NATIONAL
SENIOR CERTIFICATE
GRADE 11
HISTORY P1
NOVEMBER 2007
MARKS: 150
TIME: 2 hours
This question paper consists of 8 pages and a 10-page addendum.
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INSTRUCTIONS AND INFORMATION
1.
This question paper consists of THREE questions based on the prescribed
content framework for 2007, which is as follows:
QUESTION 1:
QUESTION 2:
QUESTION 3:
CHALLENGES TO CAPITALISM
CRISIS OF CAPITALISM
COMPETING NATIONALISMS
AFRICA
AND
IDENTITIES
IN
2.
Each question counts 75 marks and begins with a key question.
3.
Candidates are required to answer TWO questions. Each question consists
of both source-based questions which count 45 marks and the extended
writing which counts 30 marks.
4.
Candidates are required to demonstrate application of knowledge, skills and
insight in the answering of questions.
5.
Direct quoting from sources without relevance, will be to the disadvantage of
candidates.
6.
Number the answers correctly according to the numbering system used in this
question paper.
7.
Write neatly and legibly.
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The following Learning Outcomes and Assessment Standards will be assessed in this
question paper:
Learning
Outcomes
Assessment Standards
The ability of the learner to:
Learning
Outcome 1
1. Analyse information and data gathered from a variety of sources.
2. Evaluate the sources of information provided to assess the
appropriateness of the sources for the task
1. Use historical concepts to structure information about a period or
issue.
Learning
Outcome 2
2. Analyse the socio-economic and political power relations operating
in societies.
3. Explain the various interpretations and perspectives of historical
events and why people in a particular historical context acted as
they did.
1. Handle and draw conclusions from quantitative data.
Learning
Outcome 3
2. Use evidence to formulate an argument and reach an independent
conclusion.
3. Use evidence to substantiate the independent conclusions reached
4. Communicate knowledge and understanding in a written form.
In answering the extended writing questions candidates must refer to either 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
•
Use evidence to formulate an argument and reach an independent conclusion.
•
Use evidence to substantiate the independent conclusions reached, including the
appropriate means of communicating knowledge and understanding suited to a
particular purpose, e.g. report or essay.
•
Use a clear structure and coherent argument.
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QUESTION 1:
DoE/November 2007
WHAT WERE THE CHALLENGES THAT LENIN FACED IN
ATTEMPTING TO TRANSFORM RUSSIA?
Study Sources 1A, 1B and 1C to answer the following questions.
1.1
Refer to Source 1A.
1.1.1
1.1.2
Using this source and your own knowledge, explain the term
War Communism.
(1 x 2)
Explain how War Communism affected the following:
(a)
(b)
1.2
Industrial production
Agricultural production
(2 x 2)
(2 x 2)
(4)
(4)
(1 x 2)
(1 x 2)
(2)
(2)
Using the evidence from the source and your own knowledge,
explain the differences between War Communism and the New
Economic Policy.
(2 x 2)
(4)
Explain how the Russian peasants benefitted from the New
Economic Policy.
(2 x 2)
(4)
Use Source 1B.
1.2.1
What do you understand by the following terms:
(a)
(b)
1.2.2
1.2.3
1.2.4
New Economic Policy
Capitalism
According to the source 'Lenin abandoned his Communist ideal
of the state and people owning all industry and farms ...'
(a)
Explain whether Lenin was justified in abandoning the
communist ideal.
(2 x 2)
(4)
How did this abandonment advantage the capitalists?
(2 x 2)
(4)
In what way does Source 1A lend support to Lenin's announcement in
Source 1B that 'War Communism was ended'.
(1 x 2)
(2)
(b)
1.3
(2)
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Study Source 1C.
1.4.1
1.4.2
What does the graph show about the agricultural and industrial
production in Russia during the period 1921 to 1928?
(1 x 2)
(a)
(1)
Give reasons for the difference mentioned in QUESTION
1.4.2 (a).
(2 x 2)
(4)
Use the information from the source and your own knowledge
and explain how the changes in coal and steel production
benefitted the country.
(1 x 2)
(2)
Explain how Sources 1B and 1C support each other regarding the results of
War Communism and the New Economic Policy.
