HIST 1514 Study guide_final 2019 (1)

SOUTH AFRICA IN THE 20TH CENTURY (NQF5)
HIST1514 Section 2

[16 CREDITS – 160 NOTIONAL HOURS]
Department of History
Faculty of Humanities

Compiled by Dr Jan-Ad Stemmet
2019

Copyright vests in UFS and may not be infringed

TABLE OF CONTENTS

1. Welcome ....................................................................................................................... 3
2. Module Objective ......................................................................................................... 4
3. Module Outcomes........................................................................................................ 5
4. Exit-Level Outcomes.................................................................................................... 6
5. Module Calendar .......................................................................................................... 7
6. Credits and Notional Learning Hours......................................................................... 7
7. Study Material .............................................................................................................. 8
8. Assessment.................................................................................................................. 8

8.1 Assessment breakdown for section Part 2 of this module. ...................................... 8
8.2 Assignment ........................................................................................................... 10
8.3 Calculation of the Final Mark................................................................................. 11
9. The Module Map......................................................................................................... 12
10. Lecture outline / outcomes........................................................................................ 14
11. Tips for participation and success ........................................................................... 25
12. Updating of Module Information and Resources..................................................... 25

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1. WELCOME

Dear student,

Welcome to HIST1514 PART 2 focusing on South Africa in the 20th Century! I am Dr Jan-
Ad Stemmet and will be responsible for teaching the second section of this module (over
the second 7 weeks of the 1st semester).

LECTURER

Lecturer: Dr. Jan-Ad Stemmet
Office number: FGG 135
Email address: [email protected]

Phone number: 051 401 2330

Consulting hours and Monday: 10:00-11:00

process to make an Wednesday: 10:00-11:00

appointment outside Appointments can be made:

consulting hours: • Via email.

• Consult me before/after a lecture.

• During my consultation hours

DEPARTMENTAL SECRETARY

Name: Mrs. Ina Malan

Office number: FGG 119
Phone number: 051 4012330

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2. MODULE OBJECTIVE

This module will serve as a general introduction to South African political history in the 20th
century. We will look at the issue of transformation in its broadest sense from 1900
through to 1994, addressing key events that shaped the South African political landscape at
the time and that transformed South African society into various directions, with special
attention also to the responsible leaders and key role players.

The module will consist of the following, summarized, main points:
1. Transformation as Historical construct?
2. 1902: The changes brought about by the end of the Anglo-Boer War (1899-1902) to the

South African political landscape and how these changes influenced political
developments in the post-war era.
3. Transformation in the Union of South Africa: 1910-1961
• The unification of the four British colonies in 1910 is the true origin of the current

South African republic
• White political developments in the Union
• Black political developments, especially during and after the 1940s
• Apartheid’s rise and expansion
4. The Republic of South Africa, 1961 – 1990: the apartheid years
• White politics: conflict in the National Party
• Black resistance to apartheid: Sharpeville, Soweto and the 1980s
• Reforms to the apartheid policy: sport, foreign policy, immigration, white unity,

homelands, tricameral parliament, etc.
5. The stormy road to democracy, 1990 – 1994

• The negotiation process
• Political violence
• 1994 elections

The utilization of sources can be complex, it is therefore of vital
importance that, from your 1st Year onwards, you:

 Utilize ALLavailable sources; exploit those sources that are
supplied but also take initiative and discover sources on your own.

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 At your disposal is the study guide for orientation, build on that using the internet /
the library / the supplementary (not prescribed) BlackBoard reading material / slides/
class-notes.

 It is not a question of the one source over the other – a single source is not going to
do the trick.

 As we progress: Set up timelines mapping chronologies of overriding processes/
key events/ leaders’ eras – you will be able to form fact-based contexts and not get
lost

 Organize your notes as we continue. It cannot be digested only a night before
the due date – DO NOT MAKE THAT MISTAKE!

 Take control of YOUR module.

WHAT YOU WILL NEED TO DO TO PASS THIS SUBJECT:
History is a reading subject. In the Sasol Library there is a plethora of
books, articles, videos etc. dealing specifically with the various themes of
this course. As such there are no formally prescribed books. The
initiative and responsibility is yours – go to the Library and start
delving into our theme. In addition, supportive (not prescribed) material will be loaded onto
BlackBoard.Some suggested search engines include: Kovsiecat; EBSCOHOST; Google
Scholar; JSTOR.

