Directorate: Curriculum FET

HISTORY

REVISION BOOKLET 2020 TERM 2

Grade 12

EXAM GUIDELINES

PAPER 2

SECTION A: SOURCE-BASED QUESTIONS (ONE question per topic will be set)

SECTION B: ESSAY QUESTIONS (ONE question per topic will be set)

1. Civil Resistance, 1970s to 1980s: South Africa Question focus: The challenge of Black Consciousness to the apartheid state • The nature and aims of Black Consciousness • The role of Steve Biko • Black Consciousness Movement (BCM) • The challenge posed by the ideas of Black Consciousness to the state • The 1976 Soweto uprising–briefly, relating to the influence of BCM on the students • The legacy of Black Consciousness on South African politics

1. Civil Resistance, 1970s to 1980s: South Africa Question focus: The crisis of apartheid in the 1980s • Government attempts to reform apartheid • International response • International anti-apartheid movements • Anti-Apartheid Movements in Britain and Ireland • Activities of the Movements: sports boycott; cultural boycott; academic boycott; consumer boycott; disinvestment; sanctions; release Mandela campaign • Support for the anti-apartheid struggle in Africa: Frontline states

2. The coming of democracy to South Africa and coming to terms with the past Question focus: The TRC

• Reasons for the TRC hearings • The debates concerning the TRC • Positive aspects of the TRC • Amnesty and reparations • Responses of political parties to the TRC and the final report of the TRC

2. The coming of democracy to South Africa and coming to terms with the past Question focus: Negotiated settlement and the Government of National Unity

• Beginning of negotiations 1990–1991 • Breakdown of negotiations • Multiparty negotiation process resumes • Ongoing violence • Final road to democracy 1994

3. The end of the Cold War and a new order 1989 to the present Question focus: New World Order • What is globalisation? • Emerging economies and different forms of capitalism: BRICS • South Africa's success in avoiding outright civil war and President Mandela's policy of reconciliation • Responses to globalisation

3. The end of the Cold War and a new world order Question focus: The end of the Cold War: The events of 1989

• Gorbachev's reforms in the Soviet Union • The disintegration of the Soviet Union • Turning point in South Africa (the collapse of the Soviet Union and its impact on South Africa)

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ACTION VERBS MEANING

SOURCE-BASED QUESTIONS

List, mention, ... according to the source... Quote evidence from the source Definition the concept ... What do you understand by the concept in the context of…

➢ The answers are in the source – use ‘quotation marks...’ when

extracting the answer from the source

➢ The concept is defined in the source ➢ The concept as it is understood and

used in the content

Explain in your own words... ➢ Use the information and explain it how you understand it. Do not rewrite the, information in the source

Compare similarities / differences Compare how the sources support each other regarding...

➢ Identify the similarities/differences between two sources in response to the question.

➢ Please note the mark allocation (2x2) means two similarities must be given. Your response should be:

➢ Source A indicates... and Source B ...} √√

➢ Both sources indicate that... } √√ (2x2)

Comment on Comment on the usefulness/ reliability/ limitations/bias of the source regarding...

➢ Give your opinion, reinforcing your point of view using logic and reference to relevant information in the source and your own knowledge (2 x 2)

➢ The source is useful/ reliable/ limited/ bias because... (2 x 2)

PARAGRAPH WRITING

Using the information in the relevant sources and your own knowledge, write a paragraph…

➢ You need to identify all the relevant sources. Use the information in the source that would answer the question. Make reference to the sources you obtained your information from. E.g. According to Source 1A … (8)

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Know the content

Understand the story

Know the concepts

Analyse the questions

Understand the content of the sources

Answer the question

REMEMBER THE FOLLOWING WHEN WORKING WITH SOURCES:

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SECTION A: SOURCE BASED QUESTIONS The mark allocation will indicate how you much information you are required to provide in your response.

• Your responses should be clear and concise and guided by the mark allocation.

