June 2014

TS BIZ MAG THE YOUTH VOICE SHOUTS

UNDERSTANDING

16 JUNE ‘’YOUTH DAY’’

YOUNGSTERS MAKING A DIFFERNCE

PMB SCHOOL FUNCTIONS

JUNE 2014

PMB FREE MAGAZINE

Contents OUT & ABOUT

4-5

WHAT DO YOU AS A YOUNG MZANSI UNDERSTANDS YOUTH DAY

6-8

TIPS ON DISCOVERING YOUR HIDDEN POTENTIAL by DEREK CLARK’S

14 & 15

HOME BUSINESS WHAT TO GET THIS WINTER

18 & 19 22-25

VICTORIA OLIBU SUCCESS — HOW SHE DOES IT

26 & 27

OUR RECIPIES

24-27

Winter look 2014

TS Biz Mag

Ed’s note T

he Special Business Magazine (TSBM) provides opportunities for

the youth and enhance their interests, skills and abilities. We look at practical information, easy to-follow advice on aspects of business as well as more light-hearted pieces. The magazine intends to motivate and assist the youth in developing their skills and creating job opportunities. We want to inspire them into following their dreams and passion.

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JUNE 16 –YOUTH DAY

WHAT DO YOU AS YOUNG MZANSI UNDERSTAND ABOUT YOUTH DAY ?

June 16, Youth Day, also known as the Soweto Uprising, was a series of high school student-led protests in South Africa that began on the morning of June 16, 1976. Students from numerous Sowetan schools began to protest in the streets of Soweto, in response to the introduction of Afrikaans as the medium of instruction in local schools. The 16th of June is now a public holiday, Youth Day, in South Africa, in remembrance of the events in 1976.

Black high school students in Soweto protested against the Afrikaans Medium Decree of 1974 which forced all black

schools to use Afrikaans and English in a 50-50 mix as languages of instruction. The 1974 decree was intended to forcibly reverse the decline of Afrikaans among black Africans.

made critical analysis of the content difficult and discouraged critical thinking.

On the morning of June 16, 1976, thousands of black students walked from their The decree was resented deepschools to Orlando Stadium for ly by blacks as Afrikaans was a rally to protest against having widely viewed, in the words of to learn through Afrikaans in Desmond Tutu, then Dean of school. Many students who Johannesburg as "the language later participated in the protest of the oppressor". Teacher orarrived at school that morning ganizations such as the African without prior knowledge of the Teachers Association of South protest, yet agreed to become Africa objected to the decree. A involved. The protest was inchange in language of instructended to be peaceful and had tion forced the students to fobeen carefully planned by the cus on understanding the lanSoweto Students’ Representaguage and not the subject mative Council’s (SSRC) Action terial. This made critical analyCommittee, with sis of the content difficult and discouraged critical thinking.

support from the wider Black Consciousness Movement.

Teachers in Soweto also supported the march after the Action Committee emphasized good discipline and peaceful action.

The crowd of between 3,000 and 10,000 students made their way towards the area of the school. Students sang and waved placards with slogans such as, "Down with Afrikaans" and "Viva Azania".

died on the first day in Soweto.

Among them was Dr Melville Edelstein, who had devoted his life to social welfare among

blacks. He was stoned to death by the mob and left with a sign around his neck proclaiming 'Beware Afrikaaners'.

The students began the march only to find out that police had barricaded the road along their intended route.

The leader of the action committee asked the crowd not to provoke the police and the march continued on another route, eventually ending up near Orlando High School.

One of the first students to be shot dead was 13-year-old, Hector Pieterson. He was shot at Orlando West High School and became the symbol of the Soweto uprising. The police attacks on the demonstrators continued and 23 people, including two white people,

The 1,500 heavily armed police officers deployed to Soweto on June 17 carried weapons including automatic rifles, stun guns, and carbines. They drove around in armoured vehicles with helicopters monitoring the area from the sky. The South African Army was also ordered on standby as a tactical measure to show military force. Crowd control methods used by South African police at the

time included mainly dispersement techniques. The accounts of how many people died vary from 200 to 600. The original government figure claimed only 23 students were killed. The number of wounded was estimated to be over a thousand men, women, and children.

The Soweto Uprising was a turning point in the liberation struggle in South Africa. Prior to this event, the liberation struggle was being fought outside of South Africa, mostly in Rhodesia (later Zimbabwe), South West Africa (later Namibia) and Angola.

Many white South African citizens were outraged at the government's actions in Soweto, and about 300 white students from the University of the Witwatersrand marched through Johannesburg's city centre in protest of the killing of children. Black workers went on strike as well and joined them as the campaign progressed. Riots also broke out in the black townships of other cities in South Africa.

Student organizations directed the energy and anger of the youth toward political resistance.

The University of Zululand's records and administration buildings were set ablaze, and 33 people died in incidents in Port Elizabeth in August. In Cape Town 92 people died between August and September.

Most of the bloodshed had abated by the close of 1976, but by that time the death toll stood at more than 600.

The continued clashes in Students in Thembisa organized Soweto caused economic a successful and non-violent instability. The South African solidarity march, but a similar rand devalued fast and the protest held in Kagiso led to government was plunged into a police stopping a group of par- crisis. ticipants and forcing them to retreat, before killing at least five people while waiting for reinforcements. The violence only died down on June 18.

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