GRAAD 12
NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P1
NOVEMBER 2010
ADDENDUM
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QUESTION 1:
2
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WHAT WERE THE CONSEQUENCES OF THE UNITED STATES
OF AMERICA'S (USA'S) INVOLVEMENT IN THE VIETNAM WAR?
SOURCE 1A
The following source consists of two viewpoints on the USA's entry into the Vietnam
war. It is taken from The Making of the Modern World by C Condon.
Viewpoint 1: An extract of the speech delivered by President Johnson at the
John Hopkins University on 7 April 1965.
... Over this war, and all Asia, is the deepening shadow of Communist China. The
rulers in Hanoi are urged on by Peking. This is a regime (government) which has
destroyed freedom in Tibet, attacked India and been condemned by the United
Nations for aggression in Korea. It is a nation which is helping the forces of violence
in almost every continent. The contest in Vietnam is part of a wider pattern of
aggressive purpose.
Why are these realities our concern? Why are we in South Vietnam? We are there
because we have a promise to keep. Since 1954 every American president has
offered support to the people of South Vietnam. We have helped to build, and we
have helped to defend. Thus, over many years, we have made a national pledge to
help South Vietnam defend its independence. And I intend to keep our promise.
To dishonour that pledge, to abandon this small and brave nation to its enemy, and to
the terror that must follow, would be an unforgivable wrong ...
Viewpoint 2: An extract of a message written by Ho Chi Minh, leader of North
Vietnam to USA's President Johnson on 15 February 1967.
... Vietnam is thousands of miles away from the US. The Vietnam people have never
done any harm to the US. But contrary to the pledges made by its representatives at
the 1954 Geneva Conference, the US government has ceaselessly (without end)
intervened in Vietnam; it has unleashed (let loose) and intensified the war of
aggression in South Vietnam with a view to prolonging (extending) the partition of
Vietnam and turning South Vietnam into a neocolonial and military base of the US ...
The US government has committed war crimes, crimes against peace and against
mankind. Half a million US troops have resorted to the most inhuman weapons and
the most barbarous (inhumane) methods of warfare, such as napalm (a burning
chemical), toxic chemicals and gases, to massacre our compatriots, destroy crops
and raze villages to the ground.
In North Vietnam thousands of US aircraft have dropped hundreds of bombs,
destroyed towns, villages, factories, roads, bridges, dikes, dams and even churches,
pagodas, hospitals, schools ... The Vietnamese people will never submit to force,
they will never accept talks under the threat of bombs ...
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SOURCE 1B
This source consists of two photographs showing the effects of the USA's involvement
in the Vietnam war.
Photograph 1:
The following photograph was taken by Associated Press photographer Nick Ut. It shows
Vietnamese children and Kim Phuc, a nine-year-old girl running naked after a napalm attack
near Trang Bang on 8 June 1972. Napalm was a burning chemical that the USA army used
to spray from military aircraft on the Viet Cong army and their hide-outs. Taken from The
Twentieth Century World by P Mantin.
Kim Phuc
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Photograph 2:
This photograph shows a USA student who was shot while demonstrating against American
involvement in Vietnam at the University of Kent in 1970. Taken from The World Since 1914
by J Scott.
SOURCE 1C
The table below gives information on the total number of American soldiers who died
during the Vietnam War. Taken from Vietnam War – Participants and Casualties by
R Kolb et al. Date unknown.
AMERICAN SOLDIERS KILLED DURING MILITARY SERVICE
30 950
65%
ARMY
13 091
28%
MARINES
1 744
4%
AIR FORCE
1 628
3%
NAVY
47 413
100%
TOTAL
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QUESTION 2:
5
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WHAT ROLE DID JOMO KENYATTA PLAY IN TRANSFORMING
KENYA FROM 1960 TO 1970?
Kenya was a British colony. White settlers occupied the fertile 'white highlands' which
led to much conflict and anger among indigenous Kenyans. Jomo Kenyatta led the
movement for an independent Kenya. He was later jailed for his revolutionary
activities. Kenyatta was released in 1961 and became the first democratically elected
leader of Kenya in 1963.
SOURCE 2A
The extract below explains the mood in Kenya after the release of Kenyatta. Taken
from Britain's Gulag: Brutal End to Empire in Kenya by C Elkins.
For thousands of Kikuyu, Kenyatta's liberation in August 1961 was sweet: 'I wept, I
wept with joy' recalled one former detainee. We danced and celebrated … Our leader
was free and he was going to save us from the colonial oppressors'. Triumphal
(victorious) appearances soon followed and Kenyatta toured the country. He also
made a remarkable impression upon the British public when he gripped millions of
viewers in their living rooms during an interview on BBC's television series Face to
Face. No one knew quite what to make of this man who spoke eloquently (wellspoken) and wore a Western-style suit. It was becoming apparent to everyone that this
'leader to darkness and death' (as described by the British Governor of Kenya, Patrick
Reninson) or great African statesman, no one at the time was sure which one, was
going to become Kenya's first president.
… From the moment he stepped out of detention, Kenyatta did his best to allay (to put
to rest) the fears of the British government and the settler population, assuring them
that an independent Kenya would forgive the past and most important, would not take
their land. Kenyatta went to the heart of the settler nation in Nakuru, where he won
over the white, hostile crowd. He told them, 'We are going to forget the past and look
forward to the future ... Let us join hands and work for the benefit of Kenya. We want
you to stay and farm well in this country …' By the end of the meeting the settlers – the
same ones who had for years condemned Kenyatta, were patting him on the back and
shouting, 'Harambee' or 'Let's all pull together' …
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SOURCE 2B
The source below consists of a written source and visual sources highlighting Kenya's
Independence Day celebrations.
Written source: This source explains the events that occurred when Kenya became
independent from Britain on 11 December 1963. Taken from Britain's Gulag: Brutal
End to Empire in Kenya by C Elkins.
In less than two years after he was reintroduced to the world, Kenyatta stood on the
podium of Nairobi's Uhuru stadium. 'This is the greatest day in Kenya's history and the
happiest day in my life' he told a crowd of some forty thousand ecstatic Africans …
Kenyatta was a spell-binding speaker, refusing to read his prepared address in English.
Dramatically he tossed his speech aside and spoke to his people in KiSwahili and the
crowd was virtually uncontrollable. Looking down with him were dignitaries from around
the world who had all come to Kenya on that day to witness Kenya achieve its
independence from European rule.
Then at midnight, after hours of ceremonies and dancing, a spotlight zeroed in on the
Union Jack being lowered and Kenya's new flag was raised for the first time.
Visual sources:
Photograph 1:
The photograph below shows Jomo Kenyatta celebrating Kenya's independence from
Britain at Nairobi's Uhuru Stadium, December 1963. Taken from History For You:
Twentieth Century World by J Ray and J Hagerty.
Jomo Kenyatta
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Photograph 2:
The photograph below shows police attempting to control the crowd who were attending
the Independence Day celebrations at Nairobi's Uhuru Stadium. Taken from East African
Standard Newspaper, a Kenyan newspaper, 1963.
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SOURCE 2C
The following extract from The State of Africa by M Meredith focuses on developments
in Kenya after independence.
In contrast to the socialist programmes fashionable in Africa at the time, Kenyatta
adhered to capitalist policies, encouraging both indigenous private enterprise and
foreign investment. With government assistance, an expanding African middle class
grasped opportunities in the civil service, agriculture, commerce and industry.
Kenyatta's government was also vigorous (forceful) in promoting local self-help
development organisations, known as Harambee – a KiSwahili word meaning 'Let's all
pull together' – responsible for the construction and operation of schools, health clinics
and water provision …
White farmers were bought out by both smallholders and by other African owners,
often members of the Kenyan elite. By 1970 a total of 1,5 million acres had been
acquired for settlement schemes involving some 500 000 people. Africans also
gained ownership of corporate ranches and coffee plantations …
The capital, Nairobi, reflected Kenya's growing prosperity. It flourished (grew) as an
international business and conference centre, its skyline changing with the
construction of new hotels and office blocks. Foreign tourists flocked to the country's
spectacular wildlife parks and coastal resorts, providing a major source of revenue.
… yet there was wide disparity (difference): while the rich got richer, the level of rural
poverty increased and despite the land transfer programme, the problem of land
hunger continued.
Kenyatta's capitalist strategy aroused fierce dissension (disagreement) … Oginga
Odinga, whom Kenyatta had appointed vice-president after independence, resigned
from the government and set up an opposition party. As well as free distribution of
white-owned land, he advocated a programme of nationalisation of foreign-owned
enterprises and a shift in foreign policy away from Kenya's close links with Western
countries in favour of new ties with the Eastern bloc …
Kenyatta was ruthless in dealing with any challenge to his authority. In 1969 Odinga
was arrested and his party banned …
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QUESTION 3:
9
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DBE/November 2010
HOW DID THE MARCH TO THE LINCOLN MEMORIAL GATHER
MOMENTUM IN THE STRUGGLE FOR CIVIL RIGHTS IN THE
UNITED STATES OF AMERICA (USA) IN THE 1960s?
SOURCE 3A
The following consists of a written and visual source on the march to the Lincoln
Memorial.
Written source: This is part of an address delivered by Martin Luther King Junior
on 28 August 1963 on the steps of the Lincoln Memorial. Taken from Black Peoples
of the Americas by J Shuter et al.
'… I say to you today, my friends, so even though we face difficulties of today and
tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have
a dream that one day this nation will rise up and live out the true meaning of its creed
(statement of belief). We hold these truths to be self-evident, that all men are created
equal. I have a dream that one day on the red hills of Georgia the sons of former slaves
and the sons of former slave-owners will be able to sit down together at the table of
brotherhood …'
Visual source:
The photograph below, taken from the air, shows about 250 000 people who attended the
march to the Lincoln Memorial on 28 August 1963. Taken from Studies in 20th Century
World History by S Harrison.
The Lincoln
Memorial
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SOURCE 3B
The following editorial (editor's comments on current issues) from the The New York
Times, dated 29 August 1963, comments on the march to the Lincoln Memorial.
Taken from The Modern World 1914 – 1980, by N Kelly.
WASHINGTON
More than 250 000 Americans, most of them black but many of them white,
demonstrated here today for a full and speedy programme of civil rights and equal
opportunities. It was the greatest assembly for a redress of a grievance that this
capital has ever seen …
There was no evidence to mar (stop) the demonstration. In fact, at times there was an
air of hootenanny (happiness/excitement) about it as groups of schoolchildren clapped
hands and swung into the familiar freedom songs. But if the crowd was good-natured,
the underlying tone was one of dead seriousness. The emphasis was on 'freedom' and
'now'. At the same time the leaders emphasised, paradoxically (in contradiction) but
realistically, that the struggle was just beginning.
On Capitol Hill (home of the US Congress) opinion was divided about the impact of the
demonstration in stimulating congressional action on civil rights legislation. But at the
White House, President Kennedy declared that the cause of 20 000 000 Negroes had
been advanced by the march … 'The nation,' the President said, 'can properly be proud
of the demonstration that has occurred here today.'
SOURCE 3C
The extract below is part of a response by President JF Kennedy delivered in 1963
with regard to the march to the Lincoln Memorial. Taken from Studies in 20th Century
World History by S Harrison.
I hope that every American … will stop and examine his conscience … Today we are
committed to a world-wide struggle to promote and protect the rights of all who wish to
be free. And when Americans are sent to Vietnam or West Berlin we do not ask for
whites only … Now the time has come for the nation to fulfil its promise … The fires of
frustration and discord (disagreement) are burning in every city, North and South …
We face therefore a moral crisis … it is time to act in Congress.
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QUESTION 4:
11
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DBE/November 2010
HOW DID STEVE BIKO AND THE PHILOSOPHY OF BLACK
CONSCIOUSNESS INFLUENCE THE SOWETO UPRISING OF
1976?
SOURCE 4A
This source consists of two viewpoints on Black Consciousness.
Viewpoint 1: The following are Biko's thoughts on Black Consciousness.
Taken from I Write What I Like by S Biko.
All in all the black man has become a shell, a shadow of a man, completely defeated,
drowning in his own misery, a slave, an ox bearing the yoke (burden) of oppression
with sheepish timidity (shyness). This is the first truth, bitter as it may seem, that we
have to acknowledge before we can start on any programme to change the status
quo. It becomes necessary to see the truth, as it is, if you realise that the only vehicle
for change is these people who have lost their personality. The first step, therefore, is
to make the black man come to himself; to pump back life into his empty shell; to
infuse him with pride and dignity, to remind him of his complicity in the crime of
allowing himself to be misused and therefore letting evil reign supreme in the country
of his birth. This is what we mean by an inward-looking process. This is the definition
of Black Consciousness.
Viewpoint 2: The following is a translation of an article that appeared in the
Afrikaans newspaper, Die Vaderland, written by the editor Harold Pakendorf.
This newspaper was the mouthpiece of the Transvaal National Party.
I've no quarrel with Black Consciousness as such; there is nothing wrong with it. It's
part of a nationalist feeling and it's understandable and we shouldn't react negatively
to it. We should react positively to it. It would be foolish not to recognise that there
are grievances and that those grievances can be addressed best through a
nationalist organisation. If it's a nationalist organisation that bases itself on colour, it
makes it so much easier.
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SOURCE 4B
This source consists of two extracts on the Soweto uprising.
Extract 1: The following extract is a comment by historian C Glaser on the
influence of Black Consciousness in Soweto schools. Taken from Youth Culture
and Politics in Soweto, 1958 – 1976 by C Glaser.
By the mid-1970s, high-school students were uniquely placed to assume political
leadership in Soweto. Secondary schools … had a unifying influence. They drew
together literate (knowledgeable) youths with similar experiences and grievances, on a
large scale. High schools … were receptive to the Black Consciousness ideology …
School students, with energy and independence, and brimming (overflowing) with a
self-belief inspired by Black Consciousness, occupied the political vacuum left by the
outlawed (banned) Congress movements.
Extract 2: Teboho Mohapi, a student leader, comments on how the SASM was
organised. Taken from Soweto: A History by P Bonner and L Segal.
SASM (South African Students Movement) had reached a point where it couldn't hide
from students and we gradually became more and more conspicuous (clear) in the
schools … Towards the end of my Standard 8 (Grade 10) year, we'd clearly gathered a
large number of students at my school. Some of us started rotating from school to
school to talk to the students. We'd talk about Bantu education as a poison that
enslaved us. This was the gist (idea) of politicising students and influencing them.
This was how we organised SASM into a fully fledged organisation.
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SOURCE 4C
This is a photograph by P Magubane taken on 16 June 1976. The caption of the
photograph reads 'The Young Lions of Soweto, 16 June 1976'.
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ACKNOWLEDGEMENTS
Visual sources and other historical evidence were taken from the following sources:
Bartels, J et al. 2006. Shuters History (Shuter & Shooters Publishers)
Berry, A. 1989. Act by Act 40 Years of Nationalist Rule in South Africa (Jonathan Ball)
Biko, S. 1978. I Write What I Like (Heinemann)
Bonner, P et al. 1998. Soweto: A History (Maskew Miller Longman)
Bottaro, J et al. 2006. Oxford in Search of History Grade 12 (Oxford University Press)
Clark, JF. 2002. The African States of the Congo War (Palgrave)
Condon, C. 1987. The Making of the Modern World (Macmillan Australia)
Culpin, C. 2000. South Africa Since 1948 (John Murray)
Elkins, C. 2005. Britain's Gulag: Brutal End to Empire in Kenya (Jonathan Cape)
Frederikse, J. 1987. South Africa: A Different Kind of War (Ravan Press)
Glaser, C. 1994. Youth Culture and Politics in Soweto, 1958 – 1976 (Cambridge
University: PhD dissertation)
Govender, SP et al. 2006. New Generation History Grade 12 (New Generation)
Graves, F et al. 2006. Moments in History (Juta Gariep)
Harrison, S. 1988. Studies in 20th Century World History (Oxford University Press)
Kelly, N et al. 1996. The Modern World (Heinemann)
Kolb, R et al. 1997. Vietnam War – Participants and Casualties (Oxford University
Press)
Mantin, P. 1987. The Twentieth Century World (Hutchinson Education)
Meredith, M. 2005. State of Africa: History of Fifty Years of Independence
(Jonathan Ball)
Ndlovu, SM. 1998. The Soweto Uprisings (Raven Press)
New Generation History Grade 12 Study Guide (New Generation Publishing
Enterprises)
Nugent, P. 2004. Africa Since Independence (Palgrave)
J Ray and J Hagerty. 1991. The Twentieth Century World (Stanley Thornes)
Roberts, M. 2001. South Africa 1948 –1994 (Maskew Miller Longman)
Scott, J. 1989. The World Since 1914 (Heinemann)
Shuter, J et al. 1990. Black Peoples of the Americas (Stanley Thornes)
Smith, N. 2000. The USA 1917 – 1980 (Oxford University Press)
Waugh, S. 2001. Essential Modern World History (Canale)
East African Standard Newspaper 1963
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GRAAD 12
NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P1
NOVEMBER 2010
MARKS: 150
TIME: 3 hours
This question paper consists of 10 pages and an addendum of 14 pages.
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INSTRUCTIONS AND INFORMATION
1.
This question paper consists of FOUR questions based on the prescribed content
as contained in the guideline document:
QUESTION 1:
WHAT WAS THE IMPACT OF THE COLD WAR IN FORMING
THE WORLD AS IT WAS IN THE 1960s?
•
QUESTION 2:
HOW WAS UHURU REALISED IN AFRICA IN THE 1960s
AND 1970s?
•
QUESTION 3:
Case study: Kenya
WHAT FORMS OF CIVIL SOCIETY PROTEST EMERGED
FROM THE 1960s UP TO 1990?
•
QUESTION 4:
USSR/USA – Creating spheres of interest: Focus on
Vietnam
Focus 1960s: Civil Rights Movements in the USA
WHAT FORMS OF CIVIL SOCIETY PROTEST EMERGED
FROM THE 1960s UP TO 1990?
•
Focus 1970s: Black Consciousness Movement in South
Africa
2.
Each question counts 75 marks, of which 45 marks are allocated for the sourcebased question and 30 marks for the extended writing question.
3.
Candidates are required to answer TWO questions.
4.
When answering questions, candidates should apply their knowledge, skills and
insight.
5.
A mere rewriting of the sources as answers will disadvantage candidates.
6.
Write neatly and legibly.
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NSC
QUESTION 1:
DBE/November 2010
WHAT WERE THE CONSEQUENCES OF THE UNITED STATES
OF AMERICA'S (USA'S) INVOLVEMENT IN THE VIETNAM WAR?
Study Sources 1A, 1B and 1C to answer the following questions.
1.1
Study Source 1A.
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.2
(1)
Explain whether President Johnson was justified in intervening in
Vietnam. (Viewpoint 1)
(2 x 2)
(4)
According to Minh, what were the THREE methods of warfare that
the USA used against Vietnam? (Viewpoint 2)
(3 x 1)
(3)
Why, do you think, Minh was opposed to the USA's intervention in
Vietnam? (Viewpoint 2)
(2 x 2)
(4)
How would you account for the difference in the Vietnamese view
of the USA's involvement in Vietnam?
(2 x 2)
(4)
Using the source and your own knowledge, explain why Vietnam
became a focal point of the Cold War in the East.
(2 x 2)
(4)
Refer to Source 1B.
1.2.1
1.2.2
1.2.3
1.2.4
1.3
Which country did President Johnson blame for the war in
Vietnam? (Viewpoint 1)
(1 x 1)
Explain why Nick Ut took this particular photograph. (Photograph 1)
(2 x 2)
(4)
How, do you think, the South Vietnamese would have reacted to
Photograph 1?
(1 x 2)
(2)
What does Photograph 2 show about the USA government's
attitude towards the anti-war protestors?
(1 x 2)
(2)
Explain how Photographs 1 and 2 influenced public opinion in the
USA about the war in Vietnam.
(2 x 2)
(4)
Consult Source 1C.
1.3.1
1.3.2
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Which group in the USA's military service recorded the highest
percentage death toll?
(1 x 1)
(1)
Why, do you think, the number of the USA's air force and navy
casualities was small?
(1 x 2)
(2)
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1.4
1.5
1.6
4
NSC
DBE/November 2010
Refer to Sources 1A, 1B and 1C. Explain which ONE of the three sources
you would consider to be most useful to a historian researching the USA's
involvement in the Vietnam War.
