“O” LEVEL HISTORY SEMINAR

241/4

ORGANISED AT CODE HIGH SCHOOL

SEETA BAJJO

BY

KAUNDA KENNETH

CONTACT: 0785 197 828/0703 938 609

THEME: PARTRIOTISM

THROUGH EDUCATION IS THE WAY TO GO.

1. (a) Describe the movement and settlement of the Hottentonts in South Africa
before 1800.
 They were also known as “Khoikhoi,” “Herders” and “Men of Men.”
 The Khoikhoi were the second inhabitants of South Africa.
 They had a common origin with the San.
 They are short people who were yellowish or brownish skinned.
 They had a language characterized by the use of a clicking sound.
 Through their origin and settlement in South Africa is not clear to historians.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 1
BYE BYE OLD CURRICULUM
  They migrated from East and Central Africa moving Southwards.
 Evidence of their migration is seen on the similar rock paintings found in East and Central
Africa.
 They settled around Buffalo and the Atlantic coast.
 The Nama (Western Khoikhoi) moved coastward along River Orange and reached the Coast.
 The Nama settled in areas of Nambia.
 The Gona (Eastern Khoikhoi) moved Eastwards into fish river valley.
 The Cochoqua settled in the areas of the Cape.
 Later the Korana separated from the rest and went to Criqualand West.
 The Portuguese found them living along Saldahnha Bay, Table Bay, and Mossel Bay.
 By the 17th Century, they were living around Orange River, in Natal, Cape and Namibia.
 They were pushed into deserts like Namibi and Kalahari by the stronger Bantu.
 They also settled around mountainous areas like Drankensburg, Winterburg, Lesotho
highlands, among others.
 Today, the Khoikhoi are living in the countries of Namibia, Angola, among others.
N.B: Draw a sketch map of South Africa showing this migration.

(b) How were they organized during this period?

 They lived a political, social and economic life.
Economic life:
 Khoikhoi were pastoralists who reared animals like sheep, cattle.
 High valued cattle and rarely slaughtered them.
 Cows were for milk and food.
 Cows could also be used as shield in times of war.
 Cow’s milk was for men and Ewe’s milk was taken by women and children.
 They kept fat tailed sheep, goats and cattle.
 They were also hunters and gatherers.
 Used arrows and bowls, during their hunting expeditions.
 Dressed animal skins for warmth.
 Carried out fishing from Rivers like Tugera and Kie to supplement on their diet.
 They traded with their neighbours e.g the Bantu and Europeans, exchanged feathers, tides and
skins for European and Bantu goods.
 Land was communally owned.
 They divided labour along sex lines e.g. men hunted while the women gathered.
Political life
 Power and authority of leaders was based on customs and tradition.
 Camps or groups were loose and could break up very easily especially once faced with hard
challenges.
 Differences between members of different clans were settled by chiefs of the same camp.
 This was because different clans gathered together and lived in one camp.
 Difference within one clan were always solved by the clan leaders.
 They had a decentralized system of administration headed by a chief.
 Chiefs were assisted by council of elders.
 Council of elders was made up of only adults.
 Women had no say in the political areas in the society.
 Khoikhoi never had a standing arm. Youth provided security.

Social life:
 They were polygamous and matrilineal.
 They had cultural ceremonies to remember clan founders.
 Married couple stayed with parents until they produced first kid.

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 2

BYE BYE OLD CURRICULUM
  When married couple were moving to their home, they carried many presents from parents.
 They practiced some ancestor worship.
 Twisgoab was presented by a praying mantis, which was a symbol of wealth and fortune.
 They had a clicking sound in their language.
 They were taller than the San but still short in size.
 They had a brown/yellow skin.
 Also they adopted farming after their intermarriages with the Bantu.
 They lived in larger groups of between 600-2000 people.
 They sacrificed for rain, when celebrating death, marriage and other important ceremonies.
 Khoikhoi boys were circumcised as part of the initiation ceremonies.
 They believed in unending life i.e. after death.

2. (a) Describe the movement and settlement of the Bantu speaking people in South Africa
by the middle of the 19th Century?
 Bantu are people with a common word “NTU” or “NDHU” in their language.
 It is thought that they originated in the Western Sudanic areas of West Africa or Niger Bonue
or Cameroon-Nigeria areas.
 Form West Africa they moved to central Africa in the South Eastern Congo basin/Katanga
province that became their dispersal point.
 Perhaps they started migrating to these areas about 2000 years ago.
 There is little scientific evidence about their movement and settlement rely heavily on the
records of early travelers and oral traditions of modern Bantu people.
 Their migration was slow, gradual and spread over a long period.
 They were the third and last African group to enter South Africa.
 Today Bantu are the most widely spread people in South Africa.
 They make up over 70% of the total population of South Africa/ largest Ethnic group in
South Africa.
 They migrated in four major groups.
 Shona-Venda, Sotho-Tswana, Nguni-Tsonga and Ambo/ Ovambo-Herero.
 The Shona were the first group to move and settle into South Africa.
 By the 9th Century, they had entered Zimbabwe where they formed the Kalanga
culture/Zimbabwe culture.
 By the 18th Century, some Shona groups, the Venda and Bemba had crossed river Limpopo to
escape from the local wars and settled in the Limpopo valley.
 The Sotho-Tswana were the second group to enter South Africa/ Central wave.
 They are believed to have been all fathered by either Mangope or Marolong.
 They include tribes like the Sotho, Tswana, Basuto, kwena, Pedi, Rolong e.t.c.
 The Sotho-Tswana passed through the central route/the areas between Lake
Tanganyika and Lake Nyasa.
 Following the central route, they arrived in South Africa by the 13th Century.
 They settled to North of the point at which Orange and Vaal rivers
meet/confluence/converge.
 The Sotho-Tswana were sub-divided into three main sub-divisions: The Northern
Sotho, Southern Sotho, e.t.c.
 The Tsatswana settled in Botswana formally Bechuana land.
 The Southern Basotho settled in Lesotho (formally Basuto land).
 The Nguni-Tsonga were the third and largest group of Bantu to settle into South
Africa.
 This group had a number of tribes to include Zulu, Swazi, Basuto, Xhosa, Ndebelle
e.t.c.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 3
BYE BYE OLD CURRICULUM
  The Zulu moved and settled in Zulu land present day Natal.
 The Swazi settled in Swaziland.
 The Xhosa settled around fish river at the Eastern Frontier.
 The Basuto powered in Basuto land.
 The Ambo-Herero was the fourth and last group to settle in South Africa.
 The Ambo settled in the Ambo land.
 The Herero settled in Herero land i.e. Nambia.
 Draw a sketch map of South Africa showing this migration.
(b) How did their migration affect the earliest inhabitants of South Africa?
 The Bantu affected the San and Khoikhoi i.e. Khoisan who were already living in
South Africa.
 The effects of their contact were both positive and negative.
 There was increased population in South Africa.
 Bantu intermarried with the Khoisan hence the Thembu people.
 Khoisan learnt curving and weaving from the Bantu.
 Khoisan learnt the art of iron smelting from the Bantu.
 The Khoisan dropped the weaker weapons made out of stones and bones.
 The Khoisan started producing iron tools like arrows and spears.
 Bantu introduced new crops like millet, yams, pumpkins, beans sorghum, calabashes
e.t.c.
 Later Khoikhoi learnt agriculture.
 Because of agriculture, the Khoikhoi lived a more permanent/settled life.
 Khoisan gave hunted meat, feathers to Bantu for millet and grains, iron tools.
 Khoisan started carrying out trade with Bantu/barter trade.
 Khoisan strengthened their political organization which they copied from the Bantu
i.e. centralized administration.
 Khoisan and Bantu fought each other over land and cattle.
 Khoisan were defeated and conquered by Bantu.
 Khoisan lost Independence to the Bantu.
 Khoisan leaders lost much of their political powers.
 Khoisan lost lives due to conflicts.
 Led to depopulation of Khoisan.
 Khoisan were displaced.
 Khoisan lost hunting/grazing land.
 Many were pushed into drier areas of Namibia/Kalabash where conditions were
harsh.
 Khoisan suffered from misery and famine.
 Khoisan suffered from poverty due to Bantu raids.
 Khoisan lost their animals due to Bantu raids.
 Khoisan were enslaved as they depended on Bantu for survival.
 Khoisan were later detribalized/ lost their culture to the Bantu/ Absorbed/Assimilated.
 Bantu raided the Khoisan.
 In conclusion, the effects were both positive and negative.

3. (a) Why was the Dutch first Indian Company established at the Cape in 1652?
 The Dutch were the first European to make a permanent settlement in South Africa.
 They were Europeans from the Netherlands or Holland Janvan.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 4
BYE BYE OLD CURRICULUM
  Their first settlement was in 1652 under the leadership of Riebeck. This was after the
accident of their ship Harlem in 1647.
 The reasons why DEICO was established were political, social, economic and
strategic.
 Dutch were attracted by the Portuguese success in the Far East Trade.
 A need to establish a calling station.
 The wreck-one-word rage of their ship Harlem near Table Bay.
 Need to establish a workshop for repairing and refueling their ships.
 Availability of fresh food, water and meat.
 To attack the supremacy of Spain and Portugal in the Indian Ocean trade.
 To take over control of the Spice Trade from the Portuguese.
 To overcome fierce competition from the English.
 Amalgamation of several Dutch trading companies to form a united Dutch East
Indian Company.
 Wanted to set up a medical centre to treat the sick sailors.
 Strategic location of the Cape vis as vis the Eastern trade.
 Good harbours at the Cape.
 Role of Jan Van who led the first settlers.
 Need to establish a commercial empire.
 Plenty of unoccupied land.
 Hospitality of the inhabitants.
 Mediterranean climate.
 Wanted to carryout trade with the khoikhoi.
 Establish a defensive/ military post.
 Cape was mid-way between European and Asia.
 Fertile soils at the Cape.
 Favourable reports from sailors.

