HISTORY SELF STUDY

GUIDE
GRADE 11
2020
ABOUT THIS STUDY GUIDE

This Study Guide is designed to assist both teachers and learners in approaching
specific content dealt in Grade 11. It focuses on the examinable material and it will
draw your attention to the concepts and issues that you must be able to explain or
demonstrate when writing tests and examination.

The content areas dealt with in this guide have been summarized broadly using
notes, visuals and sources. There are examples of source-based and paragraph
questions which include possible answers or the marking guidelines.

Acknowledgement:

The material has been developed by Jacob Manenzhe (DCES History, Limpopo)
 Contents

1. COMMUNISM IN RUSSIA: 1900 T0 1940 6

1.1 CONCEPTS 6
1.2 ISSUES AND EVENTS THAT LED TO THE 1917 REVOLUTIONS 7
1.2.1 WHAT WERE THE CAUSES, COURSE AND RESULTS OF THE 1905 REVOLUTION? 7
1.2.2 WHAT WERE THE CAUSES, COURSE AND RESULTS OF THE 1917 REVOLUTIONS? 8
1.3 LENIN 9
1.3.1 WHAT WAS WAR COMMUNISM? 9
1.3.2 LENIN AND THE NEP: WHAT WAS THE IMPACT OF THE NEP? 10
1.4 STALIN 11
1.4.1 STALIN’S FIVE – YEAR PLANS: 11
1.4.2 WHAT WERE THE EFFECTS OF STALIN’S POLICIES ON SOVIET WORKERS AND PEOPLE IN GENERAL? 12
1.5 SOURCES ON COMMUNISM IN RUSSIA (1900 – 1940): 13

2. CAPITALISM IN THE USA (1900 – 1940) 15

2.1 WHAT WERE THE CAUSES OF THE WALL STREET CRASH? 15

2.2 WHAT WAS THE SOCIAL AND ECONOMIC IMPACT OF THE WALL STREET CRASH IN AMERICA? 16
2.3 WHAT WAS THE NEW DEAL? 16
2.4 WHAT KIND OF OPPOSITION (CRITICISM) WAS DIRECTED AGAINST THE NEW DEAL? 18
2.5 SOURCES ON CAPITALISM 19

3. IDEAS OF RACE IN THE LATE 19TH AND 20TH CENTURIES 20

3.1 RACE THEORIES IN AUSTRALIA 20

3.2 SOURCES ON IDEAS OF RACE IN AUSTRALIA 21
3.3 RACE THEORIES IN GERMANY 23
3.3.1 CONCEPTS 23
3.3.2 SOURCES 24

4. NATIONALISMS 25

4.1 CONCEPTS 25
4.2 IN SOUTH AFRICA 26
4.2.1 AFRICAN NATIONALISM 26
4.2.2 AFRIKANER NATIONALISM 27
4.3 IN THE MIDDLE-EAST (THE ARAB-ISRAELI CONFLICT) 28
4.3.1 ORIGIN OF JEWISH NATIONALISM: 28
4.3.2 PERSPECTIVES 28
4.4 THE IMPACT OF PAN-AFRICANISM ON GHANA’S INDEPENDENCE IN 1957? 29

5. APARTHEID SOUTH AFRICA 31

5.1 TIME LINE OF SEGREGATION AND APARTHEID LEGISLATION SINCE THE UNION OF SOUTH AFRICA 31
5.2 INTERNAL RESISTANCE TO APARTHEID: 32

6. ASSESSMENT 33
 1. COMMUNISM IN RUSSIA: 1900 T0 1940

In this topic you learn of how Lenin and Stalin applied Communism in Russia.

1.1 Concepts

Socialism: According to Marxist theory, the phase that is implemented after capitalism on the
way to communism; refers to a system where ownership and control of the means
of production is in the hands of the community.

Communism: An ideology that is aimed at establishing a moneyless and classless society based
on communal ownership of the means of production, services and property.

Vanguard of the The Bolshevik Party; the forefront of the workers’ revolution in Russia
proletariat:

Provisional The body introduced after Tsar Nicholas II’s abdication; it replaced the Duma and
government: was intended to govern Russia until elections could be held for a Constituent
Assembly.

Soviet: A workers’ council; a citizen of the Soviet Union (USSR) after 1923

War Communism: Strict communist measures that were enforced by the Bolsheviks during the civil
war from 1918 to 1921

New Economic Policy: Lenin’s economic policy that was introduced in 1921; it was a compromise
between communism and capitalism

Collectivization: A policy of consolidating individual ownership of land into large collective or

communal farms

Gosplan: State Planning Commission in Russia that formulated the Five-Year Plans to solve
Russia’s economic problems

5
1.2 Issues and events that led to the 1917 revolutions

1.2.1 What were the causes, course and results of the 1905 revolution?

6
1.2.2 What were the causes, course and results of the 1917 revolutions?

1.3 Lenin

7
1.3.1 What was war communism?

8
1.3.2 Lenin and the NEP: what was the impact of the NEP?

