Chiswick School Transition Work

Sixth Form Year group: Year 12 HISTORY Subject: History Qualification: A Level

Examining Board: Edexcel

America: Paper 1, Option 1F: In search of the American Dream: the USA, c1917–96 This option comprises a study in breadth, in which students will learn about the dramatic political, economic and social transformation of the USA in the twentieth century, an era that saw the USA challenged by the consequences of political, economic and social inequalities at home and of its involvement in international conflict. The focus of study is on developments and changes over a broad timescale and so the content is presented as themes spanning a significant duration: 1917-80. This option also contains a study in depth of historical interpretations on a broad question, which is contextualised by, and runs on from, the themes: what impact the Reagan presidency had on the USA in the years 1981–96.

• These tasks are designed to prepare you for the Year 12 course, which will commence in September. • You will be expected to hand in this work during your first lesson with your new teacher. • The quality of your work will play a part in the transition process at the beginning of Year 12. • A failure to pass transition will mean you will be removed from that course.

Try to get hold of one of these books to read before September, or at least to dip into! 1. Doug and Susan Willoughby, The USA 1917–45, (Heinemann, 2000) 2. Derrick Murphy, Kathryn Cooper and Mark Waldron, The United States 1776–1992 (Collins, 2001) 3. Joanne De Pennington, Modern America: 1865 to the Present: The USA, 1865 to the Present 4. Peter Clements, Access to History: Prosperity, Depression and the New Deal: The USA 1890-1954 (4th Edition) 5. Terry Deary and Martin Brown, USA (Horrible Histories Special) 6. Simon Schama, The American Future: A History From The Founding Fathers To Barack Obama Task 1: Complete a timeline of all US presidents from 1917-1990. For each president, name the Party they came from and find two key things that they changed as president. Task 2: watch the video at this link: https://www.youtube.com/watch?v=dssfiPirT2U This takes in US History from 1900-1914. Make a table like the one below and fill it in with as much detail as you can from the clip. What was America like What was America like Was this an example of PROGRESS in 1900? in 1914? (positive change) or REGRESS (negative change)?

Task 3: You need to read these two historical sources and write a 1 page answer to the following question. - I expect you to QUOTE both sources - I expect you to CROSS-REFERENCE & LINK the two sources - I expect you to discuss which is the more reliable source using the NOP Question 1: In the light of differing interpretations, how convincing do you find the view that the Reagan presidency was a time of ‘deterioration and decline’ (Extract 1, lines 7–8) in the advancement of black Americans in the USA?

Extract 1: From Stephen Tuck, African American Protest during the Reagan Years: published 2008. For the traditional civil rights leadership, the rise of Reagan spelled trouble. A director of the National Association of the Advancement of Colored People (NAACP) complained, ‘The age of the volunteer has come to an end.’ By the end of the 1980s, NAACP membership had plummeted from half a million to barely a hundred thousand; support for nonviolent, progressive students had been replaced by majority condemnation of violent, idle young black men. Histories of the civil rights movement describe the Reagan years as years of deterioration and decline. The downturn in fortune experienced by many African Americans during these years seems to confirm the gloomy picture. The inequality gap in wages and employment held steady through to the mid-1990s, and in some aspects the gap widened. Inner city poverty, family breakdown, and gang violence were seemingly entrenched. The arrival of crack cocaine in the mid-1980s compounded the problem. New get-tough crime measures led to an astonishing rise in the numbers of young black men in prison. During the 1980s, sociologists popularized the term ‘underclass’ – a group with no prospect of breaking out of poverty. Little wonder then, that many polls showed increasing pessimism among African Americans that racial equality would be achieved within a lifetime.

Extract 2: From Gil Troy, The Reagan Revolution: A study in progress, published in 1987. The civil rights revolution continued [under Reagan]. Racism was no longer acceptable in public or in polite company. Polls showed that 98 per cent of whites did not object to blacks moving in next door, 95 per cent accepted bosses who were black, 89 per cent would go to a black doctor, and 85 per cent approved of their children hosting black playmates. Even if whites exaggerated their openness, these dramatic attitude shifts created a new, more open- minded, more civil culture. African Americans streamed into America’s middle class, joining important institutions essential to their eventual success. The number of black undergraduates grew to more than 2 million in 1988. Four hundred thousand blacks served in perhaps America’s most color- blind institution, the military, constituting 20 per cent of the overall force. Blacks were moving into previously segregated neighborhoods, and enrolling in formerly lily-white elite schools. They also made their mark not only as doctors, lawyers and corporate executives in previously closed professions, but also as police officers, fire fighters, and electricians. African Americans became healthier too. Their life expectancy increased to 69.7 years in 1987 and the infant mortality rate dropped.