(b) Explain the challenges that were faced by the early Dutch settlers at the
Cape.
 They faced several challenges, social, political, and economic.
 The cape was empty and the settlers had to start from nothing.
 Yet none of them had ample knowledge about the Cape/Geographical barriers.
 Even Van Jan Relbeek had to overwork himself as an engineer, a farmer, carpenter
at the beginning of the settlement.
 They did not know the type of crops to grow, where and when to grow them.
 As a result, their crops always failed leading to poor harvests.
 Their staple food crop, wheat and barley were too costly to grow.
 They had no money to buy food/poverty.
 The distance from Holland/Netherlands to the Cape/South Africa was too far.
 The Directors who were giving orders were based in Amsterdam.
 Even then the company governors had little knowledge about administration.
 Some were even corrupt, selfish and harsh, for example Willem Van Der Stel.
 The early settlers were also few in numbers.
 Language barrier since they could not speak African languages.
 Even some of the Dutch officials in the team were already sick, weak and incapable
of doing any meaningful work.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 5
BYE BYE OLD CURRICULUM
  Settlers suffered from home sickness since they were far away from their home land.
 They were also feared and isolated by the local people who looked at them as devils.
 Coming of the British also posed a challenge to the Dutch Settlers.
 The Khoisan refused to trade with them in cattle and sheep.
 There was a problem of poor transport network, no telephones, no telegraphs yet the
distance was far from home.
 The settlers even lacked education facilities for their children.
 Attacks from wild animals like lions and leopards.
 At first they lacked enough land for farming and settlement.
 Most of the early settlers were former soldiers who had no experience in agriculture.
 Settlers lacked proper medical facilities, no hospitals.
 They suffered from diseases like dysentery, scurvy and malaria.
 Suffered from poor housing or accommodation facilities, their house/tents were old
and leaked.
 Presence of natural calamities worsened the social living conditions of the settlers.
 Heavy rains caused floods leading to discomfort and general poor health.
 Prolonged drought season brought about acute suffering, unserious lack of
food/famine and starvation/poor feeding.
 Settlers also suffered from the cold winters making them sick, impatient and wild.
 Settlers were forced to move with surviving nears away to ……….grazing areas.
 The company fixed the prices of all commodities produced by the settlers.
 Also charged high interest on those living on company land/over taxation.
 The settlers also lacked market where to sell their produce directly.
 The drop in prices, for their agricultural produce following the arrival of the French
Huguenots.
 The company even prevented them from selling to other European companies.
 The farmers lacked enough capital in terms of machinery.
 There was a poor land tenure system which did not favour the settlers.
 They lacked enough white women to many leading to homosexuality.
In conclusion, the settlers faced many problems that were social, economic and
political/any acceptable conclusion.

4. (a) Why did the Boer farmers extend their settlements up to Fish River by 1795?
 This was the Dutch’s expansion of their colony up to Fish River.
 The expansion was unplanned.
 It was work of individual farmers without interference from DEICO.
 Administrative, geographical and economic factors caused this expansion.
 DEICO took 10% of settler’s cattle as grazing rights.
 Company offered low prices for settler’s goods.
 Harsh land tenure system of DEICO.
 Over taxation of farmers by DEICO.
 Corruption and mismanagement of DEICO.
 The company never allowed farmers to sell their produces elsewhere.
 DEICO refused to provide education to settler’s children.
 DEICO refused to protect settlers from African attacks.
 DEICO dined settler’s big business contracts.
 DEICO refused farmers to grow profitable crops.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 6
BYE BYE OLD CURRICULUM
  Presence of fertile soils in the interior of South Africa.
 Farmers had run bankrupt.
 Presence of unoccupied land along R. Fish.
 Looking for better grazing land.
 Wanted to be independent from DEICO.
 Cape soils had lost fertility.
 Love for adventure.
 Band wagon effect.
 Nomadic nature of the Boers.
 Others were looking for pasture and water for their animals.
 Population pressure at the Cape.

(b) How did their expansion affect the people?

 Leading to wars e.g. Kaffir Wars.
 Enemty between the African and the Dutch increased.
 Africans defeated in the wars.
 Africans lost independence to the Dutch.
 African leaders lost powers and authority.
 Displacement of Africans.
 Loss of land among Africans.
 Creation of reserves for Africans.
 Loss of land among Africans.
 Misery and suffering among Africans.
 Africans de-tribalised.
 Poverty increased among Africans.
 Property of Africans increased.
 Agriculture declined.
 Famine among Africans.
 Economy of Africans declined.
 Even trade declined.
 Increase in African nationalism.
 Increase in European population in the interior of South Africa.
In conclusion, the effects of the Dutch expansion up to River Fish had both positive
and negative.
5. (a) Why did the British establish their colony at the Cape in 1795?
 The British were the second group of Europeans to settle at the Cape after the Dutch.
 They occupied the Cape twice i.e. in 1795 and 1806 onwards.
 The reasons for the Dutch occupation of the Cape were social, political and economic
as seen below.
 The formation of the British East Indian company in the 17 th Century encouraged the
British to come and carryout trade.
 The British were interested in Far East Trade and Asia because of their long-term
trading partnership.
 The British wanted to control the profitable Indian Ocean Trade.
 They wanted to protect the seas route to India passing through the Cape in South
Africa.

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 7

BYE BYE OLD CURRICULUM
  The desire to stop other European countries from monopolizing the trade in the Far
East e.g. Spain, Portugal.
 The deep natural habours at the Cape attracted the British.
 They wanted to get revenue by taxing the merchant ships that were going to India.
 The strategic location of the Cape for security and trade attracted the British.
 The Cape had good climatic conditions especially the Mediterranean climate which
would favour Europeans settlement.
 They wanted to get raw materials for their industries because of industrial revolution
in England.
 The desire for prestige and glory forced the British to occupy the Cape and show that
Europeans that they were powerful than them.
 They wanted to obtain market and sell their manufactured goods at the Cape.
 The British wanted to protect the British farmers and traders who had settled at the
Cape by 1806.
 The French invasion of Holland worried the British and forced them to protect the
Cape before it was taken over by the French.
 The British wanted to set up military bases at the Cape and the British against their
enemies.
 The request made by King William IV prince of Orange forced the British to occupy
the Cape on his behalf.
 The French had broken a peace treaty signed at Amien’s in 1802.
 The collapse of DEICO in 1795 forced the British to come and take over the Cape so
that they prevent their inverts in Asia.
 In conclusion, economic and strategic reasons at the Cape forced them to occupy the
Cape.
(b) How did this occupation affect the Boers?
 The British occupation mainly affected the Boers who were already living in South
Africa negatively.
 They lost independence as they became British subjects.
 Boers lost most of their land especially by the British land reforms.
 They lost cheap labour with the abolition of slavery in South Africa.
 They lost control over trade since it was monopolized by the British.
 They lost control over Africans since they were now over protected by the British.
 They lost control over trade since it was monopolized by the British.
 Dutch language was undermined since English was now made the official language.
 They became poor and financially declined.
 Their currency lost value as the British pound replaced the Dutch rix dollar.
 They also lost lives during the wars of resistance.
 The Boers further lost money when the government failed to compensate them.
 Their court system was undermined since it was replaced by the English judicial
system.
 Their race lost status with the 50th ordinance of 1820.
 The climax was the British reforms led to the great trek in South Africa.
6. (a) Why did the Boers migrate into the interior of South Africa between 1830
and
1840?
 This was the famous great trek or Boer exodus.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 8
BYE BYE OLD CURRICULUM
  It started off in the arears around Graaf Reint/Cape.
 Trekkers moved at different periods, under groups and leaders.
 Key leaders included Louis Trig dart, Hendrick Portigitier, Van Rensburg Cillers, Piet
Retief, among others.
 Trekkers used ox-wagons to carry their movable property.
 They moved avoiding coastal crowded areas and mainly moved northwards.
 This trek was a general negative reaction against British reforms at the cape.
 The causes were long-term and immediate.
 The long held enemity between the Boers and the British.
 The need for territorial expansion by the Boers.
 The Boer desire for independence.
 The rebellious nature of the Boers.
 They were searching for a favourable climate.
 The love for adventure among Boers.
 The role of scouts who had already scouted the interior of South Africa.
 The migratory/normadic nature of the Boers.
 Cape soils had become infertile and dry.
 As pastoralists, were looking for water and pasture.
 Constant attacks from Africans/Raids.
 The Cape population has increased greatly.
 The British occupation of the Cape annoyed Boers to cause the trek.
 The Boers resented the Anglicizing of the Cape.
 The Boers hated the use of English as the official language at the Cape.
 Boers hated the British education system.
 Boers hated English laws which replaced Dutch laws at the Cape.
 They were unhappy with the Hottentots code of 1809.
 Hated the introduction of the Black circuit courts in 1812.
 Hated the 50th Ordinance in 1828.
 Hated reforms in the press introduced by the British.
 Hated British liberal economic policies.
 Annoyed by the loss of cheap labour.
 Mapping and fencing of land annoyed them.
 Hated the surveying of land.
 Boers hated Missionary lobbying for the return of African land.
N.B: All British reforms at the Cape caused this trek.
(b) What were the effects of this migration on the peoples of South Africa?
The effects of this migration on the whites include the following;
 It led to increased white/Foreign population (flooding of the Boers).
 Leading to the opening up of the Interior to European settlement as thousands of
Boers had occupied Natal, Orange Free State and Transvaal by 1839.
 At first the British remained at the Cape and her influence in the area increased.
 They started following up the Boers and attempted to control them.
 The Trek led to formation of Boer republics e.g. Natal, Orange Free State and
Transvaal.
 This made them to sign agreements with the Boers e.g. Sand river Agreement of 1852
and bloom fountain in 1054.
 Provided earlier independence to the Boers of Transvaal.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 9
BYE BYE OLD CURRICULUM
  Provided earlier independence to the Boers of Orange Free State.
 There was introduction of modern or commercialized farming in the Interior.
 Also livestock farming introduced in the veld.
 Later Boer occupation of the central plateau and the coast prevented other European
powers like Portugal, France and German from accessing South Africa.
 There was increased enmity between the Boers and the British.
 There was increased British Imperialism and influence.
 Led to increased Boer nationalism.
 These stiff rivalries/enmity led to Anglo-Boer wars e.g. First Anglo Boer War 1880-
81
 There was a rigid colour bar which later developed as apartheid.
 The British began following up the Boers and attempted to control them.
 The British liberal policies were extended in the Interior.
 The European scramble for South Africa remained between the British and the Boers.
 Led to the discovery of minerals like Diamond (1867) and Gold (1884) by the
Whites.
 A permanent slave master relationship in South Africa.
 The Bantu replaced the Khoikhoi as the main labour force of the Boers and White
miners.
 It made the separation of the Bantu tribes from the White forever impossible.
 Boers lost lives e.g. Retief.
 Boers lost property in the wars with Africans.

The effects of this migration on the Africans include the following:

 The effects were both positive and negative.
 Many wars were fought between Africans and Whites e.g. Blood River.
 Africans were defeated.
 Africans lost independence e.g. Zulu.
 Africans lost lives e.g. Dingane.
 They were depopulated.
 Weakened African societies.
 Africans lost land.
 Africans were displaced.
 They were pushed to reserves.
 Agriculture declined.
 Trade also declined.
 Poverty among Africans.
 Africans were detribalized.
 Loss of property among Africans.
 Africans lost cattle e.g. Dingane was fined 17,000 herds of cattle.
 Boers interfered in African politics.
In conclusion, the effects of this trek were both positive and negative on the people
of South Africa as seen above.

7. (a) Explain the reason for the British annexation of Transvaal in 1877.