1.4 Stalin

9
1.4.1 Stalin’s five – year plans:

1.4.2 What were the effects of Stalin’s policies on soviet workers and people in
general?

10
 ● Speed of industrialization & high production targets put workers under tremendous
pressure/ Industrialization was, therefore (one could argue), achieved at a great human cost:

● Peasants & workers who migrated to towns and cities for jobs, stayed in overcrowded and
run-down buildings

● They worked for long hours to meet targets

● Absenteeism from work was punishable

● Working conditions were dangerous

● Wages were low/ with no consumer goods to buy

● Propaganda was used to encourage hard work (‘Stakhanovites’)

● Political purges

● Those opposed to collectivization (kulaks) were sent to concentration camps

● Forced removals to Siberia and Central Asia

● However, there were some successes to a certain extent:

● Standard of living for Soviet citizens did improve: Education and training schemes created a
skilled labour force/ All workers’ children received free education and health care

● Skilled workers (engineers & scientists) were paid higher wages than workers (although this
was anti-communist principle of equality for all)

1.5 Sources on Communism in Russia (1900 – 1940):

Source 1A
This source explains why War Communism as practiced by Lenin, became unpopular in the Russia by
1921.

11
The result of this War Communism was chaos. Peasants refused to hand over the food, or failed to
plant crops that they knew would be taken. Many people did not receive enough rations to live on.
The situation in the factories was just as chaotic with managers fleeing abroad and workers refusing
to work for starvation wages. By 1921 famine had broken out. Industrial production was down to
one seventh of the 1913 level. It is estimated that 3,5 million people died from typhoid alone. With
the economy in ruins, inflation out of control and the country in the grip of famine, the peasants
called for the overthrow of Communism.

From: Russia and the USSR 1905 – 1995 by T Downey

SOURCE 1B
This source explains why Lenin introduced the New Economic Policy (NEP) in Russia in 1921
Lenin said that the Kronstadt rising was ‘the flash that lit up reality’. He knew that he had to do
something to improve the economic situation in Russia. If he did not, the Communists would not
survive. In 1921 he introduced the NEP. Lenin said that the NEP would give the Soviet Union a
‘breathing space’ to get back on its feet. But many Communists were angry about what they saw as a
return to capitalism. They did not like the idea that ‘making a profit’ was the main driving force for
smaller industries. They disliked the fact that the bosses of factories or kulaks (rich peasants) could
hire men to work for them. It was all too much like the old days.

From: Russia and the USSR 1905 – 1941 by T Fiehn

Example 1: a level 3 (high order) question: Refer to sources 1A and 1B. Explain how source 1B
complement source 1A regarding the economic situation in Russia in 1921.
2 x 2 (4)

NB! In responding to this question, check the mark allocation. 2 x 2 means that you should provide
two responses/ facts/ answers which weigh two marks each. You should provide two (separate)
responses that should show how source 1B complement source 1A.

Typical answers 1:

● Source 1A refers to a failed economic policy (War communism) while source 1B refers to a
new economic policy (NEP) that replaced war communism

● Lenin believed that the NEP would give the Soviet Union ‘breathing space’ to get to its feet
(source 1B) in response to the chaos created by war communism (source 1A)

Typical answers 2: If the question asked for similarities,

● Both refer to the Soviet Union’s economic policies applied between 1917 and 1924.

● In both sources, there is rejection of the economic policies ( war communism in source 1A
and the NEP in source 1B)

12
Example 2: A level 3 (high order) question: Refer to sources 1A and 1B and explain how the two
sources differ in respect of the economic situation in Russia in 1921.
2 x 2 (4)

Typical answers:

● Source 1A refers to War communism while source 1B refers to the new economic policy
(NEP)

● In source 1A peasants showed anger against Communism (war communism) while in source
1B the communists were angry against Capitalism brought about by the NEP [Peasants
rejected war communism – 1A while the communists rejected the NEP (capitalism) – 1B]

2. CAPITALISM IN THE USA (1900 – 1940)

In this topic you will learn of the crisis that Capitalism faced through the 1929 Wall Street crash and
how Roosevelt through his New Deal, attempted to revive USA’s economy.

13
 2.1 What were the causes of the Wall Street Crash?

2.2 What was the social and economic impact of the Wall Street Crash
in America?

Impact of the Wall Street Crash

14
 ECONOMICALLY SOCIALLY

Production output dropped by 30% Caused misery among the unemployed

Prices fell by 25% The unemployed could no longer pay rents/ mortgage -
lost their homes
National income declined by 50%
Informal settlements/ ‘shanty towns’ – ‘Hoovervilles’
Big investors went under sprang up
Small speculators lost everything Queues at Soap kitchens
Banks and factories closed down Breadline queues throughout the country
Millions became poor because of unemployment Food riots in small towns
Poverty was worsened by lack of provision of social Families broken up
welfare by Republicans
Suicide rate increased

WWI army veterans demanded post war bonases

2.3 What was the New Deal?

Introduced by FDR / Based on 3Rs – Relief; Recovery and Reform

In the first 100 days of Roosevelt’s Administration, 15 pieces of legislation that established Agencies
and Programmes were enacted.

