NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P1
NOVEMBER 2015
ADDENDUM
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QUESTION 1:
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HOW DID EAST AND WEST BERLINERS RESPOND TO THE
CONSTRUCTION OF THE BERLIN WALL IN 1961?
SOURCE 1A
This extract was written by JL Gaddis, an American historian, in 2005. It outlines
the reasons for the construction of the Berlin Wall in 1961 and the reaction of both
Nikita Khrushchev and John F Kennedy.
By 1961 some 2,7 million East Germans had fled through the open border to West
Berlin and then on to West Germany. The overall population of the German
Democratic Republic (GDR) had declined since 1949, from 19 million to 17 million.
This was a major crisis for communism itself, as Soviet Vice-Premier, Anastas Mikoya,
warned the East Germans in July 1961, '... If socialism does not win in the GDR; if
communism does not prove itself as superior and vital here, then we have not won.
The issue is this fundamental to us ...'
Khrushchev (the Soviet leader) admitted that 'more than 300 000 people, in fact the
best and most qualified people from the GDR, left the country ... The East German
economy would have collapsed if we hadn't done something soon against the mass
flight ... So the (Berlin) Wall was the only remaining option.'
It went up on the night of 12 to 13 August 1961, first as a barbed wire barrier, but then
as a concrete block wall some twelve feet (about four metres) high and almost a
hundred miles (almost 155 km) long, protected by guard towers, minefields, police
dogs and orders to 'shoot to kill' anyone who tried to cross it. Khrushchev's decision
did stabilise the situation as far as the Cold War superpowers relationship was
concerned. With West Berlin isolated from East Berlin and East Germany, he had no
further need to try to force the Western powers out of the city ...
'It's not a very nice solution,' Kennedy (President of the United States of America)
acknowledged, 'but a wall is a lot better than a war.' The President could not resist
observing, though, when he himself visited the Berlin Wall in June 1963 that 'we never
had to put up a wall to keep our people in, to prevent them from leaving us'.
[From: The Cold War by JL Gaddis]
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SOURCE 1B
The following extract focuses on the events in Berlin after 13 August 1961, the day the
East German government started to build the Berlin Wall. It is an eyewitness account
by John Wilkes, a 19-year-old serviceman in the United States Air Force who was
stationed in Berlin during 1961.
The atmosphere in West Berlin up until this fateful day was positive, even carefree,
despite the fact that Berlin was located well inside East Germany and was surrounded
by East German and Soviet army barracks and airfields ...
Owing partly to this upbeat atmosphere and partly to my youthful naivety (innocence),
I could not believe the East German border guards would actually shoot civilians if they
tried to escape East Berlin once the [Berlin] Wall was under construction. For a few
days after 13 August they didn't. But East Germans knew they had to act fast if they
wanted to get out.
The first to jump the barbed wire, on 22 August, was an officer in the East German
army. Almost immediately, East Berliners trying to reach West Berlin were jumping out
of upper-floor apartment windows and swimming across the rivers and lakes in the city.
The first East Berliner to be shot to death by a border guard, on 24 August, 11 days
after the [Berlin] Wall was begun, was a man swimming across a downtown canal.
After that incident, shootings became common. The most widely publicised killing was
that of Peter Fechter, an 18-year-old East German bricklayer. On 17 August 1962 he
was shot just as he was climbing over the second wall and about to reach safety.
A crowd quickly gathered on both sides of the Wall. Mortally wounded, Fechter had
fallen back into no-man's land. Worried about starting a shooting war, the East German
border guards and the United States soldiers who arrived at the scene dithered
(hesitated).
No one moved to help Fechter, who lay moaning (groaning) and begging for water.
He bled to death in an hour before hundreds of people on both sides of the Wall.
[From: http://www.santacruzsentinel.com/ci_18674221. Accessed on 8 November 2014.]
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SOURCE 1C
This cartoon was drawn by an American, Don Wright. It shows the Soviet leader,
Khrushchev, standing on top of the Berlin Wall with his hands reaching out over the
barbed wire and dead bodies, claiming, 'See How Many are Staying on Our Side.'
"See How
Many are
Staying on Our
Side."
Khrushchev
BERLIN WALL
ERECTED
AUG. 13, 1961
[From: The Cold War: Opposing Viewpoints by W Dudley (ed.)]
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SOURCE 1D
This is an extract from an article that was published on 23 August 1961 in Der Spiegel
(a West German newspaper) entitled 'City Commanders: they did not hear a thing'.
It focuses on how West Berlin citizens protested against the building of the Berlin Wall.
Applause followed the young men as they made their way slowly through the packed
crowd to the podium (stage). The words on their large signs were visible from a
distance: 'Doesn't the West know what to do?', 'Where are the protective powers?' and
'Betrayed by the West?'
The questions remain unanswered. Even West Berlin Mayor, Willy Brandt, a speaker
at the protest rally against sealing off the eastern sector, failed to comfort the crowd of
250 000. Unable to conceal his bitterness over the West's failure to react, the mayor
shouted hoarsely (roughly) into the microphone: 'Berlin expects more than just words!'
... Both the border crisis and the crisis of trust (between West Berliners and the Allies)
began almost simultaneously (at the same time), in the early morning hours of
13 August, Berlin's Black Sunday, when Soviet army tanks rolled towards the sector
borders and the Western powers were hardly able to conceal their lack of concern for
the latest Berlin crisis. The American, English and French militaries took little notice of
Ulbricht's (the East German leader) gathering troops.
... The disappointment of the embittered (angered) Berliners over the tepid (weak)
reaction of their Western protectors grew so great that last Wednesday … 88 hours
after the transformation of the Soviet zone into a concentration camp … special
security measures were implemented to control the protest rally arranged by West
Berlin's Senator for the Interior, Joachim Lipschitz, at the Schöneberg district town hall.
Some 12 000 West Berlin police were ordered to use water cannons and rubber
truncheons (batons) to stop demonstrations (by West Berlin citizens) that cropped up
(happened) at Potsdamer Platz, the Brandenburg Gate and even at the American
headquarters in the district of Zehlendorf.
[From: http://www.spiegel.de/international/germany/from-the-archive-berliners-blame-allies-for-wallconstruction-a-778019.html. Accessed on 20 January 2015.]
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QUESTION 2:
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WHY DID THE BATTLE OF CUITO CUANAVALE BECOME
THE FOCAL POINT OF THE COLD WAR IN ANGOLA IN 1987
AND 1988?
SOURCE 2A
The following extract describes the involvement of Angola, Cuba, South Africa and the
Soviet Union in the Battle of Cuito Cuanavale that was fought in 1987 and 1988.
In August 1987 Angolan and Cuban brigades (units of soldiers) under a Russian
commander began a large-scale attack on UNITA. The South African troops who were
rushed to the rescue made use of tanks for the first time since World War II. The
fighting that raged to the north of Mavinga has been called the greatest battle to date in
Africa south of the Sahara. The South Africans, supported by UNITA, halted the
Angolans' advance on the Lomba River and then drove them back towards Cuito
Cuanavale, where the Angolan soldiers dug in and resisted obstinately (stubbornly).
They also began to get increasing support from their air force while the South African
air force began to lose air control. The Chief of the South African Defence Force
(SADF) thought that Cuito Cuanavale could be taken, but that it would cost the lives of
about 300 white soldiers as well as a great number of black soldiers from the South
West African Territorial Force and UNITA. Such a price was regarded as too high and
it was decided to leave Cuito Cuanavale in Angolan possession ...
... Cuito Cuanavale was a turning point in the history of Southern Africa. The stalemate
there led all parties to think again. It was clear to all that victory was not in sight and
that to continue the war would lead to continually greater losses. South Africa found it
ever more difficult to justify the enormous (huge) cost of the war in Angola, amounting
to over R1 million a day. Above all, the lengthening list of young men dying in Angola
and the increasing militarisation of South Africa was arousing opposition. At the same
time Angola yearned (desired) for peace so that her war-damaged economy,
infrastructure and human relations might be repaired.
th
[From: South Africa in the 20 Century by BJ Liebenberg and SB Spies (eds.)]
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SOURCE 2B
This extract outlines General Jannie Geldenhuys's views about the South African
Defence Force's (SADF's) involvement in the Battle of Cuito Cuanavale.
General Geldenhuys said that the South African Defence Force (SADF) had strictly
limited objectives when its forces became substantially engaged with UNITA in southeastern Angola in July 1987. 'It was not our intention to start a war that might end in
Luanda and go on forever. We did not want to make Angola our Vietnam. Our aim,
after crossing into Angola, was to achieve certain limited tasks and then get out.'
Geldenhuys denied that Cuito Cuanavale was ever an objective of strategic importance
for the SADF. 'Cuito Cuanavale was put into the limelight by the Cubans. I actually
forbade the Chief of the Army [Kat Liebenberg] to take Cuito Cuanavale. I made just
one concession: If our operations so developed that Cuito Cuanavale fell into our lap
and we could capture it without fighting for it, then our troops could occupy it.
'Additionally we had to be sure we would be able to defend it, because there is no point
in capturing a place if you cannot hold it.'
Geldenhuys said there were several ways in which to argue about who won the war for
Africa. The best way was to look at the initial objectives of each side. 'The CubanFAPLA objective was to capture Mavinga and Jamba. They didn't accomplish it. Our
objective was to prevent them from taking Mavinga and Jamba. We succeeded.'
[From: The War for Africa – Twelve Months that Transformed a Continent by F Bridgland]
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SOURCE 2C
The following statistics were provided by General Geldenhuys. It shows the military
losses that Cuba/FAPLA and the SADF suffered during the Battle of Cuito Cuanavale
(1987 to 1988). No figures were available for the UNITA forces that, at the time, fought
alongside the SADF.
Cuban/FAPLA and SADF losses during the Battle of Cuito Cuanavale
(1987 to 1988)
Tanks
Armoured vehicles
Rocket launchers
Artillery guns
Mobile bridges
Logistical vehicles
Missile systems
Radars
23 mm anti-tank guns
Fighter aircraft
Light aircraft
Helicopters
Lives lost
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CUBAN/FAPLA
LOSSES
94
100
34
9
7
389
15
5
22
9
0
9
4 785
SADF LOSSES
3
11
0
0
0
0
0
0
n/a
2 (1 shot down; accident)
1
0
31
[From: The SADF in The Border War: 1966–1989 by L Scholtz]
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SOURCE 2D
The following extract is taken from an article, 'Cuito Cuanavale, Angola –
25th Anniversary of a Historical African Battle', that was written by Ronnie Kasrils on
24 April 2008. Kasrils was a member of the National Executive Committee of the
African National Congress (ANC) during the Battle of Cuito Cuanavale.
A master stroke was the rapid construction of airstrips by Cuban engineers at Cahama
and Xangongo, within 300 kilometres of the Namibian border, which brought the
strategic Ruacana and Calueque hydroelectric dam systems on the Cunene River
within striking distance. Soviet MIG-23s (war planes), flown by Cuban pilots, had
demonstrated their superiority over South Africa's aged Mirage fighters (war planes)
and now that they commanded the skies the network of SADF bases in northern
Namibia was at their mercy ...
The end for the SADF was signalled on 27 June 1988. A squadron of (Soviet) MIGs
bombed the Ruacana and Calueque installations, cutting the water and power supply
to Ovamboland and its military bases, and killing eleven young South African
conscripts (recruits) ...
The Cubans could have marched into Namibia but exercised restraint (self-control). All
parties, including the United States and Soviet Union, were looking for compromise
and a way forward in negotiations that had previously been going nowhere. Castro was
not looking for a bloody encounter which would have cost many lives on both sides,
and neither were apartheid's generals and political leaders. They could afford
casualties even less than the Cubans, considering the popular mass struggle,
escalating armed operations within South Africa by the ANC's armed wing, Umkhonto
we Sizwe (Spear of the Nation), and a growing resistance amongst white conscripts
against military service.
[From: http://monthlyreview.org/2013/04/01/cuito-cuanavale-angola/. Accessed on 12 November 2014.]
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QUESTION 3:
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HOW DID CONSERVATIVE WHITE AMERICANS RESPOND TO
THE INTEGRATION OF CENTRAL HIGH SCHOOL IN LITTLE
ROCK, ARKANSAS, IN 1957?
Background information:
Central High School in Little Rock, Arkansas, was built for exclusive use by white
American students. This was in line with the policy of segregation that was practised in
the Southern States of America. Some African Americans challenged these
segregatory policies in terms of the Supreme Court ruling in the Brown versus Board
of Education case of 1954, which stated that 'separate educational facilities are
inherently unequal'. In response, the Board of Central High School accepted this court
ruling and began the process of integration in September 1957.
SOURCE 3A
This source outlines how the Little Rock Nine from Arkansas were recruited as the first
African American students to attend Central High School in September 1957. They
were prepared and orientated for school integration by Daisy Bates, the president of
the National Association for the Advancement of Coloured People (NAACP).
Despite the opposition, nine students registered to be the first African Americans to
attend Central High School. Minnijean Brown, Elizabeth Eckford, Ernest Green,
Thelma Mothershed, Melba Patillo, Gloria Ray, Terrence Roberts, Jefferson Thomas
and Carlotta Walls had been recruited by Daisy Gaston Bates, president of the
Arkansas NAACP and co-publisher, with her husband, LC Bates, of the Arkansas State
Press, an influential African-American newspaper.
Daisy Bates and others from the Arkansas NAACP carefully vetted (evaluated) the
group of students and determined if they all possessed the strength and determination
to face the resistance they would encounter.
In the weeks prior to the start of the new school year, the students participated in
intensive counselling sessions, guiding them on what to expect once classes began
and how to respond to anticipated hostile (unfriendly) situations. The group came to be
known as the Little Rock Nine.
[From: http://www.history.com/topics/black-history/central-high-school-integration.
Accessed on 1 November 2014.]
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SOURCE 3B
This is an extract from a speech that the Governor of Arkansas, Orval Faubus,
delivered on 2 September 1957. In this television address he told the people of
Arkansas how he felt about the integration of white public schools in Little Rock,
Arkansas.
We are now faced with a far different problem, and that is the forcible integration of the
public schools of Little Rock against the overwhelming sentiment (feeling) of the people
of the area. This problem gives every evidence and indication that the attempt to
integrate forcibly will bring about widespread disorder and violence.
There is another aspect which I must recognise, and that is the fact that this particular
problem and its solution is not only statewide, but nationwide in scope. This, of course,
is most unfortunate, but it is a situation not of my making.
The plan of integration now being forced upon us by the federal courts was set up by
the Little Rock School Board and its superintendent, and approved by a federal court
prior to expressions of the people, which have been made manifest (clear) since that
time. These expressions of the people have been clearly indicated by the greatest,
time-honored principles of democracy, by the exercise of the franchise (right) of the
ballot box, and the expressions of the members of the legislature who are elected by
and are the representatives of the people.
[From: http://southerncolloqrhetoric.net/web/resources/Faubus570902.pdf.
Accessed on 1 November 2014.]
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SOURCE 3C
This extract focuses on an interview that Daisy Bates conducted with Dr Benjamin
Fine, former education editor of The New York Times. He gave an account of what
occurred on the first day of integration at Central High School, 4 September 1957.
A few days after the (Arkansas) National Guard blocked the negro* (African-American)
children's entrance to the school, Ben showed up at my house.
'Daisy, they spat in my face. I've been a marked man ever since the day Elizabeth tried
to enter Central. I never told you what happened that day. I tried not to think about it.
Maybe I was ashamed to admit to you or to myself that white men and women could
be so cruel.
I was standing in front of the school that day. Suddenly there was a shout: "They're
here! The niggers* are coming!" I saw a sweet little girl who looked about fifteen,
walking alone. She tried several times to pass through the guards. The last time she
tried, they put their bayonets (sharp knife attached to the barrel of a rifle) in front of her.
The women were shouting, "Get her! Lynch her!" The men were yelling, "Go home …"
She finally made it to the bus stop. 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. Daisy, I don't
know what made me put my arm around her, lifting her chin, saying, "Don't let them
see you cry."
There must have been five hundred around us by this time. I vaguely remember
someone hollering (shouting), "Get a rope and drag her over to this tree."
The irony of it all, Daisy, is that during all this time the National Guardsmen made no
effort to protect Elizabeth or to help me. Instead, they threatened to have me arrested
for inciting to riot.'
Elizabeth, whose dignity and control in the face of jeering mobsters had been filmed by
television cameras and recorded in pictures flashed to newspapers over the world, had
overnight become a national heroine. During the next few days newspaper reporters
besieged (surrounded) her house, wanting to talk to her.'
[From: The Long Shadow of Little Rock by D Bates]
* Nigger/Negro: A derogatory (offensive) term used to refer to African Americans
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SOURCE 3D
This visual source is a leaflet that was designed and distributed by the Capital Citizens
Council (CCC). It was an organisation that was established by conservative white
Americans who lived in Little Rock, Arkansas. Their aim was to oppose the integration
of Central High School in 1957.