IS THERE A SET HANDBOOK? NO.
A massive amount of sources on SA history are readily available –
for free. Between the internet, Library, the large number of diverse
sources posted on BlackBoard, plus slides as well as class notes it is
unnecessary to prescribe a – very – expensive handbook.

3. MODULE OUTCOMES

After successful completion of this module, and having engaged with all the module material,
you should be able to:

1. Contextually grasp South Africa’s socioeconomic and political situation in the
aftermath of the South African War aka Anglo Boer War.

2. Logically discuss the interlocking processes that lead to the Union of South Africa
3. Analyse the rise of Afrikaner nationalism

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4. Objectively assess the processes that stimulated the rise of Black nationalism
5. Critically consider the interwoven developments that resulted in the realization of

Apartheid – and the opposition against it
6. Supply an all-round review of South Africa at the time of it becoming a Republic
7. Define and elaborate on the concepts of ‘Verwoerdian Apartheid’
8. Expand on the increasing radicalization, polarization and militarization of the South

African political landscape, from the 1960s onwards
9. Analytically review the rise of the Black Consciousness Movement during the 1970s
10. Objectively map the events surrounding the Soweto Riots of 1976 and how it was a

watershed moment that lead to the overriding processes of the 1980s
11. Objectively synthesize the antagonistic strategies of the main protagonists which lead

to the epic turmoil of the 1980s
12. Clearly weigh up the reasons for/progression of negations, starting in 1990
13. Apply, according to history making methods and procedures, a logical, critical-

investigative approach to problem-solving by planning and producing a practical oral
history project
14. Present the information in the relevant academic formats required by assignments
set and in a manner that is appropriate to the audience.

4. EXIT-LEVEL OUTCOMES

At the end of this module, learners will possess certain skills and abilities. This includes:
 The ability to gain knowledge about a certain historical theme and to understand how

that knowledge may be relevant to other academic fields.
 The ability to develop an understanding with regard to the existence of different forms of

knowledge, approaches and schools of thought.
 The development of the ability to apply, according to certain methods and procedures, a

logical, critical-investigative approach to problem-solving.
 The ability to develop an appreciation for the ethical implications of decision-making and

actions.
 The development of the ability to independently evaluate different sources, to select

information relevant to a task, and to utilise the developed processes of analysis to
evaluate information.
 The development of the ability to present information and to effectively communicate it in
the relevant academic format.

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 The development of the ability to make decisions with awareness of the impact thereof
on the bigger context.

 Appreciation for the value and methods of effective independent study.
 The ability to function productively in a group and to demonstrate appreciation regarding

the acceptance of responsibility for one’s own decisions and the way these decisions
impact on the group as a whole.

5. MODULE CALENDAR

Please find below the proposed timeline of the sessions as well as the class times. Take
note: dates/times can change – please check Blackboard daily for announcements.

Classes Day Time Venue
Session 1 Tuesday 10:10 – 11:00 HMS
Session 1 (Repeat) Tuesday 14:10 – 15:00 W202
Session 2 Thursday 8:10 – 9:00 STB2
Session 2 (Repeat) Thursday 12:10 – 13:00 STB3

6. CREDITS AND NOTIONAL LEARNING HOURS

Each module is worth a certain number of credits. To obtain a first qualification (degree) you
need a minimum of 360 credits. HIST1514 is a 16 credit module.

Notional learning hours indicate the amount of time that the average student will spend to
achieve success in a particular module. These notional learning hours will include all the
time that you are working on the module, for example attending classes, studying for tests
and exams, writing tests and exams, group work, preparation and research for module
assessments, etc. In other words, it will be all the time that you spend on the module.

You will get an indication of the notional learning hours by multiplying the credits by 10. This
implies that you will have to spend on average 160 hours to achieve success in a

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semester module. This module is split into two mini-modules. This section of the
module will require at least 80 hours of time from you spread over the second 7 weeks
of the semester.

Remember that we use the average student as yardstick; some students will need more time
while others may need less time to be successful.

7. STUDY MATERIAL

History is a reading subject!!
In the Sasol Library there is a plethora of books, articles, videos etc. dealing specifically
with the theme of this course. As such there are no formally prescribed books. The
initiative and responsibility is yours – go to the Library and start delving into our theme. In
addition, selected material will be loaded onto BlackBoard. Search, combine and exploit
sources.

