maak afleidings vanaf/vanuit historiese bronne€¦ · versend en meer as 20 000 ontvangstelle is...

Maak afleidings vanaf/vanuit historiese bronne

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4. Maak afleidings vanaf/vanuit historiese bronne

’n Bron is ’n voorwerp of plek waar historiese getuienisse gevind kan word, of waar dit geberg word. Daar is baie soorte van bronne en getuienisse. Soms vind jy per ongeluk of onverwags bronne wat jou kan help. Soms sal een bron jou help om ’n nader een te vind. Om historiese inligting in te samel, is amper soos om ’n legkaart te pak, of soos ’n speurder wat getuienisse gebruik om die misdaad op te los. Baie getuienisse word deur die verlede agtergelaat. Partykeer is dit maklik om dit te identifiseer en ander kere is dit weer baie moeilik. Historici kry hul getuienisse vanuit ’n verskeidenheid van bronne.

Soos van een bron na ’n ander beweeg word, word ons getuienisse opgebou. Getuienisse van een bron kan ons ook help om die getuienisse van ander bron te kontroleer. Soos ons die bronne gebruik, help dit ons geleidelik om te “weet” hoe die verlede was. Miskien moet ons liewer sê: “Soos ons dink die verlede was”. Ons kan nooit 100% seker wees nie. Ons kan ook nooit alle bronne gebruik of selfs vind nie. Daardie dinge wat ons kan bewys, noem ons mos feite. Geskiedenisboeke is groot versamelings van feite wat almal op getuienisse behoort te berus. Die oorsprong van bronne moet ook aangetoon kan word. Die soektog na getuienisse vanuit die verlede, is dit wat historici voortdurend doen. As hullegenoeg getuienisse gevind het, sal hulle dit bymekaar plaas om ’n “prentjie” van die verlede saam te stel.


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Dink net vir ’n oomblik aan ’n historiese feit waarvan jy seker is. Watter bronne kan jy vind om dit te bewys?

SENIOR LEERLYN

49. Kan mondelings of skriftelik ’n gebeurtenis vanuit die verlede verduidelik.

50. Bekom en skryf die inligting vanuit die verskillende bronne in kategorieë neer.

51. Kan inligting op ’n verskeidenheid van maniere weergee. Kan dus kort paragraaf skryf, eenvoudige diagramme saamstel, kaarte teken, konstruering van kunswerke, plakkate, musiek, drama, asook om van inligtingstegnologie gebruik te maak waar dit beskikbaar is.

52. Kommunikeer historiese kennis en begrip deur dit te bespreek en in groepe te debatteer d.m.v. paragrawe, tabelle, kaarte, konstruering van kunswerke, plakkate, musiek, drama, asook om van inligtingstegnologie gebruik te maak waar dit beskikbaar.

53. Kan gestruktureerde beskrywings verskaf wat berus op getuienisse en wat ’n redelike antwoord op die vrae verskaf.

54. Kommunikeer kennis en begrip deur argumente te formuleer wat op getuienisse gebaseer is deur daaroor te debatteer, langer historiese gedeeltes te skryf, d.m.v. kunswerke, grafiese en drama en verder gebruik te maak van tegnologiese inligting indien dit beskikbaar is.

55. Interpreteer en vind inligting vanuit eenvoudige grafiese en statistiese bronne.

56. Verduidelik waarom geskiedenis nie objektief en neutraal is nie.

57. Evalueer historiese interpretasie deur relevante vrae te vrae.

58. Kommunikeer kennis en begrip deur argumente te formuleer wat op getuienisse gebaseer is deur daaroor te debatteer, langer historiese gedeeltes te skryf, d.m.v. kunswerk, grafiese en drama en verder gebruik te maak van tegnologiese inligting indien dit beskikbaar is.


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59. Kan breedvoerige verslag saamstel wat voetnotas en bibliografieë insluit.

60. Kommunikeer kennis en begrip deur argumente te formuleer wat op getuienisse gebaseer is deur daaroor te debatteer, langer historiese gedeeltes te skryf, d.m.v. kunswerk, grafiese en drama en verder gebruik te maak van tegnologiese inligting indien dit beskikbaar is.

49. Kan mondelings of skriftelik ’n gebeurtenis vanuit die verlede verduidelik. ONDERWERP: Verskille tussen die fort en die kasteel


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49 Kan mondelings of skriftelik ’n gebeurtenis vanuit die verlede verduidelik.

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Hoeveel punte/bastionne het die twee geboue? Waar het die geboue gestaan?

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Beskryf die verskille/ooreenkomste tussen die twee geboue.

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Verduidelik waarom die twee tekeninge verskil.

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L “Die een gebou was beter as die ander een…” Verskaf redes vir jou antwoord.


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50. Bekom en skryf die inligting vanuit die verskillende bronne in kategorieë neer.

ONDERWERP: Omheiningstegnologie


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Bekom en skryf die inligting vanuit die verskillende bronne in kategorieë neer.

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Noem die verskillende materiale wat gebruik word om al die soorte heinings te vervaardig.

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Beskryf hoe die materiaal gebruik is om heinings te maak.

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Verduidelik waarom die materiaal gebruik is om die heinings op te rig.

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Wat is die beste/effektiefste heining? Verskaf redes vir jou antwoord.


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51. Kan inligting op ‘n verskeidenheid van maniere weergee. Kan dus

kort paragraaf skryf , eenvoudige diagramme saamstel , kaarte teken , konstruering kunswerk , posters musiek , drama , asook om van inligtingstegnologie gebruik te maak waar dit beskikbaar is ONDERWERP: Boerdery aan die Kaap


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51 Kan inligting op ’n verskeidenheid van maniere weergee. Kan dus kort paragraaf skryf, eenvoudige diagramme saamstel, kaarte teken, konstruering van kunswerk, plakkate, musiek, drama, asook om van inligtingstegnologie gebruik te maak waar dit beskikbaar is.

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Noem die verskillende aksies wat die boere op die tekeninge uitvoer?

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Beskryf die inhoud van elke prentjie.

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Verduidelik die aksie op elke prentjie en verklaar watter soort boerdery dit is of watter invloed dit op boerdery is?

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Was die aksie vir alle mense voordelig gewees? Verduidelik hoe elkeen van die aksies vandag uitgevoer word.


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52. Kommunikeer historiese kennis en begrip deur dit te bespreek en in groepe te debatteer d.m.v. paragrawe, tabelle, kaarte, konstruering van kunswerk, plakkate, musiek, drama, asook om van inligtingstegnologie gebruik te maak waar dit beskikbaar is. Met behulp van die “draadloos” te sien

So vroeg as die laat 1800 het mense al probeer om met die “draadloos” te sien. Mense het probeer om beelde te versend met elekriese drade soos klank daarmee versend is.

In 1907 het Dr. Korn dit reggekry om suksesvol beelde te versend tussen Londen en Parys.

In 1918 het John Baird by die Britse regering verlof gekry om “beelde sonder drade” te versend. Die uitsendings daarvan het egter eers in 1929 begin.

Die stelsel van Baird was nie suksesvol nie, maar beelde is egter op dié wyse versend en meer as 20 000 ontvangstelle is verkoop.

In 1935 het die BBC ’n nuwe elektroniese sisteem in diens geneem wat deur die Rus, Vladimir Zworsykin, ontwikkel is.

In 1939 het die stelsel so goed gefunksioneer dat beelde vanuit die VSA direk na Brittanje gebeeldsend is.

TV-stelle het egter nog glad nie volop voorgekom nie. Die beeld wat nie goed gefokus was nie, het verder baie flikkerig voorgekom en was die toestel ook nog baie duur.

Teen 1942 is daar slegs 10 000 stelle in die VSA verkoop. Na die Tweede Wêreldoorlog het die ontwikkeling van die TV egter geweldig baie en vinnig toegeneem.

In 1962 is die eerste programme direk tussen die VSA en Europa gebeeldsend van Telstar 1.

In 1969 was dit moontlik om ’n lewendige uitsending van die maanlanding op aarde te hanteer.

In 1976 het Suid-Afrika ’n TV-stelsel ontwikkel en het die eerste landswye uitsendings in aanvang geneem.


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52 Kommunikeer historiese kennis en begrip deur dit te bespreek en in groepe te debatteer d.m.v. paragrawe, tabelle, kaarte, konstruering van kunswerk, plakkate, musiek, drama, asook om van inligtingstegnologie gebruik te maak waar dit beskikbaar is.

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Vind uit watter persone, wat jy ken, het die maanlanding op TV of film gesien. Wat onthou hulle nog daarvan? Watter ander historiese gebeurtenis het die persone lewendig op TV gesien? Watter historiese gebeurtenis het jyself op TV gesien?

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In watter mate het TV ons lewens verander? Watter voor- en nadele is daar dat TV omtrent in alle huise in Suid-Afrika is?

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IK Wat is die geskiedenis van TV in jou eie huis? Vra jou

ouers en grootouers daaroor uit – moontlike vrae wat aan hulle gevra kan word:

1. Watter invloed het dit op hul eie lewens gehad?

2. Watter soort TV-stel het hulle eerste gekoop?

3. Watter programme was aanvanklik hulle gunsteling programme?

4. Was daar reëls in verband met die kyktyd? 5. Wat was die bekendste advertensies wat

hulle kan onthou? 6. Wanneer het hulle ’n video-opnemer

bekom? 7. Hoe het die opnemer hulle kykgewoontes

beïnvloed? 8. Is TV goed of sleg volgens hulle?

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Hoe kan TV in die toekoms nog verbeter/verander?


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53. Kan gestruktureerde beskrywings verskaf wat berus op getuienisse en wat ’n redelike antwoord op die vrae verskaf.

Koms van die televisie

OPDRAG: Bestudeer die meegaande koerantberig wat op 27 Desember 1974 in THE STAR [Johannesburgse middagblad] verskyn het. Dit gee ’n beskrywing van hoe mense TV gesien het voordat die uitsendings in die land in aanvang geneem het. Beantwoord dan die vrae wat daarop volg:

Your life will be changed – yours and the lives of your loved ones – your friends and countless other Australians. For into your home, into the very bosom of your family, will come a TV set. You and Yours are about to become television viewers! One day in the foreseeable future 2 men will drag from a delivery truck and carry into your parlour and into your life a television set…You are now alone with your set. You turn it on. You are happy. An electronic bond joins you with the great host of viewers throughout the world. The first thing you notice is that the screen looks smaller than you remembered it in the store and the picture itself is not nearly as it was during the demonstration. The men who installed it seem satisfied. You are not. And I'm sorry to prophecy here and now that you will never be. But at the moment you're determined to have perfection. So delicately you turn one of the 3 focus knobs labelled 'for adjustment by technician only'…one knob pinches the picture in or out from the sides so that people become either fatties or beanpoles. Another elongates or squashes from top to bottom…and the third whirls the picture round front to back… The whole thing is electronic remember, so the touch of each button is about as sensitive as the touch of an electric typewriter… …My advice is to learn to live with whatever reception your initial encounter with the focusing knobs might produce… After your…encounter with the knobs you'll begin the battle of the dial.

To the family it spells variety. It can also spell brawl. If the government station presents an hour long drama which mother wants to see, one commercial station telecasts match of the day which father won't miss and junior is determined to see 'space spook'…there is just no end of sport which a family who loves a fight can have. There is no solution to this problem. I just mention it by way of warning. Each family must fight its own evenings out to the bitter end. The most disastrous effect the new medium has on our way of life is the wholesale destruction of the art of conversation. Not that the radio and phonograph haven't taken their toll of talking, but compared with their meagre bite, the electronic monster gobbles up all remaining repartee…leaving the audience hypnotised into


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an audience of mutes. At first the televiewier is merely mesmerised by the novelty of the thing and understandably so.

THE STAR, 27 Desember 1974

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Kan gestruktureerde beskrywings verskaf wat berus op getuienisse en wat ’n redelike antwoord op die vrae verskaf.

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Volgens die berig, wat sou die grootste probleme met die TV-stelle gewees het?

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Is enige van die probleme vandag nog aanwesig? Waarom of waarom nie?

