NORTH WEST PROVINCIAL ASSESSMENT

GRADE 9

SOCIAL SCIENCES - HISTORY

NOVEMBER 2016

MARKS: 75 TIME: 2 hours

This question paper consists of 10 Pages.

Social Sciences/ History/Gr. 9 2 NWPA/November 2016

INSTRUCTIONS TO LEARNERS

1. Read all instructions carefully.

2. The paper consists of TWO questions.

3. All questions are compulsory.

4. Read sources to help you answer questions.

5. Do not re - write sources.

6. Write neatly and legibly.

7. Number questions correctly.

Social Sciences/ History/Gr. 9 3 NWPA/November 2016

QUESTION 1

Turning points in modern South African history since 1948

1.1 Four possible answers are provided, answer by writing ONLY the correct letter. Example 1.1.C

1.1.1 The … was responsible for policy in .

A PAC B NP C ANC D UDP (1)

1.1.2 Apartheid in South Africa was implemented in…

A 1960 B 1848 C 1948 D 1956 (1)

1.1.3 …was the Minister of Native Affairs during apartheid South Africa in the 1950s.

A P W Botha B Hedrick Verwoerd C D F Malan D Andries Pretorius (1)

1.1.4 The main aim of apartheid policy was to…

A Separate people along racial lines B Unite the Whites and Blacks C Divide the rich and the poor D Promote equality amongst different races (1) [4]

Social Sciences/ History/Gr. 9 4 NWPA/November 2016

Read the Source below, and answer questions that follow:

Source 1A

An extract from a speech by on black education, taken from Successful Social Sciences.

From a speech made in parliament in 1953 by the Minister of Native Affairs, Hendrik Verwoerd. He later became the Prime Minister of South Africa.

“The Native will be taught from childhood to realise that equality with Europeans is not for them….What is the use of teaching the Bantu mathematics when he cannot use it in practice….There’s no place for the Bantu child above certain forms of labour”.

An extract from an interview with Ruth Mompati

Ruth Mompati comments on the purpose of Bantu Education in an interview with Diana Russell held in 1987. Mompati was a member of the ANC. Quoted in Diana Russell (ed.), Lives of Courage: Women for a New South Africa, 1989.

“Black people were only to be given enough education to be useful to whites, which meant being manual labourers and being able to carry messages intelligently for the white population”.

1.2 Refer to Source 1A, and answer questions that follow: 1.2.1 Define the concepts below:

(i) Native

(ii) Manual labour (2 x 2) (4)

1.2.2 Give the name of the apartheid Act depicted in the two extracts above. (1 x 2) (2)

1.2.3 What according to Ruth Mompati was the main reason for giving black people education? (1 x 2) (2)

1.2.4 What is the similarity (likeness) between the two extracts in Source 1A? (1 x 2) (2)

1.2.5 “Speech by Verwoerd shows racist attitude”. Do you agree? Give reasons for your answer (3)

Social Sciences/ History/Gr. 9 5 NWPA/November 2016

1.2.6 Explain what Verwoerd meant by “What is the use of teaching the Bantu mathematics when he cannot use it in practice.” (2)

1.2.7 Answer with TRUE or FALSE

(i) Apartheid system was built on racism.

(ii) All the positions of power during apartheid era were held by blacks and whites.

(iii) Blacks’ education was of inferior (poor) quality. (3 x 1) (3)

[18]

Social Sciences/ History/Gr. 9 6 NWPA/November 2016

1.3 Match the Acts in Column A with the corresponding descriptions in Column B, write answers only, EXAMPLE: (i) B

COLUMN A COLUMN B

(i) Separate Amenities Act A Prevented Black people to move freely

(ii) Bantu Education Act B Established a Black Education Department which would create a curriculum that suited the nature and requirements of the black people

(iii) Group Area Act C Forced people to use separate buses, train, benches, hotels, parks, cinemas, hospitals, beaches etc.