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 10

BYE BYE OLD CURRICULUM
 The reasons for the British annexation of Transvaal were social, political and economic
arising from short-term and long-term issues as seen below:
 The British claimed that the Boers were stealing African land which led to conflicts in
the interior.
 The British regarded Boers as their subjects who had to be under their control
throughout.
 The British claimed that they wanted to stop Boer mistreatment of Africans and give
them freedom.
 The British wanted to stop further Boer migration into the interior of South Africa
where they are causing insecurity.
 The death of Pretorius who was the first President of Transvaal led the Boers with no
other strong leader which causes the British annexation of the republic.
 The British wanted to stop Boer racial segregation which was going on in Transvaal.
 The British leader Cecil Rhodes wanted to establish a British empire and take control
of the whole of this annexation.
 The long-term enmity, mistrust and suspicion between the Boers and British created
circumstances for this annexation.
 The rise of British imperialism and their desire to control their desire to control the
whole of South Africa.
 The Boer leaders in the interior had become unpopular e.g. Burghers which attracted
the British to annex this republic.
 The British desire to create a federation South African created the annexation.
 The discovery of minerals in Transvaal e.g. the 1867 discovery of diamond at
Kimberly attracted the annexation.
 The British policy of following Boers wherever they went created the annexation.
 African wars e.g. Pedi resistance had weakened Boers creating a British annexation.
 Transvaal had become financially weak and bankrupt which attracted British
annexation.
 The Boers were mistreating missionaries who were working in South Africa. This
annoyed the British leading to the annexation.
 In conclusion, the reasons for the annexation of Transvaal were social, political and
economic as seen above.
(b) How did this annexation affect the whites in South Africa?
 It created hostility between the Boer hard lines like Paul Krugar and the British.
 A large part of South Africa was brought under British rule.
 The Boers become very rebellious.
 Burger lost his position as the Presider of Transvaal.
 It led to the outbreak of the First Anglo-Boer War1880-81.
 It strengthened Boers’ nationalism and demand for independence.
 It led to co-operation among the Boer Republic at Orange Free State and Transvaal.
 It led to the Anglo-Zulu War of 1879.
 It led to the Anglo-Pedi conflicts of 1861-1879.
 There was loss of lives as Boers tried to rebel the British.
 It increased British Imperialism in South Africa.
 There was loss of property.
In conclusion, the effects were both positive and negative as seen above.
8. (a) Describe the achievements of Dingiswayo for the mthethwa before 1817.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 11
BYE BYE OLD CURRICULUM
  Dingiswayo was a son of Jobe chief of the Mthethwa.
 He grew up at his father’s palace as a Mthethwa.
 Later conspired to assassinate his father to gain early leadership.
 When the plot was discovered, he fled from home into Hlubi.
 Returned to Mthethwa after the death of his father 1740 and ousted his brother
Mawawe from the throne and declared himself King of Mthethwa.
 Mawawe fled but tricked to return and later killed by Dingiswayo.
 Dingiswayo gained a lot of military experience from a European Robert Cowen who
even taught him the use of a gun and a horse.
 One in power, he concentrated on protecting his people against Zwide attacks.
 He also built a strong army for defence.
 Introduced age regiments called Ntanga among the Mthetwa which maintained
security.
 He provided each regiment with spears and shields for protection.
 He abolished traditional ceremonies of initiation because he claimed that were a
wastage of time.
 Recruited young men of initiation age into military regiments which strengthened
them.
 Age regiments encouraged tribal coherence and unity since the regiment fought
together and shared common experience.
 Through age regiments Dingiswayo strengthened tribal loyalty to the centre and
military efficiency.
 Appointed indunas to command regiments.
 Used age regiments to extend his dominion among the Mthethwa.
 Defeated his neighbours and made the subordinates to his rule.
 Allowed conquered people to retain their chiefs as long as they remained royal e.g.
Senzangakona remained chief of Zulu.
 Aimed at bringing conflicting tribes under a single ruler.
 He was taken to his enemies to the extent of giving back their lost cattle.
 Dingiswayo absorbed conquered people into his army through alliances, which
strengthened it.
 Expanded the Mthethwa State with over 200 miles.
 Married from different clans which created social unity.
 Created friendly ties with the Whites at Cape Delagoa e.g. through trade.
 Economically he encouraged trade with the Europeans. Imported European goods and
encouraged his subjects to copy them.
 Dingiswayo developed a skin and hides industry which boosted Mthethwa economy.
 Promoted people on merit e.g. Shaka became an Induna at the early age.
 He groomed Shaka for future leadership of the Zulu kingdom.
 He was killed in 1818 by chief Zwide and his skull was taken to decorate the hut of
Zwide’s mother.
(b) What problems did he face ruing this period?
 These problems were internal and external, social, political and economic.
 Severe wars with his contemporaries e.g. Zwide.
 Family conflicts i.e. came to power after murdering Mawawe the true successor of
this father.
 According to some accounts Shaka was anxious for power in his Kingdom.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 12
BYE BYE OLD CURRICULUM
  He deliberately betrayed his master to the enemy.
 Elimination of Sobhuza left Zwide and Dinguiswayo face to face.
 Land conflict due to increased population.
 Lacked a standing army to protect Mthetwa independence against Zwide.
 Had no council to advise him. He relied on the advice of both traditional and military
leaders “Indiscipline worries which weakened his Kingdom.”
 The method of allowing conquered people retain chiefs weakened loyalty to the
centre.
 He was wounded white trying to assassinate his father.
 His state had many tribes making it hard to enforce genuine tribal unity.
 His spears with long handles were a liability since they were donated his enemy who
later used them against the Mthetwa.
 It was difficult for active soldiers to car many spare spears.
 His soldiers also carried a bigger and heavy shields making mobility hard.
 He took long to adopt permanent regime encouraging more Ndwandwe raids.
 His enemies like Sobhuza and Zwide kept on copying his reforms like abolishing
circumcision increasing competition.
 He helped a wrong personal i.e. Shaka to come to power.
 He faced conflicts between the youthful worries and the elderly worries.
 Agriculture was disrupted due to wars with his neighbours.
 He was killed in 1818 by Chief Zwide.

9. (a) Explain the factors that led to the growth of the Swazi nation during the 19th
Century.
 The Swazi nation was one the defensive states that raised during Mfecane period.
 The factors that led to its growth were social, political and economic as seen below.
 Conquered people were treated kindly which created unity.
 The regimes defended the nation’s independence ably.
 Wide spread peace and unity gave her more strength leading to its growth.
 Earlier leaders emphasized diplomacy over war e.g. Sobhuza and later Mswati.
 Marriage alliances kept the nation together lessening fighting and wars.
 Sobhuza married Zwide’s daughter stopping Ndwandwe raids on them to maintain
peace.
 The trick of giving gifts to powerful leaders weakened them.
 All well behaved refugees were welcomed and helped to settle down.
 Residing in mountains gave them a security edge over enemies/strategic location.
 Setting refuges on the margins lessened rebellion and attacks.
 Most neighbours were weak which made them easily conquered.
 The nation had fertile soils that boosted agriculture to provide enough food.
 Mswati’s good relationships with the European especially Boers.
 The good succession system/ hereditary minimized civil wars.
 The outbreak of Mfecane which provided a big number of refugees increased
population in the nation leading to its growth.
 Sobhuza avoided unnecessary wars and used diplomacy which maintained peace in
the Kingdom.
(b) Why was this nation annexed by the British in 1902?

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 13

BYE BYE OLD CURRICULUM
  The reasons for the British annexation of this nation were social, political and
economic as seen below.
 It was a period of scramble and partition at the time.
 The strategic location of Swaziland.
 The desire by the British to have as many colonies as possible.
 For international prestige.
 The effects of the Franco-Prussian war of 1870-71.
 The role of Berlin conference 1884-85.
 The effects of the industrial revolution in Europe.
 The acute demand for raw materials in African countries.
 The need for market in African countries.
 The need to invest British surplus capital.
 To promote commerce and trade.
 To spread Western Civilization.
 To spread Christianity in the area.
 To protect Missionaries in the area.
 They were attracted by the presence of fertile soils in the area.
 The presence of favourable climate.
 The rise of British Imperialists and millionaire Cecil Rhodes.
 Presence of German in the nearby Namibia scared away British to annex the area.
 To fix possible Boer-German alliance.
 And also fix possible Boer-Portuguese alliance.
 The growth of European nationalism/Balance of powers among European countries.

10. (a) Why did Catewayo conflict with the whites in 1879?
 This referred to as the Anglo-Zulu war or the Island Iwana-Ulundi battle.
 It was a war between the Zulu and the British.
 There were two wars in Zulu land in 1879.
 The first war was fought at IsandhIwana hence the IsandhIwana battle on 22 nd
January 1879.
 The second war was fought at Ulundi on 4th July 1879.
 The Zulu were led by their King Cetewayo and the British were led by Sir Bartle
Frere.
 The need to revive Zulu’s military might/strength.
 His recruitment of a very big army by Cetewayo worried the British.
 The revival of the age regiments threatened the British further.
 The increased Zulu military training war songs and slogans also worried the British.
 The failure of peaceful negotiation between Sir Bartle Frere and Cetewayo over
many issues.
 The running away of the two adulterous women and their murder by the Zulu in the
British controlled areas angered Sir Bartle Frere hence war.
 The British accused the Zulu of murdering a Christian Missionary hence made war
unavoidable.
 The issue of the disputed blood river territory.
 The blood river territory had been given to the Boers by Mpande.
 Many Zulu had been displaced or became landless.
 There was over taxation and cruel methods of taxation.

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 14

BYE BYE OLD CURRICULUM
  There was mal British administration in the territory.
 The loss of land to the White settlers.
 The lack of respect to the African authority and power.
 The mistreatment of Africans by the British.
 British-Boer cooperation in the issue of blood river territory.
 The standing long held hatred between the whites and the Zulu.
 The British determination to control the whole of South Africa or federalism.
 This was encouraged by the rise in British Imperialism.
 Bartle Frere’s desire to crush the Zulu state.
 Bartle Frere who ordered the Zulu to destroy the army completely and became
defenseless.
 Cetewayo’s refusal to disarm and disband age regiment angered the British to fight.
 There was serious famine and starvation which increased anger and hunger among
the Zulu to fight.
 The white missionaries had undermined African culture, values and unity.
 The earlier victory of the Zulu on 22nd January 1879 encouraged Cetewayo to fight.
 The African victory also encouraged the British to revenge against the defeat at
Isandhlwana.
 The rise of Zulu nationalism.
 Cetewayo wanted to revenge on the defeat by the Boers at the blood river battle in
1838.
 His white enemies had been encouraged to fight they had superior weapons e.g. the
guns.
 The Zulu had mistaken all whites for “Mlungu” to mean sea monsters or Devils.
 There existed constant cattle raids and counter raids.
(b) Explain the reasons for the failure of this resistance.
 Africans had poor fighting tactics e.g. hit and run compared to the whites.
 Africans were not very much united as opposed to the whites.
 Africans had inferior and outdated fighting weapons e.g. stones.
 Africans had poor leadership.
 Poverty among the Zulu could not allow them to sustain the war.
 Famine and disease which befall the Zulu land weakened the fighters.
 Lack of proper planning among the Africans also led to their defeat.
 The determination of the whites to colonize South Africa at costs.
 Many youths failed to join the struggle so there were few fighters.
 The British had better fighting tactics and skills which they used to defeat the Zulu.
 The British were rich and had strong economy which sustained the war.
 The British had better fighting weapons and modern ones that outcompeted those of
the Zulu.
 Good leadership and organization of the British also worked in their favor.
In conclusion, these reasons were long term and short term.

