1.1.1. Relating new ideas, information and concepts learned earlier to the new ones.

1.1.2. Explaining the relationship between ideas, concepts and information gained earlier and the new ones.

1.1.3. Draw on the existing knowledge to advance a coherent argument relating to land issues.

1.2.1. Describing the actual processes of the Afrikaner expropriation of land.

1.2.2. Explain the Afrikaner motives for dispossessing Africans of their land.

1.3.1. Identifying Voortrekker values and attitudes, towards land ownership and usage.

1.3.2. Appreciating Voortrekker perceptions regarding land in the Transvaal following the Ndebele expulsion.

1.3.3. Explain the traditional African concept of land ownership and usage.

1.3.4. Reflect upon and decide on how land issues affecting both the Afrikaner and Africans could have been satisfactorily resolved.

2.1.1. Explaining the partnership existing between the missionaries and Africans in the acquisition of land by the latter group

2.1.2. Identifying archival and library material which in your view is relevant to the topic at hand

2.1.3. Interpreting and making judgements about the value of the evidence contained in archival and library materials

2.1.4. Synthesising information collected from sources to argue coherently about the missionary role in the acquisition of land by Africans

2.2.1. Examining critically the nature of the political environment in the 1850s and 1900s denying African the fundamental right to own land in the Transvaal

2.2.2. Identifying issues and problems prohibiting sustainable resource use by Africans in the Transvaal

2.2.3. Evaluating the strengths and weaknesses of the African approach to use missionaries in acquiring land

2.2.4. Suggesting practical ways or solutions that should have been taken by authorities to move to African society to sustainability

2.3.1. Analysing the role played by the Z A R in enabling Africans to acquire land

2.3.2. Explaining the part played by British authorities to assist Africans to acquire land.

3.1.1. Assessing the impact of Verwoerd’s policy of forced resettlement of Africans on the latter’s economic development

3.1.2. Relating the ideas and land policies of previous governments of the Z A R and the British on the one hand and those of the Nationalist government of Verwoerd

3.1.3. Organising ideas and policies of Verwoerd’s nationalist government with regard to the separate political development for African ‘homelands’, the Coloured and Indians

3.1.4. Explaining the effects of the Group Areas removals on the Africans, Coloured and Indians during Verwoerd’s term of office

3.2.1. Supplementing lecture notes given in seminars with appropriate archival information to explore processes of forced resettlement of Africans

3.2.2. Selecting and using relevant references and quotations to support the arguments or views expressed regarding the issue and processes of forced removals

3.3.3. Draw material from a range of sources to demonstrate appreciation of the motives behind the issue of forced removals and to assess its impact on Africans.

4.1.1. Integrating knowledge gained from the module on forced removals into the new knowledge of land reform

4.1.2. Explaining the interrelationships between the processes of forced removals, land redistribution and land restitution

4.1.3. Drawing together data from a variety of sources explain how land reform, land redistribution and restitution have attempted to redress the injustices and suffering caused by the policy of forced removals

4.2.1. Identifying the problems and progress made by land reform programmes in the neighbouring countries of South Africa

4.2.2. Analysing similarities and differences between land reform programmes in South Africa and any two of the S A D C countries.

4.2.3. Identifying some of the lessons South Africa can lessons South Africa can learn from the historical inequities and land reform policies of some of the neighbouring countries

5.1.1. Identifying a variety of important and scientific research methods in history

5.1.2. Explaining the critical relationships between various sources of history such as archival, library and material retrieved from the Internet, oral and other documentary sources

5.2.1. Identifying a researchable problem in the field of history

5.2.2. Studying and analysing the literature selected for the topic

5.2.3. Delivering a formal presentation and recognising different audiences of students and staff

5.2.4. Organising task demands and managing time effectively

INTEGRATED ASSESSMENT

Formative and summative assessment procedures will be used throughout the duration of learning and the writing of the dissertation to track the learner’s progress towards the envisaged competencies and provide the necessary remedial work where necessary. A learner profile will be developed reflecting or integrating the knowledge, skills, orientations and the completed dissertation testifying to the attainment of competences outlined in the purpose statement of the qualification