(2 x 2)
(4)
Using ALL the sources and your own knowledge, write a paragraph of about
SIX lines (about 60 words) explaining how the human rights of ordinary
Vietnamese were violated.
(6)
EXTENDED WRITING (The length of your response should be about TWO
pages.)
Answer ONE of
QUESTION 1.6.2.
1.6.1
the
following
questions:
QUESTION
1.6.1
OR
Explain the consequences of the USA's involvement in the Vietnam
War.
(30)
OR
1.6.2
Professor D Pike from the University of California, Berkeley, stated
that 'the American military was not defeated in Vietnam'.
Using ALL the sources and your own knowledge, write an article
for the Washington Post evaluating the accuracy of the above
statement.
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History/P1
QUESTION 2:
5
NSC
DBE/November 2010
WHAT ROLE DID JOMO KENYATTA PLAY IN TRANSFORMING
KENYA FROM 1960 TO 1970?
Study Sources 2A, 2B and 2C to answer the following questions.
2.1
Study Source 2A.
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.2
Describe the mood of the Kikuyu people when Jomo Kenyatta was
released from prison.
(1 x 1)
(1)
Why, do you think, the British public were surprised when they
listened to Kenyatta on the BBC television programme?
(1 x 2)
(2)
What were the TWO leadership qualities that Kenyatta displayed
when he addressed the settler community in Nakuru?
(2 x 1)
(2)
Why, do you think, Kenyatta felt it necessary to speak to white
settlers in Nakuru?
(2 x 2)
(4)
The British Governor of Kenya, Patrick Reninson, described Kenyatta
as the 'leader to darkness and death'. Explain how Kenyatta's
address in Nakuru contradicted Reninson's view of him.
(2 x 2)
(4)
What, do you think, was intended by 'Harambee' ('Let's all pull
together')?
(1 x 2)
(2)
Use Source 2B.
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
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In what way does the statement 'This is the greatest day in Kenya's
history …' signify the importance of uhuru?
(1 x 2)
(2)
How, do you think, the European settlers in Kenya would have
reacted to its attainment of independence?
(2 x 2)
(4)
Explain the intention of the photographers when these photographs
were taken. (Visual sources)
(2 x 2)
(4)
Describe how the visual sources support the evidence in the written
source.
(2 x 2)
(4)
Explain whether the visual sources (Photographs 1 and 2) would be
useful to a historian studying Kenya's independence.
(2 x 2)
(4)
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2.3
How, do you think, Kenyatta's support of capitalist policies benefited
Kenya? Give TWO reasons.
(2 x 1)
(2)
In what way does Odinga's policy of socialism differ from Kenyatta's
policy of capitalism?
(2 x 2)
(4)
Using ALL the sources and your own knowledge, write a paragraph of about
SIX lines (about 60 words) explaining the impact that independence had on
Kenya.
(6)
2.3.2
2.5
DBE/November 2010
Refer to Source 2C.
2.3.1
2.4
6
NSC
EXTENDED WRITING (The length of your response should be about TWO
pages.)
Answer ONE of
QUESTION 2.5.2.
2.5.1
the
following
questions:
QUESTION
2.5.1
OR
Discuss the role played by Kenyatta in transforming Kenya from
1960 to 1970.
(30)
OR
2.5.2
Kenyatta has been characterised both as the 'leader to darkness
and death' and a 'great African statesman'. (Source 2A)
Using ALL the sources and your own knowledge, write an article for
a historical journal in which you critically assess the above
statement.
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(30)
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NSC
QUESTION 3:
DBE/November 2010
HOW DID THE MARCH TO THE LINCOLN MEMORIAL GATHER
MOMENTUM IN THE STRUGGLE FOR CIVIL RIGHTS IN THE
UNITED STATES OF AMERICA (USA) IN THE 1960s?
Use Sources 3A, 3B and 3C to answer the following questions.
3.1
Refer to Source 3A.
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
3.2
How, do you think, the following people would have reacted to
Martin Luther's speech:
(a)
African Americans
(b)
White Americans of the South
(2 x 2)
(4)
Why did the photographer take this particular aerial photograph?
(Visual source)
(1 x 2)
(2)
Explain the limitations of this photograph to a historian studying the
march to the Lincoln Memorial. (Visual source)
(2 x 2)
(4)
In what way does the written and visual sources add value to your
understanding of the march to Lincoln Memorial?
(2 x 2)
(4)
Why, do you think, The New York Times chose to write an editorial
article on the Civil Rights march?
(2 x 2)
(4)
Explain why the authorities did not react to the march to the Lincoln
Memorial.
(1 x 2)
(2)
Using the information in the source and your own knowledge,
explain the term civil rights.
(1 x 2)
(2)
Explain how Source 3A supports Source 3B regarding the march to the
Lincoln Memorial.
(2 x 2)
(4)
3.2.2
3.2.3
3.4
(2)
Use Source 3B.
3.2.1
3.3
What was the intention of Martin Luther's 'I have a dream' speech?
(Written source)
(2 x 1)
Study Source 3C.
3.4.1
3.4.2
3.4.3
Copyright reserved
Why, do you think, the struggle for civil rights embarrassed the
USA government?
(1 x 2)
(2)
How did President Kennedy respond to the struggle for civil rights
in the USA?
(1 x 3)
(3)
Explain the importance of Kennedy's reference to '… it is time to
act in Congress'.
(1 x 2)
(2)
Please
turn
over
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ove
History/P1
3.5
3.6
3.7
8
NSC
DBE/November 2010
Refer to Sources 3A, 3B and 3C. Explain which ONE of the three sources
you would consider to be most useful to a historian writing about the history of
the Civil Rights Movement in the USA.
(2 x 2)
(4)
Using ALL the sources and your own knowledge, write a paragraph of about
SIX lines (about 60 words) to explain the role that Martin Luther King Jr
played in the Civil Rights Movement.
(6)
EXTENDED WRITING (The length of your response should be about TWO
pages.)
Answer ONE of
QUESTION 3.7.2.
3.7.1
the
following
questions:
QUESTION
3.7.1
OR
Explain how the march to the Lincoln Memorial helped to gather
momentum for the Civil Rights Movement in the USA in the 1960s.
(30)
OR
3.7.2
Copyright reserved
Using the information from ALL the sources and your own
knowledge, write an article for your local newspaper showing how
peaceful resistance brought about changes to the policy of
segregation in the USA.
Please
turn
over
Please
turn
ove
(30)
[75]
History/P1
9
NSC
QUESTION 4:
DBE/November 2010
HOW DID STEVE BIKO AND THE PHILOSOPHY OF BLACK
CONSCIOUSNESS INFLUENCE THE SOWETO UPRISING OF
1976?
Use Sources 4A, 4B and 4C to answer the following questions.
4.1
Refer to Source 4A.
4.1.1
4.1.2
4.1.3
4.1.4
4.2
(2)
How did Pakendorf view Black Consciousness? (Viewpoint 2)
(1 x 2)
(2)
Using Viewpoints 1 and 2, explain in your own words the concept
Black Consciousness.
(1 x 2)
(2)
Compare Viewpoints 1 and 2 and explain whether Pakendorf's
view of Black Consciousness can be regarded as support for the
black liberation movement.
(2 x 2)
(4)
Use Source 4B.
How were 'high-school students' influenced to take up political
leadership in Soweto? (Extract 1)
(2 x 2)
(4)
Explain whether you agree with the statement that 'High schools …
were receptive to the Black Consciousness ideology …'.
(2 x 2)
(4)
4.2.3
What led SASM to become 'a fully fledged organisation'?
(2 x 1)
(2)
4.2.4
Explain why you think Teboho Mohapi was justified in making the
statement: 'We'd talk about Bantu education as a poison that
enslaved us.'
(2 x 2)
(4)
Which ONE of the two extracts in Source 4B would you consider to
be more useful in understanding the reasons for the Soweto
Uprising? Explain.
(2 x 2)
(4)
4.2.1
4.2.2
4.2.5
4.3
Why, according to Biko, was it necessary for the black man to
change? (Viewpoint 1)
(1 x 2)
Study Source 4C.
4.3.1
4.3.2
4.3.3
Copyright reserved
Why, do you think, this photograph is titled 'The Young Lions of
Soweto, 16 June 1976'?
(1 x 3)
(3)
Explain whether the students were justified in embarking on this
uprising.
(2 x 2)
(4)
Using the evidence from Sources 4B and 4C as well as your own
knowledge, explain how these sources support each other
regarding the mood of the students who participated in the Soweto
Uprising.
(2 x 2)
(4)
Please
turn
over
Please
turn
ove
History/P1
4.4
4.5
10
NSC
DBE/November 2010
Using ALL the sources and your own knowledge, write a paragraph of about
SIX lines (about 60 words) to explain how the philosophy of Black
Consciousness inspired the youth of Soweto in the 1970s.
(6)
EXTENDED WRITING (The length of your response should be about TWO
pages.)
Answer ONE of
QUESTION 4.5.2.
4.5.1
the
following
questions:
QUESTION
4.5.1
OR
Discuss the role played by Steve Biko and the Black
Consciousness Movement in influencing the Soweto Uprising in
1976.
(30)
OR
4.5.2
Using ALL the sources and your own knowledge, write a report for
your local history magazine explaining how the Black
Consciousness Movement contributed to South Africa's liberation
struggle.
TOTAL:
Copyright reserved
Please
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over
Please
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ove
(30)
[75]
150
GRAAD 12
NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P1
NOVEMBER 2010
MEMORANDUM
MARKS: 150
This memorandum consists of 30 pages.
Copyright reserved
FINAL APPROVED MEMO [23/11/2010]
Please turn over
History/P1
1.
2
NSC – Memorandum
DBE/November 2010
SOURCE-BASED QUESTIONS
1.1 The following Learning Outcomes and Assessment Standards will be assessed in this
question paper:
LEARNING
OUTCOMES
ASSESSMENT STANDARDS
Learning
Outcome 1
1. Formulate questions to analyse concepts for investigation within
the context of what is being studied. (Not for examination
purpose).
(Historical
enquiry)
THE ABILITY OF THE LEARNER TO:
2. Access a variety of relevant sources of information in order to
carry out an investigation. (Not for examination purpose).
3. Interpret and evaluate information and data from sources.
4. Engage with sources of information evaluating the usefulness of
the sources for the task, including stereotypes, subjectivity and
gaps in the evidence available to the learners.
Learning
Outcome 2
(Historical
concepts)
1. Analyse historical concepts as social constructs.
2. Examine and explain the dynamics of changing power relations
within the societies studied.
3. Compare and contrast interpretations and perspectives of events,
people's actions and changes in order to draw independent
conclusions about the actions or events.
Learning
Outcome 3
1. Identify when an interpretation of statistics may be controversial
and engage critically with the conclusions presented by the data.
(Knowledge
construction
and
communication)
2. Synthesise information to construct an original argument using
evidence to support the argument.
3. Sustain and defend a coherent and balanced argument with
evidence provided and independently accessed.
4. Communicate knowledge and understanding in a variety of ways
including discussion (written and oral) debate, creating a piece of
historical writing using a variety of genres, research assignments,
graphics, oral presentation.
Copyright reserved
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History/P1
3
NSC – Memorandum
DBE/November 2010
1.2 The following levels of questions were used to assess source-based questions.
LEVELS OF SOURCE-BASED QUESTIONS
•
LEVEL 1 (L1)
•
•
Extract relevant information and data from the
sources.
Organise information logically.
Explain historical concepts.
•
LEVEL 2 (L2)
Categorise appropriate or relevant source of
information provided to answer the questions raised.
• Analyse the information and data gathered from a
variety of sources.
• Evaluate the sources of information provided to
assess the appropriateness of the sources for the
task.
•
•
LEVEL 3 (L3)
•
•
•
•
Interpret and evaluate information and data from the
sources.
Engage with sources of information evaluating the
usefulness of the sources for the task taking into account
stereotypes, subjectivity and gaps in the evidence
available.
Analyse historical concepts as social constructs.
Examine and explain the dynamics of changing power
relations within the aspects of societies studied.
Compare and contrast interpretations and perspectives of
peoples' actions or events and changes to draw
independent conclusions about the actions or events.
Identify when an interpretation of statistics may be
controversial and engage critically with the conclusions
presented by the data.
1.3 The following table indicates how to assess source-based questions.
•
In the marking of source-based questions credit needs to be given to any other
valid and relevant viewpoints, arguments, evidence or examples.
• In the allocation of marks emphasis should be placed on how the requirements of
the question have been addressed.
•
In the marking guideline the requirements of the question (skills that need to be
addressed) as well as the level of the question are indicated in italics.
Copyright reserved
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History/P1
2.
4
NSC – Memorandum
DBE/November 2010
EXTENDED WRITING
2.1 The extended writing questions focus on one of the following levels:
LEVELS OF QUESTIONS
Level 1
•
Discuss or describe according to a given line of argument set out in the
extended writing question.
•
Plan and construct an argument based on evidence, using the evidence to
reach a conclusion.
Level 2
•
Synthesise information to construct an original argument using evidence to
support the argument.
•
Sustain and defend a coherent and balanced argument with evidence.
•
Write clearly and coherently in constructing the argument.
2.2 Marking of extended writing
•
MARKERS MUST BE AWARE THAT THE CONTENT OF THE ANSWER WILL BE
GUIDED BY THE TEXTBOOKS IN USE AT THE PARTICULAR CENTRE.
•
CANDIDATES MAY HAVE ANY OTHER RELEVANT INTRODUCTION AND/OR
CONCLUSION THAN THOSE INCLUDED IN A SPECIFIC EXTENDED WRITING
MARKING GUIDELINE FOR A SPECIFIC ESSAY.
•
WHEN ASSESSING OPEN-ENDED SOURCE-BASED QUESTIONS, LEARNERS
SHOULD BE CREDITED FOR ANY OTHER RELEVANT ANSWERS.
Global assessment of extended writing
The extended writing will be assessed holistically (globally). This approach requires the educator
to score the overall product as a whole, without scoring the component parts separately. This
approach encourages the learner to offer an individual opinion by using of selected factual
evidence to support an argument. The learner will not be required to simply regurgitate "facts" in
order to achieve a high mark. This approach discourages learners from preparing "model"
answers and reproducing them without taking into account the specific requirements of the
question. Holistic extended writing marking credits learners' opinions supported by evidence.
Holistic assessment, unlike content based marking, does not penalise language inadequacies as
the emphasis is on the following:
•
The construction of argument
•
The appropriate selection of factual evidence to support such argument and
•
The learner's interpretation of the question
Copyright reserved
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History/P1
5
NSC – Memorandum
DBE/November 2010
Assessment procedures of extended writing
1.
Keep the synopsis in mind when assessing extended writing.
2.
During the first reading of the extended writing ticks need to be awarded for a relevant
introduction (indicated by a bullet in marking guideline/ memorandum) each of the
main points/aspects that is properly contextualised (also indicated by bullets in the marking
guideline/ memorandum) and a relevant conclusion (indicated by a bullet in marking
guideline/ memorandum) e.g. in an answer where there are 5 main points there will be
7 ticks.
3.
The following additional symbols can also be used:
•
Introduction, main aspects and conclusion not properly
contextualised
•
Wrong statement
•
Irrelevant statement
|
|
|
|
•
Repetition
R
•
Analysis
A√
•
Interpretation
1√
4. The matrix
4.1
Use of analytical matrix in the marking of extended writing (refer to page 6)
In the marking of extended writing with reference to page 6 the given criteria shown in the
matrix should be used. In assessing the extended writing note should be taken of both the
content and presentation. At the point of intersection of the content and presentation based
on the seven competency levels, a mark should be awarded.
4.1.1
The first reading of extended writing will be to determine to what extent the main
aspects have been covered and to determine the content level (on the matrix).
C
4.1.2
The second reading of extended writing will relate to the level (on the matrix) of
presentation.
C
P
4.1.3
LEVEL 4
LEVEL 4
LEVEL 5
Allocate an overall mark with the use of the matrix.
C
LEVEL 4
P
LEVEL 5
18-19
4.2
Use of holistic rubric in the marking of extended writing (refer to page 7)
The given rubric which takes into account both content and presentation should be
used in the marking of extended writing.
C and P
Copyright reserved
LEVEL 5
18 - 20
Please turn over
History/P1
6
NSC – Memorandum
DBE/November 2010
Grade 12 ANALYTICAL MATRIX FOR EXTENDED WRITING: TOTAL MARKS: 30
PRESENTATION
CONTENT
LEVEL 7
LEVEL 6
LEVEL 5
LEVEL 4
LEVEL 3
LEVEL 2
LEVEL 1
Very well
planned and
structured.
Good
synthesis of
information.
Constructed an
argument
Well balanced
argument.
Sustained and
defended the
argument
throughout.
Well planned
and structured.
Synthesis of
information
Constructed an
original well balanced,
independent
argument.
Evidence used
to defend the
argument.
Well planned
and structured.
Constructed a
clear
argument.
Conclusions
drawn from
evidence.
Evidence used
to support
argument.
Reached
independent
conclusion.
Evidence used
to support
conclusion.
Planned and
constructed an
argument.
Evidence used
to support
argument.
Conclusion
reached based
on evidence.
Writing
structured.
Shows some
evidence of a
planned and
constructed
argument.
Some
evidence used
to support
argument.
Conclusion not
clearly
supported by
evidence.
Attempts to
structure the
answer.
Largely
descriptive/
some attempt
at developing
an argument.
Little analysis
and historical
explanation.
No structure
in answer.
27-30
24-26
24-26
23
21-22
21-22
20
18-19
18-19
17
15-16
15-16
14
12-13
12-13
11
9-10
9-10
0-8
LEVEL 7
Question has
been fully
answered.
Content
selection fully
relevant to line of
argument.
LEVEL 6
Question has
been answered.
Content
selection
relevant to a line
of argument.
LEVEL 5
Question
answered to a
great extent.
Content
adequately
covered and
relevant.
LEVEL 4
Question
recognisable in
answer.
Some omissions/
irrelevant
content
selection.
LEVEL 3
Content
selection does
not always
relate.
Omissions in
coverage.
LEVEL 2
Sparse content.
Question
inadequately
addressed.
LEVEL 1
Question not
answered.
Inadequate
content.
Totally irrelevant.
Copyright reserved
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History/P1
7
NSC – Memorandum
DBE/November 2010
GRADE 12 HOLISTIC RUBRIC TO ASSESS EXTENDED WRITING (SUCH AS AN ESSAY USING SOURCES,
REPORT, NEWSPAPER ARTICLE, ETC.) TOTAL MARKS: 30
LEVEL
7
Outstanding
80 – 100%
24 – 30
[Excellent]
6
Meritorious
70 – 79%
21 – 23
[Very Good]
5
Substantial
60 – 69%
18 – 20
[Good]
4
Moderate
50 – 59%
15 – 17
[Satisfactory]
3
Adequate
40 – 49%
12 – 14
[Fair]
2
Elementary
30 – 39%
09 – 11
[Weak]
1
Not Achieved
0 – 29%
0–8
[Poor]
Copyright reserved
If the candidate has demonstrated all or most of the skills listed in a particular level, she/he will
be awarded a mark relevant to the category.
Consistently focuses on topic – demonstrates a logical and coherent progress towards a conclusion
Clearly comprehends the sources
Uses all or most of the sources
Selects relevant sources
Quotes selectively
Groups sources (not essential but should not merely list sources)
Demonstrates a setting of sources in background understanding
If appropriate, deals fully with counter-argument
Refers appropriately to relevancy, bias, accuracy, limitation of sources
Expresses him/herself clearly
Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion)
Makes a good effort to focus consistently on the topic but, at times, argument loses some focus
Clearly comprehends the sources
Uses all or most of the sources
Selects relevant sources
Quotes selectively
Good use of relevant evidence from the sources.