11. (a) What were the causes of the conflicts between the Zulu and the British in
1906?
 These conflicts were referred to as the Bambatha rebellion.
 This was the war that took place in the Zulu land in the Zondi reserve.
 The war was between the British and the Zulu of Zondi reserve.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 15
BYE BYE OLD CURRICULUM
  It happened during the time when Din Zulu the son of Cetewayo was the King of the
Zulu.
 The British at that time were led by Sir Bartle Frere and ChalloDancur.
 Africans were led by chief Bambatha.
 The dismissal of Bambathaent by the British wasn’t welcomed by the Zulu which
created circumstances for the war.
 The division of the Zulu Kingdom into 13 political units annoyed the Zulu.
 The long held mistrust suspicion and enmity between the two led to the war.
 The Zulu wanted to regain their lost independence which was taken by the British in
1879.
 The Zulu were not happy with the tax of 1 pound per head (over taxation) because
many Zulu could not afford to pay.
 The rise of British Imperialism and desire by the British to annex the whole of South
Africa.
 The wide spread killing of Zulu leaders who failed to pay tax to the British also led to
the war.
 The disrespect of African leaders which was characterized by public flogging
annoyed the Zulu and hence the war.
 Pushing the Zulu into infertile areas i.e. reserves and the poor living conditions.
 There was increase in land rent and turning of Zulu into tenants on their own land.
 The turning of Dinzulu into a mere headman instead of a King annoyed the Zulu
hence the war.
 The brutal and harsh methods of tax collection employed by the British towards the
Africans.
 Grabbling of Zulu land and cattle by the British.
 The British practiced racial segregation by treating the Zulu as second class citizens.
 Famine created a need for war in order to loot food from the British.
 Missionary influence in the arear also led the war.
 The outbreak of diseases like Rinderpest which was attached to the coming of the
British into Zulu land forced the Zulu to fight them.
 The killing of all infected cattle and animals which led to a great loss of cattle also led
to the war.
 The Zulu were further inspired to fight because of their earlier success against the
British in the IsandIwana battle of 1879.
 The rise of African nationalism and desire to protect independence at all costs led to
the Bambatha rebellion.
 The outbreak of Anglo-Boer wars where the British were defeated made the Zulu
believe that they caught fight and defeat them.

(b) How did these conflicts affect the people of the region?
 The effects of the Bambatha rebellion were positive and negative as seen below;
 There was great loss of lives of both Africans and whites.
 There was great depopulation in the Zulu land due to the massive killing of people.
 A lot of property was destroyed in the course of fighting like crops, houses, cattle.
 There was poverty among the Africans since their farms and cattle were destroyed.
 Africans were severely defeated by the British leading to loss of independence.
 Famine broke up into Zululand since farms were destroyed and cattle killed.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 16
BYE BYE OLD CURRICULUM
  Agriculture declined because people were not carrying out farm work and farmlands
had been destroyed.
 Racial segregation against the blacks in Zulu land increased/worsened.
 Africans further lost land and were pushed into reserves.
 There was raiser and suffering especially in the reserves as people suffered starvation
and congestion.
 Dinzulu and other political leaders were arrested for having supported the rebellion.
 Africans lost trust in traditional beliefs and many became Christians.
 They promoted African leadership in church by making some Africans become
Bishops leading to the rise of Bishop Desmond Tutu.
 They constructed their own churches were they would preach African Christianity.
 Their activity led to outbreak of rebellions e.g.the Bambatha rebellion of 1906,
Namaherero rebellion of 1904-1907, opposing white imperialism.
 African independent churches encouraged Africans to build pure African societies
where their cultures would not be influenced by the white cultures.
 African independent churches led to the rise of African Nationalism and African
demand for independence.
 They translated Bibles into African languages and Africans came to understand
Bibles in African.
 AIC sent African delegates to the outside world to campaign for African rights and
oppose Apartheid.
 African independent churches preached against African enslavement.
 African independent churches condemned white grabbing of African land.
 Their activities led to formation of African political parties e.g. African National
Congress (ANC), PAC e.t.c
 Their activities also led to the rise of African nationalists who spear headed
independence struggles e.g Nelson Mandela.
 They translated the Bible into African languages and Africans came to understand
Bibles in Africa settings.
 They sent African delegates to the outside world to campaign for African right and
oppose Apartheid policy.
 They promoted the black man superiority through their preaching that Africa belong
to Africans.
In conclusion, the activities of the AICs promoted African desire for self-rule and
independence.

12. (a) Why did the Christian Missionaries come to South Africa during the 19th
Century?
 Missionaries were soldiers of Christ who came to spread Christianity to South Africa.
 The outstanding missionaries who came to South Africa were Dr. John Phillip, Van
der Kemp.
 Moffat, James Read.
 They were sent by different missionary groups like Church Missionary Society
(CMS), London Missionary Society (LMS), Paris Evangelical Mission and The Dutch
Reformed Church.
 They operated in different parts of Africa e.g. Natal among the Zulu, the cape among
the Khoikhoi and DRC among the Dutch.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 17
BYE BYE OLD CURRICULUM
  The reasons that forced missionaries to enter South Africa were political, social and
economic in setting and these included the following;
 The need to spread Christianity in South Africa.
 The need to promoted and establish legitimate trade in South Africa led to their
coming.
 There was a need to stop slavery and its associated effects in South Africa.
 Missionaries wanted to promote Western culture.
 They claimed that they wanted to civilize Africans.
 Some were running away from political instabilities that prevailed in the respective
countries e.g. in France and British.
 The success of the earlier missionaries in Africa e.g. Dr. David Livingstone in Central
Africa.
 Some missionary groups were invited by African leaders.
 Missionaries came to South Africa to prepare way for the scramble and partition.
 Love for adventure and exploration inspired many missionaries come to South Africa.
 Others came to promote white superiority and domination in South Africa.
 They also came to fight and advocate for African rights which were abused by the
DRC.
In conclusion, political social and economic reasons, forced the missionary groups to
find their way into South Africa as seen above.

(b) Describe the role of these Missionaries towards the colonization of South
Africa.
 They directly and indirectly led to the colonization of S.A due to their social, political
and economic activity.
 They acted as the first colonial administrators especially in the areas they operated
e.g. among the Sotho.
 They learnt African languages and later taught them to colonialists which eased
colonial work.
 Sometimes they acted as interpreters to the colonialists hence solving the problem of
language barrier to the colonialists.
 They created disunity among South Africa by getting a class of the converted and the
non-converted making colonial work easy.
 They softened the hearts of the people of S.A through their teaching making them
ready for the coming of colonialism.
 Missionaries gave Africans gifts and encouraged them to welcome strangers easing
colonial work.
 Missionaries built hospitals which provided health care to the early colonialists.
 Missionaries developed transport like roads, which were later used by colonialists to
extend colonial rule in South Africa.
 They stopped slavery in S.A and created a very good atmosphere for colonial work in
S.A.
 They learnt the social, political and economic life of the Africans which they taught
to the colonialists making it easy to exploit the ignorant Africans.
 They encouraged the growing of cash crops which served as a raw material for the
colonial masters.

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 18

BYE BYE OLD CURRICULUM
  Cash crop growing became a source of forced labour which weakened the Africans
making it easy for them.
 When missionaries faced opposition from Africans, they invited their home countries
to come and take over S.A.
 Some missionaries tricked the Africans into signing treaties which took away their
independence and they accepted colonial rule.
 They constructed missionary stations which helped in the extension of colonial rule.
In conclusion, S.A was later dominated by mainly Britain as a colonial country
because Africans and been made ready for colonial rule by the missionaries.

13. (a) Why did the Africans form their own churches in South Africa during the
20th
Century?
 The churches were referred to as African Independent churches.
 African independent churches are the churches which broke away from the main
missionary led churches and declared themselves independent.
 They are also called separatist churches.
 They were of three types in South Africa i.e. The Zionist, Messianic, and Ethiopian
Churches.
 They were reacting against social and political discrimination of Africans in S.A by
the Whites.
 They hated the discrimination and disrespect of Africans in European led churches.
 The little pay African clergymen received compared to the European clergymen.
 They were formed due to conflicts over leadership in White led churches.
 The delayed ordination of African priests annoyed Africans to form their churches.
 Africans needed to preserve African culture.
 The Africans wanted to set up churches where a black messiah would find them since
they believed that Jesus was not sent for blacks.
 Christianity had many conflicts especially over what was preached.
 Conversion to Christianity for the Africans took a very long time and this made
Africans fed up of Christian religion and formed their own churches.
 The leadership role of Isaiah Thesembe of the messianic church encouraged Africans
to follow him in the church he had formed.
 Africans wanted to set up their own day schools because missionaries were promoting
boarding schools which were keeping children away from their homes.
 They wanted to promote African Christianity where they would use African drums
and other instruments in worship.
 Africans wanted to spread Christianity among fellow Africans and this would be done
only in the AIC.
 Africans were against payment of tax in form of tithe and therefore formed their
churches to get rid of these taxes.
 The rise of African nationalists like Desmond Tutu Robert Sobuke.
 Africans wanted to fight against European racism and lack of consideration for the
African people among the Whites.
In conclusion, the African’s desire for independence and the spirit of nationalism
encouraged Africans to set up their own churches.

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 19

BYE BYE OLD CURRICULUM
 (b) Explain the contributions of the churches to the people of South Africa
during
the period.
The activities were social, political and economical in nature and these include the
following;
 There activities were made of European exploitation and discrimination through their
teachings.
 AIC’s helped to preserve African culture and traditions which were threatened by
Whites.
 They emphasized the role of a black messiah who was coming to save people of S.A
as the Europeans were waiting for theirs.
 They gave chance for nationalists in S.A to condemn and decampaign colonialism
and White exploitation.
 These churches united Africans by showing them that even the church leaders are
suffering.
 They encouraged formal education of the Africans by setting up day schools.

