1 SECONDARY SCHOOL IMPROVEMENT
PROGRAMME (SSIP) 2014
GRADE 12
SUBJECT: HISTORY
LEARNER QUESTIONS
EXTRA SESSIONS 1 TO 4
(Page 1 of 21)
© Gauteng Department of Education
2 TABLE OF CONTENTS
SESSION
1
2
3
4
TOPIC
Independent Africa: Africa in the Cold War
Angola
Independent Africa: comparative case studies
on the Congo and Tanzania successes and
challenges
Civil resistance in South Africa 1970s to
1980s: the challenge of Black Consciousness
to the apartheid state
The coming of democracy to South Africa and
coming to terms with the past: negotiated
settlement and the GNU
© Gauteng Department of Education
PAGE
3 - 11
12 - 14
14 - 21
21
3 EXTRA SESSION NO: 1
SECTION A: SOURCE-BASED QUESTIONS
TOPIC: INDEPENDANT AFRICA
QUESTION FOCUS: AFRICA IN THE COLD WAR CASE STUDY ANGOLA
Learner note:
If you are not that familiar with the Origins of the Cold War or Civil Rights Movement
sections and rather want to focus on African affairs rather opt for the Angola. You
have to, however, for this section know the basics of the Cold War e.g. that the USA
promoted democracy and a capitalistic economy whereas the USSR promoted
communism. You also need to focus on the fact that Angola was then used as a
pawn within the Cold War. The USA and the USSR supported different liberation
movements within Angola.
Learner note: The following is a breakdown of the topics that will be covered in
Paper 1. Familiarise yourself with these topics and ensure that you prepare
thoroughly for each of the chosen sections.
Source: History Examination Guidelines, DBE, 2014.
SECTION A: SOURCE-BASED
QUESTIONS
PAPER 1 (ONE question per topic will
be set)
1. The Cold War:
Question focus: Origins of the Cold War
(2014–2016)
• USSR and USA and the creation of
spheres of interest
• Who was to blame for the Cold War?
SECTION B: ESSAY QUESTIONS
PAPER 1 (ONE question per topic will
be set)
1. Extension of the Cold War: Question
focus:
Case Study: Vietnam (2014–2016)
2. Independent Africa
Question focus: Africa in the Cold War:
Case study: Angola
2. Independent Africa Question focus:
Comparative case studies on the Congo
and Tanzania
Successes and challenges
• Political and Economic (2014–2016)
3. Civil society protests from the
1950s to the 1970s
Question focus: The US Civil Rights
Movement (2014–2016)
3. Civil society protests from the
1950s to the 1970s
Question focus: Black Power Movement
(2014–2016)
© Gauteng Department of Education
4 Learner note:
The following is the instruction page of the examination. Ensure that you go through
it carefully and understand the options that you have.
• You have to complete 3 questions.
• Time yourself - one hour per question.
• You can either do two source-based questions and an essay.
• Or you can write two essays and one source-based question.
• If you obtain higher marks for your short questions, rather opt for doing two
source-based questions in the examination.
Instruction page for Paper 1:
Source: NSC Grade 12 Exemplar History Paper 1 2014
1.
This question paper consists of SECTION A and SECTION B based on the
prescribed content framework in the CAPS document.
SECTION A:
QUESTION 1:
QUESTION 2:
QUESTION 3:
SECTION B:
QUESTION 4:
QUESTION 5:
QUESTION 6:
2.
3.
4.
4.1
4.2
5.
6.
7.
8.
SOURCE-BASED QUESTIONS
THE COLD WAR: THE ORIGINS OF THE COLD WAR
INDEPENDENT AFRICA: CASE STUDY – ANGOLA
CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s:
CIVIL RIGHTS MOVEMENT
ESSAY QUESTIONS
EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM
INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE
CONGO AND TANZANIA
CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s:
BLACK POWER MOVEMENT
SECTION A consists of THREE source-based questions. Source material that
is required to answer these questions will be found in the ADDENDUM.
SECTION B consists of THREE essay questions.
Answer THREE questions as follows:
At least ONE must be a source-based question and at least ONE must be an
essay.
The THIRD question can be either a source-based question or an essay
question.
When answering questions, candidates should apply their knowledge, skills
and insight.
A mere rewriting of the sources as answers will disadvantage candidates.
Number the answers correctly according to the numbering system used in this
question paper.
Write neatly and legibly.
© Gauteng Department of Education
5 SECTION A: TYPICAL EXAM QUESTIONS
Learner note:
Students usually do very well in the source-based questions. Make sure that you
study the definitions and keywords first, before you start to study a section. If you
have chosen your section try to find out as much extra information about that topic
and read a variety of sources, either from old exam papers or use the sources in your
textbook and test your knowledge by answering the questions that are asked about
these sources.