• Write 2 short responses from the source (extraction of information)

Response 1…. √ Response 2 … √

(2 x 1) (2)

• Write 1 complex response e.g. definitions or explanations

Response…. √√ (1 x 2) (2)

• Write 2 complex responses

• Interpretation / explanation

Response 1… √√ Response 2 … √√

(2 x 2) (4)

THE BLACK CONSCIOUSNESS MOVEMENT

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QUESTION 1: HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS INFLUENCE SOUTH AFRICAN STUDENTS IN THE 1970s? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow.

1.1 Refer to Source 1A.

1.1.1 Define the concept Black Consciousness in your own words. (1 x 2) (2)

1.1.2 Identify the TWO 'targets' of the Black Consciousness Movement as quoted in the

source. (2 x 1) (2)

1.1.3 Comment on what you think Biko implied by the statement, 'Merely by describing

yourself as black … marks you out as a subservient (passive) being.' (2 x 2) (4)

1.1.4 Using the information in the source and your own knowledge, explain the impact

that the philosophy of Black Consciousness had on both students and workers by

1976. (2 x 2) (4)

What is the difference between Usefulness and Reliability of sources?

USEFUL

The source is useful because…

What does the source tell you?

Can you relate your current knowledge to

the source?

Is the source positive or negative?

Why?

Do you agree with what the source id

showing? Would it be ‘typical’ at the time?

What does the source not show us that we

need to know? Limitations?

Can you relate this source to another?

Does it support or disagree with it?

RELIABLE

The source is reliable

because…

What is the source?

Who created the source?

When was it created?

Is it a primary or secondary source?

Who produced it?

Why was it produced?

What tone does it take? Objective or

emotional?

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Study Source 1C

1.3.1 Explain the messages that are conveyed in the photograph with reference to the

following:

(a) Members of the South African Defense Force (1 x 2) (2)

(b) Students (1 x 2) (2)

1.3.2 Comment on the usefulness of the evidence in the source for a historian

researching the events that unfolded in Soweto on 16 June 1976. (2 x 2) (4)

1.4 Compare Sources 1B and 1C. Explain how the information in Source 1B supports

the evidence in Source 1C regarding the Soweto Uprising of 1976. (2 x 2) (4)

1.5 Use Source 1D.

1.5.1 Explain in what ways the Soweto Uprising affected the following:

(a) Black South African students (1 x 2) (2)

(b) The South African government (1 x 2) (2)

1.5.2 Quote THREE anti-apartheid organisations from the source that the apartheid

regime banned in 1977. (3 x 1) (3)

What message: To answer these questions, you are required to explain

and/or clarify information in a source, i.e. interpret the message that the

creator is trying to expose.

In some instances, you could be asked to expose the creator’s message by using

evidence to substantiate your response.

In the case of a visual source (cartoon, poster or photograph), you will have to

explain what you see in the picture – literal meaning, as well as the symbolic

meaning of what you see – the figurative meaning.

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1.6 Using the information in the relevant sources and your own knowledge, write a

paragraph of about EIGHT lines (about 80 words) explaining how the philosophy of

Black Consciousness influenced South African students in the 1970s. (8)

A paragraph question will always instruct you to use the sources, as

well as your own knowledge to write a paragraph.

This means that you read through the sources and see what

information it gives you with regards to the question that needs to

be answered.

Use the information in the sources to guide you into answering the

question.

The ‘own knowledge’ should only be used to help you elaborate on

the information that the source gives.

Remember to only write ONE paragraph.

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THE TRUTH AND RECONCILIATION COMMISSION

QUESTION 2: HOW DID THE TRUTH AND RECONCILIATION COMMISSION (TRC)

DEAL WITH PERPETRATORS SUCH AS BRIAN MITCHELL?

Study Sources 2A, 2B, 2C and 2D and answer the questions that follow.