14. (a) Explain the causes of the “Mfecane”

 These were unlimited wars among the Nguni tribes of South Africa.
 To the Zulu it was time for trouble.
 It was characterized by untold suffering destruction of property and loss of human
lives.
 To the Sotho, it was described as “Difacane” meaning suffering scattering and
crushing people.
 It involved Eastern Bantu tribes Ngwane, Sotho, Zulu Mthethwa, e.t.c.
 Came up during 1st half of the 19th Century i.e. between 18900-1840.
 In the South Eastern part of Africa i.e. Natal/among the Southern Bantu.
 It also stood for a period force migration in South Africa.
 It also meant a period of force migration.
 Also known as the period of starvation and terror.
 It begun with Dingiswayo of Mthethwa, who reforms set the pace for this great
revolution.
 The rise was intensified with Shaka’s rise to power.
 The areas were free of many human and cattle diseases.
 Increased population in and around Natal areas/ Zulu land.
 Increase in animal growth in Northern Natal.
 Rise of political chiefdoms i.e. Mthethwa, Ndwandwe and Ngwane/desire to create
power chiefdom.
 Zulu state under Shaka and his military and political reforms policies.
 Shaka’s ruthless character to i.e. was not mindful to human suffering.
 Shaka’s adoption of a strong army/standing army.
 Shaka’s adoption of a cow-horn method.
 Shaka’s introduction the assegai i.e. weapon of mass destruction.
 Boer penetration in the interior increased pressure over land in Natal.
 Desire to control trade.
 The death of Nandi (Shaka’s mother) in 1827 made Shaka ruthless.
 3000 old women accused of Nandi’s death were killed.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 20
BYE BYE OLD CURRICULUM
  Pregnant women were also killed.
 Internal conflicts e.g. Dingane against Mpande.
 The White inspiration theory/introduction of the gun by Robert Cowen.
 Need for more land as a result of population pressure.
 Civil wars as tribes and clans fought for their survival.
 Competed for land for settlement.
 Need for virgin land with fertile soils.
 Presence of disparate groups i.e. Fingo/Hlubi.
 Competition for rich hunting grounds.

(b) How did “Mfecane” wars affect the peoples of South Africa during the 19th
Century?
 The effects were mainly negative on the people of South Africa.
 Death of many people which depopulated Natal.
 It caused destruction of property.
 There was disruption of societies.
 There was displacement of people.
 Decline of agriculture.
 Leading of famine.
 Some people become cannibals e.g. Fingo and Hlubi.
 There was loss of land to the Zulu Kingdom.
 Many people were conquered and absorbed by the Zulu.
 It led to the rise of men and defensive states.
 The rise of new leaders.
 Neighbouring chiefs lost their authority.
 Loss to poverty.
 Some societies were destabilized.
 It created social confusion, unrest and fear.
 Created political confusion unrest and fear.
 Caused long treks in search of safety and refuge.
 It weakened some African societies.
 There was export of Zulu militarism-Assegal, shield, cow horn attack.
 There was population redistribution of Bantu in South Africa-Swaziland, Basuto.
 Some people who copied Zulu military tactics used them for defence against the Zulu.
 Areas to which the people ran for safety became over populated.
 Trade came to a standstill.
 Shaka become the most feared leader.
 A new type of leadership qualities emerged in South Africa, intelligence,
adventurous, bravery and steady leadership.
 National unit, cohesion was fostered.
 Powerful and admirable leaders came up.
In conclusion, the effects were both positive and negative.

15. (a) Describe the developments that took place in South between 1867 and 1910.
 This was the period of mineral revolution in South Africa.
 Before the discoveries, the economy was weak with low standards of living.
 It was Agro-based and less developed
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 21
BYE BYE OLD CURRICULUM
  Orange Free State depended on crop and sheep rearing.
 The cape depended on wine and pastoralism while Transvaal on sheep and cattle.
 The economy was mainly depended on wool from merino sheep.
 The economy was mainly controlled by Europeans.
 In 1867, diamond was discovered at Kimberly.
 In 1884, gold was discovered at Witwatersrand.
 Other discoveries were Manganese, coal, copper e.t.c.
 Economy changed from agriculture to
 International trade was boasted.
 Agriculture changed from subsistence to commercial.
 There was large scale cash crop farming on the country side around the mines.
 Improvements in communication and transport.
 Roads, railway lines were constructed e.g. Natal-Transvaal, Transvaal-Delqoa,
Pretoria-Delgoa.
 Telephone lines, roads, bridges were improved.
 Boer states came from poverty to richness.
 Transvaal prospered by heavy taxation on gold mining company such as the De-beers
company of Cecil Rhodes.
 Agricultural processing industries came up.
 Manufacturing industries sprung up around mines.
 Many towns developed e.g. Johannesburg and Pretoria.
 Increase in White population in the interior.
 Natal made a lot money from custom duties and the sugar industries.
 There was rural-urban migration as African looked for cash crops.
 There was improvement in the banking sector e.g. Orient bank.
 There was development of migrant labour system.
 Increase in price of land around mine areas.
 There was improvement in insurance companies.
 It led to the introduction of modern ships and steamers.
 Port were enlarged i.e. Port Natal.
 Job opportunities created/employment.
 Improvement in transport e.g. Roads, bridges, railways.

(b) How did these developments affect Africans?

It affected Africans both positively and negatively as seen below.
 Some Africans gained jobs in the mines.
 Farmers acquired markets for their products.
 It led to rural urban migration as Africans were looking for cash jobs.
 There was social disintegration as husbands were separated from their wives for long.
 Africans lost land where the minerals were discovered e.g. Griqualand.
 Displacement of Africans.
 Africans were forced into reserves where life was very miserable.
 Africans were discriminated in employment as they were given low paying
jobs/denied white jobs.
 Africans got low paying but heavy work.
 Africans were forced to work on contracts.
 There was breakdown of African culture and traditions.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 22
BYE BYE OLD CURRICULUM
  Africans adapted to western civilization.
 Africans rulers became powerless.
 Africans adopted prostitution and alcoholism.
 They lost lives in mine accidents.
 Africans lived in dirty towns/slums.
 There were poor standards of living among Africans.
 There were high crime rates in slums where Africans lived.
 African societies were defeated and lost independence e.g. Swazi, Basuto e.t.c.
 Agriculture declined.
 Conflicts between Africans and Whites.
16. (a) What were the terms of the 1881 Pretoria convention?
 The Pretoria convention was an understanding called to end the first Anglo Boer War
in South Africa between the Boers of Transvaal and the British.
 Paul Krugar and Jourbet represented Boers.
 The British were represented by Lord Evelyn and Colley.
 The prime minister of Britain Gladstone was fed up of war and demanded for a
peaceful conclusion.
 The treaty was signed to calm down the Transvaal Boers.
 The treaty was signed in the capital of Transvaal, Pretoria in August 1881.
 Foreign affairs of Transvaal were remaining under the British control therefore
Transvaal was to loss independence.
 Republics of Stella and Goshen were to remain out of Transvaal.
 Transvaal was to be made a vassal of the cape colony.
 Internal affairs of Transvaal were to remain under the Boer hence Boers had internal
self-rule.
 The will rights of the Utlanders were to be considered and protected by the Boers.
 Slavery was to be prohibited in Transvaal and equal rights were to extended to all
people.
 Transvaal Boers were to accept the British flag and recognize the Queen of England
as their head.
 The Boers were to stop-discriminating British goods hence there was to be free trade.
 The boundaries of Transvaal were to be re-defined in order to avoid interference in
the politics of the state.
 A resident British officer was placed in Pretoria and was to have a say over the native
affairs of Transvaal.
In conclusion, the Pretoria convention terms were very much favoured the British
than the Boers laying ground for more wars e.g. second Anglo-Boer War.

(b) How did this convention affect the peoples of South Africa?
 The convection lessened the hostilities between to Boers and the British by granting
self-government to the Transvaal.
 The Boers were dissatisfied with their new colonial status.
 The Boers lost their independence to the British.
 It led to the rise of the Afrikaner nationalism and increased their sense for self-
reliance.
 The Transvaalers united as a result of the Pretoria convention.
 It gave rise to Paul Kruger and Jourbert.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 23
BYE BYE OLD CURRICULUM
  The Boers voted a new president i.e. the popular and nationalistic Paul Krugar.
 The Boers of Orange Free State vowed to unite with the Transvaalers to defend Boer
values.
 Even the Boers at the cape felt an intense bond of sympathy with their kinsmen
beyond the Vaal.
 It left both parties angry and not satisfied since none was a clear beneficiary.
 It set the stage for more Anglo-Boer conflict i.e. the Jameson raid and the second
Anglo-Boer war.
 The terms made the Boers more stubborn and determined to resist the British
Federation plans.
 It led to a new London treaty in which the Boers and the British agreed on the
following.
 That the queen was no longer the suzerain over Transvaal.
 The British were to drop their nominal control over Transvaal’s native policy.
 The two Boer republics of Stella land and Goshen were to remain out of Transvaal.
 The trade between the two was to remain liberalized.
 The treaty made the Boers to continue interfering in Zulu politics.
 The Boer soldiers under Luka’s Mayer intervened and enthroned Dinizulu replacing
his exile father Ceteswayo.
 The Zulu lost almost half of their land to the Boers since the British never intervened
in the native affairs.
 The now freed Boers also got involved in Tswana politics leading to acquisition of
two tiny areas which were called Goshen and Stella land.
 Africans lost land as a result of the Boer-African conflicts.
 It led to rise of Cecil Rhodes who was determined to silence the Transvaal Boers.
 Both the whites and Africans lost property in the resultant conflict.
 It encouraged the Boers to lean more towards the Germans and Portuguese to counter
balance British treaties.
 It weakened the Zulu further conflicting their loss of independence.

17. (a) Explain the causes of the conflicts between Paul Krugar and Cecil Rhodes in
1895?
The conflict is famously known as Jameson raid.
 It was as a result of the long term misunderstanding between the Transvaal Boers and
the Utilanders.
 It was master planned by Dr. John Cecil Rhodes but actually implemented by Dr. Star
Leander Jameson.
 The causes were long term and short term as seen below.
 The character of two war mongers i.e. Paul Krugar and Cecil Rhodes.
 The increasing number of Utilanders in Transvaal worried the Boers.
 Order by the Boers to have all Utilander’s children studying in Boer schools.
 The Utilander’s appeal for British protection.
 The desire by the Utilanders to be independent from the Boer influence.
 The long term enmity between the British and Boers assured Utilanders of the British
sympathy.
 The Utilanders wanted protection from the British in order to run business.
 The disrespect the Boers had for the Utilanders was yet another cause.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 24
BYE BYE OLD CURRICULUM
  The Utilanders wanted to closely link to the British as a way of consolidating their
position.
 The branding of Utilanders as thieves.
 Denial of Utilanders from speaking English publicity.
 The decision by the Boers to try the Utilanders in special courts.
 The extension of Utilanders’ voting from 2 to 5,7 and finally to 14 years worried the
Utilanders terribly hence a need for protection.
 Abuse of the Utilanders’ civil and political rights by Paul Krugar.
 Denial of the Utilanders’ of any fat economic contract/deals.
 Smuggling of arms by Utilanders.
 The role of Cecil Rhodes, master planner of the raid.
 The scramble for mineral riches.
 The rise of British imperialism and federation scheme.
 Failure of peaceful negotiations.
 Violation of the Pretoria convention of 1880-1881.
 Order by Boers for Utilanders to leave Transvaal.
In conclusion, the effects of the Pretoria Convention were political, social and
economic in nature.

