Grade 9 History Project – Apartheid Laws Guide
Title: “Grade 9 History Project: Apartheid Laws”
Turning Points in Modern South African History since 1948
ASSESSMENT
Turning Points in Modern South African History since 1948
Project = 50 Marks
Key Definitions
| Vocabulary | Meaning |
|---|---|
| Apartheid | Official policy from 1948 to 1994 that separated Black and white South Africans |
| Africanist | Ideology advocating for Black people to determine their own policies |
| Alliance | Groups with common interests joining to achieve a common goal |
| Banned | Forbidden |
| Born frees | South Africans born after the end of Apartheid in 1994 |
| Bantustan | Negative term for reserves where Black people were relocated |
| Colonialism | System where a country takes control of another for its own benefit |
| Contradiction | Two opposite situations |
| Coup | Overthrow of a government |
| Defiance Campaign | Programme of civil disobedience/actions to break the law |
| Ethnic groups | People sharing a particular language and culture |
| Extermination | Killing |
| Freedom Charter | Document based on the collective demands of the people |
| Ideology | Set of beliefs |
| Inscription | Message engraved on a stone or object |
| Justified | Providing sufficient reasons |
| Militant | Aggressive action |
| Myth | A story that is not true |
| Natives | Discriminatory term for Black South Africans |
| Opposition | Group of people who disagree |
| Persecute | To cause suffering |
| Propaganda | Brainwashing |
| Pass laws | Act requiring African people to carry a book to control movement |
| Racism | False idea that some groups are better than others |
| Repression | Force or intimidation to prevent protests or uprisings |
| Resistance | Opposition to a situation or non-participation |
| Sabotage | Deliberate action to destroy property or disrupt services |
| SACP | South African Communist Party |
| Segregation | Practice or policy of creating separation |
| State of Emergency | Government suspends the rule of law and uses special powers |
| Solidarity | Joining together to support a belief or cause |
| Treason | Attempt to overthrow the government |
| Turning point | Event that brings change or marks a difference |
| Underground | Secret |
| Wing | Part of an organisation |
Grade 9 History Project – Apartheid Laws Questions and Answers
Baseline Assessment / Class Discussion (Not to be Assessed)
The Universal Declaration of Human Rights after World War II
1. What are human rights?
Human rights are basic rights and freedoms that belong to every person in the world, from birth until death.
2. Why were these rights set? Explain why the Apartheid Government of South Africa did not sign the UDHR.
These rights were set to ensure dignity, freedom, and equality for all individuals after the atrocities of World War II. The Apartheid Government of South Africa did not sign the UDHR because it contradicted their racial segregation policies.
3. Why was the UDHR signed after WWII?
The UDHR was signed after WWII to prevent the horrific human rights abuses that occurred during the war and to promote peace, justice, and equality worldwide.
4. Who was the person setting these rights?
The UDHR was drafted by a committee chaired by Eleanor Roosevelt, along with representatives from various countries.
Racism
5. Define the term racism.
Racism is the false belief that certain racial groups are superior to others and the discrimination or prejudice against people based on their race.
6. Define the term Evolution.
Evolution is the process by which different kinds of living organisms have developed and diversified from earlier forms during the history of the earth.
7. What was Charles Darwin’s theory on ancestry?
Charles Darwin’s theory suggested that all species of life have descended over time from common ancestors through the process of natural selection.
8. What was the Apartheid Ideology?
The Apartheid Ideology was a system of institutionalized racial segregation and discrimination in South Africa to maintain the dominance of the white population.
9. What was the myth behind Apartheid?
The myth behind Apartheid was the belief that different races should be separated for the supposed benefit of each race, perpetuating the idea that races could not coexist equally.
10. What is the meaning of Apartheid?
Apartheid means “apartness” in Afrikaans and refers to the policy of racial segregation and discrimination in South Africa.
11. How was the South African population divided?
The South African population was divided into racial groups: Whites, Blacks, Coloureds, and Indians, each with different rights and privileges.
Activity 1
1948 National Party and Apartheid
Main Apartheid Laws in Broad Outline
1. Define the term segregation.
Segregation is the practice or policy of keeping people of different races, religions, or genders separate from each other.
2. Define colonialism.
Colonialism is a system where a country takes control of another country, exploiting it economically and imposing its own culture and government.
3. Explain the Native Land Act of 1913.
The Native Land Act of 1913 restricted Black South Africans from owning or renting land outside designated areas, severely limiting their economic and social freedoms.
4. Define the word Native.
The word Native was a discriminatory term used to refer to Black South Africans during the Apartheid era.