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Watter veranderinge sou volgens die verslaggewer in alle familielewens intree?

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Was TV toe sleg vir familielewens gewees?


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54. Kommunikeer kennis en begrip deur argumente te formuleer wat op

getuienisse gebaseer is deur daaroor te debatteer en langer historiese gedeeltes te skryf.

Spookmeisie van Uniondale Hoe het die ongeluk plaasgevind? (Paul C. Venter) IN DIE vroeë oggendure van 12 April 1968 ry ’n verloofde paartjie tussen Willowmore en Uniondale. Dis halfvyf en die Oos-Kaapse hoofpad is verlate. Meneer GM Pretorius bestuur. Langs hom slaap Maria Charlotte Roux. Sy is twee en twintig en aantreklik, met donker krulhare. Hulle gaan een van die dae trou. In die suisende stilte van die motor gebeur iets: dalk raak die bestuurder aan die slaap. Niemand sal ooit weet nie. Hy onthou net dat sy regterhand van die stuurwiel afgly en oomblikke daarna is die motor buite beheer. Hulle jaag van die pad af. Daar is ’n slag en Pretorius verloor sy bewussyn. Hy herwin dit eers weer in ’n hospitaalbed, maar is te geskok en verward om te veel te onthou. Sy verloofde is uit die motor geslinger. Maria Charlotte Roux tref ’n stormwatervoor langs die pad. Miskien word sy nie eens wakker nie. Sy sal nie weer wakker word nie.

BRON 1: R Gouws (e.a.): Konka, p. 47.

UNIONDALE SE “MEISIE IN WIT” In die Oos-Kaap is die pad van Oudtshoorn na Port Elizabeth, en ry verby die landboudorpie Uniondale. Dit is hier, of so lui die storie, dat die spook van ’n jong meisie wat in 1968 gedurende Paasnaweek in ’n motorfietsongeluk oorlede is en soms verskyn, ongeveer 5 km van die dorp. Daar is verslae van motoriste wat beweer dat hulle ’n eensame jong wou langs die pad sien staan het en selfs vreemder verhale van diegene wat dit gewaag het om die geheimsinnige “meisie in wit” ’n geleentheid te gee, om dan te kan sien hoe sy in die niet verdwyn. Die laaste beweerde waarneming was in 1987. In 1980 het Ken Dodds aan ’n verslaggewer van die Argus vertel dat dit gevoel het of iemand agterop sy motorfiets sit kort nadat hy die jong meisie langs die pad sien staan het. Hy het die drukking van haar arms om sy middel gevoel, bang geraak en vinniger gery en is toe aanhoudend op sy valhelm geslaan. Toe hy stop om te kyk waar die houe vandaan kom, was daar niemand agter hom nie, maar sy ekstra valhelm was netjies neergesit op die sitplek.

BRON 2: Verlore Skakels

Die laaste keer dat die spook gesien is, was een nag in Mei 1987. Die Van Jaarsveld-gesin het omstreeks 09:30 naby die Langkloopas-pad ’n jong meisie sien staan. Die drie mense in die motor, Willem van Jaarsveld, sy wou Rita en hul 14-jarige dogter, Marietha, het almal dieselfde gesien – ’n wou in wit wat langs die pad staan met een been effens gelig asof sy besig is om op ’n onsigbare motorfiets te klim. Rita van Jaarsveld wou net iets sê oor die feit dat die meisie in die middel van nêrens is, toe haar man sê: “Daar is sy!”


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Op daardie oomblik het hul dogter, wat agter in die motor was en geslaap het, penregop gesit en gekla oor die koue. Hulle het almal “’n grieselige atmosfeer” in die motor gevoel en toe Rita van Jaarsveld na haar man kyk, het sy gesien dat hy nat was van die sweet en sy hare het regop gestaan. Twintig kilometer verder het ’n “teenwoordigheid” die motor verlaat en ’n sterk geur van appels agtergelaat. Later het Rita van Jaarsveld, wat beklemtoon het dat sy en haar man se voete plat op die aarde is en dat hulle nie aan spoke glo nie, gesê dat sy te bang was om met die spook te praat. Sy was spyt hieroor en het selfs ’n mate van simpatie teenoor die spook uitgespreek omdat sy oënskynlik gekwel was. Maar dit was te laat toe sy besef het die spook is glad nie gevaarlik nie. “Op daardie oomblik was dit egter so vreesaanjaend dat ek nie gedink het aan praat nie, maar ek weet hoe ek sal voel as my seun wat dood is, nie rus kan vind nie. Ek wens ’n mens kon iets vir haar doen,” het sy bygevoeg.

BRON 3: Verlore Skakels OOREENKOMSTE TUSSEN DIE VERTELLINGS

As al die stories waar is, was daardie oomblik vir die jongmeisie ’n verskriklike begin en nie

die einde nie. Sedert die noodlottige ongeluk is die gedaante van ’n spookmeisie minstens

vier keer op die pad tussen Willowmore en Uniondale gesien. Elke verskyning was in April,

die maand waarin Maria Charlotte Roux dood is. Elke keer was dit in die omgewing van die

T-aansluiting buite Uniondale, waar die ongeluk plaasgevind het.

Op die dorp word daar vertel dat sy nooit sal rus nie, want sy besef nie dat sy dood is nie. Sy

was dan aan die slaap toe die ongeluk gebeur het. Die skeptici lag natuurlik of word kwaad.

Een feit kan julle egter nie wegredeneer nie – voor 12 April 1968 was daar geen sprake van

’n spook in die omgewing van Uniondale nie. Die dorp se landdros, Andries Vermeulen, het

na ’n persoonlike ondersoek besluit dat die spookmeisie nie ’n versinsel is nie. Hy het gevind

dat die mense wat glo dat hulle haar gesien het, eerlik en betroubaar is en geen rede het om

leuens te vertel nie.

VERGELYK BOSTAANDE MET HIERDIE “NUWE” BRON Wendy Maartens het die bekendste en gewildste spookstories versamel en in een boek oorvertel. Die beste Suid-Afrikaanse spookstories laat lesers toe om hierdie verhale weer te ontdek en stel hulle weer opnuut aan die jonger generasie voor.

* * * * * * * * Dis ’n koue, reënerige aand in 1978. Dawie van Jaarsveld is op Goeie Vrydag met sy motorfiets op pad van Oudtshoorn na die Langkloof. Soos gewoonlik luister hy na musiek op sy oorfone om wakker te bly. Nadat hy verdwaal het, kry hy so teen halftien se kant weer die regte pad.Net anderkant die Barandas-afdraai sien hy ’n meisie met donker hare langs die pad staan. Sy is in haar vroeë twintigs. Haar donker baadjie en langbroek is

http://bookslive.co.za/bookfinder/ean/9780799367058

http://bookslive.co.za/bookfinder/ean/9780799367058


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sopnat. Wat doen die arme mens hierdie tyd van die aand op so ’n verlate stuk pad? wonder hy. Dawie stop langs die meisie. Sy sê iets, maar hy kan nie mooi hoor nie. “Knik net as jy wil saamry,” sê hy.Die meisie knik en klim agterop die motorfiets.Dawie draai om, knip die ekstra valhelm los en sit dit vir haar op. Hy gee ook vir haar een van sy oorfone aan om saam musiek te luister.Toe die meisie nie eintlik reageer nie, ry Dawie verder sonder om weer iets te sê.Ongeveer 17 kilometer verder gly sy motorfiets skielik. Terwyl hy sukkel om dit weer onder beheer te kry, stamp iets liggies teen sy rug.“Sy het seker maar aan die slaap geraak,” reken Dawie en kyk in sy truspieëltjie.Van die meisie is daar geen teken nie.“Goeie genugtig!” roep hy uit. “Sê nou sy het afgeval?” Vervaard draai hy om en jaag terug. Daar is geen teken van die meisie nie. Eers toe hy stilhou, besef Dawie die ekstra valhelm is netjies op die agterste sitplekvasgemaak. Selfs die ekstra oorfoon is op sy plek. “Nou het ek genoeg gehad,” mompel hy benoud enjaag ore in die nek Uniondale toe.By die eerste die beste kafee bestel hy koffie om sy senuwees te probeer kalmeer.Die kelnerin sien dadelik daar is groot fout.“Jy het die Uniondale-spook gesien, nè?” vra sy versigtig en bied vir hom nog suiker aan. “Ek weet nie wat ek gesien het nie,” stotter Dawie terwyl hy die koffie wegslaan en ’n tweede een bestel. Toe vertel die kelnerin hom van Anthony le Grange wat in 1976 dieselfde ondervinding gehad het. Hy was op ’n koue, reënerige aand in Mei van Willowmore af na Oudtshoorn toe op pad. Net anderkant die Barandas-afdraai het hy dieselfde bleek meisie met lang, donker hare en klere opgelaai. Sy het nogal die adres gegee waar hy haar moes aflaai: “Porterstraat 2, De Lange.”Toe hy ’n rukkie later wou weet waar dit presies is, was sy skoonveld. Daarna het hy die arme Volkswagen Kewer flou gery om op Uniondale te kom en die polisie in kennis te stel dat hy iemand langs die pad verloor het. “Moenie bekommerd wees nie,” het die polisieman gesê. Dit het die arme Anthony nog meer stomgeslaan.’n Ent verder was daar skielik ’n verskriklike gegil binne-in sy motor. Hoe harder die gegil geraak het, hoe minder kon Anthony iemand sien.“Wat kon ek doen?” het hy agterna gesê. “Behalwe om weer terug te jaag Uniondale toe.” Die polisieman het sy hande vol gehad om Anthony te kalmeer.Eers nadat hy aangebied het om agter die verskrikte man aan te ry, het hy die moed bymekaargeskraap om verder te gaan.Net ’n entjie buite Uniondale het die Volkswagen se regter-agterdeur vanself stadig oop- en weer toegegaan. Net soos wanneer iemand in ’n motor sou klim.Hierdie keer kon die polisieman Anthony se storie bevestig.Daar word ook vertel dat ’n meneer en mevrou Fraser in 1973 een aand omstreeks middernag op dieselfde stuk pad gestop het.Meneer Fraser het uitgeklim om sy bene te rek. Hy was skaars uit die motor, toe staan daar ’n vrou in ’n lang wit rok langs hom. Mevrou Fraser het haar ookgesien. Die ergste was dat hulle dwarsdeur haar kon sien. Almal het gedink daar was net een spook op dié stuk pad en skielik was daar twee. Een in ’n wit rok en een in ’n langbroek.Nie lank nie of ’n luitenant van die lugmagbasis by Bloemspruit laat weet die meisie met die lang swart hare en die langbroek klink asof dit sy verloofde konwees. Sy was ’n klerk in Pretoria. Hulle was op Goeie Vrydag 1968 op pad na haar ouers op Riversdal. Net ná die afdraai na Barandas het hy beheer oor die Volkswagen Kewer verloor. Sy verloofde is op slag dood.’n Paar jaar later vertel ’n oud-polisiekaptein van George dat die vrou in die lang wit rok ’n “ou spook” is wat reeds vanaf 1928 op die stuk pad bedrywig was.Blykbaar was sy ’n verpleegster wat daar verongeluk het.Intussen het die spook van Uniondale beroemd geword. So beroemd dat ’n Europese popgroep ’n liedjie oor haar geskryf het en ’n Amerikaanse televisiespan’n film oor haar wou maak.Die sanger Anton Goosen se liedjie “Blommetjie gedenk aan my” gaan ook oor haar. En elke Paasnaweek sak nuuskieriges op die stuk pad toe met die hoop dat hulle ’n spook sal sien.Niemand het die afgelope paar dekades iets vreemds opgemerk nie. Maar hou maar die motordeure gesluit as julle by die Barandas-afdraai verbyry.Of dalk is dit beter om eerder met Jan Tuisbly se karretjie te ry … met twee spoke weet ’n mens nooit wat kan gebeur nie. https://www.youtube.com/watch?v=ttBnNXmO1oQ

https://www.youtube.com/watch?v=ttBnNXmO1oQ


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https://www.youtube.com/watch?v=J7VOjBk6fgM

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Kommunikeer kennis en begrip deur argumente te formuleer wat op getuienisse gebaseer deur daaroor te debatteer en langer historiese gedeeltes te skryf.