Source-based questions are focused on a given source. Thus, if you know your work
it will be easy to analyse the source, since there will be recognisable terms e.g.
'superpowers' in the source that you will be able to recall from what you have studied.
One source-based topic in a question paper will have about 3-4 sources. There will
usually be one visual source (a cartoon or a photograph) that you need to comment
on or evaluate.
Do not quote directly from the sources unless the question instructs you to do so e.g.
Question 1.6. Marks will be deducted if you rewrite the information from the sources
without interpreting the sources. You have to analyse the sources and your answers
needs to reflect your point of view/ your voice of how you as young Historian interpret
the events.
The last question in the source-based section will be a source-based paragraph
referring you to all the sources and to write a paragraph about the topic. Ensure that
you refer to the sources in your paragraph e.g. As seen in Source 1A or write the
source in brackets after you made a statement e.g. (Source1A). If you do not refer to
the sources your mark will be brought down to a Level 2 on the marking rubric. See
rubric for Question 3.4.
QUESTION 1: 22 minutes
Source: NSC History Paper 2 Feb-March 2010
SOURCE 1
Angola was a pawn in the Cold War struggle: Russia and Cuba supported the MPLA
Marxist regime in Luanda and America supported Jonas Savimbi's rebel UNITA
movement. The end of the Cold War changed the situation.
The following is an adapted excerpt from Africa – Altered States, Ordinary Miracles
by Richard Dowden.
In Angola, as soon as the Cold War ended, the Americans began to organise a
peace agreement as if the Angolan civil war had simply been an extension of the
Cold War. The MPLA [Popular Movement for the Liberation of Angola] dropped the
façade of Marxist-Leninism, and called an election. It was held in December 1992
and America backed UNITA [National Union for the Total Independence of Angola] to
win. The MPLA was declared the winner; Savimbi rejected the result and war
© Gauteng Department of Education
6 restarted.
The Americans, realizing Savimbi could not win, switched sides and began to help
the MPLA win the war.
In the mid 1990s, anxious to secure Angolan oil, the US abandoned its previously
stated mantra [view] that the war in Angola was not winnable by either side. Having
changed sides, the Americans helped the government launch an offensive in 1999 to
drive UNITA from its heartland in Central Angola. Abandoned by the Americans, it
lost support outside Angola. In 1996 its main ally in Africa, President Mobutu Sese
Seko of the Congo (Zaire), was overthrown. The Angolan army blocked supplies
crossing the border. The Angolans bombed a power station in northern Zambia to
warn the Zambian government of its support for UNITA.
Learner note:
It would be expected from you to evaluate the reliability of the sources. When a
question asks e.g. ‘To what extent would this source be reliable’ or ‘Would this
source be useful for an Historian’ you have to assess how valid a source would
be. Be careful of making a statement that a source would ‘not be useful’ all the
sources that are used in an exam will be useful to a certain extent. If you want to
argue that the source would not be ‘reliable/ useful’ you must phrase it as follows:
The source has got limitations since it is not objective/ biased/ one-sided/
contains limited information. Thus a source might be useful to a lesser degree
and you can even add to a statement of a source with limitations that that
particular source must be ‘studied together with other sources in order to obtain a
fuller picture of the Historical event’.
Note Question 1.7 where you have to identify the limitations of Source 1.
The following are the basic questions that you will have to ask in order to
determine how reliable a source would be.
Assessing the reliability of a source:
•
•
•
•
•
•
•
Who produced the source and when was it produced?
Is the source biased/one-sided in any way?
Was the person who created the source an eyewitness?
Was the source created a long time after the event?
Why was the source produced?
Are there any factual errors?
How convincing is this source as Historical evidence?
Source: Anon. 2008. New generation History Grade 12 study guide. New
Generations Publishing Enterprises, Durban.
© Gauteng Department of Education
7 Refer to Source 1
1.1
Which TWO superpowers had vested interests in Angola? (2 x 1) (2)
1.2
Explain how these two superpowers became involved in
Angola.
(2 x 2) (4)
1.3
What consequences did the ending of the Cold War have on
Angola?
(2 x 2) (4)
1.4
Explain why you think Savimbi restarted the war after the election
defeat.
(1 x 2) (2)
1.5
How did Angola's resources, especially oil, influence political changes
in the country?
(1 x 2) (2)
1.6
Quote evidence from the source to show that Savimbi lost support from
his former allies.
(1 x 2) (2)
1.7
What are the limitations of this source to an historian researching this
period in Angola's history?
(1 x 2) (2)
[18]
QUESTION 2: 12 minutes
Source: NSC History Paper 2 Feb-March 2010
SOURCE 2
The following extract is taken from Africa by T Falola.
The Bicesse Agreement was signed in Lisbon [Portuguese capital] in late May 1991.
