UNIVERSITY OF CONNECTICUT,Intersession: May 8-May 26, 2017HISTORY 3760: History of Southern AfricaInstructor: Dr. Vernal, History Department

Phone: 203-687-3479 (please text for an immediate response)Email: fiona.vernal@uconn.edu (best way to reach me)

Course Overview and Introduction

Hello. I am delighted that you have chosen to take this course. Please read through this syllabus so that you can understand what is expected of you and how to navigate the course and troubleshoot problems. Please note that you can opt out of the final exam if you are receiving an A average for all the other components of the grade. The best advice that comes from your peers who have taken this course before and excelled in it was: first, to review each module’s requirements to see how to pace yourself as each one has distinct types of readings; second, to remember that the module is stretched over 3 or 4 days days and you are required to respond to your classmates posts, so cramming right before the due date is not an ideal strategy; third, it is better to attempt to do the module early in case a video link is broken or in case you have other technical issues; and finally, when in doubt, try opening your videos using E-internet explorer before you contact tech support or the professor.

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1.1 Getting Started: Go to Course Orientation on HUSKYCTa. See “Getting Started” Video Clip for course components and tourb. For more information about me, see my webpage at

http://www.history.uconn.edu/people/vernal.php

1.2a Purpose This course surveys the history of Southern Africa from the pre-colonial to the contemporary period and focuses primarily on South Africa. South Africa is infamous for the scourge of apartheid. This course delves into the early history of inter-racial contact, conflict, and cooperation to understand the antecedents of the apartheid epoch. The course engages a number of themes: the organization of indigenous societies including the history of British and Dutch colonialism, the mineral revolution, urbanization, segregation, the rise of black and white nationalism, apartheid, the role of gender in shaping the experience of colonialism and apartheid, and the transition to a democratic society. 1.2b StructureEach module has a written and video OVERVIEW of the theme, a list of the READINGS, and your ASSIGNMENT which details the discussion questions you need to understand to participate in discussion by responding to the PROMPT on the discussion board on HUSKYCT. Guidelines for responding to your classmates’ prompts are also explained. The discussion board is also a forum for us to clarify terminology, chronology, and any areas that may prove challenging—as it should be—for those coming to South African history for the first time. Ask questions; ask lots of them; no pre-existing knowledge is assumed.

1.3-1.4 Course Etiquette/Behavior a. Plagiarism /Academic IntegrityAccording to the University of Connecticut’s standards, “Academic misconduct is dishonest or unethical academic behavior that includes, but is not limited, to misrepresenting mastery in an academic area (e.g., cheating), intentionally or knowingly failing to properly credit information, research or ideas to their rightful originators or representing such information, research or ideas as your own (e.g., plagiarism).” Do not present others’ work and wording as your own, in the same way that I did not paste the UCONN website’s wording as my own, but rather enclosed it in quotation marks. Do not import information from published or unpublished, print or electronic, visual and graphic sources without the appropriate citation or credit. Please keep in mind that as in the case of the law, “ignorance” is not a defense. The short rule is: if it’s not your work, cite it. Plagiarism cases will be subjected to review and may result in a failing grade for the course.

For further information about the code of conduct, hearings, appeals, see the University of Connecticut’s community standards website

http://www.community.uconn.edu/student_code_appendixa.html

b. Electronic Communication i. Electronic communication is defined here as all communication with students,

faculty, and moderators for this course including discussion boards and email

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ii. All communication will take place in standard English; (No LOL or TTYL, and the host of other abbreviations used in texting, will be allowed)

iii. Communication with the faculty will take place via the professor’s email address and phone number listed on the syllabus.

iv. Communication to the students’ email accounts will only use the default uconn.edu address which is associated with your information in the peoplesoft administrative system. (Non-Uconn students will be contacted by the address used to access register for the course) Please do not expect routine announcements and updates about class to go to your personal email simply because you may have sent a message from your account to my inbox. I often send emails to the class via the administrative system

v. Course alerts and updates will be posted via the peoplesoft administrative system and as a text and pop-up announcement in HUSKYCT

c. Titles and Namesvi. Faculty should be addressed in all communications as “Dr.” or “Professor;”

Students will be addressed by their names used on their written assignments

d. Student Conduct in Online Discussionvii. Respect the privacy of classmates and instructorsviii. Reply to online discussions in a courteous manner and in regular font while

keeping in mind that electronic communication consisting of all caps, large font, or bold print may be considered unprofessional, belligerent, disruptive, inappropriate, and as form of verbal abuse.

