NORTH WEST PROVINCIAL ASSESSMENT

GRADE 9

SOCIAL SCIENCES - HISTORY

NOVEMBER 2016

MARKS: 75
TIME: 2 hours

This question paper consists of 10 Pages.

Social Sciences/ History/Gr. 9 2 NWPA/November 2016

INSTRUCTIONS TO LEARNERS

1. Read all instructions carefully.

2. The paper consists of TWO questions.

3. All questions are compulsory.

4. Read sources to help you answer questions.

5. Do not re - write sources.

6. Write neatly and legibly.

7. Number questions correctly.

Social Sciences/ History/Gr. 9 3 NWPA/November 2016

QUESTION 1

Turning points in modern South African history since 1948

1.1 Four possible answers are provided, answer by writing ONLY the correct
letter. Example 1.1.C

1.1.1 The … was responsible for apartheid policy in South Africa.

A PAC
B NP
C ANC
D UDP (1)

1.1.2 Apartheid in South Africa was implemented in…

A 1960
B 1848
C 1948
D 1956 (1)

1.1.3 …was the Minister of Native Affairs during apartheid South Africa in the
1950s.

A P W Botha
B Hedrick Verwoerd
C D F Malan
D Andries Pretorius (1)

1.1.4 The main aim of apartheid policy was to…

A Separate people along racial lines

B Unite the Whites and Blacks
C Divide the rich and the poor
D Promote equality amongst different races (1)
[4]
Social Sciences/ History/Gr. 9 4 NWPA/November 2016

Read the Source below, and answer questions that follow:

Source 1A

An extract from a speech by Hendrik Verwoerd on black education, taken from Successful
Social Sciences.

From a speech made in parliament in 1953 by the Minister of Native Affairs, Hendrik
Verwoerd. He later became the Prime Minister of South Africa.

“The Native will be taught from childhood to realise that equality with Europeans is
not for them….What is the use of teaching the Bantu mathematics when he cannot
use it in practice….There’s no place for the Bantu child above certain forms of
labour”.

An extract from an interview with Ruth Mompati

Ruth Mompati comments on the purpose of Bantu Education in an interview with

Diana Russell held in 1987. Mompati was a member of the ANC. Quoted in Diana
Russell (ed.), Lives of Courage: Women for a New South Africa, 1989.

“Black people were only to be given enough education to be useful to whites, which
meant being manual labourers and being able to carry messages intelligently for the
white population”.

1.2 Refer to Source 1A, and answer questions that follow:

1.2.1 Define the concepts below:

(i) Native

(ii) Manual labour (2 x 2) (4)

1.2.2 Give the name of the apartheid Act depicted in the two extracts above.
(1 x 2) (2)

1.2.3 What according to Ruth Mompati was the main reason for giving black
people education? (1 x 2) (2)

1.2.4 What is the similarity (likeness) between the two extracts in Source
1A? (1 x 2) (2)

1.2.5 “Speech by Verwoerd shows racist attitude”. Do you agree?

Give reasons for your answer (3)
Social Sciences/ History/Gr. 9 5 NWPA/November 2016

1.2.6 Explain what Verwoerd meant by “What is the use of teaching the
Bantu mathematics when he cannot use it in practice.” (2)

1.2.7 Answer with TRUE or FALSE

(i) Apartheid system was built on racism.

(ii) All the positions of power during apartheid era were held by
blacks and whites.

(iii) Blacks’ education was of inferior (poor) quality. (3 x 1) (3)

[18]
Social Sciences/ History/Gr. 9 6 NWPA/November 2016

1.3 Match the Acts in Column A with the corresponding descriptions in

Column B, write answers only, EXAMPLE: (i) B

COLUMN A COLUMN B

(i) Separate Amenities Act A Prevented Black people to move freely

(ii) Bantu Education Act B Established a Black Education

Department which would create a
curriculum that suited the nature
and requirements of the black people

(iii) Group Area Act

C Forced people to use separate
buses, train, benches, hotels, parks,
cinemas, hospitals, beaches etc.

