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QUESTION 1: WHAT WERE THE RESPONSES TO THE COMPULSORY INTRODUCTION OF AFRIKAANS AS A MEDIUM OF INSTRUCTION IN BLACK SOUTH AFRICAN SCHOOLS IN 1976? 1.1 Refer to Source 1A - NSC History - Question 1 - 2021 - Paper 2
Question 1
QUESTION 1: WHAT WERE THE RESPONSES TO THE COMPULSORY INTRODUCTION OF AFRIKAANS AS A MEDIUM OF INSTRUCTION IN BLACK SOUTH AFRICAN SCHOOLS IN 1976? 1.1 Refer to Sour... show full transcript
Worked Solution & Example Answer:QUESTION 1: WHAT WERE THE RESPONSES TO THE COMPULSORY INTRODUCTION OF AFRIKAANS AS A MEDIUM OF INSTRUCTION IN BLACK SOUTH AFRICAN SCHOOLS IN 1976? 1.1 Refer to Source 1A - NSC History - Question 1 - 2021 - Paper 2
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1.1.1 What, according to the source, caused the 1976 Soweto Uprising?
Answer
According to Source 1A, the 1976 Soweto Uprising was caused by a directive issued by the Deputy Minister of Bantu Education, Andries Treurnicht, which mandated that Afrikaans be used as a medium of instruction in schools. This decision sparked outrage among students and communities who opposed the imposition of Afrikaans.
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1.1.3 Explain to what extent you agree with the circuit inspector's justification that all subjects in black South African schools should be taught on a 50-50 basis.
Answer
I agree to a lesser extent with the circuit inspector's justification. On one hand, the approach aimed to promote a balanced education; however, it failed to acknowledge that both teachers and students were generally unqualified to teach and learn in Afrikaans. Not understanding the language would impede academic progress and equal opportunity in education for black South African students. Therefore, a mere 50-50 language policy was ineffective without adequate resources and teacher training.
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1.1.4 Comment on the School Board's response to the introduction of Afrikaans as a medium of instruction.
Answer
The School Board expressed strong opposition to the introduction of Afrikaans, emphasizing that it did not meet the educational needs of black South African students. Their response highlighted the necessity for suitable language instruction instead of a policy seen as domineering and oppressive, as it exacerbated existing educational inequalities.
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1.2.2 Explain why the SASM rejected the use of Afrikaans as a medium of instruction in black South African schools.
Answer
The SASM rejected Afrikaans as a medium of instruction because it was viewed as a language of oppression, used to maintain apartheid policies. They argued that Afrikaans did not reflect the cultural and educational needs of black South African students and that the use of the language was discriminatory.
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1.2.3 Define the term boycott in the context of the Soweto Uprising.
Answer
In the context of the Soweto Uprising, a boycott refers to the collective refusal by students and parents to participate in classes that enforced Afrikaans as the medium of instruction, as an act of protest against the oppressive educational policies.
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1.3.1 Explain the role of the police during the Soweto Uprising.
Answer
During the Soweto Uprising, the police played a repressive role, using excessive force to disperse protesting students. They were responsible for violence and intimidation, as they confronted unarmed students with brutality, which escalated the situation further.
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1.3.3 Compare the responses of the police as depicted in Source 1C and 1D.
Answer
In Source 1C, the police are depicted as using force to suppress the protests, showcasing brutality against protesters. In contrast, Source 1D provides a more cautious image, indicating that while some officers acted violently, there were instances of police intending to maintain order without directly engaging with the students.
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1.4.1 Comment on the usefulness of these sources for a historian studying the causes of the 1976 Soweto Uprising.
Answer
These sources are useful as they provide direct accounts of the events leading up to and during the Soweto Uprising. They reflect the perspectives of both the students and the authorities, revealing the socio-political tensions of the time. However, they may also be limited by bias present in the narratives, necessitating cross-referencing with additional sources for a comprehensive understanding.