The accord called for a multiparty system and the separation of parties from national
government and the military. It also called for the MPLA and UNITA to integrate into
a single army.
Meanwhile, over a half-dozen political parties sprang up, but they remained too small
and too splintered to offer any counterbalance to the MPLA and UNITA. In the
context of the peace agreement, and after almost two decades of civil war, some
element of change suffused [filled] the air. Roads into the interior were opened for
travel, a free press blossomed, and elections were set for September 1992. The UN
election observers pronounced the 1992 elections relatively honest and fair. Even
airplanes and helicopters had been used to carry people from inaccessible places to
the polls. The MPLA obtained a majority, slightly over 49% of the votes.
Refer to Source 2
2.1
Using the evidence from the source and your own knowledge, define the
following:
(a) Civil war
(b) Multiparty system
(2 x 2) (4)
2.2
Explain why Portugal became involved in Angola's peace process? (1 x 2) (2)
2.3
Explain the importance of the Bicesse Agreement.
(1 x 2) (2)
2.4
What changes became evident in Angola with the signing of the peace
agreement?
(2 x 1) (2)
[10]
© Gauteng Department of Education
8 QUESTION 3: 22 minutes
Source: NSC History Paper 2 Feb-March 2010
SOURCE 3
This source comprises two parts: a written source and a visual source.
WRITTEN SOURCE: Taken from Responding To Landmines: A Modern Tragedy
and its Consequences, Diana, Princess Of Wales. London,
12 June 1997. Taken from the website http://gos.sbc.edu/d/diana.
... I was in Angola in January with the British Red Cross – a country where there are
15 million landmines in a population of 10 million – with the desire of drawing world
attention to this vital, but hitherto largely neglected issue. Some people chose to
interpret my visit as a political statement. It was not ... My interests are humanitarian.
That is why I felt drawn to this human tragedy.
One of my objectives in visiting Angola was to forward the cause of those, like the
Red Cross, striving in the name of humanity to secure an international ban on these
weapons ...
The country is enriched by the work done by its overseas agencies and nongovernmental organisations who work to help people to improve the quality of their
lives. Yet mines cause a constant shadow over so much of this work. I would like to
see more done for those living in this 'no man's land' which lies between the wrongs
of yesterday and the urgent need of today.
VISUAL SOURCE: Princess of Wales, Diana, with landmine victims in Angola.
© Gauteng Department of Education
9 Learner note:
Ensure that you are familiar with the following type of questions to analyse a
photograph. You will note that the questions in the exam will also relate to the
following questions.
Analysing and interpreting photographs:
• What is the intention/ purpose of this photograph? Why was it taken?
• Who took the photograph?
• What are some of the limitations of a photograph?
• Does the photograph have a caption?
• Does the photograph add value to the History of...?
• Explain the usefulness of this photograph to an Historian studying...
• What appears in the photograph?
• What is absent from the photograph?
• Explain whether the photograph was deliberately posed for the occasion? Do
you think it makes any difference to the Historical value or credibility?
• Is there evidence of distortion in this photograph?
Source: Anon. 2008. New generation History Grade 12 study guide. New
Generations Publishing Enterprises, Durban.
Refer to Source 3
3.1
What do you gather from the statement: '... there are 15 million landmines in a
population of 10 million'?
(1 x 2) (2)
3.2
Explain why Diana, Princess of Wales, became involved in Angola after the
collapse of the USSR.
(1 x 2) (2)
3.3
How were the people of Angola helped to improve their lives?
(2 x 1) (2)
3.4
Explain how the visual source supports the written source with reference to
the civil war in Angola.
(1 x 2) (2)
3.5
Use the source and your own knowledge to explain how the landmines
became a feature of the political turmoil in Angola. (1 x 3) (3)
3.5
Using the information from the sources (1-3) and your own knowledge, write a
paragraph of about SIX lines (about 60 words) to show how the international
community contributed to Angola's progress.
(6)
[17]
QUESTION 4: 17 minutes
Source: NSC History Paper 2 Nov 2013
SOURCE 4
The account below was written by a former Angolan citizen. He outlines how Angola
was influenced by Cold War tensions between the USA and the USSR.
Even into the 1980s, Angola was a country in which the United States and the Soviet
Union used proxy (alternative) forces to compete for influence and supremacy. While
the Soviets and Cubans continued to prop up the Marxist regime (MPLA) in the
capital city of Luanda, the Americans, along with the South Africans, sustained
(maintained) Jonas Savimbi's rebel group, UNITA ... The overall cost of this civil war
© Gauteng Department of Education
10 was enormous, both economically and physically, for the people of Angola. During
the 1980s alone, more than four hundred thousand of Angola's population died, and
many more were maimed (wounded/hurt), as well as about three million more were
uprooted from their rural areas and their homes.