ix. Restrict discussion to the relevant course themes and topics without digressing to personal details and without references to the presumed or confirmed racial, sexual gender, orientation, and religious background of course and discussion participants

x. If the code of conduct is violated, the student will be issued a written warning via email detailing an explanation of what segment of the code was violated and the penalty; a second incident will result in being expelled/locked out of the discussion board and a forfeiture of that segment of the grading for the remainder of the course

xi. The code of conduct cannot be used as an excuse to not participate in discussion

xii. Mechanical problems such as missing page numbers, broken, or expired web links etc., may be posted publicly; however, the discussion board should not be used to vent about how long a particular reading is and how long it took you to do it

xiii. Course feedback, problems downloading, uploading, and other mechanical problems should be addressed via the threaded discussion under the FAQ/TROUBLESHOOTING section on HUSKYCT; please post private questions and time-sensitive issues to the professor directlyxiv. Scheduled absences, those that you already know about at the time of

registration for this class (i.e. your wedding, or your siblings’ Bar Mitzvah should be submitted to the professor via email ahead of time with supporting documentation; and work needs to be submitted before your absence or will not

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be accepted; emergency-related absences should be noted to the professor via email with supporting documentation scanned or emailed

xv. Students must complete all modules to receive a passing grade for the class; although you may be averaging a C range passing grade before you get to the final modules, you must complete all modules or an incomplete grade will be issued; incompletes automatically turn to an “F” grade by the next semester

xvi.Written assignments will be locked after submission and cannot be edited thereafter

xvii. Late assignments unrelated to emergencies will be accepted within 24 hours of due date for a maximum of 70% of the value of that assignment

xviii. No assignments will be accepted beyond 24 hours after its initial due date have passedxix.Mechanical problems that can definitively be traced to broken website links or library links etc., will incur no penalties; incompetence in using library full text databases or other UCONN library related skill such as downloading streaming videos is not considered a mechanical problemxx.Orient yourself to UCONN’s library page by following the links to the basic library orientation, finding books, and finding articles below. See the Trouble shooting and FAQ links (which will be updated as questions arise. Here are some links to help you; click and follow the links.

Basic library orientation:http://classguides.lib.uconn.edu/content.php?pid=58221&sid=426366How to find books:http://classguides.lib.uconn.edu/content.php?pid=58221&sid=426424

How to find articles: http://classguides.lib.uconn.edu/content.php?pid=58221&sid=438444

1.5 No prerequisite knowledge is required

1.6. Minimum technical skills a. A computer with internet access is a required b. Familiarity with blackboard/ HUSKYCT, Adobe Reader, Powerpoint, Google Scholar and uploading attachments to email are considered basic skills c. The ability to search, retrieve, and download full text articles from a variety of university databases and online sites are also basic skills required. See the library orientation and additional guides above

1.7 (Faculty) Introduction: see video on HuskyCT to find out more about me and the course1.8 (Student) Introductions: Go to HuskyCT and tell me more about yourself and why you are taking this course

Learning Objectives and Competencies 2.1 Learning Objectives are paired with reading and writing assignments with discrete grading criteriaCourse Objectives are to:

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a. Analyze the socio-economic and political structure of indigenous societies: the Khoisan, Xhosa, Zulu, Sotho-Tswana b. Assess the cleavages in African communities on the eve of and in the aftermath of Dutch and then British colonial conquestc. Describe the legal, political, economic, and social mechanisms for imposing Dutch and British colonial ruled.Explain the Cape Colony’s decision to turn to slave labore.Describe African perceptions and responses to Dutch and British colonialismf. Examine the impact and role of missions and missionaries colonial politicsg.Explain the process of urbanization and the development segregation ideology legislationh.Explain how the colonial economy and the migrant labor system emergedi. Evaluate the intellectual and political strands of apartheid ideologyj. Compare the rise of nationalism (white and black) and resistance movementsk.Explore the transition to a non-racial democracy and the politics of Truth and Reconciliationl.Assess the role of gender in shaping the African experience of conquest, imperial rule, apartheid, and post-apartheid dilemmasm. Describe the specific experiences of groups such as slaves, Coloureds, Khoisan, Xhosa, Zulu, Sotho-Tswana, Afrikaner and Britonsn. Use political cartoons and films to elucidate key themes in South African’s historyo. Gain familiarity and ease with a glossary of South African terminology (see glossary in the textbook)

2.2 Readings are paired to objectives; see individual modules2.3 Each module is paired to particular objectives and are paired with individual reading and writing assignments with clear rubrics and guidelines. They are written from the perspective of a student who is assimilating information for the first time. No previous knowledge, besides mastery of the previous modules, is required.2.4 See “Tips for Studying” below; Individual objectives are paired with each module and each video lecture has clearly delineated reading and writing strategies at the end of each powerpoint.2.5. This is an upper level course primarily for junior and seniors

Assessment and Measurement

3.1 Assessment criteria: All Assignments have a grading rubrics; see individual rubrics in HUSKYCTDiscussion Boards

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a. All of the modules have guide questions that you should use to take notes and to help you prepare for discussion. The discussion component of this course is 48% of your grade. It is important that you master this component of the course. Your participation in discussion will take place primarily as a form of role playing. You will be asked to answer as a particular historical personality and to respond to your peers from that perspective. There are 8 discussions and each is worth 30 points graded on the following criteria: proper sentences are required, rather than “yes” or “no” or shallow, one-word answers. Your initial post should be thorough, meaningful, and engaging and be a minimum 250 words. You should respond to at least 2 other posts and those individual responses should be no less than 100 words.

