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Apartheid South Africa 1940s to 1960s Essay for Grade 11

On this page, we guide grade 11 student on how to write “Apartheid South Africa 1940s to 1960s Essay”.

Table of Contents

Apartheid in South Africa was a system of institutionalised racial segregation and discrimination that existed from the late 1940s until the early 1990s. This period in South African history is marked by the enforcement of legal policies and practices aimed at separating the races and maintaining white dominance in all aspects of life. The years between the 1940s and the 1960s were critical in laying the foundations and entrenching the policies that would define this era. This essay will explore the implementation of apartheid laws , resistance movements , and international reactions to apartheid from the 1940s to the 1960s.

Implementation of Apartheid Laws

The formal introduction of apartheid can be traced back to the National Party’s victory in the 1948 elections . The party, which represented the Afrikaner nationalist interest, institutionalised apartheid as a means of securing white dominance. Key legislation enacted during this period included:

• The Population Registration Act (1950): This act classified all South Africans into racial groups – ‘white’, ‘black’, ‘coloured’, and ‘Indian’. This classification was a prerequisite for the implementation of other apartheid laws.
• The Group Areas Act (1950): This law geographically segregated South Africans by race , determining where different racial groups could live, work, and own property.
• The Suppression of Communism Act (1950): Though ostensibly aimed at combating communism , this act was frequently used to silence critics of apartheid, including non-communists.

Resistance Movements

Resistance against apartheid came from various quarters, including political parties, trade unions, and individual activists. The most prominent of these movements included:

• The African National Congress (ANC): Initially adopting a policy of peaceful protest, the ANC organised strikes, boycotts, and civil disobedience campaigns. Following the Sharpeville Massacre in 1960, the ANC shifted to a strategy of armed struggle .
• The Pan Africanist Congress (PAC): A breakaway from the ANC, the PAC also played a significant role in organising protests against apartheid, notably the anti-Pass Laws protest that led to the Sharpeville Massacre.
• Sharpeville Massacre (1960): A turning point in the resistance against apartheid, where a peaceful protest against pass laws in Sharpeville turned deadly, with police opening fire on demonstrators, resulting in 69 deaths.

International Reactions to Apartheid

The international community’s response to apartheid was initially muted, but as the realities of apartheid became more widely known, international condemnation grew. Significant aspects of the international reaction included:

• United Nations Condemnation: The UN General Assembly adopted a resolution in 1962 calling for sanctions against South Africa, urging member states to cease military and economic relations with the apartheid regime.
• Isolation in Sports: South Africa was banned from the Olympic Games and other international sporting events, highlighting the growing international isolation of the apartheid government.

Student Guide

When writing an essay on Apartheid in South Africa from the 1940s to the 1960s, focusing on clarity, depth, and evidence-based arguments is crucial. Here are some useful tips to enhance your essay writing:

• Start with a Strong Thesis Statement:
• Clearly state your essay’s main argument or analysis point at the end of your introduction. This sets the direction and tone of your essay. For example, “This essay argues that the apartheid laws enacted between the 1940s and 1960s not only institutionalised racial segregation but also laid the foundation for the resistance movements that eventually led to apartheid’s downfall.”
• Organise Your Essay Logically:
• Use subheadings to divide your essay into manageable sections, such as the implementation of apartheid laws, resistance movements, and international reactions. This helps readers follow your argument more easily.
• Use Evidence to Support Your Points:
• Incorporate specific examples and quotes from primary and secondary sources to back up your statements. For instance, reference the Population Registration Act when discussing racial classification or cite international condemnation from United Nations resolutions.
• Analyse, Don’t Just Describe:
• Go beyond simply describing events by analysing their impact and significance . For example, when discussing the Sharpeville Massacre, explore its effect on both the apartheid government’s policies and the tactics of resistance movements.
• Acknowledge Different Perspectives:
• While focusing on the factual history of apartheid, also acknowledge the various perspectives on apartheid policies and resistance efforts, including those of the government, opposition movements, and international bodies.
• Conclude Effectively:
• Summarise the main points of your essay and reiterate your thesis in the context of the information discussed. Offer a concluding thought that encourages further reflection, such as the legacy of apartheid in contemporary South Africa.
• Reference Accurately:
• Ensure all sources are accurately cited in your essay to avoid plagiarism and to lend credibility to your arguments. Follow the specific referencing style required by your teacher or educational institution.
• Proofread and Revise:
• Check your essay for spelling, grammar, and punctuation errors. Also, ensure that your argument flows logically and that each section supports your thesis statement.
• Seek Feedback:
• Before final submission, consider getting feedback from teachers, peers, or tutors. Fresh eyes can offer valuable insights and identify areas for improvement.

By incorporating these tips, you can create a well-argued, informative, and engaging essay on Apartheid in South Africa that meets the expectations of a Grade 11 history assignment.

The period from the 1940s to the 1960s was pivotal in the establishment and consolidation of the apartheid system in South Africa. Through the enactment of draconian laws, the apartheid government institutionalised racial discrimination, which led to widespread resistance within the country and condemnation from the international community. This era laid the groundwork for the struggles and transformations that would eventually lead to the end of apartheid.

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Tsotsi represents South African apartheid (a system of legally enforced segregation and discrimination) as a racist structure that destroys Black South Africans’ lives—even when they aren’t experiencing direct, interpersonal racism. Many of the Black characters’ lives are destroyed by racist apartheid laws despite having little direct contact with racist white people. For example, the Black South African protagonist, Tsotsi , lost his mother in childhood because white police rounded up Black people, including her, whom they suspected of living or working in white areas without the required pass. While one of the policemen did display clear racist attitudes—he called Tsotsi’s mother “kaffir,” a South African racial slur—it was the law, not his individual beliefs, that empowered him to destroy Tsotsi’s family. Tsotsi’s mother’s abduction propelled Tsotsi into homelessness and gang membership. In this sense, though Tsotsi rarely interacts with white people, the racist and white supremacist structure of apartheid changed the direction of his whole life.

