating the races and maintaining white dominance in all aspects of life.
The policy of racial segregation after World War Two and the ANCYL Programme of Action In 1948 the National Party came to power in South Africa. Under its policy of Apartheid, racial segregation was tightening up. The ANCYL responded with a Programme of Action in 1949 calling for boycotts, strikes, and general defiance.
We would love to hear your feedback. Why not tell us how it's going by emailing us at [email protected]? Alternatively, visit our teacher forum at www.viaafrika.com. www.viaafrika.com — Nomangesi Peppetta, Teacher We prepare our learners holistically for the world. ISBN: 978-1-415-43699-8 9 78 1 4 1 5 436 9 98 Via Afrika History Grade ...
After the Egyptian Air Force was knocked out, Israeli soldiers swept across the Sinai Desert. 2.4.3 Quote four results of the Six-Day War from the source. (4 x 1) "On the northern front Israel seized the Golan Heights from Syria". "By 10 June the Arabs stood defeated and demoralised.
African Nationalism Grade 11 essay nationalism in sa emerged as response to discrimination and segregation against black people in the do you agree with this. ... Ideas OF RACE IN THE LATE 19th AND Early 20th Centuries grade 11 history essay; ... discrimination and segregation through forming the South African Native National Congress (SANNC) ...
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Preview text. APARTHEID SOUTH AFRICA - 1940s TO 1960s. The global pervasiveness of racism and segregation in the 1920s and 1930s. Apartheid did not emerge out of nowhere. Its key features evolved in the 1900s as part of a system referred to as segregation. Segregation refers to the policy of keeping some population groups separate from others ...
NSC - Grade 11 - Addendum ... segregation within the country. At the time the ANCYL was established, political circumstances in South Africa were tenuous (weak) as the ruling United Party was divided about South Africa's participation in World War II. ... [From Making History Grade 11 by R. Deftereos et al]
In so doing, eugenicists in SA promoted white racial superiority, racial segregation and anti-miscegenation. The Great Depression and resulting economic competition (e.g. for jobs) between blacks and whites. ... History Grade 11 - Topic 3 Essay Questions. Grade 11 Topic 3 - Source-Based Questions. History Grade 11 - Topic 3 Glossary. Visit ...
HISTORY GRADE 11 SBA TASKS 2020: Writing Guide: Study Guide: Via Afrika: Tips on how to write a good History essay: Segregation, Apartheid, & Resistance 1910-64: Term 3 Week 2: Gr 11 History Resources. WCED Grade 11 History Term 2 Week 1: Item Description Source; Paper 1 Nov 2011: Paper 1 Nov 2011 Addendum:
Level 1. Discuss or describe according to a given line of argument set out in the essay. Plan and construct an argument based on evidence, using evidence to reach a conclusion. 2.2 Marking of essays. MARKERS MUST BE AWARE THAT THE CONTENT OF THE ANSWER WILL BE GUIDED BY THE TEXTBOOKS IN USE AT THE PARTICULAR CENTRE.
those included in a specific essay marking guideline for a specific essay. When assessing open-ended source-based questions, learners should be credited for any other relevant answers. 2.3 Global assessment of essay: The essay will be assessed holistically (globally). This approach requires the
Make use of visual clues from the source to back your answer. (2 x 2) (4) Men in particular were affected by the lack of jobs and felt helpless. 2.4.2 Using this source with your own knowledge, explain how an American without a job would have felt after viewing this picture. (1 x 2) (2) They would feel hopeless.
The concept of political control, that was located in pre-colonial African society, was now finally transformed into a key pillar of the government's apartheid apparatus. Chiefs and headmen had finally become "salaried officers in a White state" (Ross, R. (1993). Beyond the Pale: Essays on the History of Colonial South Africa, Johannesburg ...