8. ASSESSMENT

8.1 ASSESSMENT BREAKDOWN FOR SECTION PART 2 OF THIS MODULE.

DATES:

ASSIGNMENT TEST
Wednesday: 17 April Preliminary date: 14 May
[Please refer to assignment document for further

information]

PLEASE NOTE: It is possible that scheduled test dates may change. IT IS THE
STUDENT’S RESPONSIBILITY TO STAY UP TO DATE WITH THE CORRECT TEST /
ASSESSMENT DATES. Due to lack of venues, tests might be taken down outside the

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normal scheduled period. All updates will be posted on BlackBoard. Please check
regularly.

ASSESSMENT TYPE (E.G. WRITTEN/ORAL/PRACTICAL) CONTRIBUTION TO
Test
MARK
Module Sick
Test  Written closed book 50%

 The test will consist of multiple-choice and/or

short paragraph-type questions. You must

have a thorough knowledge of the course

content.
 Should you have any query with the way in

which the question paper has been marked,

you must discuss this with the lecturer within

5 days after the marks have been released.

 It is the responsibility of the student to

ensure that all his/her marks are correct. If

you do not query your mark before the final

date as set in the UFS rulebook (within 5

days), we will accept that your mark is

correct. No further adjustments will be

made.

 This is NOT an alternative assessment

opportunity.

 One Module Sick Test for HIST1514 will be

facilitated.

 THE SICK TEST WILL COVER THE ENTIRE

MODULE: PART 1+PART 2

 Even though a student might have written the

test of one part but missed the other – the

student writing the Sick Test will write on ALL

the work of the module in totality. .

 Sick tests may only be written by those

students who have submitted a doctor’s note

for the date of the original test within 24 hours

of the original test.

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 Other reasons for writing the sick test may be

submitted in writing to the lecturer with

documentary proof of the reasons for not

writing the original test. Submissions must be

received within 24 hours of the test.
 These submissions will be evaluated by the

lecturer and the tutor in this module. Their

decision is final.

Assignment See BlackBoard. 50%

See BlackBoard

8.2 ASSIGNMENT

It is each student’s responsibility to ensure that he/she receives everything in time and
ensures that he/she aligns with the expectations detailed below:

 Assignments will ONLY be accepted if submitted in person – no email-copies will be
accepted; assignments slid “underneath the office door” will not be accepted.

 Upon submission the student’s whose assignment is being submitted must sign the
acceptance-list. No signature=No submission.

 Students cannot submit assignments on each other’s behalf.

NB! Due dates and times will be strictly adhered to. Late submissions will be penalized.
SEE: DEPARTMENTAL PROTOCOLS.

PLAGIARISM – Please also see the Departmental Protocols, Faculty Rules and
Regulations, the UFS Rule Book and the Student Success Portal for tips on how to
avoid Plagiarism

The Faculty supports the UFS Policy on the Prevention of Plagiarism and Dealing with
Academic Writing Misconduct (Found on UFS Website – About UFS>Policy
Documents>Institutional Policy Documents (in alphabetical order) and regards all forms of
plagiarism as well as academic misconduct in a serious light.

In the policy plagiarism is defined as follows:

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Plagiarism implies direct duplication of the formulation and insights of a source text
with the intention of presenting it as one’s own work. Plagiarism cannot be confirmed
as a result of mere similarities of words between the source text and the borrowed
text as in the case of terminology, commonly used phrases and known facts.

Plagiarism is distinguished from forms of academic writing misconduct such as:
• cribbing in tests and examinations;
• collusion and fabrication or falsification of data;
• deliberate dishonesty;
• purchasing assignments, dissertations and/or theses on the Internet and presenting
such documents as one’s own work;
• presenting the same work for more than one course or in consecutive years; and
• the submission of another person’s work as one’s own original work.

Plagiarism is also applicable when no recognition is given to the original author. Internet
plagiarism applies to downloading, copying and pasting information as well as not
acknowledging these authors.

The faculty uses software that will screen the abovementioned categories for misconduct.
The faculty sees this in a very serious light and the measures as indicated in the UFS policy
will be followed.

8.3 CALCULATION OF THE FINAL MARK

 Part 2 contributes 50% towards your semester mark (predicate).

