Practice IB History Topic Apartheid South Africa - Nature and Characteristics of Discrimination with authentic exam-style questions for both SL and HL students. This question bank focuses on the exact syllabus content for Apartheid South Africa - Nature and Characteristics of Discrimination and mirrors Paper 1, 2, 3 style where relevant.
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Source M
Statement by South African Prime Minister B.J. Vorster, broadcast on South African state radio, 18 June 1976, two days after the Soweto uprising began.
The events of the past few days in Soweto are the work of agitators who have exploited the grievances of a small group of students for subversive purposes. The South African government will not be held to ransom by those who seek to undermine order and the proper functioning of society. Education is provided to black students at great expense and this government will not permit the disruption of schools by those who reject the reasonable conditions under which that education is offered. The decision to use Afrikaans as a medium of instruction is an educational matter, and it will not be reversed under pressure from the streets. The police acted with restraint in difficult circumstances. The government calls on responsible community leaders to restore calm.
Source N
Photograph taken in Soweto, 16 June 1976, showing crowds of schoolchildren running through the streets with police vehicles visible in the background and smoke rising from buildings. Signs carried by students read "Down with Afrikaans" and "Bantu Education Must Fall."
Source O
Desmond Tutu, Anglican Bishop of Johannesburg, writing in a public letter to Prime Minister Vorster, 6 May 1976, six weeks before the uprising.
I am writing to you, sir, because I have a growing nightmarish fear that unless something is done very soon then bloodshed and violence are going to happen in South Africa almost inevitably. A black person feels like a dog in his own country. Black people are bitter, and I must be honest with you: the anger of black people is real and growing, and I fear it will burst into violence that will be a blot on South Africa's name. I am writing as one who has deep love for this land, for all its peoples. We have tried to work peacefully, constitutionally, for change. But we are left with the growing feeling that we are being played for suckers. I plead with you in God's name, listen to us before it is too late.
Source P
Historian Nigel Worden, The Making of Modern South Africa, third edition, 2000.
The Soweto uprising of June 1976 marked a decisive turning point in the history of resistance to apartheid. It demonstrated that the apparent calm of the early 1970s had concealed a profound anger among the black urban population, particularly its youth. The immediate trigger was the Afrikaans medium decree of 1974, which required mathematics and social studies to be taught in Afrikaans in black schools. But the uprising was about far more than language: it was a rejection of Bantu Education as a system designed to condemn black South Africans to permanent inferiority. The international response, including the withdrawal of foreign investment and the strengthening of the arms embargo, accelerated the pressure on the apartheid state.
What, according to Source M, was the South African government's explanation of the Soweto uprising?
What is the message conveyed by Source N?
With reference to its origin, purpose and content, analyse the value and limitations of Source O for a historian studying the causes of the Soweto uprising.
Compare and contrast Sources M and P regarding their interpretations of the Soweto uprising and its causes.
Using the sources and your own knowledge, evaluate the view that the Soweto uprising of 1976 was the most significant turning point in the history of resistance to apartheid.
Source M
Statement by South African Minister of Justice Jimmy Kruger to the South African Parliament, 14 September 1977, on the death of Steve Biko in police custody.
The death of any person in detention is a matter of serious concern to this government. Mr Biko's death leaves me cold. I am not going to cry about it. He died after a hunger strike. Any person detained has the right to hunger strike if he so wishes. The security of the state is paramount, and those who set out to destroy the fabric of our society must accept the consequences of their actions. The Department of Justice has nothing to apologise for. I want to inform the House that all proper procedures were followed. The matter will be investigated.
Source N
British political cartoon published in the Guardian, September 1977, showing a South African police officer standing behind a desk labelled "Official Inquiry," pointing to a certificate that reads "Died Naturally." Behind him, in shadow, is the outline of a prison cell. The officer's expression is one of satisfaction. The caption reads: "Cause of Death."
Source O
Donald Woods, Biko, first published 1978.
Steve Biko had been driven 1,200 kilometres from Port Elizabeth to Pretoria while naked, chained, and already suffering serious brain injuries caused by blows to the head sustained during interrogation. He was dumped on the floor of a cell in Pretoria Central Prison. He died there on 12 September 1977. He was thirty years old. The post-mortem examination revealed brain damage consistent with repeated blows to the skull. The Security Police's claim that he had died as a result of a hunger strike was not merely false: it was grotesque. He had been beaten to death. The government's indifference, expressed in Kruger's infamous remark that Biko's death "left him cold," captured the moral bankruptcy at the centre of the apartheid state.
Source P
Historian Tom Lodge, Politics in South Africa: From Mandela to Mbeki, published 2002.
The death of Steve Biko in September 1977 had consequences that the South African government had not anticipated. Internationally, it transformed the debate about apartheid from a relatively abstract argument about racial segregation into a visceral confrontation with state violence and murder. The banning of eighteen organisations and two newspapers immediately after Biko's death, combined with Kruger's callous parliamentary statement, provided opponents of apartheid with the most powerful propaganda they could have wished for. Within South Africa, the effect on black youth was radicalising: the message drawn from Biko's death was that moderation and internal opposition would be crushed, and that only organised external pressure and armed struggle offered any prospect of change.