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Noem die nodige inligting vir elkeen van die vier stories. Hou ’n klasbespreking om seker te maak dit is volledig.

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Stel jou eie geheuekaart op met volledige [beskrywende] inligting oor elke storie.

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moeilik lees. Gebruik soveel moontlik prente/simbole om die feite aan hom te verduidelik sodat hy dit beter sal verstaan.

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L Beoordeel die geheuekaart krities. Skryf ’n

kritiese opstel [500 woorde] oor die Spookmeisie van Uniondale.

https://www.youtube.com/watch?v=J7VOjBk6fgM


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55. Interpreteer en vind inligting vanuit eenvoudige grafiese en statistiese bronne.


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BRON 1: SESA, Deel 4, p. 675

1918Die Groot Griep – die heel grootste verwoester Elke nou en dan doem die spookbeeld weer op van die sogenaamde Groot Griep, wat in 1918 wêreldwyd minstens twintig miljoen, sommige meen selfs veertig miljoen, lewens geëis het – twee tot vier keer meer as die Eerste Wêreldoorlog. Ook in Suid-Afrika het die griep ongekende verwoesting gesaai – daar is bereken dat byna 140 000 Suid-Afrikaners binne ’n paar weke in Oktober 1918 daaraan gesterf het. Presies hoe al die griepkieme vanuit die buiteland hier aangekom het, sal seker nooit bekend wees nie, maar dit was ten minste deels weens die aankoms van drie skepe met griepgevalle (een by Durban en twee by Kaapstad) in September 1918.Die griep het soos ’n veldbrand versprei. Dorpe is tot stilstand geruk, ’n plek soos Kimberley het soos ’n enorme hospitaalkamp gelyk en ook in verskillende ander stede en swart gebiede het mense by die honderde en selfs duisende gesterf (byvoorbeeld 3.160 sterftes in Pretoria, 2.284 in Johannesburg en nie minder nie as 6.250 in ’n plek soos Pietersburg).Trouens, die hele land was op die rand van ondergang. Gesinne op plase is gelyk getref, met ’n hoë koors, dermprobleme en ondraaglike spierpyne, maar daar was niemand om vir hulle te sorg nie. Albei ouers is soms dood, met verwese klein kindertjies wat dan heeltemal wees gelaat is.Die Groot Griep van 1918 kan sonder vrees vir teëspraak in terme van lewensverlies die grootste enkele ramp genoem word wat Suid-Afrika nog getref het. BRON 2: http://www.sahistory.org.za/article/influenza-epidemic In March 1918 an international influenza pandemic broke out, that led to the deaths of 50 million people worldwide. The pandemic spread simultaneously in Europe, Asia and North America over a twelve-month period between the last months of 1918 and the beginning of 1919. The First World War, while not the direct cause of its outbreak, contributed to its rapid spread worldwide. Soldiers, malnourished and battle weary were particularly vulnerable to infection. As they were constantly being moved between different theatres of war across the globe they spread the virus to many countries, including South Africa, where it made its appearance in September 1918. By the end of 1918, more than 127 000 Blacks and 11 000 Whites had succumbed to the epidemic. In general about 500 000 people died of the epidemic in South Africa, the fifth hardest hit by the pandemic worldwide. According to historian, Howard Philips, the ‘Spanish flu’ spread to South Africa in two waves, the first being via the port of Durban, from where it spread to the rest of Natal and the Witwatersrand. Within two weeks the epidemic spread to the rest of the population. The second wave of infection spread from Cape Town harbour to the rest of the Cape, the Orange Free State and the Western Transvaal. A second trajectory of the epidemic spreading from the Cape, reached the Northern Cape, Ciskei and Transkei. A number of factors contributed to the rapid spread of the epidemic throughout South Africa. Firstly, South Africa had a number of ports and harbours from which sailors and soldiers spread the infection. Secondly by 1918, South Africa had a well developed railway network of 10 000 miles, making it easier for the epidemic to penetrate the most remote areas. Thirdly the migrant labour

http://www.sahistory.org.za/article/influenza-epidemic


22

system ensured that the virus travelled with infected miners on their way to the mines or home. According to Philips, between in six weeks 300 000 South Africans had died of the flu.

The sense of despair was communicated in the following poem published in the November 1918 issue of Die Vaderland:

'Spaanse Griep, van oorseese strand,Wat maak jij in ons vaderland?Het ons dan nie genoeg gelij.Vir reg het ons so swaar baklei.Baje vrouwe, kinders en mansIs deur honger, moord, koe'el en lans,In die doodsvallei gejaagd,Hul lot word deur die volk beklaagd.Spaanse Griep, jij is nog ‘n dolkIn die deurboorde hart van 'n volk,Wie s'n wonde glad nie wil heel,Want hui verlies is al te veel; . . .Spaanse Griep, gaat tog weg van hier,Want as jij nou nog langer duur,Dan blij daar oor, slegs hier en daar,Van ons uitgemoorde volk 'n paar' (Philips: 1987: 91)

In the rural areas of the Transkei the epidemic led to an increase in witch-hunting as a bewildered population tried to find an explanation for the deaths of close relatives. The Commissioner of Police of the Transkei Division stated in his annual report for 1918 that

BRON 3: The worst plague that ever affected South Africa was the "Great FIu", the epidemic of soealled Spanish influenza in October 1918. The total population of the country at that time was just over 6 million; 2,6 million people contracted the disease and within a few weeks. The 1918 epidemic first appeared in Europe. There is little doubt that ships brought the disease to South Africa. At first it afrected the ports and main towns - first Durban, then Kimberley, Cape Town and Johannesburg. The 1918 flu attacked men rather than women. But unlike previous epidemics which had mainly affected the very young and very old, this flu mainly attacked those between 25 and 45 years of age. The epidemie spread rapidly, following the lines of communication: the railways and the roads. Hundreds of thousands of people fell ill, and the eeonomy of the country, including the mines, was nearly brought to a standstill (stopped In the towns, essential foodsfuffs werre scarce - no bread, since the bakers were ill; no milk, since farmers were unable to bring it to town. The greatest shortage, however, was of people - especiallyt o look after the sick. At first the death-rate was low - then suddenly it began to rise. Doctors, many of them ill themselves, eould not cope with the flood of patients, emergency hospitals over{owed, the supply of coffns ran out and people were sometimes buried in mass graves. Nor was there safety in the countryside, for refugees from the towns spread the disease far and wide. The Transkei, with practically no medical assistance available, was particularly badly afrected. The authorities did their best to cope with the situation, but thousands died without ever seeing a doctor. Then, as suddenly as it began, the epidemic ended


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Tabel In ’n tabel word inligting volgens kolomme gerangskik.

Lees eers die opskrifte sodat jy verstaan watter inligting in elke kolom verskaf word.

Lees daarna alle inligting aan die linkerkant van die tabel.


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Kaart Om inligting vanaf ’n kaart te verkry, is daar ook twee maniere:

Lees die opskrif sodat jy weet waaroor die kaart handel.

Lees die naam en byskrifte op die kaart.

GRIEPSTERFTES PER 1000 IN ELKE LANDDROSDISTRIK

Skets

Doen die volgende:

Lees die opskrif sodat jy weet waaroor die skets handel.

Lees die bvskrifte en maak seker jy weet waana dit verwys.


25

55 Interpreteer en vind inligting vanuit eenvoudige grafiese en statistiese bronne

SO

EK

, N

OE

M,

LE

ER

Vind ’n bron om te bewys die volgende bewerings is korrek: o Daar het 1 394 71 mense weens die griepepidemie gesterf. o Mense tussen die ouderdom 25 tot 45 is die ergste getref. o Die land se ekonomie het amper tot stilstand gekom. o Mense is soms in massagrafte begrawe. o Die Transkei is die ergste getref.

BE

SK

RY

F

EN

DR

A O

OR

Teken die kaart oor – en bied dit meer kindervriendelik aan deur beskrywende aantekeninge daarby in te sluit.

VE

RD

UID

EL

IK Bied die skets as ’n leesstuk aan waarin jy dit aan jou maat

verduidelik.

EIE

OO

RD

EE

L Bied die tabel se getalle as persentasie aan. Vra jou

fasiliteerder om jou te wys hoe om jou sakrekenaar daarvoor te gebruik. Evalueer/beoordeel die gevolge van die griepepidemie.


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56. Verduidelik waarom geskiedenis nie objektief en neutraal is nie.

WAT IS DIE WAARHEID?

Die doel van interpretasie is om by leerlinge begrip te ontwikkel dat: - daar meer as een manier is om na die verlede te kyk . - daar om verskillende redes verskillende voorstellings/weergawes van die verlede is. Die inhoud moet so aangebied word dat dit nie vir die leerlinge sal blyk dat daar net een verklaring vir die verlede is nie. Daarom moet alle historiese inhoude bestudeer word vanuit spesifieke perspektiewe of hoeke. Subjektiwiteit is om net na jou eie siening te kyk/luister of om nie vanuit ’n ander perspektief as jou eie standpunte te kan beoordeel nie. Onderwysers en leerlinge moet dus oppas dat hulle nie in die mure van hulle eie subjektiwiteit vaskyk nie – Dan sien hulle slegs hul “eie waarheid”.

Menings/feite Gebeurtenis/persoon

1. Die verwer is verspot.

2. Die verwer is dapper om so ’n lang

pad te verf.

3. Ek hou nie van hom nie, want die

lyne is skeef.

1. Dit is ’n terroris en hy maak mense

dood.

2. Dit is ’n vryheidsvegter wat vir sy

mense veg.

3. Dit is iemand wat in ’n toneelstuk

speel.

1. Hy is ’n voorbeeld vir alle mense.

2. Hy was nie ’n goeie president nie.

3. Hy hou baie van kinders.

4. Almal ken hom.


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1. Dit is ’n dapper soldaat.

2. Hy lag vir ’n grappie.

3. Sy ma hou baie van hom.

4. Hy het al mense doodgemaak.

1. Die geld is niks werd nie.

2. Dit is mooi geldstukke.

3. Dit is Romeinse geldstukke.

1. Sy glimlag.

2. Sy is hartseer.

3. Dit is eintlik ’n man.

1. ’n Beroemde skilder het dit

geskilder.

2. Dit is nie mooi nie.

3. Dit is nie vrolik nie.


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56 Verduidelik waarom geskiedenis nie objektief en neutraal is nie.

SO

EK

, N

OE

M,

LE

ER

Noem die verskillende persone /gebeurtenisse wat gebruik word en noem wat is die verskil tussen ’n mening en ’n feit.

BE

SK

RY

F

EN

DR

A O

OR

Beskryf elkeen van die persone /gebeurtenisse.

VE

RD

UID

EL

IK

Verduidelik elkeen se voor- en nadele.

EIE

OO

RD

EE

L

Watter van die menings is die waarheid?


29

57. Evalueer historiese interpretasie deur relevante vrae te vrae. Ek het ’n paar dae gelede hierdie artikel in die koerant [Die Burger] gelees. Dit is geskryf deur dr. Leopold Scholtz. Die inhoud het my dadelik laat soek tussen my eie boeke om antwoorde te soek vir vrae wat by my ontstaan het. Ek gaan jou vra om my ook te help. Vraag een is natuurlik wat is die waarheid? BRON EEN: DIE BURGER, 28 MEI 2015 … Voor die 19de eeu was daar, soos mense maar maak, dikwels konflikte tussen stamme of stamgroepe. Maar die skade en bloedverlies was relatief beperk. Maar vanaf 1816 was dit asof ’n miernes oopgekrap is. Toe het Shaka Zoeloe met sy grootskaalse veroweringstogte begin. Dit het ’n rimpeleffek tot gevolg gehad: Deur sy veroweringsveldtogte is ander stamgroepe verdryf, wat op hul beurt nog ander aangeval en verdryf het. So het die yslike ontwrigting, in die Nguni-tale bekend as die Difaqane en in Sotho as die Mfecane, ontstaan. Dis waar dat ’n skoolhistorici, met proff. Julian Cobbing en John Wright op die voorpunt, die vertolking verwerp. Hulle sien Shaka se geweldpleging as ’n reaksie op Portugese strooptogte vanuit Mosambiek om slawe te verkry. Maar ander, soos proff. Jeff Peires en Martin Legassick, wys tereg daarop dat die bewyse vir die Portugese aandeel te maer is om sulke gevolgtrekkings op te baseer. Die Difaqane het met ongelooflike wreedheid en volksmoord gepaard gegaan. Niemand weet hoeveel mense gesterf het nie, maar die meeste skattings wissel êrens tussen een en twee miljoen. Natuurlik was dit nie net bloed en derms nie. Leiers soos Shaka en Mzilikazi was aan die voorpunt van ’n historiese revolusie, naamlik die vorming van state, wat iets meer is as die stamgroepe wat tot in die stadium aan die orde van die dag was …

BRON 2: Hoe het SHAKA gelyk?