Good attempt to consider counter-argument
Good attempt to refer to relevancy, bias, accuracy, limitation of source
Expression good
Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion)
Makes an effort to focus on the topic but argument has lapses in focus
Comprehends most of the sources
Uses most of the sources
Selects relevant sources
Expression good but with lapses
Perhaps, lacking some depth of overall-focus, or does not make reference to one or more relevant
sources
If appropriate, makes an attempt to consider counter-argument
Rather superficial or no attempt to refer to relevancy, bias, accuracy, limitation of sources
Makes an attempt to take a stand (focuses on limitations, etc.) in reaching an independent
conclusion
Makes some effort to focus on the topic but argument has many lapses in focus
Moderate comprehension of most of the sources
Moderate use of relevant evidence from the sources
Moderate attempt to consider counter-argument
Moderate attempt to refer to relevancy, bias, accuracy, limitation of sources
Expression is satisfactory
Makes an attempt to take a stand but there are serious inconsistencies with making links with the rest
of the essay
Essay might have a tendency to list sources and “tag” on focus
Little attempt to focus on the topic
Little comprehension of the sources
Struggles to select relevant information from the sources
No quotes – or generally irrelevant
Makes little effort to consider counter-arguments
Mainly characterised by listing of sources
No attempt to refer to relevancy, bias, accuracy of sources
Expression poor
Makes a poor attempt to take a stand. (i.e. battles to reach an independent conclusion)
Unable to focus on the topic
Unable to identify relevant sources
No quotes – or generally irrelevant
Makes no effort to consider counter-argument
Essay characterised by listing of sources
No attempt to refer to relevancy, bias, accuracy of sources
Expression very poor
Makes a very poor attempt to take a stand – if at all
No attempt to focus on the topic
Uses no sources
Completely irrelevant
Copies directly from the sources
Answer extremely poor
Please turn over
History/P1
8
NSC – Memorandum
DBE/November 2010
QUESTION 1: WHAT WERE THE CONSEQUENCES OF THE UNITED STATES OF
AMERICA'S (USA'S) INVOLVEMENT IN THE VIETNAM WAR?
1.1
1.1.1 [Extraction of evidence from Source 1A – L1 – LO1 (AS3)]
• Communist China
(1 x 1) (1)
1.1.2 [Interpretation and evaluation of evidence from Source 1A – L3 – LO1
(AS3); LO2 (AS2)]
Candidates can state either YES or NO and support their answer with reasons.
YES President Johnson
• Tried to uphold and maintain democracy/independence/capitalism
• Contain the spread of communism/fear of Domino Theory
• Assist/support Vietnam to implement democracy
• Any other relevant response
NO President Johnson
• Should not have got involved in the internal affairs of Vietnam/not their problem to solve
• Should have allowed Vietnam to determine its own future and destiny
• Both the USA and Vietnamese governments to incur huge costs
(economic and human)/unnecessary war
• Any other relevant response
(any 2 x 2) (4)
1.1.3 [Extraction of evidence from Source 1A – L1 – LO1 (AS3)]
• Napalm
• Toxic chemicals
• Gases
• Bombing of crops, villages, factories
(any 3 x 1) (3)
1.1.4 [Interpretation of evidence from Source 1A – L2 – LO1 (AS3&4) ; LO2 (AS2)]
• Wanted the independence of Vietnam to be respected/no right to
interfere in the domestic matters of another country
• Vietnam was not a threat to USA
• Minh was pro-Communist
• It would prolong the partition/division of Vietnam
• Minh feared neo-colonialism/foreign domination
• Minh feared the destruction of his country
• Any other relevant response
(any 2 x 2) (4)
1.1.5 [Comparison of evidence from Source 1A – L3 – LO1 (AS4); LO2 (AS3)]
• Some Vietnamese supported US involvement while others did not
• Within South Vietnam there was support for US involvement since
the USA was seen as a benefactor/beacon of democracy/freedom
• Some Vietnamese supported capitalism while others supported communism
• Any other relevant response
(any 2 x 2) (4)
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Please turn over
History/P1
9
NSC – Memorandum
DBE/November 2010
1.1.6 [Interpretation and analysis of evidence from Source 1A – L3 – LO1 (AS3&4);
LO3 (AS2&3)]
• It highlighted the spread and intensification of Cold War tensions
between Russia (ally of Communist China) and the USA
• Both the USA and Vietnam wanted to defend what they thought
was in the best interests for the people of Vietnam
• Through the involvement of Communist China the focus of the Cold War
shifted to the East (Vietnam)
• Any other relevant response
(any 2 x 2) (4)
1.2
1.2.1 [Interpretation from Source 1B – L2 – LO1 (AS3&4)]
• To highlight the atrocities/cruelties committed by the USA in Vietnam
• To highlight human rights violation/indiscriminate attacks on people
• To highlight the newsworthiness of the event/international attention
• To show the indifferent attitude of the USA soldiers
• Any other relevant response
(any 2 x 2) (4)
1.2.2 [Interpretation and evaluation of evidence from Source 1B – L2 – LO1
(AS3&4); LO2 (AS2); LO3 (AS2)]
• With anger, sad, bitterness, hatred and revulsion (negatively)
• Feeling of helplessness and sheer frustration
• Any other relevant response
(any 1 x 2) (2)
1.2.3 [Interpretation of evidence from Source 1B – L2 – LO1 (AS3); LO2 (AS2]
• Militant attitude/authoritarian
• The National guards wanted to entrench US government policy at all costs
• Any other relevant response
(any 1 x 2) (2)
1.2.4 [Interpretation and analysis of information from Source 1B – L3 –LO1 (AS3&4) LO2
(AS3);LO3 (AS2)]
• Both photographs 1 and 2 had a huge impact on the psyche of
the USA public
• These photographs helped change the mindset of the USA public
about the war effort in Vietnam
• By the 1970s most Americans did not want the USA to continue its
war effort in Vietnam/USA was forced to pull out of the war
• Any other relevant response
(any 2 x 2) (4)
1.3
1.3.1 [Extraction of information from Source 1C – L1 – LO1 (AS3)]
• The army – 65%
(1 x 1) (1)
1.3.2 [Interpretation from Source 1C – L2 – LO1 (AS3&4); LO3 (AS1&2)]
• War fought by ground forces/guerrilla warfare
• Vietnam lacked resources to counter USA's air force and navy
• USA dominated air and sea strikes
• USA forced to mobilise on the ground to fight an unconventional warfare
• Any other relevant response
(any 1 x 2) (2)
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History/P1
1.4
10
NSC – Memorandum
DBE/November 2010
[Interpretation, analysis and synthesis of evidence from all sourcesL3 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4]
Candidates can chose either Source 1A, 1B or 1C and support their
answer with relevant evidence.
Source 1A
• Provides personal viewpoints on the issue of Vietnam by the USA president
and the leader of the North Vietnam
• Both viewpoints are primary sources
• Gives information for and against on the question of involvement in Vietnam
• It also deals with human rights violations
• Reasons for involvement in the war
• Any other relevant response
Source 1B
Candidates need to refer to both photographs however, credit needs to be
given if they refer to any one of the two
Photograph 1
• Shows actual brutality and atrocity committed by the USA army
• Shows the extent of the methods of warfare used by the USA
• Shows the actual suffering and human rights violation experienced by
Vietnamese children
• Shows images of the war
• It is a primary source
• Any other relevant response
Photograph 2
• Shows USA indifference to human life in its pursuit to achieve victory
• USA protestors treated with disdain and indifference
• Opponents to USA involvement viewed as enemy
• Any other relevant response
Source 1C
• Gives statistics about USA soldiers that participated in the Vietnam war
• Gives information on the effort (various military divisions) that were used
by the USA to defeat Vietnam
• Highlight the heavy casualty of the USA army
• Any other relevant response
(any 2 x 2) (4)
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History/P1
1.5
11
NSC – Memorandum
DBE/November 2010
[Interpretation, analysis and synthesis of evidence from all sourcesL3 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]
Candidates may use the following points to answer the question:
•
•
•
•
•
•
•
•
The right to life
Safety and security
Vietnamese had no say in the decision to participate in the war
Indiscreet bombing by the US army on Vietnamese villages
No respect shown to the loss of Vietnamese life
USA's attitude to its own ideology superceded the value of human life
Mass killings
Any other relevant response
Use the following rubric to allocate a mark:
LEVEL 1
LEVEL 2
LEVEL 3
• Uses evidence in an elementary manner e.g.
shows little or no understanding of how the
human rights of ordinary Vietnamese were
violated
• Uses evidence partially to report on topic or
cannot report on topic
• Evidence is mostly relevant and relates to a great
extent to the topic e.g. shows an understanding
of how the human rights of ordinary
Vietnamese were violated
• Uses evidence in a very basic manner
• Uses relevant evidence e.g. demonstrates a
thorough understanding of how the human
rights of ordinary Vietnamese were violated
• Evidence relates well to the topic
• Uses evidence very effectively in an organised
paragraph that shows an understanding of the
topic
MARKS: 0 – 2
MARKS: 3 – 4
MARKS: 5 – 6
(6)
Copyright reserved
Please turn over
History/P1
1.6
12
NSC – Memorandum
DBE/November 2010
EXTENDED WRITING
1.6.1[Plan and construct an argument based on evidence using analytical
and interpretative skills - L1 – LO1 (AS 3 and 4); LO2 (AS1, 2 and 3); LO3
(AS1, 2, 3 and 4)]
SYNOPSIS
Candidates need to focus on the consequences of the USA's involvement
in the Vietnam war.
MAIN ASPECTS
Candidates should include the following aspects in their response:
Introduction: Candidates should give a brief outline on the reasons for US
involvement in the Vietnam war and focus on the consequences.
ELABORATION
• Background information (Reasons for participation in the Vietnam war (policy of
containment);
• Highlight reasons for failure (Use of young and inexperienced US soldiers; Lack
of understanding of the Vietnamese terrain; Overconfidence in USA's military
superiority ; Vietnamese tactics and strategies on the ground were far superior to
that of the USA)
• USA unfamiliar with non-conventional guerrilla tactics of the
Vietnamese (the effective use of underground tunnels, etc.)
• Reaction of the USA public regarding participation and the heavy loss
of lives of USA soldiers in Vietnam
• Approximately 700 000 USA veterans suffered from psychological
effects of fighting in Vietnam
• International reaction and public opinion on USA participation in
the Vietnam war and atrocities committed
• Humiliation suffered by the USA as a superpower by withdrawing from Vietnam
• Failure of USA to achieve its objective of saving Vietnam from coming
under communist rule
• Economic setback suffered by the USA/Vietnam
• In 1975 North and South Vietnam became a single republic under the communist
Vietcong
• Relations between the USA and Vietnam remained hostile
• Any other relevant point
•
Conclusion: Candidates need to tie up the discussion by drawing on
the consequences of the USA's involvement in the Vietnam war. (30)
Use the matrix on page 6 in this document to assess this extended writing.
Copyright reserved
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History/P1
1.6.2
13
NSC – Memorandum
DBE/November 2010
[Synthesise information to construct an original argument using
evidence from the sources and own knowledge to support the argument L2 – LO1 (AS 3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]
SYNOPSIS
The article should include an introduction, main ideas and conclusion.
In writing the article, candidates need to make an evaluation of this statement.
In taking a particular line of argument, the accuracy of the statement needs to
be supported with relevant evidence.
MAIN ASPECTS
• Introduction: Candidates should evaluate the accuracy of the statement and
indicate how they intend answering the question.
ELABORATION
In evaluating the accuracy of the statement candidates, need to include the
following points:
• The USA had a strong and effective army
• Demonstrated their expertise on the ground, sea and air
• Used sophisticated equipment against Vietnamese soldiers
• The USA army demonstrated their expertise and skill against the Vietcong forces
in fighting and an unconventional war
• Was seen as a moral 'victory' for the USA as no other country
after World War Two was prepared to engage in a foreign war
• Was to be admired in its attempt to extend and uphold the principles of
democracy and freedom
If candidates' contest the accuracy of the statement then due credit should be
given. Relevant and convincing examples should be given in support of their
argument. The following should be included in their argument:
•
•
•
•
•
Lost a large number of soldiers (mostly young)
Huge cost to the economy
Lost their sense of superiority to a lesser known force
Forced to fight on two fronts within the USA against massive domestic protests
as well as in Vietnam
Any other relevant point
•
Conclusion: Candidates should tie up their report.
(30)
[75]
Use the matrix on page 7 in this document to assess this extended writing.
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14
NSC – Memorandum
DBE/November 2010
QUESTION 2: WHAT ROLE DID JOMO KENYATTA PLAY IN TRANSFORMING
KENYA FROM 1960 TO 1970?
2.1
2.1.1 [Extraction of evidence from Source 2A – L1 – LO1 (AS3)]
• Jubilation/happy/joy
• Excitement
• Hope – independence from Britain/end of colonial rule
• Any other relevant response
(any 1 x 1) (1)
2.1.2 [Interpretation of evidence from Source 2A – L2 –LO1 (AS3); LO2 (AS2)]
• Well spoken
• Western dress
• Did not fit description of 'darkness and death'
• Not a demon as portrayed by colonial masters – person of moderate views
• Any other relevant response
(any 1 x 2) (2)
2.1.3 [Extraction and iinterpretation of evidence from Source 2A – L2 – LO1 (AS3)]
• Positive approach to future
• Provided promise of security for white minority settlers
• Wanted peaceful transition from colonial rule to independence
• Very sensible leader, articulate and clear (good speaker)
• Preached forgiveness- not bitter(reconciliation)
• Self confidence/charismatic
• Any other relevant response
(any 2 x 1) (2)
2.1.4 [Interpretation of evidence from Source 2A – L2 – LO1 (AS3&4); LO2 (AS2)]
• Land was a contentious issue and had been reason for conflict
• Whites feared an independent Kenya – allay white fears
• Whites contribution to economy essential
• Gain white support: needed expertise and investments
• Wanted whites to stay - needed political support
• Realist –needed European(white farmers) for economy to grow
• Any other relevant response
(any 2 x 2) (4)
2.1.5 [Comparing evidence from Source 2A - L3 –LO1 (AS3&4);
LO2 (AS2&3)]
• Kenyatta's address was that of an enlightened man with a vision
• Address was one of reconciliation
• Address was positive and wanted to include whites
• No evidence of anger and violence in address
• Any other relevant response
2.1.6 [Interpretation of concept from Source 2A – L1 – LO2 (AS1)]
• Policy asking whites and Africans to work together for the
development of Kenya
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(any 2 x 2) (4)
(1 x 2) (2)
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NSC – Memorandum
DBE/November 2010
2.2
2.2.1 [Interpretation of evidence from Source 2B – L2 – LO1 (AS3&4)]
• End of colonial rule
• Birth of an independent Kenya
• Freedom
• Prospect that Kenya can become a free nation
• Any other relevant response
(any 1 x 2) (2)
2.2.2 [Interpretation and evaluation of evidence to reach a conclusion from
Source 2B – L2 – LO1 (AS3&4); LO2 (AS2); LO3 (AS2)]
• Uncertain about the future - what will happen to whites
• Felt betrayed by the colonial government
• Not very hopeful about Kenya's future without colonial rule
• Fearful
• Some white settlers may have reacted positively
• Any other relevant response
(any 2 x 2) (4)
2.2.3
[Explanation of evidence from Source 2B – L2 – LO1 (AS3&4)]
• Show the support for Kenya's independence celebrations
• Contrary to expectations - independence celebrations not accompanied
by violence
• To mark an important event in Kenya's post-colonial history
• To highlight the celebratory mood of Kenyan's/happy/joy
• Any other relevant point
(any 2 x 2) (4)
2.2.4 [Comparison of evidence from Source 2B – L3 – L1 (AS4); LO2 (AS3)]
• Both the visual and written sources highlight the independence celebrations
• Both the visual and written sources bring out the joy and enthusiasm of
the feeling of a large number of Kenyans
• Any other relevant response
(any 2 x 2) (4)
2.2.5 [Ascertaining the usefulness of Source 2B – L3 – LO1 (AS3&4);
LO2 (AS2)]
Candidates can select either useful or not useful and support their
answer with relevant evidence.
USEFUL
• Shows enthusiasm for independence in Kenya
• Crowds well-behaved
• Kenyatta's dress both traditional and Western
• Police officers well dressed in uniform
• Any other relevant response
NOT USEFUL
• Only gives information on Kenya's independence celebrations
• Only shows support for independence
• Any other relevant response
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NSC – Memorandum
2.3
2.3.1 [Interpretation of evidence from Source 2C – L1 –LO1 (AS3)]
• Encourage indigenous private enterprise
• Encourage foreign investment
• Ensure white settlers will stay in Kenya
• Ensure stable economy
• Any other relevant response
DBE/November 2010
(any 2 x 1) (2)
2.3.2 [Comparison of evidence from Source 2C – L3 – LO1 (AS3); LO2 (AS3)]
• Odinga favoured redistribution of white- owned land while Kenyatta
favoured private ownership of land
• Odinga favoured a policy of nationalisation of industry while Kenyatta
favoured free enterprise
• Odinga favoured closer ties with Eastern Bloc while Kenyatta favoured
closer ties with the West
• Any other relevant response
(any 2 x 2) (4)
2.4
[Interpretation, analysis and synthesis of evidence from all sources – L3 – LO1
(AS 3 and 4), LO2 (AS1,2,3) LO3 (AS 1,2,3,4)]
Candidates must focus on the following aspects:
• Kenya freed from British colonial rule
• Peaceful transition to democracy
• Kenyatta once imprisoned and despised now Kenya's first Prime Minister
• Freedom and independence for Kenya
• Policy of Harambee – work together for the benefit of Kenya
• No seizure of white owned land
• Kenya followed capitalist policies
• Victory for African nationalism
• Any other relevant response
Use the following rubric to allocate a mark:
LEVEL 1
LEVEL 2
LEVEL 3
Copyright reserved
• Uses evidence in an elementary manner i.e. shows
no or little understanding of the impact of Kenya's
MARKS: 0 – 2
attainment of independence
• Uses evidence partially to report on topic or cannot
report on topic
• Evidence is mostly relevant and relates to a great
extent to the topic shows some understanding of
MARKS: 3 – 4
the impact of Kenya's attainment of independence
• Uses evidence in a very basic manner
• Uses relevant evidence that shows a thorough
understanding of the impact of Kenya's attainment
of independence
MARKS: 5 – 6
• Evidence relates well to the topic
• Uses evidence very effectively in an organised
paragraph that shows an understanding of the topic
(6)
Please turn over
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NSC – Memorandum
DBE/November 2010
2.5.1 EXTENDED WRITING
2.5.1 [Plan and construct an argument based on evidence using analytical and
interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3
(AS1, 2, 3 and 4)]
SYNOPSIS
Candidates should discuss the role played by Kenyatta in transforming
Kenya from 1960 to 1970.
MAIN ASPECTS
Candidates should include the following aspects in their response:
Introduction: Candidates should outline the possibilities and challenges
that faced Kenyatta in transforming Kenya.
ELABORATION
• Kenyatta respected leader- good governance
• Capitalist policies - encouraged private enterprise,/ foreign investment
• Policy of Harambee (infrastructure development)- encouraged national
development
• Ranches and coffee plantations: employment, revenue, export
• Fertile soil - agriculture
• Many white settlers stayed - boost economy
• Tourist mecca: coastal resorts and wild life
• Fulfill hopes of many Kenyans - improve standard of living
• Bury tribal differences and attain national unity
• Bridge gap between locals and white settlers
• Issue of land hunger and resettlement
• Rural poverty
• Disparity between rich and poor/unemployment
• Capitalist policies estranged socialists
• Reconcile diverse ethnic groups
• Achieve Western style democracy after years of colonial domination
• Any other relevant response
•
Conclusion: Candidates should tie up their argument with a relevant conclusion.
(30)
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NSC – Memorandum
DBE/November 2010
2.5.2 [Synthesise information to construct an original argument using
evidence from the sources and own knowledge to support the argument L2 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]
SYNOPSIS
Candidates should write a report in which they critically assess Kenyatta as a
great and respected leader thus portraying him in a positive light as well
as a ‘leader to darkness' portraying Kenyatta in a negative light.
MAIN ASPECTS
The candidate should include the following points in the response.
Introduction: Candidates should focus on Kenyatta as a great political leader and a
‘leader to darkness’.
