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DIOCESAN COLLEGE
HISTORY DEPARTMENT
HISTORY P2 & ADDENDUM - MEMO
June 2015
EXAMINATION PAPER
PLEASE HAND BACK YOUR SCRIPTS IN THE SETS
YOU ARE TAUGHT Set
1 DM,2015
Set 2 PLM, Set 3 WW.
JUNE
TIME: 2.5 hours
MARKS: 100
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INSTRUCTIONS AND INFORMATION
1-This question paper consists of SECTION A and SECTION B based on the prescribed
content framework in the CAPS document.
SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: CIVIL RESISTANCE, 1970s to 1980s: SOUTH AFRICA
QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND
COMING TO TERMS WITH THE PAST
SECTION B: ESSAY QUESTIONS
QUESTION 3: CIVIL RESISTANCE, 1970s to 1980s: SOUTH AFRICA: THE CRISIS
OF APARTHEID IN THE 1980s
QUESTION 4: THE COMING OF DEMOCRACY TO SOUTH AFRICA
2-SECTION A consists of TWO source-based questions. Source material that is
required to answer these questions can be found under the ADDENDUM.
3-SECTION B consists of TWO essay questions.
4-Answer TWO questions as follows:
At least ONE must be a source-based question and at least ONE must be an ESSAY.
5-When answering questions, candidates should apply their knowledge, skills and
insight.
6-A mere re-writing of the sources as answers will disadvantage candidates.
7-Number the answers correctly according to the numbering system used in the
question paper.
8-Please write neatly and legibly.
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SECTION A – SOURCE-BASED QUESTIONS – ANSWER ONE SOURCE-BASED
QUESTION
Study sources 1A – 1C and answer the questions that are based on them and where
required use your own knowledge and the knowledge you have acquired during the
course.
QUESTION 1: CIVIL RESISTANCE, 1970s to 1980s: SOUTH AFRICA
1.1 – Study Source 1A and answer the questions that follow.
1.1.1 – Explain the Bantu Education Act of 1953 in terms of the doctrine of apartheid. (1 x 2)
(2)
One of the pillars of Apartheid, this legislation was intended to separate black South
Africans from the main, comparatively very well-resourced education system for whites.
It was authored by Dr. H. F. Verwoerd the then Minister of Native Affairs, later to
become the Prime Minister). Under him the Black Education Department in the
Department of Native Affairs was formed, responsible for the compilation of a
curriculum that suited the "nature and requirements of the black people". African
children students were to be educated in a way that was appropriate for their culture
and there was no consultation on this.
1.1.2 – In what way was the consciousness of students raised through the Black
Consciousness Movement and with the formation of the South African Students
Organisation? (1 x 3) (3)
Black Consciousness as a movement raised the awareness of students after 1960 after
the Sharpeville massacre in 1960 when the NP intensified its repression to curb
widespread civil unrest. It did this by passing harsher laws, extending its use of torture,
imprisonment and detentions without trial. After jailing the majority of the liberation
movement’s leaders an intensified wave of tyranny emerged and “Black Consciousness”
helped to educate and organise Black people, particularly the youth ending the
quiescence that followed the banning of the black political movements.
Credit any other relevant response.
1.1.3 – How effective was Bantu Steve Biko’s role in the events of 1976? (2 x 2) (4)
Steve Biko was a leader of SASO who was one of the icons of the Black struggle against
apartheid. He instilled great courage among the masses to fight an unjust system under
the banner of Black Consciousness and established SASO for those students who
refused to join NUSAS. It was especially effective as it began to organise trade unions
in defiance of anti-strike laws. His role was very effective.
Credit any other relevant response.
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1.1.4 – Describe the anatomy of the uprising referred to in lines 14 and 15 in Source 1A. (3 x
2) (6) (15)
The first stage was the gathering at a rally in Orlando Stadium, where there was a
heavy armed police presence. Methods were used to put down the demonstrating
students. From there, there was protesting and this then turned into an uprising against
the government. This moved from being local, to ‘spread across the country and carried
on until the following year.
Credit any other relevant response.
1.2 – Study Source 1B and answer the questions that follow.
1.2.1 – Why do you think has the illustrator chosen the word ‘lensman’ instead of cameraman
(in the caption)? (Source 1B) (1 x 2) (2)
It’s really a matter of the use of terminology. The use of the word lensman concentrates
more on use of ‘looking through’ rather than just the contraption a camera – the
question must obviously be op3en to interpretation.