5. When did the National Party come into power?
The National Party came into power in 1948.
6. What was the reason for implementing the Apartheid laws?
The Apartheid laws were implemented to maintain white supremacy and control over the socio-economic and political systems in South Africa.
7. List and describe the main Apartheid laws.
- Population Registration Act (1950): Classified South Africans by race.
- Group Areas Act (1950): Assigned different racial groups to different residential and business areas.
- Pass Laws: Required Black South Africans to carry pass books for permission to be in certain areas.
- Bantu Education Act (1953): Established separate, inferior education systems for Black South Africans.
- Separate Amenities Act (1953): Segregated public facilities and services.
Additional Questions
8. What human right was violated by the Pass System?
The Pass System violated the freedom of movement of Black South Africans.
9. Explain how the system called “job reservation” worked.
Job reservation was a system that reserved certain jobs exclusively for white South Africans, denying Black South Africans access to better employment opportunities.
10. How were people segregated in urban areas?
In urban areas, people were segregated through laws that designated specific residential and business zones for each racial group, enforced by the Group Areas Act.
Case Study: Group Areas Act: Sophiatown Forced Removal
Case Study
Source D
By early 1950, the apartheid government was making plans for the destruction of Sophiatown and for the removal of its residents. Residents and political activists who protested against the removal resisted the government’s plans. The African National Congress (ANC) led an anti-removal campaign, holding public rallies that attracted thousands of people. They chanted the slogan “Ons dak nie, ons phola hier” (“we won’t move, we live here”).
In 1955, 2,000 policemen armed with guns, knobkieries, and rifles began to move the community of Sophiatown out of their homes. Africans were moved to the newly constructed township of Meadowlands in Soweto, many miles southwest of Johannesburg. The Coloured people were moved to Eldorado Park, south of Johannesburg; the Indian community to Lenasia; and Chinese people to central Johannesburg.
Source G
The Government’s scheme was not slum clearance but robbery, carried out in the interests of and under pressure from neighbouring white suburbs. —Father Trevor Huddleston, Doubleday 1956
Source E
My mind recoiled with anger and a little with fear. I had not realised the scope of the destruction; it was a wasteland. —Bloke Modisane, 1963: Thames and Hudson
Study the case study and answer the questions that follow.
1. What law had been passed in 1950 which gave the government the power to move people out of Sophiatown?
The law passed in 1950 that gave the government the power to move people out of Sophiatown was the Group Areas Act.
2. Write two negative things that the author tells us about the situation in Sophiatown when this law was implemented.
- The government’s scheme was described as robbery rather than slum clearance.
- The removal created a wasteland and destroyed the community, causing anger and fear.
3. According to Source E, why did the National Party want to destroy Sophiatown?
According to Source E, the National Party wanted to destroy Sophiatown due to pressure from neighbouring white suburbs and to clear the area for white residents.
4. Read Source F. How did the author feel about the destruction of Sophiatown?
The author felt anger and fear about the destruction of Sophiatown and was shocked by the extent of the devastation.
5. What do you notice about the photograph in Source G?
The photograph in Source G likely shows the extensive destruction and the forced removal of residents, highlighting the brutality of the process.
6. Why do you think the apartheid government renamed Sophiatown “Triomf”?
The apartheid government likely renamed Sophiatown “Triomf” (meaning “triumph”) to symbolize their victory over the resistance and to erase the cultural and historical identity of the original community.
1950s: Repression and Non-Violent Resistance to Apartheid
- SACP banned
- ANC Programme of Action
Activity 4
1. What does the term SACP stand for?
The term SACP stands for South African Communist Party.
2. Look at the logo of the SACP. What are the sickle and the hammer used for?
The sickle and the hammer in the SACP logo are used to represent the unity of workers and peasants. The hammer symbolizes industrial workers, while the sickle represents agricultural workers.
3. From which party does this logo originate?
This logo originates from the Communist Party of the Soviet Union.
4. Why was the SACP banned in 1950?
The SACP was banned in 1950 because the apartheid government viewed communism as a threat to their control and saw the party as promoting radical and revolutionary ideas that could undermine their regime.
5. Why was the National Party against any communist party?
The National Party was against any communist party because they believed communism would incite uprisings, labour strikes, and challenges to the existing social and economic order that favoured white supremacy.
6. Which year was the African National Congress formed?
The African National Congress (ANC) was formed in 1912.
7. What forms of action did the ANC use before 1949 to resist Apartheid?
Before 1949, the ANC primarily used petitions, appeals, and delegations to the government to resist Apartheid.