D Made it illegal for black and white (iv) Pass Laws people to have sexual relations with each other

(v) Immorality Act E Responsible for forced removals of people from Sophia Town

F Classified all South Africans into Whites, Coloureds, Indians and Africans

(5 x 2) (10)

1.4 Write a short paragraph of about 60 words, explaining who benefitted and who were disadvantaged by the apartheid system in South Africa. (8)

TOTAL: [40]

Social Sciences/ History/Gr. 9 7 NWPA/November 2016

QUESTION 2

Turning points in South African history: 1960, 1976 and 1990

SOURCE 2A

1960: , taken from Solutions for all

Background

In South Africa during the 1950s, all black men and women over 16 had to carry a pass at all times. Police could stop people and ask for their pass. If the person did not have a pass, or it didn’t have the right stamp in it, they could go to jail. The government said that the passes were necessary because black people did not have the right to live in cities. They only had permission to be in the cities for work. If they did not have work, they had to live in the reserves which were later called homelands.

Causes of Sharpeville massacre

After the PAC was formed, it decided to hold an anti-pass protest on 21 March 1960. The ANC also planned one, for later that same month. It was planned to be peaceful protest, where black people would refuse to carry passes. They would go to the local police stations and offer to be arrested and taken to jail. This would flood the jails and leave no-one doing any work, so the country would suffer. They believed that the government would be forced to get rid of the passes.

Social Sciences/ History/Gr. 9 8 NWPA/November 2016

2.1 Refer to Source 2A above, and answer questions that follow:

2.1.1 Which group of people was expected to carry passes at all times? (1)

2.1.2 How did the government punish those who were travelling without passes? (1) 2.1.3 What was the aim of the government with the Pass laws? (2)

2.1.4 What did the march by PAC aim to achieve? (2)

2.1.5 When was PAC formed? (1)

2.1.6 Define the term ‘massacre’ (2)

2.1.7 Give the name of the public holiday informed by Sharpeville massacre. (2) 2.1.8 Write the acronyms below in full:

(i) PAC

(ii) ANC (2 x 1) (2)

2.1.9 Explain why the period 1960 is considered to be a turning point in the history of South Africa. (2) [15]

Social Sciences/ History/Gr. 9 9 NWPA/November 2016

SOURCE 2B

Steve Biko and the Black Consciousness Movement as a cause of the uprising, taken from Spot On Social Sciences

In the 1970s, black students formed the South African Students Organisation (SASO) under the leadership of , a medical student. He had been influenced by the Black Consciousness Movement (BCM) in America. The BCM inspired young black people to be proud of who they were and to stand up for their rights. He began to spread the ideas of the BCM in South Africa, which included: ‘black is beautiful’, ‘blacks must have their own identity’, ‘blacks must strive for freedom by themselves’, and ‘blacks are not inferior to whites’.

BCM ideas spread very quickly throughout South Africa and Biko became a great threat to the government. He was banned, but this did not stop him from secretly travelling around the country to address student meetings. In August 1977 he was arrested. Three weeks later it was announced that he had died from a hunger strike. An inquest later proved that he had been severely beaten by the police and suffered spinal damage. SASO was banned.

2.2 Refer to Source 2B and answer questions that follow:

2.2.1 Who was the leader of Black Consciousness Movement? (1)

2.2.2 Give THREE ideas of BCM. (3 x1) (3)

2.2.3 Explain how BCM contributed towards 1976 . (2)

2.2.4 When was SASO formed? (1)

Social Sciences/ History/Gr. 9 10 NWPA/November 2016

2.2.5 From which country did the idea of Black Consciousness originate? (1)

2.2.6 Which group of people was targeted by BCM? (1)

2.2.7 What was the exact cause of Steve Biko’s death? (1)

2.3 Events leading to the 1994 elections

Arrange the following events in the correct time sequence:

(i) Peace negotiations.

(ii) De Klerk’s speech to end apartheid and release political prisoners.

(iii) Mandela released from jail.

(iv) Inauguration of President Mandela.

(v) First Democratic Elections. (5 x 2) (10) TOTAL: [35]

GRAND TOTAL: 75