The first glimpse of peace in Angola's interminable (endless) civil war came in 1990,
as the Cold War drew to a close. Portugal, the United States, and even Russia,
began talks to bring peace to Angola. Finally in May of 1991, at a meeting between
President Dos Santos and Jonas Savimbi, an agreement was signed to end sixteen
years of warfare between these two leaders. But suspicion and mistrust, the sign of
the day, would never change. In reality, the MPLA and its president had built a
culture of corruption and an authoritarian party in the hands of a small elite group,
long accustomed to wielding power ... This kind of power grabbing has proved
disastrous. For fifteen years Angola's government had enforced a Soviet-inspired
system of centralised planning and nationalisation, causing the collapse of both
industrial and agricultural production ...
When Jonas Savimbi rejected the election results of 1992 all of his loyal friends
across America and South Africa were dismayed with his refusal to accept his
election defeat ... War had restarted again and it looked like Dos Santos, the
president of Angola, was not one for negotiations by peaceful means ...
[From: Angola, Land of Shattered Dreams by Z Santana]
Refer to Source 4
4.1
Name the TWO superpowers that used Angola as a pawn during the Cold
War.
(2 x 1) (2)
4.2
Quote THREE examples from the source that suggest that Angola was
affected by the civil war.
(3 x 1) (3)
4.3
Use your own knowledge and define Marxism.
(1 x 2) (2)
4.4
Using the information in the source and your own knowledge, explain what
the words: 'This kind of power grabbing has proved disastrous' tell you about
the relationship between Savimbi and Dos Santos.
(2 x 2) (4)
4.5
Comment on the political situation in Angola after the peace agreement was
signed in May 1991.
(2 x 2) (4)
[15]
QUESTION 5: 17 minutes
Source: NSC History Paper 2 2012
SOURCE 5
This extract focuses on the Soviet Union's decision to leave Angola at the end of the
Cold War in 1989.
The key factor was the military disaster that overtook FAPLA (People's Armed Forces
for the Liberation of Angola) in late 1987 and early 1988. This convinced Moscow
and Havana of the need to reconsider their role in the theatre (Cold War in Angola).
The fighting had proved conclusively that FAPLA could not stand up to a South
African conventional force alone. The successes achieved by the very small South
© Gauteng Department of Education
11 African force further suggested that even Cuban intervention might not be sufficient
to oppose it, unless the Cuban force in Angola were reinforced. That would not only
require additional men and equipment but also the creation of the technical
infrastructure needed to support a larger force in a country such as Angola.
Moscow and Havana were thus faced with a difficult choice: they could deploy
additional Cuban troops with additional Soviet arms and equipment to
counterbalance the South African army; they could withdraw the Cuban force and
leave Angola to its own devices; or they could attempt to achieve a negotiated
settlement that would get and keep the South Africans out. They could not simply
carry on as before. Letting their MPLA (Popular Movement for the Liberation of
Angola) clients go under was not an option that either Moscow or Havana could
contemplate. That narrowed the choice: escalation (increase) or negotiation.
... Castro was not keen to deploy the additional forces needed to offer any hope of
such a victory and was quite sure that Gorbachev would not be prepared to bear the
financial or political cost. Moscow's judgment was essentially the same. The South
African decision to deploy conventional forces in support of UNITA (National Union
for the Total Independence of Angola) had thus changed the strategic picture
unrecognizably. The Soviets had no doubts that they could outmatch and outlast
South Africa in force levels, equipment and manpower. What they asked themselves
was whether it could be worth the financial and political cost. In the era of glasnost,
perestroika and Soviet financial difficulties, their conclusion was that it was not.
[From: War in Angola – The Final South African Phase by HR Heitman]
5.1
5.2
5.3
5.4
5.5
Name the THREE countries involved in the Angolan civil war between 1987
and 1988.
(3 x 1) (3)
What factors motivated FAPLA's allies to leave Angola in 1988?
(2 x 2) (4)
Explain the reference to the words 'Escalation or negotiation' in the context of
the conflict in Angola.
(2 x 2) (4)
Why did South Africa become involved in the conflict in Angola?
(1 x 2) (2)
Using the information from the source and your own knowledge define the
concept glasnost.
(1 x 2) (2)
[15]
© Gauteng Department of Education
12 EXTRA SESSION NO: 2
SECTION B: ESSAY QUESTION
TOPIC: INDEPENDENT AFRICA
QUESTION FOCUS: COMPARATIVE CASE STUDIES ON THE CONGO AND
TANZANIA SUCCESSES AND CHALLENGES POLITICAL AND ECONOMIC
Learner note:
This topic is set as an essay question. If you struggle to understand the Extension of
the Cold War in Vietnam and if you are also not too confident with the Black Power
Movement, consider doing the comparative case study essay as a possible essay.