(2 x 2)
(4)
1.4.3
1.6
(2)
What was the difference in the production of grain
between 1921 and 1928?
(1 x 1)
(b)
1.5
DoE/November 2007
EXTENDED WRITING
Answer EITHER QUESTION 1.6.1 OR QUESTION 1.6.2.
should be approximately TWO pages in length.)
1.6.1
(You answer
Discuss the challenges that Lenin faced in attempting to transform Russia.
(30)
OR
1.6.2
QUESTION 2:
Use ALL the sources and your own knowledge to write an
essay for a historical journal, entitled: Can Lenin's switch from
War Communism to the New Economic Policy be supported?
(30)
[75]
HOW DID THE STOCK MARKET CRASH OF 1929 AFFECT THE
ECONOMY OF THE UNITED STATES OF AMERICA?
Study Sources 2A, 2B, 2C and 2D to answer the following questions.
2.1
Refer to Source 2A.
2.1.1
2.1.2
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Why do you think there was an increase in share prices
between 1925 and 1928?
(2 x 2)
(4)
Explain the reasons for the sharp fall in share prices between
1929 and 1933.
(3 x 2)
(6)
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Study Source 2B.
2.2.1
Explain how useful this source is to a historian studying the
Wall Street Crash of 1929.
(2 x 2)
(4)
Using this source and your own knowledge, explain what
caused the rush to sell shares.
(2 x 2)
(4)
In what way does Source 2B support Source 2A in respect of the stock
market in the USA?
(2 x 2)
(4)
2.2.2
2.3
2.4
DoE/November 2007
Read through Source 2C.
What impression does this source create about the Great
Depression?
(3 x 2)
(6)
Explain why you think that 'organised looting of food' took place
nationwide by 1932.
(2 x 2)
(4)
Why do you think did the American historian write this book?
(2 x 2)
(4)
How does Source 2D highlight the seriousness of the stock market crash?
(1 x 3)
(3)
2.6
According to Source 2D, when did unemployment reach its peak?
(1 x 2)
(2)
2.7
Using Sources 2A and 2D and your own knowledge, explain the correlation
between the rise and fall in share prices and unemployment in the USA.
(2 x 2)
(4)
2.4.1
2.4.2
2.4.3
2.5
2.8
EXTENDED WRITING
Answer EITHER QUESTION 2.8.1 OR QUESTION 2.8.2.
should be approximately TWO pages in length.)
2.8.1
(You answer
Discuss the circumstances leading to the Great Depression in
the USA in 1929.
(30)
OR
2.8.2
Explain how the stock market crash of 1929 affected the
economy of the USA.
Use relevant evidence from ALL the sources and your own
knowledge to formulate your answer.
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(30)
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QUESTION 3:
DoE/November 2007
WHAT IMPACT DID COMPETING NATIONALISMS AND IDENTITIES
HAVE ON SOUTH AFRICAN POLITICS IN THE 1900s?
Use Sources 3A, 3B, 3C and 3D 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
(a) How did Lembede view the West?
(1 x 2)
(2)
(b) Why do you think he felt that way?
(1 x 2)
(2)
What in the opinion of Lembede, was the greatest barrier to African
liberation?
(1 x 2)
(2)
In what way do you think Lembede's reference to Marcus Garvey,
WEB du Bois and Haile Selassie was important?
(1 x 3)
(3)
Explain whether Lembede's view regarding African nationalism was
justified.
(1 x 3)
(3)
What was the relationship between history and Afrikaner
nationalism?
(1 x 2)
(2)
Explain why the 1938 centenary celebration was of special
significance to the Afrikaners?
(1 x 3)
(3)
3.2.3
How was the Great Trek commemorated in 1938?
(1 x 2)
(2)
3.2.4
Using the information from the source and your own knowledge,
how do you think Africans, Indians and coloureds would have felt
about not being allowed to participate in this centenary
celebration?
(3)
Compare Sources 3A and 3B and explain the similarities between African and
Afrikaner nationalisms?
(2 x 2)
(4)
3.2.2
3.4
(2)
Study Source 3B.
