GRADE 12 HISTORY CAPS
TERM 1
CONTENT TRAINING
WORKSHOP
8 - 9 JANUARY 2014: CTLI
Educator‟s Manual
HISTORY GRADE 12 (CAPS)
TABLE OF PRESCRIBED AND EXAMINABLE CONTENT - PAPERS 1 AND 2
PRESCRIBED CONTENT
1. Topic 1 : The Cold War
EXAMINABLE CONTENT
The Origins of the Cold War
Extension of the Cold War – China and /
or Vietnam
2. Topic 2 : Independent Africa
3. Topic 3 : The Civil society
protests: 1950s to 1970s
4. Topic 4 : Civil Resistance in
South Africa 1970s to 1980
TYPE OF QUESTIONS
PAPER 1
PAPER 2
Source-based Questions
Essay Question
Comparative case studies: Congo and
Tanzania
Comparative Essay
Question
Africa in the Cold War: Case Study –
Angola
Source-based Questions
Overview of civil society protests:
Women‟s liberation and feminist
movements in the 1960s and 1970s
Civil rights movements:
Case Study:
The US Civil Rights Movement
Black Power Movement
The challenge of Black Consciousness to
the apartheid state
The crisis of apartheid in the 1980s
SBA or Research
Assignment
Source-based Questions
Essay Question
Source-based Questions
Essay Question
5. Topic 5 : The coming of
democracy and coming to
terms with the past
The negotiated settlement and the
Government of National Unity
The Truth and Reconciliation
Commission
Essay Question
6. Topic 6 : The end of the Cold War
and a new world order 1989 to the
present
The end of the Cold War: The events of
1989
New World Order
Essay Question
Source-based Questions
Source-based Questions
2014 School Calendar
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CONTENTS
PAGE
1
PROGRAMME
3
2.
PLANNING AND PREPARATION
5
3.
TERM 1 – CONTENT POWERPOINT PRESENTATIONS
8
Topic 1: Cold War
- Case Study: Vietnam (Essay Question)
Topic 2: Independent Africa
- Case Study: Angola (Source-based Question)
- Comparative Case Study: Congo and Tanzania (Essay question)
4
TERM 1 – SBA EXEMPLAR
4.1
28
TASK 1: SOURCE- BASED OR ESSAY QUESTION
4.1.1 SOURCE-BASED QUESTION AND MARKING
GUIDELINE
4.1.2 ESSAY QUESTION AND MARKING GUIDELINE
4.2
TASK 2: RESEARCH ASSIGNMENT
4.3
TASK 3: STANDARDISED TEST AND MARKING GUIDLINE
5
GUIDELINES FOR SETTING SOURCE BASED QUESTION.
72
6
SUGGESTIONS FOR SCAFFOLDING LEARNING IN PREPARATION
FOR SCHOOL BASED ASSESSMENT TASKS.
78
2
DAY 1: Wednesday 8 January 2014
Content Focus: Topic 1 – Cold War (Case Study: Vietnam)
7.45 - 8.30:
Registration
8.30 - 9.15:
Introduction and planning
9.15 - 10.15:
Content Lecture: Vietnam
10.15 - 10.45:
Tea break
10.45 - 12.00:
Activity 1
12.00 - 12.45:
Activity 2
12.45 - 13.30:
Lunch
13.30 - 14.30:
Research Project
14.30 - 15.30
Activity 3
15.30 - 16.00:
Reflection
3
DAY 2: Thursday 9 January 2014
Content Focus: Topic 2 - Independent Africa
8.00 - 8.30:
Registration
8.30 - 9.30:
Content lecture: Angola
9.30 - 10.15:
Activity 4
10.15 - 10.45:
Tea break
10.45 - 11.45:
Activity 5
11.45 - 12.45
Content lecture: Congo and Tanzania
12.45 - 13.30:
Lunch
13.30 - 14.30:
Activity 6
14.30 - 15.30:
TED Talk – Reflection
15.30 - 16:00:
Complete claim forms.
4
3.
PLANNING
Grade 12 Programme of Assessment and Weighting of Tasks
Term 1
Term 2
Term 3
3 Tasks
2 Tasks
2 Tasks
Source-based
Task (or essay;
learners must do
one of each)
(50 Marks / 5%)
Research
Assignment (can
also be done in
second term)
(100 marks / 20%)
Standardised Test
which includes a
source-based
section and an
essay (ideally both
sections will be
tested at the same
time)
(100 marks / 10%)
Essay Task (or
source-based
task; learners
must do one of
each)
(50 Marks / 5%)
Mid-year
Examination
(2 papers of 2½
hours)
(2 topics from
each paper to be
covered in June;
four questions set
in each paper: 2
essays and 2
source-based
questions;
learners answer
2 questions, I
essay and 1
source-based
question on each
paper)
(200 Marks /
20%)
Standardised
Test which
includes a
source-based
section and an
essay (ideally
both sections will
be tested at the
same time)
(100 Marks /
10%)
Term 4
Final external
examination
September
Examination
(2 papers of 3
hours –
formatted as
final external
examination)
(300 marks /
30%)
75% of total year
mark = 300
marks
(Refer to pages 36 and 39 in CAPS document)
25% of total year mark = 100 marks
5
GRADE 12 HISTORY: TERM 1
MONDAY
13
JANUARY
TUESDAY
14
WEDNESDAY
15
THURSDAY
FRIDAY
16
17
TERM 1 BEGINS
Learners return
Educators Return
20
21
22
23
24
27
28
29
30
31
4
5
6
7
10
11
12
13
14
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20
21
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27
28
4
5
6
7
10
11
12
13
14
17
18
19
20
21
3
3
FEBRUARY
MARCH
HUMAN RIGHTS DAY
24
25
26
27
28
END OF TERM 1
6
EXAMPLE OF A WEEKLY WORK PLANNER 2014
SUBJECT
HISTORY
CONTENT
GRADE
TERM
DATES
RESOURCES
Textbook
pages
TOPIC
TEACHING STRATEGIES
HISTORICAL
TERMS TO BE
DEFINED
OTHER
RESOURCES
SUB-THEME
SKILLS FOCUS
METHODS
ASSESSMENT
REFLECTION
FORMAL
TASKS (SBA)
WHAT HAS
WORKED WELL
THIS WEEK?
INFORMAL
TASKS
WHAT HAS
BEEN A
CHALLENGE
THIS WEEK?
7
IDENTIFY CONTENT AND SKILLS WHICH NEED TO BE REVISED
3.
CONTENT POWEPOINTS
TOPIC 1: COLD WAR – CASE STUDY: VIETNAM
___________________________________
Case Study: Vietnam
How was a small country like Vietnam
able to win a war
against the USA?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Essay Question
___________________________________
This section includes:
___________________________________
• Background
• 1957 to 1965 – Struggle in Vietnam between the
South Vietnamese army and the communist-trained
rebels (Viet Cong)
• 1965 to 1969 – North Vietnamese-USA struggle
• The war from the Vietnamese and USA perspective
• The war as a world issue
• 1969 to 1975 – USA withdrawal from Vietnam
• Conclusion: How the war is remembered today
(Refer to CAPS, p26)
___________________________________
2
8
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Where in the World is Vietnam?
___________________________________
___________________________________
___________________________________
Vietnam
USA
___________________________________
___________________________________
___________________________________
___________________________________
Background
• In the 19th century France
colonised a large part of SE
Asia including modern day
Vietnam.
• 1941: Japan invaded and
occupied SE Asia.
• 1941: Two communists /
Vietnamese nationalists (Ho
Chi Minh and Nguyen Vo Giap)
set up Viet Minh (League for
the Independence of Vietnam)
• Viet Minh funded by the US.
Post-War Settlement 1945-1954
• 1945: Japan was defeated in
WWII, withdrew from SE Asia
• September 1945 Ho Chi Minh
announced Vietnam was an
independent and democratic
republic.
• The French attempted to reestablish their empire and
took back control of the south
• Vietminh continued to fight
for full independence and a
united Vietnam
• 1954 French surrendered
The Geneva Agreement
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___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
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___________________________________
___________________________________
In May 1954, Britain, France, China, the
Soviet Union, the USA and Vietnam met in
Geneva to decide the future of Vietnam
9
___________________________________
1954-1965 struggle between South Vietnamese army
and communist trained rebels (NFL / Viet Cong)
• 1955 Diem (supported by
USA) officially elected
president of South
Vietnam in rigged elections
• Diem was a dictator. He
was a Catholic and
persecuted the Buddhist
majority. Land was taken
from peasants and given to
Diem’s supporters
• Diem refused to allow
elections to re-unite North
and South Vietnam.
___________________________________
___________________________________
___________________________________
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___________________________________
Opposition to Diem’s Government
• 1959: Vietminh supporters
in South Vietnam formed
the National Liberation
Front (NFL) Diem and USA
called them ‘Viet Cong’
(Vietnamese Communists)
• 1963: an elderly monk
named Thich Quang Duc,
set himself ablaze in protest
against Diem’s corrupt
regime .
• 1963: a CIA funded coup in
South Vietnam which
overthrew and killed Diem.
Malcolm Brown who took this photograph
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Why did America become
involved in a war in Vietnam?
___________________________________
American Presidents during the period of US
involvement in Vietnam:
Dwight D Eisenhower (Rep): 1953- 1961
John F. Kennedy (Dem): 1961-1963
Lyndon B Johnson (Dem): 1963-1969
Richard Nixon (Rep): 1969- 1974
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___________________________________
10
The ‘Domino Effect’
(Strategic importance of Vietnam)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
In 1949 the Chinese Communist Party, led by Mao Zedong won their civil war
and established a communist government. USA feared that other countries in
the region would fall to communism unless the USA actively prevented it.
Gulf of Tonkin Incident (Trigger)
• On 2 August 1964 the US destroyer Maddox
was fired at by North Vietnamese patrol boats
in the Gulf of Tonkin. The Maddox was
gathering intelligence information. Two days
later there was a second alleged attack.
Evidence has since shown that this did not
happen. US President Johnson used these
attacks to persuade Congress to support
greater US involvement in Vietnam.
• 1965 – by end of year 200,000 US combat
soldiers had been sent to Vietnam.
___________________________________
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___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
1965 - 1969: North Vietnamese-USA struggle
USA’s Tactics
• 7 Feb 1965: USA launched
‘Operation Rolling Thunder’:
- Widespread aerial bombing
using cluster bombs and
Chemical weapons (‘Agent
Orange’ and Napalm used)
• Search and Destroy (used
airmobility to move troops)
• 16 March 1968: My Lai
massacre
• Defence of South Vietnamese
government against North
Vietnamese expansion.
North Vietnamese Tactics
• Winning South Vietnam
hearts and minds
• Guerrilla tactics
• Booby traps and mines
• Suicide squad fought their
way into US embassy
• 31 January 1968 Vietcong
launched an attack on over
100 towns and cities in the
south during New Year (or
Tet) holiday – (Turning point:
US public realised that US was
NOT winning the war!)
11
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1969 to 1975 – USA withdrawal from Vietnam
___________________________________
___________________________________
“From 1964-1972, the wealthiest and most
powerful nation in the history of the world
made a maximum military effort, with
everything short of atomic bombs, to defeat a
nationalist revolutionary movement in a tiny
peasant country – and failed”.
___________________________________
___________________________________
___________________________________
(H. Zinn, A People’s History of the USA, (New York, 1980, p460)
WHY?
___________________________________
___________________________________
___________________________________
___________________________________
A Soviet
cartoon
mocking the
large number
of US casualties
in Vietnam.
c. 1968
___________________________________
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___________________________________
___________________________________
Deforestation caused by USA spraying
Agent Orange (TCDD Dioxin)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
The Vietnamese Red Cross
estimates that up to three
million Vietnamese have
suffered health effects from
dioxin exposure, of whom
150,000 are children with birth
defects
12
___________________________________
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___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Ten year old Phan Thi Kim Phuc running naked
down a street having torn off her burning clothes
after an American Napalm attack.
___________________________________
___________________________________
The Massacre at
My Lai 16 March 1968
___________________________________
___________________________________
___________________________________
___________________________________
We huddled the villagers up.
Women and children shot dead by American soldiers lie
We made them squat down. I poured about four clips into the group.
the road
the village
of My Lai, 1968.
Theinmothers
were at
hugging
their children.
While we kept on firing .
(An extract from the evidence of Paul Meadlo who was a US soldier at My Lai.)
___________________________________
___________________________________
___________________________________
Conscripted Soldiers: ‘Cherries’
• Of the 3 million
Americans involved in
Vietnam war – about
two-thirds were
conscripts (‘cherries’)
• Average age of
conscript = 19 years
• 12 month – ‘tour of
duty’
• Anti-conscription
campaign in USA
___________________________________
___________________________________
___________________________________
___________________________________
A student burns his draft card during an
anti-war demonstration. Over 200,000
young men dodged the draft.
13
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Kent State Massacre (4 May 1970)
National Guardsmen opened fire
on student protestors in Ohio,
killing four. This picture shows one
of the dead students,
Jeffrey Miller.
___________________________________
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14
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Casualties of War
Category
Year Range
Low
estimates
Medium
estimates
High
estimates
North Vietnamese
civilian deaths from
bombing
1965-72
North Vietnamese
soldiers killed
1965-72
Viet Cong deaths
1960-75
172,000
251,000
329,000
Viet Cong and North
Vietnamese soldiers
deaths combined
1960-75
533,000
1,011,000
1,489,000
South Vietnamese
civilian deaths from
gunfire / bombing
1960-75
361,000
391,000
720,000
South Vietnamese
soldiers killed
1960-75
219,000
266,000
313,000
US military deaths
1960-73
46,000
47,000
58,000
65,000
___________________________________
___________________________________
500,000
Source: Rudolph Rummel, Statistics of Vietnamese Democide: Estimates, Calculations and Sources, 1997.
Why did the USA lose the Vietnam War?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
•
•
•
•
•
•
US Army’s military tactics - ineffective and unpopular
Growth of the anti-war movement in USA.
Media coverage of the war – 1st TV war
Unpopularity of South Vietnamese Government
North Vietnamese soldiers’ Guerrilla warfare tactics
North Vietnam and NLA were fighting a war of
liberation to free their country from foreign
intervention.
• Support for North Vietnamese from China and USSR
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
How has the Vietnam War been
remembered?
• Memorials in USA and Vietnam
• Film (Hollywood has presented different views
of war in different periods)
• Music
• Personal accounts / Auto-biographies
• Academic histories
• Tourist sites
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15
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Impact of Vietnam War
• For Vietnam – A ‘victory’ but 5 Million
Vietnamese peasants displaced, Large numbers
killed, or maimed. Huge areas of forest destroyed
by American chemicals – long term implications
for agriculture and birth defects.
