NATIONAL
SENIOR CERTIFICATE
GRADE 11
HISTORY P2
NOVEMBER 2007
MARKS: 150
TIME: 2 hours
This question paper consists of 9 pages and a 9-page addendum.
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INSTRUCTIONS AND INFORMATION
1.
This question paper consists of THREE questions based on the prescribed
content framework for 2007, which are as follows:
QUESTION 1:
QUESTION 2:
QUESTION 3:
PSEUDO-SCIENTIFIC AND SOCIAL DARWINISM
IMPACT OF WORLD WAR II ON AFRICA
APARTHEID
2.
Each question counts 75 marks and begins with a key question.
3.
Candidates are required to answer TWO questions. Each question consists
of both the source-based questions which count 45 marks and the extended
writing which counts 30 marks.
4.
Candidates are required to demonstrate application of knowledge, skills and
insight in the answering of questions.
5.
Direct quoting from sources without relevance will be to the disadvantage of
candidates.
6.
Number the answers correctly according to the numbering system used in this
question paper.
7.
Write neatly and legibly.
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The following Learning Outcomes and Assessment Standards will be assessed in this
question paper:
Learning
Outcomes
Assessment Standards
The ability of the learner to:
Learning
Outcome 1
1. Analyse information and data gathered from a variety of sources.
2. Evaluate the sources of information provided to assess the
appropriateness of the sources for the task
1. Use historical concepts to structure information about a period or
issue.
Learning
Outcome 2
2. Analyse the socio-economic and political power relations operating
in societies.
3. Explain the various interpretations and perspectives of historical
events and why people in a particular historical context acted as
they did.
1. Handle and draw conclusions from quantitative data.
Learning
Outcome 3
2. Use evidence to formulate an argument and reach an independent
conclusion.
3. Use evidence to substantiate the independent conclusions reached
4. Communicate knowledge and understanding in a written form.
In answering the extended writing questions candidates must refer to either of the
following levels:
LEVELS OF QUESTIONS
Level 1
•
Discuss or describe according to a given line of argument set out in the
extended writing question.
•
Plan and construct an argument based on evidence, using the evidence to
reach a conclusion.
Level 2
•
Use evidence to formulate an argument and reach an independent conclusion.
•
Use evidence to substantiate the independent conclusions reached, including the
appropriate means of communicating knowledge and understanding suited to a
particular purpose, e.g. report or essay.
•
Use a clear structure and coherent argument.
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QUESTION 1:
DoE/November 2007
HOW WAS RACISM PRACTISED IN AMERICA IN THE EARLY
1900s?
Study Sources 1A, 1B and 1C to answer the following questions.
1.1
Study Source 1A.
1.1.1
1.2
From the information in the source, what type of people, do you
think, were attracted to the Ku Klux Klan (KKK)?
(4 x 1)
(4)
1.1.2
Explain, in your own words, the aims of the KKK.
(2 x 2)
(4)
1.1.3
How, do you think, an African American would react to the aims
of the KKK?
(2 x 2)
(4)
Refer to Source 1B.
1.2.1
1.2.2
1.2.3
1.2.4
1.3
Explain Cameron's statement:
'This whole way of life was – and is – a heritage of Black
slavery in America.'
(2 x 2)
(4)
Why did the crowd demand the release of the 'three niggers'
from the sheriff?
(2 x 2)
(4)
What does the statement, 'Ten to fifteen thousand of them at
least, against three', tell you about the methods used by the
KKK against their victims?
(2 x 2)
(4)
Explain whether you think the treatment that Cameron received
from the 'little boys and little girls' can be justified.
(2 x 2)
(4)
Refer to Sources 1A and 1B.
Explain to what extent the information in Source 1A contradicts (goes
against) what occurred to Cameron in Source 1B.
(2 x 2)
1.4
(4)
Study Source 1C.
1.4.1
What message does the photograph convey?
(1 x 2)
(2)
1.4.2
How, do you think, Cameron felt when he was confronted with
this scene of his two friends?
(2 x 2)
(4)
Why, do you think, the lynching (hanging) of Abram Smith and
Thomas Shipp was a violation of their human rights?
(2 x 2)
(4)
1.4.3
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1.5
1.6
5
NSC
DoE/November 2007
How useful are Sources 1B and 1C to a historian studying racism in the
United State of America in the 1920s?
(1 x 3)
(3)
EXTENDED WRITING
Answer EITHER QUESTION 1.6.1 OR QUESTION 1.6.2. Do NOT answer
both questions. (Your answer must be approximately TWO pages in
length.)
1.6.1
Use ALL the sources and your own knowledge and discuss how
racism was practiced in the United States of America in the
early 1900s.
(30)
OR
1.6.2
James Cameron established America's Black Holocaust
Museum which documents the human rights abuses against
African Americans in the early 1900s.
Use ALL the information in the sources and your own
knowledge to write an essay for inclusion in the Black Holocaust
Museum's annual newsletter on the violation of human rights
that African Americans had to endure by the Ku Klux Klan
(KKK) in the early 1900s.