Just remember that this topic is difficult and you have to know enough factual
evidence to support your argument of the economical and political successes and
failures after decolonisation in the Congo and Tanzania.
SECTION A: TYPICAL EXAM QUESTIONS
Learner note: Remember that this is an essay question. It is expected that you
should formulate an argument based on Historical evidence. It is a good idea to
analyse the question first and briefly plan your essay before you start to write.
• Do not write headings in your essay.
• Do not use bullet points.
• Provide Historical evidence in order to prove your argument.
• Look carefully at the marking Matrix and note that marks are awarded to
content (Historical facts), presentation (style and structure) as well as the
formulation of an argument.
Learner note:
Ensure that your essay structure is correct. If you look at the marking Matrix, you will
notice that the marker will look at the Presentation of your essay as well as the
Content.
Presentation - As you will observe on the Matrix the marker will look at the
presentation of your essay, in other words if you wrote an introduction, if the body of
your essay consists of several paragraphs and lastly ending off the essay with a
conclusion. The marker will also look at the line of argument that you followed,
specifically looking if you made used of the PEEL writing frame to construct your
argument. Specifically the points and links that you made throughout the essay.
Content - If you look at the Matrix you will see that these levels cover the content
part of your essay. In other words, how did you apply Historical facts to prove your
point of view. Thus, this will be the explain and evidence part of the PEEL writing
frame. If you do not have enough substantial Historical factual evidence in your
essay your mark will drop to Level 4 and lower in the context column.
© Gauteng Department of Education
13 Essay question: 15 minutes planning and 60 minutes to write the essay.
1.
'Zairianisation and Ujamaa failed in the objectives of rebuilding the economies
of the Congo and Tanzania'
Critically evaluate the validity of the above statement by referring to the
introduction of Zairianisation and Ujamaa (Villagisation).
(50)
Learner note: Take about 15 minutes to plan your essay according to the PEEL
writing frame before you start to write your essay.
(Taken from CAPS orientation manual Grade 12 2013)
One method to use when planning your essay is the acronym PEEL.
Point
The opening sentence of your paragraph must make a clear statement
or point.
Explain
The next few sentences in your paragraph should explain the point you
have just made.
Evidence The next few sentences should provide evidence to substantiate
(support) the statement (point) you have made in the first sentence. The
evidence will include dates, details, Historical facts and figures that you
gathered from reading your textbook and other source material.
Link
At the end of your paragraph you must link back to the essay question
and or forward to the next paragraph.
Learner note: Use the following essay-writing frame to plan your essay.
(Taken from CAPS orientation manual Grade 12 2013)
Question: Analyse the essay question
• Underline the key 'instruction' words.
• Underline any terms/ names/ dates.
• These terms/names/ dates must be addressed in your answer and this is how
you will stay focussed on the question.
Introduction
• The introduction should contextualise the question (who? what? where?
when?).
• Give a direct answer to the question.
Paragraph 1 (body of the essay)
1) The opening sentence of your paragraph must make a clear statement or
point.
2) Develop or explain the point.
3) Use evidence to support your argument.
4) Check if you referred back to the question/ linked the point explicitly to the
question.
5) Link to the next paragraph/ point.
Body of the essay
• Repeat steps 1 to 5 for each paragraph in your essay.
• Ensure that you write paragraphs.
© Gauteng Department of Education
14 Each paragraph must show a point that will link to the overarching argument
that you made.
Conclusion
• Tie up your argument and state your final conclusions on the topic.
• Your conclusion should mirror the introduction.
• Do not introduce new ideas in the conclusion.
•
EXTRA SESSION NO: 3
SECTION A: SOURCE-BASED QUESTION
TOPIC: CIVIL RESISTANCE IN SOUTH AFRICA 1970s to 1980s
QUESTION FOCUS: THE CHALLENGE OF BLACK CONSIOUSNESS TO THE
APARTHEID STATE
Learner note:
Black Consciousness is an interesting topic and also a good choice to do for the end
of the year examination. Another topic to consider if you want to do two source-based
activities would be the Truth and Reconciliation Commission. For the TRC section
the examiners would usually include examples of TRC cases that you have to assess
and there will usually be a cartoon that you have to analyse.
The end of the Cold War and Globalisation is a broad section
Learner note: The following are the topics that will be assessed in Paper 2.
Familiarise yourself well with these topics and ensure that you prepare
thoroughly in order to obtain top marks.
Source: History Examination Guidelines, DBE, 2014.