 The semester mark for Part 2 is calculated as follows:

 Test: 50%

 Assignment: 50%

 Your final mark is calculated as follows:
 Predicate (Part 1+Part 2) = 50%
 Examination mark = 50%

GENERAL RULES FOR UNDERGRADUATE QUALIFICATIONS, POSTGRADUATE
DIPLOMAS, BACHELOR HONOURS DEGREES, MASTER’S DEGREES, DOCTORAL

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DEGREES, HIGHER DOCTORATES, HONORARY DEGREES AND THE CONVOCATION
(2016) of the UFS (Rule A9.4):

A9.4 Pass requirements, passing with distinction, promotion and continuous
assessment
(a) To pass a module, a final mark of at least 50 percent must be obtained.
(b) The calculation of the final mark is set out in the module guide in accordance with
thefollowing:

i. that a module mark of at least 40 percent be taken into account; and
ii. a subminimum of at least 40 percent applies in respect of the examinationmark;

and
iii. where more than one paper is written in a module, a subminimum of no lessthan

40 percent and no more than 50 percent per paper applies and may also,as set
out in the module guide, apply in cases where a paper has more thanone section;
and
iv. the weight assigned to the examination mark must be no less than 40 percentand
no more than 60 percent, provided that, as regards e-learning students,the ratio
between the module mark and the examination mark is 20:80.
(c) As regards the Bachelor of Management Leadership, the final mark is calculated on
thebasis of continuous assessment during the module term.
(d) Where a module comprises a research essay, the mark awarded is taken as the final
mark.
(e) Where a system of promotion applies, the information appears in the module guide and a
student passes the module if a module mark of at least 70 percent has been obtained and
the student has participated in all the scheduled assessments.
(f) If a student does not obtain the required module mark to pass in terms of the promotion
system, the assessment rules apply.

9. THE MODULE MAP

The Module Map will assist you in:
- tracking our chronological and thematic progression
- orientating you in sources-selection
- familiarizing you with key figures, dates, events, processes

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- simplifying class-preparation
- benchmarking your personal module-ownership

There are Four Units:
- The module revolves around these four chronological themes
- These units are constructed around the Outcomes
- The Four Units are systematically dealt with during in-class sessions

Our Map – Your Plan:
- Using the Module Map it is the student’s responsibility to

plan ahead
- After perusing the Module Map the student ought to work out

a personal study-roster
- By approaching the module in a systematic fashion, diligently studying each phase

step-by-step, you will not get lost
- Nine decades of, complex, history is to be dealt with – do not wait till it’s too late…

Our Map – Your Journey:
- The Module Map supplies descriptions and cryptic points but does not imply ‘study
notes’
- Study notes are compiled by the student attending in-class sessions and by
exploiting BlackBoard-material, the Library and the internet

UNIT 11:
- The last unit has been designated as Independent Study.
- Around the supplied basic outline (skeleton) you must add facts and

chronology (meat around the bones)
- Sources are posted on BlackBoard but a multitude of sources are readily available

(online/Library)

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10. LECTURE OUTLINE / OUTCOMES

TRANSFORMATION PERSPECTIVES ENROUTE TO A NEW SOUTH AFRICA:
INTRODUCTION

Since 1990 the word transformation has become a catch-all phrase for politicians in South
Africa in their efforts to pave a way towards a new and just political dispensation for all the
citizens of this country. However, transformation is not restricted to the post-1990 years in
South African history: constant transformation has been part and parcel of the history and
development of this country, as it has in all other countries of the world. While politicians are
quick to limit the meaning of the term to their own era, transformation is an essential and
ever-present ingredient in any society whatever its nature.

Societies, whether they are political, economic and/or social, are all dynamic and find
themselves in a constant process of transformation. This process is essential to the
development and survival of societies/countries without which it would stagnate and
eventually decline or stop to exist. As such constant change is necessary for the survival of
communal structures.

This module on the history of twentieth-century South Africa, focuses on transformation
perspectives en route to a new South Africa and will look at major transformations in South
African society in the twentieth century. We will start off in 1902 at the end of the Anglo-Boer
War and will finish in 1994 with the first democratic elections held in the country's history.