Credit any other relevant response.
1.2.2 – What is the value of Kumalo’s half-century career as a photographer, for South
African historiography (historical writing)? (2 x 2) (4)
This question presupposes that the candidate should have some knowledge of the status
of a photograph as a form of historical representation. The fact that he was active in
this position for such a long period of time can present a very effective historical sweep
of the time of apartheid, and a short period into the post-apartheid period.
Credit any other relevant response.
1.2.3 – Why is the photograph by Kumalo, of Biko, of particular significance? (1 x 3) (3)
It is iconic because it’s of a very important South African, not prettified but taken as is,
and furthermore, it is by a famous South African photographer.
Credit any relevant answer.
1.2.4 – Briefly describe at least three major events in South Africa’s civil rights and liberation
history that Kumalo might have captured through his lens as a photographer. (3 x 2) (6) (30)
Candidates have quite a number of events to make the selection from, notably
Kliptown, Sharpeville and the Soweto Uprising. In each case the event requires some
description and not purely mentioning.
Credit any relevant answer.
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1.3 – Study Source 1C and answer the questions that follow.
1.3.1 – How true is it that the young people took the lead in the struggle’? (2 x 2) (4)
SASO raised the political consciousness of many students while others joined the wave
of anti-Apartheid sentiment within the student community. Black students began
mobilizing themselves and on 16 June 1976 between 3000 and 10 000 students were
mobilized by the SASM’s Action Committee supported by the BCM. The march was
meant to culminate at a rally in Orlando Stadium but it ended up turning into a
widespread revolt and from there went ‘viral’.
Credit any other relevant response.
1.3.2 – What were the major happenings of 1976 and 1977 in South African history? (2 x 1)
(2)
The Soweto Uprising
Death of S Biko
1.3.3 – Of what value is Rachilo’s poetry for historical studies? (1 x 3) (3)
Poetry written in context of certain historical events or within a historical climate can
provide the reader with a feel for the historical mood, or enable her / him to get an idea
of the emotions of the people at the time.
It can sometimes be hard to gain an understanding of this through the historical text.
Credit any other relevant response.
1.3.4 – Outline three aspects of the Soweto Uprising that one would expect to be present in
‘Nostalgic Waves from Soweto: Poetic Memories of the June 16th Uprising’ by Rachilo.
(3 x 2) (6) (45)
That it was the birthplace of BC in SA
The political strife in this politically charged township
Soweto during the 1970s – the happenings of 1976 and 1977
Credit any other relevant response.
1.4 – Paragraph Question
What in your opinion was the principal cause of the outbreak of violence in Soweto, on June
1916? (5 marks)
Students angered by inferior system
Students wanted to bring about change
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Joined up with organizations such as SASO
Black activists working within the youth community
Radical approach from the activists with links to exiles
Actions of the SSRC
Any 5 – 1 mark each
QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND
COMING TO TERMS WITH THE PAST
Study sources 2A – 2C and answer the questions that are based on them and where
required use your own knowledge and the knowledge you have acquired during the
course.
2.1 – Study Source 2A and answer the questions that follow.
2.1.1 – Define the term ‘conflict resolution’ in political terms (Source 2A). (1 x 2) (2)
Conflict resolution/reconciliation is a method of ending conflict in a peaceful way –
committed group members attempt to resolve conflicts by actively communicating
information about their conflicting ideologies through collective negotiation
Credit any other relevant response
2.1.2 – Give two examples of gross human rights violations perpetrated between 1960 – 1994
(Source 2A). (2 x 2) (4)
Political murders
Assassinations
Death from torturing
Credit any other relevant answer
Any 2 relevant examples
2.1.3 – Suggest why the time frame for the Commission was set between 1960 – 1994
(Source 2A). (1 x 3) (3)
1960 is when black political parties were banned – 1994 is when SA became a full
democracy for the first time
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2.1.4 – Explain in context the following: “In doing so, the democratic government embraced
the juridical concept of "restorative justice" instead of the "retributive justice" embodied by a
Nuremberg-style trial.” (6)
The following could be used to answer:





Differences in dealing with crimes that are gross violations of human rights
One way is revenge the other is through reconciliation
After the defeat of Germany the Allies set up courts to try the perpetrators of war
crimes in Germany – through the courts of law
The TRC tried to avoid this by instituting a system of forgiveness and reconciliation
to promote national reconciliation
It was not a court of law
Level 1
Candidates show that they are unable to explain the difference
between a system that does not penalize or hit back on a basis of
an eye for an eye and a tooth for a tooth but rather through
constructive engagement seeks to bring fractious groups closer
together 0-2
Level 2
Candidates show that they are able to explain the difference
between a system that does not penalize or hit back on a basis of
an eye for an eye and a tooth for a tooth but rather through
constructive engagement seeks to bring fractious groups closer
together 3-4
Level 3
Candidates show that they are very unable when it comes to
explaining the difference between a system that does not
penalize or hit back on a basis of an eye for an eye and a tooth
for a tooth but rather through constructive engagement seeks to
bring fractious groups closer together 5-6 marks
2.2 – Study Source 2B and answer the questions that follow.
