NATIONAL
SENIOR CERTIFICATE
GRADE 11
HISTORY P2
EXEMPLAR 2007
MARKS: 150
TIME: 2 hours
This question paper consists of 7 pages and an addendum of 11 pages.
Copyright reserved
Please turn over
History/P2
2
NSC
DoE/Exemplar 2007
INSTRUCTIONS AND INFORMATION
1.
This question paper consists of THREE questions based on the prescribed
content framework for 2007 which is as follows:
QUESTION 1:
QUESTION 2:
QUESTION 3:
Pseudo-scientific racism and Social Darwinism
Impact of World War Two on Africa
Apartheid
2.
Each question counts 75 marks and begins with a key question.
3.
Candidates are required to answer TWO questions. Each question consists
of both the source-based question which counts 45 marks and the extended
writing which counts 30 marks.
4.
In the answer of questions, candidates are required to demonstrate
application of knowledge, skills and insight.
5.
Direct quoting from sources will be to the disadvantage of candidates.
6.
Write neatly and legibly.
Copyright reserved
Please turn over
History/P2
3
NSC
DoE/Exemplar 2007
QUESTION 1
WHAT IMPACT DID EUGENICS HAVE ON PSEUDO-SCIENTIFIC RACISM?
Study Sources 1A, 1B and 1C to answer the following questions.
1.1
Refer to Source 1A.
1.1.1
In your own words define the concept eugenics.
(1 x 2)
(2)
1.1.2
Explain whether eugenics can be supported as a science.(2 x 2)
(4)
1.1.3
What, according to this source, was the aim of eugenics? (1 x 2)
(2)
1.1.4
Explain why you would agree or disagree with the following
statement:
‘... eugenics co-operates with the workings of nature by
ensuring that humanity shall be represented by the fittest race’.
(2 x 2)
1.2
Refer to Source 1B.
1.2.1
What does this illustration say about eugenics?
(2 x 2)
(4)
1.2.2
Explain whether the tree is an accurate representation of
eugenics.
(2 x 2)
(4)
The eugenics movement stated that if its philosophy were
followed 'a better and more harmonious society would be
created'. To what extent do you support this statement? (2 x 3)
(6)
How, do you think, physically challenged (disabled) persons
would react to the philosophy of eugenics?
(2 x 2)
(4)
Refer to Sources 1A and 1B. How do these sources support each other on
the philosophy of eugenics?
(2 x 2)
(4)
1.2.3
1.2.4
1.3
1.4
(4)
Study Source 1C.
1.4.1
1.4.2
Copyright reserved
What influence did the philosophy of eugenics have on Hitler's
writing of Mein Kampf?
(1 x 2)
(2)
In what way, do you think, the eugenics movement was either
beneficial or harmful to race relations?
(2 x 2)
(4)
Please turn over
History/P2
1.5
4
NSC
DoE/Exemplar 2007
'... all the results of art, science and technology that we see before us today,
are almost exclusively the creative product of the Aryan ... he alone was the
founder of all higher humanity ...'
Explain how the information in Source 1A supports Hitler's thinking in
Source 1C.
1.6
(5)
EXTENDED WRITING
1.6.1
Eugenics was a major contributor to Hitler's ideology of the
'Herrenvolk'. Discuss.
(30)
OR
1.6.2
Evaluate how the theories of eugenics influenced pseudoscientific racism in one of the following countries:
a) Nazi Germany
b) United States of America
c) Australia
Use relevant information from the sources and your own
knowledge to support your answer.
(30)
[75]
QUESTION 2
HOW DID AFRICAN COUNTRIES GAIN THEIR INDEPENDENCE FROM
COLONIAL RULE?
Use Sources 2A and 2B to answer the following questions.
2.1
Refer to Source 2A.
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
Copyright reserved
Why, according to this source, did Arden-Clarke 'face the most
difficult decision of his career'?
(2 x 2)
(4)
Why did the officials of the British government refer to
Kwame Nkrumah as 'a dangerous troublemaker and a
thorough-going communist'?
(2 x 2)
(4)
What prompted Nkrumah to launch his own political party?
(2 x 2)
(4)
What impact, do you think, the statement 'seek ye first the
political kingdom ... and all else will follow' would have had on
the people of Ghana?
