acknowledgements - web viewthe mouse in the air is labelled ... *terrorists is a word used by the...

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GRADE 12

HISTORY P1

SEPTEMBER 2014

ADDENDUM

NATIONALSENIOR CERTIFICATE

History/P1 2 NW/September 2014 NSC – Addendum

QUESTION 1: WHY WAS THE BERLIN AIRLIFT (1948–1949) OF SPECIAL SIGNIFICANCE TO THE WESTERN POWERS?

SOURCE 1A

The source below is an excerpt from President Truman’s memoirs. It focuses on the Berlin Crisis of 1948–1949.

What was at stake in Berlin was not a contest over legal rights . . . but a struggle over Germany . . . the Kremlin tried to mislead the people of Europe into believing that . . . we would back away from any military risks. I brought up the situation at the Cabinet meeting of June 25, 1948. The Secretary of the army, Kenneth Royall, maintained in constant touch with General Clay in Germany and reported that a serious situation was developing . . . Clay was forced to make emergency arrangements to have essential supplies flown into the city, since Berlin, by now, was effectively blockaded by the Russians both by land and by water . . .

I directed that this improvised (unplanned) ‘airlift’ be put on a full-scale organized basis . . .

The abandonment of Berlin would have a disastrous effect on our plans for West Germany (and) slow down European recovery . . . we had to remain in Berlin.

[From: The Cold War by EG Raynev]



SOURCE 1B

The following is a cartoon by the British cartoonist, Illingworth. It depicts Stalin [Big Cat] blocking the ‘mouse hole’, trying to catch a mouse labelled ‘Berliner’.

[From: www.johndclare.net/cold-war9.htm Accessed 26 February 2014]


The mouse in the air is labelled

‘Berliner’.

Mice on the ground are

labelled ‘Western Powers’.

‘mouse hole’

http://www.johndclare.net/cold-war9.htm


SOURCE 1C

This is an extract from a speech delivered by Arthur Henderson, British Secretary of War, on 11 May 1949. It highlights the achievements of the Berlin Airlift.

In the 318 days since the airlift began on 28 June 1948, British and US aircraft have made 195 530 flights to Berlin, carrying 1 583 686 tons of food, coal and other stores, of which British aircraft have made 63 612 flights carrying 369 347 tons, and American aircraft 131 918 flights carrying 1 214 339 tons. The British total was made up of approximately 185 000 tons of food, 97 000 tons of coal, 50 000 tons of fuel, 21 000 tons of miscellaneous (mixed) cargoes, and 15 000 tons of supplies for the British services in Berlin. In the reverse direction, British aircraft carried out of Berlin about 30 000 tons of freight and over 65 000 passengers.

Although the British contributed to the airlift, in the way of flights and tonnage, which was about one-quarter of the total, the RAF (Royal Air Force) was responsible for the bulk of the ground organization (6 of the 8 dispatching airfields being in the British zone), and over 500 000 tons was flown into Gatow airfield (in the British sector of Berlin) alone.

[From: The Cold War by D Taylor]



SOURCE 1D

This cartoon is a Soviet view of the Berlin blockade. It portrays Churchill and other Western leaders being strangled by the hands of the USSR.

[From: Internet site: http://www.johndclare.net/images/cold_w2 Accessed: 18 January 2014]


http://www.johndclare.net/images/cold_w2


QUESTION 2: WHY DID ANGOLA BECOME THE FOCAL POINT OF COLD WAR

TENSIONS IN AFRICA DURING THE 1970s?

SOURCE 2A

The following extract was written by Joseph Hanlon, a journalist, in the mid-1980s. It describes why South Africa became involved in the Angolan civil war.

South African aggression against Angola has been on a larger scale than against any other country in southern Africa. Not only has it rebuilt and supported the most effective opposition movement in the region, National Union for the Total Liberation of Angola (UNITA), but Angola is also the only country where the South African Defence Force (SADF) is waging a conventional war . . . Economic installations have been special targets of both UNITA and the SADF. Oil provides Angola’s main source of income, so oil installations have been repeatedly attacked. The Benguela Railway which serves Zambia, has been cut since 1980; local port and railway installations have been frequently attacked. Dams, bridges, electricity lines, the iron mines, factories, and so on, have all been hit . . . Thus the Angolan economy has been shattered by a decade of war . . .

Undoubtedly, Angola is a threat to apartheid. It is politically dangerous because it is multi-racial and Marxist; if Angola were allowed to succeed, it would destroy the ideological foundations of apartheid capitalism in South Africa. It is also a security threat. Angola openly allows ANC training camps. And Angola adjoins the continent’s last remaining colony, Namibia, and supports the South West African People’s Organisation (SWAPO) liberation movement . . .

The South Africans began sending supplies for UNITA and setting up training camps for UNITA. Finally on 16 October 1975 the South African army invaded Angola . . . By 15 November the [South African Army] had moved 700 km north and were only 200 km from the capital . . . In December two other South African armoured columns entered Angola . . . Whenever South African forces captured a town, UNITA moved in to set up local administrations.