STRETCH: If you would like to challenge yourself you could have a go at either of these online courses about the US civil rights movement. They began at the start of April, but you should be able to join late: https://www.coursera.org/learn/nonviolence and https:// www.edx.org/course/american-prophet-the-inner-life-and-global-vision-of-martin- luther-king-jr South Africa, 1948–94: from apartheid state to ‘rainbow nation’

The twentieth century saw the expectations and aspirations of ordinary people increase tremendously. In particular, the experience of two world wars led people to question the political, social and economic environment around them. Alongside this, technological advancements and the development of mass communication provided the means to experience a better quality of life and to the rapid spread of political, social and cultural ideas. In South Africa (which had become subject to the rule of nineteenth-century European empires) people sought to overthrow political domination and discrimination, bringing an end to apartheid. This course focuses on the experiences of people fighting for rights and freedoms in South Africa and the radical outcomes this quest invoked.

You will study 2 different countries (South Africa and America) in order to develop a greater understanding of both similarities and differences in the search for greater rights, freedoms and equality in the twentieth-century world. YOU WILL NOT be required to answer comparative questions that link the breadth programmes.

Task 1: Read and highlight the overview of your course: ๏ This option comprises a study of South Africa during its transition from white minority rule in 1948 to the free elections of 1994; a long, and at times, dramatic process in which South Africa was transformed from an apartheid state into a multi-racial democracy: a ‘rainbow nation’. ๏ The years 1948–94 saw the emergence of one of the great figures of the twentieth century: Nelson Mandela. His story of discrimination, resistance and imprisonment, followed by release and election as the President of South Africa in many ways mirrors the story of South Africa itself. However, the history of South Africa is a complicated one. ๏ South Africa covers an enormous territory: from the Cape of Good Hope in the south to the Limpopo River in the north and the Atlantic Ocean to the west and the Indian Ocean to the east. Consequently, the indigenous African population is made up of a wide variety of ethnic and tribal groups, including the San, the Xhosa and the Zulus, with many different languages. Added to this there are three other recognised major racial groups: whites, coloureds (mixed ethnic origin) and Asians/Indians. ๏ In 1652 when the first Dutch settlers arrived at the Cape, their attempts to force the local African communities to work for them failed. This led both to an aggressive campaign against indigenous Africans as the Dutch moved inland and to the importation of slaves from the Far East (in the nineteenth century, labourers would also be brought over from India). This in turn led to discrimination and the beginnings of a society based on racial divisions. ๏ British involvement in India led to a desire to take over the Cape from the Dutch. At the end of the Napoleonic Wars in 1815, they were formally given control. This led to another layer of tension, between the British and the descendants of the original Dutch settlers: known as Boers or Afrikaners. In 1834, after the British had abolished slavery, groups of Boers began to move north — trek — into territory as yet unclaimed by Europeans. ๏ This would begin 70 years of conflict in which the British, the Boers and various African tribes would all fight each other for control of the territory. When diamonds, and then gold, were found inland as well, a further dimension was added to the conflict. By 1902, the British were the predominant power but the events of the Second Boer War (1899– 1902) led to compromise with the Afrikaners and the continuation of discrimination against ‘non-whites’. ๏ In 1910, the white population was given self-determination: the right to control their own domestic matters. In 1948, as Africans across the continent clamoured for independence and majority rule, the white minority Afrikaner National Party won control of the country, promising to enforce ‘apartheid’. Apartheid was a policy of systematic racial discrimination and segregation in every area of life: work, education, health, public transport, shopping and entertainment, even sitting on a beach. This was a system so complex that each racial group mentioned above was treated in a different way; a system which continued in some form until 1994. This is why the history of 1948–94 being studied in Option 2F.2 is not just the straightforward progression that the story of Nelson Mandela may at first seem. It explains why the struggle to gain majority rule took nearly 50 years, why African nationalists were often bitterly divided, why the years 1990–94 were particularly traumatic and why the ‘rainbow nation’ still has many political, social and economic problems today.