2.1 Use Source 2A.

2.1.1 Define the term amnesty in the context of the TRC. (1 x 2) (2)

2.1.2 Comment on what you think was implied by the statement, 'Amnesty therefore

became the price for peace', in the context of the TRC. (2 x 2) (4)

2.2 Consult Source 2B.

2.2.1 Using the information in the source and your own knowledge, explain what

motivated Judge Andrew Wilson to grant Brian Mitchell amnesty. (2 x 2) (4)

2.2.2 Comment on why you think that members of the Trust Feed community were

unhappy when Brian Mitchell was granted amnesty. (2 x 2) (4)

2.3 Read Source 2C.

2.3.1 Explain the message that is conveyed in the cartoon. Use the visual clues in the

Source to support your answer. (1 x 2) (2)

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2.3.2 What do you think is implied by the words, 'ONCE-ONLY OFFER!!' in the context

of the amnesty process of the TRC? (1 x 2) (2)

2.4 Refer to Sources 2B and 2C. Explain how the information in Source 2B supports

the information in Source 2C regarding Brian Mitchell's appearance before the

TRC. (2 x 2) (4)

2.5 Study Source 2D.

2.5.1 Why, according to the source, were members of the Trust Feed community

unwilling to meet Mitchell? Give TWO reasons (2 x 1) (2)

2.5.2 Using the information in the source and your own knowledge, explain why:

(a) Some members of the Trust Feed community did not forgive Brian Mitchell for

the role he played in the killing of political activists (1 x 2) (2)

(b) Some members of the Trust Feed community forgave Brian Mitchell for the

role he played in the killing of political activists (1 x 2) (2)

Comparing information from different sources: When you are asked to compare

information from sources, whether it be similarities or differences, you are expected to

gather information from both sources which correspond or differ to each other.

For example, you will say “Source A says…” and “Source B confirms this by saying…”.

The mark allocation will be as follows:

Source A says…

Source B confirms this by saying… √√

Remember, it is important that you find a link in both sources to compare. If the mark

allocation is (2x2) (4) then you compare it TWICE.

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2.5.3 Comment on why you would regard the information in this source useful when

researching the amnesty process of the TRC. (2 x 2) (4)

2.6 Using the information in the relevant sources and your own knowledge, write a

paragraph of about EIGHT lines (about 80 words) explaining how the Truth and

Reconciliation Commission dealt with perpetrators such as Brian Mitchell. (8)

THE END OF THE COLD WAR AND A NEW WORLD ORDER 1989 TO THE

PRESENT

QUESTION 3: WHAT IMPACT DID TRADE LIBERALISATION HAVE ON SOUTH

AFRICA'S CLOTHING AND TEXTILE INDUSTRY?

3.1 Refer to Source 3A.

3.1.1 Quote TWO agreements from the source that South Africa signed in 1994.

(2 x 1) (2)

3.1.2 Define the term liberalisation in the context of globalisation. (1 x 2) (2)

3.1.3 Explain the impact that the Marrakech Agreement had on South Africa's clothing

and textile industry. (2 x 2) (4)

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3.2 Study Source 3B.

3.2.1 What message does the headline of the Independent Online news convey?

(1 x 2) (2)

3.2.2 Explain how trade liberalisation affected female workers, as shown in the

photograph. (2 x 2) (4)

3.3 Use Source 3C.

3.3.1 What impact, according to the source, did cheap imports from China have on

people living in Hammarsdale? (2 x 1) (2)

3.3.2 Comment on Mjilo's views regarding Hammarsdale's economy in the:

(a) 1990s (1 x 2) (2)

(b) 2000s (1 x 2) (2)

3.3.3 Using the information in the source and your own knowledge, explain how the

community of Hammarsdale was affected by the government's decision to

introduce 'free trade' in South Africa. (2 x 2) (4)

3.4 Consult Source 3D.

3.4.1 Name TWO ways in the source in which South Africa's clothing and textile industry

was able to compete with global manufacturers. (2 x 1) (2)

3.4.2 How, according to Patel, did the Clothing and Textile Competitiveness

Improvement Programme benefit South Africa's clothing and textile companies?