• For America - A major psychological as well as
military defeat. Probably sped up the ‘Domino
effect’ ie Communist Party came to power in
several other countries in Asia. War was a
propaganda disaster (US troops involved in
human rights violations, massacres, use of
chemical weapons)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Activity : Essay Planning - Vietnam
Work in groups of 3 at your tables.
1.
Use the images and text from the powerpoint presentation and the ideas
conveyed in the You Tube footage to identify the main reasons why a small
country like Vietnam was able to defeat the powerful USA. Write these key
ideas in the first set of boxes on your Essay Planning Tool.
2.
For each ‗General Idea‘ identify a few ‗Specific Examples‘ which could be
used to substantiate the point you have made. Write these in the appropriate
boxes.
16
Topic 2: Independent Africa
Case Study: Angola
___________________________________
___________________________________
___________________________________
___________________________________
Topic 2: Independent Africa
___________________________________
___________________________________
Grade 12
CAPS History
___________________________________
1
___________________________________
Topic 2: Independent Africa (overview)
___________________________________
How was independence realised in Africa in the
1960s and 1980s?
• Comparative case studies to illustrate the
political, economic, social and cultural
successes and challenges of Africa 1960-1980:
Congo and Tanzania (Essay Question)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
• Africa in the Cold War: Case Study Angola
(Source Based Question)
2
___________________________________
___________________________________
What was the impact of the
internal and external factors of
Africa during the time?
___________________________________
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Africa in the Cold War
Case Study: ANGOLA
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3
17
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Where in the world is Angola?
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ANGOLA
Where in Africa is Angola located?
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Angola
___________________________________
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CABINDA
___________________________________
Map of Angola
___________________________________
___________________________________
Ambriz
(FNLA)
___________________________________
Luanda
(MPLA)
___________________________________
___________________________________
Huambo
(Unita)
___________________________________
18
___________________________________
KEY CONCEPTS
___________________________________
The following concepts are relevant to this case study.
1. Cold War - was an ideological conflict between the USA and the
Soviet Union, after World War 11 (not a direct fighting between super
powers)
2. Communism - is a political and economic system whereby the state
takes full responsibility for its citizens..
3. Socialism – A stage on the way to full communism. Centrally
controlled economic and political system which is an alternative to
capitalism. State takes partial control of the means of production but
may allow for some private ownership.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
4. Democracy: A political system in which all citizens are free to elect
representatives to establish a multi-party government.
___________________________________
Key concepts (continued)
Neo-colonialism - (neo-meaning new or revived colonialism)
paradoxically Africa with its rich resources enriched foreign powers in a
one-sided relationship (exploitation) which favoured the former
colonial powers. African nations were given political independence but
did not attain economic freedom.
5.
6. One-Party State - A political system where in only one party is
allowed in a country. No opposition is allowed and all opposition parties
are banned
7. Dictatorship – An individual ruler who takes total control of all state
power. Often results in the creation of a personality cult through the use
of security forces to eliminate all forms of opposition.
8. Civil War - War between civilians within a country.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
9. African Nationalism - An intense commitment to liberate Africans
from colonial rule.
10. Perestroika - Economic restructuring & Glasnost – Political openness
(introduced by Gorbachev).
How Africa was drawn into the Cold War
___________________________________
• African decolonization occurred during the Cold
War. It became a ‘hunting ground’ for USA and
USSR.
• Both USA and USSR used aid packages, technical
assistance and even military assistance to liberation
movements to draw African countries into their
spheres of influence.
• Angola is rich in minerals: Oil, diamonds, gold,
uranium, copper + fishing industry – a very
desirable colony and ally.
___________________________________
19
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Angola :Colonialism and Independence
___________________________________
• Portuguese presence / trade in Angola from the 1480s
• Berlin Conference 1885: control formalised
• 1951: Portugal considered Angola to be an oversees
province of Portugal: Policy of Assimilation
• Portugal rejected calls for Independence from 1950s
• War of Independence (1961 – 1974)
• Coup by pro-democracy army officers in Portugal 1974
• Jan. 1975: Alvor Accords: to prepare for take over by 3
liberation movements (were not honoured).
• Elections set for 11/ 11 1975 (did not happen)
___________________________________
Angola: colonialism and Independence
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Resistance
Movement
Leader and support
base
Countries supporting
movement to gain
independence
Countries supporting
movement after
independence
MPLA
Popular Movement
for the Liberation of
Angola (1956)
Agostinho Neto
(from 1979: Jose
Eduardo dos Santos)
multi-ethnic: whites,
mesticos & Ambundu.
Soviet Union
Soviet Union and
Cuba
FNLA
National Front for the
Liberation of Angola
(1962)
Holden Roberto
China
USA and South Africa
UNITA
National Union for
the Total
Independence of
Angola (1966)
Jonas Savimbi
Ovimbundu ethnic
group.
China
USA and South Africa
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Civil War Broke out in 1975
___________________________________
In 1975 each of the three liberation movements
declared themselves the official government from
their separate capital cities.
MPLA: Luanda
UNITA: Huambo
FNLA: Ambriz
___________________________________
___________________________________
___________________________________
___________________________________
In 1976: MPLA was internationally recognised as the
official government of Angola.
Angola’s civil war soon became a proxy in which
East and West played out their Cold War politics.
12
20
___________________________________
Reasons for international involvement in Angola
___________________________________
• USSR: to support liberation from colonialism; strategic importance of
Angola; a communism base in the region; within reach to give
financial and military support to SWAPO.
• USA: Policy of containment – feared the spread of communism in the
region; secretly sent arms to FNLA and UNITA. USA’s Clark
Amendment ‘76 called for reduction of involvement in Angola repealed in 1985 and funding for resumed: NB: Angola has OIL.
• Cuba: Castro wished to spread the revolution (US vigilantly
preventing this in South America) , sent military assistance to MPLA
from 1966; Number of troops deployed increased to a peak of 50
000 in late 1980s.
• China: committed to anti-imperialist struggle + to prevent spread of
USSR’s influence.
• South Africa: NP’s policy of destabilisation in region to stop spread of
communism ; to destroy SWAPO bases.
___________________________________
Impact on regional stability
___________________________________
• Cold War divisions in region
Pro-west = UNITA and FNLA vs Pro-East = MPLA
• Congo (Zaire) became a base for FNLA and
provided troops and vehicles.
• Namibia: 1966 UN Security council Resolution
435; SA supported UNITA through SWA;
villages destroyed, Angolan refugees.
• Zambia: Received aid from USA, UNITA raided
Zambia to pillage resources; Angolan refugees;
Benguela railway line closed – hampered
exports.
___________________________________
Significance of Cuito Cuanavale (1987 – 1988)
SADF helped by UNITA and FNLA attempted to take
control of Cuito Cuarnivale (small town of strategic
importance) Who Won? (Multi-perspectivity)
Viewpoint 1:
• Defeat for Angolan Army (Fapla) by UNITA + SA
• USSR & Cuba forced to withdrew from Angola
Viewpoint 2
• SA(SADF) defeated by Angolan army (Fapla) and
Cuban forces and forced to withdraw.
• Liberation of SWA (Namibia)
21
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Changing nature of international relations
___________________________________
• 1988: New York Treaty, negotiated independence of
Namibia
• Withdrawal of foreign troops from Angola
• 1989: Gbadolite Accord (famous handshake – dos Santos
and Savimbi)
• 1991 (31 May): Bicesse Peace Accords
• 1992 (September) elections to be supervised by UNO
UNITA refused to accept MPLA victory – war resumed.
• 1994 (November)Lusaka protocol(international pressure)
• 1998 (December) Fourth MPLA congress
• 2002 (22 February) Savimbi killed
• 2002 (4 April) Luena Memorandum of Understanding
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Activity: Setting a Source-based test on Angola
Instructions:
Work in groups to complete the following. If you have a laptop, please type up
your questions. If not please write on the available newsprint.
1.
Selection of Sources
Study the sources on Angola provided in the Training Manual.
Select four (4) sources with which to set a 50 mark test.
Formulate a key question that is aligned to the selected sources.
2.
Setting of Questions
Set a formal source-based test (50 marks).
Refer to the example of types of questions which can be asked at the
different cognitive levels (Training Manual).
Make sure that your questions are correctly weighted according to the
cognitive levels in Grade 12. (p.33 CAPS).
3.
Completion of Marking Guideline
Provide a Marking Guideline for the task set. For each answer the skill/s
tested should be indicated (eg: L1-extract evidence from sources).
4.
Verification of Compliance to CAPS.
Complete the grid analysis (Training Manual) to ensure that your test complies
with the weighting of cognitive levels in (p.33 CAPS) and covers the full range
of skills (p.9 CAPS).
5.
Report back and discussion
22
TOPIC 2: INDEPENDENT AFRICA
COMPARATIVE CASE STUDY: CONGO AND TANZANIA
___________________________________
___________________________________
Topic 2: Independent Africa
___________________________________
___________________________________
How was independence realised in
Africa in the 1960s and 1980s?
___________________________________
___________________________________
___________________________________
___________________________________
CONGO AND TANZANIA
___________________________________
Comparative Case Studies as
examples to illustrate the political,
economic, social and cultural
successes and challenges in
independent Africa: 1960-1980s.
(Comparative Essay Question)
23
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Where in the world is Congo and Tanzania?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Where are Congo and Tanzania located in
Africa?
___________________________________
___________________________________
___________________________________
Tanzania
___________________________________
___________________________________
___________________________________
Congo
___________________________________
4
___________________________________
The leadership
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Mobutu Sese Seko
Julius Nyerere
24
Ideas that influenced the independent states
• African Socialism: Nyerere argued that there were no class
structures in traditional African society. African socialism
emphasised community and communal development rather
than the European idea of working class revolution.
• Capitalism: It is an economic system that is based on private
ownership of the means of production and the use of labour
and resources to make a profit.
• Democracy: A system of government by the whole population
or all the eligible members of a state, typically through
elected representatives.
• One-Party State: A political system where in only one party is
allowed in a country. No opposition is allowed and all
opposition parties are banned
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
6
What aspects of a country should be
compared in a comparative study?
___________________________________
___________________________________
• Political: relating to the government or the public
affairs of a country
• Economic: the choices made about who can create,
benefit from, have access to a country’s resources
and wealth
• Social: is the different ways that people organise
themselves and live together in groups and the
relationship which emerge (eg a class system)
• Cultural: is the characteristics of a particular group
of people, defined by everything from language,
religion, food, to social habits, clothes or music
___________________________________
What kind of State emerged?
___________________________________
Congo: supported by USA
Tanzania: non-aligned
• 1960: Gained independence
from Belgium (Kasavubu President, Lumumba - Prime
Minister) – multi-party
democracy.
• Mineral rich region, Katanga,
seceded (Moise Tshombe)
• 1961 and 1965: military Coup
(supported by USA / CIA)
Mobutu established a military
dictatorship.
• 1967: Abolished opposition
parties.
• Authenticité or Zairisation
• Mobutu’s Zaire characterised by
corruption, kleptocracy, elitism.
• 1961: Gained independence from
Britain – muti-party democracy
• 1962 – Nyerere became President
• 1963: Nyerere abolished all other
political parties. TANU became the
only legal party.
• 1964: Tanzania and Zanzibar
merged to form the United
Republic of Tanzania
• 1967: Arusha Declaration - stated
commitment to African Socialism
– introduced ‘Leadership Code’
and Ujaama.
• Attempted to remain non-aligned
politically and avoid economic
neo-colonialism.
8
25
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
What types of leaders emerged?
___________________________________
Congo / Zaire
Tanzania
• Patrice Lumumba – 1960: 1st
Prime Minister of independent
(DRC). Leader of the Mouvement
National Congolais (MNC) – A
pan/multi-ethnic political party
to unify all Congolese into a
single nation
• Believed in ‘positive neutralism’
wanted DRC free from foreign
interference, initially non-aligned
but turned to USSR for support
when Katanga seceded.
• Arrested and executed with USA
/ Belgium support in 1961
• Joseph Mobutu – 1961 and
1965: seized power by military
coup (supported by the west)
• Ruled as a ruthless dictator until
his death in 1997.
• Julius Nyerere – 1961: Prime
Minister of independenet
Tanganyika; President in 1962.
• Leader of Tanganyikan African
National Union (TANU).
• Called ‘Mwalimu’ (teacher) –
Remembered for his personal
integrity.
• Believed in pan-Africanism and
equity. He rejected tribalism and
opposed neo-colonialism.
• He attempted to keep Tanzania
non-aligned during Cold War.
• Voluntarily retired in 1985
1st
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
•
•
•
•
•
•
•
•
Economic Legacy of Colonialism
___________________________________
• Both countries were colonised by European
powers, Congo by Belgium and Tanzania by
Germany and then Britain, who exploited their
natural resources.
• At independence both countries had
underdeveloped economies - their wealth came
from agriculture and the sale of unprocessed
minerals. Neither country had industrialised or
had developed a manufacturing industry.
• The colonial powers only built infrastucture to
service the export of raw materials not to
promote internal trade.
___________________________________
Similarities between the economies
of Congo and Tanzania
___________________________________
In both countries the majority of people were peasants (small scale farmers)
Both countries struggled to develop a manufacturing industry after independence
In both countries land and industry were nationalised. Mobutu nationalised most
mines (‘Zairinisation’ proved to be a total failure and he had to re-privatise most
mines); Tanzania also nationalised its industry and land but was forced to privatise
these in return for debt relief from the World Bank and IMF in the 1980s
In both countries during the period 1960-1980s the majority of the people lived in
poverty and the countries faced economic crisis
Both countries relied on the export of primary products. Congo is very rich in
valuable minerals: copper, industrial diamonds, cobalt, gold and zinc; Tanzania’s
economy is based on the production of cash crops such as coffee and tea. It also
mines a rare gemstone called tanzanite
Both countries were badly affected by the drop in price for raw materials in 1970s
Neither country had oil reserves so were negatively impacted by steep increases in
cost of oil (necessary for industrialisation and transport) in 1970s
Both countries experienced extreme economic problems in the years after
independence and by the 1980s relied from loans from foreign countries (Congo –
USA) and institutions (Tanzania - IMF and World Bank) to avoid bankruptcy
26
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Differences between the economies
of Congo and Tanzania
CONGO/ ZAIRE
TANZANIA
• Adopted a capitalist economic
model (after initial attempts at
nationalisation/ ‘Zairisation’)
• Relied heavily of foreign
investment and received
support from USA and West.