. . . In these circumstances the MPLA appealed for help from the eastern bloc. Cuban and the Soviet Union were not prepared to allow the US and South Africa to defeat the MPLA, and they poured in support during January and February (1976).

[From: Beggar Your Neighbours: Apartheid Power in Southern Africa by J Hanlon]



SOURCE 2B

The following is a ‘transcript’ written of a news bulletin that was presented by the South African Broadcasting Corporation (SABC) on 10 August 1982.

Good evening. Another 113 SWAPO terrorists* have been killed in continuing Security Force operations aimed at SWAPO bases in southern Angola. The Prime Minister and Minister of Defense have expressed the government’s sympathy with families of the fifteen South African airmen and soldiers killed. They said events like this shock the people of South Africa, but comfort could be drawn from the fact that the deaths were incurred (experienced) maintaining civilization. They sacrificed their lives in the preservation (to keep) of the norms and values of a Christian community. In the modern world, the barbarian* at the gates is the terrorist . . .

Through condolences (sympathies) to friends and relatives has run a common theme: the fifteen died for a cause . . . The South African and South West African people and their leaders have stood firm against the barbarian onslaught filtering across their borders . . . SWAPO bases on the Angolan border must be taken out.

[From: South Africa: A Different Kind of War by J Frederikse]


*Terrorists is a word used by the apartheid government to refer to activists involved in the struggle for freedom

*Barbarian – a derogatory word used to refer to anti-apartheid activists


SOURCE 2C

This source focuses on the involvement of the USA, Russia, South Africa and Cuba in the Angolan conflict in the 1980s.

Throughout the 1980s Angola remained a pawn in the Cold War, a theatre in which the United States and the Soviet Union used proxy forces to compete for ascendancy (supremacy/domination/control). While the Russians and the Cubans continued to prop up the MPLA’s Marxist regime in Luanda, the Americans, along with the South Africans, sustained (keep) Jonas Savimbi’s rebel Unita movement. Angola featured as part of President Reagan’s strategy of ‘bleeding’ Soviet resources by fuelling insurgencies (revolts) in countries he regarded as Soviet ‘client states’. During his term in office, Reagan, thwarted (prevented) by the 1976 ‘Clark Amendment’ banning direct US assistance to Unita, used third parties to arm Savimbi. During his second term he succeeded in overturning the Clark Amendment, enabling him to provide direct covert (secret) military aid to Unita. Year by year the amount increased.

American officials dealing with Savimbi gave him high marks for leadership. ‘It was difficult not to be impressed by this Angolan, who combined the qualities of warlord, paramount (important) chief, demagogue (leader) and statesman,’ wrote Chester Crocker, a former American Assistant Secretary of State for African Affairs, in his 1992 book High Noon in Southern Africa. Noting that Savimbi was fluent in three African languages and four European ones, Crocker considered him to possess ‘a world-class strategic mind’. In 1986 Savimbi was invited to the White House and presented to the American public as a ‘champion of democracy’.

With American as well as South African support, Savimbi’s forces gained control of much of southern and central Angola and spread northwards to the border with Zaire, overrunning the diamond fields of the Lunda region that provided three-quarters of Angola’s diamond production. With the collusion (secret agreement) of Mobutu, Savimbi used Zaire as a base for guerrilla activity in northern Angola.

To fend off the Unita threat, the MPLA government relied on 50 000 Cuban troops and spent heavily on Soviet arms, drawing on revenues from the offshore oil fields being developed by American companies.

[From: The State of Africa by M Meredith]



SOURCE 2D

The following is a cartoon by the British cartoonist, Leslie Gilbert. It depicts the Soviet Union as Santa Claus on his sleigh delivering presents in the form of weapons to the MPLA. These weapons were used in the civil war by UNITA and the FNLA. The cartoon was entitled ‘Slay Bells’. Slay means to kill.[sleigh bells (bells of the sleigh (vehicle) sounds just like slay bells in English]

[From: Internet site: http://www.cartoons.ac.uk/search/cartoon_item/angolaAccessed from: British Cartoon Archive, 22 October 2013]


SLAY BELLS

A present for Angola

http://www.cartoons.ac.uk/search/cartoon_item/angola


QUESTION 3: HOW DID AFRICAN AMERICAN STUDENTS EXPERIENCE SEGREGATION AT CENTRAL HIGH SCHOOL IN LITTLE ROCK?

SOURCE 3A

This source is a newspaper headline that appeared in the State Journal. The headline reads ‘School Segregation Banned’.