2.2.1 – Why do you believe would South Africa’s TRC capture the world’s attention?
(Source 2B). (1 x 2) (2)
It was unlike the Nuremburg Trials
South Africa had a unique situation in its liberation process
Credit any other relevant answer
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2.2.2 – Why was the task of investigating gross human rights violations not left to the
country’s courts of law? (Source 2B). (2 x 2) (4)
This would be tantamount to the example of Germany in the post bellum period
It defused the possible party partisan/sectionalist/sectarian approach
It avoided the eye for an eye tooth for a tooth approach
Credit any other relevant response
2.2.3 – Explain why the National Party might be interested in a blanket amnesty. (Source
2B). (1 x 3) (3)
It’s involvement in crimes against humanity during the apartheid era were severe and
took the form of political torture
Credit any other relevant response
2.2.4 – Explain in context the following: “In essence, truth was traded for formal justice.” (6)
There are many interpretations about the approach to deal with SA’s future given its
terrible past
Some believed there should be a war crimes tribunal
Others believed this would only open old wounds
But injustices needed to be uncovered
Some thought that they should be left untouched
Others believed it was a witch-hunt
Others believed that it would allow murderers to walk free
Some applied for the TRC to be stopped
Ultimately if the truth came out – perpetrators of political crimes did not need to go
through the formal legislative process to free themselves of their past political actions
Level 1
Level 2
Candidates show that they are unable to explain why the task of
investigating gross human rights violations was not left to the
country’s courts of law.
Candidates show that they are able to explain why the task of
investigating gross human rights violations was not left to the
country’s courts of law.
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Level 3
Candidates show that they are able to explain why the task of
investigating gross human rights violations was not left to the
country’s courts of law, and and do so very well.
2.3 – Study Source 2C and answer the questions that follow.
2.3.1 – What is the historical context of “SA’s Past”? (Source 2C). (1 x 2) (2)
The period in which during the time of the apartheid regime terrible crimes (against
humanity – violations against humanity) were carried out
Credit any other relevant response
2.3.2 – What is the historical context of the lamp in the cartoon? (Source 2C). (2 x 2) (4)
The future for a brighter SA
A new political dispensation
SA without the guilt of the past
A cathartic SA
Credit any other relevant response
2.3.2. – Why is he called Top Dulla? (Source 2C). (1 x 3) (3)
Top Dollar/Top Guy/Hero
2.3.4 – Evaluate the source for studying South African political history. (6)
The following detail can be used to explain the question:
Omar pressed for unravelling the past
Admission of guilt was thought to be cathartic
The TRC would enable this process
SA’s past was a dark and terrible experience
Level 1
Candidates show that they are unable to evaluate a cartoon as a
piece of historical information – there is a specific meaning
behind the iconography that requires to be identified.
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Level 2
Level 3
Candidates show that they are able to evaluate a cartoon as a
piece of historical information – there is a specific meaning
behind the iconography that requires to be identified.
Candidates show that they are able to evaluate a cartoon as a
piece of historical information – there is a specific meaning
behind the iconography that requires to be identified – they
identify it as such and do so well.
2.4 – Paragraph Question
In your opinion how successful was the TRC in healing South Africa’s broken past? (5
marks) [50]
Candidates can explain their views:
Tried to overcome the past through confession & forgiveness
Reconciliation - Nation building - national unity based on reconciliation
The Christian and other religions’ principle of forgiveness
Credit any other relevant answerh
Any 2 x 2 marks
SECTION B – ESSAY QUESTIONS – ANSWER ONE ESSAY
QUESTION 3: CIVIL RESISTANCE, 1970s to 1980s: SOUTH AFRICA: THE CRISIS
OF APARTHEID IN THE 1980s
Explain to what extent the internal resistance movements in South Africa were
successful in challenging the apartheid state in the late 1970s and the 1980s. [50]
P2 ESSAY 2: Resistance to Botha’s reforms
SYNOPSIS
Candidates need to take a stance and indicate the extent to which the internal
resistance movements in South Africa were successful in challenging PW
Botha's apartheid regime in the 1980s. They need to highlight the role that the
various resistance organisations such as the UDF, ECC played while
developing their line of argument.