The New Deal

1933 – 1935 (First New Deal) 1935 – 1940 (Second New Deal)

Emergency Banking relief Act (09/ 03 1933) – gave Roosevelt and his Brain Trust focused on key problem of
Roosevelt power to regulate banking transactions and mass unemployment:
foreign exchange/ only inspected and financially sound
banks would open Federal government took responsibility of directly
employing as many people as financially possible
Federal Emergency Relief Administration (FERA) – gave
money to state governments to provide relief to the Works Progress Administration (WPA) (1935) – replaced
homeless and unemployed the CWA/ employed more than 3 million by 1938 – who
built public buildings, hospitals, schools, airports, bridges,
Alphabet Agencies for Recovery highways & parks

Civil Works Administration (CWA) – created jobs with The Social Security Act (1935) – set up a national system of
minimum pay pensions and unemployment benefit/ Evisted
sharecroppers were helped with homes & loans/ Big
15
Civil Conservation Corps (CCC) – put thousands of men business and the rich were taxed – ‘soak the rich’ tax – to
to work on conservation projects in national parks, get money for pensions and unemployment benefits
forests and public lands
The National Labour Relations Act (Wagner Act) (1935) –
Agricultural Adjustment Act (AAA) (05/ 1933) – assisted legalised collective bargaining; restored faith of workers
farmers with subsidies to reduce production, destroy after disappointment with NRA ; workers chose own
crops & livestock union; union membership increased from 3 million in 1933
to 10 million in 1941; Employers – not happy with the
Tennessee Valley Authority (TVA) – assisted poorest provision of the Act.
farming region along the Valley/ created employment
through conservation (planting forests) and
hydroelectric power stations

Reform Measuress (system of capitalism had to be

changed)

Manipulation of share prices and ‘buying on the margin’

– (not paying full price for shares, e.g. 10% deposit)
became illegal

National Industrial Recovery Act (NIRA) – to address

problem of industry & workers and to deal with recovery
and public works/ established code of business conduct
and fair practice for indivudual industries to promote
growth

Public Works Administration (PWA) - part of the NIRA

that created jobs on public buildings, highways and flood
control

National Recovery Administration (NRA) – created by

NIRA, aimed at stabilising business with codes of ‘fair’
competitive practice; providing jobs, defining labour
standards & raising wages. Enrolled businesses attached
a blue eagle to their products/ ‘Buy Blue Eagle’
campaign. NRA – declared unconstitutional in 1935.

2.4 What kind of opposition (criticism) was directed against the New
Deal?

To Big business and the wealthy: it was viewed as interference; opposed to tax for pensions &
unemployment; opposed to Wagner Act (giving power to unions); regarded New Deal as
undermining capitalist principles of free market, low taxation & weak trade unions; viewed as
moving towards Socialism (refer to agencies for recovery, WPA, Social Security Act and Wagner Act)

16
To the Republican Party, the New Deal would result in huge government spending, increased tax,
growth in bureaucracy & strong federal centralization.

To the Supreme Court (conservative judges) – ruled that programmes of the New Deal was
unconstitutional

To the left (some liberals) – the New Deal did not go far in addressing social inequalities; called for
more redistribution of wealth and introduction of minimum wages across the country; wanted a
faster pace of reform.

Democrats in Southern States – opposed to equality between Whites and African Americans

17
2.5 Sources on capitalism

SOURCE 2A
The following is an extract from Calvin Coolidge’s speech given on Memorial Day, Northhampton,
MA, on 23 May 1923. Calvin Coolidge was the president of the USA from 1923 to 1929.

The main characteristics of those principles [of government] is a government of limited and defined
powers, leaving the people supreme … The individual is supported in his right to follow his own choice,
live his own life, and reap the rewards of his own effort … Opportunity is denied to none, every place is
open, and every position yields to the humblest in accordance with ability and application.

From: Calvin Coolidge Memorial Foundation

SOURCE 2B
This magazine cover of 1927, shows Dolores Costello, an actress, putting on make-up depicting the
roaring 20s when many women started dressing and behaving in ways that were not socially
acceptable at the time.

From: Photoplay – October 1927, Photoplay Publishing Co., Chicago

Question: Refer to Sources 2A and 2B. Explain in what way the information in Source 2B support the
information in source 2A. 2 x 2 (4)

18
 3. IDEAS OF RACE IN THE LATE 19TH AND 20TH CENTURIES
In this topic you will learn of how ideas of race theories in Australia and Germany affected people
socially and politically.
3.1 Race theories in Australia

SOCIAL DARWINISM: THEORY ADVOCATING THAT PEOPLE ARE SUBJECT TO SAME DARWINIAN LAWS OF NATURAL
SELECTION AS PLANTS AND ANIMALS (SURVIVAL OF THE FITTEST).

EUGENICS: THE SCIENCE OF IMPROVING HUMAN POPULATION THROUGH CONTROLLED BREEDING. THE
PURPOSE WAS TO INCREASE THE OCCURRENCE OF DESIRABLE CHARACTERISTICS AND IMPROVE THE
HUMAN RACE.

‘RACIAL SUICIDE’: THIS CONCEPT REFERRED TO THE SLOW GROWING WHITE POPULATION AS COMPARED TO THE
RAPIDLY EXPANDING ASIAN POPULATION IN NORTHERN AUSTRALIA, INTERPRETED AS LEAVING THE
NORTH OPEN FOR INVASION BY ASIANS, AND IN THE PROCESS ELIMINATE WHITE SETTLER
DOMINATION IN AUSTRALIA. TO AVOID BEING ELIMINATED, AUSTRALIA ADOPTED THE WHITE
AUSTRALIAN POLICY – IMMIGRATION RESTRICTION ACT (1901).