(2 x 2)
(4)
How did Britain propose to lead Ghana to liberation?
(4)
(2 x 2)
Please turn over
History/P2
5
NSC
2.1.6
How, do you think, the following leaders would have reacted to
the election results:
(a)
(b)
2.1.7
2.2
(2 x 2)
(4)
What part, do you think, African nationalism played in Ghana's
independence?
(2 x 2)
(4)
Explain the following concepts in your own words:
(a)
(b)
Winds of Change
Black nationalism
(2 x 2)
(4)
Explain to what extent the cartoonist's portrayal of events in
Africa is accurate.
(2 x 2)
(4)
Why do you think South Africa is demarcated as 'Private Keep
Out'?
(2 x 2)
(4)
Study Sources 2A and 2B. Explain the usefulness of these two sources to
a historian studying the events leading to the independence of African
states.
(5)
2.2.2
2.2.3
2.4
Kwame Nkrumah
Arden-Clarke
Refer to Source 2B.
2.2.1
2.3
DoE/Exemplar 2007
EXTENDED WRITING
2.4.1
Discuss the factors that contributed to the various African states
gaining their independence from colonial rule.
(30)
OR
2.4.2
This year (2007) Ghana celebrates
independence from British colonial rule.
50
years
of
its
Write an essay for inclusion in a commemorative newsletter on
the role Kwame Nkrumah played in steering Ghana to uhuru /
freedom / independence.
Copyright reserved
(30)
[75]
Please turn over
History/P2
6
NSC
DoE/Exemplar 2007
QUESTION 3
HOW DID THE FREEDOM CHARTER CHALLENGE THE APARTHEID REGIME?
Use Sources 3A, 3B, 3C, 3D and 3E to answer the following questions.
3.1
3.2
Refer to Source 3A.
3.1.1
Explain the term apartheid in your own words.
(1 x 2)
(2)
3.1.2
What were the demands of the people?
(1 x 3)
(3)
3.1.3
Explain why land formed a significant grievance against
apartheid.
(2 x 1)
(2)
Use Source 3B.
3.2.1
What is understood by the term resolution?
(1 x 2)
(2)
3.2.2
Explain why you would regard the drawing up of the Freedom
Charter as being democratic.
(2 x 2)
(4)
What problems did the organisers experience in drawing up the
Freedom Charter?
(2 x 2)
(4)
How useful is this source to a historian studying the drawing up
of the Freedom Charter?
(2 x 2)
(4)
How does Source 3A support what is being depicted in Source 3C
regarding the demands made by the people?
(4)
3.2.3
3.2.4
3.3
3.4
Study Sources 3C and 3D.
3.4.1
3.4.2
Copyright reserved
You are required to develop a brochure commemorating the
50th anniversary of the Freedom Charter. Explain which ONE of
the two sources you would use in the brochure.
(2 x 2)
(4)
Account for the differences in the mood of the people, as shown
in Sources 3C and 3D.
(2 x 2)
(4)
Please turn over
History/P2
3.5
7
NSC
Read through Source 3E.
3.5.1
3.5.2
3.5.3
3.6
'South Africa belongs to all who live in it' and 'All national
groups shall have equal rights.' Why might a Pan Africanist
disagree with this?
(2 x 2)
(4)
Explain why the National Party was opposed to the Freedom
Charter.
(2 x 1)
(2)
'The doors of learning and culture shall be open.' Do you agree
or disagree with this principle? Explain your answer.
(1 x 3)
(3)
Study Sources 3A, 3B and 3E.
3.6.1
3.6.2
3.7
DoE/Exemplar 2007
Explain in what way the grievances referred to in Source 3A
were addressed in Source 3E.
(1 x 2)
(2)
Which demand in Source 3B is addressed in Source 3E? (1 x 2)
(2)
EXTENDED WRITING
3.7.1
The Freedom Charter attempted to challenge the injustices of
apartheid. Discuss.
(30)
OR
3.7.2
The Freedom Charter gave the African National Congress
(ANC) a manifesto - a clear statement of their demands. Using
ALL the sources and your own knowledge, write an essay
explaining why the Freedom Charter became the founding
document of the people's struggle against apartheid.