SECTION A: SOURCE-BASED
QUESTIONS
SECTION B: ESSAY QUESTIONS
PAPER 2 (ONE question per topic will
be set)
PAPER 2 (ONE question per topic will
be set)
1. Civil Resistance, 1970s to 1980s:
South Africa
Question focus: The challenge of Black
Consciousness to the apartheid state
(2014–2016)
1. Civil Resistance, 1970s to 1980s:
South Africa
Question focus: The crisis of apartheid in
the 1980s (2014–2016)
• Government attempts to reform
apartheid
• Internal resistance
2. The coming of democracy to South
Africa and coming to terms with the
past
Question focus: The TRC
2. The coming of democracy to South
Africa and coming to terms with the
past
Question focus: Negotiated settlement
and the GNU
© Gauteng Department of Education
15 3. The end of the Cold War and a new
order 1989 to the present
Question focus: New World Order (2014–
2016)
• What is globalisation?
• Balance of power and impact on Africa:
North-South and South-South relations
• Dominance of global capitalism
• Emerging economies and different
forms of capitalism: BRICS
3. The end of the Cold War and a new
world order
Question focus: The end of the Cold War:
The events of 1989 (2014–2016)
• Gorbachev's reforms in the Soviet
Union
• Turning point in South Africa
Learner note:
The following is the instruction page of the examination. Ensure that you go through it
carefully and understand the options that you have.
• You have to complete 3 questions.
• Time yourself - one hour per question.
• You can either do two source-based questions and an essay.
• Or you can write two essays and one source-based question.
• If you obtain higher marks for your source-based questions, rather opt for
doing two source-based questions in the examination.
Instruction page for Paper 1:
Source: NSC Grade 12 Exemplar History Paper 2 2014
1.
This question paper consists of SECTION A and SECTION B based on the
prescribed content framework in the CAPS document.
SECTION A:
QUESTION 1:
QUESTION 2:
QUESTION 3:
SECTION B:
QUESTION 4:
QUESTION 5:
QUESTION 6:
SOURCE-BASED QUESTIONS
CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA
THE COMING OF DEMOCRACY TO SOUTH AFRICA AND
COMING TO TERMS WITH THE PAST
THE END OF THE COLD WAR AND A NEW WORLD ORDER,
1989 TO THE PRESENT
ESSAY QUESTIONS
CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE
CRISIS OF APARTHEID IN THE 1980s
THE COMING OF DEMOCRACY TO SOUTH AFRICA AND
COMING TO TERMS WITH THE PAST: NEGOTIATED
SETTLEMENT AND THE GNU
THE END OF THE COLD WAR AND A NEW WORLD ORDER:
THE EVENTS OF 1989
2.
SECTION A consists of THREE source-based questions. Source material that
is required to answer these questions will be found in the ADDENDUM.
3.
SECTION B consists of THREE essay questions.
4.
Answer THREE questions as follows:
4.1
At least ONE must be a source-based question and at least ONE must be an
essay.
© Gauteng Department of Education
4.2
5.
6.
7.
8.
16 The THIRD question can be either a source-based question or an essay
question.
When answering questions, candidates should apply their knowledge, skills
and insight.
A mere rewriting of the sources as answers will disadvantage candidates.
Number the answers correctly according to the numbering system used in this
question paper.
Write neatly and legibly.
SECTION A: TYPICAL EXAM QUESTIONS
QUESTION 1: 25 minutes
Source: NSC Feb-March 2010 Paper 1
SOURCE 1
This is an excerpt from an address by President Nelson Mandela at the
commemoration of the twentieth anniversary of Steve Biko's death in East London on
12 September 1997. Source unknown.
We are gathered here to pay homage to one of the greatest sons of our nation,
Stephen Bantu Biko. His hope in life, and his life of hope, are captured by his
resounding words, 'In time, we shall be in a position to bestow on South Africa the
greatest possible gift – a more humane face.'
History called upon Steve Biko at a time when the political pulse of our people had
been rendered faint by banning, imprisonment, exile, murder and banishment.
Repression had swept the country clear of all visible organisations of the people.
From the start, black consciousness articulated itself as an 'attitude of mind, a way of
life' ... it has fired the determination of leaders and the masses alike. The driving
thrust of black consciousness was to forge pride and unity amongst all the
oppressed, to foil the strategy of divide-and-rule, to engender pride amongst the
mass of our people and confidence in their ability to throw off their oppression. One
of the greatest legacies of the struggle that Biko waged – and for which he died –
was the explosion of pride among the victims of apartheid.
... It is then a happy coincidence of history that Steve Biko is honoured with a statue,
sculpted in bronze by Naomi Jacobson ... the financial cost of the statue was footed
by people in the creative field, including Denzel Washington, Kevin Kline (American
film icons) and Richard Attenborough, who will be remembered for the film on Biko,
'Cry Freedom'. Another contributor is Peter Gabriel, whose song 'Biko' helped keep
the flame of anti-apartheid solidarity alive.
We are confident that by forging a new and prosperous nation, we are continuing the
fight in which Steve Biko paid the supreme sacrifice. We hope that by unveiling this
statue, renaming the bridge and declaring his Ginsberg house a national monument,
we are making our own humble contribution to immortalising his life.
