3.6 South Africa, c.1940–c.1994

Objective 3.6 – South Africa, c. 1940 – c. 1994 (Component 3 – Depth Study)

1. How the notes meet the Cambridge IGCSE History (0470) Component 3 requirements

2. Syllabus‑fit note (Component 3 only)

South Africa, c. 1940‑c. 1994 is not one of the five prescribed depth‑study topics (A–E). Consequently it may be used only for Component 3 coursework. It must not be the basis of any Paper 1 or Paper 2 exam question, nor should it be counted towards the required depth‑study choice. Teachers should ensure that the core syllabus (European, American and World‑War topics) is taught separately.

3. Key Questions (with AO tags and “Key facts” for AO1)

1. AO1 – Why was apartheid introduced and how was it implemented?
   • Key facts (AO1 recall)
     • National Party (NP) wins 1948 election on a platform of “separate development”.
     • Population Registration Act (1950) – first legal definition of race.
     • Group Areas Act (1950), Pass Laws (1952), Bantu Education Act (1953) – core pillars.
   • Focus‑points (AO2 explanation)
     • Political motive: protect white minority economic and political power.
     • Ideological influence: Afrikaner nationalism & “separate development” rhetoric.
     • Implementation mechanisms: racial classification, forced removals, separate institutions, pass‑book system.
2. AO2 – What were the social and economic effects of apartheid on different population groups?
   • Key facts
     • 1960s‑80s: White per‑capita income ≈ R 10 000; Black per‑capita income ≈ R 1 200.
     • Literacy (1970): White 99 %, Black 44 %.
     • Urban Black population grew from 1 million (1948) to 5 million (1990) despite restrictions.
   • Focus‑points
     • Black Africans – land loss (e.g., 1913 Natives Land Act), inferior education, limited job prospects, pass‑law control.
     • Coloured & Indian – limited political representation (Tricameral Parliament 1983) but still denied real power.
     • White minority – political dominance, access to quality health, education and housing; economic benefits from cheap Black labour.
3. AO2 – How did resistance to apartheid develop from the 1950s to the early 1990s?
   • Key facts
     • Defiance Campaign (1952) – 6 million participants.
     • Sharpeville Massacre (21 Mar 1960) – 69 killed, 180 injured.
     • Soweto Uprising (16 Jun 1976) – ≈ 1 000 injured, 13 killed.
   • Focus‑points
     • Non‑violent protest: Defiance Campaign, Freedom Charter (1955).
     • Armed struggle: Umkhonto we Sizwe (1961) – sabotage of power stations, railways.
     • Mass mobilisation: Black Consciousness (Steve Biko), United Democratic Front (UDF) 1983‑90.
     • International pressure: UN resolutions (1977), sanctions, cultural boycotts.
4. AO2 – How did international and domestic pressures combine to bring about the end of apartheid?
   • Key facts
     • UN Security Council Resolution 418 (1977) – arms embargo.
     • Economic sanctions: oil embargo (1986), US divestment campaigns (mid‑1980s).
     • State of emergency (1985‑1990) – 30 000+ arrests.
   • Focus‑points
     • Domestic unrest: strikes, township protests, increasing violence.
     • Leadership change: F.W. de Klerk becomes State President (1989) → reforms.
     • Negotiations: Unbanning of ANC & PAC (1990), release of Mandela, CODESA (1991‑93).
5. AO2 – How was the transition to democracy achieved and what legacy did it leave?
   • Key facts
     • 1990 – Mandela released (11 Feb); 27 political organisations unbanned.
     • 1993 – Interim Constitution adopted (22 Dec).
     • 1994 – First democratic election (27 Apr); voter turnout 86 %.
   • Focus‑points
     • Negotiation milestones: CODESA, Multi‑Party Negotiating Forum, interim constitution.
     • Institutions created: Truth and Reconciliation Commission (TRC) – purpose, amnesty, outcomes.
     • Legacy: continued economic inequality, land‑reform debate, social cohesion efforts, South Africa’s global human‑rights role.

4. Chronological Overview (1940‑1994)

5. Major Apartheid Legislation (key features)

6. Resistance Movements

6.1 Non‑violent protest

• Defiance Campaign (1952) – mass civil disobedience against pass laws and segregation; ~6 million participants.
• Congress of the People (1955) – adoption of the Freedom Charter, calling for a non‑racial South Africa.

6.2 Armed struggle

• Umkhonto we Sizwe (MK) – 1961 – sabotage of power stations, railways and government installations; leaders included Nelson Mandela, Walter Sisulu, Govan Mbeki.

6.3 Mass mobilisation (1970s‑1980s)

• Soweto Uprising (1976) – student protest against Afrikaans as medium; spread to townships nationwide.
• Black Consciousness Movement – led by Steve Biko; emphasized psychological liberation and Black pride.
• United Democratic Front (UDF) – 1983‑90 – broad coalition of civic, religious, trade‑union and student groups; coordinated internal resistance.
• International actions – UN Security Council resolutions, economic sanctions, cultural boycotts, divestment campaigns.

7. Key Political Figures (quick reference)

8. Transition to Democracy – Negotiation Timeline

9. Impact & Legacy (Post‑1994)

• Economic inequality – Gini coefficient ≈ 0.63 (2022); wealth still heavily concentrated in the white minority.
• Land reform – Ongoing debates over restitution, redistribution and the “land bill”; ex‑propriation without compensation remains contentious.
• Social cohesion – Truth and Reconciliation Commission (1996‑2003) facilitated national dialogue; education reforms aim to promote a shared identity.
• International standing – Re‑joined Commonwealth (1994); active in UN, African Union and global human‑rights advocacy.

10. Source‑Based Activity (AO3 practice)

Source A – Excerpt from the Population Registration Act (1950)

“Every person shall be classified as belonging to one of the following racial groups: White, Native, Coloured, or Asian. The classification shall be recorded in the national register and shall form the basis for all subsequent legislation concerning rights, duties and restrictions.”

Task (Paper 2 style – use Cambridge command words)

• Describe the purpose of this legislation.
• Explain how the Act enabled the wider system of apartheid.
• Discuss one short‑term impact and one long‑term impact on South African society.

Source B – Photograph of the Sharpeville Massacre (21 Mar 1960)

(Teacher to provide a black‑and‑white image showing police firing on a crowd of unarmed protesters.)

Task (Paper 2 style)

• Identify the event shown and give the exact date.
• Analyse the immediate reaction of the South African government.
• Evaluate the significance of Sharpeville for both domestic resistance and international opinion.

Source C – Speech by Nelson Mandela at the Rivonia Trial (20 Apr 1964)

“I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities.”

Task (Paper 2 style)

• Summarise the main argument of the speech.
• Explain how Mandela’s rhetoric reflected the broader goals of the anti‑apartheid movement.
• Discuss the role of this speech in shaping international support for sanctions against South Africa.

11. Suggested Diagram for Revision

Timeline (1948‑1994) – colour‑coded bands for legislation (red), resistance events (blue) and negotiation milestones (green). Include the key dates from the chronology table and add brief captions for each band.