Task 2: Define the following words and terms:

The scramble Apartheid Boers /Afrikaners for Africa Afrikaans Volk Native/Bantu Source A: A cartoon depicting Baasskap Colonialism Franchise ‘the mad scramble for Africa’ Modern history textbook 1992 Tribal Nationalism ANC National Party, United Party South Robben Island South Africa Africa Townships Reserves/ Rivonia Trial Homelands/ Bantustans Urbanisation Tomlinson Report Radicalisation Suppression Missionaries Banning Exile Republic Commonwealth Boycott Political dissident Anti Apartheid movement Diplomacy Armed struggle Umkhonto we Sizwe PAC Poqo Self determination

Task 3: Study Source A a. What does this source suggest about the division of Africa in the 19th and 20th century? Why do you think it was called the mad scramble for Africa’? b. What does this source suggest about the European attitude to Africans in the 19th & 20th century? c. List the countries involved d. Using your own knowledge explain how the ‘scramble for Africa’ might have been justified by the West. e. The ‘West’ eventually left Africa. What issues might have occurred when they did? (Speculate, but also consider the conflict that you know exists in this continent – how might that be related?)

Task 4: Watch this video: https://www.youtube.com/watch?v=RhhzVfeqINY and answer the following questions. These will appear chronologically but you will have to stop the video as some answers require you to speculate. This is a brief overview of the whole period before you study topic 1 in more detail. 1. According to Dave Stewart, it is important to understand that South Africa is an artificial entity. 2. What does this mean? 3. This entity was created by whom? 4. When did Britain acquire most of the land within South Africa? 5. What two major tribal groups were dominated by the British in the 19th century? 6. Who were the third people that the Brits conquered? 7. What two republics were founded by the Afrikaners? 8. Where was the biggest diamond load found and what did the British do in response? 9. What did the Transvaal Republic discover? What did the British do I response? 10. How many imperial troops were deployed in South Africa? 11. What did the British do in Southern Africa? 12. When was the Union of South Africa? 13. Who was the power given to? 14. The big question in South Africa was the relationship between English speaking whites and Afrikaans speaking whites. What does this mean? 15. The Afrikaans speaking whites wanted what? 16. What party did the beliefs and desires of Afrikaans speaking whites become closely aligned with? 17. What did the National Party enforce? 18. What is the historical context for this? (What is happening in the rest of Africa and the South of the United States?) 19. What did Verwoerd think when he came to power in 1958? 20. Describe Verwoerd’s idea about ‘unscrambling the African omelette’ in fewer than 4 sentences. 21. Verwoerd was a sociologist – why is this dangerous according to Stewart? 22. ‘You can’t make an omelette without breaking eggs’. Explain what you think Stewart means by this? (Make sure you refer to South Africa – not actual omelettes!) 23. What was bringing more and more South Africans together? 24. ‘Vorster continued with this delusion for the next 10 years’. What so you think this means? 25. Botha was a reformer. Give some examples of what he did to show that he was serious about bringing about change (you do not need to know the details of these – just note down what Stewart is saying) 26. Stewart claims that ‘In the 1980s, white South Africans found themselves riding a tiger’. What does he mean? Write a paragraph shoeing that you understand this analogy. Ensure you include a. What was the tiger? b. How did the international community react? c. What was the main problem for white South Africans? d. What were the main concerns for white South Africans? e. What had white South Africans striven for? f. What were the three main concerns or problems facing the white South Africans? 27. The ANC were closely aligned with the South African Communist Party, which the National Party were deeply suspicious of. Give this historical context; what was happening during this period which made the relationship with the ANC worse? 28. What specific ‘Communist’ areas were the National Party worried about? 29. What did Botha realise? 30. By the mid 1980s what had been accepted? 31. When do revolutions take place according to Stewart? 32. What happened in the following years? a. 1984 and 1985 b. 1986 c. 1989 33. What did Klerk move towards? 34. Who did he release? 35. Who did he hold talks with? 36. What factors made the negotiations possible? (Stewart talks about this from 16.06 the end of the video) Task 5: Look at this website: https://www.nationsonline.org/oneworld/History/South- Africa-history.htm