ELABORATION
GREAT STATESMAN
• Led Kenya's struggle for independence from Britain
• Protagonist of African Nationalism
• Imprisonment made him national icon and hero
• Followed capitalist principles: encouraged foreign investment
• Policy of Harambee – national development
• Did not seize white owned farms- many whites stayed- benefit economy
• Moderate approach ensured support from Western powers
• Policy of reconciliation- forget past bitterness
• Realistic leader- realised he needed support of whites to ensure economic
growth
• Any other relevant response
LEADER OF DARKNESS
• Opponents of Kenyatta criticised his capitalist approach
• British authorities saw him as leader of darkness- Mau Mau connections
• British against Uhuru campaigns for freedom and independence
• Any other relevant response
•
Conclusion: Candidates should tie up their argument with a
relevant conclusion.
(30)
[75]
Use the matrix on page 7 in this document to assess this extended writing.
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NSC – Memorandum
DBE/November 2010
QUESTION 3: HOW DID THE MARCH TO THE LINCOLN MEMORIAL GATHER MOMENTUM
IN THE STRUGGLE FOR CIVIL RIGHTS IN THE UNITED STATES OF
AMERICA (USA) IN THE 1960s?
3.1.1 [Extraction of evidence from Source 3A – L1 –LO1(AS3)]
• To plead with fellow African-Americans for unity
• Unity between whites and blacks
• To demonstrate to authorities that they were asking for what was
guaranteed by the constitution
• An end to discrimination
• Any other relevant response
(any 2 x 1) (2)
3.1.2 [Interpretation and evaluation of information from Source 3A – L3 –
LO1(AS3&4); LO2 (AS2&3)]
(a)
• African Americans were happy their issues were addressed in
Capitol Hill and hoped it would be received well by the Congress
• Any other relevant response
(b)
• White Americans of the South would have rejected the notion of equality
• White Americans of the South responded negatively
• Any other relevant response
(2 x 2) (4)
3.1.3
[Interpretation of evidence from Source 3A – L2 –LO1(AS3&4)]
• To show the number of people that gathered at the Lincoln Memorial
• An aerial photograph gives a holistic and more a comprehensive
picture of the people that gathered at the Lincoln Memorial
• To obtain a better view of the march
• It confirms the number people that attended the march
• Any other relevant response
(any 1 x 2) (2)
3.1.4 [Interpretation of evidence from Source 3A – L2 – LO1 (AS3&4)]
• The photograph does not capture a close up view of the attendees
• The photograph fails to capture the mood of the marchers
• Being a black and white photo the identity of the marches cannot be known
• The photograph lacks clarity in term of its composition
• Any other relevant response
(any 2 x 2) (4)
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3.1.5 [Comparing evidence from Source 3A – L3 – LO1(AS3&4); LO2(AS3)]
• Both the written and the visual sources highlight the significance of the march
• Both the written and the visual sources complements each other as to what occurred at
the march
• Both the written and the visual sources relate to the Lincoln Memorial which
symbolises freedom and unity of the American people
• Visual source adds value by supporting written source as it verifies
the number of people who attended
• Any other relevant response
(2 x 2) (4)
3.2
3.2.1 [Interpretation of evidence from Source 3B – L2 – LO1 (AS3&4)]
• The march was a significant event
• It ushered in a new era in USA politics
• It was significant in that both black and white Americans were united
against discrimination
• To invite comments and opinions
• To test White Americans readiness to accept changes
• Any other relevant response
(any 2 x 2) (4)
3.2.2 [Interpretation and analysis of evidence from Source 3B – L1 – LO1(AS3&4)]
• The grievances of the marchers were to be resolved by the USA govt.
• March was peaceful and organised
• The crowd was too large
• They were afraid of the repercussions
• The US Congress was divided
• Any other relevant response
(any 1 x 2) (2)
3.2.3 [Explanation of concept – L1 – LO2 (AS1)]
• Civil rights refers to rights of individuals as dictated by the
constitution and natural law such rights include: life, liberty
freedom of speech etc
• Any other relevant response
(1 x 2) (2)
3.3 [Comparison of evidence from Sources 3A & 3B – L3 – L1 (AS4); LO2 (AS3)]
• Both a visual and a written source of Source 3A are inspirational in supporting
Source 3B
• Both sources highlight the large number of people who marched to the
Lincoln Memorial
• Both sources highlight the peaceful nature of the march
• Any other relevant response
(any 2 x 2) (4)
3.4
3.4.1 [Interpretation of evidence from Source 3C – L2 – LO1 (AS3&4)]
• America viewed as the bastion of democracy failed to address the
needs of its own people
• The USA government failed to practise what it preached
• Was contrary to the principles of the Constitution and the Statue of Liberty
• Any other relevant response
(any 1 x 2) (2)
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3.4.2 [Interpretation of evidence from Source 3C – L2 – LO1(AS3&4); LO2 (AS2)]
• Acknowledged the importance of the march
• It highlighted the injustices of US society
• The need for changes in legislation
• He was against discrimination
• Any other relevant response
(any 1 x 3) (3)
3.4.3 [Explanation and interpretation of evidence from Source 3C – L2 – LO1 (AS3&4)]
• Realised the need for the urgent promulgation of legislation to correct the
injustices of the past
• It was important for the USA to comply with the intent of its constitution
• Any other relevant response
(any 1 x 2) (2)
3.5
[Ascertain usefulness of evidence from Source 3A,3B and 3C – L3 – LO1(AS3&4)]
Candidates can chose either Source 3A, 3B or 3C and support their
answer with relevant evidence.
Source 3A
• Events in the source can be backed by authentic evidence
• Primary source
• Consists of a written and visual source and hence gives a broader
understanding
• Any other relevant response
Source 3B
• It gives the views and opinions of newspapers
• It shows the relationship between President and Congress
• Shows the course of Blacks as being supported by many
• Any other relevant response
Source 3C
• It's a primary source
• Kennedy highlights the hypocrisy of the USA
• Any other relevant response
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(any 2 x 2) (4)
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3.6
22
NSC – Memorandum
DBE/November 2010
[Interpretation, analysis and synthesis of evidence from all sources - L3- LO1
(AS3 and 4), LO2 (AS1, 2, 3) LO3 (AS 1, 2, 3, 4)]
Candidates should explain the role that Martin Luther King Jr. played in the
Civil Rights Movement:
• Martin Luther King was able to unite freedom loving Americans
• Martin Luther King organised a series of successful marches
• Was able to successfully challenge the discriminatory legislation
• Martin Luther King embarked on civil disobedience through non violence
changed the content of the struggle
• Martin Luther King's successes in some states encouraged Civil Rights
Movement to continue with demands to end segregation
• Civil Rights Act of 1964 sealed the victory of Civil Rights Movement
• Any other relevant response
Use the following rubric to allocate a mark:
LEVEL 1
LEVEL 2
LEVEL 3
• Uses evidence in an elementary manner e.g.
shows no or little understanding of the role that
Martin Luther King Jr. played in the Civil Rights
Movement
• Uses evidence partially to report on topic or cannot
report on topic
• Evidence is mostly relevant and relates to a great
extent to the topic e.g. shows some
understanding of the role that Martin Luther
King Jr. played in the Civil Rights Movement
• Uses evidence in a very basic manner
• Uses relevant evidence e.g. shows a thorough
understanding of the role that Martin Luther
King Jr. played in the Civil Rights Movement
• Evidence relates well to the topic
Uses evidence very effectively in an organised
paragraph that shows an understanding of the topic
MARKS: 0 – 2
MARKS: 3 – 4
MARKS: 5 – 6
(6)
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3.7
23
NSC – Memorandum
DBE/November 2010
EXTENDED WRITING
3.7.1 [Plan and construct an argument based on evidence using analytical
and interpretative skills - L1 – LO1 (AS3 & 4); LO2 (AS1, 2 & 3);
LO3 (AS1, 2, 3 &4)]
SYNOPSIS
Candidates should explain how the march to the Lincoln Memorial
helped to gather momentum for the Civil Rights Movement in the
United States of America in the 1960s.
MAIN ASPECTS
Candidates should include the following aspects in their response:
• Introduction: Candidates should indicate how the march to the Lincoln
Memorial helped to gather momentum for the Civil Rights Movement.
ELABORATION
• Provide an outline of the activities that preceded the march to Lincoln
Memorial
• Reasons for the Civil Rights Movement (racial discrimination;
and segregation in public institutions; etc.)
• Role of Martin Luther King
• The march to Lincoln Memorial/Civil Rights Movement - significance
• Led to a significant reassessment of the implementation of
the USA constitution (e.g. Civil Rights Act; Voting Rights Act; Fair
Housing Act, etc.)
• Any other relevant response
Conclusion: Candidates should tie up their argument by referring to
the changes that resulted from the march to the Lincoln Memorial.
(30)
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24
NSC – Memorandum
DBE/November 2010
3.7.2 [Synthesise information to construct an original argument using
evidence from the sources and own knowledge to support the argument - L2 – LO1
(AS 3 & 4); LO2 (AS1, 2 & 3); LO3 (AS1, 2, 3 & 4)]
SYNOPSIS
In writing the article, candidates must show how peaceful resistance brought about
changes to the policy of segregation in the USA.
MAIN ASPECTS
Candidates should include the following aspects in their response:
• Introduction: Candidates should give a brief background of the activities
of the Civil Rights Movement.
ELABORATION
• Commitment to end segregation and racial discrimination
• Role of Martin Luther King
• President JF Kennedy's support
• The support and publicity from New York times
• Forms of resistance - peaceful
• The Washington march to Lincoln Memorial
• Unity among Black Americans and the support received from the
fellow white Americans
• Civil Rights Movement gained confidence.
• Changes to USA legislation
• Any other relevant point
• Conclusion: Candidates should tie up their argument with a relevant
conclusion.
(30)
[75]
Use the matrix on page 7 in this document to assess this extended writing.
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History/P1
QUESTION 4:
25
NSC – Memorandum
DBE/November 2010
HOW DID STEVE BIKO AND THE PHILOSOPHY OF BLACK
CONSCIOUSNESS INFLUENCE THE SOWETO UPRISING OF 1976?
4.1.1 [Interpretation of evidence from Source 4A – L2 – LO1 (AS3&4); LO2 (AS2)]
• See the truth
• Make the black man come to himself
• Pump back life into his empty shell
• To infuse him with pride and dignity
• Any other relevant response
(any 1 x 2) (2)
4.1.2 [Extraction and interpretation of evidence from Source 4A – L2 – LO1 (AS3&4)]
• Black Consciousness is part of a nationalist feeling
• People should view Black Consciousness positively
• Any other relevant response
(any 1 x 2) (2)
4.1.3 [Explanation of concept – L1 – LO2 (AS1)]
• Black Consciousness was a philosophy, which sought to conscientise
the masses (black people) of their political, cultural and economic rights
• Black people should be proud of themselves and strive to be self reliant
• Any other relevant response
(any 1 x 2) (2)
4.1.4 [Comparison of evidence from Source 4A– L3 – L1 (AS3&4); LO2 (AS3)]
Candidates can state either Yes or No and support their answer with
relevant evidence.
YES
• Supported in a limited context within the nationalist policy of separate
homeland
• Supported the aspirations of the black people within the existing government
policies
• Supports the idea of being separate but equal
• Any other relevant response
NO
• Black liberation was a struggle for majority rule in South Africa
• Black liberation meant the end to white minority rule
• Any other relevant response
(any 2 x 2) (4)
4.2
4.2.1 [Interpretation of evidence from Source 4B – L2 – LO1 (AS3&4)]
• Being young and of an impressionable age they were influenced easily by the
teachings of Black Consciousness
• They were conscientised to become politically active
• Secondary schools had a unifying influence that brought together politically
aware learners
• Soweto as a township was a hotbed for political activity especially among the
young
• Any other relevant response
(any 2 x 2) (4)
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NSC – Memorandum
DBE/November 2010
4.2.2 [Interpretation and analysis of evidence from Source 4B – L3 – LO1
(AS3&4); LO2 (AS3); LO3 (AS2&3)]
Candidates can either agree or disagree and support their point of view with relevant
evidence.
AGREE
• High school students were aware of the struggle and became responsive
to the challenges for changes
• Vacuum created by the banning of political organisations led to the youth
taking up the cudgels in the absence of the organisations
• High schools students were literate and hungry for knowledge relating to the
struggle
• Any other relevant response
DISAGREE
• Not all high schools were politicised
• Educational authorities banned political activity at schools
• Fear of being expelled/arrested/political intimidation
• Any other relevant response
(any 2 x 2) (4)
4.2.3 [Extraction of evidence from Source 4B – L1 – LO1 (AS3)]
• Became more conspicuous (clear)/politicised/influenced
• Rotated from school to school to talk to the students
• Talked about how Bantu Education enslaved blacks
(any 2 x 1) (2)
4.2.4 [Justification of evidence from Source 4B – L3 – LO1 (AS3&4);
LO2 (AS2); LO3 (AS2&3)]
JUSTIFIED because:
• Bantu education was inferior
• Bantu education stifled black children
• Bantu education frustrated black children – led to them joining
organisations like the BCM
• Bantu education subjected them to menial job opportunities in life
• Any other relevant response
(any 2 x 2) (4)
4.2.5 [Ascertain usefulness of information from Source 4B – L3 –LO1
(AS3&4); LO2 (AS273); LO3 (AS2)]
Candidates can chose either extract 1 or extract 2 and support their
point of view with relevant evidence.
EXTRACT 1
• Written by credible historian
• Highlights the influence of Black Consciousness
• Any other relevant response
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NSC – Memorandum
DBE/November 2010
EXTRACT 2
• Written by a student leader
• Highlights the reasons for the Soweto uprising
• Highlights the role played by SASM
• Any other relevant response
4.3
4.3.1 [Extraction of evidence from Source 4C – L1 – LO1 (AS3)]
• Brimming with confidence and energy
• Full of vigour and having the desire to confront any challenges
• Daring and not afraid of challenging the authorities
• Any other relevant response
(any 2 x 2) (4)
(any 1 x 3) (3)
4.3.2 [Ascertain the accuracy of evidence from Source 4C – L2 – LO1 (AS3&4);
LO2 (AS2&3); LO3 (AS2)]
Candidates can indicate either justified or not justified and support their
answer with relevant evidence.
JUSTIFIED
• Students were frustrated by the long delay for change
• Authorities showed no attention nor concern about student grievances
• Fighting against an inferior education system
• Fighting against Afrikaans as a forced medium of instruction
• The government of the day was intent on implementing their racist policies
• Any other relevant response
NOT JUSTIFIED
• Students seen as the leaders of tomorrow ought not to have caused the uprising
which resulted in serious damages to the country
• Should have engaged in a process of negotiations with government
• Any other relevant response
(2 x 2) (4)
4.3.3 [Comparing evidence to ascertain similarity of evidence from Source 4B&C – L2 – LO1
(AS3&4); LO2 (AS2&3); LO3 (AS2)]
• Both sources capture the prevailing mood of the students who participated in
the Soweto uprising
• Source 4B shows the readiness and the mood of the students to engage in
the uprising whilst Source 4C combines both the seriousness of the uprising
and the joy of some going on the march
• Both sources show their determination for change
• Both sources show their enthusiasm and unity
• Any other relevant response
(any 2 x 2) (4)
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NSC – Memorandum
DBE/November 2010
4.4 [Interpret and evaluate information from Sources 4A, 4B, 4C and 4D – L3 –
LO2 (AS2); LO2 (AS3); LO3 (AS2)]
Candidates must focus on how the philosophy of Black Consciousness inspired
the youth of Soweto in the 1970s.
• Stressed that the youth should be at the forefront of struggle and change
• Conscientised the youth
• Encouraged Black South Africans to take responsibility for own struggle
• Instilled pride in Black South Africans
• Empowered Black South Africans to determine own future
• Encouraged Black South Africans to eliminate both inferiority and superior
complex
• Any other relevant response
Use the following rubric to allocate a mark:
• Uses evidence in an elementary manner i.e. shows
no or little understanding of how the philosophy
of Black Consciousness inspired the youth of
Soweto in the 1970s.
LEVEL 1
• Uses evidence partially to report on topic or cannot
report on topic
• Evidence is mostly relevant and relates to a great
extent to the topic shows some understanding of
how the philosophy of Black Consciousness
LEVEL 2
inspired the youth of Soweto in the 1970s.
• Uses evidence in a very basic manner
• Uses relevant evidence that shows a thorough
understanding of how the philosophy of Black
Consciousness inspired the youth of Soweto in
the 1970s.
LEVEL 3
• Evidence relates well to the topic
• Uses evidence very effectively in an organised
paragraph that shows an understanding of the topic
MARKS: 0 – 2
MARKS: 3 – 4
MARKS: 5 - 6
(6)
[45]
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4.5
29
NSC – Memorandum
DBE/November 2010
EXTENDED WRITING
4.5.1 [Plan and construct an argument based on evidence using analytical
and interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3
(AS1, 2, 3 and 4)]
SYNOPSIS
Candidates should discuss the role played by Steve Biko and the Black
Consciousness Movement in influencing the Soweto Uprising.
MAIN ASPECTS
Candidates should include the following aspects in their response:
Introduction: Candidates should discuss the role Steve Biko and the Black Consciousness
Movement in influencing the Soweto Uprising.
ELABORATION
• Brief background – reasons for Black Consciousness
• The role and influence of Biko’s philosophy/ BCM
• The role of SASM on the youth of South Africa
• Outline the various factors that changed the political thinking of the youth
in the 1970s for example, conscientising the youth about the following:
• Black dignity and self esteem
• Poor living conditions and rising unemployment
• Increased oil price in 1973 led to a rise in inflation
• Soweto and other townships were overcrowded and lacked services
• Implementation and enforcement of the influx control laws made life
difficult for black South Africans
• African trade unions were banned from protest action
• Afrikaans was made compulsory – widespread opposition
• The role and impact of the Soweto Students Representative Council
• 1976 Soweto Uprising
• Any other relevant response
•
Conclusion: Candidates should tie up their argument with a relevant conclusion.
(30)
Use the matrix on page 6 in this document to assess this extended writing
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DBE/November 2010
4.5.2 [Synthesise information to construct an original argument using evidence
from the sources and own knowledge to support the argument L2 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]
SYNOPSIS
The report should include an introduction, main ideas and conclusion.
In writing the report, candidates need to highlight how the Black Consciousness
Movement contributed to South Africa's liberation struggle.
MAIN ASPECTS
Candidates should include the following aspects in their response:
•
Introduction: Candidates should focus on the reasons for the birth of the
Black Consciousness movement.
ELABORATION
• Black Consciousness movement – reasons for establishment
• The role and influence of Biko's philosophy, BCM and the role of SASM
on the youth of South Africa
• Outline the various factors that changed the political thinking of the youth
in the 1970s for example, conscientising the youth about the following:
• Black dignity and self esteem
• Poor living conditions and rising unemployment
• Increased oil price in 1973 led to a rise in inflation
• Soweto and other townships were overcrowded and lacked services
• Implementation and enforcement of the influx control laws made life
difficult for black South Africans
• African trade unions were banned from protest action
• Afrikaans was made compulsory – widespread opposition
• The role and impact of the Soweto Students Representative Council
• Any other relevant response
• Conclusion: Candidates should tie up their argument with a relevant
conclusion.
(30)
[75]
Use the matrix on page 7 in this document to assess this extended writing.
TOTAL: 150
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GRAAD 12
NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P2
NOVEMBER 2010
ADDENDUM
This addendum consists of 14 pages.
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QUESTION 1:
2
NSC – Addendum
DBE/November 2010
HOW DID THE COLLAPSE OF THE SOVIET UNION INFLUENCE
POLITICAL EVENTS IN SOUTH AFRICA?
SOURCE 1A
This excerpt from The Cold War Factor in South Africa's Transition, January 1996 by
J Daniel, refers to the influence of the Cold War on South Africa.
… The beginning was the 'accession (rise) to power in the Soviet Union of Mikhail
Gorbachev and the crucial signal was the Reykjavik summit between Gorbachev and
Reagan in October 1986' … 'the United States agreed to a non-interventionist (noninvolvement) role in Eastern Europe, in return for which the Soviet Union ceded Africa
to the United States … specifically southern Africa'.
… Fifteen months after Reykjavik, secret talks between South African government
officials and the ANC were initiated. But they still had to move cautiously and largely
clandestinely (secretly). Two events changed that scenario.