3.2 Grading: all assignments must be completed to receive a grade for the course; you can opt out of the final exam if you are receiving an A average for all the other component of the grade.Total Points

A 500-473 A- 472-448 B+ 447-423 B- 422-394 C+ 395-373 C-372-348 D+347-323 D-322-298

240 points Discussion Board Participation: 8 assignments@ 30 points each The strength and quality of class discussion depend on your engagement with the

assigned readings and prompts. Please come to class prepared because you will have to engage your classmates

60 points Mid-Term Essay (Rubric and Guidelines in HUSKYCT)200 points Final Exam (Rubric and Guidelines in HUSKYCT)

3.3 Course grading policy is clearly delineated3.4 Students engage with the material through reading, writing and discussion; rubrics and guidelines are provided on HUSKYCT3.5 Student can assess/track their own progress through timely feedback and the grade book

Instructional Materials

4.1 Readings include a collection of primary sources including speeches, letters, government reports, traveler’s accounts, and documents from South Africa’s online history initiative, sahistory.org). The readings provide multiple points of view on a similar theme. The readings complement the overall course and individual objectives

Required Readings: Available for purchase from the COOPJohn A. Williams, From the South African Past: Narratives, Documents and Debates

http://www.sahistory.org.za (see media library link)

All other readings are on HUSKYCT. It may be useful to try to download and print off the readings ahead of time so you don’t have to do it at the last minute, or just in case the system goes down.

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4.2 Students read from a variety of primary sources that provide firsthand knowledge from a variety of perspectives; and they read secondary sources that show some of the ways in which scholars have tried to explain major developments in South African history from slavery and industrialization to segregation and apartheid. Case studies are paired with individual stories to supply a range of different perspectives 4.3 (See bibliography of reading materials)4.4 (The collection of primary sources in the textbook remain the best one volume, accessible collection of primary source materials on South African history are 4.5 Required and Optional materials are labeled; all video lectures, writing and online discussion assignments are required. The mapping exercise is optional

Film Resources4.6a. Required materials (accessed via the library resources tab on the left column on HUSKYCT)The Life and Times of Sara Baartman: “The Hottentot Venus,” dir. Zola Maseko, First Run Icarus Films, 53 min.1998Last Grave at Dimbaza dir. Chris Curling and Pascoe Macfarlane, 55 min. 1974

4.6b Optional Resources for final module (You are responsible for securing these materials in person at the library, or via Netflix; they are not available through HUSKYCT) Sarafina! dir. Darrell James Roodt, Hollywood Pictures and Miramax Films, 98 min. 1993 Long Nights Journey into Day, dir. Frances Reid and Deborah Hoffmann, 94 min. 2000

Learner Interaction and Engagement5.1 The videos and assignments all promote familiarity with South Africa’s historical trajectory by using particular themes and stories to illustrate the major trends for a particular epoch5.2 Students have ample opportunities to interact with the faculty and peers5.3 Each module has a 3, or 4-day time stamp and guidelines for when each writing assignment and online discussion is due. Each module ends at 7 pm on the given due date5.4 The requirements for student interaction are clearly outlined for each module

Course Technology6.1 Tools and media support the learning objectives with discussion threads/forum, FAQ and troubleshooting warning6.2 Tools and media require the student to be an active learning through discussion boards, peer-to-peer and student-faculty interactions6.3 Navigation is chronological by module and consistent across each assignment6.4 Technologies are accessible6.5 Course employs most updated version of Blackboard being used by the University of Connecticut

Learner Support

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7.1 HuskyCT provides clear description of tech support as well as support from the faculty7.2 Accessibility policies and services are outline and links provided7.3 The main academic support is via the library and writing center which are clearly provided; students also have opportunities for faculty to provide individual support 7.4 Resources for Student Support Services are clearly pinpointed

8.1 Course provides accessible technologies and guidance on how to obtain accommodations. The Center for Student with disabilities provides accommodation services to students with documented injuries and conditions. Please see their policies:

http://www.csd.uconn.edu/ Email: csd@uconn.edu Wilbur Cross Building, Room 204,

233 Glenbrook Road, Unit 4174, Storrs, CT 06269-4174Voice: 860-486-2020 TDD: 860-486-2077 Fax: 860-486-4412

8.2 The course provides alternatives to auditory materials8.3 The course design facilitates readability and provides a predictable rhythm module8.4 The course design accommodates assistive technologies