Take notes on the following categories. You should be writing at least a paragraph for each. You can do this in bullet point format if that helps but these should be detailed

a. British acquisition b. Great Trek c. The discovery of gold and diamonds d. The South Africa War (The Second Boer War) e. The Union of South Africa f. Nationalist movements g. Roots of apartheid h. Failure of Black Nationalist movements i. The Ideology of Apartheid (these notes should be extensive) j. Freedom Charter

Task 6: Research the following legislation that was passed pre 1948 (before the National Party got in). Write one or two sentences explaining the law and what it sought to prohibit or change. If you are using the internet make sure you also type South Africa into the search engine to ensure you are looking the right one!

a. The Franchise and Ballot Act of 1892 b. The Natal Legislative Assembly Bill of 1894 c. The Glen Grey Act of 1894 d. In 1905 the General Pass Regulations Act e. The Asiatic Registration Act (1906) f. The Union of South Africa Act in 1910 g. The Native Land Act (1913) h. The Colour Bar Act (1926) i. The Native Administration Act (1927) j. The Urban Areas Act 1923 k. The Representation of Natives Act 1936

Task 7: Complete fact files on these characters that you will be learning about during the South Africa course. You should try to include • Their background • How were they involved in apartheid South Africa? • Did they belong to a political party? If so, which one? What were their beliefs? • Were they involved in any significant events under the apartheid regime?

Daniel Malan Hendrik Verwoerd B.J Vorster P.W.Botha

F.W. de Klerk Helen Suzman Eugene Terreblanche Jan Christian Smuts

Albertina Sisulu Chris Hani Ahmed Kathrada Winnie Mandela

Robert Sobukwe Trevor Huddleston Ambrose Reeves Donald Woods

Nelson Mandela Oliver Tambo Albert John Luthuli Steve Biko

Joe Slovo Tsietsi Mashinini Mangosuthu Desmond Tutu Buthelezi Task 8: Look at the elections results for South Africa in 1948 and answer the following questions:

a. Who won the election? b. By how much? c. How many seats did the National Party gain? d. How many did the United Party lose? e. Look at the percentage of the vote gained by each party. Now look at the number of sets won. What do you notice? Do some research into how this occurred and write a short paragraph explaining the disparity.

Task 9: Do some research into the following legislation. Copy and complete the following table.

Name of Legislation When was What was this law Was this legislation different to it passed? trying to achieve? what had existed before in South Africa? (Revisit the pre-1948 legislation that you researched earlier)

Mixed marriages Act Immorality Act Population Registration Act

Group Areas Act Suppression of communism Act Separate Representation of the Voters Act Bantu Authorities Act Prevention of Illegal Squatting Act Natives Abolition of the Passes Act Urban Areas Act Amendment Native Labor Act Bantu Education Act The Reservation of Separate Amenities Act The Separate Representation of Voters Act Promotion of Self Government Act Task 10: Copy the timeline below. You should add information from the 1940s onwards, which can be found under if you Visit this website: https:// www.anc1912.org.za/brief-history-anc and look under the following subheading: 4. The ANC Gains New Life – 1940s

The timeline should end with the election of Nelson Mandela as President in 1994. You also need to write some details on each of the events.

1860s The African Kingdoms are defeated 1900 Pixley ka Isaka Seme called on Africans to forget the differences 1911 of the past and unite together in one national organisation.

1912 The ANC is formed

1919 In 1919 the ANC in Transvaal led a campaign against the passes. The ANC also supported the militant strike by African mineworkers in 1920.

1920s Due to a very careful and moderate approach the ANC were not 1930s very active in the 1920s and 1930s.

Task 11: a. Watch Mandela: Long Walk to Freedom: ttps://www.youtube.com/watch? v=w233LgNpjNo b. Watch Invictus: https://www.youtube.com/watch?v=xLdIOwCTC4g c. Write a short synopsis of both films to present in the first lesson back.

Task 12: Below is an example of an essay question that you will be set.

Study Sources 3 and 4. How useful are they to an historian investigating the aims of apartheid in the 1950s? Explain your answer, using both sources, the information given about them and your own knowledge of the historical context.

At KS5, in order to establish utility (how useful a source is) we need to consider two things

1. What is the provenance of the source and how does this make the source more or less useful? 2. Is the source consistent with your own knowledge and how does this make it more or less useful?