• Mobutu aimed to industrialise,
process its own raw materials
and develop an industrial
base.
• Under Mobutu a very wealthy
elite emerged. Corruption and
cronyism led to greater class
difference.
• Adopted a socialist economic
model (although Nyerere had
to abandon this in the 1980s)
• Attempted to remain
economically independent and
avoid neo-colonialism
• Nyerere believed that
attempting to industrialse was
a mistake. He introduced
Ujaama, a villagisation policy
aimed to make the country
self-sufficient in terms of food
• Nyerere attempted to prevent
a new elite emerging with his
‘Leadership Code’
___________________________________
___________________________________
___________________________________
Social & cultural successes and challenges
Congo
Tanzania
• Clothing: inspired by ‘Maoist’
dress
• Imposed ‘Abacos’ from (‘A
bas le costumes’ – that
literally meant ‘down with
the suit!’)
• All Africans encouraged to
discard their ‘European’
names.
• State run schools were
established after
independence but Mobutu
did not divert sufficient
money to education and
Congo lacked qualified
teachers.
• Clothing: inspired by ‘Maoist’
dress
• Language: African-language
departments and research
centers were created in newly
founded universities
• Promotion of Kiswahili as a
unifying language
• Used education to promote a
national ethos, ideology and
philosophy, and principles of a
new society embracing a
concept of social justice;
• ‘Villagisation’: collective
villages (managed by locals inexperienced)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
27
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
ACTIVITY: How to answer a comparative essay question.
Using the information from the powerpoint and your textbooks to answer the
following question.
“There were more similarities between Mobutu‟s rule in Zaire and Nyerere‟s
rule in Tanzania than there were differences.”
Critically discuss this statement with reference to the 1960s-1980s.
1.
Use the ‗Compare and Contrast Chart with Bubble Map‘ structure to organise
your ideas.
2.
Construct a Marking Guideline with a Synopsis and Main Aspects in answer to
the question.
28
4.
TERM 1: SCHOOL BASED ASSESSMENT (SBA) - EXEMPLAR
3 TASKS
Source-based Task (or essay; learners must do one of each)*
(50 Marks / 5%)
TASK 1
Research Assignment (can also be done in second term)
(100 marks / 20%)
TASK 2
Standardised Test which includes a source-based section and an
TASK 3
essay (ideally both sections will be tested at the same time)
(100 marks / 2 hours / 10%)
* If learners write a source-based task in Term 1 they must write an essay question in
Term 2 (and vice versa).
In Term 1, educators may teach content from Topics 1-3 in preparation for Paper 1 of
the June examination. Your SBA task in Term 1 should, therefore, be selected from
the following list.
Source-based Questions
Topic 1:
The Origins of the Cold War
Topic 2:
Case Study: Angola
Essay Questions
Topic 1:
Case Study: China or Vietnam*
Topic 2:
Comparative Case Study: Congo and
Tanzania
Topic 3:
Case Studies: Civil Rights Movement or
Black Power Movement
Topic 3:
Case Studies: Civil Rights Movement or
Black Power Movement*
*Refer to CAPS document, p.45.
Educators must confirm with their Curriculum Advisor at the start of 2014
which case study will be examined in the final examination.
** In Topic 3 learners should NOT answer an essay question and a source-based
question on the same case study.
(ie If they write an essay on the Civil Rights Movement their Source-based question
must be written on the Black Power Movement and vice versa.)
3.1
TASK 1: SOURCE-BASED OR ESSAY QUESTION
This section contains one example of a source-based question and marking
guideline for a topic which may be covered in Term 1:
Topic 1: The Cold War (USSR and USA and the creation of spheres of
interest)
and
One example of an essay question and marking guideline for a topic which may be
covered in Term 1:
Topic 1: The Cold War (Case Study: Vietnam)
29
4.1.1 SOURCE-BASED QUESTIONS AND MARKING GUIDELINE
TOPIC 1: THE COLD WAR
WHAT WERE THE DIFFERENT RESPONSES TO THE EXPANSION OF
COMMUNIST INFLUENCE IN EASTERN EUROPE AFTER 1945?
1.1
Refer to Source 1A.
1.1.1 According to Churchill in Source 1A, which country was the most
powerful in the world at the end of World War II in 1945?
(1 x 1) (1)
1.1.2 What information in Source 1A helps explain why Winston
Churchill felt ‗strong admiration‘ and ‗regard‘ for the Russian
People?
(1 x 2) (2)
1.1.3 Explain what Churchill meant by the term ‗iron curtain‘ in the
context of post-war Europe.
(2 x 2) (4)
1.1.4 Why did Churchill believe that the ‗iron curtain‘ in Europe was a
threat to world peace?
(2 x 2) (4)
1.1.5 What, according to Churchill, did the Soviet Union want to achieve
through their foreign policy after World War II?
(2 x 1) (2)
1.2
Consult Source 1B.
1.2.1 In your own words, explain the comparison which Stalin makes in
Source 1B between Hitler‘s and Churchill‘s ‗racial theory‘.
(1 x 3) (3)
1.2.2 Select TWO pieces of information from Source 1B which help explain
why Churchill says that the British people felt ‗deep sympathy‘ for the
Russian people at the end of World War II.
(2 x 1) (2)
1.2.3 How did Stalin use the loss of Soviet lives in World War II to
justify Soviet expansion of their sphere of influence into Eastern
Europe?
(1 x 3) (3)
1.2.4 Give any TWO reasons why, according to Stalin, the influence of
Communism had grown in Eastern Europe during the war years.
(2 x 2) (4)
1.3
Study Sources 1A and 1B.
1.3.1 Write a paragraph of about 60 words in which you explain why a historian
would find it useful to study both Sources 1A and 1B when researching the
expansion of communist influence in Eastern Europe after 1945.
(6)
30
1.4
Read Source 1C.
1.4.1 What was Truman‘s opinion of the expansion of communist influence
in countries such as Poland, Rumania and Bulgaria?
(2 x 2) (4)
1.4.2 Which political system is being described in the highlighted section
of Source 1C?
(1 x 2) (2)
1.4.3 Extract THREE characteristics of a totalitarian state which are identified
in Source 1C.
(3 x 1) (3)
1.5
Consult Sources 1B and 1C.
1.5.1 Contrast Truman‘s explanation for the expansion of communist
influence in east Europe (Source 1C) with Stalin‘s explanation of
the same process (Source 1B).
(2 x 2) (4)
1.6
Study Source 1D.
1.6.1 Write a paragraph of about 60 words (6 lines) in which you discuss
whether the cartoon in Source 1D provides a reliable explanation
for the expansion of communist influence in Eastern Europe after
World War II?
(6)
[50]
31
WHAT WERE THE DIFFERENT RESPONSES TO THE SOVIET‟S EXPANSION OF
THEIR SPHERE OF INFLUENCE INTO EASTERN EUROPE AFTER 1945?
SOURCE 1A
This is an extract from the speech given by Winston Churchill (wartime British Prime
Minister) at Westminster College, in Fulton, Missouri, USA on 5 March 1946. This
was the first time the phrase ‗Iron Curtain‘ had been used to describe the division in
Europe between Western powers and the area controlled by the Soviet Union.
The United States stands at this time at the pinnacle [top] of world power. It is a
solemn moment for the American democracy…It is necessary that constancy of
mind, persistency of purpose, and the grand simplicity of decision shall rule and
guide the conduct of the English-speaking peoples in peace as they did in war. We
must, and I believe we shall, prove ourselves equal to this severe requirement.
I have a strong admiration and regard for the valiant Russian people and for my
wartime comrade, Marshal Stalin. There is deep sympathy and goodwill in Britain …
toward the peoples of all the Russias and a resolve to persevere through many
differences and rebuffs in establishing lasting friendships. It is my duty, however, to
place before you certain facts about the present position in Europe. From Stettin in
the Baltic to Trieste in the Adriatic an iron curtain has descended across the
Continent. Behind that line lie all the capitals of the ancient states of Central and
Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest
and Sofia; all these famous cities and the populations around them lie in what I must
call the Soviet sphere, and all are subject, in one form or another, not only to Soviet
influence but to a very high and in some cases increasing measure of control from
Moscow. The safety of the world, ladies and gentlemen, requires a unity in Europe,
from which no nation should be permanently outcast. It is from the quarrels of the
strong parent races in Europe that the world wars we have witnessed, or which
occurred in former times, have sprung…
I do not believe that Soviet Russia desires war. What they desire is the fruits of war
and the indefinite expansion of their power and doctrines. But what we have to
consider here today while time remains, is the permanent prevention of war and the
establishment of conditions of freedom and democracy as rapidly as possible in all
countries…
[From: Internet site: http://www.fordham.edu/halsall/mod/churchill-iron.asp Accessed 10 September
2013]
32
SOURCE 1B
This is an extract from ‗Stalin's Reply to Churchill‘, (taken from an interview with the
official Soviet newspaper Pravda), published in The New York Times on March 14,
1946.
The German racial theory brought Hitler and his friends to the conclusion that the
Germans, as the only fully valuable nation, must rule over other nations. The English
racial theory brings Mr. Churchill and his friends to the conclusion that nations
speaking the English language, being the only fully valuable nations, should rule over
the remaining nations of the world....
As a result of the German invasion, the Soviet Union has irrevocably lost in battles
with the Germans, and also during the German occupation and through the expulsion
of Soviet citizens to German slave labour camps, about 7,000,000 people. In other
words, the Soviet Union has lost in men several times more than Britain and the
United States together.
It may be that some quarters are trying to push into oblivion these sacrifices of the
Soviet people which insured the liberation of Europe from the Hitlerite yoke.
But the Soviet Union cannot forget them. One can ask therefore, what can be
surprising in the fact that the Soviet Union, in a desire to ensure its security for the
future, tries to achieve that these countries should have governments whose
relations to the Soviet Union are loyal? How can one, without having lost one's
reason, qualify these peaceful aspirations of the Soviet Union as ‗expansionist
tendencies‘ of our Government?. . .
Mr. Churchill wanders around the truth when he speaks of the growth of the influence
of the Communist parties in Eastern Europe.... The growth of the influence of
communism cannot be considered accidental. It is a normal function. The influence
of the Communists grew because during the hard years of the mastery of fascism in
Europe, Communists showed themselves to be reliable, daring and self-sacrificing
fighters against fascist regimes for the liberty of peoples.
[From: Internet site: http://www.fordham.edu/halsall/mod/1946stalin.html Accessed 10 September 2013]
33
SOURCE 1C
This is an extract from US President, Harry S. Truman's address before a joint
session of congress, March 12, 1947
The peoples of a number of countries of the world have recently had totalitarian
regimes forced upon them against their will. The Government of the United States
has made frequent protests against coercion and intimidation, in violation of the Yalta
agreement, in Poland, Rumania, and Bulgaria...
At the present moment in world history nearly every nation must choose between
alternative ways of life. The choice is too often not a free one.
One way of life is based upon the will of the majority, and is distinguished by
free institutions, representative government, free elections, guarantees of
individual liberty, freedom of speech and religion, and freedom from political
oppression.
The second way of life is based upon the will of a minority forcibly imposed upon the
majority. It relies upon terror and oppression, a controlled press and radio; fixed
elections, and the suppression of personal freedoms.
I believe that it must be the policy of the United States to support free peoples who
are resisting attempted subjugation by armed minorities or by outside pressures.
I believe that we must assist free peoples to work out their own destinies in their own
way.
I believe that our help should be primarily through economic and financial aid which
is essential to economic stability and orderly political processes…
The seeds of totalitarian regimes are nurtured by misery and want. They spread and
grow in the evil soil of poverty and strife. They reach their full growth when the hope
of a people for a better life has died. We must keep that hope alive.
The free peoples of the world look to us for support in maintaining their freedoms.
If we falter in our leadership, we may endanger the peace of the world -- and we shall
surely endanger the welfare of our own nation.
[From: Internet site: http://avalon.law.yale.edu/20th_century/trudoc.asp. Accessed 10 September 2014]
34
SOURCE 1D
This cartoon was created in 1948 by British cartoonist David Low. It was published in
a British newspaper two weeks after communists had taken control of
Czechoslovakia via a coup. The man standing next to Stalin is Molotov, the Soviet
foreign minister. The countries already ‗liberated‘ are Czechoslovakia, Rumania,
Poland, Yugoslavia, Bulgaria, Finland and Albania. The picture on the desk is US
General Marshall, whose economic plan was rejected by Stalin disallowing Eastern
Europe access to it.
[From: Internet site: http://bobhistory.wikispaces.com/file/view/c1_s4.jpg/76709419/446x325/c1_s4.jpg Accessed
10 September 2013]
35
MARKING GUIDELINE
WHAT WERE THE DIFFERENT RESPONSES TO THE EXPANSION OF
COMMUNIST INFLUENCE IN EASTERN EUROPE AFTER 1945?
1.1
Refer to Source 1A
1.1.1 [Extraction of evidence from Source 1A - L1]
United States / USA
1.1.2 [Extraction of evidence from Sources - L1]
Britain and the USSR were allies during WWII
USSR fought on the side of allies against Nazi Germany
Any other relevant answer
(1 x 1) (1)
(any 1 x 2)
(2)
1.1.3 [Explain Historical Concepts – L2]
(any 2 x 2) (4)
The division of Europe into soviet sphere of influence
(east) and western sphere of influence (west)
The growth of communist or communist influenced governments in eastern
Europe while west Europe remained capitalist and democratic.
The creation in East Europe of satellite states, loyal to the Soviet
Union.
Any other relevant answer
1.1.4 [Simple interpretation of Source 1A – L2]
(any 2 x 2) (4)
Churchill argues that both WWI and WWII began because of
divisions within Europe. The iron curtain creates a divided Europe.
The division of Europe into East and West will create tensions and
prevent the unity which is required in order to maintain world peace.
Churchill believed that the safety of the world required a unity in Europe.
Any other relevant answer.
1.1.5 [Extraction of evidence from Source 1A – L1]
(any 2 x 1)
The Soviet Union desired the fruits of war
The Soviet Union aimed to expand its power
The Soviet Union wanted to spread its doctrines / ideology /
communism
(2)
1.2. Study Source 1B
1.2.1 [Interpret information in Source 1B – L2]
(1 x 3) (3)
Stalin is suggesting that both Hitler and Churchill believed
that their language / culture was superior to the rest of the world.
Stalin suggests that both Hitler (German) and Churchill (English) believed
that their ‗race‘ / language group should rule over
the world.