State TWO ways. (2 x 1) (2)

3.4.3 Using the information in the source and your own knowledge, explain how the

clothing and textile sector in KwaZulu-Natal benefitted from government's

intervention. (2 x 2) (4)

3.4.4 Comment on why you would regard the information in this source useful when

researching the role that the DTI played in South Africa's clothing and textile

sector (2 x 2) (4)

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3.5 Compare Sources 3C and 3D. Explain how the information in Source 3C supports

the information in Source 3D regarding SACTWU's response to worker

retrenchments. (2 x 2) (4)

3.6 Using the information in the relevant sources and your own knowledge, write a

paragraph of about EIGHT lines (about 80 words) explaining the impact that trade

liberalisation had on South Africa's clothing and textile industry. (8)

SECTION B: ESSAY QUESTIONS

HINTS: ESSAY WRITING

1. Analyse the question

2. What is the content focus of the question?

3. What is the question asking you to do? Underline the key ‘instruction’ words

4. Underline terms/names/dates

5. This offers guidance regarding the focus areas for the LoA but does not mean

exclusion of core content

HINTS: Essay questions will be phrased in the following ways:

Do you agree with the statement?

A statement will be given. Candidates will be asked to take a stance

Critically discuss…

Give your verdict as to what extent a statement or findings within a piece of

evidence are true, or to what extent you agree with them. Provide evidence

which both agree with and contradict an argument. Conclude, basing your

decision on what you judge to be the most important factors and justify how you

have made your choice.

Explain to what extent…

To state the degree to which something is or is believed to be the case: this type

of question calls for a thorough assessment of the evidence.

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INSTRUCTIONS:

Answer at least ONE question, but not more than TWO questions, in this section.

Your essay should be about THREE pages long.

QUESTION 4:

CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF

APARTHEID IN THE 1980s

The British and Irish anti-apartheid movements were largely responsible for the downfall

of the apartheid regime in the 1980s.

Do you agree with the statement? Support your line of argument with relevant evidence.

[50]

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QUESTION 5:

THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS

WITH THE PAST

Critically discuss how leaders of various political organisations in South Africa were able

to overcome the obstacles and challenges that confronted them during 1990 to 1994.

Support your line of argument with relevant evidence. [50]

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QUESTION 6:

THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF

1989

Explain to what extent Mikhail Gorbachev's policies of perestroika and glasnost were

directly responsible for the political changes that occurred in South Africa after the

1990s.

Support your line of argument with relevant evidence. [50]

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When marking your essays

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HISTORY

TERM 2 TUTORING

ADDENDUM

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QUESTION 1: HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS

INFLUENCE SOUTH AFRICAN STUDENTS IN THE 1970s?

SOURCE 1A

The extract below focuses on the emergence of the philosophy of Black Consciousness

and its impact on South Africa during the 1970s. It was written by Gregory Maddox.

After 1969, the Black Consciousness Movement called for blacks to liberate themselves psychologically first. It claimed many black people had internalised (adopted) ideas of inferiority and dependency from the racism of apartheid. Once black people came to believe that they had the right and power to stand up for themselves, they would be able to take power in their own hands. The targets of the movement were to eliminate (remove) the dependence of blacks on white liberals to speak for them and not to depend on white liberal organisations. Biko stated, 'Merely by describing yourself as black, you have started on a road towards emancipation (liberation), you have committed yourself to fight against all forces that seek to use your blackness as a stamp that marks you out as a subservient (passive) being.' Biko argued that only blacks (and he included the non-African people of colour in South Africa in this definition) were truly oppressed in South Africa … The resonance (importance) of Black Consciousness's call for pride and self-reliance helped create the conditions that led to a wave of anti-apartheid unrest by students in 1976, despite the absence of leaders, like Biko, from the active political stage. A wave of strikes by black workers swept through the country in 1975 and 1976, and they were often led by 'unofficial' unions affiliated with the Black Consciousness Movement. [From http://science.jrank.org/pages/7530/Black-Consciousness.html. Accessed on 2 September 2018.]

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SOURCE 1B

The extract below explains the influence that the philosophy of Black Consciousness

had on students in the 1970s. It is taken from an article that appeared in The Daily

Maverick and was written by J Brooks Spector.