8. Why is the Programme of Action of the ANC seen as a turning point in South Africa?
The Programme of Action of the ANC is seen as a turning point in South Africa because it marked a shift from moderate, petition-based resistance to a more militant and active approach, including boycotts, strikes, and civil disobedience, significantly intensifying the struggle against Apartheid.
Brief Biography: Albert Luthuli, His Role in the ANC and Resistance to Apartheid
Date: __________
Albert Luthuli
Activity 5
1. Write a short biography of Albert Luthuli.
Albert Luthuli was born in 1898 in Southern Rhodesia (now Zimbabwe). He became a prominent South African political leader, teacher, and activist. Luthuli served as the president of the African National Congress (ANC) from 1952 until his death in 1967. He was awarded the Nobel Peace Prize in 1960 for his non-violent struggle against apartheid.
2. What was his role in the ANC?
Albert Luthuli played a critical role in the ANC as its president. He was a key figure in promoting the ANC’s policies and led many significant anti-apartheid campaigns, including the Defiance Campaign. His leadership helped internationalize the South African struggle for freedom and equality.
Walter Sisulu
3. Write a short biography of Walter Sisulu.
Walter Sisulu was born in 1912 in Transkei, South Africa. He was a significant anti-apartheid activist and a prominent member of the ANC. Sisulu was instrumental in recruiting young leaders like Nelson Mandela and served as the ANC’s Deputy President. He was imprisoned on Robben Island for 26 years and continued his activism after his release.
4. What role did he play as a member of the ANC?
As a member of the ANC, Walter Sisulu played a crucial role in organizing and strategizing resistance against apartheid. He was involved in key campaigns and was a mentor to many young activists. His efforts were pivotal in strengthening the ANC’s organizational capacity and political influence.
5. What did Walter Sisulu do to build democracy in South Africa?
Walter Sisulu contributed to building democracy in South Africa by advocating for equal rights, non-racialism, and democratic governance. He played a significant part in negotiations that led to the end of apartheid and the establishment of a democratic South Africa. Sisulu’s leadership and commitment to justice inspired many and helped pave the way for a free South Africa.
Defiance Campaign and the Influence of Mahatma Gandhi
Date: ______________
Nelson Mandela during the Treason Trial
Activity 6
1. What was the purpose of the Defiance Campaign?
The purpose of the Defiance Campaign was to protest and resist apartheid laws non-violently. It aimed to repeal oppressive measures such as the Pass Laws, Group Areas Act, and the Suppression of Communism Act, promoting civil disobedience and mass mobilization.
2. Give a definition of the state of emergency and explain why you think the state felt it needed to have the power to declare one.
A state of emergency is a situation in which a government temporarily enhances its powers, often suspending normal laws, to deal with a crisis. The apartheid state likely felt it needed this power to suppress resistance movements, control civil unrest, and maintain order during widespread protests and actions like the Defiance Campaign.
3. What role did Mahatma Gandhi play during the Defiance Campaign?
Mahatma Gandhi did not directly participate in the Defiance Campaign, as he had passed away in 1948. However, his philosophy of non-violent resistance greatly influenced the campaign’s strategies and methods.
4. How did Gandhi’s ideas influence the ANC?
Gandhi’s ideas of non-violent resistance (Satyagraha) influenced the ANC by encouraging peaceful protest and civil disobedience as effective tools against oppression. This approach shaped the ANC’s strategies during the Defiance Campaign and beyond.
5. What activities took place during the Defiance Campaign?
During the Defiance Campaign, participants engaged in civil disobedience by intentionally violating apartheid laws, such as defying curfews, entering restricted areas, and refusing to carry passes. These actions aimed to overwhelm the legal system and demonstrate the unjust nature of apartheid laws.
6. How did the apartheid government respond to the Defiance Campaign?
The apartheid government responded to the Defiance Campaign with repression. They arrested thousands of participants, including key leaders, imposed fines, and used violence to quell the protests. They also declared a state of emergency to enhance their control.
7. In what ways can you say the Defiance Campaign was a success?
The Defiance Campaign was a success in that it galvanized national and international support for the anti-apartheid movement, highlighted the injustices of apartheid, and increased the political engagement of many South Africans. It also demonstrated the potential power of non-violent resistance.
8. Which resistance organisation was established after the Defiance Campaign?
The Pan Africanist Congress (PAC) was established after the Defiance Campaign, in 1959, as a more militant offshoot of the ANC.