TOTAL:
Copyright reserved
(30)
[75]
150
NATIONAL
SENIOR CERTIFICATE
GRADE 11
HISTORY P2
EXEMPLAR 2007
ADDENDUM
This addendum consists of 11 pages.
Copyright reserved
Please turn over
History/P2
2
NSC
ADDENDUM
DoE/Exemplar 2007
QUESTION 1
WHAT IMPACT DID EUGENICS HAVE ON PSEUDO-SCIENTIFIC RACISM?
SOURCE 1A
Charles Darwin's cousin, Francis Galton, developed a new branch of scientific enquiry
based on the theories of evolution. He called it eugenics. Eugenics is the science of the
improvement of the human 'race' by breeding the 'best with the best'. He believed that
natural selection does not work in human societies the way it does in nature, because
people interfere with the process. As a result, the fittest do not always survive. From this
point, it was an easy step for some governments to become actively involved in
promoting biological engineering, encouraging 'superior' elements of society to have
more children and preventing 'inferior' elements from having children, in euthanasia and
sterilisation programmes for the mentally ill, disabled and mixed-race children, as
happened in the USA and Nazi Germany. In 1904 Galton explained how he believed
eugenics would improve a human stock:
The eugenics is the science which deals with all influences that improve and develop the
inborn qualities of a race. But what is meant by 'improvement'? We must leave morals
as far as possible out of the discussion, on account of the almost hopeless difficulties,
they raise as to whether a character as a whole is good or bad. The essentials of
eugenics may, however, be easily defined. All would agree that it was better to be
healthy than sick, vigorous than weak, well fitted than ill fitted for their part in life. In
short, that it was better to be good rather than bad specimens of their kind, whatever that
kind might be. There are a vast number of conflicting ideals, of alternative characters, of
incompatible civilisations, which are wanted to give fullness and interest to life. The aim
of eugenics is to represent each class or sect by its best specimens, causing them to
contribute more than their proportion to the next generation. That done, to leave them to
work out their common civilisation in their own way ... eugenics co-operates with the
workings of nature by ensuring that humanity shall be represented by the fittest races.
What nature does blindly, slowly, and ruthlessly, man may do providently, quickly and
kindly ... . The improvement of our stock seems one of the highest objects that can be
reasonably attempted.
Copyright reserved
Please turn over
History/P2
3
NSC
ADDENDUM
DoE/Exemplar 2007
SOURCE 1B
This illustration is to show all the areas in which United States eugenicists thought that
eugenics would be useful. These areas are listed on the roots of the tree. They thought
that if eugenics were followed, a better and more harmonious society would be the result.
This illustration is from the American Philosophical Society.
Copyright reserved
Please turn over
History/P2
4
NSC
ADDENDUM
DoE/Exemplar 2007
SOURCE 1C
Hitler admired the work of the eugenicists in the USA and used many of their ideas in his
laws dealing with race. Long before he came into power, Hitler wrote about his beliefs,
about the purity of race and the hierarchy of race in Mein Kampf. These extracts are
from Mein Kampf, translated by Ralph Manheim, 1969, pp. 195, 263, 279:
(a)
What we must fight for is to safeguard the existence and reproduction of our race and our
people ..., and the purity of our blood, the freedom and independence of the fatherland,
so that our people may mature for the fulfilment of the mission [given to us] by the creator
of the universe.
(b)
It is idle to argue which race or races were the original representatives of human culture
and hence the real founders of all that we sum up under the word 'humanity'. It is simpler
to raise this question with regard to the present, and here an easy clear answer results.
All the human culture, all the results of art, science and technology that we see before us
today, are almost exclusively the creative product of the Aryan ... he alone was the
founder of all higher humanity ... .
Copyright reserved
Please turn over
History/P2
5
NSC
ADDENDUM
DoE/Exemplar 2007
QUESTION 2
HOW DID AFRICAN COUNTRIES GAIN THEIR INDEPENDENCE FROM COLONIAL
RULE?
SOURCE 2A
This is an extract from the State of Africa: History of Fifty Years of Independence by
Martin Meredith, which describes the events that lead to the independence of Ghana,
1957.
