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HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS CHALLENGE THE INTRODUCTION OF AFRIKAANS AS A MEDIUM OF INSTRUCTION IN 1976? 1.1 Refer to Source 1A - NSC History - Question 1 - 2017 - Paper 2
Question 1
HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS CHALLENGE THE INTRODUCTION OF AFRIKAANS AS A MEDIUM OF INSTRUCTION IN 1976? 1.1 Refer to Source 1A. 1.1.1 Why, accordi... show full transcript
Worked Solution & Example Answer:HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS CHALLENGE THE INTRODUCTION OF AFRIKAANS AS A MEDIUM OF INSTRUCTION IN 1976? 1.1 Refer to Source 1A - NSC History - Question 1 - 2017 - Paper 2
Step 1
1.1.1 Why, according to the source, did African students break away from NUSAS?
Answer
African students broke away from NUSAS due to their frustration with the deteriorating situation. They felt that NUSAS did not represent their interests as Black South African students and required that black and white students occupy separate rooms at their national convention.
Step 2
1.1.2 Quote evidence from the source that shows Biko wanted black South African students to take matters into their own hands.
Answer
Biko believed that Black South African students should not rely on others and should learn to assert themselves to combat their sense of inferiority, encouraging them to take charge of their own situations.
Step 3
1.1.3 What do you understand by Steve Biko's definition of 'black'?
Answer
Biko's definition of 'black' encapsulates a sense of identity and recognition of the historical oppressions faced by black individuals. It emphasizes pride in one's heritage and the need for psychological liberation from the imposed inferiority.
Step 4
1.1.4 Explain the usefulness of the information in this source for a historian studying the philosophy of Black Consciousness.
Answer
This source is useful because it provides insight into the mindset and motivations behind the formation of independent black student organizations. It illustrates how Biko's philosophy inspired students to challenge the status quo and seek empowerment.
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1.2.4 Using the information in the source and your own knowledge, explain why the protest action of 16 June 1976 was regarded as successful.
Answer
The protest action was deemed successful because it unified thousands of learners, highlighting their collective grievances against the apartheid government. The massive turnout demonstrated their resolve and increased awareness of educational injustices.
Step 9
1.3.1 Why, according to the source, did teachers object to the implementation of Afrikaans as medium of instruction at schools in Soweto?
Answer
Teachers objected because they believed that implementing Afrikaans would further entrench the discriminatory practices of the apartheid education system.
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1.3.3 Using the information in the source and your own knowledge, explain why the protest action turned violent.
Answer
The protest turned violent due to heavy-handed responses from the police, which provoked students who were already frustrated by years of oppression. The use of force escalated tensions, leading to chaos.
Step 12
1.3.4 Comment on what was implied by the statement: 'succeeded where their parents had failed' in the context of the Soweto uprising of June 1976.
Answer
This statement implies that the younger generation carried out the resistance against apartheid where their parents were unable to do so, reflecting a shift in agency and determination among the youth.
Step 13
1.4.1 Using the information in the source, explain how the students of Soweto responded to the compulsory introduction of Afrikaans as a medium of instruction.
Answer
Students rejected the compulsory introduction of Afrikaans and actively participated in protests, demonstrating their anger and dissatisfaction through organized mass gatherings.
Step 14
1.4.2 Explain why you think this photograph should have been published in the media in light of what occurred in Soweto in June 1976.
Answer
The photograph could have played a pivotal role in raising public awareness about the struggles of the students. It would have humanized the protest and highlighted the urgent need for social justice.
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1.5 Compare Sources 1C and 1D. Explain how the information in Source 1C supports the evidence in Source 1D regarding how events unfolded in Soweto on 16 June 1976.
Answer
Source 1C illustrates the initial peaceful protests and the students' rejection of Afrikaans, while Source 1D describes the escalation and violence that ensued. Together, they highlight the transition from peaceful demonstration to conflict, illustrating the overall impact of the protests.