apartheid essay grade 11 memorandum term 3

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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”.

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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History Gr. 11 T3 W6: Apartheid SA: Segregation after the formation of the Union

Apartheid South Africa: Segregation after theformation of the Union 

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Grade 11 - Apartheid South Africa 1940s to 1960s

The global pervasiveness of racism and segregation in the 1920s and 1930s

During the 1920s and 1930s, there were discriminatory policies in different parts of the world. These were mostly in European countries like Britain and European colonies like South Africa.  These discriminatory policies were mostly on basis of Race, and were often in favour of white people’s interests. Black and white people were not allowed contact in different social domains. For instance in schools, white people had well-resourced schools with better facilities, while Black people had inadequate facilities like overcrowded schools with poor teaching and learning resources.

Segregation after formation of the Union

By 1910, South Africa (then Union of South Africa ) was ruled by White people (descendants of white European settlers). This government was exclusively for white people. They were the only ones who participated in it, the only ones allowed to vote. 

Under their leadership segregation laws were predominant and highly active. These segregation laws were implemented in spaces such as the work place. In the job market white people were given first priority, they were given upper position and paid higher salaries even if they had the same qualifications, experience and capabilities as Black people. Black people worked under poor and unsafe conditions and were denied the rights to join or form trade unions. In the army only white people could serve main roles like being a soldier, Black people were given supporting roles such as cooking and cleaning. Other segregation laws and policies included the Native Land Act of 1913 and the Pass laws .

National Party victory 1948

The National Party ’s victory in the 1948 elections can be linked with the dismantlement of segregation in South Africa during the Second World War . This was because of the growth in industries, where black people were in demand for labour in industries. Black people filled the positions that were left empty by the whites. White people could not fill these positions because they were few in numbers and most white people already occupied better jobs rather than physical manual labour. Large numbers of black people then moved to the cities to fill these vacancies and soon Blacks became the majority of labour in cities.

Black people were then given pieces of land outside cities to occupy. These pieces of lands were known as ghettos. The ghettos were often not too far from the cities, so Black people could get to work in the cities easy.

In the same year, 1948, when the National Party came to power, apartheid started. Apartheid resulted from white people’s frustrations and their dissatisfactions by the then overwhelming presence of Black people in cities. The large numbers of Black people in cities threatened white people’s power. To whites, it seemed like Black people would be difficult to control in cities than in Homelands . For Whites, apartheid would then re-affirm white superiority and would keep that Black people under their control. 

Overcoming Apartheid - the nature of internal resistance to Apartheid before 1960

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:

• The Defiance campaign
• The African National congress
• The Freedom Charter
• The women Resistance movement
• Sharpeville Massacre
• Rivonia Trial

Also see: http://www.sahistory.org.za/topic/popular-struggles-early-years-apartheid-1948-1960

Review - ‘Apartheid’ becomes an international word; putting South Africa within a broader world context in relation to the uniqueness of Apartheid

Under the apartheid system, the South African profile in terms of foreign relations did not look good. Many countries began ending their relationship with South Africa. As a result, South Africa became relatively isolated. Most countries in the world did not approve of the apartheid system in South Africa. This was because most countries and most people became more aware of human rights and learnt from past experiences of discriminations like the Holocaust .

See: http://www.sahistory.org.za/dated-event/european-community-lifts-sanctions-against-sa

See: http://www.sahistory.org.za/dated-event/un-lifts-mandatory-sanctions-against-sa

In 1946, the United Nations expressed its concerns about South Africa’s discriminatory policies, particularly how South Africa handled the issues of South African Indians , which caused tensions between South Africa and India.

In 1952, after the Defiance Campaign, the United Nations appointed a task team to monitor the progress of the apartheid system in South Africa. Possibly the UN was a bit lenient with South Africa regarding apartheid. Many countries in the UN felt that apartheid was South Africa’s internal issue, and was quite outside from UN issues.

However the UN became hard on South Africa regarding administration of South West Africa (now Namibia ). This was because South Africa had refused grant South West Africa independence to Germany as it was stated on the Treaty of Versailles . The NP treated SWA as the fifth province of South Africa and spread apartheid in the country too.

In 1960 Liberia and Ethiopia called for the International Court of Justice to take legal actions against South Africa’s control of SWA. These two countries realised that apartheid was also expanding to other regions of in south west Africa.

In November 1960, a lawsuit, which would last for six years, was given to South Africa for poor administration of SWA. The International Court of Justice ruled that announced that Ethiopia and Liberia had no right to intervene in South Africa’s internal issues. No further rulings were made by the court regarding South Africa’s legitimacy over the administration of SWA. South Africa then continued to administer SA until its independence in 1988.