At the headquarters at Christian Borg Castle, a seventeenth century slaving fort from where the British
governors had ruled the Gold Coast for 50 years, Sir Charles Arden-Clarke awoke on the morning of 9
February 1951 to face the most difficult decision of his career. His problem concerned a 41-year-old
prisoner in James Fort in Accra serving a three-year sentence for subversive activities. In the eyes of
colonial authorities, Kwame Nkrumah was a dangerous troublemaker. Official reports referred to him as a
'thorough-going communist'. He had launched his own political party in June 1949, demanding 'Selfgovernment - Now' and threatening to wreck Britain's carefully laid plan for constitutional reform if it was not
granted.
In fiery speeches across the country, he promised that 'Self-government - Now' would solve all the
grievances and hardships inflicted by colonial rule and bring a new world of opportunity and prosperity. His
flamboyant manner and winning smile earned him the nickname of 'Showboy'. His radical appeal spread to
trade unionists, ex-servicemen, clerks, petty traders and teachers, to a new generation seeking a better
way of life. To those without money, without position, without property, Nkrumah's call of 'freedom' was an
offer of salvation. 'Seek ye first the political kingdom,' Nkrumah told them 'and all else will follow.'
The final result was a victory for the CPP which won 34 seats, while Danquah's Convention won only three
seats (Dr Joseph Danquah was admired by the British). The news was relayed to him by the prison
authorities at 4 am on the morning of 9 February. The dilemma facing Arden-Clarke was whether to
release Nkrumah - a convicted criminal - from prison. So, Arden-Clarke ordered his release, describing it
as 'an act of grace'. After 14 months' imprisonment, Nkrumah walked out of prison to a tumultuous
welcome from his supporters ... .
Photograph of Kwame Nkrumah and Sir Charles Arden-Clarke at Ghana's independence
celebrations in March 1957.
Copyright reserved
Please turn over
History/P2
6
NSC
ADDENDUM
DoE/Exemplar 2007
SOURCE 2B
The cartoon below is by Jock Leyden entitled Coming with the wind. It portrays the
growth of black nationalism.
BLACK NATIONALISM
RHODESIA
THE WINDS OF CHANGE
ROY
PRIVATE KEEP OUT
CONGO
Copyright reserved
Please turn over
History/P2
7
NSC
ADDENDUM
DoE/Exemplar 2007
QUESTION 3
HOW DID THE FREEDOM CHARTER CHALLENGE THE APARTHEID REGIME?
SOURCE 3A
The Congress Alliance called on people to send in their grievances and their ideas for the
kind of South Africa they wanted. This is an excerpt of some of the grievances against
apartheid.
'WE CALL THE FARMERS OF THE RESERVES AND TRUST LANDS!
Let us speak of the wide lands and the narrow strips on which we toil. Let us speak of
the brothers without land and the children without schooling. Let us speak of taxes and
of cattle and of famine.
LET US SPEAK OF FREEDOM! WE CALL THE MINERS OF COAL, GOLD AND
DIAMONDS!
Let us speak of the dark shafts and the cold compounds far from our families.'
SOURCE 3B
This is an extract from an organiser who went out into the countryside to collect
demands:
'We got resolutions from women, farm workers, the whole lot. We even got resolutions
written on the back of cigarette boxes, pieces of cardboard or paper. It was a difficult
task because people were not used to expressing themselves openly. The volunteer had
to explain carefully: 'Look, I'm not telling you what to say, you tell me what you want.'
Demands varied from being unable to get a uniform at work, or for wives to be able to live
with their husbands, to much more political ideas such as votes for all.'