WEEK 1 - 2
LEARNING OUTCOME: 1,2,3

CONTENT: UNIT 1 - 2
POST-ANGLO-BOER WAR SOUTH AFRICA, 1902-1910

On 31 May 1902 the Peace of Vereeniging brought an end to the armed conflict between the
British government and the two Boer republics, the Zuid-Afrikaansche Republiek (ZAR) and
the Orange Free State (OFS). The two Boer republics lost their freedom at Vereeniging and
became British crown colonies under direct control of London.

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In the years between 1902 and 1910, transformation took place on many levels within South
Africa. Politically, the first transformation was that of the change in status of the two former
Boer republics, from independent states to British crown colonies. Their status changed
again in 1906 and 1907 when the Transvaal and the Orange River Colony were granted
responsible government status; and again in 1910 when they united with the Natal and Cape
colonies to form the Union of South Africa. Economically, transformation took place on a
massive scale in the post-war period as reconstruction efforts were put into place to address
the devastation of the war period. Socially, transformation in the educational and language
areas ensured the re-emergence of fiercely proud pro-Afrikaans Boers who challenged the
language and educational policies of the British colonial government. Transformation also
took place within black politics and economics as black leaders started to realise that British
rule did not bring forth the favourable circumstances for black people to realise their
economic, social and political aspirations, as was hoped in 1902.

South Africa between 1902 and 1910 was a territory (not yet fully a country) that underwent
massive changes and it found itself in a constant state of transformation: transformation that
set the course of political, social and economic developments for the rest of the twentieth
century. The purpose of this section is to look at the major changes that took place during
this period.

At the completion of this section, you should be able to:
• discuss generally the changes that took place in South Africa between 1902 and
1910;
• discuss the reconstruction efforts of the British colonial government in the post-war
years;
• discuss the re-emergence of Afrikaner political development, and
• discuss the reaction from black people re the political and economic changes that
took place.

1. Introduction
 Peace of Vereeniging: May 1902
 Tvl and Orange River Colony: British crown colonies
 post-war aims of British, black people and Boers

2. British rule and reconstruction
 economic reconstruction

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 resettlement of people

3. Agriculture
 devastation in the rural areas
 conflict about cattle raids and land: black and white
 white-black relationships: share croppers
 scientific agriculture
 English farmers

4. Education
 Pro-British education policy
 medium of education
 CNO (Christian National Education) schools
 Black education

5. Race policy
 civilisation vs race
 pass book system
 letters of exemption

6. Black politics
 disillusionment
 black political organisation
 black political opposition

7. Labour
 Shortage of black labour
 Shortage: 1903 lack 129 000 labourers – reasons?
 Chinese labourers

8. Boer politics
 Boer leaders – relations with Europe
 political revival + Afrikaner nationalism
 Het Volk Party – Jan 1905
 Orangia Union – May 1906

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9. Change in status of colonies
 Questions – 1905
 Liberal Party – 1906
 Representative vs responsible government
 1906: Tvl / 1907: Orange River Colony
 Political developments en route to unification

WEEK 3 - 4
LEARNING OUTCOME: 4, 5, 6

CONTENT: UNIT 3 - 4

TRANSFORMATION IN THE UNION OF SOUTH AFRICA,
1910 – 1961

On 31 May 1910 the Union of South Africa officially came into existence. This Union was the
result of the political unification of the four British colonies in what was commonly referred to
as South Africa: the Cape, Natal, Orange River colony and Transvaal colony. As such, 31
May 1910 is the true ‘birth’ of the current South African republic.

Unification itself involved a big and complex process of transformation in which the colonies
ceased to exist in their old form. Political processes between 1910 and 1961 further ensured
that the country politically remained in a constant state of transformation: firstly in their
attempts to establish South African independence within the Commonwealth, and then
through Afrikaner attempts to establish a definite stronghold over political power in the
country, which they succeeded in doing from 1948 onwards. This period also saw important
transformations in black political processes which changed the character of black politics
and the relationship between black politicians and the white government. Important
developments include the founding of the ANC Youth League in the 1940s, the passive
resistance campaign of the 1950s, the treason trial, and the conflict within the ANC, resulting
in the founding of the PAC in 1959.

While this section will almost exclusively focus on political transformation, keep in mind that
important developments also took place during this period in the economic sector. The
country industrialised, transformed from an agricultural-based economy to an economy
dominated by the industrial and mining sectors, massive new town developments took place
especially around mining areas, and massive new water projects were started.