9. What was the thinking behind Gandhi’s “Satyagraha” system?
The thinking behind Gandhi’s Satyagraha system was that non-violent resistance and civil disobedience are powerful tools for social change. It emphasized moral integrity, passive resistance, and the power of truth and love to overcome injustice and oppression.
Freedom Charter and Treason Trial
Date: ______________
Source H
We the people of South Africa, declare for all our country and the world to know: That South Africa belongs to all who live in it, black and white, and that no government can justly claim authority unless it is based on the will of the People. Therefore, we, the People of South Africa, black and white together – equals, countrymen and brothers – adopt this Freedom Charter. And we pledge ourselves to strive together, sparing neither strength nor courage, until the democratic changes here set out have been won.
- The people shall govern!
- All national groups shall have equal rights!
- The people shall share in the country’s wealth!
- The land shall be shared among those who work it!
- All shall be equal before the law!
- All shall enjoy equal human rights!
- There shall be work and security!
- There shall be houses, security, and comfort!
- The doors of learning and of culture shall be opened
The Freedom Charter, 26 June 1955
Activity 7
1. What was the Congress Alliance and why was it important to write the Freedom Charter?
The Congress Alliance was a coalition of anti-apartheid organizations, including the ANC, the South African Indian Congress, the South African Congress of Democrats, and the Coloured People’s Congress. It was important to write the Freedom Charter to unite different groups under a common vision for a democratic and non-racial South Africa, outlining the aspirations and rights of all South Africans.
2. Which area was the Freedom Charter drawn up?
The Freedom Charter was drawn up in Kliptown, a suburb of Johannesburg, during the Congress of the People held on 26 June 1955.
3. What was the Treason Trial?
The Treason Trial was a trial in which 156 anti-apartheid activists, including leaders of the ANC and other organizations, were arrested in 1956 and charged with high treason. The government accused them of conspiring to overthrow the state and replace it with a communist regime.
4. Why was the government not in favour of the Treason Trial?
The government was not in favour of the Treason Trial because it highlighted the repressive nature of apartheid and garnered international attention and sympathy for the anti-apartheid movement. Additionally, the lengthy trial process allowed the activists to continue their resistance activities.
5. Identify 5 ANC leaders that were arrested for the Treason Trial.
Five ANC leaders arrested for the Treason Trial were:
- Nelson Mandela
- Walter Sisulu
- Albertina Sisulu
- Joe Slovo
- Ruth First
The Women’s March of 1956
Date: ___________________
Brief Biographies: Helen Joseph and Lillian Ngoyi and Their Roles in Resistance to Apartheid
Activity 8
1. What was the reason for the Women’s March on 9 August 1956?
The reason for the Women’s March on 9 August 1956 was to protest against the pass laws that required women to carry pass books, which severely restricted their movement and freedom.
2. Explain why FEDSAW was formed and why was it important?
FEDSAW (Federation of South African Women) was formed to unite women from various backgrounds in the fight against apartheid. It was important because it mobilized women across racial lines to participate actively in the struggle for equality and justice.
3. Who was the South African Minister at the time of the Women’s March?
The South African Minister at the time of the Women’s March was J.G. Strijdom, the Prime Minister of South Africa.
4. Why is National Women’s Day important in South Africa?
National Women’s Day is important in South Africa because it commemorates the 1956 Women’s March and recognizes the significant role women played in the struggle against apartheid and their contributions to building a democratic society.
5. What is the meaning of “Imbokodo,” and why was it used?
“Imbokodo” means “rock” in Zulu. It was used to symbolize the strength and resilience of women in the face of oppression, embodied in the saying “Wathint’ Abafazi, Wathint’ Imbokodo” (You strike a woman, you strike a rock).
6. Study Source J. Why do you think the women chose stones as a symbol?
The women chose stones as a symbol to represent their strength, endurance, and resilience, signifying that they are unbreakable and determined to fight for their rights.
7. Explain how the lives of Helen Joseph and Lillian Ngoyi were good examples to show women’s resistance to apartheid in the 1950s.
Helen Joseph and Lillian Ngoyi were good examples of women’s resistance to apartheid because they both played leading roles in organizing and participating in protests, including the Women’s March, and were fearless activists who faced imprisonment and harassment for their involvement in the struggle.
8. Who were Helen Joseph and Lillian Ngoyi?
- Helen Joseph: A white South African anti-apartheid activist, she was one of the leaders of the Women’s March and a founding member of FEDSAW. She faced banning orders and house arrest for her activism.
- Lillian Ngoyi: A black South African anti-apartheid activist, she was a leader in the ANC Women’s League and the first woman elected to the ANC National Executive Committee. She played a key role in the Women’s March and other protests.