[From: http: //www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=718#.
Accessed on 2 November 2014.]
National Guardsmen that were deployed by President Eisenhower in 1957.
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ACKNOWLEDGEMENTS
Visual sources and other historical evidence were taken from the following:
Bates, D. 1966. The Long Shadow of Little Rock (Mckay, New York)
Bridgland, F. 1990. The War for Africa – Twelve Months that Transformed a Continent
(Ashanti, Gibraltar)
Dudley, W. (ed.) 1992. The Cold War: Opposing Viewpoints (Cengate Gale, Michigan)
Gaddis, JL. 2005. The Cold War (Penguin, New York)
http://monthlyreview.org/2013/04/01/cuito-cuanavale-angola/ (12 November 2014)
http://southerncolloqrhetoric.net/web/resources/Faubus570902.pdf (1 November 2014)
http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=718#
(2 November 2014)
http://www.history.com/topics/black-history/central-high-school-integration
(1 November 2014)
http://www.santacruzsentinel.com/ci_18674221 (8 November 2014)
http://www.spiegel.de/international/germany/from-the-archive-berliners-blame-allies-forwall-construction-a-778019.html (20 January 2015)
Liebenberg, BJ and Spies, SB (eds.). 1993. South Africa in the 20th Century
(JL van Schaik, Pretoria)
Scholtz, L. 2013. The SADF in the Border War: 1966–1989 (Tafelberg, Cape Town)
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NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P1
NOVEMBER 2015
MARKS: 150
TIME: 3 hours
This question paper consists of 9 pages and an addendum of 14 pages.
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INSTRUCTIONS AND INFORMATION
1.
This question paper consists of SECTION A and SECTION B based on the
prescribed content framework in the CAPS document.
SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: THE COLD WAR: THE ORIGINS OF THE COLD WAR
QUESTION 2: INDEPENDENT AFRICA: CASE STUDY – ANGOLA
QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE
1970s: CIVIL RIGHTS MOVEMENT
SECTION B: ESSAY QUESTIONS
QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM
QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY –
THE CONGO AND TANZANIA
QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE
1970s: BLACK POWER MOVEMENT
2.
SECTION A consists of THREE source-based questions. Source material that
is required to answer these questions will be found in the ADDENDUM.
3.
SECTION B consists of THREE essay questions.
4.
Answer THREE questions as follows:
4.1
At least ONE must be a source-based question and at least ONE must
be an essay question.
4.2
The THIRD question can be either a source-based question or an
essay question.
5.
You are advised to spend at least ONE hour per question.
6.
When answering questions you should apply your knowledge, skills and
insight.
7.
You will be disadvantaged by merely rewriting of the sources as answers.
8.
Number the answers correctly according to the numbering system used in this
question paper.
9.
Write clearly and legibly.
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SECTION A: SOURCE-BASED QUESTIONS
Answer at least ONE question, but not more than TWO questions, in this section.
Source material to be used to answer these questions is contained in the ADDENDUM.
QUESTION 1:
HOW DID EAST AND WEST BERLINERS RESPOND TO THE
CONSTRUCTION OF THE BERLIN WALL IN 1961?
Study Sources 1A, 1B, 1C and 1D and answer the questions that follow.
1.1
1.2
Refer to Source 1A.
1.1.1
Why, according to the source, did the overall population of East
Germany decline between 1949 and 1961?
(1 x 2)
(2)
1.1.2
Define the term communism in your own words.
(1 x 2)
(2)
1.1.3
Explain why the Soviet Vice-Premier stated that the situation in
East Germany was a 'crisis for communism'.
(2 x 2)
(4)
1.1.4
State TWO factors that motivated Khrushchev to order the building
of the Berlin Wall in 1961.
(2 x 1)
(2)
1.1.5
Comment on President Kennedy's statement, 'but a wall is a lot
better than a war', in the context of the construction of the Berlin
Wall in 1961.
(2 x 2)
(4)
Consult Source 1B.
1.2.1
Describe the atmosphere in West Berlin before the Wall was built.
(2 x 1)
(2)
1.2.2
Explain what was implied by the statement, 'East Germans knew
they had to act fast if they wanted to get out'.
(1 x 2)
(2)
1.2.3
Quote THREE ways, from the source, in which East Berliners
attempted to escape after the Soviet government built the Berlin
Wall.
(3 x 1)
(3)
Using the information in the source and your own knowledge,
explain why Peter Fechter was left to die after he was shot while
trying to climb over the Berlin Wall in 1961.
(2 x 2)
(4)
1.2.4
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1.3
4
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Study Source 1C.
1.3.1
1.3.2
1.4
(4)
Explain why you would regard the cartoonist's portrayal of events
in the source as biased. Support your answer with relevant
reasons.
(2 x 2)
(4)
Identify THREE pieces of evidence in the source that show that
West Berliners were unhappy about the Allied powers' response to
the construction of the Berlin Wall.
(3 x 1)
(3)
Why do you think the journalist referred to the Soviet zone in Berlin
as a 'concentration camp'?
(1 x 2)
(2)
Refer to Sources 1A and 1D. Explain how the information in Source 1D
supports the evidence in Source 1A regarding the Western powers' lack of
action during the construction of the Berlin Wall in 1961.
(2 x 2)
(4)
1.4.2
1.6
What messages do you think the cartoonist intended to convey
regarding the rights of people who lived under communist rule in
East Berlin? Use the visual clues in the source to support your
answer.
(2 x 2)
Use Source 1D.
1.4.1
1.5
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Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words), explaining how both East
and West Berliners responded to the construction of the Berlin Wall in 1961.
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QUESTION 2:
DBE/November 2015
WHY DID THE BATTLE OF CUITO CUANAVALE BECOME
THE FOCAL POINT OF THE COLD WAR IN ANGOLA IN 1987
AND 1988?
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow.
2.1
2.2
Read Source 2A.
2.1.1
Identify the TWO countries whose brigades were involved in
launching an attack on UNITA in August 1987.
(2 x 1)
(2)
2.1.2
Why, according to the source, did South Africa become involved in
the Angolan war in 1987?
(1 x 2)
(2)
2.1.3
Quote evidence from the source that suggests that the SADF was
unsuccessful in capturing Cuito Cuanavale.
(2 x 1)
(2)
2.1.4
Explain why the Battle of Cuito Cuanavale became a turning point
in the history of Southern Africa.
(2 x 2)
(4)
2.1.5
Why did it become necessary for peace to be restored in Angola
after the Battle of Cuito Cuanavale?
(2 x 1)
(2)
Consult Source 2B.
2.2.1
What evidence in the source suggests that the SADF did not want
to wage full-scale war in Angola?
(2 x 1)
(2)
2.2.2
Explain whether you agree with General Geldenhuys's viewpoint
that Cuito Cuanavale was not an 'objective of strategic importance'
to the SADF.
(2 x 2)
(4)
Comment on the validity of General Geldenhuys's claim that the
SADF 'won the war for Africa'. Support your answer with TWO
reasons.
(2 x 2)
(4)
2.2.3
2.3
Study Source 2C.
2.3.1
2.3.2
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After analysing the statistics provided by General Geldenhuys, who
do you think won the Battle of Cuito Cuanavale? Support your
answer with evidence from the source.
(2 x 2)
(4)
Explain whether you would regard the statistics provided in the
source about the losses in the Battle of Cuito Cuanavale, as
reliable.
(2 x 2)
(4)
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2.4
6
NSC
DBE/November 2015
Read Source 2D.
2.4.1
Name TWO roles that the Cubans played during the Battle of Cuito
Cuanavale.
(2 x 1)
(2)
2.4.2
Explain to what extent Ronnie Kasrils was justified in his claim that
27 June 1988 signalled the end for the SADF.
(2 x 2)
(4)
2.4.3
Give TWO reasons why the SADF decided to abandon its military
involvement in Angola.
(2 x 1)
(2)
2.5
Consult Sources 2C and 2D and explain how the information in these sources
differs regarding the SADF's role in the Battle of Cuito Cuanavale.
(2 x 2)
(4)
2.6
Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words) evaluating why the Battle
of Cuito Cuanavale became the focal point of the Cold War in Angola in 1987
and 1988.
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[50]
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7
NSC
QUESTION 3:
DBE/November 2015
HOW DID CONSERVATIVE WHITE AMERICANS RESPOND TO
THE INTEGRATION OF CENTRAL HIGH SCHOOL IN LITTLE
ROCK, ARKANSAS, IN 1957?
Study Sources 3A, 3B, 3C and 3D and answer the questions that follow.
3.1
3.2
3.3
Read Source 3A.
3.1.1
Name any TWO African-American students that attended Central
High School in 1957.
(2 x 1)
(2)
3.1.2
Quote evidence from the source that suggests that Daisy Bates
was an influential leader in the African-American community. (2 x 1)
(2)
3.1.3
Why did Daisy Bates and members of the NAACP decide to
expose (subject) the 'Little Rock Nine' to the following:
(a)
An evaluation
(1 x 2)
(2)
(b)
Counselling sessions
(1 x 2)
(2)
Refer to Source 3B.
3.2.1
Define the term integration in your own words.
(1 x 2)
(2)
3.2.2
Explain how Governor Faubus reacted to the integration of public
schools in Little Rock.
(1 x 2)
(2)
3.2.3
What, according to Governor Faubus, would happen when
integration was allowed to occur in white American schools? (2 x 1)
(2)
3.2.4
Governor Faubus made reference to 'time-honored principles of
democracy'. Explain why you would regard this statement
contradictory to (going against) his views about the desegregation
of Central High School in Little Rock, Arkansas.
(2 x 2)
(4)
Study Source 3C.
3.3.1
Why, according to evidence in the source, did Dr Fine not inform
Daisy Bates about what occurred on 4 September 1957?
(1 x 2)
(2)
3.3.2
Why do you think the National Guardsmen made no effort to
protect Elizabeth Eckford?
(2 x 2)
(4)
3.3.3
How did Elizabeth Eckford respond to the hostility that was shown
to her by the mob? Give TWO examples.
(2 x 1)
(2)
3.3.4
Explain why you would consider this piece of historical evidence
useful to a historian researching Elizabeth Eckford's first day at
Central High School.
(2 x 2)
(4)
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History/P1
3.4
3.5
8
NSC
Consult Sources 3A and 3C. Comment on the ways in which the NAACP
prepared Elizabeth Eckford (Source 3A) to cope with the intimidation tactics of
the white American mob (Source 3C).
(2 x 2)
(4)
Refer to Source 3D.
3.5.1
3.5.2
3.6
DBE/November 2015
Explain the use of the words 'Brotherhood by Bayonet' in the
context of school desegregation at Central High School in 1957.
(2 x 2)
(4)
Using the information in the source and your own knowledge,
explain what might have influenced the Capital Citizens Council
(CCC) to design this leaflet.
(2 x 2)
(4)
Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words) to explain how
conservative white Americans responded to the integration of Central High
School in 1957.
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(8)
[50]
History/P1
9
NSC
DBE/November 2015
SECTION B: ESSAY QUESTIONS
Answer at least ONE question, but not more than TWO questions, in this section.
Your essay should be about THREE pages long.
QUESTION 4:
EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM
All the military might of the United States of America's army could not defeat a small
nation of Vietnamese peasants.
Critically discuss this statement in the context of the military strategies that both the
United States of America and the Vietcong used in Vietnam between 1963 and 1973.
QUESTION 5:
INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE
CONGO AND TANZANIA
Evaluate the differences and similarities in leadership between Mobutu Sese Seko and
Julius Nyerere in transforming the political and economic policies of their countries
during the 1960s and 1970s.
QUESTION 6:
[50]
[50]
CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s:
BLACK POWER MOVEMENT
Explain to what extent Malcolm X and Stokely Carmichael were successful in instilling
'Black Pride' among African Americans in the 1960s.
[50]
Use relevant examples to support your answer.
TOTAL:
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150
NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P1
NOVEMBER 2015
MEMORANDUM
MARKS: 150
This memorandum consists of 24 pages.
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History/P1
2
NSC – Memorandum
DBE/November 2015
1.
SOURCE-BASED QUESTIONS
1.1
The following cognitive levels were used to develop source-based questions:
Cognitive
Levels
Historical skills
Weighting of
questions
Extract evidence from sources
30%
Selection and organisation of relevant
LEVEL 1
(15)
information from sources
• Define historical concepts/terms
• Interpretation of evidence from sources
40%
LEVEL 2
• Explain information gathered from sources
(20)
• Analyse evidence from sources
• Interpret and evaluate evidence from sources
• Engage with sources to determine its
30%
usefulness, reliability, bias and limitations
LEVEL 3
(15)
• Compare and contrast interpretations and
perspectives presented in sources and draw
independent conclusions
1.2
The information below indicates how source-based questions are
assessed:
• In the marking of source-based questions, credit needs to be given to any
other valid and relevant viewpoints, arguments, evidence or examples.
• In the allocation of marks, emphasis should be placed on how the
requirements of the question have been addressed.
• In the marking guideline, the requirements of the question (skills that need to
be addressed) as well as the level of the question are indicated in italics.
1.3
•
•
Assessment procedures for source-based questions
• Use a tick () for each correct answer
• Pay attention to the mark scheme e.g. (2 x 2) which translates to two reasons
and is given two marks each ( ); (1 x 2) which translates to one reason
and is given two marks ()
• If a question carries 4 marks then indicate by placing 4 ticks ()
Paragraph question
Paragraphs are to be assessed globally (holistically). Both the content and
structure of the paragraph must be taken into account when awarding a mark. The
following steps must be used when assessing a response to a paragraph question:
• Read the paragraph and place a bullet ( . ) at each point within the text where
the candidate has used relevant evidence to address the question.
• Re-read the paragraph to evaluate the extent to which the candidate has been
able to use relevant evidence to write a paragraph.
• At the end of the paragraph indicate the ticks (√) that the candidate has been
awarded for the paragraph; as well as the level (1,2, or 3) as indicated in the
holistic rubric and a brief comment e.g.
___________ ˖ __________________________ ˖ _________________________
_________________ ˖ ____________________________ ˖ _________________
√√√√
Level 2
Used mostly relevant evidence to write a basic paragraph
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NSC – Memorandum
DBE/November 2015
•
Count all the ticks for the source-based question and then write the mark on the
right hand bottom margin e.g. 32
50
•
Ensure that the total mark is transferred accurately to the front/back cover of the
answer script.
2.
ESSAY QUESTIONS
2.1
The essay questions require candidates to:
• Be able to structure their argument in a logical and coherent manner. They
need to select, organise and connect the relevant information so that they are
able to present a reasonable sequence of facts or an effective argument to
answer the question posed. It is essential that an essay has an introduction, a
coherent and balanced body of evidence and a conclusion.
2.2
Marking of essay questions
• Markers must be aware that the content of the answer will be guided by the
textbooks in use at the particular centre.
• Candidates may have any other relevant introduction and/or conclusion than
those included in a specific essay marking guideline for a specific essay.
• When assessing open-ended source-based questions, learners should be
credited for any other relevant answers.
2.3
Global assessment of the essay
The essay will be assessed holistically (globally). This approach requires the
teacher to score the overall product as a whole, without scoring the component
parts separately. This approach encourages the learner to offer an individual
opinion by using selected factual evidence to support an argument. The learner will
not be required to simply regurgitate 'facts' in order to achieve a high mark. This
approach discourages learners from preparing 'model' answers and reproducing
them without taking into account the specific requirements of the question. Holistic
marking of the essay credits learners' opinions supported by evidence. Holistic
assessment, unlike content-based marking, does not penalise language
inadequacies as the emphasis is on the following:
• The construction of argument
• The appropriate selection of factual evidence to support such argument
• The learner's interpretation of the question.
2.4
Assessment procedures of the essay
2.4.1 Keep the synopsis in mind when assessing the essay.
2.4.2 During the reading of the essay ticks need to be awarded for a relevant
introduction (indicated by a bullet in the marking guideline/memorandum),
each of the main points/aspects that is properly contextualized (also
indicated by bullets in the marking guideline/memorandum) and a relevant
conclusion (indicated by a bullet in the marking guideline/memorandum) e.g.
in an answer where there are 5 main points there will be 7 ticks.
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4
NSC – Memorandum
DBE/November 2015
2.4.3 The following additional symbols can also be used:
• Introduction, main aspects and conclusion not properly contextualised
2.5
^
• Wrong statement
_________________
• Irrelevant statement
|
|
|
• Repetition
R
• Analysis
A√
• Interpretation
1√
The matrix
2.5.1 Use of the matrix in the marking of essays
In the marking of essays, the criteria as provided in the matrix should be used.
When assessing the essay note both the content and presentation. At the point of
intersection of the content and presentation based on the seven competency
levels, a mark should be awarded.
(a)
The first reading of essays will be to determine to what extent the main
aspects have been covered and to allocate the content level (on the
matrix).