Other Black characters similarly suffer from the racist economic and legal structures of apartheid, whether or not they come into regular contact with racist white people: the beggar Morris Tshabalala is crippled in a mining accident as a Black worker in an industry where the profits and gold go to white people. The young mother Miriam Ngidi experiences the disappearance of her husband during his participation in a bus boycott—and although the novel does not explicitly state this fact, major bus boycotts in apartheid South Africa were often protests by the Black population against segregation and economic exploitation of Black workers, which exposed protesters like Miriam’s husband to retaliatory racial violence. And Tsotsi’s fellow gang member Boston becomes a criminal after he forges an employment history for an acquaintance who will go to jail due to racist apartheid laws unless he can prove he has a previous employer. Thus, Tsotsi represents how a racist legal and economic structure like apartheid can harm oppressed people independent of and in addition to the interpersonal prejudice they experience. 

Apartheid and Racism ThemeTracker

Apartheid and Racism Quotes in Tsotsi

The knife was not only his weapon, but also a fetish, a talisman that conjured away bad spirits and established him securely in his life.

He didn’t see the man, he saw the type.

Gumboot had been allocated a plot near the centre. He was buried by the Reverend Henry Ransome of the Church of Christ the Redeemer in the township. The minister went through the ritual with uncertainty. He was disturbed, and he knew it and that made it worse. If only he had known the name of the man he was burying. This man, O Lord! What man? This one, fashioned in your likeness.

[Morris] looked at the street and the big cars with their white passengers warm inside like wonderful presents in bright boxes, and the carefree, ugly crowds of the pavement, seeing them all with baleful feelings.

It is for your gold that I had to dig. That is what destroyed me. You are walking on stolen legs. All of you.

Even in this there was no satisfaction. As if knowing his thoughts, they stretched their thin, unsightly lips into bigger smiles while the crude sounds of their language and laughter seemed even louder. A few of them, after buying a newspaper, dropped pennies in front of him. He looked the other way when he pocketed them.

Are his hands soft? he would ask himself, and then shake his head in anger and desperation at the futility of the question. But no sooner did he stop asking it than another would occur. Has he got a mother? This question was persistent. Hasn’t he got a mother? Didn’t she love him? Didn’t she sing him songs? He was really asking how do men come to be what they become. For all he knew others might have asked the same question about himself. There were times when he didn’t feel human. He knew he didn’t look it.

So she carried on, outwardly adjusting the pattern of her life as best she could, like taking in washing, doing odd cleaning jobs in the nearby white suburb. Inwardly she had fallen into something like a possessive sleep where the same dream is dreamt over and over again. She seldom smiled now, kept to herself and her baby, asked no favours and gave none, hoarding as it were the moments and things in her life.

On she came, until a foot or so away the chain stopped her, and although she pulled at this with her teeth until her breathing was tense and rattled she could go no further, so she lay down there, twisting her body so that the hindquarters fell apart and, like that, fighting all the time, her ribs heaving, she gave birth to the stillborn litter, and then died beside them.

Petah turned to David. ‘Willie no good. You not Willie. What is your name? Talk! Trust me, man. I help you.’

David’s eyes grew round and vacant, stared at the darkness. A tiny sound, a thin squeaking voice, struggled out: ‘David…’ it said, ‘David! But no more! He dead! He dead too, like Willie, like Joji.’

So he went out with them the next day and scavenged. The same day an Indian chased him away from his shop door, shouting and calling him a tsotsi. When they went back to the river that night, they started again, trying names on him: Sam, Willie, and now Simon, until he stopped them.

‘My name,’ he said, ‘is Tsotsi.’

The baby and David, himself that is, at first confused, had now merged into one and the same person. The police raid, the river, and Petah, the spider spinning his web, the grey day and the smell of damp newspapers were a future awaiting the baby. It was outside itself. He could sympathize with it in its defencelessness against the terrible events awaiting it.

‘What are you going to do with him?’

‘Keep him.’

He threw back his head, and she saw the shine of desperation on his forehead as he struggled with that mighty word. Why, why was he? No more revenge. No more hate. The riddle of the yellow bitch was solved—all of this in a few days and in as short a time the hold on his life by the blind, black, minute hands had grown tighter. Why?

‘Because I must find out,’ he said.

To an incredible extent a peaceful existence was dependent upon knowing just when to say no or yes to the white man.

It was a new day and what he had thought out last night was still there, inside him. Only one thing was important to him now. ‘Come back,’ the woman had said. ‘Come back, Tsotsi.’

I must correct her, he thought. ‘My name is David Madondo.’

He said it aloud in the almost empty street, and laughed. The man delivering milk heard him, and looking up said, ‘Peace my brother.’

‘Peace be with you’, David Madondo replied and carried on his way.

The slum clearance had entered a second and decisive stage. The white township had grown impatient. The ruins, they said, were being built up again and as many were still coming in as they carried off in lorries to the new locations or in vans to the jails. So they had sent in the bulldozers to raze the buildings completely to the ground.

They unearthed him minutes later. All agreed that his smile was beautiful, and strange for a tsotsi, and that when he lay there on his back in the sun, before someone had fetched a blanket, they agreed that it was hard to believe what the back of his head looked like when you saw the smile.

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History Gr. 11 T3 W6: Apartheid SA: Segregation after the formation of the Union

Apartheid South Africa: Segregation after theformation of the Union 

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