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Economically, the Great Depression and the Great Drought of 1933 impacted negatively on
the South African economy, and the government had to implement both economic and social
upliftment programs to address these problems effectively.

At the completion of this section, you should be able to:
• discuss how unification transformed the South African society;
• discuss the main developments and changes in white political processes;
• discuss the changes that took place within black politics, including the events of the
1950s;
• discuss how legislation changed the political and economic landscape of South
African society, and
• show how legislation systematically marginalised people of colour in this country.

1. Unification
 31 May 1910: Herbert Gladstone first Governor General + Genl. Louis Botha first
Prime Minister
 First election: 15 Sept 1910 - results?
 Responsibilities of government - administrative + consolidating
 Legislation passed: Mines and Works Act of 1911, South African Defence Act of
1912 and the Natives Land Act of 1913
 1911: population statistics
 1911 - urbanisation statistics
 Economy in the first years of the Union
 development and expansion
 recession and economic hardship
 changes in the banking industry
 University education

2. White politics
 between 1910 and 1961 - major changes - constantly between role players
 1910-1948 dominated by Gen. JBM Hertzog and Gen. JC Smuts
 changing relationship between SA and Britain (Commonwealth)
 Dominion status; legislative independence; flag crisis – 1927
 national anthem; permanent representatives to the League of Nations – 1929
 political re-alignment: SAP and Unionists, NP and Labour, SAP and NP
 SA Prime Ministers:

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 1910-1919: Gen. Louis Botha
 1919-1924: Gen. JC Smuts
 1924-1939: Gen. JBM Hertzog
 1939-1948: Gen. JC Smuts
 1948-1954: Dr DF Malan
 1954-1958: Adv. JG Strijdom
 1958-1966: Dr HF Verwoerd
 Political parties: constant changes and re-alignments
 founding dates: SAP, NP, United Party and "Gesuiwerde" (Purified) NP
 Afrikaner nationalism
 politics and political leaders
 own language, own flag, own anthem, dominion status, 1938 Great Trek

commemoration
 NP victory in 1948 - culmination + re-enforcement of nationalism

3. Black politics
 Development of black nationalism - aims?
 black politics before 1940s
 Black politics - changes from 1940 - reasons?
 ANC Youth League founding – 1944
 Conflict Youth League with older members of ANC
 Changes in ANC from 1948 - changes and reasons?
 Passive Resistance Campaign - 1949 - new leadership for ANC
 Programme of Action - from 1952
 Freedom Charter - June 1955, Kliptown
 High Treason trials - 1956 - 1961
 Split in ANC - 1959 - founding of PAC

4. Legislation
 Social apartheid
 Prohibition of Mixed Marriages Act of 1949
 1950 Amendment to the Immorality Act of 1927
 Population Registration Act of 1950
 Group Areas Act of 1950
 Railways and Harbours Act of 1949
 Separate Amenities Act of 1953
 Labour apartheid

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 Native Building Workers Act of 1951
 Native Labour (Settlement of Disputes) Act of 1953
 Industrial Conciliation Act of 1956
 Education
 Bantu Education Act of 1953
 Politics
 South Africa Amendment Act of 1956

WEEK 5 - 6
LEARNING OUTCOME: 7-11

UNIT: 5 - 10
THE SOUTH AFRICAN REPUBLIC, 1961 – 1990:

THE APARTHEID YEARS

On 31 May 1961 the political aspirations of Afrikaners to be in charge of a fully independent
country once again became a reality when the Republic of South Africa officially came into
existence. While from the outside the NP seem to have been completely united and in
control, the realities of white political processes between 1961 and 1990 prove this
assumption very wrong. During this period the NP suffered two splits in their party – both
times to the right: first the Herstigte Nationale Party (HNP) was formed in 1969 which did not
affect the power-base of the NP. The second split, however, did inflict major damages to the
NP power-base as Dr Andries Treurnicht and his Conservative Party (1982) quickly gained
support amongst white people.

Black politics also underwent major changes during the apartheid years. Starting with
Sharpeville in 1960, the character of the struggle against white minority rule changed
drastically from a passive resistance campaign to an armed struggle that would eventually in
the 1980s make South Africa politically very unstable. Sharpeville was followed by the
emergence of Steven Biko and the Black Consciousness Movement, the Soweto Uprising of
1976 and the turbulent 1980s. All events contributed greatly to the eventual relinquishing of
power by the NP in the 1990s in favour of an inclusive democratic government.