36
1.2.2 [Extraction of evidence from Source 1A – L1]
(any 2 x 1) (1)
About 7 million Russians died in WWII
Soviet citizens were sent to German slave labour camps
Germany invaded Russia
Russia was occupied by Germans
Russia lost far more men that Britain or USA
1.2.3 [Interpret information in Source 1B – L2]
(1 x 3) (3)
Stalin justifies his expansion of Soviet influence into Eastern
Europe by saying that the USSR needs to ‗ensure its security‘
Because the USSR suffered such heavy losses in WWII Stalin
wanted to make sure that their neighbours are loyal to prevent future
invasions.
Any other relevant answer.
1.2.4 [Extraction of evidence from Source 1A – L1]
(2 x 2) (2)
The Soviet Union helped liberate East Europe from fascism
The Soviet troops were reliable, daring, self-sacrificing fighters
1.3
1.3.1 [Engage with questions of usefulness 1C – L3]
(6)
Learners need to include the following points in their answer:
Useful for a Historian to see the chronology of speeches, what Churchill
said and how Stalin responded.
Useful to see that as early as 1946 the propaganda war which was to be
such a key part of Cold War strategy was already evident: Churchill
presenting Communism, as a threat to ‗Christian civilisation‘ and
positioning the English speaking democratic USA as the guardian of
‗freedom and democracy‘; Stalin presenting the west as no less ‗fascist‘
than Hitler in their arrogant ‗racial theory‘ which assumed that English
speakers should rule the world.
Useful for a Historian to consider whether by publishing Stalin‘s response
to Churchill in a US newspaper, the US is purposefully showing that its
media is free and democratic unlike the state controlled Soviet Pravda.
The speeches clearly illustrate the two politician‘s official position with
regards the expansion of communism into east Europe – Churchill sees it
as an act of political power and expansionism; Stalin defends it as an act
of self-defence given the Soviet Union‘s recent losses in WWII.
Any other relevant answer which clearly explains why the two sources
when viewed together are useful.
37
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 why a
historian would find it useful to study both Sources
1A and 1B when researching the expansion of
communist influence in Eastern Europe after 1945.
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
why a historian would find it useful to study both
Sources 1A and 1B when researching the
expansion of communist influence in Eastern
Europe after 1945.
Uses evidence in a basic manner
Uses relevant evidence e.g. demonstrates a
thorough understanding of why a historian would
find it useful to study both Sources 1A and 1B when
researching the expansion of communist influence
in Eastern Europe after 1945. 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
1.4.
1.4.1 [What is being said by the author of Source 1C – L2]
(any 2 x 2) (4)
Truman believed that totalitarian governments have been forced on them
against their will
Truman believed that east European people have been intimidated and
coerced into voting in communist governments
Truman implied that the Soviet Union has violated the Yalta agreement
(which states that free and fair elections would be held throughout east
Europe)
Any other relevant answer.
1.4.2 [Explain historical concepts in Source 1C – L2]
Democracy
1.4.3 [Extract evidence from Source 1C – L1]
Terror
Oppression
Controlled press and radio
Fixed elections
Suppression of personal freedoms
38
(1 x 2) (2)
(any 3 x 1)
(3)
1.5
1.5.1 [Compare interpretations of events in sources 1B and 1C – L3]
(2 x 2) (4)
Truman argues that communism (which he describes as totalitarianism)
grew in a context of wartime ‗misery and want‘. He considers that
communism only spread in eastern Europe because people were
desperate (experiencing ‗poverty and strife‘) in a wartime context;
Churchill presents communism as a positive and active choice because
the communists were a role-models of communism ie they were ‗reliable‘,
daring‘, ‗self-sacrificing‘
NB: Learners must provide a clear comparison using both sources in order to be
awarded the full 4 marks. No marks should be awarded if there is no comparison.
1.6
1.6.1 [Engage with questions of reliability in Source 1D – L3]
Learners need to include the following points in their answer:
(6)
The reliability of the cartoon might be questioned because:
The cartoon was drawn by a British cartoonist and Britain saw itself as a
allied with the USA and was critical of the Soviet influence in eastern
Europe (as seen in Churchill‘s speech 1A)
Political cartoons usually only present one side of a story. They are not
usually well-balanced. This cartoon clearly shows Stalin and Molotov in a
negative manner – they are spinning a globe and arbitrarily flicking a
switch to turn countries to communism which suggests an authoritarian
approach to foreign policy.
The cartoon does not provide any contextual information with which to
evaluate the events in the countries identified. The USSR is shown as all –
powerful and the only actors. We do not know what the people of those
countries felt about communism.
Any other relevant answer
The cartoon might be considered reliable because:
The cartoon was published shortly after the Czechoslovakian coup which
brought the Communist party into power with the support of the USSR.
The Czech opposition leaders disappeared in mysterious circumstances in
which it has been suggested that the USSR did play a role.
The countries which have been ‗liberated‘ had by 1947 communist or
communist influenced governments.
Free speech and freedom of movement were already being curtailed by
1947 suggesting that their freedoms were indeed being ‗liberated‘ ie
removed.
Any other relevant answer
Use the following rubric to allocate a mark:
39
LEVEL 1
LEVEL 2
LEVEL 3
Uses evidence in an elementary manner e.g. shows
no or little understanding of whether the cartoon
in Source 1D provides a reliable explanation for
the expansion of communist influence in Eastern
Europe after World War II. 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
whether the cartoon in Source 1D provides a
reliable explanation for the expansion of
communist influence in Eastern Europe after
World War II. Uses evidence in a basic manner
Uses relevant evidence e.g. demonstrates a
thorough understanding of whether the cartoon
in Source 1D provides a reliable explanation for
the expansion of communist influence in Eastern
Europe after World War II. 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
[50]
40
DESIGN GRID: Cognitive levels for Grade 12 Source-Based Questions
Level 1
CAPS
(p.33)
Extract evidence from
sources
30% (15 marks)
Question 1
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.2.1
1.2.2
1.2.3
1.2.4
1.3.1
1.4.1
1.4.2
1.4.3
1.5.1
1.6.1
TOTAL
Level 2
Explain historical
Concepts; simple
interpretation,
understand source and
author‟s opinion,
simple comparison
40% (20 marks)
Level 3
Interpret and
evaluate; engage with
bias, reliability,
usefulness; compare
and contrast
interpretations.
30% (15 marks)
(1 x 1 ) (1)
(1 x 2) (2)
(2 x 2) (4)
(2 x 2) (4)
(2x 1) (2)
(1 x 3) (3)
(2 x 1) (2)
(1 x 3) (3)
(2 x 2) (4)
(6)
(2 x 2) (4)
(1 x 2) (2)
(3 x 1) (3)
14 marks (28%)
20 marks (40%)
41
(2 x 2) (4)
(6)
16 marks (32%)
4.1.1 ESSAY QUESTION AND MARKING GUIDELINE
TOPIC 1: THE COLD WAR (CASE STUDY: VIETNAM)
„The Vietnam war was lost in the living rooms of America - not on the
battlefields of Vietnam.‟
With reference to this statement, to what extent do you agree that the media
played a significant role in the USA‟s defeat in the Vietnam War by 1973? [50]
MARKING GUIDELINE (Concise)
SYNOPSIS
The Vietnam War was the first, and arguably the last, war where journalists were
given free access to troops and battlefields and allowed to cover and report the war
as they saw it, without censorship. Some historians have argued that uncensored
reportage from the war front played a key role in the growth of an anti-war movement
in America. Candidates should state clearly and defend their line of argument with
regards to the role of the media, and the other factors which played a role in the US
defeat in Vietnam. These factors include the USA tactics and training; the strength of
Vietnamese nationalism and the support for Vietnam from USSR and China.
MAIN ASPECTS
Candidates should include the following aspects in their response:
Introduction: Candidates should contextualise the question (who, what where,
when) and outline very briefly the main line of argument.
ELABORATION
Independent Role of Media
Media role in growth of an anti-War movement
USA‘s military tactics
Chinese and USSR support of Viet Cong
Unpopularity of South Vietnamese regime
Determination and skill of Viet Cong compared with US conscripts.
Any other relevant point
Conclusion: Candidates should sum up their argument with a relevant
conclusion.
42
MARKING GUIDELINE (Comprehensive)
The purpose of this comprehensive marking guideline is to show how each of the
main aspects in the essay could be elaborated.
Although this is a more comprehensive marking guideline, please note the following:
In all of the following paragraphs additional or alternative examples could be
used to substantiate the main point being made.
Learners should always be given credit for including any other relevant
information which supports their line of argument.
SYNOPSIS
The Vietnam War was the first, and arguably the last, war where journalists were
given free access to troops and battlefields and allowed to cover and report the war
as they saw it, without censorship. The result of this independence was that shocking
and disturbing images of the war found their way into newspapers and, through the
graphic pictures on television, into the living rooms of ordinary Americans – many of
whom had family and friends fighting in Vietnam. This was a public relations disaster
for the US government. Some historians have argued that uncensored reportage
from the war front played a key role in the growth of an anti-war movement in
America. This movement criticised US involvement in the war and the military‘s
methods. The loss of morale and support for the war was a contributing factor in the
USA‘s defeat. Candidates should state clearly and defend their line of argument with
regards to the role of the media, and the other factors which played a role in the US
defeat in Vietnam. These factors include the USA tactics and training; the strength of
Vietnamese nationalism and the support for Vietnam from USSR and China.
MAIN ASPECTS
Candidates should include the following aspects in their response:
Introduction: Candidates should contextualise the question (who, what where,
when) and outline very briefly the main line of argument.
ELABORATION
Independent Role of Media (Main point of paragraph)
- (Explanation of main point) The media (TV, Radio, Newspapers) did not always
report uncritically on the American war effort or the US military actions in
Vietnam. They exposed human rights abuses, revealed military failures and
allowed Americans to see the impact that the war was having on ordinary
Vietnamese civilians.
43
- (Select examples to illustrate / substantiate main point)
 January 1963, when journalists reported the defeat of the South
Vietnamese army at the Battle of Ap Bac, contrasting sharply with official
U.S. government and military reports that the battle had been a victory.
 In June 1963, photographs of a Buddhist monk burning himself to death in
protest against the U.S.-backed South Vietnamese government appeared
on front pages of newspapers in America.
 During the Tet offensive of 1968, which US military viewed as a tactical
victory, prominent US journalist Walter Cronkite said during a nationally
televised newscast that it did not look like America could win the war
 In June 1969, pro-government Life magazine published 242 photographs
of American soldiers who had died in one week in Vietnam. It was subtitled ‗one week‘s toll‘. On December 5th Life magazine published shocking
pictures of Vietnamese women and children massacred by US soldiers at
My Lai; On 15 May 1970 Life magazine‘s cover page stated ‗Tragedy at
Kent‘ and pictured a wounded student after police had killed four students
on Kent University campus
 Pictures of the effects of agent orange (birth defects, deforestation) and
napalm (civilians with terrible burns) were published in magazines and
newspapers and film footage of ‗search and destroy‘ missions where US
soldiers burned Vietnamese villages to the ground appeared in US
television
 Any other relevant examples
- (Link back to essay question) Some historians have argued that as a result
of the media independence and lack of censorship, there was increased
criticism within US of the military tactics, a loss of trust in the ability of the
military to win the war and a loss of morale among soldiers.
Media role in growth of an anti-War movement (main point of paragraph)
- (Explanation of main point) The media played an important role in publicizing and
spreading the ideas of the anti-war movement through newspaper reports and
televising demonstrations.
- (Select examples to illustrate / substantiate main point)
 A growing number of people (especially young students on USA
campuses) opposed USA involvement in Vietnam and refused to be
conscripted into the army. The media showed images of students burning
draft cards.
 Rallies, demonstrations and marches were held across USA and covered
by local and national television stations.
 Media coverage of the destruction of Vietnamese villages and the murder
of civilians, which took place in the name of ‗democracy‘ shifted public
opinion in American away from supporting the war.
 Any other relevant examples
- (Link back to essay question) The media played a role in exposing the horrors of
war which resulted in growing numbers of Americans joining the anti-war
movement. A gallop poll published their findings that US public support for
American involvement in the Vietnam War dropped from 61% in 1965 to a low
of 28% in 1971.
44
- (Link to second part of essay) However, anti-war sentiment at home was not the
only reason why the USA lost the war in Vietnam.
USA‟s military tactics (main point of paragraph)
- (Explanation) The US was ill-equipped and trained to fight a guerrilla war Vietnam.
They lost out to the more experienced Viet Cong who knew the jungles and
had the support of local people.
- (Select examples to illustrate / substantiate main point)
 The US tactic of air strikes were not effective against the Viet-Cong‘s guerilla
tactics. US soldiers were ill-equipped and trained to fight a ground war and
lost out to the more experienced Viet Cong who knew the jungles and had the
support of local people
 US resorted to ‗search and destroy‘ tactics, destroying whole villages of
people and failed to win the support of the South Vietnamese people
 The use of aerial bombing, chemical weapons to deforest the jungle and
napalm did intimidate and kill the Vietnamese people but did not win their
‗hearts and minds‘.
 These tactics lost the USA a great deal of support among Vietnamese people
and fuelled the anti-war feeling back in the US
 Any other relevant points
Chinese and USSR support of Viet Cong (Main point of paragraph)
- (Explanation) Although the Viet Cong did not have the chemical weapons and
sophisticated weapons that were used by the USA they did receive weapons,
aid and support from the USSR and China.
- (Select examples to illustrate / substantiate main point)
 Support from China and the USSR made it very hard for USA troops to disarm
the guerrillas.
Unpopularity of South Vietnamese regime (main point of paragraph)
- (Explanation) The USA tried to prop up an unpopular regime that many of the South
Vietnamese people did not support
- (Select examples to illustrate / substantiate main point)
 Many South Vietnamese, mainly peasant and rural based, supported the
North Vietnamese. They did not want USA to ‗liberate‘ them from the
communist threat.
 The South Vietnamese government was essentially a military dictatorship
which was supported by the wealthy elite – it was opposed by the majority of
the peasant class
45
Determination and skill of Viet Cong compared with US
conscripts.
- (Explanation) The Viet Cong were highly disciplined and dedicated guerrilla soldiers
fighting to free their country (Vietnamese saw it as a war of liberation).
- (Select examples to illustrate / substantiate main point)
 They also had the support of the majority of Vietnamese people
 In contrast the US army was made up mainly of very young, inexperienced
conscripted soldiers who served only a one-year tour of duty.