D Made it illegal for black and white

(iv) Pass Laws
people to have sexual relations with
each other

(v) Immorality Act E Responsible for forced removals of

people from Sophia Town

F Classified all South Africans into

Whites, Coloureds, Indians and
Africans

(5 x 2) (10)

1.4 Write a short paragraph of about 60 words, explaining who benefitted and who
were disadvantaged by the apartheid system in South Africa.
(8)

TOTAL: [40]
Social Sciences/ History/Gr. 9 7 NWPA/November 2016

QUESTION 2

Turning points in South African history: 1960, 1976 and 1990

SOURCE 2A

1960: Sharpeville massacre, taken from Solutions for all

Background

In South Africa during the 1950s, all black men and women over 16 had to carry a
pass at all times. Police could stop people and ask for their pass. If the person did
not have a pass, or it didn’t have the right stamp in it, they could go to jail. The
government said that the passes were necessary because black people did not have
the right to live in cities. They only had permission to be in the cities for work. If they
did not have work, they had to live in the reserves which were later called
homelands.

Causes of Sharpeville massacre

After the PAC was formed, it decided to hold an anti-pass protest on 21 March 1960.
The ANC also planned one, for later that same month. It was planned to be peaceful
protest, where black people would refuse to carry passes. They would go to the local
police stations and offer to be arrested and taken to jail. This would flood the jails and
leave no-one doing any work, so the country would suffer. They believed that the
government would be forced to get rid of the passes.
Social Sciences/ History/Gr. 9 8 NWPA/November 2016

2.1 Refer to Source 2A above, and answer questions that follow:

2.1.1 Which group of people was expected to carry passes at all times? (1)

2.1.2 How did the government punish those who were travelling without
passes? (1)
2.1.3 What was the aim of the government with the Pass laws? (2)

2.1.4 What did the march by PAC aim to achieve? (2)

2.1.5 When was PAC formed? (1)

2.1.6 Define the term ‘massacre’ (2)

2.1.7 Give the name of the public holiday informed by Sharpeville massacre.
(2)
2.1.8 Write the acronyms below in full:

(i) PAC

(ii) ANC (2 x 1) (2)

2.1.9 Explain why the period 1960 is considered to be a turning point in the
history of South Africa. (2)
[15]
Social Sciences/ History/Gr. 9 9 NWPA/November 2016

SOURCE 2B

Steve Biko and the Black Consciousness Movement as a cause of the Soweto
uprising, taken from Spot On Social Sciences

In the 1970s, black students formed the South African Students Organisation (SASO)
under the leadership of Steve Biko, a medical student. He had been influenced by
the Black Consciousness Movement (BCM) in America. The BCM inspired young
black people to be proud of who they were and to stand up for their rights. He began
to spread the ideas of the BCM in South Africa, which included: ‘black is beautiful’,
‘blacks must have their own identity’, ‘blacks must strive for freedom by themselves’,
and ‘blacks are not inferior to whites’.

BCM ideas spread very quickly throughout South Africa and Biko became a great
threat to the government. He was banned, but this did not stop him from secretly
travelling around the country to address student meetings. In August 1977 he was
arrested. Three weeks later it was announced that he had died from a hunger strike.
An inquest later proved that he had been severely beaten by the police and suffered
spinal damage. SASO was banned.

2.2 Refer to Source 2B and answer questions that follow:

2.2.1 Who was the leader of Black Consciousness Movement? (1)

2.2.2 Give THREE ideas of BCM. (3 x1) (3)

2.2.3 Explain how BCM contributed towards 1976 Soweto uprising. (2)

2.2.4 When was SASO formed? (1)

Social Sciences/ History/Gr. 9 10 NWPA/November 2016

2.2.5 From which country did the idea of Black Consciousness

originate? (1)

2.2.6 Which group of people was targeted by BCM? (1)

2.2.7 What was the exact cause of Steve Biko’s death? (1)

2.3 Events leading to the 1994 elections

Arrange the following events in the correct time sequence:

(i) Peace negotiations.

(ii) De Klerk’s speech to end apartheid and release political prisoners.

(iii) Mandela released from jail.

(iv) Inauguration of President Mandela.

(v) First Democratic Elections. (5 x 2) (10)

TOTAL: [35]

GRAND TOTAL: 75