(b) What led to the defeat of Cecil Rhodes during these conflicts?
 The defeat of Cecil Rhodes was due to the strength of the Boers and the weakness of
the British raiders as discussed below;
 Poor planning and coordination of the chief planners, Cecil Rhodes. He planned to
attack on 20th December but cancelled without proper coordination with Dr. Starr
Jameson.
 Cecil Rhodes was over ambitious with many dreams to be achieved with a short
period of time.
 He under took the raid to be a personal iniative and never involved the British
government.
 He chose wrong leadership for the raid e.g. Starr Jameson, his close friend, a medical
doctor was to lead the raid. He was neither a military person nor politician.
 Jameson was impatient, rushy and emotional i.e. he was told not to attack and went
ahead and attacked.
 The British underestimated the strength of the Boers e.g. Jameson took a small army
of 350-500 men.
 The Boers came to know about the raid before it materialized making it a failure.
 The failure of Frank Rhode to smuggle in guns in Transvaal as earlier agreed.
 The breakdown in communication between Rhodes and Jameson i.e. the failure of the
British soldiers to cut off Pretoria telegraph liners but instead cut the cape lines.
 Paul Krugar had built a strong army for cutting off the British of all costs.
 Paul Krugar’s popularity at that time ensured popular resistance against the British.
 The differences between the Utilanders and Cecil Rhodes set the stage for the failure.
 Utilanders were more business minded than political minded. They were also divided
up.
 Poor mobilization by Frank Rhodes.
 Lack of geographical information by Jameson and his men led to their failure.

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 25

BYE BYE OLD CURRICULUM
  The immediate arrest of Jameson and his men led to the final failure of the raid. The
small force was surrounded at Dom kop near Krugar darp and force to surrender.
In conclusion the failure of the raid was as result conflicting interest (weakness of
Utilanders).

18. (a) Explain the causes of the White man’s war of 1899-1902.
 This war was famously known as the second Anglo-Boer war/gentleman’s war/ the
South African war/Whites man’s war.
 At first Africans served mainly in non-combat/military positions as cooks,
 Fighting took place in all the major four colonies of South African politics.
 British forces were led by Alfred Milner, General Roberts and later Lord Kitchener.
 On the other side, the Boers were led by several generals; Paul Krugar, Louis Botha,
Christian Smuts, Hertzog e.t.c.
 There was a result of the long held suspicion, mistrust between the Boers and the
British long term enmity between the two.
 The British constantly reminded the Boers that they are their subject something that
did not please them.
 The Boer determination to defend their independence also led to the war increased
Boer nationalism.
 The Unimpressive past military records of the British always encouraged the Boers
to fight.
 The war was as a result of the economic war between the British and the Boers/ the
scramble for mineral riches in South Africa.
 The failure of the peaceful, means to settle the differences between the British and
the Boers/failure of negotiations.
 The age of scramble for South Africa among the Europeans intensified the conflicts.
 The breakdown of earlier peace efforts e.g. the unfair terms of the Pretoria treaty of
1001.
 The British attitude towards the Boer states also contributed to the war.
 The humiliating defeat of the British at the battle of 1880-1881 (first Anglo-Boer
war) encouraged the Boers and the British.
 The failure of the Jameson raid (1895) increased British desire to revenge on the
Boers preparing ground for the 2nd Anglo-Boer war.
 The German (Kalser William II) congratulatory message excited Krugar to provoke
the British.
 The neo-elections of hardline Paul Krugar as president of Transvaal caused more
excitement leading to war.
 The formation of a joint military cooperation between Orange Free State and
Transvaal as a way to prepare for war in OFS Transvaal found a great ally, which
gave them confidence to attack the British.
 The British were protesting the tariffs (taxes) that the Boers had introduced on the
railway between Transvaal and the Cape.
 Chamberlain and Alfred Millner believed in violence/non-diplomacy leading to war.
 Boers insisted that Transvaal had been granted conditional independence by the
Pretoria convention.
 The murder of a Utilander in Transvaal and the failure by Paul Krugar to punish the
Boer farmer who had killed the Utilander is what sparked off the war.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 26
BYE BYE OLD CURRICULUM
  Sir Alfred Milner’s stationing of troops near Transvaal boarders alarmed the Boers
and was the immediate cause of the war.
 Paul Krugar’s Ultimatum/harsh demands to the British to withdraw their troops from
the boarders of Transvaal within 48 hours only made war inevitable.
 With the British refusal to answer Paul Krugar’s ultimatum, the battle lines had been
drawn for the second Anglo-Boer war.
 Soon, on 11th October 1899, the British were surprised to see the Boers striking into
their territory and the 2nd Anglo-Boer war had started.

(b) How were the peoples of South Africa affected by this war?
 There was heavy loss of lives where over 14,000 people including Africans, Boers
and the British were killed.
 This resulted into heavy depopulation in the region.
 A lot of property was destroyed like houses, crops and animals which weakened
South African economy.
 Decline in agricultural production/ there was shortage of food which made Africans
starve leading to famine.
 Trading and industrial activities were disrupted by the war.
 Africans who left their jobs in the mines to go and fight were punished on reporting
back after the war.
 Africans were disarmed by whites which made them defenseless.
 The responsibility of disarming Africans was put in the hands of Baden Powell.
 Loss of independence. Africans lost hope of getting their independence back.
 British withdraw their support of protecting human rights for the non-whites like
blacks, coloured and Indians.
 Africans lost their voting rights.
 African mineral workers suffered greatly.
 Africans lost land to the whites.
 He kept on changing the voting period first from 5 to 7 and then to 10years of stay in
Transvaal before one could be allowed to vote.
 Utilanders were further refused to speak English publically.
 He further refused them to participate in the politics of Transvaal.
 Oppressed in the courts of law (tried by Kangaroo courts/denied them trial by jury).
 Utilanders freedom of movement was restricted.
 Utilanders increased wealth alarmed the Boer by 1895, Utilanders had nearly
purchased all the land in Transvaal.
 Kruger’s refusal to offer them profitable business contracts angered the British.
 President, Kruger’s insults to Utilanders e.g. he called them outlanders (out casts),
mineral thieves, social misfits e.t.c.
 Kruger’s refusal of Utilanders/rights to citizenship in fact he constantly extended the
period of stay of tense Utilanders in Transvaal before they could qualify to be
citizens.
 To collapse of the May-June 1899 Bloemfontein peace talks between the British
official Alfred Milner and Paul Kruger ever the issue of Utilanders led to war/Alfred
Milner walked away in protest.
 The British formation of South African Association to protect their rights.

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 27

BYE BYE OLD CURRICULUM
  The British were also annoyed by the increasing cooperation between the German of
Namibia and the Boers in Transvaal/Paul Kruger’s preferential treatment to the
Germans.
 The formation of the South African leagues a body of Imperialists minded settlers
who kept on demanding annexation of the Boer republicans.

19. (a) Why was the 1908 meeting called in Durban?

 This meeting was also referred to as the National Conventions.
 It took place in Durban the capital city of Natal in 1908.
 Representatives came from the four white colonies.
 Those representing the British came from the cape and Natal.
 And those of the Boers were from Orange Free State and Transvaal.
 These were ex-Boers republicans; Botha, Smuts, Stein and dewet.
 Dr. Starr Jameson represented the British in the meeting.
 Africans were not represented physically.
 But the British claimed to have represented their interests.
 This shows that in reality this was not a national conference.
 Even the racist, white government in Rhodesia sent representatives.
 The whites from Rhodesia were to act as observers and advisors.
 Held from 12th October 1908 to 5th November, 1908 in Durban.
 It was a major step towards the closer unification/union of South Africa/union bill of
1908.
 The meeting was called to stop the Anglo-Boer wars.
 Find a lasting solution for the existing enmity.
 It was to bar the possibility of the re-occurrence of the Anglo-Boer wars.
 Delegates met to debate and discuss details on nature of the proposed union.
 To create lasting unity among the whites/pave way for the reconciliation and unity
between the Boers and the British.
 To unite the two whites under one government.
 To stop unnecessary economic and trade competition between the Boers and the
British.
 To sort out inter-territory railway and custom occurrences.
 To debate the nature of voting rights in South Africa/Franchise.
 To check/crush the increasing Boer nationalism.
 Stop Boer-German possible alliance.
 Role of the Vereeniging peace treaty of 1902.
 To fix the position of Africans/treatment of the non-whites and determine their
rights.
 To fix/determine the national language.
 To fix/determine the location of the capital city.
 To clearly define the leadership question.
 To fix the type of government that suited South Africa/Federalism Vs Unitary.
 The conference would debate the powers of the central and regional governments.
 To reduce the costs of administration.
 To deal with the increasing number of Indians.
 To share the mineral wealth equality.
 To have one common pool of services, roads, hospitals e.t.c.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 28
BYE BYE OLD CURRICULUM
  End all the social and political differences between the Boers and the British.
 To prepare the removal of economic barriers which would allow economic co-
operation.

(b) What were the results of this meeting?

 It was a turning point because it was a first major step for a closer union of South
Africa/Union bill of 1908.
 Drafted the union constitution of 31st /May/1910.
 The conference created the structures of the government which had the following.
 The monarch of England Crown was to be the overall head of the union.
 The Governor General was to represent the Monarch in South Africa and had to be a
man/the union was to be headed by a Governor General.
 Governor General was to be helped by an elected Prime Minister.
 The Prime Minister was to be helped by 10 ministers.
 Proposed one Parliament for the Union government.
 But this Parliament was to have two house i.e. Upper/Senate and lower house/House
of Assembly.
 The upper house was to stay for 10 years then be re-elected.
 The lower house was to stay for 5 years then re-elected.
 Only male whites above 18 years were to vote.
 Africans were not allowed to sit in the union government.
 They were also not to vote at all especially in Orange Free State/Transvaal.
 Only the rich and those with a certain level of education and wealth were allowed to
vote especially in Natal and Cape British areas.
 Africans were to be a second class citizen while Europeans were to attain the class
citizenship.
 Pretoria, city of Transvaal was to be the seat for president and minister executive/this
was executive capital.
 The cape was to be the parliamentary city.
 There was to be a supreme court at Bloemfontein/Bloemfontein was to be
judicial/court city. Orange Free State.
 Orange River Colony became Orange Free State.
 A unitary form of government was to be adopted.
 Botha became the first Prime Minister of the new union government.
 It defined the powers of the state and provincial government.
 But every province was to have its own separate department for health and
education.
 The four colonies became provinces of the union.
 And lost their independence.
 Ended the long term enmity between the two former enemies/became friends for the
first time.
 The Dutch and English languages became official.
 Non-whites entry in Parliament was blocked.
 British northern territories of Rhodesia, Botswana (Bechuanaland, Lesotho (Basuto)
to be part of the union.
 Confirmed the removal of voting rights of Africans/Disfranchised Africans.
 Paved way and confirmed Apartheid in South Africa.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 29
BYE BYE OLD CURRICULUM
  Complete equality among the Whites/Dutch and British races became equal.
 Misery and suffering among Africans.
 Poverty ensured among Africans.
20. What were the terms of the 1910 Act of Union?
 The act of union was the constitution for the 4 provinces of South Africa.
 A white union government was to be in place.
 A unitary form of government was to be adopted.
 Louis Botha was to become the first Prime Minister of the union.
 The Union government was to receive instructions from the King/Queen of
England/Monarch.
 The Union government was to headed by the Governor General.
 The Governor General was to be helped by an elected Prime Minister.
 There was to be a Union Parliament with authority over the four provinces.
 The Parliament was to have two house chambers, the upper house and the lower
house.
 The upper house was to approve and pass laws in the Parliament.
 The lower house (Assembly) was to stay for 5 years and then re-elected.
 This house was to discuss laws in the Parliament.
 Africans were not to sit in the Union Parliament/restricted to only whites.
 The cape was to be the Parliamentary town for the Union.
 Africans were not to vote.
 Africans interests and rights were to be ignored in the new South Africa.
 The British were to withdraw their support for Africans/non -whites.
 The Africans were to attain first class citizenship.
 Africans were to be second class citizens.
 The whites were to attain first class citizenship.
 Only male adult Europeans (Whites) aged 18 were to vote in South Africa.
 Only rich and well educated Africans living in British-Natal and Cape Colonies were
to vote.
 Pretoria (Transvaal) was to be the executive/presidential/capital city.
 Orange River colony was to become/renamed Orange Free State.
 The four former colonies of South Africa were to become provinces of South Africa.
 The long-term enmity between the two whites was to end.
 At last/genuine peace among the whites was to reign in South Africa.
 Both the Boers and the British were to friends, brothers and sisters for the first time.
 There was to be equality among the white races.
 And both English and Dutch language were to be equal status/official language.
 Every province was to be under the control of the Union Administration appointed by
the Union government/High Commission territories.
 He was to be assisted by a Committee of four elected commissioners.
 A white missionary was to be nominated to represent the Africans.
 The British were to remain responsible in Basuto land, Swaziland and Botswana.
 There was to be Supreme Court with provincial and district courts.