Any other relevant point
Conclusion: Candidates should sum up their argument with a relevant
conclusion.
 EG: The uncensored media coverage of the Vietnam War was a significant
factor in the US defeat in the Vietnam War but, as this essay has shown, there
were a range of other reasons which contributed to the US withdrawal from
Vietnam in 1973.
46
3.2
TASK 2: RESEARCH ASSIGNMENT
GUIDELINES ON HOW TO CONDUCT A RESEARCH ASSIGNMENT: GRADE 12
Introduction
The Research Assignment in Grade 12 accounts for 20% of the total School Based
Assessment (SBA). It is, therefore, essential that this be a significant piece of work.
This assignment offers learners the opportunity to demonstrate their skills,
knowledge and understanding of History which they have acquired during the course
of the FET phase.
The Research Assignment can be written on any section of the Grade 12
curriculum. There are, however, two sections in the curriculum, which are not
formally examined in the final Grade 12 examination:
Topic 3: An overview of Civil Society Protests
Topic 5: Remembering the Past: Memorials
One of these topics could be investigated in greater depth through the Research
Assignment.
Some points to consider when planning a research assignment.
The choice of research topic needs to be made taking into consideration the
context of your school and the available resources to which learners will have
access.
This assignment provides learners with an opportunity to embark on a process of
historical enquiry. Conducting original research involves the collection, analysis,
organisation, evaluation of information and the construction of knowledge.
Clear, written instructions with due dates and the assessment criteria must be
given to learners at the beginning of the school year to allow adequate time for
the preparation and completion of the assignment.
The progress of learners, with regards to the research assignment, must be
monitored on an on-going basis.
It is essential that learners do their original work. To reduce the likelihood of
plagiarism, the key question or research topic should be changed every year.
47
Learners are expected to fulfil the following requirements in their Research
Assignment.
Analyse and answer the key question.
Identify a variety of relevant source material to help answer the key question.
Select relevant examples from the source material which can be used to
substantiate the line of argument.
Organise relevant information in order to write a coherent and logical answer to
the key question.
Write an original piece of work, using their own words.
Correctly contextualise all sources, including Illustrations and maps, which have
been included.
Reflect upon the process of research and consider what has been learnt.
Include a list of references (bibliography) of all the resources which have been
consulted in the course of researching and writing the assignment.
Some suggestions of what can be done with the Research Assignments when
they are completed.
The Research Assignments should be displayed at your school, community hall
or local library. Exhibiting the learners‘ work is very important. It gives learners a
sense of purpose and shows them that their ideas and efforts are of value to their
school and community.
Learners could give an oral presentation of their research projects to the class,
grade, school or local community. This gives learners the opportunity to speak
about their research and share their ‗new‘ found knowledge.
Organise a class debate on the key question.
Hold a History evening, or weekend morning, at which learners are given an
opportunity to present their work to friends, family and members of the
community. Such an event can be used to showcase the work of the History
department and help to promote the subject.
48
TABLE SHOWING LEARNERS HOW TO STRUCTURE AND CARRY OUT RESEARCH
Key Question:
STRUCTURE OF A
RESEARCH
ASSIGNMENT
Hint 1:
Before you start writing your
research assignment
Hint 2:
During the research process
WRITING UP THE RESEARCH
Cover Pages
Introduction
(Write approximately ½-1 page).
Background
(Write approximately 1-2 pages)
Body of Essay
(Write approximately 2-3 pages)
Hint 3:
SUGGESTIONS ON HOW TO CARRY OUT RESEARCH
 Analyse the key question and make sure that you fully understand what it being asked and
any historical terms which are used in the question.
 Identify possible sources of information which will help answer the key question. These
could be found in your school, local or mobile library, on-line, in the community.
 Start to read and gather information about the key question
 Ensure that you have a plan so that your time is used effectively to meet deadlines.
 Use the template to help structure your note taking. [Annexure C]
 At all times keep the key question in mind. Keep asking yourself whether the information
you are gathering is relevant to the question.
 Use the ‗Cover Page for a Research Assignment‘ and ‗Monitoring Log‘. [Annexure A and
Annexure B]
 Explain the approach that will be taken in your research assignment
 Indicate the line of argument that will be taken to answer the key question.
 Explain the historical context of the question.
 Give enough background information to help the reader understand why the key question
you are answering is relevant and significant.
 In this section you present and substantiate your argument.
 Select evidence from your readings which could be used to substantiate (support) your
answer to the key question.
 Use quotations selectively. If you do quote directly from any source: a book, an oral
interview, an internet article, it should be put inside inverted commas and fully referenced.
 Do not leave the writing up stage until the last few days before the due date. Make sure that
49
During the writing process



Conclusion
(Write approximately ½ -1 page)
Reflection
(write approximately ½ - 1 page)

Bibliography





Hint 4:
Before you submit your
research assignment

you plan your time effectively to meet the deadlines and that you have allowed enough
time for revisions and proofreading.
Always write in full sentences and organise the body of your research assignment into
paragraphs.
At all times keep the key question in mind.
Keep a list of the references you use as you go along (eg: if you quote from a book or
include an image then write down the details of where it came from before you forget.)
In this paragraph you should sum up the argument that was sustained and developed in the
body of your research assignment.
In this section you should discuss what you have learnt from this research assignment.
Explain what insights, skills and knowledge you have acquired while undertaking this
research, identify any challenges you faced during the research process and how you
overcame them.
List ALL the resources that you used during the preparation of your research assignment.
An example of how to correctly format a bibliography is included. [Annexure D].
Check that you have complied with the following requirements:
o Front Cover
o Introduction
o Background
o Body of evidence
o Conclusion
o Reflection
o Bibliography
Proofread your work thoroughly to check for coherence, spelling and grammatical errors.
50
SUGGESTED RUBRIC TO ASSESS A RESEARCH ASSIGNMENT
CRITERIA
Criterion 1
Planning (10)
Criterion 2
Identify and access a
variety of sources of
information (20)
Criterion 3
Knowledge and
understanding of the
period (10)
Criterion 4
Historical enquiry ,
interpretation &
communication
(Essay) (30)
Criterion 5
Presentation (10)
Criterion 6
Evaluation &
reflection (10)
Criterion 7
Acknowledgement
of sources (10)
LEVEL 4
8 – 10
Shows thorough/
excellent understanding
of planning (clear
research schedule
provided)
16 – 20
Shows thorough/
excellent understanding
of identifying and
accessing sources of
information
LEVEL DESCRIPTORS
LEVEL 3
LEVEL 2
5-7
3–4
Shows adequate
Shows some evidence
understanding of
of planning
planning
LEVEL 1
0–2
Shows little or no
evidence of planning
10 - 15
Shows adequate
understanding of
identifying and
accessing sources of
information
5–9
Shows some
understanding of
identifying and
accessing sources of
information
0–4
Shows little or no
understanding of
identifying and
accessing sources of
information
8 – 10
Shows thorough/
excellent knowledge and
understanding of the
period
24 – 30
Shows thorough/
excellent understanding
of how to write a
coherent argument from
the evidence collected
5–7
Shows adequate
knowledge and
understanding of the
period
14 – 23
Shows adequate
understanding of
how to write a
coherent argument
from the evidence
collected
3–4
Shows some
knowledge and
understanding of the
period
7 – 13
Shows some
understanding of how
to write a coherent
argument from the
evidence collected
0–2
Shows little or no
knowledge and
understanding of the
period
0–6
Shows little or no
understanding of how
to write a coherent
argument from the
evidence collected
8 – 10
Shows thorough/
excellent evidence on
how to present
researched information in
a structured manner (e.g.
Cover page, table of
contents, research topic
etc.)
8 – 10
Shows thorough/
excellent understanding
of evaluating and
reflecting on the research
assignment process (e.g.
what has a candidate
learnt from undertaking
research)
5–7
Shows adequate
evidence on how to
present researched
information in a
structured manner
(e.g. Cover page,
table of contents,
research topic etc.)
5-7
Shows adequate
understanding of
evaluating and
reflecting on the
research assignment
process (e.g. what
has a candidate
learnt from
undertaking research)
5-7
Shows adequate
understanding of
acknowledging
sources (e.g.
footnotes, references,
plagiarism)
3–4
Shows some evidence
on how to present
researched information
in a structured manner
(e.g. Cover page, table
of contents, research
topic etc.)
0–2
Shows little or no
evidence on how to
present researched
information in a
structured manner
(e.g. Cover page, table
of contents, research
topic etc.)
0–2
Shows little or no
evidence of evaluating
and reflecting on the
research assignment
process (e.g. what has
a candidate learnt from
undertaking research)
8 – 10
Shows thorough/
excellent understanding
of acknowledging
sources (e.g. footnotes,
references, plagiarism)
3–4
Shows some evidence
of evaluating and
reflecting on the
research assignment
process (e.g. what has
a candidate learnt from
undertaking research)
3–4
Shows some evidence
of acknowledging
sources (e.g. footnotes,
references, plagiarism)
TOTAL MARK =
51
0–2
Shows little or no
evidence of
acknowledging
sources (e.g.
footnotes, references,
plagiarism)
/ 100
ANNEXURE A: EXAMPLE OF COVER SHEET FOR RESEARCH ASSIGNMENT
GRADE 12 RESEARCH ASSIGNMENT: HISTORY
NAME OF SCHOOL
NAME OF LEARNER
SUBJECT
RESEARCH TOPIC
KEY QUESTION
STATEMENT OF AUTHENTICITY:
I hereby declare that ALL pieces of writing contained in this Research
Assignment, are my own original work and that if I made use of any source, I
have duly acknowledged it.
LEARNER‟S SIGNATURE:____________________________________________
DATE:_____________________________________________________________
52
ANNEXURE B: AN EXAMPLE OF A MONITORING LOG
DATE
ACTIVITY
Learners were given the
instructions, guidelines and key
question for the research
assignment.
1st DRAFT:
Learner‘s must provide evidence that
they have analysed the topic and
understand the focus of the key
question.
A preliminary bibliography must be
submitted.
2nd DRAFT:
Learner‘s must provide evidence of
having planned their research
assignment.
Research notes from the sources
consulted should be made
A synopsis of the main argument
must be presented.
COMMENT
available.
Final copy to be handed in
Feedback
Educator‟s Name:_______________________
Educator‟s Signature:___________________
Learner‟s Name and Signature:____________________
SCHOOL STAMP
53
ANNEXURE C: EXAMPLE OF A TEMPLATE FOR NOTE-TAKING DURING RESEARCH
FULL REFERENCE
OF RESOURCE
EVIDENCE (to support your
statement)
STATEMENT
54
ANNEXURE D: GUIDELINES ON HOW TO WRITE A BIBLIOGRAPHY
For a book:
Author (last name, initials). Title of book ( Publishers, Date of publication).
Example:
Dahl, R. The BFG. ( Farrar, Straus and Giroux, 1982).
For an encyclopaedia:
Encyclopaedia Title, Edition Date. Volume Number, ―Article Title‖, page numbers.
Example:
Encyclopaedia Britannica. 1997. Volume 7, ―Gorillas‖, pp. 50-51.
For a magazine:
Author (last name first), ―Article Title‖. Name of magazine. Volume number, (Date): page
numbers.
Example:
Jordan, Jennifer, ―Filming at the Top of the World‖. Museum of Science Magazine.
Volume 47, No 1, (Winter 1998): pp. 11.
For a newspaper:
Author (last name first), ― Article Title‖. Name of Newspaper. City, state publication.
(Date): edition if available, section, page number(s).
Example:
Powers, Ann, ―New Tune for the Material Girl‖. The New York Times. New York, NY.
(3/1/98): Atlantic Region, Section 2, p. 34.
For a person:
Full name (last name first)). Occupation, date of interview.
Example:
Smeckleburg, Sweets. Bus Driver. April 1, 1996.
For a film:
Title, Director, Distribution, Year.
Example:
Braveheart, Director Mel Gibson, Icon Productions, 1995.
55
3.3
TASK 3: STANDARDISED TEST AND MARKING GUIDELINE
In Grade 12 the Standardised Tests must include a source-based question (50 marks)
and an essay question (50 marks). Learners must answer both questions.
In Term 1, educators will probably teach content from Topics 1-3. The Standardised Test
should, therefore, contain one essay and one source-based question from the
following list.
Source-based Questions
Topic 1: The Cold War
The Origins of the Cold War
Topic 2: Independent Africa
Case Study: Angola
Topic 3: Civil Society Protests
Case Studies: Civil Rights Movement or
Black Power Movement**
Essay Questions
Topic 1: The Cold War
Case Study: China or Vietnam*
Topic 2: Independent Africa
Comparative Case Study: Congo and
Tanzania
Topic 3: Civil Society Protests
Case Studies: Civil Rights Movement or
Black Power Movement**
*Refer to CAPS document, p.45.
Educators must confirm with their Curriculum Advisor at the start of 2014 which
case study will be examined in the final examination.
** In Topic 3 learners should NOT answer an essay question and a source-based
question on the same case study.
(ie If they write an essay on the Civil Rights Movement their Source-based question must
be written on the Black Power Movement and vice versa.)
Pages 31 – 48 contain an Exemplar of a Term 1 Standardised Test:
Section A: Source-Based Question: Topic 3
Case Study: Civil Rights Movement (Case Study: School desegregation - Little Rock,
Arkansas)
Section B: Essay Question: Topic 3
Case Study: Black Power Movement
56
Name of School:
Term 1 - 2014
Standardised Test 1
Grade 12: History
QUESTION PAPER
Time: 2 Hours
Marks: 100 Marks
Examiner:
Internal Moderator:
Instructions:
This Standardised Test is divided into two sections. Each sections
contains one question:
Section A: Source-Based Question (50 Marks)
Section B: Essay Question (50 Marks)
Candidates must answer both questions
57
SECTION A
SOURCE-BASED QUESTION
WHAT WERE THE DIFFERENT REACTIONS TO THE RACIAL INTEGRATION OF
CENTRAL HIGH SCHOOL, LITTLE ROCK, ARKANSAS IN 1957?
Study Sources 3A, 3B, 3C, 3D and 3E in the addendum to answer the following
questions.
3.1
Consult Source 3A.
3.1.1 Who was Elizabeth Eckford?
(1 x 2) (2)
3.1.2 What do you understand by the term ‗integration‘ in the context
of Source 3A?
(1 x 2) (2)
3.1.3 Why did Eckford believe that the governor had called out the
Arkansas National Guard?
(1 x 2) (2)
3.1.4 What does the information in Source 3A, suggest was the real
reason why guards had been placed at the school? Support your
answer with reference to any incident mentioned in the source.
