History exemplar of school based

IN WHAT WAYS DID THE IDEAS OF THE BLACK CONSCIOUSNESS MOVEMENT INFLUENCE THE STRUGGLE AGAINST APARTHEID?
SOURCE 4A

This extract is taken from a paper produced by Steve Biko for a South African Student Organisation (SASO) leadership training course in December 1971.

..Black Consciousness is in essence the realisation by the black man of the need to rally together with his brothers around the cause of his oppression – the blackness of their skin – and to operate as a group in order to rid themselves of the shackles (chains) that bind them to perpetual (unending) servitude...It seeks to infuse the black community with new-found pride in themselves, their effort, their value systems, their culture, their religion and their outlook to life...Blacks no longer seek to reform the system...Blacks are out to completely transform the system and make of it what they wish...Liberation therefore, is of paramount (top) importance in the concept of Black Consciousness, for we cannot be conscious of ourselves and yet remain in bondage…
The importance of black solidarity to the various segments of the black community must not be understated. There have been in the past a lot of suggestions that there can be no viable unity amongst blacks because they hold each other in contempt. Coloureds despise Africans …. Africans despise Coloureds and Indians for a number for reasons… all these stereotype attitudes have led to mountainous inter-group suspicions amongst the blacks.

What we should at all times look to is the fact that:

1. We are all oppressed by the same system

2. That we are oppressed to varying degrees is a deliberate design to stratify us not only socially but in terms of our aspirations…

[From S. Biko, ‘The Definition of Black Consciousness’ in S. Biko, I Write What I Like. (Oxford, 1978), p.49, 52]

SOURCE 4B

In this article Jonathan Jansen, academic and educator, discusses the impact Black Consciousness had on him as a teenager growing up in the Cape Flats.

As the 30^th anniversary of the death of the great thinker and strategist, Steve Biko, approaches I remember how he changed my life as a teenager desperate to find a language, and identity through which I could understand the terrible experience of dispossession (loss) and humiliation in those Apartheid days. I hated everything about whiteness…Most of all, I despised what other people called me; ‘Coloured’.
Biko’s assertion (claim) of blackness not only as an oppressed identity but also as an assertive (self-confident) identity explained the mushrooming of ‘Afros’ amongst my black friends and the instant attacks on any township dweller who dared refer to himself as ‘coloured’ or ‘Indian’ or ‘Xhosa’. In one move, black identity became not only a means of organising oppressed groups on the basis of a common experience but also a way of chipping away of the certainties that Apartheid assigned to ethnic labels.
At that time, the non-racialism of congress politics made no sense to be; ‘black man, you are on your own’ had a lot more meaning. I am deeply grateful to Biko and his movement for the confidence and self-respect that black consciousness engendered (produced) in me, and from which basis I felt more prepared to push back against white racism.
[From: J. Jansen, Racial Boxes Keep Us Trapped’ (Pretoria, 2007)]
SOURCE 4C

In this extract Sibongile Mkabela describes the attitude of young black people in the 1970s Soweto.

In this period of new intellectual creativity, black leaders spoke of ‘going it alone’ and weaning blacks from dependence on paternalistic (over-protective) white ‘do-gooders’. All apartheid created institutions such as Bantustans, and Urban Bantu councils were rejected. BC leaders urged the building of black organisations which could take their own distinct path. They also advocated (encouraged) black economic self-reliance through co-operatives, shops, farms or ‘buy black’ campaigns.
Pride in being black was also expressed in the dress and hairstyles of Africans in the township. Sibongile Mkhabela describes the sentiment of the time (92 words)
“It was the days of ‘black is beautiful’ and you would sport big Afro Hair and African attire, that sort of think. It all went to emphasise that we were black people. If you are going to be involved in any kind of politics, you have got to appreciate who you are and not only appreciate it, but be very proud of who you are.”
Sibongile Mkhabele’s father like many of the older generation, warned against the naiveté of the youth saying ‘Who do you think you are to fight the system? You can’t win. Where is Mandela? Where is Sobukwe? You definitely can never win...’ But Mkhabela explains that ‘as a younger generation, we felt that this nonsense had to stop’.
[From: P. Bonner and L.Segal, Soweto. A History (Cape Town, 1998), p.75.]

SOURCE 4D

A poster with a quotation from Steve Biko’s writings being held high by a supporter of the Black Consciousness Movement. The poster reads, ‘The most potent weapon in the hands of the oppressor is the mind of the oppressed’.