3.2.1
3.3
Why according to Lembede should Africans 'reassert themselves
and reclaim what was rightfully theirs'?
(1 x 2)
Consult Source 3C.
3.4.1
How does Lottering define herself as a person?
(1 x 1)
(1)
3.4.2
Explain whether you agree with Lottering's definition of herself.
(1 x 2)
(2)
Using the information from the source and your own knowledge
explain to what extent Lottering was successful in determining her
identity and heritage.
(1 x 3)
(3)
3.4.3
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3.5
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Study Source 3D.
3.5.1
3.5.2
3.5.3
According to the source, why do you think Dr Goonam described
herself as a South African Indian or an Indian South African?
(1 x 2)
(2)
Explain, in your own words, why Dr Goonam found it necessary
to state that her father came as a 'free man'.
(1 x 2)
(2)
What does the following tell you about Dr Goonam's family role
and influence:
(1 x 2)
(2)
Explain why you consider this source to be useful to a historian
studying the history of Indian identity.
(1 x 2)
(2)
'Our home was on the Indian roster of important events.'
3.5.4
3.6
3.7
Refer to Sources 3A, 3B, 3C and 3D. Explain to what extent these sources
serve to acknowledge one's identity and to promote a spirit of South African
nationhood.
(1 x 3)
(3)
EXTENDED WRITING
Answer EITHER QUESTION 3.5.1 OR QUESTION 3.5.2. (Your answer
should be approximately TWO pages in length.)
3.7.1
'Identity defines who you are in relation to others.'
Discuss whether it is possible for South Africans to have a
common identity.
(30)
OR
3.7.2
Using the information from the sources and your own knowledge,
write an essay explaining the impact competing nationalisms
and identities had on South African politics in the 1900s?
TOTAL:
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(30)
[75]
150
NATIONAL
SENIOR CERTIFICATE
GRADE 11
HISTORY P1
NOVEMBER 2007
ADDENDUM
This addendum consists of 10 pages.
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QUESTION 1:
2
NSC
ADDENDUM
DoE/November 2007
WHAT WERE THE CHALLENGES THAT LENIN FACED IN
ATTEMPTING TO TRANSFORM RUSSIA?
SOURCE 1A
This is an extract on War Communism from Russia and the USSR 1905 – 1941 by
T Fiehn.
By 1921 the economy of Russia was in ruins. Industrial production had fallen
disastrously under War Communism. The cities were in chaos: gangs of orphaned
children roamed the streets, robbery and burglary were common, stolen goods
appeared on the thieves' markets. 'Bagmen' rode the trains, bringing supplies to the
cities for a quick, if illegal, profit.
Agricultural had also collapsed. The disruption of the war and grain requisitioning
had led to low grain harvests. Peasants saw little point in growing food. In 1921
even less grain was grown, because of drought: this led to a horrendous famine
which killed up to five million people.
SOURCE 1B
This is an extract on the New Economic Policy from The Soviet Union by Brian York.
In March 1921, while the battle in Kronstadt was raging, Lenin announced that
War Communism was ended and that he was beginning the New Economic Policy
(NEP). The main feature of this was a partial return to capitalism. Private trade and
small-scale industry owned by capitalists were allowed. Instead of the peasants
having to give all their grain to the government, they paid their taxes in grain, but the
rest of their crops could be sold openly to anyone. However, the state continued its
monopoly or control of all large industry like coal and steel, transport and trade with
other countries. The capitalists soon reappeared to take advantage of this new
situation. They became known as 'Nepmen'. Lenin abandoned his Communist ideal
of the state and people owning all industry and farms because he needed the
capitalists to produce food and goods. He changed course because so far the
Revolution had brought more suffering than joy. Communist ideals had to be
sacrificed to overcome the dreadful famine.
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ADDENDUM
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SOURCE 1C
The graph below depicts agricultural and industrial production figures in Russia for
the period 1921 – 1928. Taken from Russia and the USSR 1905 – 1941 by T Fiehn.
QUESTION 2
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QUESTION 2:
4
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ADDENDUM
DoE/November 2007
HOW DID THE STOCK MARKET CRASH OF 1929 AFFECT THE
ECONOMY OF THE UNITED STATES OF AMERICA?