(2 + 2) (4)
3.1.5 According to Source 3A, how did Eckford react when she could
not enter the school.
(1 x 2) (2)
3.2
Refer to Sources 3A, 3B and 3C
3.2.1 Identify two ways in which the photograph in Source 3B
corroborates (supports) the account which Elizabeth Eckford
gives in Source 3A.
(2 x 2) (4)
3.2.2 Identify two ways in which the photograph in Source 3C
corroborates (supports) the account which Elizabeth Eckford
gives in Source 3A.
(2 x 2) (4)
3.2.3 Explain why the photographs in Source 3B and 3C are useful to
a historian studying the desegregation of schools in the USA.
(1 x 3) (3)
3.3
Study Source 3D
3.3.1 Elizabeth Eckford experienced hostility and kindness from the crowd.
Select information from the source which illustrates these two different
reactions to Eckford‘s attempt to enter Central High School.
(2 x 2) (4)
3.3.2 What information in Source 3D suggests that the Arkansas
National Guardsmen were not there to protect ALL the learners and
to keep the peace.
(2 x 2) (4)
58
3.3.3 Evaluate the reliability of Source 3D as an account of events
at Central High School on 3 September 1957.
3.4
(4)
Refer to Source 3E
3.4.1 Explain why Craig Rains, a student at Central High in 1957, was
opposed to the racial integration of the school.
(2 x 2) (4)
3.4.2 What made Craig Rains change his attitude towards integration?
(2 x 2) (4)
3.5
Use the information from the relevant sources and your
knowledge to write a paragraph of about 8 lines (approximately
80 words) explaining the different reactions to the racial integration
of Central High School, Little Rock, Arkansas in 1957.
(8)
[50]
SECTION B: ESSAY QUESTION
Explain why the Black Power Movement emerged as a form of black protest in the United
States from the mid-1960s.
[50]
/100/
59
Name of School:
Term 1 - 2014
Standardised Test 1
Grade 12: History
ADDENDUM
Time: 2 Hours
Marks: 100 Marks
Examiner:
Internal Moderator:
Instructions:
This Standardised Test is divided into two sections. Each sections
contains one question:
Section A: Source-Based Question (50 Marks)
Section B: Essay Question (50 Marks)
Candidates must answer both questions
60
WHAT WERE THE DIFFERENT REACTIONS TO THE RACIAL INTEGRATION OF
CENTRAL HIGH SCHOOL, LITTLE ROCK, ARKANSAS IN 1957?
SOURCE 3A
In the extract below, Elizabeth Eckford describes what happened when she arrived to
start school at Central High, Little Rock on 3 September 1957. She was one of nine black
students who were to be the first to attend the all-white school.
The night before when the governor had gone on television and announced that he had
called out the Arkansas National Guard, I thought he had done this to insure the
protection of all students. We did not have a telephone. So inevitably I was not contacted
to let me know that Daisy Bates of the NAACP had arranged for some ministers to
accompany the [nine black] students in a group. And so it was that I arrived alone…
I got off the bus … I remember hearing the murmur of a crowd. But when I got to the
corner where the school was I was reassured seeing these soldiers circling school
grounds. And I saw students going to school. I saw the guards break ranks as students
approached the sidewalks so that they could pass through to get to school.
And so I approached the guards at the corner, as I had seen the other students do, they
closed ranks…So I walked further down the line of guards to where there was another
sidewalk and I attempted to pass through there. But when I stepped up they crossed
rifles… It was only then that I realised that they were barring me so that I wouldn‘t go to
school…
So I headed in the opposite direction to where there was another bus stop. Safety to me
meant getting to the bus stop. I think I sat there for a long time before a bus came. In the
meantime, people were screaming behind me. What I would have described as a crowd
before, to my ears sounded like a mob.
[From: FHAO, Eyes on the Prize: A Study Guide (Blackslide, 2006) p.30-31]
61
SOURCE 3B
This photograph shows a young woman, Hazel Bryan, shouting abuse at Elizabeth
Eckford. In the background are parents, students and National Guardsmen looking on.
Five years later, in 1962, Bryan apologised to Eckford for her actions saying ‗I was not
thinking for myself…‘
[From: Internet site: United Press Internationa.
http://ethicsbob.files.wordpress.com/2011/12/little_rock_desegregation_1957.jpg. Accessed 15 September 2013]
62
SOURCE 3C
In this protograph Elizabeth Eckford is denied acces to the school by a member of the
Arkansas National Guard. Eckford is sent to another entrance but the soldiers allow a
white student to pass and enter the school.
[From: Internet site: http://lrchmemory.org/wordpress/wp-content/uploads/2010/05/PageDocuments-Eckford_points.jpg.
Accessed on 15 September 2013]
63
SOURCE 3D
Dr Benjamin Fine was the education editor of The New York Times sent to cover the
desegregation of Central High, Little Rock. In this extract he describes the events on the
3 September as Elizabeth Eckford attempted to enter the school
…I saw a sweet little girl who looked about fifteen, walking alone. She tried several times
to pass through the guard. The last time she tried, they put their bayonetts infront of her.
When they did she became panicky. For a moment she just stood there trembling. Then
she calmed down and started walking towards the bus stop with the mob baying at her
heels like a pack of hounds. The women were shouting ‗Get her! Lynch her!‘ … I sat
down beside her and said, ‗I‘m a reporter from the New York Times. May I have your
name?‘ She just sat there, her head down. Tears were streaming down her cheeks from
under her sunglasses…
…there must have been five hundred around us by that time. I vaguely remember
someone hollering [shouting], ‗Get a rope and drag her over to this tree‘. Suddenly I saw
a white-haired, kind-faced woman fighting her way through the mob. She looked at
Elizabeth and then screamed at the mob, ‗leave the child alone! Why are you tormenting
[upsetting] her? Six months from now you will hang your heads in shame.‘…
…the irony of it is that during all this time the national guardsmen made no effort to
protect Elizabeth or help me. Instead they threatened to have me arrested for inciting
[provoking] a riot.
[From: D.Bates, The Long Shadow of Liittle Rock: Memoir (David Company, Inc, 1962) pp.69-71]
64
SOURCE 3E
This extract is taken from an oral interview with Craig Rains. He a white student at
Central High School, Little Rock, a senior and an officer in the student council in 1957.
I don‘t remember exactly when I first realized that the school was going to be integrated,
but I do remember that we were being told to do something that we might or might not
want to do…so my first thougt was not that we were going to have to go to school with
blacks, that didn‘t bother me, but that we were being told by the federal government to do
something and we didn‘t have any say-so in that.
One of my jobs as an officer in the student council was to raise the flags outside. That
gave me an opportunity to see what was going on outside the school, to see the
anger…it was an ugly attitude. Especially when Elizabeth Eckford came to try to get into
school. And the crowd began to heckle her, and cheer and shout, as she walked along. I
was just dumbfounded…well I can‘t belive that people would actually be this way to other
people. I began to change from someone who was a moderate who, if I had my way,
would have said, ‗don‘t let‘s integrate, because it‘s the state‘s right to decide.‘ To
someone who felt a real sense of compassion for these students. I also developed a real
dislike for the people who were out there that were causing problems.
[From: H. Hampton and S.Fayer, Voices of Freedom, An Oral History of the Civil Rights Movement]
65
Name of School:
Term 1 - 2014
Standardised Test 1
Grade 12: History
MARKING GUIDELINE
Time: 2 Hours
Marks: 100 Marks
Examiner:
Internal Moderator:
Instructions:
This Standardised Test is divided into two sections. Each sections
contains one question:
Section A: Source-Based Question (50 Marks)
Section B: Essay Question (50 Marks)
Candidates must answer both questions
66
SECTION A
SOURCE-BASED QUESTION
WHAT WERE THE DIFFERENT REACTIONS TO THE RACIAL INTEGRATION OF
CENTRAL HIGH SCHOOL, LITTLE ROCK, ARKANSAS IN 1957?
3.1
3.1.1 [Extraction of evidence – L1]
(any 1 x 2) (2)
A 15 year old student / learner
One of nine black learners selected to attend the previously whites only
Central High, Little Rock
3.1.2 [Explanation of historical concepts – L2]
‗Integration‘ in this context meant allowing black learners
to attend the previously white only school of Central High,
Little Rock
(1 x 2) (2)
3.1.3 [Extraction of evidence – L1]
(1 x 2) (2)
Eckford believed that the National guards had been sent out to
protect all the students against possible violence
3.1.4 [Straightforward Interpretation – L2]
(2 +2) (4)
To prevent the black students from entering the school (1 x 2) (2)
The Guards broke ranks to allow some students through but ‗closed ranks‘ to
prevent Eckford passing / the guards ‗barred‘ Eckford‘s
entry into the school
(any 1 x2) (2)
3.1.5 [Extraction of evidence – L1]
Eckford headed in the opposite direction to the school
Eckford got to the safety to the safety of the bus stop
Eckford reacted calmly and rationally
(any 1 x 2) (2)
3.2
3.2.1 [Comparison of information in sources – L2]
(any 2 x 2) (4)
In Source 3A Eckford says she arrived at school alone; in Source 3B we see
her walking alone.
In source 3A Eckford describes the people screaming behind her; In 3B we
can see clearly a woman screaming at Eckford.
In Source 3A Eckford describes a crowd which sounded to her like a mob; In
Source 3B we can see how she is surrounded by a crowd of people who look
hostile and threatening
Any other relevant and substantiated comparison
3.2.2 [Comparison of information in sources – L2]
(any 2 x 2) (4)
In Source 3A Eckford describes how the guardsmen broke ranks to allow some
students through; In Source 3C we see a white student being allowed to pass
In Source 3A Eckford describes how the guardsmen did not break ranks, they
barred her way; in Source 3C we see the guardsmen preventing Eckford
passing and pointing her away from the school entrance
67
In Source 3A Eckford says she arrived at school alone; in Source 3B we see
her walking alone
Any other relevant and substantiated comparison.
3.2.3 [Engage with questions of usefulness – L3]
(1 x 3) (3)
The learner must explain WHY these photographs are useful
The photographs can be used to corroborate (support) the written accounts of
the event
By observing the body language and facial expressions, these photographs
give an historian insight into the atmosphere and emotions of the crowd, the
soldiers and the learners.
Any other relevant and clearly substantiated response.
3.3
3.3.1 [Extraction of evidence – L1]
(2 x 2) (4)
Some people in the crowd were threatening to use violence or even kill
Eckford: ‗Get her! Lynch her‘, ‗Get a rope and drag her over to this tree!‘
A ‗white-haired woman‘ dared to face up to the crowd and screamed at them
for tormenting Eckford.
Any other relevant and clearly substantiated answer
3.3.2 [Extraction of evidence – Level 1]
The guardsmen made no effort to protect Eckford from the mob.
The guardsmen threatened to attest the journalist who has sat beside Eckford
and tried to comfort her.
Any other relevant answer.
(2 x 2) (4)
3.3.3 [Engage with question of reliability – L3]
(4)
To a large extent information in source 3D is corroborated (supported) by the
information in the other sources (for example: the shouting mob, the guardsmen
refusing to allow Eckford to enter the school, the fact that Eckford was alone). This
suggests that the source is a reliable account.
The sources is written by a journalist who may want to make the story more
exciting by exaggerating or dramatizing the event (eg the threats from the mob), or
he might have exaggerated his own role (eg: In Source 2A Eckford mentions
sitting at the bus stop but doesn‘t mention a journalist sitting with her) This might
call into question the reliability of this source.
Use the following rubric to allocate a mark:
68
Level 1
Level 2
Level 3
Demonstrates little or no understanding of the
concept of reliability
Is unable identify evidence from the source to
evaluate the reliability of the source.
Demonstrates some understanding of the
concept of reliability
Uses evidence in a basic manner to evaluate the
reliability of the source.
Demonstrates a thorough understanding of the
concept of reliability
Is unable to identify and use evidence in a skilful
manner to evaluate the reliability of the source.
1 marks
2-3 marks
4 marks
3.4.
3.4.1 [Simple interpretation – L2]
(any 1 x 3) (3)
Rains did not want to be told what to do by the federal government
Rains felt that it was up the individual states to decide whether or not to
integrate schools.
3.4.2 [Simple interpretation of sources – L2]
(any 2 x 2) (4)
Rains was ‗dumbfounded‘ [horrified, upset] by the way in which Eckford was
being treated.
Rains felt compassion toward the black students because they were being
treated so badly
He started to feel a strong dislike for the way people were behaving and the
people who were causing the trouble (the crowd, the mob)
Any other relevant answer
3.5 [Interpret, analyse and evaluate information from Sources 3A-E - L3]
(8)
Learners need to include the following points in their answer:
The state governor‘s reaction was to send in the state guardsmen (soldiers)
claiming that they were being sent to prevent violence and to keep the peace (own
knowledge)
The guardsmen reacted by allowing white learners into the school and preventing
the black learners from entering the school. (3A, 3B, 3C, 3D)
Most of the crowd (white parents and learners pictured in 3B) shouted abuse and
threatened the black learners (3A, 3B, 3D, 3E)
A few people tried to help protect the black learners eg Daisy bates, NAACP,
some ministers (3A), Dr Fine and a ‗white haired lady‘ (3D)
At least one of the white students felt compassion for the black learners (3E)
Eckford reacts very calmly facial expression (3B and 3C), tried to get herself to
safety (3A and 3D). Candidates may also infer fear, anger or frustration from
Eckford‘s tears (3D)
Any other relevant answer.
69
Use the following rubric to allocate a mark:
Uses evidence in an elementary manner e.g.
shows no or little understanding of the different
reactions to the racial integration of Central
LEVEL 1
High School, Little Rock, Arkansas in 1957.
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 different reactions to the racial
LEVEL 2
integration of Central High School, Little Rock,
Arkansas in 1957.
Uses evidence in a basic manner
Uses relevant evidence e.g. demonstrates a
thorough understanding of the different
reactions to the racial integration of Central
High School, Little Rock, Arkansas in 1957.
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 – 6
Marks: 7 – 8
[50]
70
DESIGN GRID: Cognitive levels for Grade 12 Source-Based Questions:
Level 1
CAPS (p.33)
Extract evidence from
sources
30% (15 marks)
Question 3
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
3.2.1
3.2.2
3.2.3
3.3.1
3.3.2
3.3.3
3.4.1
3.4.2
3.5
TOTAL
(1 x 2 ) (2)
Level 2
Explain historical
Concepts; simple
interpretation,
understand source
and author‟s opinion,
simple comparison
40% (20 marks)
Level 3
Interpret and
evaluate; engage with
bias, reliability,
usefulness; compare
and contrast
interpretations.
