resistance to apartheid grade 11 essay questions and answers

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Apartheid South Africa 1940s to 1960s Essay for Grade 11

On this page, we guide grade 11 student on how to write “Apartheid South Africa 1940s to 1960s Essay”.

Table of Contents

Apartheid in South Africa was a system of institutionalised racial segregation and discrimination that existed from the late 1940s until the early 1990s. This period in South African history is marked by the enforcement of legal policies and practices aimed at separating the races and maintaining white dominance in all aspects of life. The years between the 1940s and the 1960s were critical in laying the foundations and entrenching the policies that would define this era. This essay will explore the implementation of apartheid laws , resistance movements , and international reactions to apartheid from the 1940s to the 1960s.

Implementation of Apartheid Laws

The formal introduction of apartheid can be traced back to the National Party’s victory in the 1948 elections . The party, which represented the Afrikaner nationalist interest, institutionalised apartheid as a means of securing white dominance. Key legislation enacted during this period included:

• The Population Registration Act (1950): This act classified all South Africans into racial groups – ‘white’, ‘black’, ‘coloured’, and ‘Indian’. This classification was a prerequisite for the implementation of other apartheid laws.
• The Group Areas Act (1950): This law geographically segregated South Africans by race , determining where different racial groups could live, work, and own property.
• The Suppression of Communism Act (1950): Though ostensibly aimed at combating communism , this act was frequently used to silence critics of apartheid, including non-communists.

Resistance Movements

Resistance against apartheid came from various quarters, including political parties, trade unions, and individual activists. The most prominent of these movements included:

• The African National Congress (ANC): Initially adopting a policy of peaceful protest, the ANC organised strikes, boycotts, and civil disobedience campaigns. Following the Sharpeville Massacre in 1960, the ANC shifted to a strategy of armed struggle .
• The Pan Africanist Congress (PAC): A breakaway from the ANC, the PAC also played a significant role in organising protests against apartheid, notably the anti-Pass Laws protest that led to the Sharpeville Massacre.
• Sharpeville Massacre (1960): A turning point in the resistance against apartheid, where a peaceful protest against pass laws in Sharpeville turned deadly, with police opening fire on demonstrators, resulting in 69 deaths.

International Reactions to Apartheid

The international community’s response to apartheid was initially muted, but as the realities of apartheid became more widely known, international condemnation grew. Significant aspects of the international reaction included:

• United Nations Condemnation: The UN General Assembly adopted a resolution in 1962 calling for sanctions against South Africa, urging member states to cease military and economic relations with the apartheid regime.
• Isolation in Sports: South Africa was banned from the Olympic Games and other international sporting events, highlighting the growing international isolation of the apartheid government.

Student Guide

When writing an essay on Apartheid in South Africa from the 1940s to the 1960s, focusing on clarity, depth, and evidence-based arguments is crucial. Here are some useful tips to enhance your essay writing:

• Start with a Strong Thesis Statement:
• Clearly state your essay’s main argument or analysis point at the end of your introduction. This sets the direction and tone of your essay. For example, “This essay argues that the apartheid laws enacted between the 1940s and 1960s not only institutionalised racial segregation but also laid the foundation for the resistance movements that eventually led to apartheid’s downfall.”
• Organise Your Essay Logically:
• Use subheadings to divide your essay into manageable sections, such as the implementation of apartheid laws, resistance movements, and international reactions. This helps readers follow your argument more easily.
• Use Evidence to Support Your Points:
• Incorporate specific examples and quotes from primary and secondary sources to back up your statements. For instance, reference the Population Registration Act when discussing racial classification or cite international condemnation from United Nations resolutions.
• Analyse, Don’t Just Describe:
• Go beyond simply describing events by analysing their impact and significance . For example, when discussing the Sharpeville Massacre, explore its effect on both the apartheid government’s policies and the tactics of resistance movements.
• Acknowledge Different Perspectives:
• While focusing on the factual history of apartheid, also acknowledge the various perspectives on apartheid policies and resistance efforts, including those of the government, opposition movements, and international bodies.
• Conclude Effectively:
• Summarise the main points of your essay and reiterate your thesis in the context of the information discussed. Offer a concluding thought that encourages further reflection, such as the legacy of apartheid in contemporary South Africa.
• Reference Accurately:
• Ensure all sources are accurately cited in your essay to avoid plagiarism and to lend credibility to your arguments. Follow the specific referencing style required by your teacher or educational institution.
• Proofread and Revise:
• Check your essay for spelling, grammar, and punctuation errors. Also, ensure that your argument flows logically and that each section supports your thesis statement.
• Seek Feedback:
• Before final submission, consider getting feedback from teachers, peers, or tutors. Fresh eyes can offer valuable insights and identify areas for improvement.