SOURCE 2A
This graph taken from Essential Modern World History by S Waugh, shows the rise
and fall in share prices in the United State of America during the period 1925 – 1993.
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ADDENDUM
DoE/November 2007
SOURCE 2B
This is a headline that appeared in the Brooklyn Daily Eagle, 24 October 1929.
STOCK CRASH
IN RUSH TO
SELL:
BILLIONS LOST
SOURCE 2C
This is an excerpt from The Lean Years by Irving Bernstein, an American historian,
describing the effects of the Great Depression.
Eleven hundred men standing in a Salvation Army breadline on 19 March 1930, near
the Bowery Hotel in Manhattan, descended upon two trucks delivering baked goods
to the hotel. ... cookies, rolls and bread were flung into the street with the hungry
jobless chasing after them.
Joseph Drusin of the Indiana township, Pennsylvania, in November 1930 stole a loaf
of bread from a neighbour for his four starving children. When caught, Drusin went to
the cellar and hanged himself.
By 1932 organised looting of food was nationwide. Helen Hall, a Philadelphia social
worker, told a Senate committee that many families sent their children out to steal
from wholesale markets, to snatch milk for their babies, to lift articles from pushcarts
to exchange for food.
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ADDENDUM
DoE/November 2007
SOURCE 2D
The graph below shows unemployment figures in the United States of America during
the period 1929 – 1935. Taken from Essential Modern World History by S Waugh.
QUESTION 3
Unemployment in the USA 1929 – 1935
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QUESTION 3:
7
NSC
ADDENDUM
DoE/November 2007
WHAT IMPACT DID COMPETING NATIONALISMS AND IDENTITIES
HAVE ON SOUTH AFRICAN POLITICS IN THE 1900s?
SOURCE 3A
The following article was written by Anton Lembede, first President of the ANC Youth
League which was published in Inkundla Ya Bantu entitled 'Africa is a black man's
country'.
Lembede said that Africa was a black man's continent, and it was up to Africans to reassert
themselves and reclaim what was rightfully theirs. He hated the idea of black inferiority
complex and castigated what he called the worship and idolisation of the West and its ideas.
The inferiority complex he affirmed was the greatest barrier to liberation. He noted that
wherever the African had been given the opportunity, he was capable of developing to the
same extent as the white man, citing such African heroes as Marcus Garvey, WEB du Bois
and Haile Selassie. 'The colour of my skin is beautiful,' he said, 'like the black soil of Mother
Africa.' He believed that blacks had to improve their own self-image before initiating
successful mass action. He preached self-reliance and self-determination, and called his
philosophy Africanism.
Anton
Lembede,
first
President of
the ANC
Youth
League.
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ADDENDUM
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SOURCE 3B
The following extract on the rise of Afrikaner Nationalism in the 1930s is taken from
Turning Points in History.
A marked feature of the way in which Afrikaner Nationalism was constructed was the
emphasis placed on history ... Of particular significance in moulding an Afrikaner identity
during the 1930s were the centenary celebrations of the Great Trek in 1938. The Great Trek,
which assumed pride of place in Afrikaner history, was commemorated by nine oxwagons
slowly making their way from Cape Town to the north. It turned out to be unprecedented
cultural and political theatre - feverish crowds dressed in period Voortrekker garb welcomed
the procession as it approached towns and cities. Streets were renamed after Voortrekker
heroes; men and women were moved to tears by the spectacle; young people were married
alongside the vehicles; couples christened their babies in the shade of wagons (many
infants were given names derived from the Great Trek, such as Eeufesia and
Kakebeenwania). Although this 'second Trek' had been carefully orchestrated, even the
organisers were taken aback by the tumultuous response to the event.
Re-enactment
of the Great
Trek in
Pretoria,
1938.
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ADDENDUM
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SOURCE 3C
The following account on coloured identity is taken from Agnes Lottering's
autobiography, Winnefred and Agnes.
I am a coloured: designated by the apartheid regime an 'Other Coloured'. For I am a true
half-and-half mixture of black and white, of Zulu and Irish to be precise - and extremely
proud of that.