‘RACIAL DECAY’: THIS CONCEPT WAS CENTRAL TO EUGENIC THINKING THROUGHOUT THE WORLD. IT WAS BASED ON
THE TENDENCY OF THE WEALTHY AND MIDDLE CLASSES TO HAVING FEWER CHILDREN THAN THOSE
REGARDED AS BEING INFERIOR (POOR) AND ON THE FEAR THAT IT WOULD LEAD TO THE DECLINE OF
THE ‘NATIONAL STOCK’. FROM 1912, MOTHERS WERE PROMISED A REWARD FOR GIVING BIRTH. A
CRITICISM EMERGED SUGGESTING THAT ENCOURAGEMENT OF GIVING BIRTH MIGHT LEAD TO “THE
BIRTH OF MENTALLY DEFICIENT AND UNEMPLOYABLE OF PAUPER STOCK” – WOULD LEAD TO
‘RACIAL DECAY’.

WHITE AUSTRALIA POLICY: IMMIGRATION RESTRICTION ACT, 1901: WAS PASSED TO RESTRICT IMMIGRATION FROM NON-
EUROPEAN COUNTRIES AND DEPORT THOSE ALREADY IN THE COUNTRY. CHILDREN WERE SENT
FROM BRITAIN TO AUSTRALIA AND OTHER COLONIES (AMERICA & CANADA). THE MIGRATED
CHILDREN WERE REFERRED TO AS THE LOST GENERATION.

STOLEN GENERATION: A PRACTICE MEANT TO COMPLETELY ‘BREED OUT’ ABORIGINALITY (IN THE 5TH AND 6TH
GENERATION) AND HAVE IN AUSTRALIA, A COMPLETELY WHITE POPULATION. PEOPLE OF
ABORIGINAL DESCENT WOULD BE MARRIED TO WHITES AND THE PROBLEM OF ‘HALF-CASTE’ OR
‘MIXED RACE’ POPULATION WOULD BE MANAGED AND ELIMINATED. THE PRACTICE INTENSIFIED IN
THE 1930 AS ‘HALF-CASTE’ CHILDREN WERE ‘ASSIMILATED’ INTO THE WHITE POPULATION.
THROUGH THIS SYSTEM, THE PROCESS OF ASSIMILATION WOULD BE REALIZED.

19
3.2 Sources on ideas of race in Australia

SOURCES: 3 A
This picture, published in a Darwin newspaper in the 1930s, shows Aboriginal up for adoption
through assimilation policies. The caption reads: ‘A group of tiny half-caste and quadroon children at
the Darwin half-caste home.’

The hand-written note reads: ‘I like the little girl in centre of group, but if taken by anyone else,
any of the others would do, as long as they are strong.’

From:
Photo:
Australian
Archives
(“Between
Two Worlds”)

Question: Study source 3A carefully. What message, do you think, does this photograph wishes to
convey? 1 x 2 (2)

In responding to this question, consider the mark allocation (1 x 2) which means that you should
provide one response/ fact/ answer that weighs two marks.

20
SOURCE 3 B

This photograph (photographer unknown), was taken on 26 January 1938 (a Day of Mourning that
was arranged by the Aborigines Progressive Association to protest the treatment of Aborigines by
whites).

From: Via Afrika History, Grade 11 by S. Grove` et al

Questions:

Refer to Source 3B. Explain why you think this photograph was taken. 1 x 2 (2)

Refer to Source 3A and 3B and explain how the two sources differ regarding their views towards
Aborigines. 2 x 2 (4)

21
3.3 Race theories in Germany

3.3.1 Concepts

‘ARYAN RACE’/ ‘HERRENVOLK’/ IT OCCUPIES HITLER’S TOP HIERARCHY OF RACES. IT IS COMPRISED OF BLOND,
‘MASTER RACE’: BLUE-EYED GERMANS/ A ‘PURE’ RACE THAT SHOULD SUBJUGATE OTHER
INFERIOR RACES.

ANTI-SEMITIC: REFERS TO HATRED, DISLIKE AND BEING AGAINST JEWS

GENOCIDE: REFERS TO SELECTIVE MASS MURDER INTENDED TO DESTROY IN WHOLE OR

PART, A NATIONAL, ETHNIC OR ‘RACIAL’ GROUP. THE MOSTLY TARGETED
GROUPS WERE JEWS AND BLACKS.

EINSATZGRUPPEN: THE NAZI KILLING UNITS THAT OPERATED IN NAZI-OCCUPIED EUROPE.

HOLOCAUST: THE GENOCIDE OF ABOUT 6 MILLION EUROPEAN JEWS DURING WORLD WAR
II. A PROGRAMME OF SYSTEMATIC STATE-SPONSORED MURDER BY NAZI
GERMANY, LED BY HITLER, THROUGHOUT NAZI-OCCUPIED TERRITORY

THE FINAL SOLUTION: NAZI GERMANY’S SYSTEMATIC AND PLANNED MASS MURDER OF THE ENTIRE
JEWS POPULATION OF EUROPE BY THE NAZIS.

A COLLABORATOR: A PERSON WHO BETRAYS OTHERS BY WORKING WITH AN ENEMY, ESPECIALLY

AN OCCUPYING FORCE. IN THE CONTEXT OF GERMANY, A COLLABORATOR
WOULD BE SOMEONE WHO WORKED WITH THE NAZIS.

A BYSTANDER: A PERSON WHO OBSERVES SOMETHING HAPPENING AND IS NOT INVOLVED

THROUGH INTERVENING OR ANYHOW.