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http://1.bp.blogspot.com/-rc12DHuTEwY/TztL4a3LQeI/AAAAAAAAHxs/iGYXDHQ9obg/s1600/Zuluchargegutt.jpg

http://files.moguldom.net/sites/21/2014/05/tumblr_lcpy8x9USN1qc9egw.jpg

http://3.bp.blogspot.com/-3AhpmOSSA8g/TztMKzD0gwI/AAAAAAAAHx8/-uea2xr_ZE8/s1600/T043638A.jpg

http://3.bp.blogspot.com/-N7mYg4yQ1Eo/TztLxRM6SMI/AAAAAAAAHxk/nMBVIanQfOA/s1600/zulu-king-shaka-zulu.jpg


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BRON 3: Inleiding

After the death of King Dingiswayo in 1818, Shaka became Chief of Chiefs and proved to be one of the greatest yet most misunderstood kings in all of African history. On becoming King Shaka called his capital Bulawayo. Shaka is renowned for his military genius, discipline and attempt to unify the warring tribes of the Zulu Nation. With the force of arms and diplomacy, he unified his people so effectively that he was able to resist the invasion of white people from Europe and maintain peace among Black People in the south part of Africa. Shaka built a Zulu Nation that expanded over a hundred thousand square miles of land and created a military machine capable of inflicting heavy casualties on British troops and calvarymen armed with rifles, cannons, rockets and other advanced weapons.

Ultimately, Shaka's end came from internal rather than external enemies. Shaka's erratic behavior worsened with the death of his mother in 1827. The often cruel treatment of his own subjects, including execution for "smelling like a witch" and arbitrary mass executions of entire villages, created terror within his civilian subjects. His army also grew unhappy with the constant operations, which ranged farther and farther from home as Shaka sought new tribes and lands to conquer. Shaka's enforcement of chastity in his warriors also lowered their morale.

The training regime was very strict. Shaka tolerated no weakness in his men. He drilled them vigorously, and forced them not to wear sandals. Even though this allowed the men to run faster it meant that they often got thorns stuck in their feet. To toughen their feet Shaka made them run on beds of thorns and any man that cried out in pain was killed. By the time of his mother's death, Shaka no longer took the field at the head of his army, further eroding the confidence of his people. On September 23, 1828, Shaka's half-brothers Dingane and Mhlangana assassinated him. His killers buried him in an unmarked grave somewhere near today's Natal village of Stanger.

http://www.bulawayo1872.com/history/byo_roadto1stbyo.htm

http://en.wikipedia.org/wiki/File:20131019ShakaZulu.JPG

http://files.moguldom.net/sites/21/2014/05/Shaka_Zulu_by_Modernerd.jpg


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BRON 4: http://www.encounter.co.za/article/119.html

“Amazing King of the Zulus in South Africa's History”

Few kings of any culture have matched the rise and accomplishment of Shaka Zulu, the founder of the modern Zulu kingdom in South Africa

For his relatively short life of roughly 41 years, Shaka Zulu united many of the Nguni people of the north and incorporated the Mtetwa Paramountcy and the Ndwandwe into his kingdom. His holdings expanded from the Phongolo to the Mzimkhulu Rivers and his overall vision and statesmanship led him to become one of the most respected kings during the early part of the 19th century. Shaka played a major role in South Africa history. The precise date and even year that Shaka was born is uncertain, being conceived out of wedlock by his mother Nandi and his father, the reigning chief Sensangakhona sometime between 1781 and 1787.He spent his early years growing up with his mother at her settlement until he was old enough to become a warrior under the local chieftain Dingiswayo. For over a decade Shaka served with bravery, but hardly any notable distinction while learning from Dingiswayo and his new military tactics he was developing. While his predecessor used the military merely as a means of raiding and political influence, Shaka would seize upon these advances for his own use when he became ruler of the Zulu tribe.

Successful Military Victories Shaka Zulu was not a figure free of controversy however. While his reign was marked by uniting various tribes under his leadership and obtaining striking military victories which expanded his empire, he also ruled brutally over his people. Yet for all his flaws, it remains true that Shaka Zulu was the warrior king who changed the tapestry of tribal kingdoms and to this day has remained a powerful influence on his people and those who live in South Africa.

It was during this time that the Portuguese were coming into Zulu territory and Shaka welcomed them, although he did not learn or adapt to their advanced military weapons. Nor did he consider Europeans in a regard higher than his own, perhaps a natural reaction to the slavery issues of the time. Shaka believed that Zulus were far superior and set out on a course to expand his own holdings once he had the opportunity.

Expansion of Power and Conflict

That opportunity came at the death of his father, Senzangakona in 1816. Aided by Dingiswayo, Shaka defeated his brother and assumed power. From this point, Shaka began to coerce the neighboring tribes to join the Zulus into one powerful nation that lasted for several years. However, the death of his ally, Dingiswayo led Shaka to become more pronounced with his military strategy and change the Zulus into the warrior mindset that when combined with his powerful use of new tactics led to the Zulus in South Africa to quickly become a real force in the region. The power of Shaka was centered in his military might, either coercing rivals to join the Zulu nation or smashing them on the battlefield. While Shaka did reward those who joined his kingdom, such as the Mkhize, Sithole and Thuli, the Qwabe peoples were actually incorporated more deeply into the Zulu tribe,


33

even suggesting that they were very closely related.

The greatest rival to the Zulus at the time were the Ndwandwe clan who were quite powerful. After building his forces, Shaka then set up a defensive position at Gqokli Hill. During the battle, Shaka’s forces were assaulted, but held strong and the Zulus won when Shaka sent elephants to sweep behind the Ndwandwe forces which caused them to break. This was the first time on a major scale that Shaka Zulu used the encirclement tactics that became his trademark.

Creator of “Bull-Horn” Strategy

Shaka is generally credited with either inventing or at least making the “buffalo horns” military formation prominent in Zulu tactics. The basics of which consist of three parts.

The “head” of the buffalo where the bulk of the forces were centered, the “horns” which flanked out from the head and consisted of his youngest and fastest soldiers and finally the “loins” which was a reserve group behind the head and sealed any holes in the lines. This relatively simple tactic won Shaka many victories in his lifetime. The final battle against the Ndwandwe people took place along the Mhlatuze River where the tribe was soundly defeated. While their leader, Zwinde, escaped only to die of mysterious circumstances a short time later, the Ndwandwe were no longer a threat to Shaka Zulu until several years later when Zwinde’s son Sikhunyane battled Shaka in 1826.

Shaka Zulu Expands His Empire

For the rest of his life, Shaka used his military might to both smash any opposition and impress his rivals to join his cause, even though patronage by supporting other tribes. It was during this time that Shaka fought several battles in a civil war to finally unite the Zulus and expand his empire. Shaka’s assassination was preceded by his bizarre behavior when his mother died. His actions combined with the lust for power of his rivals led to Shaka being killed in 1828, ending the reign of one of the most influential figures in modern South African history.

BRON 5: http://en.wikipedia.org/wiki/Shaka

Shaka, founder of the Zulu Kingdom of southern Africa, is murdered by his two half-brothers,


34

Dingane and Mhlangana, after Shaka’s mental illness threatened to destroy the Zulu tribe.When Shaka became chief of the Zulus in 1816, the tribe numbered fewer than 1,500 and was among the smaller of the hundreds of other tribes in southern Africa. However, Shaka proved a brilliant military organizer, forming well-commanded regiments and arming his warriors with assegais, a new type of long-bladed, short spear that was easy to wield and deadly. The Zulus rapidly conquered neighboring tribes, incorporating the survivors into their ranks. By 1823, Shaka was in control of all of present-day Natal. The Zulu conquests greatly destabilized the region and resulted in a great wave of migrations by uprooted tribes.In 1827, Shaka’s mother, Nandi, died, and the Zulu leader lost his mind. In his grief, Shaka had hundreds of Zulus killed, and he outlawed the planting of crops and the use of milk for a year. All women found pregnant were murdered along with their husbands. He sent his army on an extensive military operation, and when they returned exhausted he immediately ordered them out again. It was the last straw for the lesser Zulu chiefs: On September 22, 1828, his half-brothers murdered Shaka. Dingane, one of the brothers, then became king of the Zulus.Shaka was a great Zulu king and conqueror. He lived in an area of south-east Africa between the Drakensberg and the Indian Ocean, a region populated by many independent Nguni chiefdoms. During his brief reign more than a hundred chiefdoms were brought together in a Zulu kingdom which survived not only the death of its founder but later military defeat and calculated attempts to break it up. Shaka was a son of Senzangakhona, ruler of an insignificant small chiefdom, the Zulu. His mother was Nandi, the daughter of a Langeni chief. Information about Shaka's early years is gleaned entirely from oral sources. It is claimed that Shaka was born into Senzangakhona's household but that the couple were not yet married according to traditional custom. A more credible account is that the relationship between Nandi and Senzangakhona was illicit, and that Shaka was born in Langeni territory at the Nguga homestead of Nandi's uncle. Shaka's name is said to stem from Senzangakhona's claim that Nandi was not pregnant but was suffering from an intestinal condition caused by the iShaka beetle. Despite his attempts to deny paternity, Senzangakhona eventually installed Nandi as his third wife. Shaka thus spent his earliest years at his father's esiKlebeni homestead near present Babanango, in the hallowed locality known as the EmaKhosini or Burial-place of the Kings, where Senzangakhona's forebears, the descendants of Zulu (Nkosinkulu), had been chiefs for generations. The relationship of Senzangakhona and Nandi seems to have been unhappy and ended in the chieftain driving Nandi from his court. Nandi and her son sought sanctuary in the Mhlathuze Valley of the Langeni people. Here, growing up as a fatherless child, Shaka seems to have been the victim of humiliation and cruel treatment by the Langeni boys. At that time there were two strong rival Nguni groups, the Mthethwa led by the paramount chief Dingiswayo, and the Ndwandwe under the ferocious Zwide. Later, probably at the time of the Great Famine, known as the Madlantule (c.1802), Shaka was taken to the Mthethwa people, where shelter was found in the home of Nandi's aunt. He thus grew up in the court of Dingiswayo, who welcomed them with friendliness. Shaka, however, suffered much from the bullying and teasing of the Mthethwa boys, too, who resented his claims to chiefly descent. As he grew to manhood, Shaka began to discover new talents and faculties. Outwardly, he was tall and powerfully built, and his skill and daring gave him a natural mastery over the youths in his age group; inwardly, he was developing a thirst for power. Probably when he was about twenty-three years old, he was drafted into one of the Mthethwa regiments where he found a satisfaction he had never known before. With the impi in the iziCwe regiment, he had the companionship he had previously lacked, while the battlefield provided a stadium in which he could demonstrate his