Copyright reserved
Please turn over
History/P2
8
NSC
ADDENDUM
DoE/Exemplar 2007
SOURCE 3C
Below is a photograph showing a delegation marching to Kliptown on 26 June 1955 with
their demands:
Copyright reserved
Please turn over
History/P2
9
NSC
ADDENDUM
DoE/Exemplar 2007
SOURCE 3D
Below is a photograph showing some of the crowd at the congress held at Kliptown on
26 June 1955, when the Freedom Charter was agreed upon:
Copyright reserved
Please turn over
History/P2
10
NSC
ADDENDUM
DoE/Exemplar 2007
SOURCE 3E
Below is an extract from the Freedom Charter:
THE FREEDOM CHARTER
We, the people of South Africa, declare for all out country and the world to know:
•
Clause 1, The People Shall Govern, affirms the right of all, regardless of race,
colour or sex, to vote;
•
Clause 2, All National Groups Shall Have Equal Rights, affords equality before
the law, in schools, and forbids racial insults;
•
Clause 3, The People Shall Share In The Country's Wealth, calls for the
nationalisation of the mines, banks, and industrial monopolies, and for all people to have
equal economic and job rights;
•
Clause 4, The Land Shall be Shared Among Those Who Work It, demands a
redistribution of the land, as well as the abolition of any restrictions on movements of
people, access to land, and stock holdings;
•
Clause 5, All Shall Be Equal Before The Law, promises the abolition of
detentions or bannings without trial, as well as all discriminatory laws;
•
Clause 6, All Shall Enjoy Human Rights, guarantees freedom of speech,
worship and association, and unfettered freedom of movement;
•
Clause 7, There Shall Be Work And Security, recognises the right of all to work
and to equal pay for equal work, lays down minimum working conditions, and promises
the abolition of child labour;
•
Clause 8, The Doors Of Learning And Culture Shall Be Opened, sets out
principles of free, universal, compulsory and equal education, promises to wipe out
illiteracy, and undertakes to remove all cultural, sporting and educational colour bars;
•
Clause 9, There Shall Be Houses, Security And Comfort, promises decent
housing for all, the demoliton of slums and fenced townships, proper medical care for all,
as well as care of the aged, the disabled and orphans;
•
Clause 10, There Shall Be Peace And Friendship, says that South Africa will
respect the rights of other states and will strive for world peace.
The Freedom Charter concludes: 'Let all who love their people and their country now
say, as we say here: these freedoms we will fight for, side by side, throughout our lives
until we have won our liberty.'
Copyright reserved
Please turn over
History/P2
11
NSC
ADDENDUM
DoE/Exemplar 2007
ACKNOWLEDGEMENTS
Baker, C. Russia 1917-1945 (Heinemann Educational) 1990
Bartels, J et al Shuters History (Shuter & Shooters Publishers) 2006
Bottaro, J. et al Oxford in Search of History Grade 11 (Oxford University Press) 2006
Brooman, J. 1992 The Age of Excess ( New York ; Longman )
Brazier,C. Racism: Shouldering Our Responsibilities(New Internationalist Magazine,March
1985)
Culpin, C. South Africa since 1948 (John Murray Publishers) 2000
Downey, T. et al 2000 Russia and the USSR 1905-1995 ( Oxford; Oxford University Pres)
Fiehn,T. 2005 Russia and the USSR 1905-1941 ( London; John Murray )
Goonam, Dr Coolie Doctor (Madiba Publications) 1991
Govender, S.P. et al New Generation History Grade 11 (New Generation Publishing
Enterprises) 2006
Graves, F. et al Moments in History (Juta Gariep) 2006
Johnson, W. M. Black Hamites- Era of African Slavery and Slave Trade(Paper delivered
Bethune- Cookman College, USA)
Kelly, N. 1996 Russia and USSR 1905- 1956 (Oxford; Heinemann)
Kelly, N. et al 1996 The Modern World (Oxford; Heinmann)
Lane, P. 1978 The USA in the Twentieth Century (London; Batsford) Leadership vol 10 1991
Meredith, M 2005 State of Africa: History of Fifty Years of Independence.(London; J. Ball)
O’ Callaghan, D. B 1974. From Roosevelt and the United States(London, Longman)
Roberts, M 2001 South Africa 1948-1994(China; Longman)
Robertson, J. 1986 Russia in Revolution(Oxford; Oxford University Press)
Smith, N. 2000. The USA 1917- 1980(Oxford; Oxford University Press)
Sunday Times: History Strikes Back At The British Empire(September 2006)
Waugh, S Essential Modern World History (Canale) 2001
Woods. D. Nelson Mandela The Illustrated Long Walk to Freedom (LIttle Brown) 2001
York, B. The Soviet Union (Harrap) 1983
Copyright reserved