Like politics itself, political policy also needs to constantly change to keep in touch with the
realities (as set by politicians and their supporters). The apartheid policy was never a static
policy that remained unchanged from its inception in 1948 till 1990. On the contrary:
apartheid policy changed with each new leader of the NP who shaped the policy according

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to his own interpretation. Apartheid also eased up in certain areas to make room for drastic
changes to the political status quo. However important these changes were at the time, it
proved incapable of realising the political aspirations of black people who were not the
beneficiaries of new policy directions – black people were not, in general, the section of the
South African population which benefited from policy changes.

At the completion of this section, you should be able to:
• discuss the changes that took place within the NP between 1960 and 1990;
• discuss the events at Sharpeville and Soweto;
• briefly describe the main elements of Black Consciousness;
• discuss the armed resistance campaign against apartheid, and
• discuss the reforms that were made to the apartheid policy throughout the period.

1. Republic
 Sought after ideal of Afrikaners
 Referendum - 1960: results?
 Commonwealth conference - March 1961 - SA resignation
 Republic: 31 May 1961

2. White politics
 1960s - division within Afrikaner politics and within NP
 Liberals (verligtes) and conservatives (verkramptes)
 Opposition to Verwoerd
 Break-away of Herstigte Nasionale Party (HNP)
 conflict within NP - role of Dr Albert Hertzog
 position of John Vorster - 4 policies that increased conflict
 conflict in the Afrikaans media
 Vorster reaction to conservatives
 break-away - 1969 - founding of HNP on 24 October 1969: Hertzog leader
 principles of HNP
 results: 22 April 1970 elections

 Break-away of the Conservative Party (CP)
 role of investigations into coloured politics
 changes in the political dispensation - 1977 - three parliaments
 1980 changes under direction of Alwyn Schlebusch

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 division of power between whites, coloureds and Indians
 Andries Treurnicht and his supporters
 position of P.W. Botha
 break - Feb and March 1982 - brings F.W. de Klerk to the fore
 founding of Conservative Party on 20 March 1982
 position of CP after 1982 within white politics
 2 February 1990

3. Black politics
 Black opposition to apartheid
 Nature of struggle - from passive resistance to armed conflict
 Sharpeville - 1960
 causes
 role of the PAC and Robert Sobukwe
 21 March 1960 - anti-pass law campaign
 Sharpeville - 69 killed and 180 wounded
 consequences of Sharpeville: international
 consequences of Sharpeville: domestic (state of emergency, ban on ANC and
PAC, internationalisation of both ANC and PAC, founding of MK and Poqo,
armed resistance)
 Rivonia trials - high treason
 by 1964 - anti-apartheid movement in country - weak
 Steven Biko and Black Consciousness
 principles of Black Consciousness - 3
 role in giving a political voice to black people
 role in Soweto uprising
 Soweto uprising - 16 June 1976
 reasons
 events - image of Hector Peterson
 consequences: international and national
 Apartheid struggle after Soweto - new momentum for ANC and PAC
 Reaction to Tricameral Parliament - 1984-1986 disturbances
 role especially of UDF and Cosatu
 conflict between Inkatha and ANC
 reaction of Botha government to resistance in 1980s

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4. Reforming the apartheid policy
 Apartheid policy not static - constant changes
 Homeland policies
 Constitutional changes in 1970s and 1980s - especially Tricameral Parliament
 Legislative reforms of the 1980s

WEEK 7
OUTCOME: 12
UNIT 11: INDEPENDENT SELF-STUDY
THE STORMY ROAD TO DEMOCRACY:
1990 – 1994

On 2 February 1990 State President F.W. de Klerk made the startling announcement at the
opening of parliament that Nelson Mandela and other political prisoners would be freed, the
ANC, PAC, SACP and other organisations would be unbanned, and that media restrictions
would be lifted. This speech redirected South African politics away from the apartheid era
towards a multi-party inclusive democracy that would eventually come into existence in
1994.

The road to democracy between 1990 and 1994 was not an easy road and numerous times
events seemed to derail the efforts of politicians to negotiate a peaceful settlement. Major
obstacles included the ongoing violence between the ANC and Inkatha on the Rand and in
KwaZulu-Natal, Inkatha's position in the negotiations, the refusal by the white right- wing
parties to participate in the negotiation processes, and the assassination of Chris Hani.
Fortunately, the political processes won the day and on 27 April 1994 all eligible South
African voters (along with a few thousand non-eligible foreigners) went to the polls to elect
the country's first real democratic government.