In April 1976, the government finally decided to enforce existing regulations that would ensure half the education of Africans, notably in tougher specialised subjects like Mathematics and the sciences, would henceforth take place in South Africa's other official language, Afrikaans, rather than in English. Most Soweto headmasters and teachers pledged not to carry out such an arbitrary (unfair) diktat (order). Moreover, students generally had so little command of Afrikaans they would be doomed (ruined) to educational failure should such a decision become the reality of education in Soweto's high schools. The imposition (implementation) of this rule seemed precisely designed to destroy what little education was available under the harsh regimen (programme) of 'Bantu Education', thereby dashing (ending) any students' hopes that they could achieve the education needed for success in the modern economy. Students began to organise their own opposition to this new regimen; held meetings and thereafter scheduled a march to protest against this, heading out of Morris Isaacson and Orlando West High schools. But this peaceful students' march was met with real police muscle and well over a hundred students were killed on that day, and many more were wounded. [From The Daily Maverick, 16 June 2016]

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SOURCE 1C

The photograph below shows members of the South African Defense Force (SADF)

confronting students with dogs in Soweto on 16 June 1976. The photographer is

unknown.

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SOURCE 1D

The extract below focuses on the outcome of the Soweto Uprising of 1976.

Although the government backed down on its Afrikaans language policy in July 1976, schools throughout the country continued to be disrupted until the following year. Many student leaders were detained, over a thousand were killed, mainly through police action, and many thousands more were wounded. During the uprising the African National Congress (ANC), although banned, maintained contact with students and issued pamphlets, but it had been the ideas of Black Consciousness which had inspired the protests. However, the ANC was boosted (increased its membership) when over 12 000 students left the country to join the ANC in exile and receive military training. After Soweto, armed activity in South Africa increased, as the armed wings of the ANC (Umkhonto we Sizwe) and the Pan Africanist Congress (Poqo) were able to use their new recruits on sabotage missions in the country. The Soweto Uprising had a very negative impact on South Africa's image overseas. Dramatic television coverage of police action in the townships was screened around the world. It shocked the international community. This international criticism destroyed the government's attempts to end its isolation by establishing economic and diplomatic ties with other African countries. The events [Soweto uprising] and the world's reaction shook white business leaders, who began to put pressure on the government to reform. In 1977 the government banned 17 anti-apartheid organisations, including South African Student Organisation (SASO), the South African Student Movement (SASM) and the Soweto Student Representative Council (SSRC). The banning of all organisations with links to the Black Consciousness Movement suggests that the government had no doubt that the ideology posed a threat to white domination and was behind the 1976 uprising. [From https://sites.google.com/site/coldwarhistory2/the-impact-of-the-student-protests-and-the-soweto-uprising. Accessed on 5 September 2018.]

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QUESTION 2:

HOW DID THE TRUTH AND RECONCILIATION COMMISSION (TRC) DEAL WITH

PERPETRATORS SUCH AS BRIAN MITCHELL?

SOURCE 2A

The extract below outlines the reasons for the formation of the Truth and Reconciliation

Commission (TRC).

The Truth and Reconciliation Commission (TRC) that emerged in 1995 was born inevitably (evidently) out of compromise. The remit (responsibility) it was given by parliament was relatively narrow. The commission's main focus was to investigate gross human rights violations, break the silence on the past, create a culture of accountability and provide a safe space for victims to tell their personal stories in the thirty-four-year period from 1960 onwards. The violations were defined as the killing, abduction, torture, or severe ill-treatment of any person, or any attempt, conspiracy (plan), incitement (provocation), instigation (influencing), command, or procurement (order) to commit those acts. Thus the wider injustices of the apartheid system, such as the forced removal of some 3 million people from their homes, the imprisonment of millions of pass-law offenders, and the widespread use of detention without trial, would not be addressed. … The most contentious (critical) part of the TRC's remit (responsibility) involved the amnesty clauses. During the final stages of the negotiations that ended white rule, De Klerk had insisted that a guarantee of amnesty be written into the new constitution; Mandela was obliged (forced) to concede (accept). Without amnesty, the white establishment might not have agreed to give up power. Amnesty therefore became the price for peace. [From Coming To Terms: South Africa's Search For Truth by M Meredith et al.]

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SOURCE 2B

The source below focuses on Brian Mitchell's role in the Trust Feed massacre and his

subsequent application for amnesty to the TRC.