(b) Explain the effects of this union on the Africans in South Africa.
 The effects of this union on Africans include: -
 Africans became second rate citizens.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 30
BYE BYE OLD CURRICULUM
  They had to operate under racist laws/Apartheid.
 African labour was restricted to dirty jobs by the 1911 labour act.
 Africans lived in reserves.
 Africans were forbidden from venturing outside their reserves.
 Africans lost land by the land act.
 Hence pass laws were made and Africans freedom of movement quashed.
 They were no longer to be protected by the British.
 Africans lived in the dirtiest towns like Soweto/slums.
 They became poor/poverty.
 They became backward and under developed/poor standards.
 African resources were exploited.
 African labourers were cheaply employed.
 Even tiny neighbouring countries like Lesotho and Swaziland suffered.
 E.g. they were economically brocaded by South Africa.
 They were killed and depopulated.
 Massive protests e.g. Sharpsville occurred.
 Led to rise of African nationalism.
 Formation of African political parties.
 Africans were enslaved.
 Africans were refranchised.
 Africans reacted independent African churches.

21. (a) How was Apartheid practiced in South Africa between 1948 and 1990?
 Apartheid was applied in education, employment, government e.t.c. as seen below;
Apartheid in employment
 Skilled and semi-skilled employment was reserved for the white.
 Africans only got unskilled employment e.g. digging mines.
 The 1911 mines and workers act forbid employment of Africans as professionals.
 The 1951 native builds act prohibited the employment of Africans skilled workers in
towns.
 Low or no pay was given to Africans even for heavy tasks competed.

Apartheid in education
 Education was to prepare Africans for inferior positions.
 It encouraged them to practice agriculture.
 Africans were taught in local languages/ Native languages.
 Africans were not given academic and professional training of any type.
 Higher education for Africans in town was discouraged.
 Africans were to go to different schools from those of whites.
 Africans were expelled from the white’s universities.
 Missionary control of African education was removed.
 Africans were put in congested classes and given inferior teachers.
 There were separate universities for the two races i.e. Blacks and Whites.
 The education system promoted infinity studies rather than the study of S.A as a
whole.
 The government decided what to be taught. who to teach and who to be taught

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 31

BYE BYE OLD CURRICULUM
 Apartheid in land ownership
 The land act was passed in 1913 and this restricted Africans from residing outside the
districts.
 Land was divided into two i.e. for the two races that is whites and blacks.
 Africans were to get permission (passes) to move from their villages/Bantustans.
 Only 13% of the total land was reserved for Africans and 87% belonged to whites.
 Separate homes for Africans were put in place and these were known as Bantustans
e.g. Transkie, Soweto, Saskein.
 African chiefs were given power over the control of these Bantustans.

Apartheid in politics
 Africans of the Cape province were removed from the votes register by the native act
of 1936.
 Separate register was set up in cape province for only qualified Africans.
 Africans in the cape were to elect 3 white’s representatives in the house of assembly.
 Africans throughout South Africa were to elect 3 white’s to represent them in the
Senate
 Other colors were removed from the voter register and placed on separate one.
 Any publication e.g. newspaper suspected of supporting Africans were banned.
 Formation of African political parties were also banned e.g. ANC was banned.
 Harsh punishments were imposed on any one found protesting against the white
government.
 Consequently, a number of non-white leaders were arrested e.g. Nelson Mandela.
 Others were killed e.g. Steve Biko.
 Through the South African Parliament.

Apartheid in social welfare

 Marriage act of 1949 prohibited marriage between Africans and the whites.
 The immorality act of 1950 prohibited physical love between Africans and whites.
 All Africans had to possess passes or identity cards.
 Freedom of movement of Africans was restricted by the pass laws of 1952.
 Africans were not to share the same bridge, hospitals, hotels and recreation facilities
with the whites.
 Every African male or female above 16 years was to carry a passbook in his/her
names.
 Africans had get a permit to enter any urban area if the visit was not to last for more
than 72 hours.
 In conclusion, therefore, apartheid was a miserable policy to Africans.

(b) What was the response of Africans towards this practice?

 The response of Africans against apartheid was in different forms but generally
negative and bitter as seen below.
 Africans abandoned non violent means of resistance and became more militant and
aggressive.
 They organised demonstrations, riots, boycotts e.g. the defiance campaign of 1952,
the Soweto of 1976 and the Sharpsville demonstration of 1960.

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 32

BYE BYE OLD CURRICULUM
  They carried of acts of sabotage attacking government installations which were
expensive for the apartheid government e.g. they block bridges, destroyed big
buildings, e.t.c.
 They burnt and destroyed passbook i.e. carried out and pass campaigns.
 They co-operated with other races that were against apartheid system e.g. Indian and
coloreds.
 They adopted the freedom chapter of 1953 which demand for restoration of human
rights and dignity of S.A.
 They reacted by forming more aggressive political parties which led for their
independence e.g. PAC, BCM, ANC e.t.c.
 Formed armed and military wings which recruited and trained to fights e.g. Umkoto
and POQO of ANC.
 They solicited for aid and recognitions from world peace keeping bodies e.g. OAU,
UNO and UNHCR.
 They composed songs against Apartheid and also acted movies e.g. Salaphina and
songs e.g. am slave, Soweto, I love you Africa among others.
 They opened up training bases in friendly states like Tanzania, Zambia, Uganda to
train their fighters.
 They rejected white domination and strongly divided a share in the government of
their country.
 They provoked the police to arrest them so as to attract international sympathy.
 They sought for assistance from communist countries especially USSR and China.
 They demanded for the release of political prisoners like Walter Sisulu, Albert
Luthuli, Oliver Thambo and Nelson Mandela.
 They wrote articles and books condemning Apartheid S.A.
 They also used mass media to decampaign Apartheid.
 They negotiated with racist government to hold free and fair elections and they
participated in this elections.

22. (a) Explain the contribution of front line states to the struggle against Apartheid
in South Africa.
Apartheid in South Africa
 OAU’s liberation committee formed frontline states which also members of OAU.
 These countries included Zambia, Uganda, Tanzania, Botswana, Algeria, Zimbabwe
and Libya.
 The Headquarters of frontline states were in Tanzania with Julius Nyerere as the first
president.
 They called for immediate independence of South Africa.
 They provided training grounds for South African guerillas e.g in Uganda, Tanzania
and Mozambique.
 They provided ANC guerillas with logistics in form of food and arms.
 They encouraged Africans to contribute a certain percentage of their wealth towards
the liberation of South Africa.
 They convinced UNO to put sanction on White government of South Africa.
 Stories of liberation struggles in these countries especially Portuguese colonies
inspired South Africa to fight.
 They formed South African development coordination council to foster unity.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 33
BYE BYE OLD CURRICULUM
  They demanded for the release of political prisoners e.g. Mandela.
 They used sanctions to isolate and weaken the South African racist government.
 They boycotted international games involving South Africa.
 They also discouraged western countries from selling arms to South Africa.
 Frontline states complained against the unpopular laws of the apartheid government
e.g. Bantustans act.
 They recognized South African political parties e.g. PAC, ANC e.t.c.

(b) What problems did nationalists face during this struggle?

 Apartheid started in 1910 after the act of union and continued up 1994 due to the
weakness of the nationalism in S.A and the strength of the Apartheid regime as seen
below;
 The military weakness of Africans wouldn’t help them to fight a country which was
militarily very strong.
 Apartheid was supported by strong countries like USA and Canada both militarily
and financially.
 It had weakened the growth of African nationalism that some nationalists like Buthlez
of the Zulu supported apartheid.
 The strong nationalists who would have adopted apartheid had been forced to exile
like Oliver thambo.
 Some Africans were happy with their self-rule in the Bantustans and saw no reason
why they could fight the whites.
 Africans lacked strong leadership in the beginning because strong nationalists like
Sobukwe came later.
 Some key nationalists were arrested and imprisoned e.g. Mandela Nelson, Steve
Biko.
 Africans lacked finances to fund the struggles.
 Africans were not united and many of them refused to join the struggle while others
supported apartheid.
 Africans had very low levels of nationalism and instead of fighting apartheid they
fought each other e.g. chief Buthelezi of the Zulu.
 The introduction of pass laws limited African freedom of movement and stopped
nationalists from going to the people in the villages.
 Africans didn’t have trained people to champion the struggle.
 The apartheid government was very rich due to the money they got from the mineral
wealth and they could buy all the guns to silence Africans.
 The UNO applied double standards that instead of helping Africans it cooperated with
the apartheid government.
 African political parties which would fight apartheid were all banned by the apartheid
e.g. ANC and PAC.
 The weakness of OAU also delayed the independence struggles.
In conclusion, social, political and economic factors all combined made the
apartheid government stay in power for a very long time.