What, according to Source M, was the South African government's position on the death of Steve Biko?
What is the message conveyed by Source N?
With reference to its origin, purpose and content, analyse the value and limitations of Source O for a historian studying the death of Steve Biko and the apartheid government's response.
Compare and contrast Sources M and P regarding the significance of Steve Biko's death for the apartheid state and the anti-apartheid movement.
Using the sources and your own knowledge, evaluate the significance of the Black Consciousness Movement in challenging apartheid in South Africa.
Source M
South African Government, summary of the Population Registration Act, Act No. 30 of 1950.
Every person whose name is included in the register shall be classified as a white person, a coloured person, or a native. A white person means a person who in appearance obviously is, or who is generally accepted as a white person, but does not include a person who, although in appearance obviously a white person, is generally accepted as a coloured person. The classification of any individual may be challenged by any government official and shall be determined by a board appointed by the Minister of the Interior. Any person dissatisfied with their classification may appeal, but the decision of the board shall be final.
Source N
Photograph taken in apartheid-era South Africa showing a black man standing at a checkpoint presenting his pass book to a white police officer. Behind them, signs read "Whites Only" and "Blankes Alleen." A township is visible in the distant background.
Source O
Archbishop Trevor Huddleston, Naught for Your Comfort, published 1956.
I have watched the destruction of Sophiatown and the removal of its people to the barren veld of Meadowlands with my own eyes. Families who had lived in their homes for thirty or forty years, who had built their houses with their own hands, were loaded into government lorries and driven away. Their houses were demolished within hours. All of this was done in the name of the Group Areas Act, which decrees that the races of South Africa shall live apart, each in their own area. But "apart" does not mean equal. The areas designated for Africans are without services, without amenities, without hope. The purpose of apartheid is not separation: it is subjugation. It is the reduction of the African to a permanent state of servitude.
Source P
Historian Saul Dubow, Apartheid 1948-1994, published 2014.
The apartheid system was built on three legislative pillars enacted between 1949 and 1953: the Prohibition of Mixed Marriages Act (1949) and the Immorality Amendment Act (1950), which criminalised interracial relationships; the Population Registration Act (1950), which classified every South African by race; and the Group Areas Act (1950), which assigned racial groups to designated residential and business areas. To these were added the Bantu Education Act (1953), which created a deliberately inferior school system for black children, and the pass laws, which required all black South Africans over the age of sixteen to carry a reference book at all times and to present it on demand to any police officer. Together, these laws created a system of racial control more comprehensive and more bureaucratically enforced than any other in the twentieth century.
What, according to Source M, were the key provisions of the Population Registration Act?
What is the message conveyed by Source N?
With reference to its origin, purpose and content, analyse the value and limitations of Source O for a historian studying the nature of apartheid.
Compare and contrast Sources M and P regarding the nature and structure of apartheid.
Using the sources and your own knowledge, evaluate the view that the pass laws were the most oppressive feature of the apartheid system.
Source M
Excerpt from a speech by South African Prime Minister Hendrik Verwoerd to Parliament, 1958
“The European has for centuries advanced culturally and economically. The Native has not. Apartheid seeks not to oppress, but to allow each to develop along his own path, without disruption or interference. Petty Apartheid measures, such as the separation of facilities, are necessary to protect the dignity and standards of the White man while safeguarding the identity of the Bantu. If Africans are allowed unrestricted access to White areas, our civilization will erode. The goal of separate benches, buses, entrances, and schools is not humiliation, but harmony. Only through order and separation can peace be preserved. Integration, as proposed by liberal voices, will not uplift the Native. It will simply destroy the foundations of our society.”
Source O
Extract from the Group Areas Act (Act No. 41 of 1950), passed by the South African Parliament.
“In the interests of public order, racial purity, and the development of distinct communities, it is hereby enacted that every racial group shall reside, trade, and operate only within areas assigned to that group by the Minister. The Mixed Use of urban space is deemed unlawful. *
Any contravention, including the occupancy, lease, or ownership of property across racial lines, shall be met with legal expulsion, fines, or imprisonment. These measures are essential for preserving the European character of South African cities and ensuring the safety and development of all races.”
Source P
Excerpt from a speech delivered by Albert Luthuli, President of the African National Congress, at a community rally in Durban, July 1960.
“Apartheid is not just the division of land or the passing of cruel laws - it is the daily insult that reminds every African that he is a stranger in his own country. A sign that says ‘Whites Only’ on a bench or a bus is not petty; it is a wound repeated each day. Our people are told where to walk, where to live, where to die. The Group Areas Act tears apart families; petty apartheid mocks their dignity. Both are crimes against our humanity. To the world, we say: this is not a misunderstanding. This is a deliberate policy of exclusion. And to our oppressors, we say: no nation can endure forever when it is built on humiliation.”
What, according to Source M, were the government's justifications for apartheid laws?
What message is conveyed by the photograph in Source N?
With reference to its origin, purpose and content, analyse the value and limitations of Source O for a historian studying Grand Apartheid.
Compare and contrast what Sources O and P reveal about the effects of apartheid legislation on daily life.
“To understand apartheid, one must first understand how law was used to create daily humiliation.” Using the sources and your own knowledge, to what extent do you agree with this statement?