Tips for the A student

These tips have come from 10 years of teaching this class and reviewing the student feedback. Here are some strategies that have helped your peers stay organized and prepared for this course

a. Own the syllabus: It may be advisable to download a copy of the syllabus to your own files so you can cut and paste the weekly questions into your word files; it is much easier to pull up a copy from your own files than to constantly log in to retrieve assignments. Should HUSKYCT be down (very unlikely) you will also want to have your assignments handy. Before emailing the professor, read the syllabus or go to the FAQs to see if your

b. questions are already answeredc. Consider taking notes on a computer: It may be advisable to have your

computer around as you read for the assignments. The better notes you take, the less you will have to rifle through the articles for the exam or other assignments. The set of readings, even when well-written and organized, will feature personalities and timelines unfamiliar to you. Word processed notes are also much easier to organize

d. Reading: Before reading, look at the objectives for that module and review the questions you are asked to engage and the type and amount of reading

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you are asked to completee. Organizing your time: Set aside a specific time period to study; pace

yourself. Do not underestimate how much time it might take to read a 2-3 page primary source, a 30-page article or other type of material

f. Pay attention to the requirements of each module: Read each module before you do that segment of the course; although the modules follow a pattern there may be adjustments and links for videos or online sources. Remember each module has a START section, a list of the READINGS (and film where relevant), an OVERVIEW of the purpose of the readings, and your ASSIGNMENT with details about the specific PROMPT you need to discuss on the online discussion board

g. Reading strategies: Cut and paste the questions from the syllabus into a word document directly from the syllabus on HUSKYCT, or from your own files; answer the questions individually. The questions are interrelated so it should be fairly easy to do this and it will leave you with a good set of notes. The criteria for these guide question are: help you have engaged with the discussion questions in a meaningful way. And to produce a good set of notes to use for exams and discussion

h. Document everything: Should an issue arise, documentation and proof are key parts of adjudicating any misunderstandings or disputes. Emails with receipt requests are the best strategies for facilitating this.

i. Ask for help: Especially in an online setting, it is important to ask questions as a way of communicating. Ask for help if you need it.

South African Map Resources

http://www.lib.utexas.edu/maps/africa/south_africa_racial_1979

http://www.lib.utexas.edu/maps/africa/south_african_homelands.gif

http://www.lib.utexas.edu/maps/africa/safrica_provinces_95.jpg

MODULE 1May 8, 9 (module ends at 7 p.m.)

Theme: Understanding Pre-colonial Southern African Societies’ Early Contact with Europeans

Review your syllabus available on the syllabus link on HUSKYCT (Review “Getting Started” Video on HUSKYCT, if you have not done so already; confirm your HUSKYCT access; try videos in E-internet explorer if there are any issues with the other browsers then report any issues immediately to Dr. Vernal via email; HUSKYCT goes live at midnight on Sunday. While you may visit the site whenever you want, Modules end at 7 p.m. on each closing date, so be sure to post on time)

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Video: The Coming of the DutchObjective (2.1a, 2.1b, 2.1c, 2.1k): At the end of this module students will be able to:a. Explain why the Dutch established a refreshment station at the Capeb. Describe the early experiences of indigenous people and early Dutch

settlersc. Define the terms: Khoikhoi, freeburghers, Dutch East India Company,

and the individual(s): Jan Van Riebeeck, (your textbook has a glossary that can be used to supplement definitions drawn from the readings; use this glossary to look up the derogatory terms: Kafir, Hottentot, and Bantu (as a linguistic term, not derogatory, but made derogatory given over use by Apartheid government to refer to policies for Africans) so that you can understand the context in which they are used)

d. Assess the kind of primary sources used to explore early Dutch and Khoikhoi encounters

READINGS: John A. Williams, From the South African Past: Narratives, Documents and Debates, Pages xvii-xxx; pages 1-5 (this serves as an introduction to our first four modules. There is no way to over-emphasize the importance of this introduction. Purchase the book from the COOP or online.

Donald Moodie, The Record, Pages 1-24, HUSKYCT (Note that this is Dr. Vernal’s pagination—the documents have their own pagination so watch for Dr. Vernal’s page numbers at the bottom of the document)

Overview: These readings provide a general socio-economic and political synopsis of the early encounter between European and Africans at the Cape. Please see the Williams textbook for a description of who the Khoikhoi/ Khoisan are and for an outline of the relationship/encounter with the Dutch. Williams probes the relationship between politics and early Dutch society and considers how modern-day concerns impact the way we view history, the terms we use, and the issues historians explore. The textbook has two important glossaries that you can use as a reference to check dates, names, and definitions.

Reading Guide Assignment #1: Use this to help you understand what you should be taking away from the readings, which details to highlight etc.You should look for evidence of and try answer the following questions in your notes.(Please use these to take notes;it will help tremendously when you are studying for the exam and doing the discussion)

1. What motivated the Dutch to set up a refreshment station at the Cape? What favorable conditions did they predict and what did reality look like once they did set up at the Cape? (For example, was it going to be cheap, profitable, or strategic? Would the “natives” be friendly?)