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(30)
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QUESTION 2:
WHY DID AFRICANS
COLONIAL RULE?
DESIRE
UHURU
(FREEDOM)
FROM
Study Sources 2A, 2B and 2C to answer the following questions.
2.1
Refer to Source 2A.
2.1.1
Explain Lumumba's reference to 'history will speak'.
(1 x 3)
(3)
2.1.2
Why, do you think, there is a need for Africa's history to be rewritten?
(1 x 2)
(2)
Explain whether you support the statement that 'Africa will write
its own history ... it will be a history of glory and dignity' or not.
(2 x 2)
(4)
2.1.3
2.2
Study Source 2B.
2.2.1
What do you understand by the following concepts:
(a)
(b)
2.2.2
(2 x 2)
(2 x 2)
(4)
(4)
(1 x 2)
(1 x 2)
(2)
(2)
Explain whether you agree with Sékou Touré's stance on
decolonisation or not.
(2 x 2)
(4)
What are Sékou Touré's views on the following:
(a)
(b)
2.2.3
2.3
Colonialism
Decolonisation
Decolonisation
Colonialism
Study Source 2C.
2.3.1
2.3.2
2.3.3
What was the intention of the cartoonist in creating this
particular cartoon?
(2 x 2)
(4)
Describe the accuracy of the cartoonist's depiction of the
process of decolonisation.
(1 x 2)
(2)
According to the cartoon, Africans were 'sweeping away'
colonial rule.
Why, do you think, their actions can be supported?
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(2 x 2)
(4)
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2.4
7
NSC
Use the information in Sources 2A, 2B and 2C and your own knowledge to
answer the following questions:
2.4.1
2.4.2
2.5
DoE/November 2007
Explain whether African states were justified in fighting for their
independence and freedom.
(2 x 2)
(4)
What were the strengths and weaknesses of colonialism on the
African continent?
(2 x 3)
(6)
EXTENDED WRITING
Answer EITHER QUESTION 2.5.1 OR QUESTION 2.5.2. Do NOT answer
both questions. (Your answer must be approximately TWO pages in
length.)
2.5.1
Discuss the impact of colonial rule on Africa.
(30)
OR
2.5.2
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Use ALL the sources and your own knowledge and write an
essay outlining the various factors that contributed to the decolonisation of African in the 1940s.
(30)
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QUESTION 3:
WHY WAS THE SHARPEVILLE MASSACRE OF 1960 REGARDED
AS A TURNING POINT IN SOUTH AFRICA'S LIBERATION
STRUGGLE?
Use Sources 3A, 3B, 3C and 3D to answer the following questions.
3.1
Study Source 3A.
What were the reasons for the African National Congress (ANC)
wanting to embark on an anti-pass campaign?
(1 x 2)
(2)
3.1.2
How did the ANC prepare for the march?
(3 x 1)
(3)
3.1.3
How, according to Nelson Mandela, did the Pan Africanist
Congress (PAC) sabotage the ANC's anti-pass campaign?
(2 x 2)
(4)
Explain whether the PAC's anti-pass campaign can be regarded
as 'a blatant case of opportunism'.
(2 x 2)
(4)
3.1.1
3.1.4
3.2
Refer to Source 3B.
3.2.1
3.2.2
3.2.3
What evidence is there in the source to suggest that many
people were involved in the march?
(1 x 2)
(2)
Explain why the action taken by the police was a violation of
human rights.
(2 x 2)
(4)
The police have a duty to protect the citizens of our country.
(2 x 2)
(4)
What conclusion can be drawn from Tom Lodge's account that
'a scuffle broke out at the gate'?
(1 x 2)
(2)
Explain, in your view, whether this source can be used to justify
what happened at Sharpeville.
(2 x 2)
(4)
Why, do you think, it did NOT happen at Sharpeville?
3.3
Study Source 3C.
3.3.1
3.3.2
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3.4
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Study Source 3D.
3.4.1
What was the photographer's purpose in taking this particular
photograph?
(2 x 2)
(4)
Why, do you think, the people in the photograph appear to be
running away?
(2 x 2)
(4)
Explain whether this source is useful to a historian studying the
march at Sharpeville.
(2 x 2)
(4)
Explain, in your own words, which of the two sources (Source 3C or
Source 3D), you think is a more reliable piece of historical evidence. (2 x 2)
(4)
3.4.2
3.4.3
3.5
3.6
DoE/November 2007
EXTENDED WRITING
Answer EITHER QUESTION 3.6.1 OR QUESTION 3.6.2. Do NOT answer
both questions. (Your answer must be approximately TWO pages in
length.)
3.6.1
Explain why the events of 21 March 1960 became a turning
point in South Africa's liberation struggle.
(30)
OR
3.6.2
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Use ALL the sources and your own knowledge and write an
essay explaining how events at Sharpeville unfolded on
21 March 1960.
(30)
[75]
TOTAL:
150
NATIONAL
SENIOR CERTIFICATE
GRADE 11
HISTORY P2
NOVEMBER 2007
ADDENDUM
This addendum consists of 9 pages.