30% (15 marks)
(1 x 2) (2)
(1 x 2) (2)
(2 + 2) (4)
(1 x 2) (2)
(2 x 2) (4)
(2 x 2) (4)
(1 x 3) (3)
(2 x 2) (4)
(2 x 2) (4)
(4)
(1 x 3) (3)
(2 x 2) (4)
(8)
14 marks (28%)
21 marks (42%)
71
15 marks (20%)
SECTION TWO: ESSAY QUESTION
Explain why the Black Power Movement emerged as a form of black protest in the
United States from the mid-1960s.
[50]
SYNOPSIS
At the very point at which the Civil Rights Movement claimed victory with the passage of
the Civil Rights Act (1964) and Voting Rights Act (1965), the Black Power Movement was
emerging as a new form of black protest. Many of the supporters were young, African
American people who had been involved in the Civil Rights Movement but had become
dissatisfied with the slow pace of change. It was in the urban ghettos of northern cities in
particular, where black people faced poverty, poor housing conditions, limited job
opportunities and on-going police harassment that the Black Power Movement took root.
Candidates should identify and explain the various political, socio-economic and cultural
factors which stimulated the emergence of this new form of protest.
MAIN ASPECTS
Candidates should include the following aspects in their response:
Introduction: Candidates should contextualise the question (when, where, who, what)
and briefly outline their line of argument.
ELABORATION
Black Power Movement challenged the socio-economic equality between black
and white Americans
- The passage of the Civil Rights Act (1964) and the Voting Rights Act (1965) were
victories for Civil Rights Movement but the majority of black people were poorer, less
educated, in lower paid jobs, in poorer housing and with fewer opportunities than their
white equivalents.
- After a wave of urban riots in northern cities in mid 1960s President Johnson
ordered a commission to investigate the cause of this violence. Its key finding was
that the country was divided, along racial and socio-economic lines, into two
societies: in 1967 35% blacks lived below the poverty line compared with 10% whites;
mortality rate of black babies twice as high as white babies. The commission stated
that ‗Chronic poverty is the breeder of chronic chaos‘
Black community‟s frustration with on-going police harassment
- Youths in particular were frustrated with on-going violence, intimidation and arbitrary
arrests
- Stokely Carmichael, who first used the slogan ‗Black Power‘ in 1966, was a leading
member of the Student Non-violent Co-ordinating Commiittee (SNCC). He was
arrested 27 times on non-violent Civil Rights demonstrations. He called for a change
in tactics.
- Huey Newton and Bobbly Searle won support for their newly formed Black Panther
Party because they organised armed patrols of the streets of Oakland California to
protect black citizens from police harassment.
72
The Black Power Movement inspired self-respect and pride in being black
- Rejection of racial integration and assimilation which was a feature of the Civil
Rights Movement
- Black Power emphasised that black people should do things for themselves: they
should control the politicians and politics in their own communities
- Self-defence and fighting back if necessary was an important aspect of Black Power
– supporters felt that CRM activists had been exploited because of their non-violence.
- Consciousness raising through 1960s (from ‗negro‘ to ‗black‘ to ‗African American)
feeds into demands for more than political rights and assimilation.
- Increasingly African Americans expressed an independent and unique cultural
identify based on shared ancestry and slave experience.
- Celebration of African American history, music and literature thrived in late 1960s
and 1970s.
Any other relevant answer / substantiation.
Conclusion: Candidates should sum up their argument with a relevant conclusion.
Total for Standardised Test /100/
73
5.
GUIDELINES FOR SETTING SOURCE BASED QUESTION.
5.1
What is the purpose of asking source-based questions?
History is a process of enquiry. The study of History, therefore, requires
learners to ask and answer questions about the past using information
contained in different historical sources.
The aim of working with historical source material is to enable learners to
- extract and interpret information from a number of sources
- evaluate and analyse the information given in each source
- understand and explain why there is usually more than one perspective
of a historical event or process.
- organize the information gained from the source material as evidence
which can be used to answer questions about the past, to support a
line of argument and to construct an original piece of historical writing.
When working with historical source material learners are being asked to use
their historical knowledge and skills to think critically about the information
(historical evidence) contained in the sources. We call this process ‗historical
thinking‘ or ‗thinking like a historian‘.
In the following extract, Sam Wineberg, Professor of History Education at Stanford
University in the USA, explains why he believes that it is important for learners to work
with historical source material and discusses the value of teaching learners to think
historically.
The students need to be taught to ―think like historians‖ not because they will become
professional historians but precisely because most won't. The goals of school history are
not vocational but to prepare students to tolerate complexity, to adapt to new situations,
and to resist the first answer that comes to mind.
When a video uploaded from a cell phone in Tehran can be transmitted to San Francisco
in half a second, history reminds us to start with basic questions: Who sent it? Can it be
trusted? What did the camera angle miss? There's no shortage of forces telling students
what to think. In this daily avalanche of information, students have never been in greater
need of ways to make sense of it all…
Without thinking, history is meaningless. But when you add thinking, especially the
specific skills of ―thinking historically,‖ the past comes to life. In the end that is what
reading, and thinking—and I would add, teaching—like a historian is all about.
[From: S.Wineburg, ‗Thinking Like a Historian‘, Teaching with Primary Sources, Library of Congress.
http://www.loc.gov/teachers/tps/quarterly/historical_thinking/article.html, Accessed on 27.08.13]
74
5.2
The selection of sources for School-Based Assessment (SBA) tasks.
Select sources which are authentic.
- Ideally these should be primary sources. In the case of an SBA task these will
be documents or visual images which were created or produced during the
time being studied. For example: letters, documents, speeches, songs, poems,
newspaper articles, photographs, cartoons, tables, graphs.
- Historian‘s accounts of the past may also be used.
- Avoid using the text from a textbook or encyclopaedia.
Choose four or five separate sources which relate to a topic in the CAPS
document, share a theme and can be used to answer a key question.
- For example: The sources used for Question 3 (p.36) are all relevant to Topic
3: Civil Society Protests 1950s to 1970s. They are all about school
desegregation and focus on the case study: Little Rock, Arkansas. They all
contain information which helps the learner answer the key question: ‗How did
different people experience the first day of school at Central High, Little Rock
on 3 September 1957?‘
The language of the source material selected should be of an appropriate level
for a Grade 12 learner to read and understand.
- Where necessary insert synonyms [alternative words to explain another word]
into the text. These should be placed in a square bracket [ ]. For example: ‗I
vaguely remember someone hollering [shouting]…‘
Sources should be approximately 200-300 words long.
- There should be sufficient information within the source and its
contexualisation to be able to ask a range of questions at all three cognitive
levels. The learner should not, however, be expected to read through large
sections of irrelevant text.
Visual sources need to be selected carefully to ensure that they reproduce
clearly. Learners must be able to read any writing on the image. Unclear
writing should be re-typed in a textbox or included in the contextualisation.
5.3
How to Contextualise Source Material
All source material used in SBA tasks must be correctly contextualised which
should include the following:
- The name of the person/organisation ect who created the source
- The date the source was created
- The place where the source was originally seen / published / spoken
- The original purpose for which the source was created
- If it is a visual image, identify the people in the photograph / cartoon.
Refer to the DBE‘s History examination papers for a clear example of how to
contextualise and reference source material.
Learners need to be able to engage with the contextualization of source
material in order to answer questions about reliability, usefulness and possible
bias.
75
5.4
How to Set Source-Based Questions
A set of source-based questions should guide learners through a process
where they extract, explain, interpret, evaluate, analyse and compare the
information in the source material in order to construct a piece of history,
usually in the form of a paragraph written in answer to the key question.
The CAPS document requires that questions are set at a variety of cognitive
levels. The percentage of questions which should be set at each cognitive level
is determined by the Grade for which the task is being set.
The table below shows the weighting of the cognitive levels across the different grades
and the corresponding mark allocation in a 50 mark task.
Cognitive
Source-based assessment questions and tasks G10 G11 G12
Level
LEVEL 1
LEVEL 2
LEVEL 3
Extract evidence from sources
40% 30%
30%
(20)
(15)
(15)
Explain historical concepts (Check exam
syllabus)
40% 50%
Straightforward interpretation of sources
What is being said by the author or creator
(20) (25)
of the source? What are the views or
opinion on an issue expressed by a source
Compare information in sources
Interpret and evaluate information and data
from sources
20% 20%
Engage with questions of bias, reliability and
(10) (10)
usefulness of sources
Compare and contrast interpretations and
perspectives within sources and by authors.
40%
(20)
30%
(15)
[Curriculum and Assessment Policy Statement: History, p.33]
When setting source-based questions at different cognitive levels the following
mark allocations should be taken into consideration:
 Level 1 questions should not exceed 2 marks.
For example: (2 x 1) (2); (1 x 2) (2), (4 x 1) (4)
 Level 2 questions should carry a maximum of 4 to 6 marks
For example: (1 x 3) (3), (2 x 2) (4); (3 x 2) (6); (2 x 3) (6)
 Level 3 questions should carry a maximum of 6 to 10 marks
For example (1 x 3) (3), (6); (8); (10)
Use a design grid to check that your source-based task is correctly balanced in
terms of the cognitive weighting of the questions and the mark allocation.
76
Below is an example of a simple design grid used for the Source-based question
on Page 14
DESIGN GRID: Cognitive levels for Grade 12 Source-Based Questions
Level 1
CAPS
(p.33)
Extract evidence from
sources
30% (15 marks)
Question 1
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.2.1
1.2.2
1.2.3
1.2.4
1.3.1
1.4.1
1.4.2
1.4.3
1.5.1
1.6.1
TOTAL
Level 2
Explain historical
Concepts; simple
interpretation,
understand source and
author‟s opinion,
simple comparison
40% (20 marks)
Level 3
Interpret and
evaluate; engage with
bias, reliability,
usefulness; compare
and contrast
interpretations.
30% (15 marks)
(1 x 1 ) (1)
(1 x 2) (2)
(2 x 2) (4)
(2 x 2) (4)
(2x 1) (2)
(1 x 3) (3)
(2 x 1) (2)
(1 x 3) (3)
(2 x 2) (4)
(6)
(2 x 2) (4)
(1 x 2) (2)
(3 x 1) (3)
14 marks (28%)
20 marks (40%)
77
(2 x 2) (4)
(6)
16 marks (32%)
EXAMPLES OF TYPICAL QUESTIONS WHICH CAN BE SET AT EACH COGNITIVE LEVEL
LEVEL
DESCRIPTURES OF
COGNITIVE LEVELS
1
10: 40% = 20
11 : 30% = 15
12: 30% = 15
Extract evidence from
sources
Explain historical concepts
Straightforward
interpretation of sources
2
10: 40% = 20
11 : 50% = 25
12: 40% = 20
What is being said by the
author or creator of the
source?
What are the views or
opinions on an issue
expressed by a source?
Compare information in
sources
Interpret and evaluate
information and data from
sources
3
10: 20% = 10
11: 20% = 10
12: 40% = 15
Engage with questions of
bias, reliability and
usefulness of sources
Compare and contrast
interpretations and
perspectives within sources
and by authors of sources
3
10, 11 & 12:
100% = 50
Use information to construct
an original argument
Sustain and defend a
coherent and balanced
argument
TYPICAL QUESTIONS ACCORDING TO COGNITIVE
LEVELS
What information in the sources helps us to understand the
…?
What information in the sources tells us about…?
Give four reasons why ...
What do you understand by the term …?
Why would the explanations of apartheid by the ANC and
the Apartheid Regime differ?
Why do the explanations of the Berlin Blockade by the
USSR and the USA differ?
What does the information in this/these source/s tell/s us
about the relationship between ……?
To what extent does the cartoonist reflect …? Explain your
answer.
Look carefully at Source 1C. What is the message of the
cartoonist about …?
What did the photographer capture in this photograph?
What does the graph tell us about imports and exports to
Angola?
Refer to Sources 1A and 1B. What do these sources tell us
about …?
What are the views of the USSR on the Berlin Blockade in
Source 1D?
Compare the evidence in the two sources. How does the
evidence about the Berlin Airlift differ in these two sources?
To what extent does the information in this source reflect
the influence of the Black Consciousness movement on
student politics in 1976?
What was the intention of the photographer in taking this
photograph?
How do these figures help us to understand the economic
challenges in ….?
Given that the interviews about life in East Germany were
conducted by a US agency, how useful do you think the
information is for obtaining a balanced view of East
Germany before 1989?
How reliable is Source 3A as a view of ….?
Examine the table giving the statistics of …… What
conclusion could you reach about the reliability of statistics
….?
How effective is Source A in getting the message across?
Explain why these sources are appropriate to understand
the nature of resistance during apartheid?
Why did relations between ……….change after 1989?
In what ways do the two accounts presented in the sources
differ?
Looking from a modern perspective, why do we condemn
the actions of ... as a crime against humanity?
Compare the perspectives in the two sources. How would
you account for the differences in the way the authors view
the event?
―Civil society protest was responsible for the collapse of
apartheid by the late 1980s‖. Explain to what extent you
agree or disagree with this statement.
Explain to what extent was civil society protest was
responsible for the collapse of apartheid by the late 1980s
78
6
SUGGESTIONS FOR SCAFFOLDING LEARNING IN PREPARATION
FOR SCHOOL BASED ASSESSMENT TASKS.
The following section contains a range of suggestions of how to scaffold learning in
preparation for School Based Assessment tasks.
Provided in this section is are a number of reproducible graphic organisers and templates
which can be used to help learners structure the historical information they gather in the
process of reading their textbooks and historical source material.
Graphic organisers are a visual tool to help learners make sense of events, ideas,
concepts and the relationships between them. They can be used to collect information,
solve problems, connect new knowledge to previous knowledge, make comparisons,
identify similarities and differences, consolidate learning and plan a piece of writing.
The graphic organisers in this section have been gathered an adapted from a range of
sources including:
Judi Kurgan, WCED FET Literacy Across the Curriculum Sessions, 2013
Stanford History Education Group: http://sheg.stanford.edu/
Thinking Like a Historian: http://www.wisconsinhistory.org/ThinkingLikeaHistorian/
http://www.educationoasis.com/curriculum/graphic_organizers.htm
Denton, C.A, Effective Instruction for Middle School Students (Baltimore, 2012)
Frank, B.B, applications of Reading Strategies within the Classroom (Boston, 2006)
79
HOW TO USE A TEXTBOOK IN A HISTORY CLASS.