35

talents and courage. His outstanding deeds of courage attracted the attention of his overlord and, rising rapidly in Dingiswayo's army, he became one of his foremost commanders. At this time, Shaka was given the name Nodumehlezi (the one who when seated causes the earth to rumble). While in the Mthethwa army Shaka became engrossed in problems of strategy and battle tactics, and Dingiswayo contributed much toward Shaka's later accomplishments in war. Militarism was thereafter to be a way of life for him, and one that he was to inflict on thousands of others. On the death of Shaka's father (c. 1816), Dingiswayo lent his young protégé the military support necessary to oust and assassinate his senior brother Sigujana, and make himself chieftain of the Zulu, although he remained a vassal of Dingiswayo. But, as Dingiswayo's favourite, he seems to have been granted an unusual amount of freedom to carve out a bigger principality for himself by conquering and assimilating his neighbours, including the Buthelezi clan and the Langeni of his boyhood days. Shaka had no major rival in the area of present day KwaZulu/Natal. During his brief reign, which lasted only ten years after his final defeat of the Ndwandwe, his regiments continuously went on campaign, steadily extending their assaults further afield as the areas near at hand were stripped of their cattle. If a chiefdom resisted, it was conquered and either destroyed or, like the Thembu and Chunu, driven off as landless refugees. When chiefdom submitted, he left local administration in the hands of the reigning chief or another member of the traditional ruling family appointed by himself. The Zulu Military System Once in power Shaka began reorganizing the forces of his people in accordance with ideas he had developed as a warrior in Dingiswayo's army. The assegai. He had seen that the traditional type of spear, a long-handled assegai thrown from a distance, was no good for the regulated fighting in close formation he had in mind. A group of warriors who held on to their assegais instead of hurling them, and who moved right up to the enemy behind the shelter of a barrier of shields would have its opponents at its mercy and would be able to accomplish complete victory. Having proved the advantages of the new tactics, Shaka armed his warriors with short-handled stabbing spears and trained them to move up to their opponents in close formation with their body-length cowhide shields forming an almost impenetrable barrier to anything thrown at them. The formation most generally used was crescent-shaped. A number of regiments extending several ranks deep formed a dense body known as the chest (isifuba), while on each side a regiment moved forward forming the horns. As the horns curved inward around the enemy, the main body would advance killing all those who could not break through the encompassing lines. Discipline. By means of much drilling and discipline, Shaka built up his forces, which soon became the terror of the land. Shaka prohibited the wearing of sandals, toughened his warriors' feet by making them run barefoot over rough thorny ground and in so doing secured their greater mobility. His war cry was `Victory or death!' and he kept his impi on continuous military campaigns until he thought they had earned the right to wear the headring ( isicoco) of manhood. Then they were formally dissolved and allowed to marry. The male amabutho. The young men were taken away to be enrolled alongside others from all sections of the kingdom in an appropriate amabutho, or age-regiment. This produced a sense of common identity amongst them. Each of these amabutho had its own name and was lodged at one


36

of the royal households, which became military communities as well as retaining their traditional functions. Each military settlement had a herd of royal cattle assigned to it, from which the young men were supplied with meat. The hides of the cattle were used to provide the shields of the warriors and an attempt was made to select cattle with distinctive skin colouring for each amabutho. The female amabutho. Numbers of the young women of the kingdom were assembled at the military settlements. Officially, they were wards of the king. They were organized in female equivalents of the male amabutho and took part in ceremonial dancing and displays. When one of the male amabutho was given permission to marry, a female amabutho would be broken up and the women given out as brides to the warriors. Until such time, however, sexual intercourse between members of the male and female age regiments was forbidden. Transgressions were punished by death. The royal women. Each settlement contained a section of royal women headed by a formidable woman, usually one of Shaka's aunts. Shaka, however, dreaded producing a legitimate heir. He never married and women found pregnant by him were put to death. His households were thus not dominated by wives but by stern senior women of the royal family. In the king's absence, administrative authority was wielded jointly by the female ruler of the settlement and by an induna who was usually a favourite of the king. The military system thus helped develop a strong sense of identity in the kingdom as a whole. The traditional leaders of the subject chiefdoms still held local administrative authority, and on the dissolution of the amabutho the young men would return to live in their community of origin. Thus, the sense of identity of these subject chiefdoms was not entirely lost, but remained an important element in the later politics of the Zulu kingdom.The military indunas or captains, as trusted favourites of the king, received many cattle from him and were able to build up large personal followings. These developments resulted in the evolution of powerful figures in later reigns with strong local power bases that they had been able to build up because of royal appointments and favours. KwaBulawayo. Shaka's first capital was on the banks of the Mhodi, a small tributary of the Mkhumbane River in the Babanango district. He named his great place KwaBulawayo (`at the place of the murder'). As his kingdom grew, he built a far bigger KwaBulawayo, a royal household of about 1,400 huts, in the Mhlathuze valley, some 27 km from the present town of Eshowe. Economic and social changes. The development of the military system caused major economic and social changes. That so much youth was concentrated at the royal barracks resulted in a massive transfer of economic potential to a centralized state. However, the cattle wealth of the whole community throughout the kingdom was greatly improved; even though most of the herds were owned by the king and his chiefs and indunas, all shared in the pride roused by the magnificence of the royal herds as well as the pride of belonging to the unequalled military power of Zulu. Effects of Shaka's wars. His wars were accompanied by great slaughter and caused many migrations. Their effects were felt even far north of the Zambezi River. Because they feared Shaka, leaders like Zwangendaba, Mzilikazi, and Shoshangane moved northwards far into the central African interior and in their turn sowed war and destruction before developing their own kingdoms. Some estimate that during his reign Shaka caused the death of more than a million people. Shaka's wars between 1818 and 1828 contributed to a series of forced migrations known in various parts of southern Africa as the Mfecane, Difaqane, Lifaqane, or Fetcani. Groups of refugees from Shaka's assaults, first Hlubi and Ngwane clans, later followed by the Mantatees and the Matabele of


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Mzilikazi, crossed the Drakensberg to the west, smashing chiefdoms in their path. Famine and chaos followed the wholesale extermination of populations and the destruction of herds and crops between the Limpopo and the Gariep River. Old chiefdoms vanished and new ones were created.Hastily they buried his body in a grain-pit nearby. Having died without an heir, Dingane succeeded him, but Shaka's prophecy haunted him and ever after that, he was wary of white people. Under Shaka's successors, Dingane, Mpande, and Cetshwayo the Zulu monarchy profoundly influenced the course of South African history.

BRON 6: http://www.sahistory.org.za/people/king-shaka-zulu

Shaka was born around 1790, the son but not the Great Son of Senzangakhona, chief of the Zulu. It appears that he was an illegitimate child and he and his mother lived in different places while he was growing up. Eventually, Shaka was taken in by Dingiswayo, chief of the Mthethwa, who was building up his army to challenge other chiefs for domination of the area north of the Thukela River. When Senzangakhona died, Dingiswayo helped Shaka to claim the Zulu throne. Later, when Zwide, chief of the Ndwandwe, killed Dingiswayo, Shaka assumed generalship of the Mthethwa forces. Zwide was defeated in 1819 and, in a series of campaigns that lasted until 1826, Shaka made himself king over all the lands north of the Thukela. Shaka was reputed by his enemies to have performed acts of great cruelty – killing people to fill a donga, or cutting open a pregnant woman to see how the baby lay in the womb – but he finally overreached himself by sending his regiments to fight in distant places far beyond their logistical range. No sooner had they returned from an unsuccessful campaign in Mpondoland than Shaka sent them off to Bhalule in southern Mozambique. Mbopa, Shaka’s personal servant, incited the king’s brothers to kill the ‘madman,’ and he was stabbed to death in September 1828. Don’t you know it is the sons of [Senzangakhona] who have killed [Shaka] for his base and barbarous conduct, and to preserve the nation of the [Zulu], the sons of our fathers, that you may live in peace and enjoy your homes andyour families. Dingane then assumed the Zulu throne with the praise name Malumele (the intervener), because it was he who had intervened to save the Zulu from the madness of Shaka. Shaka’s name is forever associated with the Zulu kingdom he brought to maturity, even if he did not initiate it. The kingdom was characterised above all by the institution of named age-regiments, or amabutho, who lived in military camps and supported themselves on the cattle of the king. The warriors were forbidden to marry or establish their own homesteads until the ceremony of putting on their headrings, which replaced circumcision as the rite of passage marking the transition to manhood. In this way, the king was able to maintain a standing army subject entirely to his will and his direction. This historical view of Shaka and the Zulu kingdom has been challenged by the Cobbing school of historians (see The ‘Cobbing thesis’). These historians claim that the Zulu kingdom was not as new, as bloodthirsty or as effective as usually depicted. They argue that white and oral sources have, though for very different reasons, colluded in the portrayal of ‘Shaka-the-monster’, whether to justify colonial conquest or the fratricide of Dingane, or simply to glorify an imaginary past for political or propagandist reasons. Some may certainly be inclined to agree with Dan Wylie, the latest proponent of the Cobbing school, in his book Myth of Iron (2006), where he writes that ‘the material for a trustworthy biography of Shaka simply does not exist’. Others, however, may feel that we have

http://www.sahistory.org.za/people/king-shaka-zulu


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more than enough material to identify, if not Shaka personally, then at least the Shakan state as a major motor of South African history.

BRON 7: Shaka was born circa 1787, son of a minor Zulu chief, but his mother was an unranked woman, and Shaka was a humiliated and discredited child. Taking refuge with his mother in the court of the Zulu leader of the day, he grew up to become a great military leader. When the Zulu leader was murdered by a rival clan, Shaka assumed the throne. Tragedy on a vast scale struck Southern Africa in the early 1800's. This event was named the "Mfecane" ('the crushing of people') by the Nguni, and the "Difaqane" ('the scattering of tribes') by the Sotho and Tswana. The Afrikaners and the British called the catastrophe "the Wars of Calamity". By 1825, two and half million starving, homeless people wandered about southern Africa looking for respite. The causes of the Mfecane were many. Introduced from the Americas, corn (maize) flourished in the mild seasons of southern Africa. Not carefully managed, corn depleted the soil of nutrients. As the local population increased, they competed for more land to cultivate corn and to graze livestock. Starting in 1800, a long drought then made southern Africa inhospitable. Peoples moved in search of food, and fought for meager supplies. The Mfengu called the drought, "madlatule" ('eat what you can and say nothing'). During this period Shaka reorganized the Zulu into a military clan, and he soon made them into a force unchallenged in Southern African kingdoms. He introduced the shorter 'stabbing' spear that replaced the traditional long and awkward 'throwing' spear. On the battlefield, he developed the now-famous "horns of the bull" formation (a two-pronged attack). Conquering tribe after tribe, he assimilated all his conquests into the Zulu nation, making it swell with numbers and power, but also causing the displacement of thousands. His actions were partly responsible for spreading the Southern African tribes as far away as Mozambique. Although he maintained a good relationship with the Europeans in Africa, including the Colonial authorities, he was disliked by other Africans, including his own people, who suffered under his long, cruel and debilitating rule of constant war. After 10 years of unrelenting warfare that placed incredible strains on the Zulu nation, Shaka, always psychologically unstable and obsessively worried about being replaced by an heir, finally snapped into derangement after the death of his mother in 1828. He imposed a year of celibacy on his people and executed anyone who did not show enough grief at the death of his mother. He was murdered within the year by his half-brother, Dingane, who succeeded him as ruler. Even though he created brutal conditions for his subjects, it was his legacy that created the powerful Zulu Kingdom and consolidated a nation and its pride.


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57 Evalueer historiese interpretasie deur relevante vrae te vrae

S

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NO

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* Wat was die oorsake waarom SHAKA koning geword het? Verskaf ten minste 5 feite. * Wanneer het SHAKA koning geword? * Hoe het Shaka sy weermag gevorm en sy landsregering?

BE

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DR

A O

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* Beskryf hoe SHAKA sy mag opgebou het. * Beskryf watter maatreels SHAKA gebruik het om sy teenstanders aan te durf. * Beskryf hoe SHAKA sy weermag opgelei het.

VE

RD

UID

EL

IK * Verduidelik waarom party eksperte dink

SHAKA was wreed en ander nie. * Verduidelik hoe SHAKA sy regering gevorm het. * Verduidelik wat die gevolge van SHAKA se optrede was.

EIE

OO

RD

EE

L Skryf ’n opstel waarin SHAKA beoordeel moet

word. Gebruik die volgende vrae: 1. Was SHAKA wreed gewees? 2. Waarom word SHAKA in sekere kringe genoem “Swart Napoleon” ? 3. Was SHAKA ’n briljante militaris? 4. Wat is die belangrikste persoonlikheids- eienskappe waaroor SHAKA besit het?