Both at his trial and at the TRC amnesty committee hearing in 1996 Brian Mitchell describes how he regarded himself as a 'soldier engaged in a civil war'. As the new station commander at New Hanover and as head of the local Joint Management Centre, his task had been to turn the tide of war against the United Democratic Front (UDF). He was convicted for killing political activists such as Mseleni Ntuli, Dudu Shangase, Zetha Shangase, Nkoyeni Shangase, Muzi Shangase, Filda Ntuli, Fikile Zondi, Maritz Xaba, Sara Nyoka, Alfred Zita and Sisedewu Sithole. Brian Mitchell, who was serving a thirty-year sentence for his role in the Trust Feed massacre, also applied for amnesty. In his judgement in December 1996, Andrew Wilson, the same judge who had sentenced Mitchell to death for murder, accepted that his activities had been 'part of the counter-revolutionary (against change) onslaught against the African National Congress (ANC) and United Democratic Front (UDF) activists' and that 'he had acted within the course and scope of his duties as an officer in the South African police force'. Wilson was also satisfied that Mitchell had made a full disclosure of the facts. Accordingly, he was granted amnesty. There was outrage (anger) that Mitchell was allowed to walk free, particularly among the residents at Trust Feed who had opposed amnesty. [From Coming To Terms: South Africa's Search For Truth by M Meredith et al.]

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SOURCE 2C

The cartoon below, by Zapiro, depicts Brian Mitchell accepting the TRC's 'ONCE-ONLY

OFFER!! of amnesty. It was published in the Mail and Guardian on 12 November 1996.

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SOURCE 2D

The source below focuses on Brian Mitchell's decision to meet with the members of the

Trust Feed community, near Pietermaritzburg, to ask for forgiveness.

Brian Mitchell decided to meet the people from Trust Feed after he was granted amnesty. Mitchell's first attempts to meet people from the Trust Feed were firmly turned down. They did not want to have anything to do with him. And when the gathering had eventually been arranged, it was clear that there were many people who were not willing to forgive the policeman. TRC commissioners attended the gathering as facilitators. … while one song after the other had been sung and several inhabitants of the town came forward to speak, Brian Mitchell, alone on a chair, sat in front of the hall. Finally he rose and addressed the audience. 'And I can just ask the people that were involved directly or indirectly and who have been affected by this case to consider forgiving me … I just want to express my gratitude towards the community for allowing me to come here today and for the goodwill that I've experienced so far. There were people that warned me that I mustn't come here today. But, despite those warnings, I have come here because I know it's the right thing to do.' … After Mitchell had finished talking, many questions followed. It was clear that everybody was not satisfied. But the majority in the hall were willing to extend an olive branch to the ex-policeman. Jabulisiwe Ngubane, who had lost both her mother and a few children in the attack, told journalists, 'It is not easy to forgive, but because he stepped forward to ask forgiveness, I have no choice. I must forgive him.' [From Chronicle of the Truth Commission A Journal Through the Past and Present – Into the Future of South Africa by P Meiring]

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QUESTION 3: WHAT IMPACT DID TRADE LIBERALISATION HAVE ON SOUTH

AFRICA'S CLOTHING AND TEXTILE INDUSTRY?

SOURCE 3A

The extract below focuses on the impact that trade liberalisation had on South Africa's

clothing and textile industry in the 1990s.

In the early 1990s there was considerable debate over what South Africa's external tariff policy should be. South Africa, after years of isolation due to its apartheid policies, was to be reinstated as a member of the international community and participate in international trade. In 1994, South Africa was signatory to the Marrakech General Agreement on Tariffs and Trade (GATT) and World Trade Organisation (WTO) Agreement. In terms of its Marrakech agreements, South Africa agreed to embark upon a massive liberalisation of tariffs on most agricultural and manufactured goods, including those of the clothing and textile sectors. Soon after signing the Marrakech Agreement, the South African government, anxious to put pressure on its local industries to become even more internationally competitive, reduced the duties on clothing. Its tariff liberalisation programme, which set new most-favoured-nation (MFN) duty rates, saw domestic clothing and textile tariffs fall to levels significantly below its 1994 WTO commitments. Inefficiency and corruption in South Africa's customs administration intensified the impact of tariff liberalisation. Large quantities of clothing, mainly from China, India and Pakistan entered the country without any duties being levied (imposed) at all, or without the relevant 'rules of origin' being adhered to. [From A Case Study of the Clothing Industry in South Africa by Mark Bennett]

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SOURCE 3B

The source below shows workers at a clothing and textile factory in KwaZulu-Natal that

was later closed as a result of the policy of trade liberalisation. It appeared on the

Independent Online news website on 28 January 2013.

