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QUESTION 1: WHY DID BLACK SOUTH AFRICAN STUDENTS PROTEST IN 1976? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow - NSC History - Question 1 - 2020 - Paper 2
Question 1
QUESTION 1: WHY DID BLACK SOUTH AFRICAN STUDENTS PROTEST IN 1976? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Refer to Source 1A. 1.... show full transcript
Worked Solution & Example Answer:QUESTION 1: WHY DID BLACK SOUTH AFRICAN STUDENTS PROTEST IN 1976? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow - NSC History - Question 1 - 2020 - Paper 2
Step 1
Step 2
1.1.2 Define the concept Black Consciousness in your own words.
Answer
Black Consciousness is a philosophy that promotes the self-esteem and pride of black South Africans. It emphasizes self-reliance and unity among black communities, encouraging individuals to recognize their potential and resist oppression.
Step 3
1.1.3 Identify TWO concerns in the source that the student leaders had about the education system.
Answer
The student leaders were concerned that the current education system was Euro-centric and undermined African values, and they believed it was designed to keep black South Africans in a subordinate position within the job market.
Step 4
1.1.4 Using the information in the source and your own knowledge, explain why the apartheid government introduced Afrikaans as a compulsory medium of instruction at black South African schools.
Answer
The apartheid government introduced Afrikaans as a compulsory medium of instruction to impose control over black South Africans and assert the dominance of Afrikaans over the English language. This move was also intended to reinforce the disenfranchisement of black students and cement apartheid ideologies through education.
Step 5
1.2.1 Why do you think the editor of The World newspaper decided to publish this article?
Answer
The editor of The World newspaper likely decided to publish the article to highlight the issues facing black South African students and to inform the public about the growing resistance against apartheid policies, showcasing the students' efforts and possibly garnering support for their cause.
Step 6
1.2.2 How, according to the source, did the ‘strike’ at Phefeni Junior Secondary School turn violent?
Answer
According to the source, the strike at Phefeni Junior Secondary School turned violent when students took to protesting against the imposition of Afrikaans. Tensions escalated when threats were made against school authorities, leading to confrontations.
Step 7
1.2.3 Comment on the usefulness of this source to a historian studying the events leading to the Soweto Uprising of 1976.
Answer
The source is useful because it provides insight into the students' perspectives and actions leading up to the Soweto Uprising. It offers firsthand accounts of the events that occurred at Phefeni Junior Secondary School, which helps a historian understand the motivations and the escalation of protests during that period.
Step 8
1.3.1 Comment on the mood of the students in the photograph.
Answer
The mood of the students in the photograph appears to be determined and defiant. They are gathered in a way that suggests solidarity and a strong sense of purpose, indicative of their commitment to protesting against the injustices they face.
Step 9
1.3.2 Using the information in the source and your own knowledge, explain why students from Soweto decided to embark on a march.
Answer
Students from Soweto decided to embark on a march to protest against the imposition of Afrikaans as the medium of instruction. They regarded this policy as discriminatory and oppressive, as it limited their right to receive an education in their own language and culture. The march was a collective action to voice their grievances and demand change.