C
(b)
The second reading of essays will relate to the level (on the matrix) of
presentation.
C
P
(c)
LEVEL 4
LEVEL 4
LEVEL 3
Allocate an overall mark with the use of the matrix.
C
P
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LEVEL 4
LEVEL 3
}26–27
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NSC – Memorandum
DBE/November 2015
MARKING MATRIX FOR ESSAY: TOTAL: 50
PRESENTATION
CONTENT
LEVEL 7
LEVEL 6
LEVEL 5
LEVEL 4
LEVEL 3
LEVEL 2
Very well
planned and
structured essay.
Good synthesis
of information.
Developed an
original, well
balanced and
independent line
of argument with
the use of
evidence and
sustained and
defended the
argument
throughout.
Independent
conclusion is
drawn from
evidence to
support the line
of argument.
Very well
planned and
structured essay.
Developed a
relevant line of
argument.
Evidence used to
defend the
argument.
Attempts to draw
an independent
conclusion from
the evidence to
support the line
of argument.
Well planned and
structured essay.
Attempts to
develop a clear
argument.
Conclusion
drawn from the
evidence to
support the line
of argument.
Planned and
constructed an
argument.
Evidence used to
some extent to
support the line
of argument.
Conclusions
reached based
on evidence.
Shows some
evidence of a
planned and
constructed
argument.
Attempts to
sustain a line of
argument.
Conclusions not
clearly supported
by evidence.
Attempts to
structure an
answer.
Largely
descriptive or
some attempt at
developing a line
of argument. No
attempt to draw a
conclusion.
LEVEL 1*
47–50
43–46
43–46
40–42
38–39
38–39
36–37
34–35
30–33
28–29
30–33
28–29
26–27
26–27
24–25
20–23
20–23
18–19
14–17
14–17
0–13
Little or no
attempt to
structure the
essay.
LEVEL 7
Question has been
fully answered.
Content selection
fully relevant to line
of argument.
LEVEL 6
Question has been
answered.
Content selection
relevant to a line of
argument.
LEVEL 5
Question answered
to a great extent.
Content adequately
covered and
relevant.
LEVEL 4
Question
recognisable in
answer.
Some omissions or
irrelevant content
selection.
LEVEL 3
Content selection
does relate to the
question, but does
not answer it, or
does not always
relate to the
question.
Omissions in
coverage.
LEVEL 2
Question
inadequately
addressed. Sparse
content.
LEVEL 1*
Question
inadequately
addressed or not at
all. Inadequate or
irrelevant content.
*
Guidelines for allocating a mark for Level 1:
•
•
•
Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0
Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6
Question inadequately addressed and vague; little attempt to structure the essay = 7–13
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6
NSC – Memorandum
DBE/November 2015
SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1:
HOW DID EAST AND WEST BERLINERS RESPOND TO THE
CONSTRUCTION OF THE BERLIN WALL IN 1961?
1.1
1.1.1 [Extraction of evidence from Source 1A – L1]
• 2,7 million East Germans fled to West Germany through West Berlin
(1 x 2) (2)
1.1.2 [Explanation of a historical concept from Source 1A – L1]
• A political theory/ideology based on the writings of Karl Marx which aimed to
establish a classless society
• Communism can be referred to as an economic system in which the state
owned and controlled the land, industry, property and wealth of the nation
• Any other relevant response
(any 1 x 2) (2)
1.1.3 [Interpretation of information from Source 1A – L2]
• East Germany was supposed to be a role model of communism
• If the ideology of communism did not work in East Germany then
it would have been seen to have failed in practice
• Any other relevant response
(any 2 x 2) (4)
1.1.4 [Extraction of information from Source 1A – L1]
• The mass migration of more than 300 000 people from GDR (East Germany)
• The loss of highly experienced and qualified people to West Germany
• The East German economy would have collapsed if the flight of qualified and
scarce personnel did not stop
(any 2 x 1 ) (2)
1.1.5 [Interpretation of information in Source 1A – L2]
• Kennedy implied that if the wall had not been built there was a possibility
that war would have broken out
• Kennedy's statement suggests that the US was willing to tolerate the wall
because it reduced the tension in both Berlin and Germany
• Any other relevant response
(any 2 x 2) (4)
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7
NSC – Memorandum
1.2
1.2.1 [Extraction of information from Source 1B – L1]
• Positive
• Carefree/upbeat
DBE/November 2015
(2 x 1) (2)
1.2.2 [Interpretation of information in Source 1B – L2]
• The East Germans were aware that if they did not leave East Berlin
immediately, then soon all the borders would be closed and they would be
entrapped under communist rule
• East Germans needed to leave immediately if they wanted freedom and not be
under communist rule
• Any other relevant response
(any 1 x 2) (2)
1.2.3 [Extraction of information from Source 1B – L1]
• They jumped over the barbed wire/'fence'/'wall'
• They jumped out of windows from multi-storey buildings that were situated on
the border of West Berlin
• They swam across rivers and lakes in the city
(3 x 1) (3)
1.2.4 [Interpretation of information in Source 1B – L2]
• Fechter had fallen into 'no-man's-land' the area on the east side of the wall
• West Berlin soldiers did not want to risk their lives in trying to assist him
• The guards on both sides were worried about starting a 'shooting war' (an open
gun battle)
• The East German guards had been ordered to 'shoot to kill' and may have been
unsure as to what to do with an injured person
• The East German soldiers may have seen Fechter as a traitor and therefore did
not want to help him
• It could have led to an outbreak of another war
• Any other relevant response
(any 2 x 2) (4)
1.3
1.3.1 [Analysis of information from Source 1C – L2]
• For Khrushchev East Berliners had no right to freedom of movement since the
wall had been built
• The East Berliners were being imprisoned in East Berlin against their will as
illustrated by the barbed wire
• Their right to life was being violated as shown by the dead bodies on top of the
Berlin Wall
• East Berlin was like a concentration camp
• Any other relevant response
(any 2 x 2) (4)
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8
NSC – Memorandum
DBE/November 2015
1.3.2 [Detecting bias in Source 1C – L3]
BIASED because:
• It was drawn by an American cartoonist in the context of the Cold War so it is
likely that it will present a negative picture of communist rule in East Berlin
• Khrushchev was portrayed as being callous and an insensitive leader and he
does not seem to care about the people who have died trying to escape from
East Berlin
• The wall is portrayed in a negative light; there is no reference to Kennedy's
suggestion that the wall reduced tensions between East and West and may
have prevented the outbreak of war
• Communism is shown as ruthless/callous
• The cartoon suggests that the communists did not have any regard for human
rights
• Any other relevant response
(any 2 x 2) (4)
1.4
1.4.1 [Extraction of information from Source 1D – L1]
• ‘Doesn’t the West know what to do’
• ‘Where are the protective powers?’
• ‘Betrayed by the West’
• Protest rally (a crowd of 250 000 attended)
• The mayor spoke with bitterness
• Demonstrations
(any 3 x 1) (3)
1.4.2 [Interpretation of information from Source 1D – L2]
• The people living within the Soviet bloc were being imprisoned against their will
• Armed patrols were ordered to 'shoot to kill' if people tried to flee/escape
• Barbed wire and a wall was built to prevent the East Berliners from escaping
• The journalist may have wanted to shock his readers and show how strongly he
was opposed to the Berlin Wall
• Any other relevant response
(any 1 x 2) (2)
1.5
[Comparison of evidence and ascertaining the similarities between Sources 1A
and 1D – L3]
• Source 1D indicates that the Western powers could not conceal their lack of
concern for the construction of the Berlin Wall while Source 1A states that the
'barbed wire barrier' went up on the night of 12 to 13 August 1961
• In Source 1D the West Berlin mayor, Willy Brandt, was unable to conceal his
bitterness of the West's failure to react to the construction of the Berlin Wall and
stated 'Berlin expects more than just words' while in Source 1A President
Kennedy stated that 'a wall is a hell of a lot better than a war'
• Source 1D refers to 13 August 1961 as 'Black Sunday' while Source 1A
indicated that the Wall went up on the night of 12 to 13 August 1961
• Any other relevant response
(any 2 x 2) (4)
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1.6
9
NSC – Memorandum
DBE/November 2015
[Interpretation, evaluation and synthesis of evidence from relevant sources – L3]
Candidates could include the following aspects in their response.
In responding to this question, the candidate is required to explain how BOTH East
and West Berliners responded to the construction of the Berlin Wall
East Berliners' responses
• Many East Berliners risked their lives by attempting to escape to West Berlin
(Sources 1B and 1C)
• They tried to escape by swimming across lakes, jumping over the barbed wire
and jumping out of windows (Source 1B)
• Some East Berliners were killed in the process of trying to escape from East
Berlin (Sources 1B and 1C)
• East German police regularly shot, injured and killed East Berliners who tried to
escape (Source 1B)
• East Germans knew they had to 'act fast if they wanted to get out' (Source 1B)
• Some East Berliners were happy to remain under Communist rule (own
knowledge)
• Any other relevant response
West Berliners' responses
• Some West Berliners just watched and were unable to help East Berliners who
tried to cross the wall, for example, Fechter (Source 1B)
• Some West Berliners helped East Berliners to escape (own knowledge)
• West Berliners were angry and felt betrayed by the West for not assisting in the
prevention of the construction of the wall (Source 1D)
• West Berliners protested and demonstrated against the building of the wall
(Source 1D)
• Any other relevant response
Use the following rubric to allocate a mark:
LEVEL 1
LEVEL 2
•
•
•
•
•
LEVEL 3
•
Copyright reserved
Uses evidence in an elementary manner e.g. shows no or
little understanding of how East and West Berliners
responded to the construction of the Berlin Wall in 1961.
Uses evidence partially or cannot write a paragraph.
Evidence is mostly relevant and relates to a great extent to the
topic e.g. shows an understanding of how East and West
Berliners responded to the construction of the Berlin Wall
in 1961.
Uses evidence in a basic manner to write a paragraph.
Uses relevant evidence e.g. shows a thorough
understanding of how East and West Berliners responded
to the construction of the Berlin Wall in 1961.
Uses evidence very effectively in an organised paragraph that
shows an understanding of the topic.
MARKS
0–2
MARKS
3–5
MARKS
6–8
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(8)
[50]
History/P1
10
NSC – Memorandum
QUESTION 2:
2.1
2.1.1
2.1.2
DBE/November 2015
WHY DID THE BATTLE OF CUITO CUANAVALE BECOME
THE FOCAL POINT OF THE COLD WAR IN ANGOLA
BETWEEN 1987 AND 1988?
[Extraction of evidence from Source 2A – L1]
• Angola
• Cuba
[Extraction of evidence from Source 2A – L1]
• South African troops attempted to help rescue UNITA
• To stop the Angolan advance (FAPLA) on the Lomba River
(2 x 1) (2)
(any 1 x 2) (2)
2.1.3
[Extraction of evidence from Source 2A – L1]
• 'Angolan soldiers dug in and resisted obstinately'
• 'South African air force began to lose air control'
• 'The price (loss of lives) was too high and it was decided to leave Cuito
Cuanavale in Angolan possession'
(any 2 x 1) (2)
2.1.4
[Interpretation of evidence from Source 2A – L2]
• It led to the withdrawal of SADF forces from Angola
• It revealed the military weaknesses of SADF
• Impact of the Battle of Cuito Cuanavale led to Namibia gaining
independence
• The South African government and the ANC began a process of negotiation
• Any other relevant response
(any 2 x 2) (4)
2.1.5
[Extraction of evidence from Source 2A – L1]
• To start the development of the country's damaged economy
• To rebuild (repair) the war damaged infrastructure
• To ensure better human relations (reconciliation) developed (any 2 x 1) (2)
2.2
2.2.1
[Extraction of evidence from Source 2B – L1]
• General Geldenhuys stated that the SADF had strictly limited objectives
• 'It was not our intention to start a war that might end in Luanda and go on for
ever'
• 'We did not want to make Angola our Vietnam'
• 'Our aim, after crossing Angola, … and then get out'
(any 2 x 1) (2)
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2.2.2
11
NSC – Memorandum
DBE/November 2015
[Analysis of evidence in Source 2B – L2]
Candidates should indicate whether they AGREE or DISAGREE with the
comment and support their answer with relevant evidence.
AGREE
•
Geldenhuys actually forbade the Chief of the Army to capture Cuito
Cuanavale
•
The SADF's objective was to prevent FAPLA from capturing Mavinga and
Jamba and not Cuito Cuanavale
•
Any other relevant response
OR
NOT AGREE
•
The SADF would not have committed tanks and the air force in the Battle
of Cuito Cuanavale if he did not think that it was of strategic importance
•
The comment could be seen as a piece of propaganda to justify the
failure of SADF in Cuito Cuanavale
•
Any other relevant response
(any 2 x 2) (4)
2.2.3
[Ascertaining the validity of Source 2B – L2]
Candidates should comment on the VALIDITY of the statement and
support their answer with relevant evidence.
VALID
•
The Cuban and FAPLA forces did not achieve their objectives in
capturing Mavinga and Jamba
•
Cubans withdrew from Angola
•
It led to the start of peace negotiations
•
Any other relevant response
OR
NOT VALID
• FAPLA (supported by the Communists) took over the Angolan
government
• UNITA (supported by SADF) did not take over the Angolan government
• SADF withdrew from the Battle of Cuito Cuanavale
• It could be a biased claim by General Geldenhuys for the purpose of
propaganda
• Any other relevant response
(any 2 x 2) (4)
2.3
2.3.1
[Analysis of evidence from Source 2C – L2]
TWO (2) marks to be allocated for the answer regarding who won the
battle and TWO (2) marks for the motivation
•
•
•
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SADF
The loss of soldiers and military hardware is shown as minimal as
opposed to the losses suffered by Cuba/FAPLA. (statistics maybe
included to support their answer, e.g. 4785 Cuban/FAPLA losses against
31 SADF losses)
Any other relevant response
(any 2 x 2) (4)
Please turn over
History/P1
2.3.2
12
NSC – Memorandum
DBE/November 2015
[Evaluation of the reliability of Source 2C – L3]
Candidates should indicate whether the source is RELIABLE or NOT
RELIABLE and support their answer with relevant evidence.
RELIABLE
• The statistics were provided by Geldenhuys, who was the chief of SADF
• It indicates the exact statistics of losses suffered by both parties
• It gives details on a fighter aircraft that was lost as a result of an accident
• Any other relevant response
OR
NOT RELIABLE
• The figures for UNITA were not supplied and therefore the actual losses of
the SADF/UNITA cannot be compared with the losses suffered by the
Cuban/FAPLA forces
• There is no indication who supplied the figures
• Source could be interpreted as being biased or could have been used as
propaganda by the SADF
• Any other relevant response
(any 2 x 2) (4)
2.4
2.4.1
2.4.2
[Extraction of evidence from Source 2D – L1]
• Cuban engineers constructed airstrips
• Cuban pilots flew Soviet war planes
• Cuban 'foot' soldiers also fought in the Battle of Cuito Cuanavale
(any 2 x 1) (2)
[Interpretation and analysis of evidence from Source 2D – L2]
Candidates should indicate to what extent the claim was JUSTIFIED and
support their answer with relevant evidence.
JUSTIFIED to a large extent because:
• SADF held territory (Ruacana and Calueque installations) that were
bombed and damaged by war planes (Soviet MIG-23s)
• Water and power supply to Ovamboland and the SADF military bases
were cut
• Eleven South African conscripts were killed which was a major loss
for the SADF
• The withdrawal of SADF from Angola signalled their defeat
• Any other relevant response
JUSTIFIED to a lesser extent because:
• Cuban forces withdrew from Angola
• SADF still remained on the border of Angola
• SADF claimed that the capture of Cuito Cuanavale was not their main
objective
• Any other relevant response
(any 2 x 2) (4)
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2.4.3
[Extraction of evidence from Source 2D – L1]
• The escalation of armed operations within South Africa by the ANC's
armed wing Umkhonto we Sizwe
• A growing resistance amongst white South African conscripts against
military service
• Killing of 11 young South African conscripts
(2 x 1) (2)
2.5
[Comparison of evidence and ascertaining the differences between Sources 2C
and 2D – L3]
• According to Source 2C the SADF suffered minimal losses and therefore
won the Battle of Cuito Cuanavale while Source 2D states that the
SADF forces suffered huge losses, which suggest that they lost
the Battle of Cuito Cuanavale
• Source 2C shows the statistics that were presented by General
Geldenhuys and was a perspective from an apartheid government army
official while Source 2D is a perspective from Kasrils (NEC member of the
ANC) who was opposed to the South African government's involvement in
Angola
• Any other relevant response
(any 2 x 2) (4)
2.6
[Interpretation, evaluation and synthesis of evidence from relevant sources –
L3]
Candidates could include the following aspects in their response.