© Gauteng Department of Education
17 Refer to Source 1
Learner note:
Question 1.5 states that you have to obtain evidence from the source. Remember
not to rewrite the source, but rather interpret it.
1.1
Explain the following terms:
(a) Apartheid
(b) Black consciousness
(2 x 2) (4)
1.2
Using Source 1 and your own knowledge, explain what Steve Biko
implied by wanting to give South Africa a 'more humane face'.
(1 x 2) (2)
1.3
What were the special qualities of Biko that singled him out as a
leader?
(2 x 1)(2)
How did the apartheid government attempt to prevent Biko's
influence as a political activist?
(2 x 2)(4)
What evidence in the source suggests that Biko was recognised
internationally as a struggle hero?
(1 x 2)(2)
How did Mandela envisage South Africa honouring and
commemorating Biko?
(2 x 2)(4)
Explain why East London was appropriate for the unveiling
of Biko's statue?
(1 x 2)(2)
Explain how useful this source is to a historian studying the role
and influence of Steve Biko.
(2 x 2)(4)
Using Source 1 and your own knowledge, justify whether Biko
was a threat to the apartheid government.
(1 x 3)(3)
(Take Note: in future, 1 fact will no longer be allocated a mark of 3)
[27]
1.4
1.5
1.6
1.7
1.8
1.9
QUESTION 2: 25 minutes
Source: NSC Feb-March 2010 Paper 1
SOURCE 2
An article from The Times, 12 September 2007, entitled Steve Biko Has No Equal
(30th anniversary of Biko's death).
So much has been written about Steve Biko but, more often than not, the emphasis
is on the subhuman treatment he received at the hands of the apartheid police, which
culminated in his brutal murder and in his great book, I Write What I Like.
Though these are all very important, there is more to Biko than his lonely death on a
cold concrete slab in a Pretoria cell.
Biko still lives and speaks to us. He was not only the embodiment of our liberation
struggle, but its cornerstone, a resonant (ringing) and triumphant voice that spoke to
all of us in our language. There is no denying the contention that he almost singlehandedly inspired the people at a critical moment when all seemed lost.
Were it not for Biko and his radical black consciousness movement, one wonders
how long it would have taken our people to rid themselves of the fear that hindered
© Gauteng Department of Education
18 them in their fight against apartheid. In reality, Biko is incomparable with anyone in
our country and, I dare say, in the world.
Though Biko had weaknesses like any other person, his mind, commitment and
vision were in a class of their own.
It would be easy to say black people lost their greatest leader and visionary in Biko,
but the truth is that all South Africans, both blacks and whites, lost a true leader who
understood that cosmetic change would not do for a country like South Africa, that
was historically divided.
Even in the darkest hours of apartheid Biko did not display bitterness towards whites,
but understood the poison that was apartheid and how it permeated the psychology
of their thinking in that they were not passive victims but conscious participants in the
oppression of black people.
Refer to Source 2
2.1
Why is the journalist critical of what is usually written about Steve Biko?
(1 x 2) (2)
2.2
Explain whether you agree with the statement that all South Africans, both
black and white, lost a true leader.
(2 x 2) (4)
2.3
How, in the opinion of Biko, did whites become conscious participants in the
oppression of black people?
(1 x 2) (2)
2.4
Compare Sources 4A and 4B. Explain how Source 1 supports Source 2 in
highlighting Biko as a leader.
(2 x 2) (4)
2.5
Using all the sources and your own knowledge, write a paragraph of
about SIX lines (about 60 words) explaining what made Biko a visionary
leader.
(6)
[18]
QUESTION 3: 10 minutes
Source: NSC History Paper 1 November 2009
SOURCE 3
The source below refers to the Black Consciousness Movement (BCM). Taken from
We Write What We Like, by Chris van Wyk.
Black Consciousness challenged the entire white power structure that existed in
South Africa by providing alternative structures. Until they had confidence in
themselves and their society, Biko said, blacks would never gain their freedom, and
to regain their confidence they must end their dependence on whites. With friends he
set up the Black Community Programmes in which blacks helped other blacks
without white assistance. The BC Movement used a variety of programmes – clinics,
crèches and literacy training – to reach out to the masses. However, although it
successfully implemented a system of comprehensive local committees to facilitate
organised resistance, the BCM itself was decimated by security action taken against
© Gauteng Department of Education
19 its leaders and social programmes. By 1976, 123 key members had been banned
and confined to remote rural districts. By 1977 all BCM-related organisations were
banned, many of its leaders arrested, and their social programmes dismantled.
Refer to Source 3
3.1
How, according to the source, did Black Consciousness
challenge white power?
(1 x 2) (2)
3.2
What was the significance of the Black Community Programmes?