By incorporating these tips, you can create a well-argued, informative, and engaging essay on Apartheid in South Africa that meets the expectations of a Grade 11 history assignment.

The period from the 1940s to the 1960s was pivotal in the establishment and consolidation of the apartheid system in South Africa. Through the enactment of draconian laws, the apartheid government institutionalised racial discrimination, which led to widespread resistance within the country and condemnation from the international community. This era laid the groundwork for the struggles and transformations that would eventually lead to the end of apartheid.

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Grade 11 - Apartheid South Africa 1940s to 1960s

Quiz   by Chulumanco Mawonga

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• Q 1 / 5 Score 0 What was the Native Laws Act of 1913? (2 marks) 29 Both A and B. A- an act that defined a "native" as a person, both male and female, who is/ was a member of an aboriginal race or tribe of Africa. B- an act that stated that a native shall not enter into any agreement / transaction for the purchase or hire or other acquisition from a person other than a native. B-an act that stated that a native shall not enter into any agreement / transaction for the purchase or hire or other acquisition from a person other than a native. A- an act that defined a "native" as a person, both male and female, who is/ was a member of an aboriginal race or tribe of Africa.

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• Q 1 What was the Native Laws Act of 1913? (2 marks) Both A and B. A- an act that defined a "native" as a person, both male and female, who is/ was a member of an aboriginal race or tribe of Africa. B- an act that stated that a native shall not enter into any agreement / transaction for the purchase or hire or other acquisition from a person other than a native. B-an act that stated that a native shall not enter into any agreement / transaction for the purchase or hire or other acquisition from a person other than a native. A- an act that defined a "native" as a person, both male and female, who is/ was a member of an aboriginal race or tribe of Africa. 20 s
• Q 2 When were Pass Documents used for the first time to restrict the movements of non-European South Africans? (2 marks) D- In the early 1900's A- In the early 1800's B- In the late 1800's C-In the early 1700's 20 s
• Q 3 The National Party's Victory in the elections of 1948 can be linked to.... (2 marks) Both A and B B- The growth in industries, as black people were in demand for labour in industries. A- The dismantlement of segregation in SA during the Second World War. C - Neither 20 s
• Q 4 In the same year, 1948, when the National Party came to power, Apartheid came to existence. Apartheid was a result of..... (2 marks) C- Black people threatened white power, as they were a much longer group compared the white race. B- The simple hate for all non-European races A- White race frustrations and dissatisfactions of the overwhelming presence of Black people in cities. Both A and C 20 s
• Q 5 Internal resistance against apartheid began in the 1950s. This was when anti-apartheid groups rejected the apartheid system. They adopted a programme called the “programme of action”, which encompassed other internal resistance programmes such as.... (2 MARKS) C- The Defiance campaign The African National congress The Freedom Charter The women Resistance movement Sharpeville Massacre Rivonia Trial A- The Defiance campaign The African National congress The Freedom Charter The women Resistance movement B- The women Resistance movement Sharpeville Massacre Rivonia Trial 20 s

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Grade 11 Topic 3 – Source-Based Questions

The source below shows how the Nuremberg laws affected Jews living in Germany

3.1.1 What, according to the source, was the prerequisite for the existence of the German people?    (1 x 1) (1)

• The purity of German blood

3.1.2 Use your own knowledge to define the concept ‘Anti-Semitism’.   (1 x 2) (2)

• Hatred towards Jews
• Any other relevant answer

3.1.3 Describe TWO ways in which the German blood could be kept pure. (2 x 1) (2)

• Marriages between Jews and subjects of German or kindred blood are forbidden.
• Extramarital intercourse between Jews and subjects of German or kindred blood is forbidden

3.1.4 Use your own knowledge to explain how the Nuremburg laws affected Jews living in Germany.   (2 x 2) (4)

• Many shops and restaurants did not serve the Jewish population
• Jews were banned from public parks, swimming pools and public transport
• Germans were also encouraged not to use Jewish doctors and lawyers
• Jewish civil servants were dismissed
• Jews were banned from universities
• Jews had to wear a Star of David that identified them as Jews

3.1.5 What do you think was the impact of the Nuremburg laws on Jews? (2 x 2) (4)

• Many Jews could not earn a living in Germany
• Many Jews emigrated
• Many Jews lost their citizenship
• Any other relevant response

The source below is an extract from David Buffam’s (American Consul in Leipzig) account of the Kristallnacht (Night of Broken Glass) in November, 1938.