The first was the SADF's (South African Defence Force) military at Cuito Cuanavale in
Angola in late 1987. Confronted by the increasingly obvious limitations of a military
strategy, President PW Botha authorised Pik Botha to negotiate a way out of the
Angolan-Namibian impasse (deadlock). The end result was the New York Accords of
December 1988 which triggered the withdrawal of both Cuban and ANC military forces
from Angola and South African troops from Namibia and which, in turn, led to its
independence in March 1990. The second was the enforced removal from office in
September 1989 of an ailing PW Botha and his replacement by FW de Klerk.
It should be clear from the above that by the time of the events around the Berlin Wall
the momentum (drive) for change in South Africa was gathering pace. It was now
possible for FW De Klerk, under intense pressure from the United States and facing
the prospect of intensified (increased) sanctions, to tell his critics that the Cold War was
over, that 'we had won and the Soviets lost and that this had in turn, weakened the
ANC in that it had lost its main sponsor'.
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SOURCE 1B
The following source comprises two extracts on the fall of the Berlin Wall and the
impact this event had on South Africa.
Extract 1:
B Mbenge.
Taken from New History Of South Africa by H Gillomee and
The dismantling (breaking down) of the Berlin Wall, which began on
9 November 1989, dramatically heralded (brought) the end of the Soviet Union's sway
(influence) over Eastern Europe, and also contributed to the breaking of the deadlock
in South Africa. Communism as a political and economic system was rapidly
beginning to disintegrate (break down). These developments presented FW de Klerk
with what he termed a 'God-sent opportunity'. The National Party could tell its
constituency that without Soviet-backing the ANC, with its ally the SA Communist
Party, no longer constituted a major threat to stability and private ownership. He
could also argue that communism was so discredited that the ANC would be
compelled to accept the free market, property rights and other investment-friendly
policies.
For the National Party government the fall of the Berlin Wall was a double-edged
sword (a two-sided instrument). Anti-communism had long been the main reason why
Western governments accepted and even bolstered (strengthened) white rule in
South Africa. But the disappearance of the communist threat and the ANC's retreat
from nationalisation had made the South African government's anti-communism oldfashioned, and deprived it of its strongest argument for Western pressure to force the
ANC to accept power-sharing …
Without the fall of the Berlin Wall, it is difficult to conceive (think of) of the ANC coming
to power five years later.
Extract 2: Taken from The Man In His Time by W de Klerk.
In ANC ranks, FW de Klerk's speech caused a good deal of confusion. The ANC had
been caught on the wrong foot. They had expected Mandela's release, but not the
unbanning of the organisation itself. In fact, their planned strategy was to use the
released Mandela for a massive campaign to demand the unbanning of the ANC.
… from being part of the 'struggle', it had suddenly become part of the 'system' …
From being an organised underground army it had been converted overnight into a
public organisation. Where it had basked in (depended on) foreign applause for its
fight against apartheid, the ANC was plunged into the democratic political process …
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SOURCE 1C
With the collapse of the Soviet Union and the need for the ending of apartheid,
FW de Klerk began a process of change and reform. One of the important reform
measures announced by De Klerk was the unbanning of the ANC and other political
organisations. Of particular significance was the release of political prisoners, shown
in the poster below, from Robben Island on 10 October 1989, namely Walter Sisulu,
Oscar Mpetha, Ahmed Kathrada, Andrew Mlangeni, Elias Motsoaledi, Wilton Mkwayi
and Raymond Mhlaba.
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QUESTION 2:
5
NSC – Addendum
DBE/November 2010
HOW DID THE COLLAPSE OF THE USSR CONTRIBUTE TO
BENIN (WEST AFRICA) RE-IMAGINING ITSELF IN THE 1990s?
BACKGROUND INFORMATION
Benin is a West African country which was colonised by the French. After
independence it became known as the Republic of Dahomey. The country followed a
democratic system with a capitalist economy. In 1972, after a successful coup, Major
Mathieu Kerekou installed himself as the leader, who then abandoned Western
democracy and the capitalist economy. He established a socialist state which became
known as Benin and was a close ally of the USSR.
SOURCE 2A
This extract is taken from Democratization without Development: Benin1989 – 2009 by
T Bierschenk.
On 10 December 1989, around one month after the fall of the Berlin Wall, MarxistLeninism, which had formed the ideological basis of political and social relations in
Benin since 1974, was abolished at a meeting of the politburo of the Parti de la
Revolution Populaire du Benin (PUB). Three months later, from 19 to 27 February
1990, a Conference Nationale des Forces Vives de la Nation took place which
heralded (resulted in) the country's transition (change) to a multi-party Westernstyle political system. This peaceful transition to democracy had a signal effect for
Africa.
The Beninese National Conference became the model for similar
conferences in seven other African states within a three-year period (Gabon 1990,
the Republic of the Congo, Mali, Niger and Togo 1991, Zaire 1992, Chad 1993).
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SOURCE 2B
This extract is taken from Powers in the Village: Rural Benin between Democratisation
and Decentralisation by JO de Sardan.
For over twelve years now the Republic of Benin has been in a phase of transition
from democratisation to decentralisation. The Marxist-Leninist regime, in power
since 1972/74 was replaced in 1989/90 by a democratic multi-party system in the
course of a peaceful process referred to locally as 'Democratic Renewal'.
Since then, Benin has often been cited as a model democracy in the African
context. Presidential and parliamentary elections have been fair and free. The number
of political parties in Benin increased substantially. This was a demonstration that
Benin became the first African country in which the civilian population managed to
overthrow a military regime and remove a sitting president by means of elections.
Furthermore, the country enjoys free and lively media. The Constitutional Court has
admirably fulfilled its role as guardian of the constitution and the country has
no political prisoners. Benin has also been spared major outbursts of ethnic and
social violence since 1991 … This must be acknowledged as a major political
achievement on the part of the country...
SOURCE 2C
The following source shows the results of the 1991 elections in Benin. Taken from the
website http://africanelections.tripod.com/ao.
PARTY
Union for the Triumph of Democratic Renewal (UTRD)
National Party for Democracy and Development-Democratic
Renewal Party (PNDD-PRD)
Social Democratic Party-National Union for Solidarity and
Progress (PSD-UNSP)
National Rally for Democracy (RND)
Our Common Cause (NCC)
National Movement for Democracy and DevelopmentMovement for Solidarity, Union and Progress-Union for
Democracy and National Reconstruction
(MNDD-MSUP-UDRN)
Union for Democracy and National Solidarity (UDSN)
Rally of Liberal Democrats for National Reconstruction
(RDL-Vivoten)
Alliance for Social Democracy-Bloc for Social Democracy
(ASD-BSD)
Alliance for Democracy and Progress-Democratic Union for
Social Renewal (ADP-UDRS)
National Union for Democracy and Progress (UNDP)
Popular Republican Union-National Labor Party (URP-PNT)
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NUMBER
OF
VOTES
% OF
VOTES
194 213
18,9%
NUMBER
OF
SEATS
(64)
12
120 705
11,7%
7
101 348
9,8%
6
124 392
104 347
12,1%
10,1%
9
6
86 556
8,4%
5
72 899
7,1%
5
57 852
5,6%
4
35 700
3,5%
2
38 684
3,8%
3
93 321
9,1%
5
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QUESTION 3:
7
NSC – Addendum
DBE/November 2010
WHY WAS THE RELEASE OF NELSON MANDELA A TURNING
POINT IN SOUTH AFRICA'S HISTORY?
SOURCE 3A
The following source comprises two perspectives on South Africa's political changes in
the 1990s.
Perspective 1: Part of FW de Klerk's address delivered on 2 February 1990 on
the 9th opening of parliament.
The steps that have been decided, are the following:
•
The prohibition of the African National Congress, the Pan Africanist Congress, the
South African Communist Party and a number of subsidiary (supplementary)
organisations is being rescinded (removed).
•
People serving prison sentence merely because they were members of one of
these organisations or because they committed another offence which was merely
an offence because a prohibition on one of the organisations was in force, will be
identified and released. Prisoners who have been sentenced for other offences
such as murder, terrorism or arson are not affected by this.
•
The media emergency regulations as well as the education emergency regulations
are being abolished in their entirety …
•
The restrictions in terms of the emergency regulations on 33 organisations are
being rescinded (removed). The organisations include the following: National
Education Crisis Committees, South African National Student's Congress, United
Democratic Front, Cosatu, Die Blanke Bevrydingsbeweging van Suid-Afrika …
Perspective 2: The following is a response by Clive Derby Lewis, a member of
the Conservative Party.
With the speech of February 1990 announcing the unbanning of not only the ANC but
also the SACP, it became obvious to me and others that De Klerk was preparing to
betray us all. On 26 May 1990 Dr Andries Treurnicht made his party's feeling and
intentions clear, when he spoke to 150 000 people at the Voortrekker Monument. He
called people up to the third freedom struggle. As the previous two freedom struggles
were wars, this was clearly a call to arms to Afrikaners … As De Klerk's treachery
(betrayal) became more obvious, it became clear that armed struggle was the only
way open to us …
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SOURCE 3B
The following source consists of two photographs on the release of Nelson Mandela.
Photograph 1: On 11 February 1990 – Nelson Mandela accompanied by his wife,
Winnie Mandela, leaving Victor Verster prison. Mandela spent 27 years in prison.
Taken from South Africa 1948 – 1994 by M Roberts.
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Photograph 2: Ordinary South Africans celebrate the release of Nelson Mandela.
Taken from Mandela The Authorised Portrait. Editorial Consultants: M Maharaj and
A Kathrada.
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SOURCE 3C
The following source consists of extracts taken from newspapers, on the release of
Nelson Mandela.
Extract 1: Cheryl Carolus, UDF activist, recalls the day when Mandela was
released from Victor Verster prison. The following is part of an interview which
appeared in the Sunday Tribune, 31 January 2010 edition.
This was my piece of the action. I was going to manage the journalists and the
comrades. The world would not see disaster. But then the journalists started
surging (pushing). The cops were getting their guns up. I was screaming at them.
Then I managed to do something which I still do not know how it happened; we all
began to hold hands … the cops, the comrades … and everybody cried. Even the
cops. We all just cried, watching as Madiba walked towards us. Oh! It was far, far
more special then anything you can imagine. Actually it was more special to be on
that side than in the picture, where Trevor (Manuel) was. And once we headed back
into Cape Town, it was almost impossible to believe. Everywhere you looked, people
were lining the streets. I just have those images in my head, black and white people
everywhere, waving …
Extract 2:
The following excerpt appeared in the Mail and Guardian
newspaper, 12 to 18 February 2010 edition. It focuses on the role played by
leading UDF activists in transporting Nelson Mandela from Victor Verster
prison.
… On the day of the release Trevor Manuel helped Mandela pack his belongings into
one of the waiting vehicles, and got into a car behind his. Then they drove the back
roads to Cape Town …
Willie Hofmeyer (UDF activist) heard over the traffic cops' radio that Mandela's
convoy was on its way, but now there was mayhem (chaos) outside the City Hall. He
rushed to the freeway turnoff to warn them not to come to the city centre. Manuel
spotted him at the turnoff and he said, 'Comrades stop! They're killing people in the
city.' So Manuel drove ahead to the Civic Centre on the other side of the freeway
from the City Hall and Grand Parade. He told the security guards there that in a few
minutes a convoy would arrive and they should let them in …
Then he and three other leaders, Cyril Ramaphosa, Valli Moosa and Jay Naidoo,
went to the City Hall to scout for a safe route for Mandela. They found a way in but
when they returned to the Civic Centre, they discovered, to their horror that the car
carrying Mandela had disappeared. A traffic cop had told them they were in the
wrong venue and redirected them to the City Hall …
Mandela may have looked impassive but his driver panicked, edged out of the crowd
and took the first turn out of the town. He sped along the freeway to the southern
suburbs, ending up in Rosebank …
When Mandela's car had disappeared, Manuel was beside himself. 'How could we
lose Madiba on the day of his release? How would you write that thing in history?'
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QUESTION 4:
11
NSC – Addendum
DBE/November 2010
DID THE TRUTH AND RECONCILIATION COMMISSION (TRC)
SUCCEED IN HEALING SOUTH AFRICA FROM ITS DIVIDED
PAST?
SOURCE 4A
The following extract relates to Archbishop Desmond Tutu's reflection of the TRC
process on the occasion of the 10th anniversary of the TRC.
Desmond Tutu: 'I would first like to pay tribute to my colleagues on the Commission –
the Commissioners, the committee members and all of the staff – and then I want to
pay a very, very warm tribute to the people we call victims who came to the TRC.
Let me now try to answer the question. We need to look at places like Rwanda,
Northern Ireland, the Middle East and Bosnia to get a sense of just how incredibly
fortunate we have been. Virtually everybody expected South Africa to have a blood
bath. The fact that it didn't happen is because our country was blessed to have had a
particular kind of leadership at a crucial moment but also, and I would say by far the
most important reason is, we actually do have incredible people. The TRC was flawed
in many ways, but the world thinks the South African TRC has set a benchmark
against which every other TRC is to be measured.'
SOURCE 4B
The following is part of the testimony given by Nonhle Mohapi at the TRC Hearings in
East London, 1996. Taken from Truth & Reconciliation in South Africa: 10 Years On
by C Villa-Vicencio.
'In 1976 I was widowed – I became a widow of the apartheid regime. When the TRC
began I was sceptical (doubtful), not knowing what to expect from the process, yet I
was forward looking. I persistently (patiently) reminded myself that my main purpose in
choosing to be a witness at the TRC was to unlock the truth of how my beloved
husband Mapetla Mohapi died. I expected to get the whole truth from the TRC
process. It is true that the TRC was a political process forging the concept of
nation-building and the rainbow nation. But did it do so at the expense of thousands of
African victims and families living in South Africa.
As a doting (loving) mother and wife I welcomed the opportunity after waiting patiently
for nearly 20 years to stand before the commission and ask for the truth.'
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SOURCE 4C
This source comprises three perspectives on the TRC.
The following two perspectives are from G Simpson Tell No Lies, Claim No Easy
Victories.
Perspective 1: Mrs Mlangeni
… the mother of Bheki Mlangeni – whose son was killed by a South African Police
Security Branch bomb hidden in the earphones of a walkman tape player. Despite her
status as survivor, Mrs Mlangeni described herself as dead when she said: 'You kill
one member of the family and the whole family is dead … as we are dead now.'
Perspective 2: Mr Sithole
… the father of an ANC guerrilla killed in action – similarly made no mention of
forgiveness. He acknowledged that his son was a former combatant – a fighter – and
did not express any surprise or anger at the fact that he was killed: 'I understand why
he was killed. He fought to achieve what we have today, democracy, and change.'
But Mr Sithole went on to say: 'What I want is that the world should know that the
people he fought for are now in positions of real power and I am nothing. What will
they do for me now?'
The following perspective is taken from S Nuttal Negotiating the Past.
Perspective 3: Mr Uys
The ideal of the TRC to contribute to the ANC's objective of building one nation, is an
ANC-inspired ideal. The ANC wants to build one nation out of a large variety of
peoples and tribes …
We oppose the concept of one nation; one nation does not exist in this multi-racial
country, and the more the ANC forces its policies down the throats of the citizens, the
more they object to ANC policies. The TRC seeks not only to give the people a
common memory; they want to rewrite history …
We will not accept their version of history.
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SOURCE 4D
The following cartoon entitled 'White South Africa hears the Truth about Apartheid' by
Zapiro. It appeared in the Sowetan newspaper, 30 June 1997 edition.
ASSASSINATION
DEPRAVITY
TORTURE
STATE
TERRORISM
MURDER
ABDUCTION
TRC ENDS 15 MONTHS OF HUMAN
RIGHTS VIOLATIONS HEARINGS
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DBE/November 2010
ACKNOWLEDGEMENTS
Visual sources and other historical evidence were taken from the following:
Ake, C. 1994. The Unique Case of African Democracy (Cambridge University Press)
Bierschenk, T. 2009. Democratization without Development (Johannes Gutenberg
University)
Bradley, C. 1996. Causes and Consequences of the End of Apartheid (Raintree Steck
– Vaughn)
Bottaro, J et al. 2007. In Search of History – Grade 12 (Oxford University Press)
Christie, K. 2000. The South African Truth Commission (Palgrave Publishers)
Culpin, C. 2000. South Africa since 1948 (John Murray Publishers)
De Klerk, W. 1991. The Man in his Time – FW de Klerk (Jonathan Ball)
Dlamini, N et al. 2007. Shuters History Grade 12 (Shuter & Shooters Publishers)
Dowden, R. 2001. Africa – Altered States, Ordinary Miracles (Cambridge University
Press)
Dugmore, C et al. 2007. Viva History – Grade 12 (Vivlia Publishers & Booksellers)
Du Toit, F et al. 2006. Truth and Reconciliation in South Africa: 10 Years On (David
Philip)
Friedman, M et al. 2007. Focus on History Looking into Past Grade 12 (Maskew Miller
Longman)
Govender, SP et al. 2007. New Generation History Grade 12 (New Generation
Publishing Enterprises)
Journal of Contemporary African Politics, 1996
Gillomee, H et al. 2007. New History of South Africa (Tafelberg)
Graves, F et al. 2007. Moments in History (Juta Gariep)
Institute of Justice and Reconciliation: Truth Justice Memory: South Africa's Truth and
Reconciliation Process (Tandym Print)
http://africanelections.tripod.com/ao
Maharaj, M et al. 2006. Mandela the Authorised Portrait (Jonathan Ball)
Mandela, N. 1994. Long Walk to Freedom, (Abacus)
Meiring, P. 1999. Chronicle of the Truth Commission: A Journey through the past and
present – into the future of South Africa (Carpe Diem Books)
Meredith, M. 2005. The State of Africa. A History of Fifty Years of Independence.
(Jonathan Ball)
Mkondo, R. 1993. Reporting South Africa (Heinemann Publishers)
Morris, M. 2004. Every Step of the Way: The journey to freedom in South Africa
(Cambridge University Press)
New Generation History Grade 12 Study Guide (New Generation Publishing
Enterprises)
Nugent, P. 2004. Africa since Independence: A Comparative History, Palgrave
Macmillan, Basingstoke
Roberts, M. 2001. South Africa 1948 – 1994 (Maskew Miller Longman)
Sardan, JP. 2003. Powers in the Village: Rural Benin Between Democratisation and
Decentralisation (Karthala Press)
Sparks, A. 1994. Tomorrow is Another Country (Struik Publishers)
Sowetan newspaper (30 June 1997 edition)
The Star newspaper (3 February 1990 edition)
Tutu, D. 2000. No Future without Forgiveness (Juta Gariep)
Woods, D. 2001. Nelson Mandela The Illustrated Long Walk to Freedom (Little Brown)
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GRAAD 12
NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P2
NOVEMBER 2010
MARKS: 150
TIME: 3 hours
This question paper consists of 10 pages and an addendum of 14 pages.
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2
NSC
DBE/November 2010
INSTRUCTIONS AND INFORMATION TO CANDIDATES
1.
The question paper consists of FOUR questions based on the prescribed content
as contained in the guideline document:
QUESTION 1:
WHAT WAS THE IMPACT OF THE COLLAPSE OF THE
USSR IN 1989?
• On ending apartheid in South Africa
QUESTION 2:
WHAT WAS THE IMPACT OF THE COLLAPSE OF THE
USSR IN 1989 ON AFRICA?
• Case Study: Benin
QUESTION 3:
HOW DID SOUTH AFRICA EMERGE AS A DEMOCRACY
FROM THE CRISES OF THE 1990s?
QUESTION 4:
DEALING WITH THE PAST AND FACING THE FUTURE:
THE WORK OF THE TRUTH AND RECONCILIATION
COMMISSION
2.
Each question counts 75 marks, of which 45 marks are for the source-based
question and 30 marks for the extended writing question.
3.
Candidates are required to answer any TWO questions.
4.
When answering questions, candidates should apply their knowledge, skills and
insight.
5.
A mere rewriting of the sources as answers will disadvantage candidates.
6.
Questions should be answered by referring to the ADDENDUM.
7.
Write neatly and legibly.
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3
NSC
QUESTION 1:
DBE/November 2010
HOW DID THE COLLAPSE OF THE SOVIET UNION INFLUENCE
POLITICAL EVENTS IN SOUTH AFRICA?
Study Sources 1A, 1B and 1C and answer the following questions.
1.1
Refer to Source 1A.
1.1.1
1.1.2
1.1.3
1.1.4
1.2
How did the Reykjavik summit pave the way for change in South
Africa?