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SOURCE 3C

The article below focuses on the impact that trade liberalisation had on Hammarsdale's

economy. Hammarsdale is located in the Mpumalanga township in KwaZulu-Natal. The

title of the article is 'Death of a Town' which was written by P Harper. It appeared on the

NEWS 24 website on 5 February 2014.

Located towards Durban's western boundary, Hammarsdale was the home of KwaZulu-Natal's textile industry from the 1950s, with the Mpumalanga township having been set up by the apartheid government to house workers brought in to work in the factories. But, from the late 1980s, the inflow of cheap textiles from countries such as China and the movement of employers to areas with lower labour costs began to eat away at Hammarsdale's economy. Massive employers, such as the textile giant the Frame Group, pulled out of the town, shedding thousands of jobs. Mthetheleli Mjilo, a local landscaping contractor and a leader of the Hammarsdale Business Forum, grew up in the area and saw it during its heyday. 'When I grew up here, there were jobs in the textile industry. In 1994, when Nigeria played in the Soccer World Cup, my older brother was working in the factory here that made their shirts. This place had jobs,' he says. Mjilo adds that the level of prosperity in the area has gradually declined … In 2005 Mjilo noted that 'the area cannot take much more of this'. He stated that, 'The textile industry went first. For every job that is lost, you can say another six people are going to bed with nothing to eat. That's another 7 000-people going hungry in this area. We have a very big problem here. This is the last kick of a dying horse for Hammarsdale. We already have thousands of young people who are finishing school and who cannot get jobs locally.' [From https://www.news24.com/South Africa/News/death-of-atown-20170204. Accessed on 5 August 2018.]

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SOURCE 3D

The article below outlines how the South African government helped to stabilise the

local clothing and textile industry. It was written by N Magwaza and appeared on the

Independent Online news website on 10 March 2016.

Johannesburg: The South African clothing and textile industry had regained its strength and if supported, it would be able to compete with global manufacturers with respect to price, quality and availability according to Economic Development Minister, Ebrahim Patel. Patel was speaking at the annual bargaining council meeting of the Southern African Clothing and Textile Workers Union (SACTWU) in Durban on Thursday. 'We are not there yet, but we have achieved a lot in saving jobs and creating jobs in this industry,' Patel said. The industry had suffered job losses between 2002 and 2012 as a result of cheap imports, poor training and a lack of investment by companies, among other factors. Patel said that the sector had benefited from about R4 billion spent either in the form of loans or incentives (motivation). The production incentives fall under the Clothing and Textile Competitiveness Improvement Programme, which helps companies improve competitiveness and pay for capital upgrading. Through the Department of Trade and Industry (DTI), the government had approved the R2,2 billion production incentive fund for the clothing, textile, footwear and leather sector, which Patel said had saved 63 000 jobs and created 8 000 additional jobs. The KwaZulu-Natal Clothing and Textile Cluster has also benefited from the government's intervention. Johann Baard, the executive director of Apparel Manufacturers (a South African company), said his observations were that the industry had improved over the past 18 months. 'Since the sector received support from the government four years ago, we have witnessed the creation of 8 000 additional jobs and the expansion of clothing industries.' [From https://www.iol.co.za/business-report/economy/hope-returns-to-clothing-textiles-sector-1658543 Accessed on 4 August 2018.]

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ACKNOWLEDGEMENTS

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

Bennett, M. 2003. A Case Study of the Clothing Industry in South Africa (International

Labour Office)

http://science.jrank.org/pages/7530/Black-Consciousness.html

https://www.news24.com/South Africa/News/death-of-atown-20170204

https://risingsunoverport.co.za/wp-

content/uploads/sites/108/2016/06/u1_ch4_Soweto_1976-520x400.jpg

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The Daily Maverick, 16 June 2016