2. What do these sources reveal about the relationship between the indigenous

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Khoikhoi and the Dutch? Don’t get bogged down by all the names of the different Khoikhoi groups. Focus on what the behavior/actions of the Khoikhoi tell you about their interests and how land they tried to manipulate the situation to suit their needs

3. What expectations did the Dutch East India Company (DEIC) have of white farmers and other employees of the company and what kind of problems did the DEIC encounter?

4. What kind of evidence are we working with in these extracts and what are the problems or blind spots with this evidence?

5. This little refreshment station had to quickly set standards for maintaining peaceful trade, for establishing discipline among its employees, and for creating a hierarchy in the fledgling society that was emerging. How does the company accomplish these goals?

Chat Room Discussion Board: What do these sources reveal about this time period (the seventeenth century) and the very heterogeneous society that has begun to emerge and the power structure of the fledgling colony? Discuss from the perspective of Dutch authorities back in the Netherlands, those stationed at the Cape, the ordinary employees of the Dutch such as sailors and settlers, and as Khoikhoi personalities. Respond to at least two other posts.

(Be sure to ask any questions about terminology as it is expected that you will use these terms and be familiar with the historical personalities discussed in the readings)

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MODULE 2 May 10, 11, 12

Theme: The Mineral Revolution in South Africa: Diamonds and Gold, 1860s-1880s (the changing map of South Africa)

Video LectureObjectives:

a. Use gender as a lens to understand the evolution of the migrant labor system

b. Identify chronological milestones as segments of South African society and economy become industrialized and urbanized

c. Analyze the specific position of African chiefs, young men and women, married men and women in the new power dynamics that emerge around questions of migrant labor

d. Assess how particular ethnic groups responded to employment opportunities in the mines

e. Define mineral revolution, migrant labor system, highveld, Great Trek, Boer republics, Transvaal, Orange Free State

f. Contrast this type of secondary source on the migrant labor system to the range of primary sources encountered thus far

READINGS: John A. Williams, From the South African Past: Narratives, Documents and Debates, “A Trek Leader Explains Reasons for Leaving the Cape Colony, 1837, Page 77.

Cherryl Walker, “Gender and the Development of the Migrant Labor System. C. 1850-1930,” in Cherryl Walker, ed., Women and Gender in Southern Africa to 1945 (Cape Town: David Philip, 1990), Pages 168-96. (Access via HuskyCT)

OVERVIEW In the first of these readings Piet Retief provides his manifesto which details his and other trekkers’ reasons for leaving the Cape and moving into the interior away from British control to found their own republics. The result was two Boer republics(if you need to refer to republicanism or Boer republicanism, be sure to stick with this context of republic with a small “r” and not the American context of say the Republican party): the Orange Free State and the Transvaal, territories which Great Britain did not deem valuable and granted independent. Britain would then come to regret this as gold and diamonds were later discovered (mineral revolution) in or near these territories. The mineral revolution set the scene for legal and political wrangling over control over the territories and additional groups (the Zulu who launched preemptive strikes against the Boers to avoid the fate of other Africans; the Sotho and the Pedi who felt the brunt of Boer land encroachment in the African interior) enter our narrative. Britain eventually made the political calculation that it was worth it to go to war (Boer War, South African War) with the Dutch settlers (Afrikaners) over this territory and British interests eventually led to the incorporation of vast new territories into the region known as South Africa. In the end, two British territories, Natal and the Cape Colony and the two former Boer

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republics were incorporated to become the Union of South Africa. We will visit this theme in our subsequent modules. The second article focuses on gender on the eve of the mineral revolution and in the aftermath of the migrant labor system that developed after the discovery of gold and diamonds in the 1860s and 1880s. These migrations were different in scope and rationale than any other population movements we have witnessed in South Africa. These migrations created major urban centers in South Africa to rival Cape Town. When this article discusses the role of gender in the migrant labor system, keep in mind that gender is not a synonym for women.

Reading Guide Assignment

1. What is the crux of Retief’s grievance with the British? 2 According to Walker, how were the roles of African men and women conceived in the pre-capitalist era and afterwards in the migrant labor system? 2. What were women’s experiences in the pre-capitalist era and what form did oppression take? What was the impact of the migrant labor system on African men and women, and on African households? 3. How did urban-rural dynamics shape the system?

Online Discussion: Role Play: Everyone must post as the government and one other person according to your surname: Students with A-H: Answer as men (married, single) and the governmentStudents with surnames I-Q, Answer as African chiefs and the governmentStudents with surnames, R-Z women (married, single) and the government

Respond to at least two other posts and You would say for example, “As a single woman, I would be concerned about being forced to stay in the rural areas, but from the government’s perspective, I would not want single women in town because . . . . .