(2 x 2)
(4)
Why was it necessary for the ANC and the South African
government to meet in secret?
(2 x 2)
(4)
Using the information from the source and your own knowledge,
explain why the ending of the Cold War brought about reforms in
South Africa.
(2 x 2)
(4)
What impact did the fall of the Berlin Wall have on the Soviet
Union? (Extract 1)
(1 x 1)
(1)
How, according to the source, did the National Party intend
influencing white South Africans to accept change? (Extract 1)
(1 x 2)
(2)
According to this source 'the ANC had been caught on the wrong
foot'. Explain whether this is an accurate assessment of events.
(Extract 2)
(2 x 2)
(4)
How, according to W de Klerk, did the ANC transform 'from being
part of the struggle' to being 'part of the system'? (Extract 2)
(2 x 2)
(4)
Compare Source 1A and Source 1B (Extract 1) and explain how Extract 1 of
Source 1B supports Source 1A in respect of the expected political changes in
South Africa.
(2 x 2)
(4)
1.2.2
1.2.3
1.2.4
1.4
(2)
Study Source 1B.
1.2.1
1.3
Why was the coming to power of Mikhail Gorbachev significant?
(1 x 2)
Use Source 1C.
1.4.1
Explain the reference to the slogan 'Long Live The ANC!'
(1 x 2)
(2)
1.4.2
Why was it necessary for FW de Klerk to release these political
prisoners from Robben Island?
(1 x 2)
(2)
In what way were these political prisoners significant to the reforms
that were taking place in South Africa?
(1 x 2)
(2)
1.4.3
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NSC
1.4.4
1.5
1.6
DBE/November 2010
Explain how the following would have reacted to the release of
these political prisoners:
(a)
White right-wing South Africans
(b)
Black South Africans
(2 x 2)
(4)
Using information from the sources and your own knowledge, write a
paragraph of about SIX lines (about 60 words) explaining how the fall of the
Berlin Wall speeded up the process of negotiations between the ANC and the
National Party government.
(6)
EXTENDED WRITING (Your response should be about TWO pages in
length.)
Answer ONE of the following questions: QUESTION 1.6.1 OR 1.6.2.
1.6.1
Explain how the collapse of the Soviet Union opened the way for
revolutionary changes in South Africa.
(30)
OR
1.6.2
Using the information from ALL the sources and your own
knowledge, write an article for a historical journal on the following
statement:
'External factors forced the apartheid regime and the liberation
organisations to negotiate a new future for South Africa.'
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(30)
[75]
History/P2
5
NSC
QUESTION 2:
DBE/November 2010
HOW DID THE COLLAPSE OF THE USSR CONTRIBUTE TO
BENIN (WEST AFRICA) RE-IMAGINING ITSELF IN THE 1990s?
Study Sources 2A, 2B and 2C and answer the following questions.
2.1
Refer to Source 2A.
2.1.1
Explain the concept Marxist-Leninism in your own words.
(1 x 2)
(2)
2.1.2
Why, do you think, the ideology of Marxist-Leninism was abolished
in 1989?
(1 x 2)
(2)
Why, according to the source, did Benin adopt a 'multiparty
Western style political system'?
(1 x 2)
(2)
Using the information from the source and your own knowledge,
explain in what ways the multiparty political system differed from
the Marxist-Leninist system.
(2 x 2)
(4)
Explain to what extent the political changes in Benin influenced
other African countries.
(1 x 2)
(2)
2.1.3
2.1.4
2.1.5
2.2
Study Source 2B.
2.2.1
2.3
2.4
Explain the steps Benin embarked on to attain 'Democratic
Renewal'.
(2 x 2)
(4)
2.2.2
Why was Benin referred to as a 'model democracy'?
(1 x 2)
(2)
2.2.3
Quote evidence from the source to indicate that Benin had
changed to a democratic country.
(3 x 1)
(3)
Compare Source 2A and Source 2B and explain which ONE of the two
sources you would consider to be more useful to a historian studying the
process of the re-imagining of Benin.
(2 x 2)
(4)
Read Source 2C.
2.4.1
2.4.2
2.4.3
2.4.4
Copyright reserved
Which political party won the most number of seats in the 1991
election in Benin?
(1 x 1)
(1)
Explain whether you would agree that Benin would only be
governed by a coalition after the 1991 election?
(2 x 2)
(4)
What percentage of the votes was obtained by the National Rally
for Democracy (RND)?
(1 x 1)
(1)
Justify Benin's name change to the 'People's Republic of Benin'.
(2 x 2)
(4)
Please turn over
History/P2
2.5
2.6
2.7
6
NSC
DBE/November 2010
Use Sources 2A, 2B and 2C and explain to what extent you would consider
the parliamentary elections in Benin as being fair and free.
(2 x 2)
(4)
Refer to Source 2C (statistics) and Sources 2A and 2B (written sources).
Explain in a paragraph of about SIX lines (about 60 words) how these two
written sources support the statistical information.
(6)
EXTENDED WRITING (Your response should be about TWO pages in
length)
Answer ONE of the following questions: QUESTION 2.7.1 OR 2.7.2.
2.7.1
Discuss how the collapse of the USSR contributed to Benin
re-imagining itself in the 1990s.
(30)
OR
2.7.2
Copyright reserved
Using ALL the sources and your own knowledge, write a report
for a historical journal highlighting how Benin became a leader for
democratic change in Africa.
Please turn over
(30)
[75]
History/P2
7
NSC
QUESTION 3:
DBE/November 2010
WHY WAS THE RELEASE OF NELSON MANDELA A TURNING
POINT IN SOUTH AFRICA'S HISTORY?
Study Sources 3A, 3B and 3C to answer the following questions.
3.1
Study Source 3A.
(a) Briefly list any THREE steps that De Klerk took when he
addressed parliament on 2 February 1990. (Perspective 1)
(3 x 1)
(3)
(b) Why do you think these steps were important for political
changes in South Africa? (Perspective 1)
(1 x 2)
(2)
In what way did the unbanning of political parties, in the opinion of
Lewis, make De Klerk a traitor to his people? (Perspective 2)
(1 x 2)
(2)
Using the source and your own knowledge, explain the reference
to the 'third freedom struggle'. (Perspective 2)
(1 x 2)
(2)
Refer to Perspectives 1 and 2 from Source 3A. Explain how this information
would assist a researcher in getting a better understanding of the importance
of the release of Nelson Mandela.
(2 x 2)
(4)
3.1.1
3.1.2
3.1.3
3.2
3.3
Use Source 3B.
3.3.1
3.3.2
3.3.3
3.4
Explain how the raised fists of Nelson and Winnie Mandela in
Photograph 1 highlight the mood of expected political change in the
country.
(2 x 2)
(4)
Describe, in your own words, how the people in Photograph 2
responded to the release of Nelson Mandela.
(1 x 2)
(2)
As a historian writing the history of the release of Nelson Mandela,
explain why both Photographs 1 and 2 would be useful.
(2 x 2)
(4)
Consult Source 3C.
3.4.1
3.4.2
3.4.3
Copyright reserved
Explain why journalists showed great interest in awaiting the
release of Mandela. (Extract 1)
(2 x 2)
(4)
Describe the reactions of Carolus and the crowd when Mandela
took his first step to freedom. (Extract 1)
(2 x 2)
(4)
What measures were taken by UDF activists, like Willie Hofmeyer,
to secure a safer route for Mandela to enter the city centre?
(Extract 2)
(1 x 2)
(2)
Please turn over
History/P2
8
NSC
3.4.4
Refer to Manuel's statement: 'How could we lose Madiba on the
day of his release? How would you write that thing in history?'.
What does this tell you about Manuel's thoughts on losing
Mandela's car? (Extract 2)
(1 x 2)
(2)
Read Extracts 1 and 2. Explain to what extent the information in
these extracts are similar regarding the release of Mandela. (2 x 2)
(4)
Using ALL the sources and your own knowledge, write a paragraph of about
SIX lines (about 60 words) to explain the significance of the release of
Mandela in the political transformation of South Africa.
(6)
3.4.5
3.5
3.6
DBE/November 2010
EXTENDED WRITING (Your response should be about TWO pages in
length.)
Answer ONE of the following questions: QUESTION 3.6.1 OR 3.6.2.
3.6.1
2010 commemorates the 20th anniversary of the release of Nelson
Mandela from imprisonment.
Discuss the role Nelson Mandela played in shaping South Africa's
democratic dispensation from 1990 to 1994.
(30)
OR
3.6.2
Using the information from ALL the sources and your own
knowledge, write a response to the following assertion:
'While giving him due credit, it should be noted that February 2 was
not De Klerk's gift to the people of South Africa. They fought him
into that corner, and he was forced to raise both hands and agree
to chart a new path.'
[Mondli Makhanya, Editor of the Sunday Times, writing in his
column, 31 January 2010]
Copyright reserved
Please turn over
(30)
[75]
History/P2
9
NSC
QUESTION 4:
DBE/November 2010
DID THE TRUTH AND RECONCILIATION COMMISSION (TRC)
SUCCEED IN HEALING SOUTH AFRICA FROM ITS DIVIDED
PAST?
Use Sources 4A, 4B, 4C and 4D to answer the following questions.
4.1
Refer to Source 4A.
4.1.1
4.1.2
4.1.3
4.2
(2)
Why, do you think, Tutu makes reference to places like Northern
Ireland and Rwanda?
(1 x 2)
(2)
Explain the limitations of this source to a historian researching the
TRC.
(2 x 2)
(4)
Use Source 4B.
4.2.1
4.2.2
4.2.3
4.3
Explain why Tutu makes special mention of the 'victims' in his
tribute.
(1 x 2)
Why, do you think, Nonhle Mohapi referred to herself as a widow of
the apartheid regime?
(1 x 2)
(2)
According to the source Mohapi was doubtful about the TRC.
Explain whether her doubt was justified.
(2 x 2)
(4)
Explain why you would regard this source useful to a historian
studying the work of the TRC.
(2 x 2)
(4)
Read Source 4C.
4.3.1
4.3.2
4.3.3
4.3.4
4.3.5
Copyright reserved
Explain why Mrs Mlangeni described her suffering at the TRC
hearings in the manner that 'we are dead now'. (Perspective 1)
(1 x 2)
(2)
How did Mr Sithole react as the father of an ANC guerrilla killed in
action? (Perspective 2)
(1 x 2)
(2)
Explain why Uys opposed the work of the TRC. (Perspective 3)
(1 x 3)
(3)
Apart from testifying, what was Mr Sithole's main purpose for
attending the TRC hearings? (Perspective 2)
(1 x 2)
(2)
How do the views of Uys differ from those of Mlangeni and Sithole?
(2 x 2)
(4)
Please turn over
History/P2
4.4
10
NSC
Study Source 4D.
4.4.1
What message is conveyed by the cartoon?
(1 x 2)
(2)
4.4.2
Explain whether the caption 'white South Africa hears the truth
about apartheid' can be considered to be true.
(2 x 2)
(4)
To what extent can the evidence in the source be regarded as
biased towards the TRC?
(1 x 2)
(2)
Using ALL the sources and your own knowledge, write a paragraph of about
SIX lines (about 60 words) to explain the impact of the TRC on victims.
(6)
4.4.3
4.5
4.6
DBE/November 2010
EXTENDED WRITING (Your response should be about TWO pages in
length.)
Answer ONE of
QUESTION 4.6.2.
4.6.1
the
following
questions:
QUESTION
4.6.1
OR
Explain whether the TRC succeeded in healing South Africa from
its divided past.
(30)
OR
4.6.2
Using ALL the sources and your own knowledge, write a report for
your school's history magazine explaining how the work of the TRC
promoted national unity and reconciliation.
TOTAL:
Copyright reserved
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(30)
[75]
150
GRAAD 12
NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P2
NOVEMBER 2010
MEMORANDUM
MARKS: 150
This memorandum consists of 30 pages.
Copyright reserved
FINAL APPROVED MEMO [25/11/2010]
Please turn over
History/P2
1.
2
NSC – Memorandum
DBE/November 2010
SOURCE-BASED QUESTIONS
1.1 The following Learning Outcomes and Assessment Standards will be assessed in
this question paper:
LEARNING
OUTCOMES
ASSESSMENT STANDARDS
Learning
Outcome 1
1. Formulate questions to analyse concepts for investigation within
the context of what is being studied. (Not for examination
purposes.)
(Historical
enquiry)
THE ABILITY OF THE LEARNER TO:
2. Access a variety of relevant sources of information in order to
carry out an investigation. (Not for examination purpose).
3. Interpret and evaluate information and data from sources.
4. Engage with sources of information evaluating the usefulness of
the sources for the task, including stereotypes, subjectivity and
gaps in the evidence available to the learners.
Learning
Outcome 2
(Historical
concepts)
1. Analyse historical concepts as social constructs.
2. Examine and explain the dynamics of changing power relations
within the societies studied.
3. Compare and contrast interpretations and perspectives of events,
people’s actions and changes in order to draw independent
conclusions about the actions or events.
Learning
Outcome 3
1. Identify when an interpretation of statistics may be controversial
and engage critically with the conclusions presented by the data.
(Knowledge
construction
and
communication)
2. Synthesise information to construct an original argument using
evidence to support the argument.
3. Sustain and defend a coherent and balanced argument with
evidence provided and independently accessed.
4. Communicate knowledge and understanding in a variety of ways
including discussion (written and oral) debate, creating a piece of
historical writing using a variety of genres, research assignments,
graphics, oral presentation.
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History/P2
1.2
3
NSC – Memorandum
DBE/November 2010
The following levels of questions were used to assess source-based questions.
LEVELS OF SOURCE-BASED QUESTIONS
LEVEL 1 (L1)
LEVEL 2 (L2)
•
•
•
Extract relevant information and data from the sources.
Organise information logically.
Explain historical concepts.
•
Categorise appropriate or relevant source of information
provided to answer the questions raised.
Analyse the information and data gathered from a variety of
sources.
Evaluate the sources of information provided to assess the
appropriateness of the sources for the task.
•
•
•
•
LEVEL 3 (L3)
•
•
•
•
Interpret and evaluate information and data from the
sources.
Engage with sources of information evaluating the
usefulness of the sources for the task taking into account
stereotypes, subjectivity and gaps in the evidence
available.
Analyse historical concepts as social constructs.
Examine and explain the dynamics of changing power
relations within the aspects of societies studied.
Compare and contrast interpretations and perspectives of
peoples’ actions or events and changes to draw
independent conclusions about the actions or events.
Identify when an interpretation of statistics may be
controversial and engage critically with the conclusions
presented by the data.
1.3.1 The following table indicates how to assess source-based questions.
•
In the marking of source-based questions credit needs to be given to any other
valid and relevant viewpoints, arguments, evidence or examples.
• In the allocation of marks emphasis should be placed on how the requirements of
the question have been addressed.
•
In the marking guideline the requirements of the question (skills that need to be
addressed) as well as the level of the question are indicated in italics.
Copyright reserved
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History/P2
2.
2.1
4
NSC – Memorandum
DBE/November 2010
EXTENDED WRITING
The extended writing questions focus on one of the following levels:
LEVELS OF QUESTIONS
Level 1
•
Discuss or describe according to a given line of argument set out in the
extended writing question.
•
Plan and construct an argument based on evidence, using the evidence to
reach a conclusion.
Level 2
•
Synthesise information to construct an original argument using evidence to
support the argument.
•
Sustain and defend a coherent and balanced argument with evidence.
•
Write clearly and coherently in constructing the argument.
2.2
Marking of extended writing
•
MARKERS MUST BE AWARE THAT THE CONTENT OF THE ANSWER WILL BE
GUIDED BY THE TEXTBOOKS IN USE AT THE PARTICULAR CENTRE.
•
CANDIDATES MAY HAVE ANY OTHER RELEVANT INTRODUCTION AND/OR
CONCLUSION THAN THOSE INCLUDED IN A SPECIFIC EXTENDED WRITING
MARKING GUIDELINE FOR A SPECIFIC ESSAY.
•
WHEN ASSESSING OPEN-ENDED SOURCE-BASED QUESTIONS, LEARNERS
SHOULD BE CREDITED FOR ANY OTHER RELEVANT ANSWERS.
Global assessment of extended writing
The extended writing will be assessed holistically (globally). This approach requires the
educator to score the overall product as a whole, without scoring the component parts
separately. This approach encourages the learner to offer an individual opinion by using of
selected factual evidence to support an argument. The learner will not be required to simply
regurgitate "facts" in order to achieve a high mark. This approach discourages learners from
preparing "model" answers and reproducing them without taking into account the specific
requirements of the question. Holistic extended writing marking credits learners' opinions
supported by evidence. Holistic assessment, unlike content based marking, does not penalise
language inadequacies as the emphasis is on the following:
•
The construction of argument
•
The appropriate selection of factual evidence to support such argument and
•
The learner's interpretation of the question
Copyright reserved
Please turn over
History/P2
5
NSC – Memorandum
DBE/November 2010
Assessment procedures of extended writing
1.
Keep the synopsis in mind when assessing extended writing.
2.
During the first reading of the extended writing ticks need to be awarded for a relevant
introduction (indicated by a bullet in marking guideline/ memorandum) each of the main
points/aspects that is properly contextualised (also indicated by bullets in the marking guideline/
memorandum) and a relevant conclusion (indicated by a bullet in marking guideline/
memorandum) e.g. in an answer where there are 5 main points there will be
7 ticks.
3.
The following additional symbols can also be used:
•
Introduction, main aspects and conclusion not properly
contextualised
•
Wrong statement
•
Irrelevant statement
|
|
|
|
•
Repetition
R
•
Analysis
A√
•
Interpretation
1√
4. The matrix
4.1
Use of analytical matrix in the marking of extended writing (refer to page 6)
In the marking of extended writing with reference to page 6 the given criteria shown in
the matrix should be used. In assessing the extended writing note should be taken of
both the content and presentation. At the point of intersection of the content and
presentation based on the seven competency levels, a mark should be awarded.
4.1.1
The first reading of extended writing will be to determine to what extent the
main aspects have been covered and to determine the content level (on the
matrix).
C
4.1.2
The second reading of extended writing will relate to the level (on the matrix) of
presentation.
C
P
4.1.3
LEVEL 4
LEVEL 4
LEVEL 5
Allocate an overall mark with the use of the matrix.
C
LEVEL 4
P
LEVEL 5
18-19
4.2
Use of holistic rubric in the marking of extended writing (refer to page 7)
The given rubric which takes into account both content and presentation should be
used in the marking of extended writing.
C and P
Copyright reserved
LEVEL 5
18 - 20
Please turn over
History/P2
6
NSC – Memorandum
DBE/November 2010
Grade 12 ANALYTICAL MATRIX FOR EXTENDED WRITING: TOTAL MARKS: 30
PRESENTATION
CONTENT
LEVEL 7
LEVEL 6
LEVEL 5
LEVEL 4
LEVEL 3
LEVEL 2
LEVEL 1
Very well
planned and
structured.
Good
synthesis of
information.
Constructed an
argument
Well balanced
argument.
Sustained and
defended the
argument
throughout.
Well planned
and structured.
Synthesis of
information
Constructed an
original well balanced,
independent
argument.
Evidence used
to defend the
argument.
Well planned
and structured.
Constructed a
clear
argument.
Conclusions
drawn from
evidence.
Evidence used
to support
argument.
Reached
independent
conclusion.
Evidence used
to support
conclusion.
Planned and
constructed an
argument.
Evidence used
to support
argument.
Conclusion
reached based
on evidence.
Writing
structured.
Shows some
evidence of a
planned and
constructed
argument.
Some
evidence used
to support
argument.
Conclusion not
clearly
supported by
evidence.
Attempts to
structure the
answer.
Largely
descriptive/
some attempt
at developing
an argument.
Little
analysis
and
historical
explanation.
No structure
in answer.
27-30
24-26
24-26
23
21-22
21-22
20
18-19
18-19
17
15-16
15-16
14
12-13
12-13
11
9-10
9-10
0-8
LEVEL 7
Question has
been fully
answered.
Content
selection fully
relevant to line of
argument.
LEVEL 6
Question has
been answered.
Content
selection
relevant to a line
of argument.
LEVEL 5
Question
answered to a
great extent.
Content
adequately
covered and
relevant.