• The Battle of Cuito Cuanavale was fought between the pro-communist and
pro-democratic forces (Sources 2A, 2C and 2D)
• It was a battle between FAPLA/Cuban forces supporting communism and
SADF/UNITA forces supporting democracy (Source 2C)
• The outcome led to negotiations (for example in New York 1988) between
the United States (allied with South Africa, UNITA) and the Soviet Union
(allied with FAPLA, ANC, SWAPO) (Source 2D)
• SADF, Cuba and FAPLA felt that the war had to come to an end because of
the human and military losses (Sources 2A and 2C)
• Arguably it was a last major battle between foreign countries in Angola (own
knowledge)
• Any other relevant response
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NSC – Memorandum
DBE/November 2015
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 the Battle of Cuito
Cuanavale became the focal point of the Cold War in
Angola between 1987 and 1988.
• Uses evidence partially or cannot write a paragraph.
• Evidence is mostly relevant and relates to a great extent
to the topic e.g. shows an understanding of why the
Battle of Cuito Cuanavale became the focal point of
the Cold War in Angola between 1987 and 1988.
• Uses evidence in a basic manner to write a paragraph.
• Uses relevant evidence e.g. shows a thorough
understanding of why the Battle of Cuito Cuanavale
became the focal point of the Cold War in Angola
between 1987 and 1988.
• Uses evidence very effectively in an organised paragraph
that shows an understanding of the topic.
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MARKS
0–2
MARKS
3–5
MARKS
6–8
(8)
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NSC – Memorandum
QUESTION 3:
3.1
3.1.1
DBE/November 2015
HOW DID CONSERVATIVE WHITE AMERICANS RESPOND TO
THE INTEGRATION OF CENTRAL HIGH SCHOOL IN LITTLE
ROCK, ARKANSAS, IN 1957?
[Extraction of evidence from Source 3A – L1]
• Minnijean Brown
• Elizabeth Eckford
• Ernest Green
• Thelma Mothershed
• Melba Patillo
• Gloria Ray
• Terrence Roberts
• Jefferson Thomas
• Carlotta Walls
(any 2 x 1) (2)
3.1.2
[Extraction of evidence from Source 3A – L1]
• Daisy Bates was the President of the Arkansas NAACP
• Daisy Bates was co-publisher of the Arkansas State Press, which was an
influential African American newspaper
(2 x 1) (2)
3.1.3
[Interpretation of evidence from Source 3A – L2]
(a)
• To determine if they all possessed the strength of character and
determination to deal with confrontational situations
• Any other relevant response
(1 x 2) (2)
(b)
• To prepare the students to be mentally and psychologically strong to handle
hostile situations
• Any other relevant response
(1 x 2) (2)
3.2
3.2.1
3.2.2
[Explanation of a historical concept from Source 3B – L1]
• A process that allowed African American students to attend the same school
with white American students
• To bring together African American and white American students at Central
High School
• To end segregation at Central High School by ensuring that African
Americans attended school
• Racial mixing of students (African American and White American) at Central
High School
• Any other relevant response
(any 1 x 2) (2)
[Interpretation of evidence from Source 3B – L2]
• Faubus reacted negatively
• Faubus was against/did not support integration
• Any other relevant response
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3.2.3
3.2.4
3.3
3.3.1
16
NSC – Memorandum
[Extraction of evidence from Source 3B – L1]
• Widespread disorder
• Would lead to violence
DBE/November 2015
(2 x 1) (2)
[Interpretation of evidence from Source 3B – L2]
• He rejected the ruling of the Federal Court that upheld the Constitution of
the country
• Conservative white Americans in Little Rock, Arkansas voted against
integration of Central High School and for Governor Faubus this was a
'democratic' and fair reflection of how people felt
• He did not want to understand that the integration of the Little Rock Nine at
Central High School involved a democratic process
• Faubus contended that the implementation of democracy was dubious
(unfair) since, for him, local democracy was more important than federal
democracy
• Any other relevant response
(any 2 x 2) (4)
[Extraction of evidence from Source 3C – L1]
• He was ashamed to admit that white American men and women could be so
cruel
(1 x 2) (2)
3.3.2
[Interpretation of evidence from Source 3C – L2]
• The National Guardsmen were in support of the mob that caused violence
• They followed a State order to stop African Americans from coming to
Central High School
• They opposed a court order that sought to end segregation
• They sympathised with the pro-segregationist white American community
• They supported segregation
• Any other relevant response
(any 2 x 2) (4)
3.3.3
[Extraction of evidence from Source 3C – L1]
Elizabeth Eckford did the following:
• Moved away (to a bus stop)
• Sat there with her head down
• Cried (tears streaming down her cheeks)
• Responded with dignity and control
3.3.4
(any 2 x 1) (2)
[Evaluation of the usefulness of Source 3C – L3]
The source is useful because:
• It gives new insight as to what actually happened on the first day of
integration at Central High School
• It highlights the atmosphere and the subsequent violence that occurred on
the first day of integration at Central High School
• Dr Fine, was a former education editor/reporter at the credible New York
Times newspaper
• Dr Fine gives a first - hand account
• Daisy Bates included the interview with Dr Fine as part of her book: 'The
Long Shadow of Little Rock'
• Any other relevant response
(any 2 x 2) (4)
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3.4
3.5
3.5.1
17
NSC – Memorandum
DBE/November 2015
[Comparison of information in Sources 3A and 3C - L3]
• The NAACP ensured that the Little Rock Nine (including Elizabeth Eckford)
were evaluated so that they had the necessary strength and determination
to face 'hostile situations' (Source 3A) while Source 3C shows her strength,
Elizabeth Eckford tried on several occasions to pass the guards that were
stopping her, this shows her resilience
• The Little Rock Nine (including Elizabeth Eckford) participated in intensive
counselling sessions guiding them on what to expect once classes began
and how to respond to 'hostile situations' (Source 3A) and Source 3C
shows that the skills they learnt were put into effect as she maintained her
dignity and control in the face of the jeering crowd
• Any other relevant response
(any 2 x 2) (4)
[Analysis of evidence from Source 3D – L2]
• It suggests that Brotherhood (integration) at Central High School was
achieved through the use of guns/bayonets/rifles and intimidation
• A view of a pro-segregation organisation (the Capital Citizen
Council) stated that integration was not voluntary but it was a forced process
• Any other relevant response
(any 2 x 2) (4)
3.5.2
[Interpretation of evidence from Source 3D – L2]
• Their opposition to the desegregation/integration of Central High School
• To publicly appeal for local support against integration of Central High
School
• Their dislike of the intervention by the National/Federal Guardsmen (military)
in ensuring that integration of Central High School took place
• Racial prejudice as reflected in Governor Faubus’ speech
• Any other relevant response
(any 2 x 2) (4)
3.6
[Interpretation, evaluation and synthesis of evidence from relevant sources –
L3]
Candidates could include the following points in their response:
•
•
•
•
•
•
•
•
•
Prepared to resist the integration of Central High School (Source 3A)
Protested against forcible integration (Source 3B)
They voted against integration (Source 3B and own knowledge)
Governor Faubus (a conservative white American) ordered the National
Guard, to stop the Little Rock Nine (including Elizabeth Eckford) from
entering Central High School (Source 3C)
The mob jeered at African American students trying to enter Central High
School (Source 3C)
Designed and distributed a leaflet that was against the desegregation of
Central High School (Source 3D)
Conservative white Americans physically abused/ attacked African
Americans (own knowledge)
The Mothers League of Central High School was formed which petitioned
against integration (own knowledge)
Any other relevant response (own knowledge)
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NSC – Memorandum
DBE/November 2015
Use the following rubric to allocate a mark:
Uses evidence in an elementary manner e.g. shows no or little
understanding of how conservative white Americans
responded to the integration of Central High School in 1957.
• Uses evidence partially or cannot write a paragraph.
• Evidence is mostly relevant and relates to a great extent to the
topic e.g. shows an understanding of how conservative
white Americans responded to the integration of Central
High School in 1957.
• Uses evidence in a basic manner to write a paragraph.
• Uses relevant evidence e.g. shows a thorough understanding
of how conservative white Americans responded to the
integration of Central High School in 1957.
• Uses evidence very effectively in an organised paragraph that
shows understanding of the topic.
•
LEVEL 1
LEVEL 2
LEVEL 3
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MARKS
0–2
MARKS
3–5
MARKS
6–8
(8)
[50]
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NSC – Memorandum
DBE/November 2015
SECTION B: ESSAY QUESTIONS
QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM
[Plan and construct an original argument based on relevant evidence using analytical and
interpretative skills]
Candidates should provide a balanced response which critically discusses the
military strategies of both the USA and the Vietcong in Vietnam between 1963 and
1973.
SYNOPSIS
Candidates must be able to critically discuss why the USA was unable to defeat a small
nation of Vietnamese peasants during the Vietnam War between 1963 and 1973. An
outline of the tactics and strategies employed by the USA's army and the Vietminh/Viet
Cong (National Liberation Front) during the war should also be highlighted. An analysis of
how the Viet Cong were able to outflank the US army should be elaborated upon.
MAIN ASPECTS
Candidates should include the following aspects in their response:
• Introduction: Candidates should critically discuss the statement and develop a
relevant line of argument.
ELABORATION
US strategies:
• Reasons for the USA's deployment of troops to Vietnam
• Villagisation/strategic hamlet programme (USA and South Vietnam government
created new villages and attempted to separate villagers [farmers] from guerrillas)
which was a failure
• Gulf of Tonkin resolution (1964) gave President Johnson wide military powers
resulting in the escalation of warfare in Vietnam
• US' mass aerial bombing 'Operation Rolling Thunder' (conventional warfare)
• 'Operation Ranch Hand' (used chemicals to destroy forests (Agent Orange) and crops
(Agent Blue)
• US sent young and inexperienced soldiers Vietnam
• US used search and destroy missions (My Lai massacre) to destroy villages supported
by Viet Cong (this resulted in large numbers of civilian deaths)
• The role of the media, students and disarmament movements in bringing pressure on
the US government to withdraw from Vietnam
• President Nixon's Vietnamisation policy/including WHAM (Winning the hearts and
minds of the Vietnamese) was an attempt by the USA to withdraw from war and 'save
face'
• USA withdrew all troops by 1973 and North Vietnam took control of Saigon in 1975
• Any other relevant response
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NSC – Memorandum
DBE/November 2015
Vietcong strategies:
• North Vietnam received military support from the USSR and China so the Vietminh
and Viet Cong had access to some modern weapons
• Guerrilla warfare was effectively used by the Vietcong, supported by Vietminh from the
north and used tactics such as booby traps, underground tunnels, hit and run,
sabotage
• Tet offensive (1968) was launched by Vietminh and Vietcong against urban centres
and USA bases throughout Vietnam
• The local Vietnamese population supported the Vietcong to liberate their country
• Ho Chi Minh Trail used by Vietminh (north) to support Vietcong in the south
• The Vietcong increased its support base because of the tactics used against the USA
soldiers
• Vietnamese were united in the defence of their country
• Any other relevant response
•
Conclusion: Candidates should tie up their argument with a relevant conclusion.
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[50]
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History/P1
QUESTION 5:
21
NSC – Memorandum
DBE/November 2015
INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE
CONGO AND TANZANIA
[Plan and construct an original argument based on relevant evidence using analytical and
interpretative skills]
SYNOPSIS
In writing this essay, candidates must evaluate the similarities and differences in
leadership between Mobutu Sese Seko (Congo) and Nyerere (Tanzania) in transforming
the political and economic policies of their respective countries. They need to provide
relevant examples to support their line of argument.
MAIN ASPECTS
Candidates should include the following aspects in their response:
• Introduction: Candidates should establish their line of argument with regards to the
leadership between Mobutu Sese Seko and Nyerere and indicate how they intend
supporting it.
ELABORATION
Political Transformation of the Congo and Tanzania
Similarities:
• Both the Congo and Tanzania were under European colonial rule until the early 1960s
• After holding multi-party elections at independence both countries became one-partystates within the first five years after gaining independence
• Both countries continued to hold elections
• Both leaders emphasised the importance of Africanisation of their political systems
(they regarded democracy as 'un-African' and a western imposition)
• The leaders of both countries (Mobutu Sese Seko and Nyerere) remained as
'president for life' between the 1960s and 1970s
• In both countries opposition leaders were silenced, imprisoned and in some cases
killed
• Both Sese Seko and Nyerere took pride in building their nations and vigorously
promoted the pride of being Zairian or Tanzanian
Differences:
• Mobutu Sese Seko created a Kleptocracy were a group of appointed public officials
abused their position for financial gain whereas Nyerere introduced the 'Leadership
Code' in the Arusha Declaration which demanded high levels of integrity from public
officials
• Mobutu Seso Seko was extravagant and enjoyed expensive clothes and built
extravagant palaces for himself while Nyerere's leadership style was one of personal
integrity and humbleness
• Mobutu Sese Seko aligned himself with the West while Nyerere adopted a policy of
non-alignment with either capitalist or communist countries
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NSC – Memorandum
DBE/November 2015
Economic Transformation of the Congo and Tanzania
Similarities
• Both countries relied heavily on agriculture and mineral extraction and neither
countries were able to develop a credible manufacturing sector
• Neither country saw a significant increase in the standard of living for the majority of
it's people
• Both countries experienced economic crisis and therefore, had to rely on foreign
aid/assistance
Differences
• Mobutu Sese Seko initially nationalised industry with his policy of Zairianisation but
when this failed he adopted a capitalist model; Nyerere adopted an African socialist
model (as outlined in the Arusha Declaration) which led to the nationalisation of
businesses and land
• Mobutu accepted aid, investment and financial support from the West (especially USA
and France); Nyerere was initially opposed to acceptance of foreign aid (saw it as
neo-colonialism)
• Mobutu created a new class of elite supporters; Nyerere attempted to rid Tanzania of
class divisions
• Any other relevant answer
•
Conclusion: Candidates should tie up their argument with a relevant conclusion.
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[50]
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History/P1
QUESTION 6:
23
NSC – Memorandum
DBE/November 2015
CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s:
BLACK POWER MOVEMENT
[Plan and construct an original argument based on relevant evidence using analytical and
interpretative skills]
SYNOPSIS
Candidates should indicate to what extent Malcolm X and Stokely Carmichael played a
role in promoting the Black Power philosophy and whether they were successful in
instilling 'Black Pride' among African Americans in the 1960s. Candidates should use
relevant examples to support their line of argument.
MAIN ASPECTS
Candidates should include the following aspects in their response:
• Introduction: Candidates should indicate to what extent leaders like Malcolm X and
Stokely Carmichael were successful in instilling 'Black Pride' among African
Americans and indicate how they intend to support their argument.
ELABORATION
•
The emergence of the Black Power Movement
The role of Malcolm X:
• Malcolm X was a powerful speaker and dedicated human rights activist
• Malcolm X believed in black separation, self-determination (black nationalism) and
he advocated self- respect and self- discipline
• Believed in the concept of Black self-pride and self-esteem/self-respect/self help 'Black Pride'
• Called for assertiveness (aggressiveness) in their revolution e.g. race riots at Watts,
Detroit
• Wanted African Americans to stand up against white authorities in pursuit of
freedom, justice and equality by whatever means possible
• Promoted the use of violence as a means of self defence against those who attacked
African Americans
• Any other relevant response
The role of Stokely Carmichael:
• Became chairman of SNCC (Student Non-violent Coordinating Committee) in 1966
and decided to embrace the teachings of the Black Power Movement
• In 1966 he popularised the Black Power slogan 'Black is beautiful'
• Advocated the principles of Black Power (do things for yourself; control politics in their
communities; take pride in own culture and defend themselves against racial
oppression and manipulation)
• He believed in non-violence as a strategy that was not working because of on-going
violence that was used by white Americans against African Americans
• Advocated the exclusion of 'white' liberals as a philosophy for African Americans
• Stokely Carmichael was in favour of African clothing and African hairstyles as a
symbol of Black Pride
• Carmichael joined the Black Panther Party (for Self - Defence) which put into action
the Black Power/'Black Pride' philosophy
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24
NSC – Memorandum
DBE/November 2015
• The Black Panther Party was formed by Bobby Searle and Huey Newton
• They were involved in initiating and supporting community based programmes and
feeding schemes as well as anti-poverty centres; for defence against police brutality;
focused on socio-economic conditions of African Americans and also operated
community survival programmes
• Ten (10) point plan served as the Black Panther Party manifesto that covered its
social, political and economic goals
• The Black Panther Party got involved in streets patrols; monitored police activities and
defended themselves by carrying guns (militant approach) to stop the on-going police
brutality and harassment of young urban black men
• Any other relevant response
• Conclusion: Candidates should tie up their argument with a relevant conclusion.
TOTAL:
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[50]
150
NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P2
NOVEMBER 2015
ADDENDUM
This addendum consists of 14 pages.