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MODULE 3May 13, 14, 15

Theme: White and Black politics in the Segregation Era

Video LectureObjectives:

a. Explore the concerns of African workersb. Measure the impact of the Native Land Actc. Use nationalism as a lens to understand African and Afrikaner political

ideologies d. Identify chronological milestones during South Africa’s segregation era

from 1910-1948 e. Analyze the specific political position of white liberals f. Define: Suffrage, Liberalism, Paternalism, Native Land Act, Union of

South Africa, Boer War (South African War, 1899-1902)g. Compare the range of primary sources available for this era of South

African history

READINGS: Jan Smuts, “A Century of Wrong,” in Robert O. Collins, ed., Central and South African History (New York: Marcus Weiner Publishing, 1990) 205-209 (HuskyCT-listed under author’s name) John A. Williams, From the South African Past: Narratives, Documents and Debates:Read the documents drawn from the Williams books below.“James Bryce Attacks British Imperialism, 1900,” Pages 168-171“Dudley Kidd Argues Against African Suffrage, 1908,” Pages 171-173“Maurice Evans Defends an Active, Paternalistic Policy Towards Africans, 1911, Pages 173-178“A White Farmer Deems Blacks Inferior,” 1904, Pages 178-183“African Workers Discuss a Variety of Concerns, 1904,” Pages 190-196Solomon Plaatje Observes the Impact of the Native Land Act, 1913, Pages 216-220“Ernest Stubbs Deems Race Mixing a Threat, 1925, Pages 221-224“DDT Jabavu Advocates Liberalism over Segregation, 1928,” Pages 224-227“A Leading Liberal Asks, Will White Policies Allow Black Self—Development, 1935,” 228-232“The Limits of Liberalism, 1939,” Pages 246-247

These readings represent a range of views on British relations with Afrikaners, and African relations with them. It is important for us to understand that there was a chorus of voices on race relations and the period from 1900-1948 represents a particular era when it was not entirely clear that whites would be ascendant in the way they had envisioned and there were tremendous concerns about the white poverty rate in South Africa. At the same time Africans were becoming far more vocal and politically conscious as Africans and not just as members of particular

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ethnic groups. Poverty too ran rampant among Africans at the aggregate level but there were significant pockets of individuals and groups who attempted to rise above the racial and economic discrimination they that stifled their efforts. Some of the issues that arose at this time was the extent of segregation laws, voting rights for Africans, the limits of white liberalism and paternalistic policies towards Africans and questions about how Africans’ lives were being transformed by the rapid urbanization and industrialization. While the mineral revolution represents a major internal development, the two world wars played a tremendous role in shaping South African politics as Britain’s central role in the war thrust white South African politicians into the difficult position of supporting an empire that had just gone to war with them at all costs.

Reading Guide Assignment #6 1.How does Smuts characterize the relationship between Boer and Briton and is he justified ?2 From the Bryce selection and given the themes of subjugation and sovereignty we have been exploring up to this point, are the Afrikaners and Africans in the same boat? 3. Give a detailed explanation of why Dudley Kidd is advocating the denial of suffrage to Africans? 4. How does Maurice Evans’ ideas and proposals differ from Kidd’s? in terms of policies and solutions 5. What kinds of sentiments did the white farmer reveal in his testimony in relation to Kidd’s and Evans’ views?6. What do Africans have to say about what their concerns and grievances are? 7. From Solomon Plaatje’s writings, what is the impact of the Native Land Act of 1913 on Africans, especially sharecroppers? 8. On what grounds does Ernest Stubbs argue that race mixing is a threat?9. What is the specific content of the liberalism that DDT Jabavu is advocating? 10. How does Alfred Hoernle deal with the question of black self-development? 11. What are Edgar Brookes’ views on segregation?

Online Discussion: Using the debate between or viewpoints of Kidd and Evans AND Hoernle and Brookes to discuss the idea of liberalism, paternalism, Boer /Afrikaner republican rights in the vision of what post war South Africa should look like. Respond to at least two others posts in whichever direction you would like. Keep in mind the impact of the Land Act as a cornerstone of land policies in South Africa and the meaning of black development in the political and economic realms. How do these shape your views from the readings at the turn of the century compared to the issues that are emerging from 1913 into the 1940s? Remember to respond to at least two other posts.

MIDTERM 16, 1715

MODULE May 18, 19, 20

Theme: Apartheid Debates before the era of Apartheid

Video Lecture

Objectives:a. Assess the meaning of apartheid before 1948 b. Compare the positions of the organization: SABRA, AHI, FAK,

SAAUc. Identify changes in ANC rhetoric between 1930s and the 1940sd. Define: Suffrage, Liberalism, Paternalism, Native Land Acte. Compare the range of primary sources available for this era of South

African history to the use of secondary sources

OVERVIEW The goal for these readings is to understand that apartheid was intellectual concept, a political tool and a form of propaganda and in all these guises was quite a malleable ideology. Like any other political ideology it had its coalitions, strategies, and weaknesses and Posel provides a sense of what this means before 1948. The three speeches of the Rev. Calata act as early signposts in the evolution of the ANC as a mass political organization as it responds to major developments in the 1930s and the 1940s including questions of mission, organization and its ability to speak for all Africans.