At the completion of this section, you should be able to:
• discuss briefly the negotiation process;
• show how the violence between Inkatha and the ANC affected the rest of the country,
and
• discuss the final processes towards to birth of the new South Africa.

1. Introduction
 P.W. Botha’s stroke – Jan 1989 – chain reaction of events

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 F.W. de Klerk new leader of NP
 After Sept 1989 elections – prisoners set free

2. 2 Feb 1990
 2 Feb 1990 – content of speech and meaning
 Nelson Mandela set free on 10 Feb 1990
 Reasons for changes by De Klerk

3. 1990-1994
 History of SA between 1990 and 1994
 Dismantling of apartheid structures
 Starting of negotiation process – 3 issues
 Aug 1990 – ANC renounces armed struggle
 Violence between Inkatha and ANC
o Reasons and impact?
 Negotiations
o Codesa 1 – Dec 1991
o Codesa 2 – May 1992
o 1993 negotiations – role of Cyril Ramaphosa and Roelf Meyer
 3 issues that needed to be resolved
o interim constitution – Nov 1993 – adopted by parliament in Dec 1993
 Problems during negotiation process:
 Boipatong and Bisho
 Chris Hani murder – 10 April 1993
 White right-wing activities

4. 1994 elections
 Date: 26-29 April 1994
 Freedom Front and Inkatha
 Results?
 Inauguration – 10 May 1994

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11. TIPS FOR PARTICIPATION AND SUCCESS

It is very important that the students prepare for class in order to obtain full understanding of
the class. Great value is attached to class discussions. You will get the opportunity to take
an active part in this, which further emphasizes that you must prepare for classes. You must
consult your recommended books regularly in order to obtain the necessary background and
to expand your notes. The classes are not aimed only at reproduction of knowledge, but also
at stimulating knowledge. A high premium is therefore placed on class attendance. It is a
mistake to think that these are irrelevant and that you can comprehend everything
purely by studying the material provided. Only faithful attendance of classes during which
the main aspects of the theme will be explained, will ensure a thorough knowledge. I hope
you will have an enjoyable and instructive term, and be assured of my personal assistance,
support and encouragement during the course.

You are invited to consult with me on a regular basis.

12. UPDATING OF MODULE INFORMATION AND
RESOURCES

The module schedule and syllabus (study material), either orally or in writing, can be
updated or modified at any time by the lecturer or the History Department. It is the
responsibility of students enrolled in this module to stay up-to-date with the schedule
and syllabus. An announcement of this type can be given in face to face class session, or
communication on Blackboard. It is recommended that students check Blackboard daily to
keep up to date with what is happening in the module. Any work discussed during contact
sessions can be used for assessment purposes.

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COVER PAGE FOR INDIVIDUAL ASSESSMENTS

MODULE CODE:

SURNAME: INITIALS:

STUDENT NUMBER:

DUE DATE:

DECLARATION BY STUDENT

I have read the University’s Policy on the Prevention of Plagiarism and Dealing with Academic Writing
Misconduct:
I understand that I must:

1. abide by all the directives of this Policy, the Assessment Policy, course guides, specific and general
regulations and assessment requirements;

2. seek assistance if I am unsure about appropriate citation and referencing techniques;
3. accept responsibility for having full knowledge of the Policy;
4. submit only my own work for any form of assessment, except where:

the work of others is appropriately acknowledged; and
the assessor/moderator has required, or given prior permission for, group or collaborative work to be
submitted;
5. refrain from intentionally or negligently deceiving the reader by preventing my own work from being
copied by another student, who may or may not have an intentional or negligent aim to deceive the
reader;
6. be aware that according to the Policy, measures for all Level Four violations and repeated Levels
One, Two and Three violations are reported and investigated in accordance with the UFS Statute on
Student Discipline (see Chapter XIII, pp 50 – 58); and
7. include with my assignment an electronic report of the software programme if required/where
applicable.

D D MMY Y Y Y

SIGNATURE STUDENT NR DATE

MARK / PERCENTAGE:

COMMENTS FROM ASSESSOR:

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