LEVEL 4
Question
recognisable in
answer.
Some omissions/
irrelevant
content
selection.
LEVEL 3
Content
selection does
not always
relate.
Omissions in
coverage.
LEVEL 2
Sparse content.
Question
inadequately
addressed.
LEVEL 1
Question not
answered.
Inadequate
content.
Totally irrelevant.
Copyright reserved
Please turn over
History/P2
7
NSC – Memorandum
DBE/November 2010
GRADE 12 HOLISTIC RUBRIC TO ASSESS EXTENDED WRITING (SUCH AS AN ESSAY USING SOURCES,
REPORT, NEWSPAPER ARTICLE, ETC.) TOTAL MARKS: 30
LEVEL
7
Outstanding
80 – 100%
24 – 30
[Excellent]
6
Meritorious
70 – 79%
21 – 23
[Very Good]
5
Substantial
60 – 69%
18 – 20
[Good]
4
Moderate
50 – 59%
15 – 17
[Satisfactory]
3
Adequate
40 – 49%
12 – 14
[Fair]
2
Elementary
30 – 39%
09 – 11
[Weak]
1
Not Achieved
0 – 29%
0–8
[Poor]
Copyright reserved
If the candidate has demonstrated all or most of the skills listed in a particular level, she/he will
be awarded a mark relevant to the category.
Consistently focuses on topic – demonstrates a logical and coherent progress towards a conclusion
Clearly comprehends the sources
Uses all or most of the sources
Selects relevant sources
Quotes selectively
Groups sources (not essential but should not merely list sources)
Demonstrates a setting of sources in background understanding
If appropriate, deals fully with counter-argument
Refers appropriately to relevancy, bias, accuracy, limitation of sources
Expresses him/herself clearly
Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion)
Makes a good effort to focus consistently on the topic but, at times, argument loses some focus
Clearly comprehends the sources
Uses all or most of the sources
Selects relevant sources
Quotes selectively
Good use of relevant evidence from the sources.
Good attempt to consider counter-argument
Good attempt to refer to relevancy, bias, accuracy, limitation of source
Expression good
Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion)
Makes an effort to focus on the topic but argument has lapses in focus
Comprehends most of the sources
Uses most of the sources
Selects relevant sources
Expression good but with lapses
Perhaps, lacking some depth of overall-focus, or does not make reference to one or more relevant
sources
If appropriate, makes an attempt to consider counter-argument
Rather superficial or no attempt to refer to relevancy, bias, accuracy, limitation of sources
Makes an attempt to take a stand (focuses on limitations, etc.) in reaching an independent
conclusion
Makes some effort to focus on the topic but argument has many lapses in focus
Moderate comprehension of most of the sources
Moderate use of relevant evidence from the sources
Moderate attempt to consider counter-argument
Moderate attempt to refer to relevancy, bias, accuracy, limitation of sources
Expression is satisfactory
Makes an attempt to take a stand but there are serious inconsistencies with making links with the rest
of the essay
Essay might have a tendency to list sources and “tag” on focus
Little attempt to focus on the topic
Little comprehension of the sources
Struggles to select relevant information from the sources
No quotes – or generally irrelevant
Makes little effort to consider counter-arguments
Mainly characterised by listing of sources
No attempt to refer to relevancy, bias, accuracy of sources
Expression poor
Makes a poor attempt to take a stand. (i.e. battles to reach an independent conclusion)
Unable to focus on the topic
Unable to identify relevant sources
No quotes – or generally irrelevant
Makes no effort to consider counter-argument
Essay characterised by listing of sources
No attempt to refer to relevancy, bias, accuracy of sources
Expression very poor
Makes a very poor attempt to take a stand – if at all
No attempt to focus on the topic
Uses no sources
Completely irrelevant
Copies directly from the sources
Answer extremely poor
Please turn over
History/P2
QUESTION 1:
8
NSC – Memorandum
DBE/November 2010
HOW DID THE COLLAPSE OF THE SOVIET UNION INFLUENCE
POLITICAL EVENTS IN SOUTH AFRICA?
1.1
1.1.1 [Extraction of evidence from Source 1A – L1 – LO1 (AS3)]
• Led to the end of Cold War
• Brought about the demise of Communism
• Forced the apartheid regime to bring about change
• Gorbachev was open to negotiations and reforms
• Led to the ANC changing its political stance and to begin
negotiations with the NP government
• Any other relevant response
(any 1 x 2) (2)
1.1.2 [Extraction of evidence from Source 1A – L2 – LO1 (AS3); LO2 (AS2)]
• Led to talks between SA government and ANC/secret negotiations
• Pressure by the USA for South Africa to make changes
• Any other relevant response
(2 x 2) (4)
1.1.3 [Interpretation of evidence from Source 1A – L2 – LO1 (AS3&4); LO2 (AS2);
LO3 (AS2)]
• Fear that the respective supporters would reject it
• Exploratory meetings to charter a way forward
• Meetings not formally mandated but was an attempt to find a middle
ground to the challenges facing the country
• The ANC was still banned and the NP government was not to be
seen to be talking to the ANC
• The country was not ready to embark on open meetings for negotiations
• Any other relevant response
(any 2 x 2) (4)
1.1.4 [Extraction and interpretation of evidence from Source 1A – L3 – LO1 (AS3);
LO2 (AS2)]
• Communism was no longer seen as a threat
• South Africa was now forced to negotiate with anti-apartheid organisations
and speed up reforms
• South Africa found she had no support from her western allies to maintain
the status quo
• ANC was perceived to be weak without support from the USSR
• Any other relevant response
(any 2 x 2) (4)
1.2
1.2.1 [Extraction of evidence from Source 1B – L1 – LO1 (AS3)]
• Brought an end to Soviet control in Eastern Europe
• Led to the eventual disintegration of the USSR
• Communism began to disintegrate
• Any other relevant response
Copyright reserved
(any 1 x 1) (1)
Please turn over
History/P2
9
NSC – Memorandum
DBE/November 2010
1.2.2 [Extraction of evidence from Source 1B to reach a conclusion from
Source 1B – L2 – LO1 (AS3); LO2 (AS2); LO3 (AS2)]
• ANC was not being supported by the Soviet Union anymore
• The end of communist rule in Russia/whites no longer should fear
communism and USSR takeover
• Ensured economic stability/ no fear of nationalisation
• South Africa would continue to remain a capitalist economy
• Any other relevant response
(any 1 x 2) (2)
1.2.3 [Ascertaining the accuracy of evidence from Source 1B – L3 – LO1 (AS3&4);
LO2 (AS2); LO3 (AS2)]
Candidates can indicate whether they agree with the assessment or not.
They need to support their answer with relevant evidence.
YES
• Announcements made by De Klerk took them by surprise
• Did expect Mandela’s release and not the unbanning of the ANC
• ANC was not ready to commence with negotiations
• Any other relevant response
NO
• Both the unbanning of the ANC and the release of Mandela were
preconditions for negotiations
• Biased view by W de Klerk
(2 x 2) (4)
1.2.4 [Interpretation and analysis of evidence from Source 1B – L3 – LO2 (AS2);
LO3 (AS2)]
• ANC was now forced to discard the armed struggle and to negotiate/ANC had to
change from an underground army into a public organisation
• ANC had no choice other than to enter into negotiations with their enemies
• ANC forced to work with the government of the day to find political solutions
• Any other relevant response
(any 2 x 2) (4)
1.3 [Comparing evidence from Sources 1A and 1B – L3 – LO1 (AS3&4); LO2 (AS2);
LO3 (AS2)]
• Both sources refer to the opportunities De Klerk had to introduce reforms and
commence with negotiations
• Source 1B (Extract 1) relates to the fall of the Berlin Wall and the opportunities
given to De Klerk to begin with reforms
• Source 1B (Extract 1) The NP govt. no longer had an excuse that South Africa
formed a bulwark against communism
• Source 1A - focuses on the ending of the Cold War – opportunity given to SA
to commence with negotiations
• Source 1A – withdrawal of the USSR from intervening in the internal affairs of
Africa (SA)
(any 2 x 2) (4)
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DBE/November 2010
1.4
1.4.1 [Interpretation and analysis of evidence from Source 1C – L3 – LO1
(AS3); LO2 (AS2)]
• ANC was seen as the soul of the black struggle against oppression
• ANC was seen as a vehicle for delivery from bondage to freedom
• Passionate about the continuation of this organisation to serve the needs
of the people
• Failure on the part of the oppressor to destroy the ANC
• Continue with the struggle/any other relevant interpretations
• Any other relevant response
(any 1 x 2) (2)
1.4.2 [Extraction and Interpretation of evidence from Source 1C – L1 – LO1(AS3)]
• It was a precondition for negotiations
• To show he was committed to a negotiated settlement
• To minimise political confrontation/international pressure
• Any other relevant response
(any 1 x 2) (2)
1.4.3 [Interpretation and analysis of evidence from Source 1C – L3 – LO1
(AS3); LO2 (AS2)]
• They formed part of the leadership of the ANC
• They sacrificed their lives in the liberation struggle
• Formed an important component to any future changes in
South Africa
• Any other relevant response
(any 1 x 2) (2)
1.4.4 [Interpretation and synthesis of evidence from Source 1C – L3 – LO1
(AS3); LO2 (AS2); LO3 (AS2)]
(a)
• Would have reacted with anger/fear/frustration/uncertainty
• Would not have welcomed the release of these political activists
• Would feel that the NP was selling out
(any 1 x 2) (2)
(b)
• Would have welcomed the release of their leaders
• Would have been happy to welcome their heroes back home
• Would see it as a victory over the NP government
• Some candidates may state that some black South Africans were
not in favour of the release of these political prisoners
(any 1 x 2) (2)
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1.5
11
NSC – Memorandum
DBE/November 2010
[Interpretation, analysis and synthesis of evidence from all sources – L3 –
LO1 (AS3); LO2 (AS2&3); LO3 (AS2)]
Candidates should include most of the following aspects in their response:
• Fall of the Berlin Wall/Communism forced the NP and ANC to begin negotiations
• The influence of international anti-apartheid pressure on the NP
• SWAPO’s victory in Namibia influenced the NP to begin negotiations
• ANC no longer received open support from USSR
• USA would no longer support the NP government
• NP could no longer use communism as a threat
• ANC was compelled to consider a free market system
• ANC forced to consider negotiations as a way forward to resolving the
countries problems
• Any other relevant response
Use the following rubric to allocate a mark:
LEVEL 1
LEVEL 2
LEVEL 3
• Uses evidence in an elementary manner e.g.
shows no or little understanding of how the
fall of the Berlin Wall speeded up the process
of negotiations
• Uses evidence partially to report on topic or
cannot report on topic
• Evidence is mostly relevant and relates to a great
extent to the topic e.g. shows an understanding
of how the fall of the Berlin Wall speeded up
the process of negotiations
• Uses evidence in a very basic manner
• Uses relevant evidence e.g. demonstrates a
thorough understanding of how the fall of the
Berlin Wall speeded up the process of
negotiations
• Evidence relates well to the topic
• Uses evidence very effectively in an organised
paragraph that shows an understanding of the
topic
Marks: 0 – 2
Marks: 3 – 4
Marks: 5 – 6
(6)
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1.6
12
NSC – Memorandum
DBE/November 2010
EXTENDED WRITING
1.6.1 [Plan and construct an argument based on evidence using analytical and interpretative
skills - L1 – LO1 (AS3&4); LO2 (AS1, 2 &3); LO3 (AS1, 2, 3 &4)]
SYNOPSIS
Candidates should discuss how the collapse of the Soviet Union opened the
way for revolutionary changes in South Africa.
Candidates should include the following aspects in their response:
MAIN ASPECTS
• Introduction: Candidates should discuss how the collapse of the Soviet Union
paved the way for revolutionary changes.
ELABORATION
• Gorbachev's role in ending communism
• The introduction of Glasnost and Perestroika in Russia
• The impact of Glasnost and Perestroika on South Africa
• De Klerk could no longer use the argument that apartheid was
stemming the tide of communism
• Banned political organisations could no longer be termed as communistinspired terrorists
• De Klerk was forced to negotiate with previously banned political
organisations like the ANC
• International pressure/sanctions
• Angolan/Namibian issue
• Liberation movements were also forced to negotiate
• Opened the way for engagement with the ANC leading to the
democratisation process in South Africa
• Process of negotiations were initiated for the ending of apartheid
• Coincided with intensified internal pressure
• Any other relevant response
•
Conclusion: Candidates should tie up their argument with relevant
evidence.
Use the matrix on page 6 in this document to assess this extended writing.
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(30)
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13
NSC – Memorandum
DBE/November 2010
1.6.2 [Synthesise information to construct an original argument using evidence from the
sources and own knowledge to support the argument L2 – LO1 (AS3&4); LO2 (AS1, 2 &3); LO3 (AS1, 2, 3 &4)]
SYNOPSIS
Candidates should write an article explaining how external factors played a
role in bringing together the liberation organisations and the apartheid regime.
Candidates should include the following aspects in their response:
MAIN ASPECTS
• Introduction: Candidates should demonstrate how Gorbachev's reforms
were instrumental in getting both the liberation organisations and the apartheid
regime to negotiate.
ELABORATION
• The collapse of the Soviet Union was viewed by the NP as
strategically important to commence negotiations with the ANC –
belief that the movement was now weak and in disarray
• The ANC was forced to negotiate with the apartheid government
because it had no military, revolutionary and economic support from the
Soviet Union
• Objective of the Soviet Union that South Africa must find its solutions
internally
• The end of communism meant the removal of Cuban troops and
MK soldiers from Angola
• Independence of Namibia seen as a forerunner to a negotiated settlement
• The ANC was left to fend for itself because of the changing international
scenario
• Pressure from major powers to work towards a peaceful settlement
• The ANC and the apartheid government had to find a peaceful
and workable solution
• The apartheid government took the opportunity to negotiate with the ANC
because it appeared weakened without Soviet revolutionary support
• The desire for vengeance and overthrow by the ANC had to be sacrificed for
sharing and nation building
• Both the NP and the ANC had to take cognisance of internal factors (economic
stagnation, racial unrest, financial crisis, etc) to save the country's future
• Any other relevant response
•
Conclusion: Candidates should end the report with a relevant conclusion.
(30)
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[75]
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QUESTION 2:
14
NSC – Memorandum
DBE/November 2010
HOW DID THE COLLAPSE OF THE USSR CONTRIBUTE TO BENIN
(WEST AFRICA) RE-IMAGINING ITSELF IN THE 1990s?
2.1
2.1.1. [Explanation of concept from Source 2A – L1 – LO2 (AS1)]
Marxist-Leninism
• Philosophy of Marx and Lenin: a combination of communist ideology
based on the theory of Marx and the practice of Lenin
• This philosophy was based on the means of production being controlled
by the state
• Classless society
• One party state
•
Limited free enterprise and profiteering was allowed
• Any other relevant point
(any 1 x 2) (2)
2.1.2 [Extraction of evidence from Source 2A – L2 – LO1 (AS3)]
•
Berlin Wall/communism had fallen
•
Would no longer receive support from the USSR
•
Ideology of Marxist-Leninism was not successful in Benin
•
Any other relevant point
(any 1 x 2) (2)
2.1.3 [Extraction of evidence from Source 2A – L2 – LO1 (AS3)]
• The Politburo decided that Marxist-Leninism be abolished
• Any other relevant point
(1 x 2) (2)
2.1.4 [Comparing evidence in Source 2A – L3 – LO1 (AS3)]
• Multiparty political system allowed for the participation of a
number of political parties to participate in an election
• A Marxist-Leninist system was a one-party political system that did
not allow for other political parties to participate in an election
• Any other relevant point
(2 x 2) (4)
2.1.5 [Interpretation of evidence from Source 2A – L2 – LO1 (AS3)]
• Peaceful political changes in Benin took place
• Neighbouring African countries followed the example of Benin
as a democracy
• Any other relevant point
(1 x 2) (2)
2.2
2.2.1 [Interpretation of evidence from Source 2B – L2 – LO1 (AS3); LO2 (AS3)]
• Transition from democratisation to decentralisation
• Marxist-Leninism to a democratic multi-party system
• Presidential and parliamentary elections
• Freedom of speech, expression - media
(any 2 x 2) (4)
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2.2.2 [Interpretation of evidence from Source 2B – L2 – LO1 (AS3); LO3 (AS2)]
• Benin had parliamentary elections that were fair and free
• No political party was refused from participating in the elections
• No international concerns raised doubting the credibility of the elections
• People were treated equally and no ethnic clashes
• Any other relevant response
(any 1 x 2) (2)
2.2.3 [Quote evidence from Source 2B – L1 – LO1 (AS3&4)]
• Country enjoys free and lively media
• Constitutional court admirably fulfilled its role as guardian of the constitution
• Country has no political prisoners
• Spared major outbursts of ethnic and social violence
• A democratic multi-party system
• Any other relevant response
(any 3 x 1) (3)
2.3
[Comparing evidence from Sources 2A and 2B – L3 – LO2 (AS3); LO2 (AS2);
LO3 (AS2)]
Candidates can chose either Source 2A or 2B. They need to support their
answers with relevant evidence.
Source 2A is useful because of the following:
• Marxist – Leninism was abolished
• National conference was held for the country’s transition to a multiparty
political system
• Benin became a model for the other countries in Africa to emulate
• Any other relevant response
Source 2B is useful because of the following:
• The Marxist- Leninist regime was replaced in 1990 by a democratic –
multiparty system
• Civilian population through a peaceful process managed to overthrow a
military regime and establish a democratic from of govt.
• Parliamentary elections were fair and free
• Any other relevant response
(any 2 x 2) (4)
2.4
2.4.1 [Extraction of evidence from Source 2C – L1 –LO1 (AS3)]
• Union for the Triumph of Democratic Renewal (UTRD)
(1 x 1) (1)
2.4.2 [Interpretation and analysis of evidence from Source 2C – L3 – LO1 (AS3);
LO2 (AS2)]
Candidates could either agree or disagree with the statement. They need to
support their answers with relevant evidence.
Yes
• Of the 12 political parties that participated none of the parties had a majority of
more than 19% of the votes
• For the country to be ruled as a democracy a coalition form of government
was necessary
• No one party had enough seats to be in control of the country
• Any other relevant response
No
If candidates disagree, they need to support their answers with relevant evidence
(any 2 x 2) (4)
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NSC – Memorandum
DBE/November 2010
2.4.3 [Extraction of evidence from Source 2C – L1 –LO1 (AS3)]
• 12.1%
(1 x 1) (1)
2.4.4 [Ascertaining and justification of evidence from Source 2C – L3 – LO1 (AS3);
LO2 (AS2); LO3 (AS2&3)]
JUSTIFIED
• Multiparty democracy – all people of Benin could participate in the elections
• All inclusive government
• It was a civilian government fully representative of the people
• President of the country was a subject to the nation
• Election was free and fair
• Any other relevant response
(any 2 x 2) (4)
2.5 [Comparing evidence in Sources 2A, 2B and 2C – L3 – LO1 (AS3) LO2 (AS1,2,3) LO3
(AS 1,2,3,4)]
• Sources 2A,2B and 2C reflect democratic changes in Benin which were peaceful
• Source 2C indicates the number of parties that participated in the elections
• Source 2B – no evidence of ethnic and social violence, elections were peaceful
• Any other relevant response
(any 2 x 2) (4)
2.6
[Interpretation, analysis and synthesis of evidence from all sources – L3 – LO1
(AS 3 and 4), LO2 (AS1,2,3) LO3 (AS 1,2,3,4)]
In responding to this question, the candidate is required to indicate the
reasons as to how the written sources support the statistical information.
• Multi-party system/12 parties participated
• Free and fair elections
• People could choose any party to govern
• Names of the parties seem to represent different ethnic/economic groups
• Any other relevant response
Use the following rubric to allocate a mark:
LEVEL 1
LEVEL 2
LEVEL 3
Copyright reserved
• Uses evidence in an elementary manner e.g.
shows no or little understanding of the link
between statistical and written sources
Marks: 0 – 2
• Uses evidence partially to report on topic or
cannot report on topic
• Evidence is mostly relevant and relates to a great
extent to the topic e.g. shows an understanding
of the link between statistical and written Marks: 3 – 4
sources
• Uses evidence in a very basic manner
• Uses relevant evidence e.g. demonstrates a
thorough understanding of the link between
statistical and written sources
Marks: 5 – 6
• Evidence relates well to the topic
• Uses evidence very effectively in an organised
paragraph that shows an understanding of the
topic
(6)
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2.7
17
NSC – Memorandum
DBE/November 2010
EXTENDED WRITING
2.7.1 [Plan and construct an argument based on evidence using analytical and
interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3
(AS1, 2, 3 and 4)]
SYNOPSIS
Candidates should discuss how the collapse of the USSR contributed to
Benin re-imagining itself in the 1990s.