40

58. Kommunikeer kennis en begrip deur argumente te formuleer wat op getuienisse gebaseer is deur daaroor te debatteer, langer historiese gedeeltes te skryf, d.m.v. kunswerk, grafiese en drama en verder gebruik te maak van tegnologiese inligting indien dit beskikbaar is. ONDERWERP: Mnr. Nelson Mandela – sy Leierskap

Nelson Mandela - a brief history.

Mandela was a founding member of the ANC Youth League, becoming its national secretary in 1948 and President in 1950. Two years later he was arrested under the Suppression of Communism Act and sentenced to nine months imprisonment, suspended for two years. He was served with banning orders and in 1956 was one of 156 accused charged with treason and found guilty. In 1959 he was appointed volunteer-in-chief of the Defiance Campaign and was detained during the 1960 emergency. In 1961 Mandela became the commander in chief of Umkhonto weSizwe (Spear of the Nation) and left the country secretly for military training, returning in 1962. He went underground and was captured near Howick, Natal and sentenced to five years imprisonment. While in prison, he was implicated in the formulation of a revolutionary plan, Operation Mayibuye, along with other ANC leaders who had been arrested at Lilliesleaf Farm, Rivonia. At the end of the "Rivonia Trial" Mandela was sentenced to life imprisonment, after a speech from the dock, which attracted worldwide attention. Mandela spent 27 years in prison, at first on Robben Island and then at Polsmoor Prison and in a house in the grounds of the Victor Verster Prison in Paarl. The launch of the worldwide "Release Mandela" campaign kept him at the forefront of the liberation struggle. In July 1986 he initiated discussions with the white government, which eventually led to his release by F.W. de Klerk on 11 February 1990, and the beginning of substantive negotiations leading to free elections and majority rule. Mandela was elected president of the ANC on 5th July 1991, and on 10 may 1994, he was sworn in as President of the Republic of South Africa. Along with F.W. de Klerk he was awarded the Nobel Peace Price in 1994. Nelson Mandela – aangehaal vanuit die beskuldigingsbank tydens die Rivonia verhoor


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"Ek het teen blanke oorheersing geveg en ek het teen swart oorheersing geveg. Ek het die ideaal gekoester van 'n demokratiese en vrye gemeenskap waarin alle mense met gelyke geleenthede en in harmonie saamleef. Dis 'n ideaal waarvoor ek hoop om te lewe om dit te bereik. Indien nodig is dit 'n ideaal waarvoor ek bereid is om te sterf." Die woorde van Nelson Mandela uit die beskuldigingsbank in die Rivonia verhoor, wat in Oktober 1963 begin het, het oor die wêreld weerklank gevind. Dit sou onlosmaaklik deel word van die Mandela legende wat onder meer 27 jaar agter die tralies sou ontstaan. PRESIDENTSKAP DIE BELONING VIR LANG STRYD OM DEMOKRASIE Nelson Rolihlahla Mandela word op 18 Julie 1918 op Qunu bany Umtata in die Transkei gebore. Sy moeder was Nonqaphi Nosekeni en sy vader Henry Mgadla Mandela, ’n hoofraadslid van die Tembo hoof. Die jong Mandela bring sy vroeë kinderjare in die Transkei deur waar hy afgerig word om eendag n hoofman te word. In 1930 sterf sy vader en hy word in die sorg geplaas van ’n neef, David Dalindyebo, die waarnemende hoofman van die Tembo stam. Hy matrikuleer aan die Healdtown Methodist Boarding School en gaan na die Universiteitskollege van Fort Hare, waar hy betrokke raak by studentepolitiek. Hier ontmoet hy Oliver Tambo, en hulle albei word in 1940 geskors weens hul betrokkenheid by ’n studentestaking. Mandela verlaat hierna Transkei, deels om ’n stamhuwelik vry te spring wat vir hom gereël is. Hy begin as ’n polisieman by ’n myn in Johannesburg werk. Toe familielede hom opspoor, “kruip hy weer weg”. Kort hierna ontmoet hy Walter Sisulu, wat hom help om werk by ’n regsfirma te kry. Mandela voltooi sy BA-graad deur ’n korrespondensiekursus in 1941. Daarna begin hy aan die Universiteit van die Witwatersrand studeer vir ’n LLB-graad. In Desember 1952 begin Mandela en Tambo die eerste swart regsvennootskap in die land. Mandela is met Sisulu en Tambo betrokke by die stigting van die African National Congress Youth League in 1944. In 1948 word hy nasionale sekretaris en ook lid van die hoofbestuur van die ANC. In 1950 word Mandela president van die Youth League en in 1952 word hy aangestel as die leier van die “Defiance Campaign”. Hy reis deur die land en werf vrywilligers vir die stryd teen die apartheidswette.


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Die veldtog begin amptelik op 26 Junie 1952 toe Mandela en 51 ander mense aandklokreëls verbreek. In Desember 1952 word Mandela ingevolge die Wet op die Onderdrukking van Kommunisme aangehou. Hy word gevonnis tot nege maande gevangenisstraf, opgeskort vir twee jaar. Die eerste inperkingsbevel word teen hom uitgevaardig en hy word verbied om vir ses maande byeenkomste by te woon of die landdrosdistrik van Johannesburg te verlaat. In die volgende nege jaar sou dié bevele telkens hernieu word. Mandela was teen die tyd adjunk-president van die ANC. Ondanks die inperkingsbevele werk hy met klein groepies ANC-lede. In Desember 1956 word Mandela met 156 ander politieke aktiviste in hegtenis geneem en van hoogverraad aangekla. Op 29 Maart 1961, vier en ’n halwe jaar later, word Mandela en die ander beskuldiges onskuldig bevind. Mandela speel ’n regsrol in die verhoor nadat van die regsverteenwoordigers vir die verdediging hulle tydens die noodtoestand in 1960 onttrek het. Omstreeks dié tyd kom Mandela en sommige van sy kollegas tot die gevolgtrekking dat geweld in Suid-Afrika onvermydelik is om ’n demokratiese regering tot stand te bring. Lede van die ANC besluit om Umkhonto weSizwe te stig en Mandela word die eerste hoofbevelvoerder. Vroeg in 1962 word Mandela oor die grens gesmokkel en op 11 Januarie spreek hy die konferensie van die Pan-African Freedom Movement toe. Daar verduidelik hy hoekom daar besluit is om tot geweld oor te gaan. Die eerste sabotasie-voorvalle het enkele weke voor dié toespraak plaasgevind. Mandela ontvang opleiding in guerrilla-oorlogvoering in Algerië en vertrek daarna na Londen waar hy leiers van die Britse opposisieparty ontmoet. Hy keer in Julie na Suid-Afrika terug. Op 5 Augustus word hy naby Howick in Natal aangekeer. Hy word in die Ou Sinagoge in Pretoria verhoor en in November 1962 word hy tot vyf jaar tronkstraf gevonnis weens aanhitsing en omdat hy die land onwettig verlaat het. Terwyl Mandela in die tronk is, slaan die Polisie toe op die ondergrondse hoofkwartier van die ANC op die plaas Lilliesleaf by Rivonia. Op 12 Junie 1964 word al agt beskuldiges in die Rivonia verhoor skuldig bevind en tot lewenslange gevangenisstraf gevonnis. Die volgende nag word Mandela na Kaapstad gevlieg en na Robbeneiland gebring. Hy word daar aangehou tot April 1982 toe hy na die Pollsmoor gevangenis in Kaapstad oorgeplaas word.


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Gedurende sy tyd in die gevangenis smokkel en ontvang Mandela boodskappe uit die gevangenis en word deur die jare die simbool van swart verset teen die blanke minderheidsregering. Hy word mettertyd die wêreld se bekendste politieke gevangene. Die “Laat Mandela vry”-veldtog begin in 1982 binne en buite Suid-Afrika. Sy sewentigste verjaarsdag in 1988 word wêreldwyd gevier – onder meer deur ’n twaalf uur lange musiekprogram deur die wêreld se voorste sterre wat na vyftig lande gebeeldsend word. Op 13 Augustus 1988 word Mandela na die Tygerberg hospitaal gebring en daar word bekend gemaak dat hy aan tuberkulose ly. Hy word tot Desember in die Constantiaberg kliniek behandel en daarna in ’n bewaarder se huis op die terrain van die Victor Verster gevangenis naby die Paarl aangehou. Sedert Julie 1986 het Mandela kontak met verteenwoordigers van die Suid-Afrikaanse Regering. Dit lei tot die ontmoeting met president P.W. Botha in Julie 1989 in Tuynhuys. In Desember 1989 ontmoet hy die nuwe Staatspresident, president F.W. de Klerk. Hy voer ook met verteenwoordigers van ander politieke instansies samesprekings. Op 2 Februarie 1990 kondig president De Klerk aan dat die ANC ontperk en Mandela binnekort vrygelaat sou word. Hy word op Sondag 11 Februarie te midde van groot internasionale belangstelling vrygelaat. Hy spreek onmiddellik 'n reuse-skare in Kaapstad toe. Derduisende mense daag op toe hy ook in ander dele van die land toesprake begin hou. Hy maak dit duidelik dat hy steeds onwrikbaar staan by daardie ideaal wat hy tydens die Rivonia verhoor uitgestippel het. In Mei 1990 lei Mandela die ANC afvaardiging wat by Groote Schuur samesprekings met verteenwoordigers van die Suid-Afrikaane Regering voer. Dit is die eerste van vele wat sou volg en wat eindelik sou uitloop op die politieke skikking wat Suid-Afrika se eerste demokratiese verkiesing moontlik sou maak. In Februarie 1991 voer Mandela samesprekings met dr. Mangosuthu Buthelezi in ’n poging om groeiende geweld stop te sit. In Julie word hy gekies om die siek Tambo as president van die ANC op te volg. In September 1991 onderteken Mandela die Vredesverdrag namens die ANC. Sedertdien voer hy talle samesprekings met president De Klerk en ander politieke leiers en is hy mede-argitek van die nuwe Suid-Afrika wat nou tot stand gekom het. Op 13 April 1992 kondig Mandela aan dat hy en sy vrou Winnie, ooreengekom het om te skei. Hy is in 1958 met haar getroud en hulle het twee dogters. Mandela het ’n seun en dogter


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uit sy eerste huwelik met Evelyn Ntoko, ’n verpleegster. Hul derde kind is in ’n motorongeluk dood.


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58 Kommunikeer kennis en begrip deur argumente te formuleer wat op getuienisse gebaseer is deur daaroor te debatteer, langer historiese gedeeltes te skryf, d.m.v. kunswerk, grafiese en drama en verder gebruik te maak van tegnologiese inligting indien dit beskikbaar is.

SO

EK

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Verskaf 5 feite en 5 menings oor mnr. Mandela vanuit die artikels.

BE

SK

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DR

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Beskryf kortliks die volgende: oorsake vir, en die gevolge van aanhouding

VE

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UID

EL

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Verduidelik vir jou vriend in ’n kort brief waarom mnr. Mandela ’n legende in sy eie tyd is.

EIE

OO

RD

EE

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Sal jy mnr. Mandela as ’n goeie of swak leier beskou? Verskaf redes vir jou antwoord.


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59. Kan breedvoerige verslag saamstel wat voetnotas en bibliografieë insluit.

MAN MAAN TOE EN TERUG?

Geleerde Sê: Vergeet Dit!

Die Huisgenoot, 28 Augustus 1964

Deur dr. T.E.W. Schumann

resies soos die Amerikaanse geleerdes beplan het, het die Ranger 7, die

elektroniese ontdekker, op Vrydag 31 Julie, op die maan neergestort.

Volgens die Amerikaners was die plasing van dié "ruimoog" op die maan

'n belangrike stap om die groot Apollo-program – die program waarmee 'n bemande vlug na

die maan tussen die jare 1970 en 1972 beoog word – suksesvol af te handel.