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History/P2
QUESTION 1:
2
NSC – Addendum
DBE/November 2015
WHY DID THE COMPULSORY INTRODUCTION OF AFRIKAANS
AS A MEDIUM OF INSTRUCTION IN BLACK SOUTH AFRICAN
SCHOOLS LEAD TO THE SOWETO UPRISING IN 1976?
SOURCE 1A
The extract below focuses on the reasons for the emergence of the Black
Consciousness philosophy and its subsequent impact.
In the late 1960s the philosophy of Black Consciousness began to gain influence. Black
Consciousness emphasised psychological (emotional) reasons as the main barrier to
black emancipation (freedom), and a generation which had known only the humiliation
(embarrassment) of 'grand apartheid' decided that the time had come to challenge the
status quo (current situation). The main vehicle for the Black Consciousness Movement
was the South African Students' Organisation (SASO) launched at the University of the
North (Limpopo) in July 1969. SASO was formed after black students decided to break
away from the multiracial but white dominated National Union of South African
Students (NUSAS).
SASO began to fill the political vacuum (space) which had been left in black
communities after the banning of the PAC and ANC. Influenced by the American Black
Power Movement, the organisation spoke a new language of political radicalism
(militancy). SASO rejected passive acceptance of white superiority and domination and
advocated a new black self-confidence and self-assertion (being strong). The
organisation set out to win black communities to its cause and attracted thousands of
followers eager to break out of the mould of their parents' resignation. In 1972 SASO,
together with leaders from other African educational and religious bodies, came
together to form the Black People's Convention (BPC), a political wing of the Black
Consciousness Movement which aimed to mobilise South Africans around the Black
Consciousness ideology. The BPC wrote that they wanted to 'unite South African
blacks into a black political movement which seeks to realise their emancipation
(freedom) from both psychological and physical oppression'.
… High schools were receptive (open) to the Black Consciousness ideology. School
students, with energy and independence, and brimming (overflowing) with a self-belief,
were inspired by the philosophy of Black Consciousness and occupied the political
vacuum left by the outlawed (banned) Congress movements …
[From: Soweto: A History by Philip Bonner and Lauren Segal]
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3
NSC – Addendum
DBE/November 2015
SOURCE 1B
This extract was part of a commemorative newspaper article on the 1976 Soweto
Uprising. It focuses on a directive which was issued by the Department of Bantu
Administration and Development (Education) that instructed black South African
schools to ensure that at least 50% of the subjects were taught in the medium
of Afrikaans.
In 1974 the Southern Transvaal Regional Department of Bantu Education issued a
directive that Afrikaans be a medium of instruction in black junior secondary schools
and on a 50-50 basis with English. This generated widespread protests from teacher
organisations and school boards inside and outside Soweto.
Educationists saw the directive as a contradiction (going against) to a statement made
the previous year by the then Secretary for Bantu Education, the late Dr HJ van Zyl,
who had made it clear that the medium of instruction in schools should be decided by
the individual boards in consultation with him personally.
He stated that it was not in the interest of the pupils to have two mediums of instruction.
This is what happened:
•
Following the 50-50 language directive in late 1974, school boards and teacher
organisations made representations to the Minister of Bantu Administration and
Development (Education), Mr MC Botha, for a decision against this policy. This
was turned down.
•
In May 1975 the joint Northern and Southern Transvaal school boards elected a
committee to take up the issue again with the Department of Bantu Education.
•
The committee subsequently had at least one meeting with Van Zyl but returned
home dissatisfied.
•
During 1975 several school boards ordered their schools to ignore the language
instruction and teach in English only.
•
At several secret meetings the school boards were told in no uncertain terms to toe
the line of (follow) the Department of Bantu Education. Most school boards
relented (gave in).
•
In February 1976 the dispute surfaced when two members of the Meadowlands
Tswana School Board in Soweto were fired by the Regional Director of Bantu
Education, Mr WC Ackerman. The entire school board resigned in sympathy.
•
Soweto secondary school pupils then took the matter up on 17 May 1976 when
Form One (Standard 6) and Form Two (Standard 7) pupils refused to attend
classes until their demands to have the Afrikaans order withdrawn were met.
[From: The Sowetan, Friday 16 June 1995]
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4
NSC – Addendum
DBE/November 2015
SOURCE 1C
This photograph shows students from Soweto on 16 June 1976, protesting against the
introduction of Afrikaans as a medium of instruction.
[
[From: The Soweto Uprising: Counter Memories of June 1976 by SM Ndlovu]
TO HELL WITH AFRIKAANS
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History/P2
5
NSC – Addendum
DBE/November 2015
SOURCE 1D
This extract focuses on a meeting on 19 June 1976 between the Minister of Bantu
Administration and Development (Education), Mr MC Botha, and members of the
Urban Bantu Council. They discussed the continued use of the Afrikaans language as
a medium of instruction in schools located in Soweto.
On 19 June 1976, in an effort to halt the violence and prevent renewed disorder and
tragedy, a delegation of eleven black leaders met with a seven-man team of
government, Bantu Administration and Bantu Education officials who were headed by
MC Botha, the Minister of Bantu Administration and Development.
Most of the members of the Urban Bantu Council came to the meeting, in the words of
Urban Bantu councillor L Mlonzi, 'with their caps in hand, pleading for mercy and the
good judgement of the Minister'. Declaring that they, too, were extremely shocked by
the 'vandalism' in Soweto, that this was 'purely the action of children', they assured the
Minister that it was 'not a question of not wanting to have Afrikaans taught as a subject
in the schools' but that 'the children were finding it difficult to do certain difficult subjects
in Afrikaans'. Councillor L Mosala agreed, and he 'pleaded' with the Minister not to view
the request for the suspension of Afrikaans as 'animosity (hatred) of the Blacks towards
Afrikaans' but rather as a consequence of the 'inability of teachers' to teach difficult
subjects in Afrikaans ... 'The children and the teachers were happy to have Afrikaans
as a subject,' he said. RJ Maponya also assured the Minister that 'Afrikaans was not
hated', and, without assigning responsibility, he expressed the opinion that 'irreparable
damage' had been done to race relations in South Africa.
The Minister, 'moved by the earnestness (seriousness) of the statements by the
members' of the delegation, explained the policy regarding Bantu education:
•
•
•
There is no such thing as compulsion by the Department for the use of Afrikaans
as a medium of instruction … The basic truth is that the Department gives the
principals the opportunity to apply for exemption where difficulty is experienced
with the medium of instruction.
English can be used as a medium of instruction for all subjects, provided extra time
is allocated to the other language.
Afrikaans can be used for all subjects, and again, extra time must be allowed for
English as a subject.
[From: http://www.gutenberg-e.org/pohlandt-mccormick/PM.c5p2.html.
Accessed on 7 November 2014.]
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QUESTION 2:
6
NSC – Addendum
DBE/November 2015
DID THE AMNESTY PROCESS OF THE TRUTH AND
RECONCILIATION COMMISSION (TRC) HEAL SOUTH AFRICA
FROM ITS DIVIDED PAST?
SOURCE 2A
This extract, which was written by Archbishop Desmond Tutu, appeared in the final
TRC report. It focuses on the reasons for the establishment of the Truth and
Reconciliation Commission in 1996.
However painful the experience, the wounds of the past must not be allowed to fester
(worsen). They must be opened. They must be cleansed. And balm (ointment) must be
poured on them so they can heal. This is not to be obsessed (worried) by the past. It is
to take care that the past is properly dealt with for the sake of the future. In our case,
dealing with the past means knowing what happened. Who ordered that this person
should be killed? Why did this gross violation of human rights take place? We also
need to know about the past so that we can renew our resolve and commitment that
never again will such violations take place. We need to know about the past in order to
establish a culture of respect for human rights. It is only by accounting for the past that
we can become accountable for the future. For all these reasons our nation, through
those who negotiated the transition from apartheid to democracy, chose the option of
individual and not blanket amnesty. And we believe that this individual amnesty has
demonstrated its value. One of the criteria to be satisfied before amnesty could be
granted was full disclosure of the truth. Freedom was granted in exchange for truth. We
have, through these means, been able to uncover much of what happened in the past.
We know what happened to Steve Biko.
[From: http://www.justice.gov.za/trc/report/finalreport/Volume%201.pdf.
Accessed on 10 February 2015.]
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SOURCE 2B
The transcript below about the killing of Steve Biko was taken from the amnesty hearing
that was held on 10 September 1997 in New Brighton, Port Elizabeth. Mr George Bizos,
who represented the Biko family, here interrogates the amnesty applicant,
Mr Harold Snyman.
Mr Bizos:
Now, this story that you made up required you personally to be particularly
inventive (creative) in the story. Do you agree?
Mr Snyman:
Yes, that's correct.
Mr Bizos:
You had to make up an interrogation and the answers given by the late
Mr Biko and his reaction that was supposed to have lasted the whole day?
Mr Snyman:
No, that is not correct.
Mr Bizos:
Well, didn't you have to account for what happened during the 6th, once
you had decided to lie, that the injury and incapacity of Mr Biko started on
the 7th?
Mr Snyman:
Your Honour, that was because of the false statements that we compiled.
Mr Bizos:
The question is that you showed yourself to be particularly inventive
(creative), because you were capable of making up a story of an
interrogation, responses by Mr Biko and reactions by Mr Biko throughout
the 6th; something that never happened. You made it up.
Chairperson:
When you are saying 'you', are you referring to him personally?
Mr Bizos:
Him personally, because I'm going to put to you that it was you who
described what happened during the interrogation and what documents
Mr Biko was confronted with and how he reacted to them and how he
confessed to be a terrorist and how he agreed on this, that and the other;
something that never happened. I'm putting to you that that is evidence of
you being particularly inventive. Do you agree?
Mr Snyman:
No, it never happened, your Honour, the interrogation.
Mr Bizos:
We know that, because you now tell us that it never happened. The
question is that you are a particularly inventive person, because you were
able to fill the whole day's happenings that never happened and stand up
in the witness-box and brazenly (unashamedly) lie about what happened
throughout that day, without it having happened. Is the answer to my
question, yes?
Mr Snyman:
Yes.
Mr Bizos:
Now, do you agree that you and your associates made up false affidavits,
supposedly having been made by other people with which you confronted
Biko during the 6th? Do you recall that that was your evidence?
Mr Snyman:
It could possibly be.
[From: http://www.justice.gov.za/trc/amntrans%5cpe/snyman.htm. Accessed on 16 March 2015.]
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SOURCE 2C
This cartoon by Zapiro depicts Harold Snyman, one of Biko's interrogators.
FRAME 1
1977
INQUEST
FRAME 2
1997
AMNESTY
HEARING
[From: The Sowetan, 15 September 1997]
HAROLD SNYMAN
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SOURCE 2D
This source outlines the reaction of Biko's family to the news that the policemen who
were involved in the interrogation and killing of Stephen Bantu Biko were denied
amnesty.
Between December 1998 and February 1999, the Amnesty Committee of the TRC
denied amnesty to the five policemen on the grounds that they had not made full
disclosure, had not admitted to committing the crime for which they sought amnesty,
and had failed to prove that their actions had been politically motivated. The Biko family
was pleased with the decision. Nkosinathi Biko, Steve Biko's oldest son, said on behalf
of the family, 'The decision is significant in that it is a departure from the inquest
findings that nobody was to blame.' For the most part, however, the family was
disappointed in the amnesty hearings because they did not bring out the truth. The
family's lawyer accused the policemen of not having 'the courage to tell the whole truth,
that they actually punched him to death'. Speaking of Nieuwoudt's testimony,
Mrs Ntsiki Biko, Biko's widow, remarked, 'His testimony is nothing new. I think he is
lying more than he did at the inquest. I have been saying this all along, they are going
to lie even more so they get amnesty. I feel bad.' Later, in 2003, the Minister of Justice
determined that the state would not prosecute the policemen who applied for amnesty
in Steve Biko's death because of the amount of time that had lapsed since 1977 and
insufficient evidence, for example the lack of an eyewitness.
[From: http://www.overcomingapartheid.msu.edu/sidebar.php?id=65-258-4&page=5.
Accessed on 16 March 2015.]
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QUESTION 3:
DBE/November 2015
WHY DID THE MEMBERS OF BRICS DECIDE TO ESTABLISH A
DEVELOPMENT BANK IN 2014?
SOURCE 3A
This cartoon by P Nath was published in the Khaleej Times (United Arab Emirates) on
28 March 2013. It depicts the BRICS members' intention to establish a Development
Bank.
[From: www.cagle.com/2013/03/brics-development-bank. Accessed on 20 February 2015.]
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DBE/November 2015
SOURCE 3B
The newspaper article below focuses on the BRICS conference that was held in
Fortaleza, Brazil on 16 July 2014.
BRICS SET UP BANK TO COUNTER WESTERN HOLD ON GLOBAL FINANCE
FORTALEZA, Brazil (Reuters) – Leaders of the BRICS emerging market nations
launched a $100 billion development bank and a currency reserve pool on Tuesday in
their first concrete step towards reshaping the Western-dominated international
financial system. The bank, aimed at funding infrastructure projects in developing
nations, will be based in Shanghai (China), and India will preside over its operations for
the first five years, followed by Brazil and then Russia, leaders of the five-country group
announced at a summit. They also set up a $100 billion currency reserve pool to help
countries forestall (prevent) short-term liquidity (assets) pressures.
The long-awaited bank is the first major achievement of the BRICS countries – Brazil,
Russia, India, China and South Africa – since they got together in 2009 to press for a
bigger say in the global financial order created by Western powers after World War
Two and centred on the International Monetary Fund (IMF) and the World Bank.
The BRICS were prompted to seek coordinated action following an exodus (mass
departure) of capital from emerging markets last year, triggered by the scaling back of
United States (US) monetary stimulus. The new bank reflects the growing influence of
the BRICS, which accounts for almost half of the world's population and about one-fifth
of global economic output. The bank will begin with a subscribed capital of $50 billion
divided equally between its five founders, with an initial total of $10 billion in cash put in
over seven years and $40 billion in guarantees. It is scheduled to start lending in 2016
and be open to membership by other countries, but the capital share of the BRICS
cannot drop below 55 per cent. The contingency (back-up) currency pool will be held in
the reserves of each BRICS country and can be shifted to another member to cushion
balance of payments difficulties. This initiative gathered momentum after the reverse in
the flows of cheap dollars that fuelled a boom in emerging markets for a decade. 'It will
help contain the volatility (instability) faced by diverse economies as a result of the
tapering (decreasing) of the United States' policy of monetary expansion,' Brazilian
President Dilma Rousseff said.
'It is a sign of the times, which demand reform of the IMF,' she told reporters at the
close of the summit.
[From: http://in.reuters.com/article/2014/07/15/brics-summit-bank-idINKBN0FK08620140715.
Accessed on 20 February 2015.]
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SOURCE 3C
This is part of a report of an interview that A Martinez conducted with Joseph Stiglitz,
former World Bank chief economist and Nobel laureate in economics, for a Russian
television channel. The interview was televised on 15 July 2014. It focuses on the
impact that the establishment of the BRICS Development Bank was expected to have
on the International Monetary Fund (IMF) and the World Bank.
Nobel Prize-winning economist Joseph Stiglitz has praised the New Development Bank
(NDB) founded this week by the BRICS countries for creating a financial institution that
could counter the Western-dominated IMF and World Bank.
Stiglitz, a professor at Columbia University and former chief economist for the World
Bank, said the New Development Bank marks a 'fundamental change in global
economic and political power'. He added that the effort by Brazil, Russia, India, China
and South Africa (BRICS) could revitalise the way funds are distributed to developing
nations in a changing global economy that the 'old institutions' like the International
Monetary Fund and the World Bank have not adequately recognised.
'The existing institutions just don't have enough resources,' Stiglitz told Democracy
Now. 'They have enough for 2, 3, 4 per cent. So, this is adding to the flow of money
that will go to finance infrastructure, adaptation to climate change, all the needs that
are so evident in the poorest countries.'
The new bank will provide money for infrastructure and development projects in BRICS
countries, and unlike the IMF or World Bank, each nation has equal say, regardless of
gross domestic product (GDP) size. Stiglitz said the BRICS bank has the potential to
'get more resources to the developing countries in ways that are consistent with their
interests and needs' while forcing American-controlled institutions to recognise
monetary and economic contributions of the BRICS nations that deserve a say in
global investment decisions now dominated by the West.
Stiglitz pointed out that governance rules for the IMF and the World Bank have not
changed adequately enough since their creation in 1944, as the United States has
refused to substantially modify its hold over the institutions' functions.
'So, this new institution reflects the disparity and the democratic deficiency in the global
governance and is trying to restart, to rethink that,' he said.
[From: http://rt.com/usa/173912-stiglitz-brics-bank-interview/. Accessed on 20 February 2015.]
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SOURCE 3D
The article below was written by Charles Kenny from the Centre for Global
Development. It focuses on the impact that the establishment of the BRICS
Development Bank was expected to have on the International Monetary Fund and the
World Bank.