A PERPETRATOR: A PERSON WHO COMMITS OR IS RESPONSIBLE FOR SOMETHING MORALLY

WRONG OR IS CRIMINAL

3.3.2 Sources

Source 3C
The following is an explanation of what Eugenics was according to Francis Dalton. Francis Galton,
Charles Darwin’s cousin, was the first to apply Darwin’s theories to heredity in what became known
as Eugenics.

22
‘Eugenics is the science that deals with all influences that improve and develop the inborn qualities of a
race. But what is meant by improvement? We must leave morals

as far as possible out of the discussion on account of the almost hopeless difficulties they raise as to
whether a character as a whole is good or bad. The essentials

of eugenics may, however, be easily defined. All would agree that it was better to be healthy than sick,
vigorous than weak, well fitted than ill fitted for their part in life.

In short, that it was better to be good rather than bad specimens of their kind, whatever that kind might
be’.

From: Eugenics: Its Definition, Scope, and Aims’ – a lecture to the Sociological Society at a meeting in the School of
Economies by F Galton

Question:

Study source 3C. Explain the concept, Eugenics in your own words. 1 x 2 (2)

SOURCE 3D
This source, written by an American, Jacob Landsman, in the mid-1930s, provides an opposing view
to the theory of eugenics.
It is not true that boiler washers, engine hostlers, miners, janitors and garbage men, who have large
families, are necessarily idiots and morons … It is not true that celebrated individuals necessarily beget
celebrated offspring … [or] that idiotic individuals necessarily beget idiotic children … It is not true that,
because the colour of guinea pigs is transmissible in accordance with the Mendelian [a scientist who
discovered inherited traits in plants] theory, therefore human mental traits must also be … It is not true
that, by any known scientific test, there is a Nordic race or that the so-called Nordic race is superior to
any other race.

From: The Nazi Connection by S. Kuhl

Questions:

Explain why you think source 3D is a biased source. 2 x 2 (4)

Explain whether this source can be regarded as a reliable piece of historical writing by a student
studying about eugenics in Australia and Germany. 2 x 2 (4)

4. NATIONALISMS

In this topic you learn of different forms of nationalisms: African nationalism against Afrikaner
nationalism; Israeli against Arab nationalism and nationalism in Ghana.

23
4.1 Concepts

NATIONALISM: IDEA THAT PEOPLE WHO SHARE A COMMON HISTORY, LANGUAGE, RELIGION AND
TRADITIONS FORM A NATION WHO SHOULD RULE THEMSELVES. LOYALTY TO THE NATION
AND CULTURE IS OF UTMOST IMPORTANCE.

NATIONALISM AS AN BENEDICT ANDERSON BELIEVED THAT A NATION WAS A SOCIALLY CONSTRUCTED

IMAGINED COMMUNITY: COMMUNITY THAT WAS IMAGINED BY PEOPLE. WHEN THERE WAS A LACK OF A COMMUNAL
LANGUAGE OR CULTURAL SIMILARITIES BETWEEN PEOPLE IN A NATION, NATIONALISM
SOUGHT TO CONVINCE INDIVIDUALS TO MERGE THEIR HOPES AND DREAMS WITH THOSE OF
AN IMAGINED COMMUNITY OF THE NATION.

AFRICAN NATIONALISM: AN IDEOLOGY THAT UNITED BLACKS IN THE STRUGGLE AGAINST COLONIAL AND RACIST
OPPRESSION IN AFRICA IN ORDER TO ACHIEVE FREEDOM AND INDEPENDENCE; SOME
SMALLER GROUPS IN THE MOVEMENT PERCEIVED ‘AFRICAN’ AS BEING BLACK AND EXCLUDED
WHITES

AFRIKANER NATIONALISM: AN ORGANIZED MOVEMENT TO UNITE ALL WHITE AFRIKANERS AND ACHIEVE
CONSTITUTIONAL INDEPENDENCE FROM BRITAIN IN A SOVEREIGN REPUBLIC UNDER WHITE
CONTROL.

AFRICANISTS: PEOPLE WHO BELIEVED THAT AFRICA SHOULD BE FOR BLACK AFRICAN PEOPLE ONLY; THEY
ALSO BELIEVED IN CONTINENTAL UNITY AND SOCIALISM

ZIONISM: A JEWISH NATIONAL MOVEMENT THAT STARTED IN THE LATE 19TH CENTURY THAT AIMED AT
ESTABLISHING A NATIONAL HOMELAND FOR JEWS IN PALESTINE

JUDAISM: ONE OF THE OLDEST MONOTHEISTIC RELIGIONS IN THE WORLD; RELIGIOUS JEWS VIEW THEIR
RELIGION AS A COVENANT BETWEEN GOD AND THE ISRAELITE PEOPLE

4.2 In South Africa

4.2.1 African nationalism

24
4.2.1.1 African organizations that led to the rise of African nationalism:

● Natal Indian Congress (NIC) – formed by Indians in 1894

● African People’s Organisation (APO) – formed by coloureds in 1902
● South African Native National Congress (SANNC) – formed by Blacks in 1912 and became ANC in
1923
● Industrial and Commercial Workers Union (ICU) – formed by Clements Kadalie in 1919

4.2.1.2 How did WW2 influence the rise of African Nationalism?

For participation in the war, Africans demanded full citizenship in the Union of SA
● Atlantic Charter (1941)
● African Claims (1943)
● Influence of returning soldiers

4.2.1.3 Different types of African nationalism

Militant and radical form of nationalism: Through the Programme of Action adopted by the ANC
youth League in 1944.