MAIN ASPECTS
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Candidates should include the following aspects in their essays:
Introduction: Candidates should indicate the extent to which internal
resistance movements challenged the apartheid regime in the 1980s.
ELABORATION
To a large extent
 Contradictions and crisis of apartheid /eg. Pass system & Bantustans stifle
economic development/ Black Labour movements link economic deprivation
& inequality to Apartheid/ Black trade unions more actively involved in
political issues/
 dynamics of race relations to change/ White businesses demand change in
labour policy/
 Hence, Botha's cosmetic ‘reform’ measures: 1983 Constitution, Tricameral
Parliament 1984, 'Koornhof Bills', bent on retention of white power/
 Formation and role of the UDF ('Don't vote' campaign, 'Million Signature'
campaign in 1984)
 Mass protests in Black South African townships in 1984 and 1985 (e.g. Stay
away campaigns organised by Vaal Civic Association, Consumer boycotts
organised by Pebco in Eastern Cape, Role of religious organisations, etc.)
 Protest marches (e.g. Langa township in the Eastern Cape), /
 School boycotts led mainly by COSAS in 1983 and 1985 (Atteridgeville,
Tembisa, Alexandra, Soweto, Western Cape and Natal) /
 Communities embarked on rent boycotts e.g. Vaal Triangle and Soweto in
1984/
 Formation and impact of COSATU and other unions in workers struggles/
 Stay-away campaigns in May Day 1986 and NUM strike in 1987 /
 Emergence of the Mass Democratic Movement in1989 and the Defiance
campaign against segregation laws in major cities e.g. Cape Town, Durban
and Johannesburg./
 White Liberals participated in Black liberation struggles through Black
Sash—who rendered humanitarian and practical support to victims of
Apartheid/—and
through
the
End
Conscription
Campaign
(ECC),/-
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disgruntled whites who refused to serve in the apartheid army that was
being deployed in black townships and in neighbouring states/
 State responses to resistance: minor reforms (eg. abolition of Immorality
Act)/ followed by state repression , bent on “Total Onslaught” and “Total
Strategy” policies’ /
 eg. increasing the size of the police and the army/, introducing a 2-year
compulsory military service for white males/, declaring a state of emergency
between
1985-1986, in many magisterial districts,/ giving the police wider powers, /
and
forming a Valkplaas (death camps) headed by Eugene De Kock/
attempting to “Win the hearts and minds” of conservative Black elite and the
youth/
 By 1989 political stalemate /1980s thousands South Africans lost their lives
in their struggle for Liberation (e.g. death in detention, 'black on black'
violence and vigilantisms)/ collapsed of communism/ a financially and
militarily weaker ANC/ SA troops withdrawal from Namibia/ economic
decline/ FW de Klerk forced to negotiated a ‘New’ SA./
• Any other relevant response
• Conclusion: Candidates should tie up their argument with a relevant
conclusion.
OR
If candidates should indicate to a lesser extent they need to substantiate their argument
with relevant examples.
QUESTION 4: THE COMING OF DEMOCRACY TO SOUTH AFRICA
“2015 COMMEMORATES South Africa’s 21st year of Democracy”.
Explain the role of policy-makers, decision taking and individuals in achieving
democracy in South Africa in 1994.
P2 Essay 2: The road to democracy, 1990 – 1994
MAIN POINTS
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1.
Introduction
Violence and human rights abuse before the 1994 elections did not erupt into a bloody
revolution. During the period between 1989 and 1994, the crises, challenges and the
obstacles to negotiations, were skillfully managed and a bloodbath averted, through a
skillful process of compromises, negotiations, settlements, a referendum and the first
democratic election.
2.