READINGS: Deborah Posel, “The Meaning of Apartheid before 1948: Conflicting Interests and Forces within the Afrikaner Nationalist Alliance,” Journal of Southern African Studies,vol. 14, no. 1 (October 1987), Pages 123-139 (Please access online via JSTOR on the library’s full text database) Sources from South African history online [http://www.sahistory.org.za]:The links are all below; should you have a problem connecting to them, go to the http://www.sahistory.org.za website, click on the “media library” tab and then search “ Calata” under speeches and you should be able to pull these up yourself.

"Presidential Address" by the Rev. J. A. Calata, Cape African Congress, July 4, 1938Collection: Karis & Carter CollectionAuthor: Rev. J. A. Calata, ANC (Cape)http://www.sahistory.org.za/archive/presidential-address-rev-j-calata-cape-african-congress-july-4-1938

"Presidential Address" by the Rev. J. A. Calata, Cape African Congress, June 25-27, 1939Collection: Karis & Carter Collectionhttp://www.sahistory.org.za/archive/presidential-address-rev-j-calata-cape-african-congress-july-4-1938

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"Presidential Address" by the Rev. J. A. Calata, ANC (Cape), July 1948Collection: Karis & Carter Collectionhttp://www.sahistory.org.za/archive/presidential-address-rev-j-calata-anc-cape-july-1948

Reading Guide Assignment #71. Posel's argument is an engagement with another historian, Dan Omeara.  What is Omeara’s particular argument--on what grounds does Posel question his assertion and what does she think are the weaknesses of his argument? 2. On what issues were Afrikaners divided? 3. Explain what the following organizations/institutions were and what their platform/agenda was: SABRA, FAK, AHI, SAAU—making a mini chart may be useful? 4. What is the specific content of the Sauer report in terms of its findings and recommendations and what do they have to do with Posel's critique of O'meara? 5. What are the views of the United Party on “total” segregation, urbanization and the franchise? 6. What are the major differences in emphases between Calata’s speeches in 1938, 1939 and 1948? How do the issues change? 7. What does he predict for the fate of Africans and the ANC given the outcome of the 1948 elections  

Online Discussion: Assume the position of any two of the organizations Posel mentions and any two of the major constituencies Calata mentions (particular regions, competitors, traditional leaders etc). Make your case as to why your interests should be high on the agenda of the government and ANC respectively. Respond to at least two other posts.

MODULE 8

May 21, 22, 23 (module ends at 7 p.m.)Theme: Life Under Apartheid

Video LectureObjectives:

a. Explore what life was like under apartheid for men, women and childrenb. Measure the effectiveness of particular apartheid laws c. Assess the impact of apartheid in the social realm (education, religion)d. Identify chronological milestones in the fight against apartheid from

1948-1994 e. Define: UDF, Bantu education, Robben Island, Soweto, Sophiatown,

Section 10 rights, homelands, Allan Boesakf. Compare the range of primary sources available for this era of South

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African history

Last Grave at Dimbaza dir. Chris Curling and Pascoe Macfarlane, 55 min. 1974 via HUSKCT

Overview: Gender and generation played an important role in the experience of apartheid and its legacy of violence in South Africa. As a systematic attempt to cordon off black to their respective ethnic areas, turn blacks into foreigners into their own country and to police everything from the educational content of their curriculum to their freedom of expression in song, dance and protest, apartheid was invasive and insidious These readings provide a range of views from the perspective of men and women, children, freedom fighters/political activists, ministers, and teachers and surveys what life was like for Africans between 1948-1994.

READINGS: John A. Williams, From the South African Past: Narratives, Documents and Debates, pages 337-357; 367-373; Section “Life Under Apartheid”

Reading Guide Assignment #8 1. What was life like under apartheid for African men, women, and children; for freedom fighters, for civilians in prison and in their communities respectively. Explain how the experiences of individuals like Frank Chikane, Sheila Sisulu, Joyce Sikakane, Adeline Pholosi and Grace Cele help us to understand daily challenges Africans faced? 2. What is the context of UDF’s creation and what is UDF’s mission?

Discussion: (Everyone): explain how men and women experienced life under apartheid in your initial post and then respond to two other posts. Provide concrete details and examples.