To fully analyse provenance, we use the following acronym: PANDA Purpose – Why was the source created? What is it hoping to achieve? How does this impact on the utility of the source? Author – Who created the source? How does this impact on the utility of the source? Nature – What is the source? (Government speech, a private conversation, legislation) How does this impact on the utility of the source? Date – When was the source created? What do you know about that particular time? How does this impact on the utility of the source? Audience – Who was the source created for? Who would have been the target audience? How does this impact on the utility of the source?

To test for accuracy, we pull bits out from the source (quote) and confirm or challenge these details with our own knowledge, just like at GCSE

Source 3 is annotated. You need to complete something similar for Source 4

Date: 1958 – Verwoerd just PM – makes this useful as he will talk about his intentions

Nature: Address to the Purpose: To convince naon, trying to be the council that persuasive and play down apartheid is good for any negave impacts. the Bantu populaon. Would inform us at least Source 3: From an address made by Hendrik CLEAR AGENDA means what the government want Verwoerd to the Native Representative Council in we treat the source people to believe about 1958. This council was an organisation created to with cauon apartheid represent the black people or Bantus of South Africa. At this time Verwoerd was Prime Minister, Author: Comes from PM, he had also been Minister for Native Affairs under top posion in South Audience: Nave his predecessor. Representave Council – Africa therefore well informed about Naonal who are bound to disagree Party policy. Also had a and therefore is Apartheid policy has been reported badly, both in Verwoerd’s job to convince job related to Nave and out of South Africa. The policy my them – may make content affairs before – so in a government encourages is as much in the interests quesonable strong posion to inform, of the Bantu as those of the European. If Bantu and makes this source useful European develop as intermixed communities, CHALLENGE – there will be competition and conflict everywhere. legislaon proves The more this intermixing develops, the stronger this is not true. Bantu CHALLENGE: Is the the conflict will become. The Europeans will, for a Educaon Act – meant purpose to jusfy this long time, hold the stronger position, and the substandard educaon for policy to South Africans Africans. Passes did not Bantu will be the defeated party in every phase of and the internaonal have to be carried by the struggle. This must cause them an increasing community? whites. sense of resentment and revenge, which is not an ideal future for either party. The opportunity is CONFIRM: Naonal being offered to the Bantu community to develop Party clearly wants to CONFIRM – ANC and at their own rate and according to their own avoid intermixing – protest movements priorities. It means that the European does not laws like Mixed show that there is have control over them. Marriages Act and tension and a sense of Immorality Act resentment within African community CHALLENGE: Africans cannot CONFIRM: Reference to the vote so whites clearly do not history of South Africa? want to hand over control Playing on blacks desire to CONFIRM: Naonal Party be free from dominaon – encouraged Africans to useful to show us the ‘party govern themselves line’ though hides all the negaves.

Source 4 From Trevor Huddleston, Naught for Your Comfort, published 1956. Huddleston was a white English clergyman and noted anti- apartheid campaigner who worked in South Africa from 1943–55. This book about apartheid was written on his return to England.

The Christian drawing rooms in the white suburbs would, for the most part, shudder at the idea of friendship and affection existing between persons of different colours. Miscegenation*, that fearful spectre which hovers over all South African society, is certainly regarded as a sin more mortal than any in the handbook of moral theology. The great commandment, ‘thou shalt love thy neighbour as thyself’, cannot be applied too literally. It might endanger the close and confined security of European Christian homes.

To keep up the barriers: that is the first essential of good government in South Africa. It is because the Nationalists are so much more efficient and far-sighted in doing so than their opponents that they increase their majority at each election. It seems that we do not care that we lose something splendid and enriching by apartheid for we do not even know of its existence. We think we can do our duty to the black man without loving him. We are sure we know him better than anyone else, without knowing him as a person at all

* Miscegenation – intermarriage between races

Task 13: Write the conclusion to this essay Task 14: Research other contemporary sources from South Africa – these will make up half you’re a level exam. The more familiar you are with them, the better! https://omalley.nelsonmandela.org/omalley/index.php/site/q/03lv01508.htm https://www.sahistory.org.za/archives https://ancarchive.org/galleries/

Task 15: Formulate 20 questions that you would like to ask your teacher in September. We will start with these upon our return!

DUE CONTACT DETAILS SHOULD HELP EXPECTED TIME NEEDED TO BE NEEDED COMPLETE THE TASK

September [email protected] Several months!