Non-racial African nationalism: Through the Congress of the people (1955) adopted by the ANC,
Coloured People’s Congress, South African Indian Congress and the Congress of Democrats.

Africanists: an exclusive African nationalistic movement believing in Africa for the Africans. It was
adopted by the PAC in 1959.

25
4.2.2 Afrikaner Nationalism

4.2.2.1 Afrikaans movements that contributed to the rise of Afrikaner

nationalism

26
 4.3 In the Middle-East (the Arab-Israeli conflict)

4.3.1 Origin of Jewish nationalism:

● Zionism
● Balfour Declaration
● Establishment

4.3.2 Perspectives

Israeli Palestinian
The Declaration of Independence of the state of Israel The occupation of Palestine by Jewish communities
state the following words: was regarded as a catastrophe (An-Nakba) because of
The land of Israel was the birthplace of the Jewish the following:
people. Here their spiritual, religious and national Britain supported Jewish communities to take away
identity was formed. Here they achieved independence Palestinian land. The removal of Palestinians was seen
and created a culture of national and universal as ‘ethnic cleansing’ of the Palestinians from Palestine.
significance. Here they wrote and gave the Bible to the 85% of Palestinians were driven out of their country to
world … Exiled be refugees in neighboring Arab countries. Many
from Palestine, the Jewish people remained faithful to it Arabs were killed through massacres, e.g. the Deir-
in all the countries of their dispersion … The recognition Yassim massacre (100 Arabs were killed)
by the United Nations of the right of the Jewish people to
establish their independent state may not be revoked. It
is … the self-evident right of the Jewish people to be a
nation, as all other nations, in its own sovereign state …
We offer peace and unity to all neighbouring states and
their peoples … The State of Israel is prepared to share in
a common effort for the advancement of the entire
Middle East.

4.3.3 Arab-Israeli conflict

War of Independence (1948) – State of Israel declared. Created refugee population of over million
Palestinian. Militant Arab armed group (Al-Fatah) established by Yasser Arafat in 1958
The Suez Canal crisis (1956) – Egypt (Gamal Abdul Nasser nationalized the Suez Canal to raise funds
for construction of the Aswan Dam – as Britain and France had retracted their aid. Britain and France
lost credibility when they supported Israel to regain the canal but failed.

Six-Day War (1967) – Egypt, Jordan, Syria and Iraq formed military alliance against Israel but Israel
attacked first on 05 June to a resounding victory.

27
Yom Kippur War (1973) – surprise attack on a Jewish religious holiday of Yom Kippur by Egypt and
Syrian troops and took control of the Sinai peninsula nad the Golan Heights respectively. Israel
fought back, pushed back arab forces and regained lost land.

Intifada (1987-) – Palestinian uprisings against Israel. Hamas – an armed wing of the Muslim
brotherhood in Palestine emerged.

4.4 The impact of Pan-Africanism on Ghana’s independence in 1957?

4.4.1 How did Pan–Africanism lead to Ghana’s Independence in 1957?

● The few educated studying abroad (elite) – exposed to Pan-Africanism

● The role of the Big Six
● Influence of personalities of the African diaspora
● Du Bois – encouraged the educated to lead in the liberation
● Garvey – encouraged unity of all Africans ‘Africa for Africans’
● Padmore – Nkrumah’s advisor
● The Fifth Pan African Congress (1945)
● Pan-Africanism as a movement of regional integration
● Nkrumah’s call for African unity and pan African common market
● Nkrumah’s idea of the United States of Africa
● The First All-African People’s Conference, Accra, 1958 – for independent states and liberation
movements. The Second one in Tunis in 1960. The Third in Cairo (1961).
● Two regional pan-Africanist organizations: Pan-African Freedom Movement for Eastern, Central
and Southern Africa (PAFMECSA) and Ressemblement democratique africain (RDA)

4.4.2 Could nationalism attained by Ghana in 1957, be regarded as a positive nationalism?

AGREE:

● The role of the Big Six

● Nkrumah brought four regions of Gold Coast into one single state
● Opted for full independence in unity – not federalism
● Composition of his first cabinet
● Britain assisted in training the civil service
● The use of English as official language and the name ‘Ghana’ – ‘warrior king’ had unifying factors

28
DISAGREE:

● Inability to bring all tribes together

● Independence achieved with some differences not ironed out
● Unpopular economic policies
● Preventative Detention Act
● 1964 – one party state
● Spent more money on defence force
● Nkrumah was ousted by rival tribes

29
5. APARTHEID SOUTH AFRICA
In this topic, you will learn of the application of segregation and apartheid by the white government
and resistance against those policies by blacks in general and liberation movements. You are
provided with a time line of the Segregation and Apartheid Acts and also a chronology of resistance
meted out against the Apartheid Government.