MAIN ASPECTS
The candidate should include the following points in the response.
Introduction: Candidates need to explain why Benin moved towards
re-imagining itself in the 1990s.
ELABORATION
•
•
•
•
•
•
•
•
•
•
•
Collapse of the Berlin Wall
Meeting of the Politburo
Kerekou held conference in 1989
Country’s transition to a multiparty political system
Benin became a model for democracy
Election date set
Transference of power from Kerekou to civilian population
Growth of political parties
Elections of 1991
Results of the elections
Any other relevant response
•
Conclusion: Candidates should tie up their argument with a
relevant conclusion.
(30)
Use the matrix on page 6 in this document to assess this extended writing.
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History/P2
18
NSC – Memorandum
DBE/November 2010
2.7.2 [Synthesise information to construct an original argument using
evidence from the sources and own knowledge to support the argument L2 – LO1(AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4]
SYNOPSIS
Candidates should write a report in which they explain how Benin became a
leader for democratic change in Africa. Emphasis should be placed on political
characteristics. Reference to economic and social aspects could be made.
MAIN ASPECTS
Candidates should include the following aspects in their response:
Introduction: Candidates should discuss how Benin became a leader for
democratic change in Africa.
ELABORATION
POLITICAL
• Good governance and transparency
• Expose corruption in the civil service
• Respect for Rule of Law
• Uphold democratic principles – free and fair elections
• Respect and tolerance for opposition
• Meeting of the Politburo
• Kerekou held conference in 1989
• Elections of 1991
• Results of the elections
• Any other relevant response
SOCIAL
• Focus on education and health issues
• Uphold basic human rights
• Address unemployment and housing
• Raise basic living standards – more people can contribute to economy
• Any other relevant response
•
•
ECONOMIC (e.g. Ensure good governance – create stable political climate
Attract foreign investment; Adhere to market principles (capitalism)
Any other relevant response
•
Conclusion: Candidates should tie up their argument with a relevant.
(30)
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[75]
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QUESTION 3:
19
NSC – Memorandum
DBE/November 2010
WHY WAS THE RELEASE OF NELSON MANDELA A TURNING
POINT IN SOUTH AFRICA’S HISTORY?
3.1
3.1.1 [Extraction of evidence from Source 3A – L1 – LO1 (AS3&4); LO3 (AS2&3)]
(a)
• The ANC, PAC, SACP and a number of other organisations will be unbanned
(rescinded)
• Political prisoners will be released
• Media emergency regulations and education emergency regulations will be
abolished
• Emergency regulations on 33 organisations will be removed
(any 3 x 1) (3)
(b)
• To show that he was genuine about transforming South Africa
• To show his commitment to begin negotiations with the anti-apartheid
organisations
• Opened the way for negotiations
• Any other relevant response.
(any 1 x 2) (2)
3.1.2
[Interpretation of evidence from Source 3A – L2 – LO1 (AS3&4); LO2 (AS2)]
• Lewis of the CP believed De Klerk to be a sell out of white people
• Sold out the Afrikaners/white people to the ANC and other
anti-apartheid organisations (SACP)
• Any other relevant response
(any 1 x 2) (2)
3.1.3 [Analysis and Interpretation of evidence from Source 3A – L2 – LO1 (AS3);
LO3 – (AS2& 3)]
• Reference made to the Afrikaner struggle for self rule from the time of the
Great Trek and the two Anglo – Boer Wars (SA War)/British
• It was necessary for the Afrikaners to once again to struggle for
self rule/independence
• Any other relevant response
(any 1 x 2) (2)
3.2
[Comparing Perspectives 1 and 2 from Source 3A – L2 – LO1 (AS3);
LO3 – (AS2& 3)]
Candidates should refer to both perspectives. They need to support their
answer with relevant evidence.
PERSPECTIVE 1
• To restore legitimacy/credibility of SA in the eyes of the world
• The release of Mandela was critical for the process of negotiations
• Concerns of the country and all its people considered to be greater than any
one political party
• Change was inevitable and necessary to salvage the country for his
Afrikaner people
• Limited information on Mandela’s role
• Any other relevant response
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NSC – Memorandum
DBE/November 2010
PERSPECTIVE 2
• Politically a myopic view in the interests of some Afrikaners belonging to a
minority party
• Oblivious of the international changes and the worldwide realistic trends
in politically developments
• Mandela could have addressed the fears of Afrikaners
• Release of Mandela increased the fear among Afrikaners
• Limited information on Mandela’s role
• Any other relevant response
(any 2 x 2) (4)
3.3
3.3.1 [Interpretation of evidence from Source 3B – L2 – LO1 (AS3); LO3 – (AS2& 3)]
• Mandela taking his first steps as a free South African
• The release of Nelson Mandela - historic
• ANC was previously a banned organisation now given recognition
• Raised fists are a salute to victory over oppression/black power salute
• Signifies all power to the people
• Any other relevant response
(any 2 x 2) (4)
3.3.2 [Interpretation of evidence from Source 3B – L2 – LO1 (AS3)]
• Happy/jovial/joyous mood
• Celebratory mood
• Any other relevant response
(any 1 x 2) (2)
3.3.3 [Using photographs to ascertain usefulness of evidence from Source 3B – L3 – LO1
(AS3&4); LO2 (AS2&3); LO3 (AS2)]
Candidates should select both Photographs 1 and 2 and support their
answer with reasons.
PHOTOGRAPH 1
• Primary source
• Captures the actual moment when Mandela was released from
Victor Verster prison
• Gives crucial information on how Mandela reacted when he was freed
• Any other relevant response
PHOTOGRAPH 2
• Primary source
• Captures how ordinary South Africans reacted to the release of Mandela
• Shows how the media and people reacted to Mandela’s release
• Any other relevant response
(any 2 x 2) (4)
3.4
3.4.1 [Interpretation of evidence from Source 3C- L2- LO1 (AS3 and 4), LO2 (AS 2)
LO3 (AS 1, 4)]
• Mandela was in prison for 27 years
• To inform the national/international community about this historic moment
• To listen to what he has to say about South Africa’s future
• Historic moment/turning point in SA history
• Any other relevant response
(any 2 x 2) (4)
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NSC – Memorandum
3.4.2 [Extraction of evidence from Source 3C – L2 – LO1 (AS3)]
• Filled with emotions
• They were united
• Excited
• Feeling of determination/optimistic
• Any other relevant response
DBE/November 2010
(any 2 x 2) (4)
3.4.3 [Extraction of evidence from Source 3C – L2 – LO1 (AS3); LO2 (AS2]
• Warning that the city centre was in chaos
• They decided to scout for a new route to escort Mandela to the city centre
• Kept security guards informed of Mandela’s arrival
• Any other relevant response
(any 1 x 2) (2)
3.4.4 [Interpretation of evidence from Source 3C – L3– LO1 (AS3&4); LO2(AS2);
LO3 (AS2&3)]
• Manuel was angry/shame/embarrassment that they had lost Mandela
• Manuel demonstrated his concern about losing Mandela
• Feared to be judged negatively by history
• Any other relevant response
(any 1 x 2) (2)
3.4.5 [Comparing of evidence from Source 3C – L3 – LO1 (AS3&4); LO2 (AS2&3);
LO3 (AS2&3)]
• Both extracts are similar in how they give information regarding the
release of Mandela
• Both extracts are similar in how they celebrate/excitement about
the release of Mandela
• Both extracts are eye witness accounts
• Both extracts show that UDF activists were involved
• Both extracts give information regarding the large crowd and
security measures
• Any other relevant response
(any 2 x 2) (4)
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22
NSC – Memorandum
DBE/November 2010
3.5 [Interpretation, analysis and synthesis of evidence from all sources - L3- LO1
(AS3 and 4), LO2 (AS1, 2, 3) LO3 (AS 1, 2, 3, 4)]
Candidates must focus on the following aspects:
• Release of Mandela paved the way for negotiations
• Brought former enemies together
• Set the plan in motion for a future South Africa
• International community responded positively to Mandela’s release
• Right wing reaction
• Any other relevant response
Use the following rubric to allocate a mark:
LEVEL 1
LEVEL 2
LEVEL 3
• Uses evidence in an elementary manner e.g.
shows no or little understanding of the
significance of Mandela’s release on South
Africa
• Uses evidence partially to report on topic or cannot
report on topic
• Evidence is mostly relevant and relates to a great
extent to the topic e.g. shows some
understanding of the significance of Mandela’s
release on South Africa
• Uses evidence in a very basic manner
• Uses relevant evidence e.g. Uses relevant
evidence that shows a thorough understanding
of the significance of Mandela’s release on
South Africa
• Evidence relates well to the topic
Uses evidence very effectively in an organised
paragraph that shows an understanding of the topic
MARKS: 0 – 2
MARKS: 3 – 4
MARKS: 5 – 6
(6)
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3.6
23
NSC – Memorandum
DBE/November 2010
EXTENDED WRITING
3.6.1 [Plan and construct an argument based on evidence using analytical and
interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3
(AS1, 2, 3 and 4)]
SYNOPSIS
In writing this essay candidates must focus on paying tribute to the role
Nelson Mandela played in shaping South Africa’s democratic dispensation
from 1990 to 1994.
MAIN ASPECTS
Candidates should include the following aspects in their response:
• Introduction: Candidates should focus on Mandela role in creating
conditions for a negotiated settlement.
ELABORATION
Focus Mandela’s role in the following key historical events and turning points:
•
•
•
•
•
•
•
•
•
The process of negotiations (i.e. Groote Schuur Minute, Pretoria Minute)
Suspension of the armed struggle
CODESA1 and 2
Record of Understanding
Increased violence (i.e. Boipatong, Bhisho, etc.)
Death of Hani - call for calm, storming of the World Trade Centre, etc.
1994 election – cast ballot in KZN
Any other relevant point
Conclusion: Candidates should tie up their argument with a relevant
conclusion.
(30)
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24
NSC – Memorandum
DBE/November 2010
3.6.2 [Synthesise information to construct an original argument using
evidence from the sources and own knowledge to support the argument
L2 – LO1 (AS 3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]
SYNOPSIS
Candidates should take a line of argument. They should indicate whether they
agree or disagree with the statement. A discussion on the significant events that
unfolded in South Africa between 1990 to 1994 should be undertaken
MAIN ASPECTS
Candidates should include the following aspects in their response:
•
Introduction: Candidates should take a line of argument and indicate how
they intend supporting their argument.
ELABORATION
• Internal pressure
• External pressure
• The process of negotiations (i.e. Pretoria Minute, Groote Schuur Minute)
• CODESA1 and 2
• Record of Understanding
• Increased violence (i.e. Boipatong, Bhisho etc)
• Death of Hani, storming of the World Trade Centre etc
• 1994 election
• Any other relevant point
• Conclusion: Candidates should tie up their argument with a relevant
conclusion.
(30)
Use the matrix on page 7 in this document to assess this extended writing.
[75]
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QUESTION 4:
25
NSC – Memorandum
DBE/November 2010
DID THE TRUTH AND RECONCILIATION COMMISSION (TRC)
SUCCEED IN HEALING SOUTH AFRICA FROM ITS DIVIDED PAST?
4.1
4.1.1 [Interpretation of evidence from Source 4A – L1 – LO1 (AS3)]
• They lost members of their family who were killed by the apartheid regime
• They were going to give evidence at the TRC/reason for the TRC
• Suffered gross human rights violations
• Any other relevant response
(any 1 x 2) (2)
4.1.2 [Interpretation of evidence from Source 4A – L1 – LO1 (AS3)]
• These countries experienced intense violence
• A number of activists were either killed or disappeared
• Unlike these countries South Africa underwent a peaceful transition
• Genocide/ethnic murder/civil war/religious conflict
• Any other relevant response
(any 1 x 2) (2)
4.1.3 [Ascertaining the limitations of evidence from Source 4A – L2 – LO1 (AS3&4)]
• Does not give failures of the TRC
• Portrays only one side of the work of the TRC/biased/not realistic view
• Tutu only focuses on the positive aspects of the TRC
• Source lacks ample information/too short
• Any other relevant response
(any 2 x 2) (4)
4.2
4.2.1 [Extraction and interpretation of evidence from Source 4B – L2 – LO1 (AS3)]
• Her husband was killed by apartheid agents
• Any other relevant response
(any 1 x 2) (2)
4.2.2 [Interpretation and analysis of evidence from Source 4B – L3 – LO1 (AS3&4);
LO2 (AS2); LO3 (AS2&3)]
Candidates can indicate whether the statement is justified or not. They need
to support their answer with relevant evidence.
JUSTIFIED
• She was justified because it had taken long time to know what
happened to her husband
• She doubted the TRC but also wanted to know the truth
• She doubted whether justice would be meted out
• TRC emphasised reconciliation and nation building at the
expense of individual families
• Any other relevant response
NOT JUSTIFIED
• She was sceptical about the TRC
• People came forward voluntarily/ many people told the truth
• TRC was a measure agreed upon during negotiations to forge reconciliation
• Any other relevant response
(any 2 x 2) (4)
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4.2.3
4.3
4.3.1
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[Ascertaining the usefulness of evidence from Source 4B – L3 – LO1
(AS3&4); LO2 (AS2); LO3 (AS2&3)]
• Gives testimonies on the TRC and the victims
• Gives insight about how victims felt about the TRC
• Tells us that she had waited for 20 years for the truth
• Provides opportunities for more research to be conducted on
apartheid atrocities
• Any other relevant point
(any 2 x 2) (4)
[Interpretation of evidence from Source 4C – L2 –LO1 (AS3&4);
LO3 (AS3)]
• Her son’s death resulted in them having no breadwinner
• No means to generate income to sustain her family
• Emotionally and spiritually hurt/sorrow/one member hurt
whole family is dead
• Any other relevant response
(any 1 x 2) (2)
4.3.2 [Interpretation of evidence from Source 4C - L2 - LO1 (AS3)]
• He was not prepared to forgive the perpetrators for his son’s death
• He was disappointed that the government did not financially support him
• He did not express any anger or surprise
• He wanted justice/recognition for his son
• Any other relevant response
(any 1 x 2) (2)
4.3.3 Interpretation of evidence from Source 4C - L2 – LO1 (AS3); LO3 (AS2&3)]
• Uys viewed the TRC as a front for the ANC
• Uys does not support a one nation concept in a multi-racial country
• Uys viewed the TRC as an attempt to re-write history
• Any other relevant response
(any 1 x 3) (3)
4.3.4 [Interpretation of evidence from Source 4C - L2 – LO1 (AS3); LO3 (AS2&3)]
• To tell the whole world that he is still suffering
• Nothing has been done to improve his life since 1994
• He wanted justice/recognition for his son
• Any other relevant response
(any 1 x 2) (2)
4.3.5 [Ascertaining the differences of evidence from Source 4C – L3 – LO1 (AS3&4);
LO2 (AS3); LO3 (AS2)]
Candidates must refer to both viewpoints:
•
Mlangeni and Sithole came on behalf of their children who were
victims of state repression/ Mlangeni and Sithole wanted to know the
truth behind the killings of their children
Opposing point of view:
•
Uys concerned about the Afrikaner community not wanting to be absorbed
in the one nation concept/Uys regarded TRC as a political tool of the ANC
•
Any other relevant response
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(any 2 x 2) (4)
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4.4
4.4.1 [Interpretation of evidence from Source 4C – L2 –LO1 (AS3); LO3 (AS2)]
• White South Africans did not want to hear what happened during
apartheid years/denial
• White South Africans were bombarded about human rights violations
• Any other relevant response
(any 1 x 2) (2)
4.4.2 [Interpretation and analysis of evidence from Source 4C - L2 – LO1 (AS3&4);
LO2 (AS2&3); LO3 (AS2&3)]
Candidates should state whether the caption is true or not true and support
their answer with reasons.
TRUE
According to the cartoon the following is implied
• White South Africans showed no concern about atrocities that
were perpetrated by apartheid policies/could not get away from the truth
• Shows that White South Africans were not worried about the effects
of apartheid on the majority of people.
• Blinded by government about the atrocities
• Any other relevant response
NOT TRUE
• May appear to be a biased view
• Generalisation of all whites
• Any other relevant response
(any 1 x 2) (2)
4.4.3 [Ascertaining bias of evidence from Source 4C – L2 –LO1 (AS3&4);
LO2 (AS3); LO3 (AS2&3)]
• Shows the attitude of white South Africans towards the TRC
• All the testimonies that were heard by the TRC ended in the
dustbin because of lack of support from top politicians and generals
on the side of government
• Any other relevant response
(any 1 x 2) (2)
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4.5
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[Interpretation, analysis and synthesis of evidence from all sources – L3 – LO1
(AS 3 and 4), LO2 (AS1,2,3) LO3 (AS 1,2,3,4)]
Candidates must focus on the following aspects:
• The truth about the atrocities came out
• Victims came to know the perpetrators face to face
• Secret graves were identified and located
• Victims received reparations
• Rainbow nation born
• Race relations improved
• Opened old wounds
• Truth did not always come out
• No real justice/ perpetrators who met the criteria received amnesty
• Any other relevant response
Use the following rubric to allocate a mark:
LEVEL 1
LEVEL 2
LEVEL 3
• Uses evidence in an elementary manner i.e. shows
no or little understanding of the impact of the TRC
• Uses evidence partially to report on topic or cannot
report on topic
• Evidence is mostly relevant and relates to a great
extent to the topic shows some understanding of
the impact of the TRC
• Uses evidence in a very basic manner
• Uses relevant evidence that shows a thorough
understanding of the impact of the TRC
• Evidence relates well to the topic
• Uses evidence very effectively in an organized
paragraph that shows an understanding of the topic
MARKS: 0 – 2
MARKS: 3 – 4
MARKS: 5 – 6
(6)
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4.6.
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EXTENDED WRITING
4.6.1 [Plan and construct an argument based on evidence using analytical and
Interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3
(AS1, 2, 3 and 4)]
SYNOPSIS
Candidates should explain whether the TRC succeeded/did not
succeed/partially succeeded in healing South Africa from its divided past.
MAIN ASPECTS
The candidates should include the following points in the response.
Introduction: Candidates need to take a standpoint and indicate the line of
argument.
ELABORATION
•
•
•
•
•
•
•
•
•
•
•
•
Formation/purpose of the TRC
Race relations were improved
No one race oppress the other
Rule of law strengthened
Constitution respected by all
Human dignity respected
Opened old wounds
Truth did not always come out
No real justice/ perpetrators who met the criteria received amnesty
Limited mandate
Any other relevant response
Conclusion: Candidates should tie up their argument with a
relevant conclusion.
(30)
Candidates should discuss whether the TRC was successful in healing SA from
its divided past.
Use the matrix on page 6 in this document to assess this extended writing.
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4.6.2 [Synthesise information to construct an original argument using
evidence from the sources and own knowledge to support the argument L2 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4]
SYNOPSIS
Candidates should write a report on how the TRC promoted unity and
national reconciliation.
MAIN ASPECTS
Candidates should include the following aspects in their response:
Introduction: Candidates should discuss the nature, causes and extent of
gross violations of human rights by all sides.
ELABORATION
YES
• Formation/purpose of the TRC
• National unity was promoted through hearings
• Causes of human rights violations identified from the implementation of
apartheid policies.
• Both sides of the conflict came to testify i.e. liberation movement and
government
• Amnesty led to perpetrators willingness to testify
• Victims came to know what really happened during the apartheid years
• Many unaccounted victims were identified, graves located exhumed
given to families who reburied them
• Any other relevant response
•
Conclusion: Candidates should tie up their argument with a relevant
conclusion.
Some candidates may indicate that the TRC did not promote national unity and
reconciliation
(30)
Use the matrix on page 7 in this document to assess this extended
writing.
[75]
TOTAL: 150
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