In pure financial terms, there isn't much competition (yet). The International Monetary
Fund (IMF) lending capacity is somewhere over $750 billion; the World Bank can lend
up to around $300 billion. The BRICS Bank and the currency fund between them
(BRICS members) are supposed to be financed to the tune of about $150 billion
(although they may be able to leverage more loans than that).
But that's a partial view. The BRICS Bank and currency fund are a warning as much as
a rival. The United States (US) and Europe are stalling (halting) reforms to make the
IMF more representative of global economic power. Despite their falling share of global
output and trade, the US wants to retain veto power over IMF decisions and Europe
wants to keep the right to appoint the Fund's Managing Director.
The BRICS currency fund is a sign that if the West doesn't face up to the fact of a rising
Rest (BRICS countries), developing countries will go their own way. The IMF as a
global institution has more credibility and clout (money) than any regional monetary
fund could muster (get together). And the US and Europe need the IMF more than ever
– think of the euro crisis and the key role played by the Fund (IMF and World Bank) in
avoiding a deeper recession (economic slump) in Europe.
If the BRICS decides to abandon the Fund in favour of their own institution, critically
weakening the Washington-based body, many of the biggest losers will be in the West.
The BRICS Bank and currency fund are a signal to the US and Europe alike: Help
reform the institutions you created for the new world, or see the multilateralism
(multiparty) you need more than ever fall apart.
[From: 'A New World Order', http://weeklywonk.newamerica.net/articles/new-world-order/.
Accessed on 20 February 2015.]
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DBE/November 2015
ACKNOWLEDGEMENTS
Visual sources and other historical evidence were taken from the following:
'A New World Order', http://weeklywonk.newamerica.net/articles/new-world-order/
Bonner, PL and Segal, L. 1998. Soweto: A History (Longman, Cape Town)
'Cagle Cartoons Blog' (date unknown), www.cagle.com/2013/03/brics-development-bank
http://in.reuters.com/article/2014/07/15/brics-summit-bank-idINKBN0FK08620140715
http://rt.com/usa/173912-stiglitz-brics-bank-interview/
http://www.gutenberg-e.org/pohlandt-mccormick/PM.c5p2.html
http://www.justice.gov.za/trc/amntrans%5cpe/snyman.htm
http://www.justice.gov.za/trc/report/finalreport/Volume%201.pdf
http://www.overcomingapartheid.msu.edu/sidebar.php?id=65-258-4&page=5
Ndlovu, SM. 1998. The Soweto Uprising: Counter Memories of June 1976 (Raven Press,
Randburg)
The Sowetan, 16 June 1995
The Sowetan, 15 September 1997
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NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P2
NOVEMBER 2015
MARKS: 150
TIME: 3 hours
This question paper consists of 9 pages and an addendum of 14 pages.
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2
NSC
DBE/November 2015
INSTRUCTIONS AND INFORMATION
1.
This question paper consists of SECTION A and SECTION B based on the
prescribed content framework in the CAPS document.
SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA
QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND
COMING TO TERMS WITH THE PAST
QUESTION 3: THE END OF THE COLD WAR AND A NEW WORLD
ORDER, 1989 TO THE PRESENT
SECTION B: ESSAY QUESTIONS
QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA:
THE CRISIS OF APARTHEID IN THE 1980s
QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND
COMING TO TERMS WITH THE PAST
QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD
ORDER: THE EVENTS OF 1989
2.
SECTION A consists of THREE source-based questions. Source material that
is required to answer these questions can be found in the ADDENDUM.
3.
SECTION B consists of THREE essay questions.
4.
Answer THREE questions as follows:
4.1
At least ONE must be a source-based question and at least ONE
must be an essay question.
4.2
The THIRD question can be either a source-based question or an
essay question.
5.
You are advised to spend at least ONE hour per question.
6.
When answering questions, you should apply your knowledge, skills and
insight.
7.
You will be disadvantaged by the mere rewriting of the sources as answers.
8.
Number the answers correctly according to the numbering system used in this
question paper.
9.
Write neatly and legibly.
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DBE/November 2015
SECTION A: SOURCE-BASED QUESTIONS
Answer at least ONE question, but not more than TWO questions, from this section.
Source material to be used to answer these questions is contained in the ADDENDUM.
QUESTION 1:
WHY DID THE COMPULSORY INTRODUCTION OF AFRIKAANS
AS A MEDIUM OF INSTRUCTION IN BLACK SOUTH AFRICAN
SCHOOLS LEAD TO THE SOWETO UPRISING IN 1976?
Study Sources 1A, 1B, 1C and 1D and answer the questions that follow.
1.1
1.2
Refer to Source 1A.
1.1.1
Explain the concept Black Consciousness in your own words. (1 x 2)
(2)
1.1.2
Why, according to the source, was SASO formed?
(1 x 2)
(2)
1.1.3
What role did SASO play in black South African communities in the
late 1960s and early 1970s?
(1 x 2)
(2)
1.1.4
In which ways did the philosophy of Black Consciousness influence
students?
(2 x 1)
(2)
Study Source 1B.
1.2.1
Name TWO instructions that the Southern Transvaal Regional
Department of Bantu Education issued to schools in 1974.
(2 x 1)
(2)
1.2.2
Explain how Dr HJ van Zyl's statement contradicted the directive
that was issued by the Southern Transvaal Regional Department of
Bantu Education.
(2 x 2)
(4)
Comment on how the various school boards responded to the
instruction that was issued by the Southern Transvaal Regional
Department of Bantu Education.
(2 x 2)
(4)
Why, according to the source, did pupils from secondary schools in
Soweto refuse to attend classes?
(1 x 2)
(2)
1.2.3
1.2.4
1.3
Read Source 1C.
1.3.1
What message does the photograph convey?
(1 x 2)
(2)
1.3.2
Using the information in the source, explain how the students of
Soweto reacted to the compulsory introduction of the Afrikaans
language as the medium of instruction.
(1 x 2)
(2)
Comment on why you think this photograph would have been widely
published in light of the events that occurred in June 1976.
(2 x 2)
(4)
1.3.3
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1.4
4
NSC
Use Source 1D.
1.4.1
Why was it necessary for black South African leaders to meet with
Bantu Education officials? Give TWO reasons for your answer.
(2 x 2)
(4)
State TWO ways in which the members of the Urban Bantu Council
responded to the Minister of Bantu Administration and Development
regarding the Soweto uprising.
(2 x 1)
(2)
Using the information in the source and your own knowledge,
explain whether MC Botha's explanation of the policy of Bantu
Education was justified in the context of what occurred in Soweto on
16 June 1976.
(2 x 2)
(4)
Refer to Sources 1B and 1D. Explain how the evidence in Source 1B differs
from Source 1D regarding the implementation of Afrikaans as a medium of
instruction in black South African schools.
(2 x 2)
(4)
1.4.2
1.4.3
1.5
1.6
DBE/November 2015
Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words) explaining why the
compulsory introduction of Afrikaans as a medium of instruction in black
South African schools led to the Soweto uprising in 1976.
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NSC
QUESTION 2:
DBE/November 2015
DID THE AMNESTY PROCESS OF THE TRUTH AND
RECONCILIATION COMMISSION (TRC) HEAL SOUTH AFRICA
FROM ITS DIVIDED PAST?
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow.
2.1
Read Source 2A.
2.1.1
How, according to Desmond Tutu, should South Africans deal with
the 'wounds' of the past?
(2 x 1)
(2)
2.1.2
Why was it important for both victims and perpetrators to deal with
the past?
(1 x 2)
(2)
2.1.3
Define the following historical terms in your own words:
2.1.4
2.2
2.4
Human rights
(1 x 2)
(2)
(b)
Amnesty
(1 x 2)
(2)
What, according to the source, was the main condition for
perpetrators to be granted amnesty?
(1 x 2)
(2)
Study Source 2B.
2.2.1
Quote evidence from the source that suggests that Mr Snyman
was dishonest.
(1 x 2)
(2)
2.2.2
Comment on why Mr Snyman was not granted amnesty by the TRC.
(2 x 2)
(4)
2.2.3
Explain whether you would regard the information in this source as a
reliable piece of historical evidence in the context of the amnesty
hearings that were held by the TRC.
(2 x 2)
(4)
Describe the approach that Mr Bizos used when he questioned
Mr Snyman.
(1 x 2)
(2)
2.2.4
2.3
(a)
Consult Source 2C.
2.3.1
Comment on Zapiro's portrayal of Harold Snyman in the cartoon.
Use the visual clues in the source to support your answer.
(2 x 2)
(4)
2.3.2
Explain why Harold Snyman decided to change his testimony
regarding the death of Steve Biko.
(2 x 2)
(4)
Compare Sources 2B and 2C. Explain how the evidence in Source 2B
supports the information in Source 2C (frame 2) regarding Snyman's plea
for amnesty.
(2 x 2)
(4)
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2.5
6
NSC
Use Source 2D.
2.5.1
Why was amnesty denied to the five South African policemen?
(1 x 2)
2.5.2
The Biko family were both 'pleased' and 'disappointed' with the
outcome of the amnesty hearing.
2.5.3
2.6
DBE/November 2015
(a)
Explain why they were pleased with the outcome of the
amnesty hearing.
(1 x 2)
(2)
(b)
Explain why they were disappointed with the outcome of the
amnesty hearing.
(1 x 2)
(2)
Why did the Minister of Justice decide not to prosecute the
policemen that were responsible for Biko's death?
(1 x 2)
(2)
Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words) explaining whether the
amnesty process of the Truth and Reconciliation Commission healed South
Africa from its divided past.
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(2)
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NSC
QUESTION 3:
DBE/November 2015
WHY DID THE MEMBERS OF BRICS DECIDE TO ESTABLISH A
DEVELOPMENT BANK IN 2014?
Study Sources 3A, 3B, 3C and 3D and answer the questions that follow.
3.1
3.2
Refer to Source 3A.
3.1.1
Identify the FIVE BRICS members as portrayed in the cartoon.
(5 x 1)
(3)
3.1.2
Using the visual clues in the source, explain the messages the
cartoonist conveys regarding the establishment of the BRICS
Development Bank.
(2 x 2)
(4)
Consult Source 3B.
3.2.1
Name the country that will preside over the operations of the BRICS
Development Bank for the first five years.
(1 x 1)
3.2.2
Define the following terms in your own words:
3.2.3
3.3
3.4
(1)
(a)
Developing nations
(1 x 2)
(2)
(b)
Globalisation
(1 x 2)
(2)
Why do you think President Dilma Rousseff demanded that the IMF
embark on a process of reform?
(1 x 2)
(2)
Use Source 3C.
3.3.1
Name the TWO Western-dominated financial institutions that Stiglitz
claimed the Development Bank could challenge.
(2 x 1)
(2)
3.3.2
Why did Stiglitz decide to support the formation of the BRICS
Development Bank?
(2 x 2)
(4)
3.3.3
Using the information in the source and your own knowledge,
explain whether you would support Stiglitz's viewpoint regarding the
establishment of the BRICS Development Bank.
(2 x 2)
(4)
Explain how the information in Sources 3B and 3C supports each other
regarding the impact that the establishment of the BRICS Development Bank
was expected to have on the World Bank.
(2 x 2)
(4)
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3.5
8
NSC
Read Source 3D.
3.5.1
3.6
DBE/November 2015
Charles Kenny claimed that the formation of the BRICS
Development Bank was not expected to pose a challenge to the IMF
and the World Bank. Give TWO reasons for his viewpoint.
(2 x 2)
(4)
3.5.2
Why do you think neither the USA nor Europe is prepared to
transform the IMF? Give TWO reasons for your answer.
(2 x 2)
(4)
3.5.3
Explain how the economies of developed countries would be
affected if the BRICS members withdrew their economic support
from the IMF and the World Bank.
(2 x 2)
(4)
Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words) explaining the reasons for
the establishment of the BRICS Development Bank in 2014.
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[50]
History/P2
9
NSC
DBE/November 2015
SECTION B: ESSAY QUESTIONS
Answer at least ONE question, but not more than TWO questions, in this section.
Your essay should be about THREE pages long.
QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE
CRISIS OF APARTHEID IN THE 1980s
PW Botha introduced a series of reform measures in the 1980s. Ironically, it was these
reform measures that triggered a wave of mass resistance against the apartheid
regime.
Critically discuss this statement with reference to the emergence of the mass
resistance against PW Botha's reform measures in the 1980s.
[50]
QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING
TO TERMS WITH THE PAST
2015 commemorates the 25th anniversary of FW de Klerk's ground-breaking decision
to release Nelson Mandela from the Victor Verster Prison.
In the context of the above statement, explain to what extent FW de Klerk's decision
paved the way for a negotiated settlement that ultimately led to the establishment of
a democratic South Africa in 1994.
[50]
QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER:
THE EVENTS OF 1989
It was the demise (downfall) of communism that was largely responsible for political
changes that occurred in South Africa after 1989.
Do you agree with this statement? Substantiate your answer with relevant evidence.
TOTAL:
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[50]
150
NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P2
NOVEMBER 2015
MEMORANDUM
MARKS: 150
This memorandum consists of 24 pages.
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Please turn over
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1.
2
NSC – Memorandum
DBE/November 2015
SOURCE-BASED QUESTIONS
1.1
The following cognitive levels were used to develop source-based questions:
Cognitive
Weighting of
Historical skills
Levels
questions
• Extract evidence from sources
30%
• Selection and organisation of relevant
LEVEL 1
(15)
information from sources
• Define historical concepts/terms
• Interpretation of evidence from sources
40%
LEVEL 2
• Explain information gathered from sources
(20)
• Analyse evidence from sources
• Interpret and evaluate evidence from sources
• Engage with sources to determine its
usefulness, reliability, bias and limitations
30%
LEVEL 3
• Compare and contrast interpretations and
(15)
perspectives presented in sources and draw
independent conclusions
1.2
The information below indicates how source-based questions are assessed:
• In the marking of source-based questions, credit needs to be given to any
other valid and relevant viewpoints, arguments, evidence or examples.
• In the allocation of marks, emphasis should be placed on how the requirements
of the question have been addressed.
• In the marking guideline, the requirements of the question (skills that need to
be addressed) as well as the level of the question are indicated in italics.
1.3
Assessment procedures for source-based questions
• Use a tick () for each correct answer.
• Pay attention to the mark scheme e.g. (2 x 2) which translates to two reasons
and is given two marks each (); (1 x 2) which translates to one reason
and is given two marks ().
• If a question carries 4 marks then indicate by placing 4 ticks ().
Paragraph question
Paragraphs are to be assessed globally (holistically). Both the content and
structure of the paragraph must be taken into account when awarding a mark. The
following steps must be used when assessing a response to a paragraph question:
• Read the paragraph and place a bullet (.) at each point within the text where
the candidate has used relevant evidence to address the question.
• Re-read the paragraph to evaluate the extent to which the candidate has been
able to use relevant evidence to write a paragraph.
• At the end of the paragraph indicate the ticks (√) that the candidate has been
awarded for the paragraph; as well as the level (1,2, or 3) as indicated in the
holistic rubric and a brief comment e.g.
___________ . __________________________ . _________________________
_________________ . ____________________________ . _________________
√√√√
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Level 2
Used mostly relevant evidence to write a basic paragraph
•
•
Count all the ticks for the source-based question and then write the mark on the
right hand bottom margin e.g. 32
50
Ensure that the total mark is transferred accurately to the front/back cover of
the answer script.
2.
ESSAY QUESTIONS
2.1
The essay questions require candidates to:
• Be able to structure their argument in a logical and coherent manner. They
need to select, organise and connect the relevant information so that they are
able to present a reasonable sequence of facts or an effective argument to
answer the question posed. It is essential that an essay has an introduction, a
coherent and balanced body of evidence and a conclusion.
2.2
Marking of essay questions
• Markers must be aware that the content of the answer will be guided by the
textbooks in use at the particular centre.
• Candidates may have any other relevant introduction and/or conclusion than
those included in a specific essay marking guideline for a specific essay.
• When assessing open-ended source-based questions, learners should be
credited for any other relevant answers.
2.3
Global assessment of the essay
The essay will be assessed holistically (globally). This approach requires the
teacher to score the overall product as a whole, without scoring the component
parts separately. This approach encourages the learner to offer an individual
opinion by using selected factual evidence to support an argument. The learner will
not be required to simply regurgitate 'facts' in order to achieve a high mark. This
approach discourages learners from preparing 'model' answers and reproducing
them without taking into account the specific requirements of the question. Holistic
marking of the essay credits learners' opinions supported by evidence. Holistic
assessment, unlike content-based marking, does not penalise language
inadequacies as the emphasis is on the following:
• The construction of argument
• The appropriate selection of factual evidence to support such argument
• The learner's interpretation of the question.