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Final Exam May 24, 25, 26 (open office hours during exam)

FINAL CHECKLIST FOR ASSIGNMENT

1. Pagination; the paper’s length (specified pages, Times New Roman, 12 point, double-spaced) does not include your name, date, so put all that info on a separate title page

2. Title page Name, paper title, date (Separate Page)3.Correct citation Style as stated in the assignment;10 points off if there are no citations4.Spell check5.Grammar Check6.Strong, clear succinct introduction7.Strong, clear succinct conclusion8.Justify your paper—even margins on both sides9.Double check spelling of terms translated in African languages and the name of the ethnic groups and individuals included in your paper

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Qualities of an A Range paper1. Incorporates all the material as required by the assignment 2. Synthesizes primary and secondary sources seamlessly3. Clearly stated thesis and theme that is supported throughout the paper4. Clear structure and organization with topic sentences and transitions

between paragraphs; no double spacing between paragraph and no paragraphs that run on for more than a page

5. Effective, strong word choices, especially for verbs a. Use verbs such as: the authors asserts, argues, emphasizes

underscores, highlights, b. Use adjectives such as: significant, key (as synonyms for the overused

“big” or “important”)c. Use transitional words such as: Moreover, nonetheless, furthermore,

however, nevertheless

6. Logical progression of evidence and details to support thesis and arguments7. Properly cited footnotes—based on Chicago Manual of Style8. Appropriate length as described in the assignment, 12 point font, 1 inch

margins all around9. Avoids crutches such as: there is, there are, there was , there were; it is, it

was, due to the fact that, despite the fact that, as such, the simple fact that, despite the fact that ( “although” should suffice) needless to say, as to, so as to, it is important to note—all of these are redundant, Firstly, First and foremost (First, second should suffice)

10. In general, please use strong verbs besides is, are, was, was, has, had, have

11.Please avoid conversational, everyday colloquial language like : Thomas Jefferson was a sell out; the British set up shop

12.Watch confusing words like capitol, capital ; Effect/affect, led, lead, dependent/ dependant, tenet, tenant

A potential Strategy: Any large paper can be a daunting task; where do I start. “Anywhere,” is the right answer. The point is to just start. Get your thoughts down

on paper without worrying about evidence or grammar as yet (dragon dictate is great for this if you have access to this program). After you have done this, outline what

you have, and go from there to see where you can start grouping like ideas together, where you need to insert evidence. Polish what you have and then start focusing on

clarity and grammar and punctuation. You should now have a decent draft.

When you have finished writing, ask yourself these questions in relation to the paper:

1. Do I have a clear thesis that gives my reader a sense of what my argument 20

Bibliography of readings

Websites

Calata, Rev J. A. "Presidential Address" by the Rev. J. A. Calata, Cape African Congress, July 4, 1938. Karis & Carter Collection

http://www.sahistory.org.za/archive/presidential-address-rev-j-calata-cape-african-congress-july-4-1938

Calata, Rev J. A. "Presidential Address" by the Rev. J. A. Calata, Cape African Congress, June 25-27, 1939. Karis & Carter Collection

http://www.sahistory.org.za/archive/presidential-address-rev-j-calata-cape-african-congress-july-4-1938

Calata, Rev J. A. "Presidential Address" by the Rev. J. A. Calata, ANC (Cape), July 1948. Karis & Carter Collectionhttp://www.sahistory.org.za/archive/presidential-address-rev-j-calata-anc-cape-july-1948

Textbook

Brooks, Edgar. "The Limits of Liberalism, 1939, 246-247.

Bryce, James. "James Bryce Attacks British Imperialism, 1900, 168-171.

“Lord Caledon Regulates Khoikhoi status in the Cape, 1809,” 10-12”

Commission, South African Native Affairs. "African Workers Discuss a Variety of Concerns, 1904." 190-196.

“An English Traveler Praises Juli, a Khoikhoi Servant.” 190-196.

Evans, Maurice. "Maurice Evans Defends an Active, Paternalistic Policy Towards Africans, 1911," 173-178

Hoernle, Alfred. "A Leading Liberal Asks, Will White Policies Allow Black Self-Development, 1935," 228-232

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Jabavu, D.D.T. "D.D.T. Jabavu Advocates Liberalism over Segregation, 1928," 224-227.

Kidd, Dudley. "Dudley Kidd Argues Against African Suffrage, 1900." 171-173.

Plaatje, Solomon. "Solomon Plaatje Observes the Impact of the Native Land Act, 1913," 216-220.

Smuts, Jan. "The United Party Reviews Race Relations, 1946, 248-251.

Stubbs, Ernest. "Ernest Stubbs Deems Race Mising a Threat, 1925," 221-224.

"A White Farmer Deems Blacks Inferior, 1904," 178-183.

Secondary Sources: Book Chapters and Journal ArticlesPosel, Deborah. "The Meaning of Apartheid before 1948: Conflicting Interests and Forces within the Afrikaner Nationalist Alliance." Journal of Southern African Studies 14, (1 ) (1987): 123-139.

Walker, Cherryl “Gender and the Development of the Migrant Labor System. C. 1850-1930,” in Cherryl Walker, ed., Women and Gender in Southern Africa to 1945 (Cape Town: David Philip, 1990), Pages 168-96

Wells, Julia. “Eva’s Men.”Journal of African History, 39 (3) (1998): 417-437.

FilmsLast Grave at Dimbaza dir. Chris Curling and Pascoe Macfarlane, 55 min. 1974

The Life and Times of Sara Baartman: “The Hottentot Venus,” dir. Zola Maseko, First Run Icarus Films, 53 min.1998

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