(1 x 2) (2)
3.3
How did the white government of the day view the Black
Consciousness Movement?
(1 x 2) (2)
3.4
Explain whether the Black Consciousness Movement was successful in
achieving its objectives.
(1 x 2) (2)
[8]
QUESTION 4:
15 minutes
Source: NSC History Paper 1 November 2009
SOURCE 4
The cartoon below by Zapiro pays tribute to Steve Biko, 1977.
I
The book in the boy's hand is Steve Biko's book, I Write What I Like.
© Gauteng Department of Education
20 Learner note:
Use the following questions to guide you in analysing a cartoon.
Cartoons are an excellent way to study work. See if you can find more cartoons or
refer to the cartoons in your textbook and use these questions to analyse the cartoon
in detail.
Interpreting cartoons:
• What is the origin of the cartoon?
• When was the cartoon drawn?
• Explain whether the cartoonist supports the written perspective.
• Does the cartoon have a caption/ does it support one's own knowledge/
understanding about a particular event?
• Is the cartoon biased?
• What according to your understanding of Black Consciousness does the
cartoon NOT show?
• What is the message/purpose of the cartoon?
• What does the cartoonist think about what has happened?
Source: Anon. 2008. New generation History Grade 12 study guide. New
Generations Publishing Enterprises, Durban.
Refer to Source 4
4.1
How does this cartoon portray the philosophy of Steve Biko?
(3 x 1) (3)
4.2
Explain the significance of the words, 'Apartheid killed him, but they couldn't
kill his ideas'.
(3 x 1) (3)
4.3
What, do you think, was the cartoonist's intention in depicting the association
between the child and Steve Biko in that manner (black and proud)? (1 x 2) (2)
4.4
Explain the appropriateness of this source to a historian researching Biko and
Black Consciousness.
(2 x 2) (4)
[12]
QUESTION 5: 20 minutes
Source: NSC History Paper 1 November 2009
SOURCE 5
This is an excerpt from a speech made by Duncan Innes on the influence of Steve
Biko. Taken from We Write What We Like, by Chris van Wyk.
Steve Biko's contribution to the liberation struggle in South Africa is well known, even
if it may not always have been fully acknowledged. But I owe him a debt of gratitude
for the major contribution he made to my personal intellectual and political
development.
The 1967 NUSAS (National Union of South African Students) congress, which was
held at Rhodes University, was torn apart from the start by the university's decision
that African students could not stay in residences on campus during the congress
along with their white counterparts. Instead, they had to stay in the township. NUSAS
passed a resolution protesting against the university's racism, but for Steve this was
not good enough. He made a fiery speech in which he argued that the predominantly
© Gauteng Department of Education
21 white NUSAS leadership needed to take a stronger stand against the university's
position – a stand in which they showed their willingness to suffer along with their
black counterparts. He proposed that we all embark upon a 24-hour hunger strike.
I was completely blown away by his speech. To start with, I had never before heard a
black person speak so eloquently and powerfully about the way in which apartheid
sought to degrade black people. And, secondly, I had never before been asked to
make a personal sacrifice, even for only 24 hours, in support of my anti-apartheid
beliefs. I spoke in support of Steve's motion and, along with the majority of the
congress, voted for his hunger strike.
In 1972 I left South Africa to continue my post-graduate studies in England and lost
touch with Steve. Five years later, while I was still in England – in September 1977 –
I heard that Steve had been brutally murdered by the forces of apartheid. A wave of
sadness overwhelmed me that terrible day, partly because I knew that South Africa
had just lost one of its greatest sons and future leaders, but also because I knew that
the man who had changed my life, was gone.
Refer to Source 5
5.1
What impression did Steve Biko make on Duncan Innes?
(2 x 1) (2)
5.2
Explain why Biko was justified in rejecting NUSAS's resolution. (2 x 2) (4)
5.3
Explain why Duncan Innes 'completely blown away by his speech'.
(2 x 1) (2)
5.4
What do the words, 'A wave of sadness overwhelmed me that terrible
day,' tell you about how Biko was viewed by Duncan Innes? (1 x 2) (2)
5.5
Refer to Source 4 (cartoon) and Sources 3 and 5 (written sources). In
a paragraph of about SIX lines (about 60 words), explain which ONE of
the written sources best supports Source 4.
(6)
[16]
EXTRA SESSION NO: 4
SECTION A: ESSAY QUESTION
TOPIC: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO
TERMS WITH THE PAST
QUESTION FOCUS: NEGOTIATED SETTLEMENT AND THE GNU
SECTION A: TYPICAL EXAM QUESTIONS
QUESTION 1:
'South Africa's move to democracy was not as smooth as people would think'
Critically evaluate the validity of the above statement regarding the success of the
negotiation process and the establishment of the Government of National Unity.
(50)
© Gauteng Department of Education