2.4
Assessment procedures of the essay
2.4.1 Keep the synopsis in mind when assessing the essay.
2.4.2 During the reading of the essay ticks need to be awarded for a relevant
introduction (indicated by a bullet in the marking guideline/memorandum),
each of the main points/aspects that is properly contextualized (also
indicated by bullets in the marking guideline/memorandum) and a relevant
conclusion (indicated by a bullet in the marking guideline/memorandum) e.g.
in an answer where there are 5 main points there will be 7 ticks.
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2.4.3 The following additional symbols can also be used:
• Introduction, main aspects and conclusion not properly contextualised
2.5
^
• Wrong statement
_________________
• Irrelevant statement
|
|
|
• Repetition
R
• Analysis
A√
• Interpretation
I√
The matrix
2.5.1 Use of the matrix in the marking of essays
In the marking of essays, the criteria as provided in the matrix should be used.
When assessing the essay note both the content and presentation. At the point of
intersection of the content and presentation based on the seven competency
levels, a mark should be awarded.
(a)
The first reading of the essay will be to determine to what extent the
main aspects have been covered and to allocate the content level (on
the matrix).
C
(b)
The second reading of the essay will relate to the level (on the matrix)
of presentation.
C
P
(c)
LEVEL 4
LEVEL 4
LEVEL 3
Allocate an overall mark with the use of the matrix.
C
P
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LEVEL 3
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MARKING MATRIX FOR ESSAY: TOTAL: 50
PRESENTATION
CONTENT
LEVEL 1 *
LEVEL 7
LEVEL 6
LEVEL 5
LEVEL 4
LEVEL 3
LEVEL 2
Very well
planned and
structured essay.
Good synthesis
of information.
Developed an
original, well
balanced and
independent line
of argument with
the use of
evidence and
sustained and
defended the
argument
throughout.
Independent
conclusion is
drawn from
evidence to
support the line
of argument.
Very well
planned and
structured essay.
Developed a
relevant line of
argument.
Evidence used to
defend the
argument.
Attempts to draw
an independent
conclusion from
the evidence to
support the line
of argument.
Well planned and
structured essay.
Attempts to
develop a clear
argument.
Conclusion
drawn from the
evidence to
support the line
of argument.
Planned and
constructed an
argument.
Evidence used to
some extent to
support the line
of argument.
Conclusions
reached based
on evidence.
Shows some
evidence of a
planned and
constructed
argument.
Attempts to
sustain a line of
argument.
Conclusions not
clearly supported
by evidence.
Attempts to
structure an
answer.
Largely
descriptive or
some attempt at
developing a line
of argument. No
attempt to draw a
conclusion.
47–50
43–46
43–46
40–42
38–39
38–39
36–37
34–35
30–33
28–29
30–33
28–29
26–27
26–27
24–25
20–23
20–23
18–19
14–17
14–17
0–13
Little or no
attempt to
structure the
essay.
LEVEL 7
Question has been
fully answered.
Content selection
fully relevant to line
of argument.
LEVEL 6
Question has been
answered.
Content selection
relevant to a line of
argument.
LEVEL 5
Question answered
to a great extent.
Content adequately
covered and
relevant.
LEVEL 4
Question
recognisable in
answer.
Some omissions or
irrelevant content
selection.
LEVEL 3
Content selection
does relate to the
question, but does
not answer it, or
does not always
relate to the
question.
Omissions in
coverage.
LEVEL 2
Question
inadequately
addressed. Sparse
content.
LEVEL 1*
Question
inadequately
addressed or not at
all. Inadequate or
irrelevant content.
* Guidelines for allocating a mark for Level 1:
•
•
•
Question not addressed at all/totally irrelevant content; no attempt to structure the essay =
Question includes basic and generally irrelevant information; no attempt to structure the essay =
Question inadequately addressed and vague; little attempt to structure the essay =
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1–6
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SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1:
WHY DID THE COMPULSORY INTRODUCTION OF AFRIKAANS
AS A MEDIUM OF INSTRUCTION IN BLACK SOUTH AFRICAN
SCHOOLS LEAD TO THE SOWETO UPRISING IN 1976?
1.1
1.1.1 [Explanation of a historical concept in Source 1A – L1]
• To instil black pride
• Emphasised self-confidence and self-esteem
• Encouraged self-worth
• Promoted Black identity
• Remove shackles of inferiority
• Led to mental/psychological emancipation
• Any other relevant response
(any 1 x 2) (2)
1.1.2 [Extraction of information from Source 1A – L1]
• SASO was formed when black South African students decided
to break away from the multi-racial white dominated NUSAS
(any 1 x 2) (2)
1.1.3 [Extraction of information from Source 1A – L1]
• SASO played the role of promoting self-confidence and self-esteem
among black South Africans
• Filled the political vacuum
• SASO played a role of conscientising black South African students
to reject white supremacy and domination
(any 1 x 2) (2)
1.1.4 [Extraction of information from Source 1A – L1]
• School students were inspired
• School students had self-belief
• School students became independent
• Encouraged students to take part in political activities
• Encouraged students to reject the policies of apartheid
e.g. Bantu education
(any 2 x 1) (2)
1.2
1.2.1 [Extraction of information from Source 1B – L1]
• Afrikaans must be used as a medium of instruction in black junior
secondary schools
• Subjects must be taught in Afrikaans on a 50-50 basis with English
(2 x 1) (2)
1.2.2 [Interpretation of evidence from Source 1B – L2]
[The directive: that schools must use Afrikaans as a medium
of instruction]
• Contradiction: the medium of instruction is determined by the
school board after consultation with Van Zyl
•
[The directive: Afrikaans must be taught on a 50-50 basis with English]
Contradiction: It was not in the best interests of the pupils to have two
mediums of instruction
(2 x 2) (4)
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1.2.3 [Interpretation of evidence from Source 1B – L2]
• School boards and teacher organisations made representation to
the minister for a decision against this policy
• Some boards ordered their schools to ignore/reject the instruction
from the department and teach in the medium of English only
• The school boards elected a committee to take up their battle with
the Department of Bantu Education
• When board members were fired the entire school board resigned
(e.g. the Meadowlands Tswana School Board)
• Some school boards decided to formulate their own language policy
• Some school boards relented (gave in)
• Some school boards decided to act in the best interests of the pupils
• Any other relevant answer
(any 2 x 2) (4)
1.2.4 [Extraction of information from Source 1B – L1]
• They rejected the use of Afrikaans as a medium of instruction
• The pupils refused to attend classes until their demands were met
• The students would only attend classes when the order to
learn in Afrikaans was withdrawn
(any 1 x 2) (2)
1.3
1.3.1 [Interpretation of evidence from Source 1C – L2]
• The pupils demonstrated in a non-violent manner against the
introduction of Afrikaans as a medium of instruction
• They showed complete disregard for the Afrikaans language
(to hell with ...)
• They were determined and united to protest against Afrikaans as a
medium of instruction
• Any other relevant answer
(any 1 x 2) (2)
1.3.2 [Interpretation of evidence from Source 1C – L2]
• Dislike/hatred for the language
• It showed their disregard/contempt for the language
• They actively opposed it/demonstrated against it
• Any other relevant answer
(any 1 x 2) (2)
1.3.3 [Interpretation of evidence from Source 1C – L2]
• To illustrate the youth rejecting the implementation of Afrikaans
• This photograph was widely published to expose the South African
government's policy of Bantu Education
• Shows the unity of learners against the Afrikaans language
• Any other relevant response
(any 2 x 2) (4)
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1.4
1.4.1 [Interpretation of evidence from Source 1D – L2]
• It was necessary to bring an end/stop to the violence
• To restore calm at schools in Soweto
• To prevent any further outbreak of violence against students
• To reassure officials that black South Africans were not against the
learning of the Afrikaans language
• Any other relevant response
(any 2 x 2) (4)
1.4.2 [Extraction of information from Source 1D – L1]
• 'with their caps in their hand, pleading for mercy and the good judgement
of the minister'
• 'extremely shocked by the vandalism'
• 'they assured the minister ... Afrikaans taught as a subject in the schools'
• 'the children were finding it difficult to do certain subjects in Afrikaans'
• 'inability of teachers' to teach difficult subjects in Afrikaans'
(any 2 x 1) (2)
1.4.3 [Determine justification of evidence from Source 1D – L3]
Candidates should indicate whether MC Botha's explanation was JUSTIFIED
or NOT JUSTIFIED.
JUSTIFIED
• MC Botha gave a clear explanation/instruction about his policy on education
in black South African schools
• MC Botha's explanation stated that the government was not responsible for
the violence in schools in the Soweto area
• MC Botha implied the learners were responsible for the violence and not his
government
• Any other relevant response
(any 2 x 2) (4)
OR
NOT JUSTIFIED
• MC Botha did not want to take responsibility for the violence that engulfed the
schools in Soweto
• MC Botha claimed that students did not fully understand the language policy
• MC Botha tried to shift the blame for the eruption of violence and loss of lives
during the Soweto Uprising from government
• Any other relevant response
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1.5 [Comparison of information in Sources 1B and 1D – L3]
• Source 1B: The Department of Bantu Education ordered Afrikaans to be
used as a medium of instruction in black junior secondary schools, while in
Source 1D: The department did not force/compel schools to use Afrikaans as a
medium of instruction
• Source 1B: Schools received a directive that Afrikaans be a medium of
instruction in black junior secondary schools (50-50 with English), while in
Source 1D: Schools could apply for an exemption if they had difficulty
implementing Afrikaans as medium of instruction
• Source 1B: It was not in the interest of the learners to have two mediums of
instruction, while in
Source 1D: English could be used as a medium of instruction for all subjects,
provided extra time was allocated for Afrikaans
• Any other relevant response
(any 2 x 2) (4)
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[Interpretation, evaluation and synthesis from relevant sources – L3]
Candidates could include the following aspects in their response:
• The philosophy of Black Consciousness encouraged black pride and selfconfidence (Source 1A)
• Students were conscientised through the activities of SASO (Source 1A)
• Black South African youth became highly politicised and mobilised (Source 1A)
• Afrikaans as a medium of instruction was forced upon the black South African
students (Source 1B)
• They were unable to understand what they were taught if Afrikaans became
the medium of instruction (Source 1D)
• Many of the youth failed their examinations and could not proceed to the next
grade (own knowledge)
• The students wanted to break the mould of their parents of being subservient
(Source 1A)
• Black South African communities were mobilised to support the children (own
knowledge)
• Formation of the Black People's Convention challenged the apartheid
government (Source 1A)
• The students rallied around and encouraged many of their peers to stand
united (own knowledge)
• On 16 June 1976 the students went on a march in Soweto in protest against
Afrikaans as a medium of instruction (Source 1C)
• This marked a turning point in the history of South Africa (own knowledge)
• Any other relevant response
Use the following rubric to assess the paragraph:
LEVEL 1
LEVEL 2
LEVEL 3
• Uses evidence in an elementary manner, e.g. shows no
or little understanding of why the compulsory
introduction of Afrikaans as a medium of instruction
in black South African schools led to the Soweto
uprising in 1976.
• Uses evidence partially or cannot write a paragraph on
the topic.
• Evidence is mostly relevant and relates to a great extent
to the topic, e.g. shows some understanding of why
the compulsory introduction of Afrikaans as a
medium of instruction in black South African
schools led to the Soweto uprising in 1976.
• Uses evidence in a very basic manner to write a
paragraph.
• Uses relevant evidence, e.g. demonstrates a thorough
understanding of why the compulsory introduction
of Afrikaans as a medium of instruction in black
South African schools led to the Soweto uprising in
1976.
• Uses evidence very effectively in an organised
paragraph that shows an understanding of the topic.
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MARKS
0–2
MARKS
3–5
MARKS
6–8
(8)
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QUESTION 2:
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DID THE AMNESTY PROCESS OF THE TRUTH AND
RECONCILIATION COMMISSION (TRC) HEAL SOUTH AFRICA
FROM ITS DIVIDED PAST?
2.1
2.1.1 [Extraction of evidence from Source 2A – L1]
• The wounds of the past must not be allowed to fester
• They must be opened
• They must be cleansed
• Balm (ointment) must be poured on them so they can heal
2.1.2 [Interpretation of evidence from Source 2A – L2]
• To deal with the past for the sake of the future/reconciliation
• To bring about healing/closure
• To never allow gross violations of human rights to take place
• To establish a culture of respect for human rights
• Any other relevant response
(any 2 x 1) (2)
(any 1 x 2) (2)
2.1.3 [Definition of historical concepts – L1]
(a) Human Rights:
• Rights that all human beings are expected to enjoy equally
• Rights that the state must respect and promote for all its people
e.g. right to life, education, health, dignity, justice, franchise as
well as civil liberties
• Any other relevant response
(any 1 x 2) (2)
(b) Amnesty:
• An official pardon granted to an offender for crimes that were politically
motivated
• To demonstrate a sense of forgiveness for gross human rights violation
and tell the truth
• Any other relevant response
(any 1 x 2) (2)
2.1.4 [Extraction of evidence from Source 2A – L1]
• Applicants had to make full disclosure about atrocities
committed/amnesty could be granted for the full disclosure
of the truth
(1 x 2) (2)
2.2
2.2.1 [Extraction of evidence from Source 2B – L1]
• ‘This story that you made up’
• Bizos refers to Snyman as an ‘inventive’ (creative) person
• 'Your Honour, that was because of the false statements that we
compiled'
• 'It could possibly be'
• Any other relevant response as contained in the source
(any 1 x 2) (2)
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2.2.2 [Interpretation of evidence from Source 2B – L2]
• Mr Snyman did not make full disclosure about his involvement
in the killing of Biko / spoke lies
• Mr Snyman did not want to take full responsibility for his actions
• Mr Snyman did not show remorse about his role in killing of black
political activists such as Biko
• Any other relevant response
(any 2 x 2) (4)
2.2.3 [Ascertaining the reliability of evidence from Source 2B – L3]
Candidates can state RELIABLE or NOT RELIABLE and support their answer
with relevant evidence
RELIABLE
• The information is the original testimony that was given to the
Amnesty Committee
• The information is from the state archives and has not been
tampered with
• Any other relevant response
NOT RELIABLE
• It was a 20 year time lapse between the inquest and the amnesty hearing
• Any other relevant response
(2 x 2) (4)
2.2.4 [Interpretation of evidence from Source 2B – L2]
• He was hostile/aggressive towards Mr Snyman
• He showed no leniency
• Interrogative questions
• Any other relevant response
(any 1 x 2) (2)
2.3
2.3.1 [Interpretation of evidence from Source 2C – L2]
• Harold Snyman is portrayed as an unreliable/dishonest/
untrustworthy/uncooperative person (different views portrayed
in the speech bubbles)
• Harold Snyman is depicted as a devious person (forked tongue)
• Depicts Harold Snyman as aged over a period of time (colour of his
hair – grey)
• Wanted to avoid being arrested
• Any other relevant response
(any 2 x 2) (4)
2.3.2 [Interpretation of evidence in Source 2C – L2]
• Harold Snyman wanted to get amnesty
• He wanted to fool the amnesty committee about how Biko was
killed
• He was inventive – changed his statement on how Biko was
killed without telling the truth
• Any other relevant response
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2.4 [Comparison of evidence in Sources 2B and 2C – L3]
• In Source 2B Snyman admits that he provided false information
during the inquest (there was no interrogation) while in Frame 2 of
Source 2C Snyman changes his testimony regarding his role during the
interrogation of Biko
• In Source 2B Snyman provides inaccurate information on the events
leading to the death of Biko while in Frame 2 of Source 2C he is depicted as
misleading/tried to deceive the Amnesty Committee (the wall attacked Biko)
hence injuries led to the death of Biko
• Any other relevant response
(any 2 x 2) (4)
2.5
2.5.1 [Extraction of evidence from Source 2D – L1]
• They had not made full disclosure
• They did not admit to committing the political crime against activists
• Failed to prove that their actions had been politically motivated (any 1 x 2) (2)
2.5.2 [Interpretation of evidence from Source 2D – L2]
(a) Pleased
• Because the police were not granted amnesty for their role in the killing of
political activists
• Nkosinathi Biko stated that for the first time someone was held
responsible for his father’s death (Biko)
• Any other relevant response
(any 1 x 2) (2)
(b) Disappointed
• The family never got the full account of how Biko died in police
custody because the policemen did not reveal all the crucial information
• Any other relevant response
(1 x 2) (2)
2.5.3 [Interpretation of evidence from Source 2D – L2]
• The state did not have adequate and credible evidence to
convict the policemen/no eyewitnesses
• A lot of time elapsed since 1977
• Any other relevant response
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(any 1 x 2) (2)
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2.6 [Interpretation, evaluation and synthesis from relevant sources – L3]
Candidates need to indicate whether the TRC HEALED or NOT HEALED
South Africa
Candidates could include the following aspects in their response:
HEALED
• The amnesty process enabled South Africa to develop a culture of
respect for people who had their human rights violated (Source 2A)
• The TRC focused on restorative justice (own knowledge)
• Perpetrators who made honest and full disclosure were granted
amnesty (Source 2A)
• Amnesty process provided catharsis for the families of victims and
victims of human rights violations e.g. Mtimkulu and Ndwandwe families
(own knowledge)
• Country wide hearings – over 20 000 people had appeared before the TRC
(own knowledge)
• It brought about reconciliation between the perpetrators and victims
e.g. Brian Mitchell and the Trust Feed community (own knowledge)
• The TRC produced a comprehensive report for the government to
design programs and enact laws to bring about unity and develop a culture of
human rights in the country (own knowledge)
• The hearings ensured that mistakes of the past would never be repeated in the
future (own knowledge)
• Memorials and monuments promoted social cohesion (own knowledge)
• Any other relevant response
NOT HEALED
• Opened the wounds of the past (Source 2B)
• Some families and victims wanted retributive justice (Source 2D)
• Some families never found closure e.g. Biko, Mxenge, Mlangeni
and Hani families (own knowledge)
• TRC faced legal challenges from certain families and organisations
e.g. AZAPO's constitutional challenge to the amnesty process (own knowledge)
• Politicians, army and apartheid era policemen and generals were not held
accountable for the political crimes that were committed (own knowledge)
• Certain organisations and politicians thought the process was meant to
humiliate them e.g. N.P. and P.W. Botha (own knowledge)
• Any other relevant response
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Use the following rubric to allocate marks:
LEVEL 1
LEVEL 2
LEVEL 3
• Uses evidence in an elementary manner, e.g. shows no
or little understanding of whether the amnesty
process of the TRC healed South Africa from its
divided past.