9. Study information regarding Helen Joseph and Lillian Ngoyi. (See CAPS textbook)
What characteristics did they have in common? Helen Joseph and Lillian Ngoyi shared characteristics such as courage, determination, leadership, and a strong commitment to justice and equality. They both were willing to face great personal risk for the greater good.
10. What is the legacy each one left for South Africa?
- Helen Joseph: Her legacy is one of bravery and unyielding dedication to the anti-apartheid cause, inspiring future generations of activists.
- Lillian Ngoyi: She left a legacy of leadership and empowerment for black women, showing that women could lead and make significant contributions to the struggle for freedom.
11. Name a few other women who contributed to the struggle against Apartheid?
Other women who contributed to the struggle against apartheid include:
- Albertina Sisulu
- Ruth First
- Winnie Madikizela-Mandela
- Charlotte Maxeke
12. In what way was the Women’s March a success? In what way was it a failure?
The Women’s March was a success because it demonstrated the unity and strength of women across racial lines, brought international attention to the plight of South African women, and laid the groundwork for future activism. It was a failure in the sense that it did not immediately result in the repeal of the pass laws, but it did build momentum for continued resistance.
Activity 9
Paragraph Writing
9.1 Choose one Apartheid law and explain how it affected people’s lives and how people responded.
The Group Areas Act of 1950 had a profound impact on South African society. It enforced racial segregation by designating specific residential and business areas for different racial groups. This law led to the forced removal of thousands of people from their homes, as mixed communities were uprooted and relocated to racially homogeneous areas. The social fabric of neighborhoods was torn apart, leading to economic hardships and emotional trauma. In response, many South Africans resisted through protests and campaigns organized by the ANC and other anti-apartheid groups, highlighting the injustice and rallying international support against the apartheid regime.
9.2 Write a paragraph that explains the reasons for the Women’s March.
The Women’s March on 9 August 1956 was a significant protest against the pass laws, which required women to carry pass books and restricted their freedom of movement. The march, organized by the Federation of South African Women (FEDSAW), aimed to challenge the oppressive laws that not only controlled but also humiliated women. The event drew over 20,000 women of all races who delivered petitions to the Union Buildings in Pretoria, demonstrating unity and the collective strength of women. The march was a powerful statement against apartheid and highlighted the crucial role women played in the resistance movement.
Activity 10
Write an essay of 1-1½ pages.
10.1 Describe the experience of a black South African under Apartheid.
Under apartheid, black South Africans faced severe and systemic discrimination that permeated every aspect of their lives. The apartheid laws ensured that black people were treated as second-class citizens, with restricted access to quality education, healthcare, and employment opportunities. The Bantu Education Act ensured that black children received an inferior education designed to prepare them for menial jobs, perpetuating a cycle of poverty. Black South Africans were forced to live in overcrowded and underdeveloped areas, often far from economic centers, due to the Group Areas Act. They had to carry pass books at all times and could be arrested if found in restricted areas without them, as mandated by the Pass Laws. These laws not only limited their freedom of movement but also subjected them to constant harassment and humiliation by the police. Despite these oppressive conditions, black South Africans showed immense resilience and courage. They participated in protests, strikes, and boycotts, organized by the ANC and other resistance movements, to fight for their rights and dignity. The Defiance Campaign and the Women’s March of 1956 are examples of their determined efforts to resist apartheid. The experience of living under apartheid was marked by hardship, but it also showcased the unyielding spirit of those who fought tirelessly for equality and justice.
10.2 What is your understanding of Apartheid and how it affected the lives of South Africans?
Apartheid was a legally enforced system of racial segregation and discrimination in South Africa that lasted from 1948 to 1994. Under apartheid, South Africans were classified into racial groups—whites, blacks, coloureds, and Indians—each with different rights and privileges. The apartheid regime, led by the National Party, enacted laws that ensured the political, social, and economic dominance of the white minority over the non-white majority. The Group Areas Act forcibly removed non-white communities from their homes, segregating residential areas and tearing apart families and communities. The Bantu Education Act provided substandard education to black children, ensuring that they remained in low-paying jobs. The Pass Laws restricted the movement of black people, subjecting them to constant police checks and arrests. Apartheid affected the lives of South Africans by institutionalizing inequality and discrimination, leading to widespread poverty, poor living conditions, and limited opportunities for non-whites. Despite these challenges, the resilience and resistance of South Africans, through organizations like the ANC and movements like the Defiance Campaign, played a crucial role in dismantling the apartheid system and paving the way for a democratic and inclusive society.