In bygaande artikel verklaar 'n bekende Suid-Afrikaanse wetenskaplike, dr. T.E.W. Schumann,

egter dat geen ruimvaarder in die loop van hierdie eeu op die maan sal land en na die aarde

terugkeer nie.

Amerikaners Maak Nou 'n

Afgod Van Armstrong

Van Jack Viviers HOUSTON.

Almal het vooraf geweet dit gaan gebeur, maar nóudat dit hier in Houston en Amerika

gebeur het, is dit genoeg om enige mens bang te maak. Hulle is besig om van Neil Armstrong

'n afgod te maak. Van Erdwin Aldrin ook, maar veral van Armstrong.

Voordat hy op die maan geloop het, was Armstrong 'n man wat min gepraat het en soms

onsosiaal was. Hy het nie baie vriende gehad nie.

P


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By die ruimtebeheersentrum in Houston was hy nie so gewild soos bv. Walter Schirra nie.

Toe hy na die maan op pad was, het mense gekla dat sy gesprekke met die aarde soms

onvriendelik was en dat daar ni samewerking is nie. Nie nou meer nie.

Oornag het hy 'n supermens geword. Daar word duisende, duisende stories vertel: dat hy

dalk nie 'n aardbewoner is nie en 'n voorbeeld van sommige mense se geloof dat onaardse

wesens tog om ons leef; dat hy so 'n mens is dat niemand sal probeer om 'n rolprent van hom

te maak nie, omdat sy rol nie soos dié van ander mense vertolk kan word nie.

Hier by die ruimtebasis word vertel dat, op die dag toe aan hom gesê is dat hy gekies is om

die eerste mens te wees wat op die maan sal land, hy by sy ouers gekuier het sonder om hulle

'n word daarvan te sê.

Daar word vertel dat hy onsterflik is, omdat hy al sulke verskriklike ongelukke gehad het

sonder om 'n skrapie op te doen. Dit is seker verkeerd om van intelligente mense te verwag

om sulke stories te glo, maar die mense wat dit vertel, is nie oningeligtes nie.

Die stories word hier in Houston versprei – waar dit natuurwetenskaplikes is wat die

tegniese triomf van die mens se eerste reis na die maanmoontlik gemaak het. Dit is genoeg

om enige mens bang te maak, en die stories kan al hoe erger word.

Hoekom het hulle Neil Armstrong gekies om eerste op die maan te land? Hoekom nie van

die ander ruimtemann, wat vriendeliker en saggeaard en bemind onder Amerikaners is nie? het

ek gister gevra.

Die nie-amptelike antwoord van iemand by NASA was dat Neil Armstrong juis gekies is

omdat hy so 'n koue en onemosionele mens is. Daar is aan my gesê dat die owerheid van die

begin af bevrees was dat die man wat die eerste op die maan loop, so baie aanhang en

aanbidding sou kry dat hy 'n gevaar vir die bewind kan raak.

Daar is egter gesê dat, as hy van die maan af persoonlike propaganda sou versprei, hy so 'n

aanhang kan verwerf dat hy onregeerbaar sou word.

Feitlik al wat vrou is, aanbid Wally Schirra. As die eerste mens op die maan Schirra se

persoonlikheid gehad het, kon hy dalk nie net vroue se aanbidding gewen het. Niemand sou

voor Sondag die moontlikheid kon geglo het nie, maar hier in Houston is dit maar alte duidelik

dat dit kon gebeur het.

Die mense is nog nie klaar met hul aanbidding van Neil Armstrong nie, en waarheen dit

uiteindelik gaan lei weet nugter.

Armstrong – 'Ek Kan in Stof

My Voetspore Sien'

eil Armstrong, gesagvoerder van Apollo II, het

vanoggend om 04:56 die eerste mens geword wat

op 'n hemelliggaam buite die aarde galoop het. N


48

Dit is voorafgegaan deur spanningsvolle afwagting op die aarde

terwyl sowat 500 miljoen mense hulle oë op beeldradioskerms gerig

het. BRON: Die Burger, 21 Julie 1969.

By Roger Williams

Neil Armstrong, who today joins the immortals as the first earthling to set foot on the

moon, is in the process of translating a childhood dream into reality.

Since his school days he has breathed, dreamed and lived flying- and he confesses to having

been bitten by the "moon-bug" at an early age, when space flight had advanced no further than

the comic bookstand science fiction.

Armstrong could fly an aeroplane before he learnt to drive a motor-car. He received

his pilot's licence at 16 – and proudly pedalled his bicycle home from the airfield to tell his

parents about it.

Today at 38, this clean-cut, blue-eyed, blond-haired man who has retained his boyish

good looks, is regarded as the coolest toughest astronout of them all.

AIR PIONEER

It is perhaps fitting that Neil Armstrong grew up near the home of the Wright Brothers in

Dayton, Ohio. He has always been proud of the remote association with the pioneers of

powered flight – and when he commanded the Gemini 8 mission in 1966 he carried with him

a fragment of the Wright Brothers' machine.

a Former US Navy pilot who survived

combat missions in the Korean War, Neil Armstrong is known to be prone to emergency

situations.

But it is also well known in aviation circles that it is his superb skill that has saved hom in

the series of scrapes he has been in – including the occasions on which he was shot down over

Korea, and had to make two emergency desert landings in the perilous X-15 rocket aircraft

which he test-flew at 4 000 miles an hour.

Gemini 8 almost finished him when it began to spin wildly, end-over-end. But he quickly

shut down the engine and regained control to bring the spacecraft down for an emergency

landing in the pacific.


49

SOLID CITIZEN Like most of the other American astronauts, Neil Amrstrong is a stable, solid citizen,

happily married with children. His wife Janet was sorority queen at Purdue University, where

he graduated as an aeronautical engineer in 1955. they have two sons Eric, 12, and Mark, 6.

His hobbies are gliding and scuba diving.

BRON: Cape Times, 21 Julie 1994.

By Roger Williams Neil Armstrong, who today joins the immortals as the first earthling to set foot on the

moon, is in the process of translating a childhood dream into reality.

Since his school days he has breathed, dreamed and lived flying- and he confesses to having

been bitten by the "moon-bug" at an early age, when space flight had advanced no further than

the comic bookstand science fiction.

Armstrong could fly an aeroplane before he learnt to drive a motor-car. He received

his pilot's licence at 16 – and proudly pedalled his bicycle home from the airfield to tell his

parents about it.

Today at 38, this clean-cut, blue-eyed, blond-haired man who has retained his boyish

good looks, is regarded as the coolest toughest astronout of them all.

AIR PIONEER

It is perhaps fitting that Neil Armstrong grew up near the home of the Wright Brothers in

Dayton, Ohio. He has always been proud of the remote association with the pioneers of

powered flight – and when he commanded the Gemini 8 mission in 1966 he carried with him

a fragment of the Wright Brothers' machine.

a Former US Navy pilot who survived

78 combat missions in the Korean War, Neil Armstrong is known to be prone to emergency

situations.


50

But it is also well known in aviation circles that it is his superb skill that has saved hom in

the series of scrapes he has been in – including the occasions on which he was shot down over

Korea, and had to make two emergency desert landings in the perilous X-15 rocket aircraft

which he test-flew at 4 000 miles an hour.

Gemini 8 almost finished him when it began to spin wildly, end-over-end. But he quickly

shut down the engine and regained control to bring the spacecraft down for an emergency

landing in the pacific.

SOLID CITIZEN Like most of the other American astronauts, Neil Amrstrong is a stable, solid citizen,

happily married with children. His wife Janet was sorority queen at Purdue University, where

he graduated as an aeronautical engineer in 1955. they have two sons Eric, 12, and Mark, 6.

His hobbies are gliding and scuba diving.

BRON: Cape Times, 21 Julie 1994.APOLLO II

On July 20, 1969, for the first time in history, a human being set foot on another

planetary body, Earth's natural satellite, the Moon. An estimated television

audience of 500 million people watched as American astronaut Neil A.

Armstrong stepped off his bug-like Lunar Module and said, "That's one small

step for a man, one giant leap for mankind."

The astronauts selected for the historic Apollo II mission were Neil

Armstrong, Edwin "Buzz" Aldrin, and Michael Collins. Armstrong was an ex-

Navy pilot and NASA test pilot. Buzz Aldrin was an Air force Colonel, graduate

of west Point, Korean War combat, and astrophysics PhD. Michael Collins was

an Air Force Lt. Colonel and West Point graduate. They were launched on July

16, 1969 by a Saturn V rocket and achieved lunar orbit on July 20. Armstrong

and Aldrin descended to the surface in the Lunar Module while Collins remained

with the Command Module in a parking orbit.

They stayed on the surface for 21 hours, collecting rocks, conducting

experiments, and taking photographs. Their spacesuits had 21 layers of fibreglass

designed to withstand the vacuum of space, extremes of heat and cold, and micro

meteors. After blasting off from their landing site they rejoined Collins in the

Command ship and returned to Earth on July 24 to a heroes' welcome. The

Apollo program continued on to Apollo 17 in 1972, advancing our knowledge of

the moon and space travel immensely. Among the instruments and debris left on

the Moon was a stainless steel plaque conveying the highest aspirations of space


51

exploration in a simple but eloquent statement, "We came in peace for all

Mankind."

GROOTSTE REIS SE KLIMAKS

Die grootste ontdekkingsreis in die geskiedenis van die mensdom het om 4:45 9ons tyd) in die

oggend van Maandag 21 Julie 1969 sy hoogtepunt bereik toe Neil Armstrong die

maanlandingstuig verlaat het. Edwin Aldrin het sowat 20 minute later gevolg. (In Amerika

was dit toe nog Sondagaand 20 julie 1969.)

"Vir my was dit 'n klein treetjie, maar vir die mensdom is dit 'n reuse-stap vorentoe," was

Armstrong se historiese woorde onmiddellik nadat hy die eerste mens geword het wat die

oppervlak van 'n vreemde hemelliggaam onder sy voete gevoel het.

"Die grond is fyn en poeieragtig en klou aan my skoene vas," het hy oor die radio aan

Aldrin vertel. Aldrin het in die luik gestaan en versigtig 'n kamera na die agtende hande van

die bevelvoerder laat sak. Armstrong het dit geneem en onmiddellik voortgegaan om die eerste

grondmonster op te tel. As iets verkeerd gegaan het sodat hulle gouer moes terugeer, sou hulle

ten minste dié bietjie grond kon saamneem.

Benewens die grondmonsters wat hulle versamel het en die wetenskaplike proewe wat

hulle uitgevoer het, het die ruimtemanne gedurende die sowat 100 minute wat hulle op de maan

deurgebring het ook 'n Amerikaanse vlag geplant, 'n gedenkplaatt onthul en telefonies met

president Nixon gesels.

Omtrent halfagt die oggend van 21 jul;ie het Aldrin die eerste mens geword wat die

maanoppervlak verlaat het toe hy die leertjie van Lem bestyg het. Hy het ;n tou na Armstrong

op die maan laat sak en hulle het die maangrond en sekere toerusting na Lem teruggehys.

Armstrong se hartslag het tot 160 slae per minuut gestyg van die harde werk.

Terug in Lem het die ruimtemanne die maanstof van hul voete geskraap en dit tesame met

die kassies waarin die maanrotse versamel is en oorbodige toerusting weer na die maan laat

sak om daar agter te bly. Die mens het sy eerste ashoop op die maan nagelaat!

DIE KRISIS WAS ONTBRANDING

Die grootste krisisoomblik van die maanlandingsvlug het aangebreek toe Neil Armstrong

en Edwin Aldrin die opstygvuurpyl van die maanlandingstuigie Maandagaand 21 julie 1969

aangeskakel het.

As dié vuurpyl nie ontbrand het nie, sou die twee mannmanne nie gered kon word nie. die

motor is gedurende die vlugte van Apollo 9 en 10 getoets, maar toe was die hele tuig in 'n

wentelbaan en was daar geen sprake van werklike lansering nie.

Lem is in twee dele gebou – die landingd- en opstygdeel. Die oomblik toe die opstygmotor

ontbrand het, het die twee van mekaar geskei en het die landingsdeel 'n lanseertoing vir die

ander gevorm.