• Uses evidence partially or cannot write a paragraph on
the topic.
• Evidence is mostly relevant and relates to a great extent
on the topic, e.g. shows some understanding of
whether the amnesty process of the TRC healed
South Africa from its divided past.
• Use evidence in a very basic manner to write a
paragraph.
• Uses relevant evidence that, e.g. demonstrates a
thorough understanding of whether the amnesty
process of the TRC healed South Africa from its
divided past.
• Uses evidence very effectively in an organised
paragraph that shows an understanding of the topic
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MARKS
0–2
MARKS
3–5
MARKS
6–8
(8)
[50]
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QUESTION 3:
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WHY DID THE MEMBERS OF BRICS DECIDE TO ESTABLISH A
DEVELOPMENT BANK IN 2014?
3.1
3.1.1 [Extraction of information from Source 3A – L1]
• Brazil
• Russia
• India
• China
• South Africa
(5 x 1) (5)
3.1.2 [Interpretation of evidence from Source 3A – L2]
• BRICS leaders agree (handshaking) to the establishment of
the BRICS Development Bank
• The BRICS leaders seem happy with their decision to establish
a BRICS Development Bank
• It seems as if aspects (location of the bank, capital structure,
governance structure) are still to be negotiated
• The way forward for the BRICS Development Bank looks
uncertain (manner in which path is depicted)
• Any other relevant response
(2 x 2) (4)
3.2
3.2.1 [Extraction of information from Source 3B – L1]
• India
(1 x 1) (1)
3.2.2 [Explanation of historical concepts in Source 3B – L1]
(a)
• Nations' economies with low to middle per capita income
• Nations with business activities that are in the process of rapid
growth and industrialisation
• Low human development index
• Any other relevant response
(1 x 2) (2)
(b)
• Globalisation refers to the technological, political and economic
changes, which have resulted in the world functioning in a different
way from what it did twenty to thirty years ago
• Any other relevant response
(1 x 2) (2)
3.2.3 [Interpretation of evidence from Source 3B – L2]
• President Dilma Roussef wanted to break the control that the US
and Europe had over the IMF
• President Dilma Roussef wanted developing countries to have
a bigger say in the affairs of the IMF
• Any other relevant response
(any 1 x 2) (2)
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3.3
3.3.1 [Extraction of information from Source 3C – L1]
• International Monetary Fund (IMF)
• World Bank
DBE/November 2015
(2 x 1) (2)
3.3.2 [Interpretation of evidence from Source 3C – L2]
• Stiglitz supported the formation of the BRICS Development Bank
because it could counter the Western-dominated IMF and World Bank
• Stiglitz supported the formation of the BRICS Development Bank
because it marked a 'fundamental change in global economic and
political power'
• Stiglitz stated the BRICS Development Bank could revitalise the way funds are
distributed to developing nations
• Stiglitz stated the BRICS Development Bank will make funds available to
developing nations to improve their financial infrastructure
• Any other relevant response
(any 2 x 2) (4)
3.3.3 [Interpretation and evaluation of information of Source 3C – L3]
Candidates need to indicate whether they SUPPORT or NOT SUPPORT
Stiglitz's viewpoint:
SUPPORT
• Stiglitz is a reknowned economic academic and has a profound
knowledge of world economic trends which makes his views valid
• Stiglitz is the former Chief of the World Bank which makes him an
authority on how international financial institutions have conducted
business with developing countries
• Stiglitz received a Nobel Prize for his contribution to the
economic well-being of the world and therefore his views can be trusted
and are valid
• Any other relevant response
OR
DO NOT SUPPORT
• Stiglitz views on how the BRICS Bank could benefit developing
nations cannot be trusted as this was based on assumptions
• Stiglitz does not have a profound knowledge of BRICS Development
Bank operations and his views cannot be trusted
• Any other relevant response
(2 x 2) (4)
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3.4 [Comparison of information in Sources 3C and 3B – L3]
• Source 3B says that the establishment of the BRICS Development
Bank will challenge the traditional western-dominated international
Financial institutions (IMF and World Bank) while Source 3C
refers to the BRICS Development Bank as a financial institution
that could counter the Western dominated IMF and World Bank
• Source 3B says that the BRICS countries with its Development Bank
will press for a bigger say in the global financial order while Source 3C
refers to the establishment of the BRICS Development Bank as
the start of change in the global and economic political power
• Source 3B says that the BRICS Development Bank would aim at funding
infrastructure projects in developing nations while Source 3C refers to
how the BRICS Development Bank could distribute funds to developing
nations for infrastructure and development
• Source 3B refers to the democratic governance of the BRICS Development
Bank while Source 3C refers to the governance of the IMF and World
Bank as not democratic
• Any other relevant response
(any 2 x 2) (4)
3.5
3.5.1 [Interpretation of evidence from Source 3D – L2]
• The IMF's lending capacity was much bigger ($750 billion) to that
of the BRICS Bank ($150 million)
• The World Bank can grant loans up to $300 billion (There is not
yet clarity on the amounts that the BRICS Development Bank would lend)
• The IMF has more credibility and clout than the BRICS Development Bank
since this is a new monetary institution with no track record
• Any other relevant response
(any 2 x 2) (4)
3.5.2 [Interpretation of evidence from Source 3D – L2]
• The United States and Europe were not prepared to transform the IMF
because they are stalling on reforms that would make these international
financial institutions more democratic and therefore loose its influence and
stature
• The United States has a veto power over the decisions taken at the IMF
so they decide on who qualifies for loans hence the institution is rendered not
be democratic
• The fact that Europe insists on the right to appoint the Fund's Managing
Director indicates the undemocratic nature of these institutions
• Any other relevant response
(any 2 x 2) (4)
3.5.3 [Interpretation of evidence from Source 3D – L2]
• It will weaken the World Bank's lending power
• The economies of the developed countries will be negatively affected
• The West (developed nations) would be economically weakened and
vulnerable
• Any other relevant response
(2 x 2) (4)
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3.6 [Interpretation, evaluation and synthesis from relevant sources – L3]
Candidates could include the following aspects in their response:
•
•
•
•
•
•
•
•
•
•
•
BRICS launched a development bank as mechanism to demand an end to the
monopoly of the World Bank and the IMF in global financial affairs (Source 3A)
The BRICS nations wanted a bigger say in the global financial order by
demanding reform of the IMF and World Bank (Source 3B)
The BRICS nations with its Development Bank will counter the World Bank and
IMF by changing their approach of how funds are distributed to developing
nations (Source 3C)
The BRICS countries with its Development Bank have changed the global
economic and political landscape; Countries have now more than one option
when they decide to seek financial assistance (Source 3C)
The BRICS countries have become an opponent to the Western dominated
financial institutions (Source 3D)
The BRICS Development Bank will be a platform for poorer nations by opening
its membership to other countries other than the five BRICS members
(Source 3B)
The BRICS Development Bank will give poorer nations a greater say in the
international financial order (own knowledge)
Poorer nations will not be subjected to the conditions set by the World Bank
and International Monetary Fund for loans (own knowledge)
BRICS Development Bank will have limited preconditions when loans will be
granted to poorer nations (own knowledge)
Poorer nations will not be pressurised to open up their markets for products
from BRICS countries in order to qualify for loans (own knowledge)
Any other relevant response
Use the following rubric to assess the paragraph:
Uses evidence in an elementary manner, e.g. shows
no or little understanding to explaining the reasons
for the establishment of the BRICS Development
Bank in 2014.
• Uses evidence partially or cannot write a paragraph on
the topic.
• Evidence is mostly relevant and relates to a great
extent on the topic, e.g. shows some understanding of
how to explain the reasons for the establishment of
the BRICS Development Bank in 2014.
• Uses evidence in a very basic manner to write a
paragraph.
• Uses relevant evidence, e.g. that demonstrates a
thorough understanding to explain the reasons for
the establishment of the BRICS Development Bank
in 2014.
• Uses evidence very effectively in an organised
paragraph that shows an understanding of the topic.
•
LEVEL 1
LEVEL 2
LEVEL 3
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MARKS
0–2
MARKS
3–5
MARKS
6–8
(8)
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SECTION B: ESSAY QUESTIONS
QUESTION 4:
CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS
OF APARTHEID IN THE 1980s
[Plan and construct an original argument based on relevant evidence using analytical and
interpretative skills]
SYNOPSIS
Candidates could focus on PW Botha's attempts to embark on constitutional reforms
which did not address the demands of the majority of oppressed South Africans. These
changes triggered a wave of sustained mass-based protests which were never before
witnessed in the country. A discussion on the nature of the resistance that was embarked
upon by the various anti-Apartheid organisations and how it was sustained throughout the
1980s should also be highlighted.
MAIN ASPECTS
Candidates could include the following aspects in their response:
• Introduction: Candidates could focus on why PW Botha's reforms led to country wide
protest action.
ELABORATION
• Botha's attempts at reforming apartheid with the policy of 'total strategy'
• The introduction of the Tri-Cameral Parliamentary system in 1983
• The formation of the UDF was in response to the Tri-Cameral Parliament
• The UDF embarked on several campaigns such as the 'Don't Vote Campaign';
'Million Signature' Campaign
• The intensification of the internal resistance e.g. violent protests in the Vaal Triangle
• The Vaal Civic Association organised rent boycotts (Police arrested the civic leaders;
The Vaal townships erupted in violence with councillors being killed; schools were
boycotted)
• The government declared successive states of emergencies in 1985 and 1986 to
stem opposition to apartheid but this was unsuccessful
• The role of Trade Unions and the formation of COSATU was a turning point in the
struggle for freedom and democracy; the African Food Canning Workers Union called
for the first national strike
• These strikes were aimed at improving the working conditions of workers which
included political rights
• Education struggles – Education Crisis Committee, COSAS and NUSAS launched the
'Education Charter Campaign, etc.
• The role of the End Conscription Campaign (White South African males resisted
conscription to the army; Many white South African soldiers felt it was wrong to
suppress township revolts)
• The End Conscription Campaign launched the 'Troops out of Townships'; (Young
white males refused to be drafted into the army)
• The role of the Black Sash (They opposed Apartheid, gave humanitarian aid to
victims of Apartheid)
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•
•
•
•
•
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The role of the Churches
Consumer boycotts played a vital role in the fight against Apartheid (This affected the
economy; The declining economy impacted negatively on the white South Africans)
The role of the Mass Democratic Movement (MDM was a broad resistance movement
against Apartheid)
By the end of 1989 the country became ungovernable and the apartheid government
was forced into negotiations with the liberation movements
Any other relevant response
Conclusion: Candidates should sum up their argument with a relevant conclusion.
[50]
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QUESTION 5:
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THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING
TO TERMS WITH THE PAST
[Plan and construct an original argument based on relevant evidence using analytical and
interpretative skills]
SYNOPSIS
Candidates need to indicate the extent to which FW de Klerk's 'ground breaking' decision
paved the way for a negotiated settlement which led to the establishment of a democratic
South Africa in 1994.
MAIN ASPECTS
Candidates could include the following aspects in their response:
• Introduction: Candidates need to take a stance and show whether FW de Klerk’s
'ground breaking' decision created a conducive political environment for a negotiated
settlement to occur in South Africa.
ELABORATION
• De Klerk comes to power in 1989 – brief background
• De Klerk's speech in parliament – 2 February 1990
• The unbanning of political and civic organisations such as the ANC and SACP
• The removal of restrictions on COSATU and AZAPO
• De Klerk's decision to release Mandela from prison on 11 February 1990 which paved
the way for negotiations
• Groote Schuur Minute – 2 May 1990 (ANC and NP met, ANC delegation led by
Nelson Mandela, NP delegation led by F.W. De Klerk).
• Apartheid legislation revoked such as Separate Reservation of Amenities Act
• Pretoria Minute – 6 August 1990 (ANC agreed to suspend the armed struggle)
• CODESA 1 (19 political parties excluding AZAPO, CP and PAC/300 delegates)
• Declaration of Intent signed which ensured a united SA, independent. Judiciary,
constitution, multiparty
• Violence erupts in some parts of the country such as the Rand and Natal
• White's only referendum (March 1992)
• CODESA 2 (2 May 1992) collapsed. Parties failed to agree on a new constitutionmaking body and interim government
• NP wanted minority veto while ANC wanted an interim government for no longer than
18 months and simple majority rule
• Boipatong massacre and its consequences (17 June 1992)
• Bhisho massacre derailed the process of negotiations (7 September 1992)
• Record of Understanding signed on 26 September 1992 between Roelf Meyer (NP)
and Cyril Ramaphosa (ANC)
• Assassination of Chris Hani (10 April 1993) and its impact on South Africa
• Multiparty negotiating Forum
• Right-wing (AWB) attack on World Trade Centre and its consequences
• Sunset Clause introduced by Joe Slovo broke the negotiations deadlock
• Election date – 27 April 1994 announced
• ANC won elections and Mandela became the first black South African President
• Any other relevant response
•
Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]
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QUESTION 6:
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THE END OF THE COLD WAR AND A NEW WORLD ORDER:
THE EVENTS OF 1989
[Plan, construct and discuss an argument based on evidence using analytical and
interpretative skills]
SYNOPSIS
Candidates could state whether they agree or disagree with the statement and support
their line of argument with relevant evidence. They should assess to what extent the
demise of the Soviet Union influenced political changes in South Africa after 1989. They
should argue whether the collapse was the only factor that paved the way for negotiations
between the National Party and the African National Congress or not.
MAIN ASPECTS
Candidates could include the following aspects in their response:
• Introduction: Candidates need to take a stance and indicate whether it was the
demise of communism that was responsible for political changes or whether other
factors also contributed to change.
ELABORATION
In agreeing with the assertion, candidates should include the following points in their
answer.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
In the 1980s the South African government faced a transformed world order and
South Africa became isolated
Most of South Africa's neighbouring states had attained independence
Gorbachev's policy of Perestroika and Glasnost and its impact on South Africa
By the end of 1989 the Soviet Union was disintegrating and the communist regimes
in Eastern Europe were collapsing
The Berlin Wall had fallen which led to far reaching consequences for South Africa
Changes in the world contributed to the end of apartheid
The collapse of the USSR deprived the ANC of its main economic and military
support
Socialism was no longer a serious option for the ANC
The National Party's claim to be protecting South Africans from a communist
onslaught became unrealistic
Withdrawal of support by Britain; USA and the West
Imposition of sanctions/boycotts
Western world powers supported the move that South Africa resolve its problems
peacefully and democratically
It became evident that the National Party government could not maintain white
supremacy indefinitely
Influential National Party members started to realise that apartheid was not the
answer to the needs of white capitalist development
There was no doubt that the continued repression of black South Africans would not
ensure political stability
The government started to believe that reform needed to include the development of
a strong black middle class which would act as a 'bulwark against revolution'
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•
•
De Klerk started to accept that the black struggle against apartheid was not a
conspiracy directed from Moscow
This enabled De Klerk to engage in discussions with the liberation organisations
On 2 February 1990 De Klerk announced 'a new and just constitutional dispensation'
which signalled the death of Apartheid
Mandela was elected the first black President of South Africa
Any other relevant response
•
Conclusion: Candidates need to tie up their argument with a relevant conclusion.
•
•
•
If candidates disagree, they have to substantiate their answer with relevant
evidence.
[50]
TOTAL:
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