3.2.1 What, according to the source, triggered the attack of Jewish shops on 10 November 1938? (1 x 2) (2)

• Result of the cowardly Jewish murder of Third Secretary von Rath in the German Embassy in Paris.

3.2.2 List THREE targets of the Nazi attacks on the Jews. (3 x 1) (3)

• Jewish Shops
• Jewish stores and dwellings

3.2.3 Use the source and your own knowledge to explain why Hitler hated the Jews. (2 x 2) (4)

• He blamed the Jews for Germany’s defeat in WWI
• He blamed the Jews for Germany’s economic crisis after WWI
• He perceived the Jews as an inferior race
• He believed that the Jews were conspiring to control the world

3.2.4 Why do you think this event is known as the Kristallnacht (Night of Broken Glass)? (1 x 2) (2)

• It refers to the thousands of pieces of broken glass that were lying in the street.

3.2.5 What was the impact of Kristallnacht on the Jews living in Germany? (2 x 2) (4)

• Many more Jews left the country
• Thousands were arrested
• Many Jews were sent to concentration camps

This source is an extract from Rudolf Höss’ (commandant of Auschwitz) experience of killing Jews at the Auschwitz death camp.

3.3.1 Define the concept ‘extermination’ within the context of the persecution of Jews.  (1x 2) (2)

• Mass murder of the Jews

3.3.2 Quote evidence from the source that indicates that not only Jewish men were killed in the gas chambers. (2 x 1) (2)

• Women hid their babies
• They persuaded her to take the child with her
• How can you bring yourself to kill such beautiful, darling children?

3.3.3 Use the source and your own knowledge to explain Hitler’s Final Solution. (2 x 2) (4)

• There were too many Jews in the German occupied territories – impossible to emigrate
• Death camps were built in Poland
• Jews were put to death with poisonous gas
• Six million Jews died in these death camps

3.3.4 Comment on the woman’s statement to the soldier: “Have you no heart at all?  (2 x 2) (4)

• Soldiers had no sympathy
• Soldiers did not show remorse
• Soldiers were inconsiderate
• Soldiers did not care about the feelings of others

3.3.5 Explain the reliability of this source to a historian researching the Final Solution. (1 x 2) (2)

• Reliable because it is a first-hand account of the event
• primary source Rudolf Höss, was the commandant of Auschwitz – well-renowned death camp
• The information can be verified/corroborated by other historical sources
• Any other relevant answer.

This source depicts the Jewish victims at the Auschwitz death camp.

Accessed on 16th June 2021.]

3.4.1 Compare Sources 3C and 3D. How does the information in Source 3C support the evidence in Source 3D with regards to the Final Solution? (1 x 2) (2)

• Source 3C mentions that both women and children were killed in the gas chambers whilst Source 3D shows the Jewish women and children that arrived at the death camp

3.5 Using the information from the relevant sources and your own knowledge, write a paragraph of about SIX lines (about 60 words) explaining the measures Hitler implemented to persecute the Jews.

• Hitler believed that Germans were a master race and Jews were inferior
• Hitler blamed Jews for all Germany’s problems
• He passed the Nuremburg Laws – banned marriages between Jews and non-Jews (Source 3A)
• He banned sexual relationships between Jews and non-Jews (Source 3A)
• Kristallnacht – a Jew murdered a German diplomat (Source 3B)
• Thousands of Jewish shops and synagogues smashed (Source 3B)
• Thousands of Jews were arrested and some were sent to concentration camps (Source 3B)
• From 1940 Jews were moved to ghettos
• Many Jews died as a result of starvation and diseases in the ghettos
• Final Solution – death camps and gas chambers built to destroy Jews (Source 3C)
• &Jewish men, women and children were killed with poisonous gasses (Source 3D)
• Death camp in Auschwitz where German soldiers showed no mercy (Source 3C)

                                                                                                                                             [50]

This content was originally produced for the SAHO classroom by Ayabulela Ntwakumba and Thandile Xesi

• National Senior Certificate. “Grade 11 November 2019 Paper 1 Addendum”, National Senior Certificate, Eastern Cape Education, November 2018.

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