My father was Rorke, a descendant of the Rorke who established Rorke's Drift. Three
Rorkes - two brothers and a cousin - had come out from County Dublin in Ireland to settle in
the Cape of Good Hope in the early 19th century. The son of one of these, who was to be
known as 'Jim' Rorke, was my great-grandfather.
SOURCE 3 D
The following excerpt is by Dr Goonam, who qualified as the first South African Indian
female doctor and later became a leading member of the Natal Indian Congress
(NIC).
I was born in May Street, in Durban, in 1906 on the southern part of the East African
coast. That made me African, but not quite, for my father had immigrated from South
India and my mother from Mauritius. I would be identified as a South African Indian
or an Indian South African. They named me Gonarathnam. I didn't like my name. It
didn't sound feminine enough. [Nicknamed Pappah]
My father came from Mayavarum, a village in Tanjore. He arrived in the country at
the age of sixteen in the late nineteenth century… He did not like the prospect of
binding himself to a plantation owner for five years and therefore he paid his own
passage to the Southern African colony and came as a free man. Someone on the
sailing vessel had advised him to go on to the Transvaal. He began that pursuit from
the lowly position of messenger boy, but very soon had his own business, vending
fruit and the daily paper. That's how he met PK Naidoo, [who] worked closely with
Gandhi (later Mahatma), at the time, and with his wife served several prison terms
during the first Gandhian passive resistance campaign.
My early childhood was spent almost entirely in the Grey Street complex… we moved
from our very humble home in Victoria Street, to what we saw as a very grand house
in Leopold Street. Monty Naicker's [later leader of the Natal Indian Congress] family
also lived in Leopold Street and he often came on small errands. My parents were
very hospitable. Our home was on the Indian roster of important events. So we held
receptions at our home when Sarojini Naidoo came to Durban, and when Dr
Abdurrahman left for India with his delegation to seek assistance against the antiIndian Class Areas Bill.
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ADDENDUM
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ACKNOWLEDGEMENTS:
Visual sources and other historical evidence were taken from the following books:
Baker, C Russia 1917 – 1945 (Heinemann Educational) 1990
Bartels, J et al. Shuters History (Shuter & Shooters Publishers) 2006
Bottaro, J et al. Oxford in Search of History Grade 11 (Oxford University Press) 2006
Brooman, J The Age of Excess (New York; Longman) 1992
Brazier C Racism: Shouldering Our Responsibilities (New Internationalist Magazine) March 1985
Culpin, C South Africa since 1948 (John Murray Publishers) 2000
Downey, T et al. Russia and the USSR 1905 – 1995 (Oxford; Oxford University Press) 2000
Fiehn, T Russia and the USSR 1905 – 1941 (London; John Murray) 2005
Goonam, Dr Coolie Doctor (Madiba Publications) 1991
Govender, SP et al. New Generation History Grade 11 (New Generation Publishing Enterprises) 2006
Graves, F et al. Moments in History (Juta Gariep) 2006
Johnson, WM Black Hamites – Era of African Slavery and Slave Trade (Paper delivered by Bethune-Cookman
College, USA)
Kelly, N Russia and USSR 1905 – 1956 (Oxford; Heinemann) 1996
Kelly N et al. The Modern World (Oxford; Heinemann) 1996
Lane, P 1978. The USA in the Twentieth Century (London; Batsford) Leaderhsip Vol. 10 1991
Meredith, M State of Africa: History of Fifty Years of Independence (London; J Ball) 2005
O'Callaghan, DB From Roosevelt and the United States (London; Longman) 1974
Roberts, M South Africa 1948 – 1994 (China; Longman) 2001
Robertson, J Russia in Revolution (Oxford; Oxford University Press) 1986
Smith, N The USA 1917 – 1980 (Oxford; Oxford University Press) 2000
Sunday Times: History Strikes Back at the British Empire (September 2006)
Waugh, S Essential Modern World History (Canale) 2001
Woods, D Nelson Mandela – The Illustrated Long Walk to Freedom (Little Brown) 2001
York, B The Soviet Union (Harrap) 1983
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