Quick tips for teachers to make the most of their textbooks.
1. Give Learners a guided tour of their textbooks.
Make sure that the learners know where to find and how to use the following:
- The Contents Page
- The Index
- The Glossary of key terms
- The Timelines for each Topic
- The chapter overviews and summaries.
2. Teach learners how to use headings
Before starting each new topic read through the main heading, key question and subheadings with the learners.
Discuss the headings with the learners in order to help them predict what they will be
learning about in a topic.
3. Create a glossary of new words
As learners work through each topic they should
- Identify new words.
- Look up the meaning of any new words in the glossary or a dictionary.
- Write down the meaning of new words in their notebooks.
4. Ask Questions
Encourage learners to ‗think aloud‘ and to develop their own questions about the topic as
they read each page of the textbook.
Learners can write down their questions about a topic in their notebooks.
Use the learners‘ questions as the basis for class discussion and short informal writing
pieces.
5. Use the activities in the textbook.
Every lesson should include a written exercise.
So make a point of using the activities in the textbook.
Informal assessments can be peer marked (divide the class into groups of four and swop
notebooks)
Take in a sample of learners‘ class notebooks on a regular basis to monitor and control
their progress every week.
6. Ask More Questions
After studying a topic ask learners to re-read the textbook version and to write down any
questions about the topic which they feel have not been adequately answered.
These unanswered questions could be the basis for further research (for example the
History research project which must be completed by June in G12)
7. Use graphic organisers to make meaning of the content in the textbook.
Use graphic organisers, mind maps or writing frames to help learners summarise and
organise the information in the textbooks.
For example they could organise textbook information using the following concepts:
- Cause and effect
80
-
Comparing two versions of events
Multiple perspectives.
8. Draw, Act or Debate the events
Some learners find it easier to remember and understand new content if they actively
engage with it (rather than writing it down)
Learners could re-enact an event or process from their textbooks
Some learners find it useful to take notes with pictures rather than words.
Hold debates to develop and sustain a line of argument
9. Flipping the Class
Give learners a section of the textbook to read and study at home.
Next day
- Set quick comprehension quiz on the reading homework (keep a record of scores to
see who is struggling with reading for comprehension).
- Give the learners activities which draw on their background knowledge (basic
comprehension) but which enable them to develop the higher order skills of interpretation
and analysis.
Remember!
Teachers are expected to have access to a variety of textbooks to enrich their
understanding of the content and methodology.
Encourage learners to supplement textbook information with a variety of other resources
81
HOW TO STRUCTURE A DOCUMENTS-BASED HISTORY LESSON:
Step 1:
Establish relevant background knowledge and pose the key question.
Establishing background knowledge is the first step in the inquiry process. You can
present background knowledge in a range of different ways. Your choice of method will
depend of the resources available in your school.
Write the key question on your ‗green‘ board. As you give your background lecture
write topic headings important dates and details on the board for the learners to
copy into their classwork books. You can use visual images such as flow charts,
Venn diagrams or mind-maps to organise the content and highlight the historical
concepts.
Use a Powerpoint presentation to give learners an overview of the topic.
If you have access to ICT you could show learners a short, relevant film clip to
establish the historical context of the key question.
Ask students to read the relevant section from their textbooks and begin the
lesson with questions, answers and discussion.
Give learners a timeline of events and have them pose their own questions.
This background knowledge frames the key question, and encourages learners to
pose questions which require greater depth of understanding about the topic.
Learners will then be prepared to investigate the sources that accompany the
lesson in order to find the answers to their questions.
Step 2:
Students read sources, answer guiding questions or complete a
graphic organizer.
Select sources which address the key question.
Construct your lesson around three or four sources with multiple perspectives;
accounts of ‗before‘ and ‗after‘ an event; sources which show continuity and
change etc
Every lesson should involve some form of written exercise which allows learners
to construct knowledge (a paragraph or essay). It may be necessary to complete
the written task for homework.
Depending on the lesson plan, students will engage in different activities as they
read and interpret the documents. The Reading Like a Historian1 curriculum is built
around four basic lesson structures:
1
‘Reading Like a Historian’ (RLH) is the name of the history teaching method and accompanying lesson plans created
by the Stanford History Educators Group at Stanford University in the USA. For more details of their programme and
to download examples of their lesson plans go to their website: http://sheg.stanford.edu/rlh. These notes have
been adapted from their homepage.
82
a) Opening Up the Textbook (OUT): In these lessons, students examine two
documents: the textbook and a historical document that challenges or
expands the textbook's account.
b) Cognitive Apprenticeship: These lessons are based on the idea that ways
of thinking must be made visible in order for students to learn them. In lessons
following this format, teachers first model a historical reading skill, then engage
students in guided practice, and ultimately lead them to independent practice.
c) Inquiry: All lessons in the curriculum include elements of historical inquiry,
where students investigate historical questions, evaluate evidence, and construct
historical claims. Some, however, are designed around an explicit process of
inquiry, in which students develop hypotheses by analyzing sets of documents.
Such inquiries are best suited for block or multiple class periods.
d) Structured Academic Controversy (SAC): For these lessons, students work in
pairs and then teams as they explore historical questions. After taking opposing
positions on a question, they work to gain consensus or at least to clarify their
differences. These lessons are well suited to block or multiple class periods. They
work best after students have gained experience working with primary documents.
Step 3:
Whole-class discussion about a central historical question.
The final segment of a documents-based History lesson, the whole-class discussion, is
the most important. Too often, however, it is dropped due to time constraints. If lesson
time is running out, it might be better to eliminate one of the documents, than cut such a
valuable opportunity to practice historical thinking skills, articulate claims and defend
them with evidence from the documents. Only in whole-class discussion can learners
see that history is open to multiple interpretations, and that the same piece of evidence
can support conflicting claims. Students often find this activity foreign and uncomfortable
at first. But through practice they gain an understanding of their role as knowledgemakers in the history classroom.
83
„TO WHAT EXTENT‟ DO YOU AGREE WITH A STATEMENT
Issue / Topic
Statement / Key Question
Evidence to support statement
Evidence against statement
Use the evidence above to write a paragraph: To what extent do you agree with
the statement…..?‟
I agree with the statement to a certain / large / small degree / partially because
However the statement is not entirely accurate because
84
RECOUNT EVENTS IN A CHRONOLOGICAL (DATE) ORDER
Topic/ Title
Introduce the event / topic which will be explained in chronological (date)
order
First
Then
Afterwards
Finally
In Conclusion
initially
now
first
second
when
TRANSITION WORDS
after
third
until
then
meanwhile for (duration)
later
following
next
on (date)
as soon as
preceding
today
85
until
immediately
finally
afterwards
not long
after
when
during
TEMPLATE FOR STRUCTURING A “CAUSE AND EFFECT” PARAGRAPH
CAUSE 1
CAUSE 2
CAUSE 3
EFFECT
Construct a paragraph from the notes above.
The following causes …………………………………….. , …………………………….
and ……………………………….. have an effect on ……………………………………
…..………………………………………………………………………………………………
As a result ……………………………………………………………………….………and
……………………………………………..happened. This explains why ……………..
..…………………………………………………………………………………………………
…………………………………………………………………………………………………
Transition Words:
As a result of
Because
Begins with
Consequently
Effects of
If …then
In order to
Is caused by
Leads/led to
May be due to
So that
thereby
therefore
thus
When …then
86
A STRATEGY FOR ANALYSING POLITICAL CARTOONS
This is one possible strategy you can use with your students for analysing political
cartoons. Pass out this handout as a reminder for students of what they need to do for
each step. Having completed and discussed the BASIC steps, have your students write a
short paragraph explain what is the meaning of the cartoon and substantiating their
answer with evidence from the visual image.
B.A.S.I.C. – This is a helpful method for analysing political cartoons.
Background – What time period is the cartoon from?
What was going on at the time?
Think specifically about what historical background we would need to know about in
order to understand what is going on in the political cartoon.
Argument – What claim or argument is the author trying to make?
What is the overall
message or thesis of the cartoon?
Symbolism – What are the symbols?
What does each symbol represent?
Remember it is also important to identify key figures or people and what they represent in
the cartoon.
Irony – What is ironic (or humorous) about this cartoon?
How does the cartoonist use
irony to make his argument?
Caricature – What parts of the cartoon or people are exaggerated?
Why are these
parts emphasized or exaggerated? How does the artist use exaggeration to make his
overall argument?
87
SOAPS: A STRATEGY FOR ANALYSING PRIMARY SOURCES
SOAPS
S (Subject) = Briefly
summarise the topic
of the document.
Document 1
Document 2
O (Occasion) =
When was this
document written?
A (Author) = Who is
the author?
P (Perspective) =
What is the authors
perspective/point of
view?
S (Significance) =
Why is this document
significant/important?
88
APPARTTS: A STRATEGY FOR ANALYSING PRIMARY SOURCES
APPARTTS
Document 1
Document 2
Author
Who created the source? What
do you know about the author?
What is the author‘s point of
view/perspective?
Place and Time
When and where was the
source produced? How might
this effect the meaning of the
source?
Prior Knowledge
Beyond information about the
author and the context of its
creation, what do you know that
would help you further
understand the primary source?
Audience
For whom was the source
created and how might this
affect the reliability of the
source?
Reason
Why was the source produced
at the time it was produced?
The Main Idea
What point is the source trying
to convey?
Tone
What is underlying emotion
being communicated?
Significance
Why is this source important?
What inferences can you draw
from this document? Ask
yourself, ―so what?‖ in relation
to the question asked.
89
HISTORY ESSAY WRITING FRAME
Question: (Write the Essay Question in the space below)
Underline the Key ‗instruction‘ words?
Any terms/names/dates need explaining?
Introduction: (Write your introduction below)
Your introduction should contextualise the question (Who? what? where? when?) and
directly address or answer the essay question.
PARAGRAPH 1:
(A) First sentence of first paragraph (PEEL)
(Check: Have you made your key point?)
(B) Development/explanation of point? (PEEL)
(C) Evidence to support your argument? (PEEL)
1.
2.
3.
(D) Check: Have you referred back to the question/linked the point explicitly to the
question? YES? NO
(E) Link to next paragraph/point? (PEEL)
90
PARAGRAPH 2:
(A) First sentence of second paragraph
Check: Have you made your key point? YES/ NO
(B) Development/explanation of the point?
(C) Evidence to support your argument?
1.
2.
3.
(D) Check: Have you referred back to the question/linked the point explicitly to the
question? YES / NO
(E) Link to next paragraph point?
Repeat steps (A) – (E) for each paragraph in your essay.
CONCLUSION:
This essay writing frame can be used for structuring any History essay.
Use it with the paragraph structuring frame (Point > Explain >Example >Link)
and guidelines for writing introductions and conclusions.
Learners can adapt this frame to include as many paragraphs as they need.
91
ESSAY PLANNING TOOL
Essay Question:
General Ideas (these will be the „Point‟ at the start of each paragraph):
Specific Examples (Substantiation or Evidence):
92
THIRTEEN CLASSROOM ACTIVITIES TO DEVELOP HISTORICAL THINKING
1. Write a Letter.
You were at an ‗historic‘ event. Write a 1-2 page letter home that describes what
happened. In the final paragraph, make a judgement and explain why you support
that view of the events.
2. Give a Speech.
Give a speech to your classmates that uses the historical event as its starting point,
but goes on to defend a more general proposition. For example, you might explain
Rosa Park‘s refusal to give up her seat on a Montgomery bus, and then go on to
explain why civil disobedience is or is not justifiable.
3. Draft a Political Flyer.
You were a witness to a significant event in history, for example the Sharpeville
massacre, or the events of Soweto 76. Afterwards you and some friends decide to
call a mass meeting or demonstration. Prepare a one-page handout that describes
the event, takes a stand in support of a position concerning it, and call for some
action to be taken. Be sure to include the reasons why you adopt the views you do.
4. Write a Newspaper Editorial.
You were at a TRC hearing, as a local newspaper editor who must report on and
then propose a reaction to the events. Write a 1-2 page editorial in which you briefly
outline the case, explain the conditions laid done in law as to when amnesty can be
granted and predict whether or not the commissioners will grant amnesty. Clearly
explain your reasons.
5. Perform a Dramatic Dialogue.
Write a dialogue between two of the people involved in an incident. For example, on
the question of releasing political prisoners write and/ or perform a conversation
between FW de Klerk and Andries Treunicht in which they try to convince one
another of their own viewpoint.
6. Make a Map.
Draw a map that follows a traveller or diary writer, such as the freedom riders during
the civil rights movement. Indicate on the map places where important events in the
text occurred.
7. Make a Poster.
You and some friends decide to call a mass meeting or demonstration for example to
demand independence from colonial rule. Design a large poster that would be
pasted to walls that graphically argues for some specific action, and briefly explains
in words why that action is the right one.
8. Draw a Comic Book.
You are the public relations person for an organization involved in one of these
events, such as the Cultural Revolution, to reach people who do not read well, you
- 93 -
decide to make a comic book that explains the issues and urges readers to take a
stand.
9. Write a Song.
Write the lyrics and perform a song that expresses the viewpoint of one of the key
people involved in the historical event. Any musical style -- blues, folk song, rap, rock
ballad, etc. -- is appropriate.
10. Shoot a Video.
You were there and have to shoot a TV news story about an event, such as the fall
of the Berlin Wall. Restate or re-enact what happened, and conclude with an on-air
editorial that proposes and defends some specific action in response to the events.
11. Conduct a Debate.
For example: Is globalisation having a positive influence of South Africa in the 21st
century? Teachers: have students work in pairs to map the argument in a text, and
then join with another pair that mapped it the same way. Ask these foursomes to
take a stand that either agrees or disagrees with the conclusion. Separate them into
three groups: one that argues for the claim, one that argues against it, and the rest of
the class, who will apply these evaluation criteria to each side.
12. Stage a Re-enactment.
Re-enact an event, with students taking different parts, for example: CODESA 1 or 2.
Students should research and then re-enact the positions taken and demands made
by the different political parties and the events which disrupted these negotiations.
13. Hold a Mock Trial.
Teachers assign students to play the roles of key participants in the text and hold a
trial. For example put Chairman Mao on trial for crimes against humanity during the
Cultural Revolution. The Prosecutors, defendants, and attorneys for the defence
must restate the events from their point of view and recommend a course of action.
The rest of class serves as jury.
(Adapted from the Thinking Like a Historian Website. Accessed on 20 June 2013:
http://www.wisconsinhistory.org/teachers/search.asp?id=13)
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