5.1 Time line of segregation and apartheid legislation since the Union
of South Africa

● Mines and Works Amendment Act (1911) – reserved skilled jobs for whites
● Native Land Act (1913) – allocated only 7% of land to Africans
● Native Urban Areas Act (1923) – for influx control
● Industrial Conciliation Act (1924) – legal recognition of White Unions
● Wage Act (1925) – preference for hiring white workers
● Mines & Works Amendment Act (1926) – skilled jobs extended to coloureds in certain
categories but excluded Indians and Africans
● Native Economic Commission (1932) – dealt with great depression (Blacks to be kept in
reserves and not to join city life)
● Representation of Natives Act (1936) – blacks not to interact with whites
● Native Trust and Land Act (1936) – extended territorial segregation
● Native Laws Amendment Act (1937) - enforce stricter regulation of pass laws
● Electoral Laws Amendment Act (1940) – compulsory registration of white voters
● Factories, machinery & Building works Act (1941) – racially segregated work, recreation and
eating areas
● The Asiatic Laws Amendment Act (No. 47 of 1948)
● The Prohibition of Mixed Marriages Act (No. 55 of 1949)
● The Separate Representation of Votes Act (No. 46 of 1951)
● The Immorality Amendment Act (No. 21 of 1950)
● The Population Registration Act (No. 30 of 1950)
● The Group Areas Act (No. 41 of 1950)
● The Suppression of Communism Act (No. 44 of 1950)
● The Bantu Education Act (No. 47 of 1953)
● Native (Bantu) Labour (Settlement of Disputes) Act (No. 48 of 1953)
● The Reservation of Separate Amenities Act (No. 49 of 1953)
● The Natives Resettlement Act (No. 19 of 1954)
● The Native (Urban Areas) Amendment Act (No. 16 of 1955)
● The Appellate Division Quorum Act (No. 27 of 1955)
● The Senate Act (No. 53 of 1955)
● The South African Amendment Act (No. 9 of 1956)
● The Industrial Conciliations Act (No. 28 of 1956)
● The Extension of University Education Act (No. 45 of 1959)

30
5.2 Internal resistance to Apartheid:

● SANNC – non-violent/ deputation to Britain against the 1913 Native Land Act
● Formation of Communist party (1921)
● All African Convention (1935)
● Marabastad riots (Dec 1942)
● Alexander bus boycotts (1943 & 1944)
● The African claims (1943)
● Formation of the ANC Youth League (1944)
● Programme of Action (1949)
● Congress alliance (1950)
● Defiance campaign (1952)
● Women’s Charter (1954)
● Freedom Charter (1955)
● Women’s march to the Union buildings (1956)
● Anti-Pass march campaign (Sharpeville 1960)
● Underground strategy (ANC – MK and PAC – Poqo) (1961)
● Liliesleaf farm (1963)

ACTIVITIES: (Work in pairs)

Try and link each or a group of legislation(s) or Act(s) provided in (5.1) with resistance to Apartheid
(5.2).Draw a table of two columns, the left one labeled Legislation(s)/Act(s) and the right one labeled
resistance. Take FIVE Acts at a time – until you completely deal with all of them.

6. ASSESSMENT

In pairs or a small group attempt responding to this source-based task. If you are not sure of some
responses, ask you teacher to help you.

SOURCE 1A

31
 This source, from the Sunday Nation of Nairobi (22 February 1976), shed light on the Sharpeville
massacre (21 March 1960).
On the eve of the march, Sobukwe in his speech said: "Sons and daughters of the Soil, Remember Africa! ...
The step we are taking is historical, pregnant with untold possibilities. We must, therefore, appreciate our
role. We must appreciate our responsibility. The African people have entrusted their whole future to us. And
we have sworn that we are leading them, not to death, but to life abundant. My instructions, therefore, are
that our people must be taught NOW and CONTINUOUSLY THAT IN THIS CAMPAIGN we are going to observe
ABSOLUTE NON-VIOLENCE!”

(In the morning of the day of the march) ... the PAC task force members started out before the break of dawn
lining up marchers in street after street. ... In line with the instruction of the Party leadership, when all the
groups had been assembled, the 10,000 and more men, women and children proceeded to the local police
station - chanting freedom songs and calling out campaign slogans "Izwe lethu" (Our land); "I Africa";
"Awaphele amapasti" (Down with passes); "Sobukwe Sikhokhele" (Lead us Sobukwe); "Forward to
Independence, Tomorrow the United States of Africa"; and so on and so forth.

When the marchers reached Sharpeville's police station a heavy contingent of police was lined up outside,
many on top of British-made Saracen armoured cars. ... The chanting of freedom songs was picking up and
the slogans were being repeated with greater volume. ... But shortly after the PAC branch leaders had been
let through into the police station, without warning, the police facing the crowd opened fire and in two
minutes hundreds of bodies lay sprawling on the ground like debris. The joyful singing had given way to
murderous gunfire, and the gunfire was followed by an authentic deadly silence, and then screams, wild
screams and cries of the wounded.
Littering the ground in front of that police station in nearby dusty streets were 69 dead and nearly 200
injured men, women and children; a revolting sight which appalled decent human beings the world over as
pictures of the massacre got around.

From: Saho.htm: The Sharpeville massacre: its historic significance in the struggle against
Apartheid. Accessed on: 02 March 2012

SOURCE 1B

This photograph depicts the crowd running away on the day of the Sharpeville massacre (21 March
1960) as the policemen started shooting at them.

32
 From:http://media.photobucket.com/image/Sharpeville%20massacre/ProfessorofTruth/Protest/
AzaniaSharpevilleMassacre-2.jpg?0=1 Accessed on: 07 March 2012

SOURCE 1C

This source is the Apartheid government’s report of the Sharpeville massacre as published in The
Cape Times on 22 March 1960 (the day after the Sharpeville massacre).