[From: M. Fernandez et al., History Grade 12, Focus, (Cape Town, 2013)]

MARKING GUIDELINE
IN WHAT WAYS DID THE BLACK CONSCIOUSNESS IDEAS OF STEVE BIKO INFLUENCE THE STRUGGLE AGAINST APARTHEID?
Use Sources 4A, 4B, 4C and 4D to answer the following questions.
4.1

4.1.1 [Extract evidence from Source 4A – L1] (any 1 x 2) (2)

• 
  Because of the colour of their skin
  
• 
  Black people were oppressed because they were black
  

4.1.2 [Extract evidence from Source 4A – L1] (any1 x 2) (2)

• 
  Black people needed to rally together
  
• 
  Black people needed to operate as a group
  

4.1.3 [Extract evidence from Source 4A – L1] (any 4 x 1) (4)

• 
  To infuse the black community with pride
  
• 
  To infuse pride in themselves
  
• 
  To infuse pride in their efforts
  
• 
  To infuse Pride in their value systems
  
• 
  To infuse Pride in their culture
  
• 
  To transform the system
  
• 
  To achieve liberation
  

4.1.4 [Extract evidence from Source 4A – L1] (1 x 2)(2)

• 
  Everyone who was not classified as White
  
• 
  Anyone classified as African, coloured or Indian
  

4.1.5 [Interpretation of information in Source 4A – L2] (2 x 2) (4)

• 
  All people of colour were oppressed by Apartheid so should
  

fight together to free themselves

• 
  The government encouraged divisions between black people
  

which benefited the apartheid system (divide and rule tactics).

resisting apartheid involved uniting as oppressed people

• 
  any other relevant answer
  

4.2

4.2.1 [Interpretation of information in Source 4B – L2] (2 x 2) (4)

• 
  Jansen hated the fact that the apartheid state labeled him
  

‘coloured’ – this was an identity which had been forced on him not one he had chosen for himself.

• 
  Jansen experienced a sense of humiliation and dispossession because of
  

Apartheid but as a teenager was unsure how to make sense of this beyond hating everything white.

• 
  As a teenager Jansen says he lacked the ‘language’ (the words, understanding and philosophy) to understand and express why apartheid left him feeling humiliated and lacking self-respect.
  
• 
  Any other relevant answer
  

4.2.2 [Interpretation of information in Source 4B – L2] (2 x 2) (4)

• 
  For Jansen ‘coloured’ was an apartheid label (Population Registration Act) and he rejected everything to do with apartheid.
  
• 
  Jansen adopted the identity ‘black’ because BC emphasized that ‘black’ was not just the identity of people who were oppressed but also a positive identity. Being black was something to be proud of and black people, if united, were a powerful force to fight white racism.
  
• 
  By defining himself as ‘black’, Jansen was able to unite with other oppressed people (the differences between their relative levels of oppression became insignificant in the greater fight for liberation from apartheid.
  
• 
  Jansen was drawn to the black nationalist slogans such as ’black man you are on your own’ rather than the non-racial congress politics (with the leaders of congress in prison or exile it may have seemed weak and ineffective when compared with the BCM)
  
• 
  Any other relevant answer.
  

4.3

4.3.1 [Extract evidence from Source 4B – L1] (any 4 x 1) (4)

• 
  Black leaders spoke of going it alone
  
• 
  BC encouraged blacks to stop relying on liberal ‘paternalistic’ whites to fight on their behalf.
  
• 
  They rejected all apartheid institutions (eg: Bantustans, Urban Bantu councils)
  
• 
  BC leaders urged building independent black organisations
  
• 
  BC encouraged black economic independence
  
• 
  BC encouraged black people to support black shops, farms, ‘buy black’ campaigns.
  
• 
  Refusing the straighten hair and wear an afro instead
  
• 
  Wearing African clothes instead of western style clothes
  
• 
  Encouraged black people to be proud of being black
  

4.3.2 [Comparison of information in Source 4B – L2] (2 x 2) (4)

• 
  The older generation looked to their leaders (eg: Mandela and Sobukwe) who had been imprisoned – their struggle had been defeated and they felt that it was impossible to fight the apartheid system
  
• 
  The younger generation were prepared to fight against apartheid – they had new leaders (such as Biko) and still believed that it was possible to win and to end apartheid.
  