Elaboration

The beginning of the solution: secret negotiations with the ANC-in-exile and
negotiations with Mandela; 1989 to 1991: unbanning of organisations; release of
political prisoners; release of Mandela; debates around negotiations, including talks
about talks and Chris Hani’s objection to the talks; CODESA I; the role of the labour
movement in negotiations; and the ANC giving up the armed struggle;

Breakdown of negotiations: ‘Whites only’ referendum - De Klerk solution;
violence in the 1990s and debates around the violence; CODESA breaks down; Record
of Understanding; Joe Slovo and the Sunset Clause;

Multi-party negotiation process resumes: formal multi-party negotiations
resumed; murder of Chris Hani; significance to the process; date of elections set;

On-going violence: attempts to derail negotiations flares up after agreements are
reached; AWB invasion of World Trade Centre; St James Massacre; killing at the
Heidelberg Tavern;

Final road to democracy in 1994: violence again; fall of Mangope and Gqozo and
the Bophuthatswana shootings; Inkatha Freedom Party March to Shell House and
Shell House Massacre; the Constitution and the Bill of Rights; Freedom Front and IFP
join elections; 27 April elections and the Government of National Unity.
3.
Conclusion
S.A managed to avert a large – scale revolution. Political parties, especially extra –
parliamentary groups, exercised the necessary restraint to promote peace and democracy.
Thus in 1994, the GNU was formed, determined on how to deal with Apartheid
inequalities, and how to face the future – nation building and reconciliation
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ADDENDUM
QUESTION 1: CIVIL RESISTANCE, 1970s to 1980s: SOUTH AFRICA
SOURCE 1 A – AN EXTRACT ABOUT THE SOWETO UPRISING OF 1976.
The June 16 1976 Uprising that began in Soweto and spread countrywide profoundly
changed the socio-political landscape in South Africa. Events that triggered the uprising can
be traced back to policies of the Apartheid government that resulted in the introduction of the
Bantu Education Act in 1953. The rise of the Black Consciousness Movement (BCM) and the
formation of South African Students Organisation (SASO) raised the political consciousness
of many students while others joined the wave of anti-Apartheid sentiment within the student
community. When the language of Afrikaans alongside English was made compulsory as a
medium of instruction in schools in 1974, black students began mobilizing themselves. On 16
June 1976 between 3000 and 10 000 students mobilized by the South African Students
Movement's Action Committee supported by the BCM marched peacefully to demonstrate
and protest against the government’s directive. The march was meant to culminate at a rally
in Orlando Stadium. On their pathway they were met by heavily armed police who fired
teargas and later live ammunition on demonstrating students. This resulted in a widespread
revolt that turned into an uprising against the government. While the uprising began in
Soweto, it spread across the country and carried on until the following year. The aftermath of
the events of June 16 1976 had dire consequences for the Apartheid government. Images of
the police firing on peacefully demonstrating students led an international revulsion against
South Africa as its brutality was exposed. Meanwhile, the weakened and exiled liberation
movements received new recruits fleeing political persecution at home giving impetus to the
struggle against Apartheid.
This extract was downloaded from the internet site http://www.sahistory.org.za/topic/june16-soweto-youth-uprising on Sunday 10 May 2015.
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SOURCE 1 B – AN ILLUSTRATION BY WILSON MGOBHOZI WHO IS ZAPIRO’S
SUCCESSOR AT THE ‘THE STAR’ IN JOHANNESBURG.
IN THE
ILLUSTRATION IN THIS SOURCE, HE HAS DRAWN THE VETERAN SOUTH
AFRICAN PHOTOGRAPHER ALF KUMALO (1930 – 2012) WHO WORKED FOR
MORE THAN 50 YEARS AS A NEWSPAPER PHOTOGRAPHER. THIS DRAWING
OF KUMALO APPEARED IN ‘THE INDEPENDENT’ A WEEKLY
JOHANNESBURG BASED NEWSPAPER, ON OCTOBER 23 2012. THE WRITING
ON THE CAMERA READS, ‘KUMALO’, AND ON THE LENS, ‘ALF KUMALO
(1930 – 2012)’ WHICH IS HIS LIFESPAN.
THE CAPTION OF THE
ILLUSTRATION IS ‘HOT NEWS; WORLD FAMOUS LENSMAN DIES’. THE
PHOTOGRAPH OF BIKO IN THIS SOURCE IS ONE OF BIKO, CAPTURED BY
KUMALO.
http://africartoons.com/cartoon/9287?filter=12500
http://www.southafrica.info/about/arts/khumalophotos.htm#.VU8rhk2Irct
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SOURCE 1 C – A review of the book ‘Nostalgic Waves from Soweto: Poetic Memories
of the June 16th Uprising’ (African Books Collective, 2009) by Sol Rachilo as well as a
poem by him.