[From: http://ronanshonorsushistoryii.mrsronansclasses.com/Mrs._Ronans_Honors_U.S._HistoryAccessed 26 February 2014]

The source has been retyped for clarity:

‘WE CONCLUDE THAT IN THE FIELD OF PUBLIC EDUCATIONTHE DOCTRINE OF ‘SEPARATE, BUT EQUAL’ HAS NO PLACE. SEPARATEEDUCATIONAL FACILITIES ARE INHERENTLY UNEQUAL’


http://ronanshonorsushistoryii.mrsronansclasses.com/Mrs._Ronans_Honors_U.S._History


SOURCE 3B

This source consists of a written source and a visual source. It focuses on Elizabeth Eckford’s experience when she enrolled as a student at Central High School in Little Rock.

Written Source: This account by Elizabeth Eckford, an African American student, describes her experience on the first day at Central High School in 1957.

For a moment all I could hear was the shuffling (movement) of their feet. Then someone shouted, ‘Here she comes, get ready!’ I moved away from the crowd on the sidewalk and into the street. If the mob came at me I could then cross back over so the guards could protect me. Then my knees started to shake. All of a sudden I wondered whether I could make it to the centre entrance a block away. It was the longest block I ever walked in my whole life. Even so, I still wasn’t too scared, because all the time I kept thinking that the guards would protect me.

When I got in front of the school, I went up to a guard again. But this time he just looked straight ahead and didn’t move to let me pass him. I didn’t know what to do. Then I looked and saw the path leading to the front entrance was a little further ahead. So I walked until I was right in front of the path to the front door. The crowd moved in closer and then began to follow me, calling me names. I still wasn’t afraid. Just a little bit nervous.

The crowd was quiet. I guess they were waiting to see what was going to happen. When I was able to steady my knees, I walked up to the guard who had let the white students in. When I tried to squeeze past him, he raised his bayonet (weapon) and then the other guards closed in and they raised their bayonets. They glared at me with a mean look and I was very frightened and didn’t know what to do. I turned around and the crowd came toward me. They moved closer and closer.

Some started yelling ‘lynch (hang) her! Lynch her!’ I tried to see a friendly face somewhere in the mob – someone who would maybe help. I looked into the face of an old woman and it seemed a kind face, but when I looked at her again, she spat at me.

[From: www.spartacus.schoolnet.co.uk Accessed: 26 February 2014]


http://www.spartacus.schoolnet.co.uk/


Visual Source: A photograph showing Elizabeth Eckford, one of the first African American students to arrive at Central High School. She was shouted at by white American students.

[From: The USA 1917 to 1980 by N Smith]


Elizabeth Eckford


SOURCE 3C

The following extract focuses on the experiences of the nine African American students that attended Central High School in Little Rock on 3 September 1957.

During the integration, nine African-American teens went to a white school in Little Rock, Arkansas. On September 3, 1957, the first day of school, white mobs were surrounding the school. The nine teens had to go in from the back and exit from the back. It was so dangerous for the teens to go to school and inside the school that each one had their own patroller to walk with them where ever they went. But that didn’t stop angry protesters from throwing things at them, or cursing and more.

Unfortunately one of the nine teens named Melba Patillo had gotten stabbed and she was almost blinded by some kind of acid that was sprayed into her eyes. Luckily the patroller threw water over her eyes which saved her eyesight. After a few weeks, the patrollers left, and the nine students were on their own. One student named Minnijean Brown was suspended for dumping her lunch on two white boys because they were insulting her. And then she was suspended again for calling a girl ‘white trash’. In spite of the things that the other students did to the nine students none were suspended. The other eight students successfully finished the school year.

[From: http://rwww.dipity.com/mharrington/Civil-Rights-Movement Accessed 26 February 2014]


http://rwww.dipity.com/mharrington/Civil-Rights-Movement


ACKNOWLEDGEMENTS

Visual sources and other historical evidence were taken from the following:

Frederiks, J. Beggar Your Neighbours: Apartheid Power in Southern Africa

http://www.cartoons.ac.uk/search/cartoon-item/angola

http://www.johnclare.net/images/cold _w2

http://ronashonorsushistory//.Mrs_ronansclasses.com

http://www.dipidity.com/mharrington/Civil_Rights_Movement

Meredith, M. 2005. State of Africa: History of Fifty Years of Independence(J Ball: London)

Pillay G et al. 2013. New Generation History Grade 12 (New Generation Publishers)

Rayner, E. G. 2001. The Cold War (Heinemann)

Smith, N. 2000. The USA 1917-1980 (Oxford University Press: Oxford)

Taylor, D. 2002. The Cold War (Heinemann)

www.johnclare.net/cold_war9.htm

www.spartacus.schoolnet.co.uk

Copyright reserved

http://www.spartacus.schoolnet.co.uk/

http://www.johnclare.net/cold_war9.htm

http://www.dipidity.com/mharrington/Civil_Rights_Movement

http://ronashonorsushistory//.Mrs_ronansclasses.com

http://www.johnclare.net/images/cold_w2

http://www.cartoons.ac.uk/search/cartoon-item/angola

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