NB: Learners need to present and explain both youth and older generation’s perspective.

4.3.3 [Engage with issues of usefulness in Source 4B – L3] (4)

USEFUL

• 
  It clearly illustrates how the ideas of the BCM became concrete, practical actions (eg ‘buy black’ campaign)
  
• 
  It shows how the BC influenced black culture (hair, dress)
  
• 
  It shows the tension which BC created between the generations but also the new energy and willingness to try to fight the apartheid system.
  
• 
  Any other relevant answer
  

LIMITATIONS

• 
  It is not possible to know how widespread was the support for BC ideas
  
• 
  Although there is mention of opposing apartheid institutions it does not say what form this opposition took.
  
• 
  Any other relevant answer.
  

4.4

4.4.1 [Comparison and interpretation of information in Sources – L2] (2 x 2) (4)

• 
  Wearing an Afro (natural, not straightened hair) challenged the idea that only long straight hair (ie hair like white people) was beautiful. It was an important sign of pride in being black
  
• 
  Similarly choosing to wear African clothes rather than western clothes was a sign of pride. It also acknowledged the connection between black south Africans and the rest of Africa (Most of which had recently won independence) and a connection to pan-Africanism
  
• 
  Any other relevant answer
  

4.5 [Evaluation of information in Source 4D – L3] (6)

Learners need to include the following points in their answer:

• 
  The quote was very relevant as there had been no organized mass resistance to apartheid for many years by the late 1960s.
  
• 
  In the late 1960s opposition had been suppressed (imprisoned or exiled), the apartheid state had a tight control over the country – many people felt that resistance was hopeless (eg: S’s father in 4C)
  
• 
  Biko’s word are very relevant because they try to explain the sense of powerlessness which was felt by so many black people (expressed by Jansen’s in 4B)
  
• 
  Biko believed that the centuries of white oppression had left black people feeling inferior and unable to stand up for themselves (4A) (eg: reliance on white ‘paternalistic’ liberals - 4B).
  

Use the following rubric to allocate a mark:

LEVEL 1	Uses evidence in an elementary manner e.g. shows no or little understanding of the relevance of Steve Biko’s words in Source 4D to the situation in South Africa in the late 1960s. Uses evidence partially to report on topic or cannot report on topic	Marks: 0 – 2
LEVEL 2	Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding of the relevance of Steve Biko’s words in Source 4D to the situation in South Africa in the late 1960s. Uses evidence in a basic manner	Marks: 3 – 4
LEVEL 3	Uses relevant evidence e.g. demonstrates a thorough understanding of the relevance of Steve Biko’s words in Source 4D to the situation in South Africa in the late 1960s. Evidence relates well to the topic Uses evidence very effectively in an organised paragraph that shows an understanding of the topic	Marks: 5 – 6

4.6 [Use information from sources to construct an original argument – L3] (6)
Learners need to include the following points in their answer:

• 
  BC inspired a united ‘black’ opposition to apartheid (4A)
  
• 
  BC encouraged black people to acknowledge their oppression as blacks and rally together against that oppression (it rejected the apartheid attempts at divide and rule through Urban councils and Bantustans)
  
• 
  BC started as a cultural movement (Afros, clothes 4B) or philosophy (4A, 4D) as people gained confidence it took the form of economic and political challenge to apartheid (4C)
  
• 
  BC re-awoke a spirit of resistance in the youth which had been crushed a generation earlier (4C)
  
• 
  Any other relevant answers
  

Use the following rubric to allocate a mark:

LEVEL 1	Uses evidence in an elementary manner e.g. shows no or little understanding of how the ideas of Steve Biko and the Black Consciousness Movement influenced the struggle against apartheid. Uses evidence partially to report on topic or cannot report on topic	Marks: 0 – 2
LEVEL 2	Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding of how the ideas of Steve Biko and the Black Consciousness Movement influenced the struggle against apartheid. Uses evidence in a basic manner	Marks: 3 – 4
LEVEL 3	Uses relevant evidence e.g. demonstrates a thorough understanding of how the ideas of Steve Biko and the Black Consciousness Movement influenced the struggle against apartheid. Evidence relates well to the topic Uses evidence very effectively in an organised paragraph that shows an understanding of the topic	Marks: 5 – 6

(6)

[50]

I

Insert Grid

DESIGN GRID: Cognitive levels for Grade 12 Source-Based Questions:

CAPS (p.33)	Level 1	Level 2	Level 3
	Extract evidence from sources	Explain historical Concepts; simple interpretation, understand source and author’s opinion, simple comparison	Interpret and evaluate; engage with bias, reliability, usefulness; compare and contrast interpretations.
	30% (15 marks)	40% (20 marks)	30% (15 marks)
Question 4
4.1.1	(1 x 2) (2)
4.1.2	(1 x 2) (2)
4.1.3	(4 x 1) (4)
4.1.4	(1 x 2) (2)
4.1.5		(2 x 2) (4)
4.2.1		(2 x 2) (4)
4.2.2		(2 x 2) (4)
4.3.1	(4 x 1) (4)
4.3.2		(2 x 2) (4)
4.3.3			(4)
4.4.1		(2 x 2) (4)
4.5			(6)
4.6			(6)
TOTAL	14 marks (32%)	20 marks (40%)	16 marks (32%)

4.1.2 ESSAY QUESTIONS AND MARKING GUIDELINE
Explain the role played by civil society organisations in South Africa during the 1980s in bringing about the collapse of the apartheid government. [50]
MARKING GUIDELINE (Concise)
SYNOPSIS

Learners must select clear examples to help explain the role played by civil society organisations and show how their protest played a role in the collapse of the apartheid government by the late 1980s.

MAIN ASPECTS

Candidates should include the following aspects in their response:

• 
  Introduction: Candidates should contextualise the question (who, what where, when) and outline very briefly their main line of argument.
  

ELABORATION:

Learners must substantiate their line of argument by using examples drawn from the following civil society protest movements (internal resistance).

• 
  Apartheid government reforms in the 1980s
  
• 
  The role of the United Democratic Front
  
• 
  The Trade Union movement and the establishment of COSATU
  
• 
  The role of civic organisations:
  
• 
  The role of students and youths
  
• 
  The role of religious organisations
  
• 
  Opposition from white South Africans:
  
• 
  The Mass Democratic Movement
  

• 
  Any other relevant examples
  

• 
  CONCLUSION: Tie up argument with a relevant conclusion
  

MARKING GUIDELINE (Comprehensive)
The purpose of this comprehensive marking guideline is to show how each of the main aspects in the following essay could be elaborated.
Although this is a more comprehensive marking guideline please note the following:

• 
  In all of the following paragraphs additional or alternative examples could be used to substantiate the main point being made.
  
• 
  Learners should always be given credit for including any other relevant information which supports their line of argument.
  

Explain the role played by civil society organisations in South Africa during the 1980s in bringing about the collapse of the apartheid government. [50]
SYNOPSIS

By the 1980s the system of Apartheid was becoming increasingly unworkable. In an attempt to reform the system, the National Party government introduced limited political reforms such as legalising black trade unions, changing the constitution to create a tri-cameral parliament, giving more power to local councilors in the townships and abolishing some apartheid laws, but opposition parties such as the ANC and PAC remained banned. These reforms were not intended to create a democratic system in South Africa, but were rather an attempt to maintain white political control and encourage division within the black population and liberation movement. As a result, however, multi-racial civil society protest against the apartheid state grew in intensity during the 1980s. Civil society protest by students, workers, churches, and communities took many forms, and new organizations, such as Congress of South African Trade Unions (COSATU) and the United Democratic Front (UDF), were established which played an important role in the collapse of the apartheid government.

Learners must select clear examples to help explain the role played by civil society organisations and show how their protest played a role in the collapse of the apartheid government by the late 1980s.
MAIN ASPECTS

Candidates should include the following aspects in their response:

• 
  Introduction: Candidates should contextualise the question (who, what where, when) and outline very briefly their main line of argument.
  

(Example) During the 1980s a number of civil society organisations emerged in South Africa which played a significant role in the collapse of the apartheid government. Using the methods of mass civil-disobedience, demonstrations, boycotts, worker stay-aways and strike action, organisations such as the United Democratic Front (UDF), Congress of South African Trade Unions (COSATU) and the South African Council of Churches (SACC) were able to co-ordinate a campaign of mass action which undermined the National Party’s ability to govern the country. In addition, the non-racial and non-violent principals of these organisations won them international support, which added to the pressure on the National Party to end apartheid.

ELABORATION:

Learners must substantiate their line of argument by using examples drawn from the following civil society protest movements (internal resistance).

•