Soweto during the 1970s was riven with violence and brutality, the brunt of which was borne by the young people
of that period, who took the lead in the struggle against apartheid oppression. Himself a product of the era, Sol
Rachilo turned both to science and to art as he strove to depict the atmosphere and the emotions of the people of
those tumultuous times. Not relying solely on his own deeply engraved memories, he spent 18 months
researching the events which swirled around the Morris Isaacson High School, a magnet for the activists and
intellectuals of the time. The book especially highlights the happenings of 1976 and 1977, two years of strife in
this politically charged township which was the home of all the founding fathers of what Sol calls, our cherished
freedom in Nelson Mandela, Walter Sisulu, Nthato Motlana, Desmond Tutu, Mothopeng and Sobukwe.
From:
http://www.bookcity.pl/A10315144/Nostalgic_Waves_from_Soweto_Poetic_Memo/Sol_Rachilo
A Poem by SOL RACHILO entitled “Ode to Jazz Maestro – for Kippie ‘Morolong’
Moeketsi”.
He stood there
Motionless
Whatever was fermenting
In his musical mind.
He made a pace
Towards the instrument.
He picked it up
Started blowing.
Adept* in his craft
What sounds!
Oozing
From a frail human figure’s horn
The mellifluous** notes
Surpassing cadenzas
And dropping
Like ripples in a pond
Like musical cascades.
Suddenly he stopped
Leaving us high…
On an open mike
With our feelings
Dropped the horn
In its original place
And turned his back
With his hands behind…
*well-versed
**sweet-sounding
From - https://jazzlife.co.za/ode-to-a-jazz-maestro-for-kippie-morolong-moeketsi/
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QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND
COMING TO TERMS WITH THE PAST
SOURCE 2A - The Truth and Reconciliation Commission
". . . a commission is a necessary exercise to enable South Africans to come to terms with
their past on a morally accepted basis and to advance the cause of reconciliation."
Dullah Omar, former Minister of Justice
The Truth and Reconciliation Commission (TRC) was almost certainly the most extensive
investigation into past injustices the world has known. It was more successful than other truth
commissions, for example in Chile or Guatemala, and often is seen as a model of effective
conflict resolution. By bringing to light past atrocities during dramatic public proceedings,
the TRC had the cathartic (cleansing) power to help steer South Africa in a boldly democratic
direction.
The TRC was a product of the political compromises wrought during the negotiations that
ended apartheid. The 1995 Promotion of National Unity and Reconciliation Act established
the TRC to investigate politically motivated gross human rights violations perpetrated
between 1960 and 1994. The intent was to prevent such atrocities from reoccurring and to
unify a divided nation scarred by past conflicts. South Africa's TRC was the first truth
commission to offer amnesty to individuals who fully disclosed in public their involvement in
politically motivated crimes. In doing so, the democratic government embraced the juridical
concept of "restorative justice" instead of the "retributive justice" embodied by a Nurembergstyle trial.
http://overcomingapartheid.msu.edu/unit.php?id=65-24E-3
SOURCE 2B – From "Telling It Like It Is...": Understanding the Truth and Reconciliation
Commission from the Perspective of Survivors by Brandon Hamber, Dineo Nageng & Gabriel
O'Malley. The extract has been taken from ‘In Psychology in Society (PINS)’, 2000, Vol. 26,
pp. 18-42.
There have been over twenty truth commissions in the last twenty-five years (Hayner, 2000),
but few have captured the world's attention to the extent of the TRC. This is, in part, due to
its unique approach to granting amnesty. Broadly speaking, the African National Congress
(ANC) did not have sufficient power during the negotiations process to demand prosecutions
of all former human rights abusers. In addition, the criminal justice system did not have the
capacity to prosecute large numbers of individuals. However, the ANC had sufficient power
to prevent the National Party from granting itself an unconditional blanket amnesty; the result
was a criterion-driven amnesty process. The function of deciding who would be granted
amnesty fell to the TRC. Amnesty was granted only if the crime was political in nature and if
the individual fully disclosed the details of the act for which amnesty was sought. In essence,
truth was traded for formal justice.
http://www.csvr.org.za/wits/papers/papbhdn.htm
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SOURCE 2C – A Cartoon by the well-known South African cartoonist Jonathan
Shapiro aka Zapiro dated 28 August 1995. The inscription on the lapel is ‘Top Dulla’.
http://www.sthp.saha.org.za/memorial/articles/the_truth_and_reconciliation_
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