Die klein motor het foutloos ontbrand en Armstrong en Aldin al hoer geneem na waar

Michael Collins in die moedertuig Columbia gewag het. In daardie stadium was die

moedertuig in 'n sirkelvormige wentelbaan van sowat 70 myl bo die maan.


52


53


54

59 Kan breedvoerige verslag saamstel wat voetnotas en bibliografieë insluit.

SO

EK

, N

OE

M,

LE

ER

Noem die volgende:

o Die ruimtevaarders. o Die bevelvoerder. o Waar is Houston? o Noem die verskillende ruimtetuie se name. o Skryf die drie belangrikste dinge neer wat jy van

die gebeurtenis kan onthou.

BE

SK

RY

F

EN

DR

A O

OR

Beskryf die maanlanding so volledig as moontlik.

VE

RD

UID

EL

IK

Verduidelik die volgende: "One Small step for man, one giant leap for mankind" en waarom wou die Amerikaners so graag die Russe klop om eerste op die maan te land?

EIE

OO

RD

EE

L

Skryf ’n artikel vir ’n tydskryif oor die volgende: Was die

maanlanding die belangrikste tegnologiese gebeurtenis

van die 20ste eeu? Verskaf voorbeelde en redes vir jou antwoord.


55

60. Kommunikeer kennis en begrip deur argumente te formuleer wat

op getuienisse gebaseer is deur daaroor te debatteer, langer historiese gedeeltes te skryf, d.m.v. kunswerk, grafiese en drama en verder gebruik te maak van tegnologiese inligting indien dit beskikbaar is.

ONDERWERP: Menseregte

Wat is Menseregte en hoe moet dit in Suid-Afrika toegepas word?

ONS IS MENSE!! EN MENSE IS ALTYD OM ONS. Ons sien elke dag mense, ons kyk na hulle, ons praat met hulle, ons werk saam, speel saam, eet saam.

ONS LEWE SAAM !!

RSA se eie Handves vir Menseregte Wat is die Handves van Menseregte?

28. (1) Elke kind het die reg –


56

Dit sit die reëls vir ’n noodtoestand uiteen om jou regte verder te beskerm en nie om dit weg te neem nie. Dit sê dat daar baie regte is wat nie opgeskort kan word nie.

Dit is Menseregte wat deur die

grondwet beskerm word.

a) op ’n naam en ’n nasionaliteit vanaf geboorte; b) op gesins- en ouerlike sorg, of op gepaste alternatiewe sorg; c) op kos, skuiling, gesondheidsorg- en sosiale dienste; d) op beskerming teen mishandeling, verwaarlosing of degradering; e) op beskerming teen eksploitiewe arbeidspraktyke; f) om gedwing of toegelaat te word om werk te verrig wat onvanpas vir die kind se ouderdom is nie, of wat die kind se gesondheid, opvoeding, geestelike, morele of sosiale ontwikkeling kan benadeel; g) om nie sonder billike rede aangehou te word nie en indien nodig, so kort moontlik. Om nie aangehou te word saam met mense ouer as 18 jaar nie en om volgens ouderdom behandel te word. h) om ’n prokureur deur die staat aangestel te hê indien een nodig is; i) om nie gebruik te word om in oorloë te veg nie, en om ten tyde van oorlog beskerm te word.


57

(2) ’n Kind se beste belange is die belangrikste ding. (3) ’n Kind is ’n persoon onder die ouderdom van 18 jaar.

GENERAL THOUGHTS ON HUMANRIGHTS Human rights are those rights that belong to every

individual—man or women, girl or boy, infant or elder—simply because she or he is a human being. They embody the basic standards without which people cannot realize

their inherent human dignity.

When the United Nations was formed in 1945 it reaffirmed, in the name of all the peoples taking part, their faith in human rights. Human rights were cited in the founding Charter as central to their concerns, and thus have remained so ever since.

The history of human rights is a fascinating one. It has roots in all the great events of the world, and it has sustained the struggle for freedom and equality everywhere. The international community has grown and changed enormously in the course of the twentieth century, and it was one particularly agonizing convulsion-the Second World War-that prompted the victors to try to assemble a forum, firstly to deal with some of the War's consequences, but foremost to help provide a way to prevent such appalling events in the future. This was the United Nations.

Human rights are universal: they are the birthright of every member of the human family. No one has to earn or deserve human rights.


58

Human rights are inalienable: you cannot lose these rights any more than you can cease to be a human being. Human rights are indivisible: you cannot be denied a right because someone decides that it is “less important” or “non-essential.” Human rights are interdependent: all human rights are part of a complementary framework

By values we mean desirable qualities of character such as honesty, integrity, tolerance, diligence, responsibility, com-passion, altruism, justice, respect, and so on. We would like our young adults to possess these values and therefore for our schooling system to actively promote them. The promotion of values is important not only for the sake of personal development but also for the evolution of a South African national character. The definition we give to values today is also an avenue to imagining the future character of the South African nation.

The Minister of Education, Professor Kader Asmal MP, requested in February 2000 the formation of a working group on values in education and, after a process of research and debate, the presentation of a formal report of findings and recommendations. Herewith the report. It is presented as a starting point in what ought to become a national debate on the appropriate values South Africa ought to em-brace in its primary and secondary educational institutions. It has implications too for the shaping more broadly of the quality of national character to which we as a people in a democracy wish to aspire.

Human rights are both abstract and practical. They hold up the inspiring vision of a free, just, and peaceful world and set minimum standards for how both individuals and institutions should treat people. They also empower people to take action to demand and defend their rights and the rights of others.


59

Although human rights were principally defined and codified in the twentieth century, human rights values are rooted in the wisdom literature, traditional values, and religious teachings of almost every culture. For example, the Hindu Vedas, the Babylonian Code of Hammurabi, the Bible, the Quran (Koran), and the Analects of Confucius all address questions of peoples’ duties, rights, and responsibilities. Native American sources include the Inca and Aztec codes of conduct and justice and the Iroquois Constitution.

All children have the right to what follows, no matter what their race, colour, sex, language, religion, political or other opinion, or where they were born or who they were born to.

You have the right to go to school for free, to play, and to have an equal chance to develop yourself and to learn to be responsible and useful

The foundation documents of human rights law are the Universal Declaration of Human Rights (UDHR, 1948), the International Covenant on Civil and Political Rights (ICCPR, 1966) and its Optional Protocol, and the International

Covenant on Economic, Social and Cultural Rights (ICESCR, 1966). Known collectively as the International Bill of Human Rights, these four documents were followed by more than twenty human rights conventions—treaties that become binding law in those countries that ratify them.

Human rights education is all learning that

develops the

knowledge, skills, and values of human rights.

Human rights could be generally defined as those rights which are inherent in our nature and without which we cannot live as human beings.

A ‘values-in-schools-initiative’ does not occur in a vacuum. In 1994 a democracy replaced decades of apartheid and centuries of one or the other form of racial rule. The principles of that heritage were a corruption of the very values we wish to promote, for they denied the humanity of the majority of our population. A democratic Constitution and Bill of Rights were accepted in 1995, which defined the inalienable rights of all South Africans to be exercised in democratically responsive institutions, among a population of considerable economic, racial and cultural diversity. Our educational institutions must reflect these rights, for they provide the frame of reference for an educational philosophy of a democracy.

a) The strengthening of respect for human rights and fundamental freedoms; b) The full development of the human personality and the sense of its dignity; c) The promotion of understanding, tolerance, gender equality, and friendship among all nations, indigenous peoples and racial, national, ethnic, religious and linguistic groups; d) The enabling of all persons to participate effectively in a free society; e) The furtherance of the activities of the United Nations for the maintenance of peace.”


60

International human rights documents provide inspiring goals for human rights education. For example, the first words of the Universal Declaration of Human Rights (UDHR) proclaim that “recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world.” However, to achieve, freedom, justice, and peace, people must also address concrete social and economic needs, such as poverty and discrimination, and political crises, such as war and political repression. Thus effective human rights education has two essential objectives: learning about human rights and learning for human rights.

There are at least three key elements to an educational philosophy. The first is to develop the intellectual abilities and critical faculties among all of the children and young adults in our schools. This is no small task for the philosophical emphasis of apartheid was conformity, obedience to rules and the suspension of intelligence. A democratic society flourishes when citizens are informed by a grasp of their history and of current affairs, where nothing is beyond question, where ideas are explored to their fullest extent possible and when there is an obligation on teachers to provide intelligent answers to questions. Our schooling system must therefore provide the basis of having informed and thinking citizens.

Secondly, the educational philosophy of our democracy should emphasise inclusiveness. It is necessary but certainly not enough to discourage or outlaw harmful and illegitimate discrimination. It is equally important to develop a culture and ethos in our schools that actively include all learners no matter their background in the formal and informal aspects of a school’s life. This requires an enhanced degree of linguistic and cultural dexterity, tolerance and appreciation of difference on the part of teachers and administrators. Perhaps it is a quality that is difficult to define with any precision. Nevertheless, we desire that our schools be places where learning occurs in zones of comfort, safety and where learners feel that they belong to a community.

Principle 1: Start from Reality — All learning must be

based on the needs, interests, experiences, and problems of the participants. Principle 2: Activity — Learning must be

active - through a combination of individual and group activity. Principle 3: Horizontal Communication — Learning takes

place through dialogue in which people share their thoughts, feelings, and emotions in an atmosphere of mutual respect. Principle 4: Developing the Ability to be Critical — One

must develop the capacity to be critical and to evaluate ideas, people, and acts in a serious fashion. Principle 5: Promoting the Development and Expression of Feelings — It is only possible to learn values if the training

methodologies take into account participants’ feelings. Principle 6: Promoting Participation — The best way to

learn is by participating, being consulted, and taking part in making decisions. Principle 7: Integration — Learning is most effective when the head, the body, and the heart are integrated in the learning process.


61

Human rights are highly inspirational and also highly practical, embodying the hopes and ideals of most human beings and also empowering people to achieve them. Human rights education shares those inspirational and practical aspects. It sets standards but also produces change. Effective human rights education can —

communities, and nations

Thirdly, our educational philosophy should provide learners with the tools to solve the many problems that come with being human throughout the life cycle. We believe that these tools are the same as the tools of science, broadly understood, which are to bring all knowledge, however tentative and imperfect, of a problem, to bear on finding its rational solution. It is to treat problems as challenges to be solved through knowledge and understanding, rather than as unbearable burdens to be endured without solution. The will and courage to approach life in this manner does not simply reside in science, but in the spirituality of humanity that defines our attitude to life.

Because it assumes that everyone has the right to an opinion and respects individual differences, participatory methodologies have proven especially effective for human rights education. Going beyond factual content to include skills, attitudes, values, and action requires an educational structure that is "horizontal" rather than "hierarchical." Its democratic structure engages each individual and empowers her or him to think and interpret independently. It encourages critical analysis of real-life situations and can lead to thoughtful and appropriate action to promote and protect human rights.

Human rights education is essential to active citizenship in a democratic and pluralistic civil society. Citizens need to be able to think critically, make moral choices, take principled positions on issues, and devise democratic courses of action. Participation in the democratic process means, among other things, an understanding and conscious commitment to the fundamental values of human rights and democracy, such as equality and fairness, and being able to recognize problems such as racism, sexism, and other injustices as violations of those values.


62

60 Kommunikeer kennis en begrip deur argumente te formuleer wat op getuienisse gebaseer is deur daaroor te debatteer, langer historiese gedeeltes te skryf, d.m.v. kunswerk, grafiese en drama en verder gebruik te maak van tegnologiese inligting indien dit beskikbaar is.

SO

EK

, N

OE

M,

LE

ER

Noem die belangrikste beginsels van Menseregte.

BE

SK

RY

F

EN

DR

A O

OR

Beskryf elkeen van die beginsels in detail.

VE

RD

UID

EL

IK

Verduidelik waarom elkeen van die beginsels belangrik is.

EIE

OO

RD

EE

L Word die beginsels in SA toegepas? Waarom is die beginsels nie in SA teenwoordig nie?

maak afleidings vanaf/vanuit historiese bronne€¦ · versend en meer as 20 000 ontvangstelle is...

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