Dr Verwoerd, the Prime Minister, making a further statement about the riots, said the latest
information was that 49 Bantus were killed and 156 wounded in the disturbances at Sharpeville
Bantu Township near Vereeniging.

33
... At Sharpeville, Colonel Pienaar, in command of the police there, had to force his way through a
crowd of about 20,000 Bantu who had surrounded the police station.

...Stones rained on the police and the mob advanced on them. Colonel Pienaar then gave orders for
the police to load. At that moment three shots were fired at the police from within the Bantu crowd.
The shouting crowd advanced and the police fired a volley with Sten guns and 303s without an order
having been given to fire.

...He regretted that the effect of all the propaganda of the past years had brought the government's
handling of Bantu affairs under suspicion and these people had now been instigated to try the
impossible and challenge the authority of the state”

From: Saho.htm: Archive Sharpeville massacre 1960. Accessed on: 07 March 2012

SOURCE 1D
This source elaborates the impact of the Sharpeville massacre after March 1960.

This massacre created a crisis for the apartheid government, both inside the country and internationally.
The government immediately declared a State of Emergency and banned political meetings. Within less
than a month, it banned both the Pan Africanist Congress, which had organized the action in Sharpeville,
and the African National Congress. After lengthy internal discussions, the ANC and PAC turned to armed
struggle and went underground.

From: http://overcomingapartheid.msu.edu/multimedia.php?id=13. Accessed on 7 March 2012

EXAMPLE OF A SOURCE BASED QUESTION:TOPIC 5.

WHAT WAS THE IMPACT OF THE SHARPEVILLE MASSACRE IN SOUTH AFRICA IN THE 1960s?

Refer to Sources 1A, 1B, 1C and 1D to answer the following questions

1.1. Refer to source 1A

1.1.1 What instruction, according to the source, did Sobukwe give to

34
 the people who were to participate in the campaign? 1 x1 (1)

1.1.2 Use the source and your own knowledge to explain the concept, non-violence.
1 x 2 (2)
1.1.3 Use the source and your own knowledge to explain the reason for the march
on 21 March 1960? 1x 2 (2)

1.1.4 Use of the source and your own knowledge to write down an ideology that influenced the
marchers to shout “Forward to Independence, Tomorrow the United States of Africa!”
1 x 2 (2)

1.1.5 According to the source, the police force opened fire without warning. What does this
imply? 1 x 2 (2)

1.2 Consult Source 1B

1.2.1 Who are the people seen standing on top of the armoured vehicles? 1 x 2 (2)

1.2.2 What, do you think, was the reason for taking this photograph? 1 x 2 (2)

1.2.3 How useful can this source be to a history student doing research on the Sharpeville
massacre? 2 x 2 (4)

1.3 Refer to sources 1A and 1B. Explain how the two sources support each other regarding the
action of the police officials? 2 x 2 (4)

1.4 Study Source 1C

1.4.1 Who was the Prime Minister of South Africa during the incident of the Sharpeville massacre?
1 x 1 (1)

1.4.2 Why according to the source, did the police open gunfire to the mob? 2 x 1 (2)

1.5 Refer to sources 1A and 1C.

1.5.1 How do the sources differ regarding:

a) the number of the people gathered? 2 x 1 (2)
b) the number of people killed? 2 x 1 (2)

1.5.2 Use the sources and your own knowledge to explain what could have influenced the
difference in figures provided. 2 x 2 (4)

1.6 Study Source 1D

35
1.6.1 Use the source and your own knowledge to explain the concept, State of Emergency.
1 x 2 (2)

1.6.2 Explain in what ways the Sharpeville massacre created a crisis for the Apartheid government.
2 x 2 (4)

1.6.3 Use the source and your own knowledge to explain why the apartheid
government banned the PAC and the ANC. 2 x 2 (4)

1.6.4 In what way is the photograph (Source 1 B) supported by Sources 1A and 1C regarding the
events of the Sharpeville massacre. (8)
[ 50 ]

36
ACKNOWLEDGEMENTS:

Calvin Coolidge Memorial Foundation

Downey, T. Russia and the USSR 1905–1995, Oxford University Press, 2000

‘FHAO, Race and Membership’ p. 240, 241, in Kuhl, S. The Nazi Connection, Oxford University Press,
1994, pp. 15–16

Fiehn, T. Russia and the USSR 1905–1941, J, Murray, 1996

Galton, F. ‘Eugenics: Its Definition, Scope, and Aims’ – a lecture to the Sociological Society at a
meeting in the School of Economies (London University) on 16 May 1904, published in The American
Journal of Sociology, Vol. X, No. 1, July, 1904)

Grove` S, 2012. Via Afrika History, Grade 11, Via Afrika publishers

http://media.photobucket.com/image/Sharpeville%20massacre/ProfessorofTruth/Protest/
AzaniaSharpevilleMassacre-2.jpg?0=1

http://overcomingapartheid.msu.edu/multimedia.php?id=13.

Photo: Australian Archives (“Between Two Worlds”)

Photoplay – October 1927, Photoplay Publishing Co., Chicago

Saho.htm: Archive Sharpeville massacre 1960.

Saho.htm: The Sharpeville massacre: its historic significance in the struggle against Apartheid.

37