After showing signs of improvement on racial discrimination, such as negotiations about ending the apartheid system,  the release of Political prisoners like the release of  Nelson Mandela in 1990, and the African National Congress ’ lift on the armed struggle, South Africa finally  earned its freedom in 1994, and soon formed the

After showing signs of improvement on racial discrimination, such as negotiations about ending the apartheid system,  the release of Political prisoners like the release of  Nelson Mandela in 1990, and the African National Congress ’ lift on the armed struggle, South Africa finally  earned its freedom in 1994, and soon formed the Truth And Reconciliation Commission .

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“You need [webcam] setup. You could point the webcam away from you but still see the screen. That is what I would change for the next session.”

Clarity of instruction

Instructors commented on the need for clear and concise teaching instructions when leading the break-out group practicals; they could not rely on tactile feedback and non-verbal communication, which would have occurred during a face-to-face session.

“I felt that I had to make sure that my instructions were a lot clearer because there wasn’t the ability to use tactile cues to assist the students.”

Two instructors suggested capping the instructor-to-student ratio (to four students) in each breakout room and to reconvene with the same instructor for each practice to build relationships with students and gain a better understanding of their learning needs in order to better support them. Instructors also reported a relationship between student motivation and student acquisition of skills.

“If you have the same group you build up a bit more rapport and [students] get to know you.”

“[Acquisition of skills] depended on how motivated each candidate was. Some were very motivated and got on with the activity and acquired the skills but some were maybe not motivated enough or maybe feeling frustrated that they were not getting it, and it was difficult for me to motivate them virtually.”

Accessibility and individualized learning

Students were able to attend and engage in the session remotely, even those who were not based in the UK. An important feature of online learning is that the view of the demonstration is the same for all students, which is not always possible in face-to-face teaching.

“Because we created videos for them to watch, and as they can ‘pin’ my video when I’m doing live demonstrations, the view is much more equitable for everyone.”

“It meant that fewer students were left out…we were able to have a global reach with many of the [students] taking the module outside of the UK.”

“[Students] were provided with equipment and resources to keep at home and so they have the opportunity for more hours of practice.”

Individualized learning describes an instructor’s ability to respond to an individual student’s learning needs. This was achieved with the use of the ‘pin video’ function on Zoom® to enlarge the view, and observe and instruct students one at a time. A student’s individual concerns and identified learning needs were more easily addressed in small group breakout practical sessions.

“Having breakout room facility [was comparable to face-to-face instruction] to help students on a more individual basis, and to help them acquire the skills.”

The UCL Ophthalmology Masters curriculum was transferred to predominantly online teaching in response to the COVID-19 outbreak. Lecture-based teaching was easily transferable for online delivery however, virtual teaching of clinical and surgical skills sessions required significant pedagogical consideration and planning. A recent editorial stressed the importance of in-person ophthalmic simulation training for the maintenance of surgical skills and competence [ 10 ]. Here we discuss the findings from our virtual ophthalmic surgical skills session and the purposeful steps taken to ensure successful online delivery to a diverse interprofessional student group. We note that these steps can also be utilized to teach generic surgical skills and are not exclusive to ophthalmic surgical skills training. General tips for course preparation and delivery are outlined in Table  2 .

Overall, students rated the session 8.85 (±1.19) out of a scale from 0 to 10 (10 being most satisfied). Student perceptions of their ability to interact with tutors, level of supervision, and view of demonstrations positively changed following the teaching session, as did their confidence in instrument handling, knot tying, and suturing. In addition, students could continue to practice the skills after their session, as they had the surgical kit with them at home.

95% of our students were ‘very satisfied’ or ‘satisfied’ with the Zoom® platform used to deliver the teaching session. Other medical educators have also successfully used this platform to deliver surgical skills teaching [ 11 ,  12 ]. For our session, the Zoom® platform was used to deliver presentations, play instructional videos, as well as watching students perform the skills via breakout rooms. However, any online platform with similar capabilities would suffice.

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Grade 11 History Essays Topics for Term 3

Find Grade 11 History essays topics guide for Term 3: Term 3 Grade 11 History focuses on Nationalism: South Africa, the Middle East, and Africa as a whole.

History Grade 11 Term 3 Essays List

Below are some of Grade 11 History Essays Topics for term 3. More details about the topics can be found on the downloadable pdf document below (provided by E-Classroom):

• What is Nationalism
• The link between Nationalism and Industrial Revolution
• The rise of the middle class
• Nationalism as an imagined community
• Rise of African Nationalism
• The influence of World War 2 on Nationalism
• Types of African Nationalism
• The rise of the Afrikaaner Nationalism

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