23. (a) Explain the causes of the 1976 Soweto uprising in South Africa.
 The uprisng was staged by African school children against the Apartheid regime in
1976.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 34
BYE BYE OLD CURRICULUM
  The uprising occurred in the black township of Soweto and mainly against the
teaching of African in the Boer language.
 The protest started on 16th June 1976 by students of Orlando west secondary school in
Soweto.
 It was a peaceful demonstration until when the S.A police started shooting at innocent
children leaving over 200 students dead.
 The students were boycotting the exams of 16th June which they were going to seat in
Afrikaner language.
 The students were against the Bantu education act which gave the Africans poor
education.
 They were led by a 19th year old Steve Biko.
 Africans were against the 1953 education Act that recommended teaching and
learning of Africans in their mother language.
 the denial of Africans from studying academic and professional training in higher
institutions by the whites also lead to the Soweto uprising.
 They also led to the Soweto uprising.
 They also demonstrated against the 1959 University Act which separated University
students according to their races and tribes.
 Africans hated inferior type of education given to them.
 The denial of African lecturers to teach in white schools and high institutions.
 African and English language were also used to prepare Africans for a simple
conversation with their white masters.
 African demonstrated against the removal of their education from missionary control.
 The denial of higher education for Africans and putting them in congested classes.
 The denial of African political rights by the whites and considering them to be second
class citizens.
 Africans were also angered by the denial of the social rights like marriage.
 Africans also demonstrated against the pass laws that denied them their freedom of
movement.
 They were also against the denial of a chance to exploit their talent and only offered
them dirty and heavy jobs.
 Africans suffered from severe poverty in these dirty areas, thus rising against South
African white government.
 Loss of African land to the whites and were pushed to dry and infertile land also led
to the Soweto uprising since they were fighting for the return of their land.
 Discrimination of Africans by the whites.
 Africans were also against the imprisonment of nationalists especially those who
opposed the policy for example, Nelson Mandela.
 Africans demanded for equal distribution of wealth in South Africa, this is because
Africans had been made poor by the white’s government that owned all the resources.
 Increased militancy among Africans encouraged them to rise against the exploitative
white government hence the Soweto uprising.
 Africans also demanded for equal opportunities with the whites.
 The role of African Students Union who mobilized their fellow students to pour into
the surbub of Soweto and demonstrated.
 The role of African nationalist Stephen Biko who incited the rioters to burn all the
pass books in the slum of Soweto.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 35
BYE BYE OLD CURRICULUM
  The massive killing of Africans by the white government also forced to rise up in the
Soweto in 1976.

(b) What were the results of this uprising?

 The uprising led to massive killing of innocent Africans.
 The demonstration claimed lives to a tune of 620 were killed.
 There was depopulation among Africans as a result of loss of thousands of lives.
 It led to arrest of Stephen Biko and his consequent death in prison in 1977.
 There was also loss of lives among the whites though very few, for example, only two
were stoned to death.
 There was massive destruction of property including white vehicles and buildings.
 Demonstrators burnt down all white schools and other valuable property in the
schools.
 The protests spread to other areas of Cape Town and East London.
 Opposition and hatred of Africans towards the whites increased in South Africa.
 Some whites joined Africans in fighting fellow whites for example, white students
demonstrated.
 Other African nationalists like Nelson Mandela were arrested.
 Many Africans to go to work, thus undermining industrial activities.
 Many pass books were destroyed.
In conclusion, the effects were both positive and negative as seen above.

24. (a) Why were the African home lands created in South Africa during the first
half
of the 20th Century?
 They were isolated homes for the blacks/African, formed along tribal basis.
 This was a direct result of apartheid regime in South Africa.
 They were semi-independence political units established for Africans.
 African leaders were responsible to lead their own people not the whites.
 They were formed by the 1959 Bantu self-government Act.
 The enforcement of the policy was made by Dr. Verwoed, the prime minister of
South Africa at the time.
 As a result of 10 Bantu political units were created and they included Transkel,
Venda, Ciskel, Gazankulu, Ndebele, Lebowa e.t.c.
 Created for white domination in South Africa/white supremacy.
 Also aimed at separating the two races, the whites from the Blacks.
 To promote, separate development of Africans and whites.
 To ensure white enslavement of Africans for cheap labour.
 To effect isolation of Africans for the benefit of the whites.
 To weaken/dismantle African nationalism/African threat.
 To ensure that whites owned land and other mineralized areas in South Africa.
 To avoid competition between the Africans and whites over employment
opportunities.
 To ensure social discrimination in education, health and recreation services.
 To divide and rule Africans.
 To isolate Africans from participation in the national politics of South Africa.
 To disarm Africans and remain defenseless.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 36
BYE BYE OLD CURRICULUM
  To pretend to the critical world outside that South Africa was independent.
 To act as a dumping ground for outdated items and unproductive labour from the
white dominated areas.
 To pretend to the rest of the world that Africans were independent.

(b) How did the creation of these homelands affect the Africans?
 Africans were overcrowded, for example, a single room that would accommodate one
family was occupied by four families.
 Africans lost their identity due to displacements and wars.
 There was remarkable loss of lives due to ethnic clashes leading to depopulation.
 Africans lost their independence due to denial of their political rights to the whites.
 Disunity among Africans was encouraged for example, among the Xhosa and Zulu.
 African homelands increased African sense of nationalism since they were forced to
liberate themselves from the white rule.
 Africans became poor since most of their cattle and land was lost to the whites.
 There were low standards of living among Africans. This was due to poor economy in
the reserves and heavy taxes paid to the whites.
 It increased racial segregation and apartheid in South Africa.
 Africans were disarmed military and remained defenseless.
 Starvation and famine resulted among Africans due to poor living conditions in the
reserves.
 They laid a foundation for later uprising in South Africa for example, the Sharpeville
Massacre in 1960 and Soweto uprising 1976.
 They led to pressure on land due to over population in the Bantustans, this led to
many conflicts.
 They led to the establishment of black towns for example, Soweto and Rivonia.
 The creation of Bantustans laid a foundation of political parties for instance Africa
National Congress, Pan African Congress e.t.c.
 They encouraged Africa nationalism to advocate for their self-rule in South Africa.
 They led to breakdown of famine of families because most of them lost their relatives
to town.
 There was decline in agriculture due to loss of productive labour hence decline the
food supply.
 Led to migrant labour as Africans left for employment opportunities in towns.
 There was easy spread of diseases due to congestion in reserves.
 There was increased high crime rates for example, prostitution, theft, violence which
claimed most of Africans lives.
 Africans were displaced from their homes thus losing their land to the whites.
 There was rampant unemployment due to harsh labour laws.
 Africans were denied their freedom of education by the whites.

25. (a) Explain the contribution of the South West African Peoples Organization
(SWAPO) towards the attainment of Independence in South was Africa
(Namibia)
 SWAPO was one of the strongest parties in Namibia.
 It started as the Ovambo land People’s Organization.
 The party was formed by Sam Nujoma and Jacob Kahenge or Kuhangua in 1959.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 37
BYE BYE OLD CURRICULUM
  It was later transformed into South Western African people’s Organisation and
represented to densely populated Northern areas of Namibia.
 In 1960, the organization started an armed struggle against South Africa.
 It fought against continued land grabbing by the apartheid regime.
 SWAPO cooperated with the other parties like SWAPO to struggle against the
whites.
 Sam Nujuma mobilized people mainly in the Northern region against apartheid
regime.
 It trained people for guerilla wars in African states like Angola, Tanzania, Zambia,
Egypt, and Algeria.
 Party leaders like Sam Nujoma risked and sacrificed their lives for freedom.
 They published articles through the press, magazines, radios and journals condemning
apartheid.
 They organized armies to fight for independence and made Namibia ungovernable to
the whites using violent means.
 They looked for support terms of material and financial for the national struggle.
 They appealed for national unity as opposed to sectarianism and tribalistic tendencies.
 They educated and sensitized their members on the important of freedom and their
rights.
 Members constantly recruited and trained youths to be incorporated into the national
struggle.
 They convinced Organization of African Unity (O.A.U) to join the following
struggle.
 They appealed for United Nations (UN) support both material and financial.
 They campaigned against all evils of apartheid, passbook, Bantustans and contract
labour system.
 They appealed for communists support especially from USSR, Cuba and China.
 They also appealed for support from other freedom movements like MPLA and
FRELIMO.
 Sam Nujoma and the colleagues convinced the international community to help in the
struggle for freedom.
 United Nations started imposing economic and diplomatic sanctions on South Africa.
 They further convinced neighbouring countries like Zambia and Botswana to allow
them open up training bases in their countries.
 Party leaders like Sam Nujoma campaigned for Justine, liberty and human dignity,
they recruited people from Ovambo land and made it an ethnic base in the North.
 They mobilized the youth and women to join the National struggle for example; in
December 1969 launched a congress at Tanga in Tanzania for women and youth
leagues.
 They also mobilized disgruntled workers to join the struggle for instance.
 They incorporated other political parties into the national struggle like SWANO.
 They linked with people’s Liberation Army of Angola (PLAN) to end the South
African rule.
 It also opposed the Turnhalle proposals which never supported a fully independent
Namibia.
 Party leaders refused to participate in elections organized on the Turnhalle proposal
of power sharing.
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 38
BYE BYE OLD CURRICULUM
  The organization fought and weakened Bortha’s government of South Africa.
 The organization led Namibians to independent in 1990.
 Party leaders like Sam Nujoma participated in the 1990 elections.
 They also negotiated with the apartheid regime to relax some of its laws and even
release political prisoners.
 They came up with a slogan “Aluta continuation” which fired up the youths into
action.

(b) Why did Namibia fail to attain independence until 1990?

 They lacked financial support to carry out their activities.
 They suffered from divisions e.g. SWAPO against SWANU, Ovambo against Herero
e.t.c
 The South African regime had a very strong pressure in Namibia.
 Many nationalists were arrested and killed by the Whites.
 They lacked very strong leaders Kutako and Nujoma came very late.
 Some grassroots leaders who could mobilize commoners were very rare.
 Some nationalists championed tribal conflicts e.g. SWAPO was originally for the
Ovambo.
 SWAPO lacked strong military support.
 The whites put up many restrictions which made it hard for the nationalist to operate.
 Later the South African regime annexed Namibia as the fifth province or the Natal.
 The apartheid politics which were extended into Namibia derailed national
movements.
 The whites were stubborn and refused to bow down to the U.N and O.A.U pressure.
 The whites from South Africa usually raided SWAPO camps in Angola especially
from 1978.
 The divide and rule policy, which went with the Bantustans, divided up the people.
 African governments were not united in their condemnation against the whites e.g.
Malawi and Zaire.
 Initially O.A.U did not strongly support national struggles in Namibia.
 Double standards of U.N.O also polarized the struggle.
 Ideological differences i.e. capitalists against communist believers.
 Military weakness of Africans.
 Role of U.S.A which frustrated.
 Role of Britain and France also polarized.
 Increasing number of white settlers in Namibia.
 Delayed independence of neighbouring states.
 Poor transport and communication.
 Power clashes due to greed for power.
 Bumming of political parties by the Apartheid government.

Compiled by

Kaunda Keneth
HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 39
BYE BYE OLD CURRICULUM
0785 197 828
0703 938 609

SUCCESS IN MOCKS & THE FORTH COMING EXAMS

HISTORY SEMINAR ORGANISED BY KAUNDA KENETH 0703 938 609 40

BYE BYE OLD CURRICULUM