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QUESTION 1:
2
NSC
ADDENDUM
DoE/November 2007
HOW WAS RACISM PRACTISED IN AMERICA IN THE EARLY
1900s?
The Ku Klux Klan (KKK) started as a terrorist organisation after the American Civil
War of 1861 – 1865. It terrorised black Americans in the south and made every
attempt to secure white supremacy over the newly-freed black slaves. Members of
this organisation dressed in white robes and wore pointed hoods to hide their identity.
The KKK was active in the late 19th century, and its support began to dwindle to a
few hundred members.
However, by 1915, the KKK was revived by
William Simmons, who kept the Ku Klux Klan's original ideas and costumes.
The KKK was anti-Catholic and anti-Jewish and it spread to other parts of America.
By the mid 1920s, it had a membership of 4 to 5 million. During this time, the worst
atrocities against African Americans took place in the South. By the 1930s, the KKK
had only 30 000 members, because many of its members were successfully
prosecuted by various state governments in America.
SOURCE 1A
This is an excerpt from the Kloran, the Ku Klux Klan's book of rules.
Are you a native-born, white, non-Jewish American?
Do you believe in the Christian religion?
Will you faithfully strive for the eternal maintenance of white supremacy? ...
We aim to:
1.
2.
3.
Defend white superiority against black people.
Defend Protestant superiority against Catholics and Jews.
Clean up American society by attacking anyone, such as drunks and
gamblers, who threaten moral standards ...
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ADDENDUM
SOURCE 1B
In 1930, James Cameron, aged 16, was arrested together with two other African
Americans on suspicion of the murder of a white man and the rape of a white woman.
James Cameron survived an attempt to lynch him (hang him without a trial).
This is an account taken from his book, A Time of Terror, in which he recalls the fury
of whites towards African Americans.
Little did I dream that one night I would fall into the hands of such a merciless mob of
fanatics, that they would attempt to execute me because of the colour of my skin.
This whole way of life was – and is – a heritage of Black slavery in America.
A huge and angry mob were demanding from the sheriff 'those three niggers'. They
had gathered from all over the state of Indiana. Ten to fifteen thousand of them at
least, against three. Many in the crowd wore the headdress of the Ku Klux Klan.
The cruel hands that held me were vice-like. Fists, clubs, bricks and rocks left their
marks on my body. The weaker ones had to be content with spitting. Little boys and
little girls, not yet in their teens, but being taught how to treat Black people, somehow
managed to work their way in close enough to bite and scratch me on the legs.
And over the thunderous din rose the shout of 'Nigger! Nigger! Nigger!'
To this day, Cameron still does not know what saved him. The crowd had the rope
round his neck, before they suddenly stopped and let him limp back to the door of the
jail. Cameron calls it 'a miraculous intervention'.
*nigger = derogatory word used by white colonists to describe African Americans.
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ADDENDUM
DoE/November 2007
SOURCE 1C
This was the scene outside the jail in Marion, Indiana. Abram Smith and
Thomas Shipp were already hanged without trial (lynched). This is the scene that
greeted James Cameron as he was dragged out of jail to be lynched.
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QUESTION 2:
DoE/November 2007
5
NSC
ADDENDUM
WHY DID AFRICANS
COLONIAL RULE?
DESIRE
UHURU
(FREEDOM)
FROM
SOURCE 2A
This is an excerpt from a speech delivered by Patrice Lumumba, a leader in the
Congo. It inspired the people of Africa about their freedom.
The day will come when history will speak. But it will not be the history which will be
taught in Brussels, Paris, Washington or the UN. It will be the history that will be
taught in the countries which have won freedom from colonialism and its puppets.
Africa will write its own history, and in both north and south, it will be a history of glory
and dignity.
SOURCE 2B
This is a speech delivered by Sékou Touré of Guinea on the reasons for decolonisation.
Decolonisation can only be achieved by the destruction of colonial institutions.
Colonialism as a system weighed heavily upon the economic, social, political and
cultural life of the country. In the first place, we must destroy the colonial structures
and replace them with structures which correspond as closely as possible to our
needs and our own evolutionary course ...
... but social and economic revolution requires a moral revolution and there can be no
profound (real) transformation without the total support and full comprehension of the
people. What is needed, is that each person could convert (change) him-/herself, on
his own initiative; without individual decolonisation there can be no hope of
liquidating (ending) the evils of colonialism. We have henceforth to combat
colonialism in its most insidious (ugly) form, and it is chiefly our own behaviour that
we have to change.
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ADDENDUM
DoE/November 2007
SOURCE 2C
This cartoon depicts Africa 'sweeping away' colonial rulers in the 1950s.
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QUESTION 3:
7
NSC
ADDENDUM
DoE/November 2007
WHY WAS THE SHARPEVILLE MASSACRE OF 1960 REGARDED
AS A TURNING POINT IN SOUTH AFRICA'S LIBERATION
STRUGGLE?
SOURCE 3A
This is an excerpt from Nelson Mandela – The Illustrated Long Walk to Freedom,
2001.
The December 1959 ANC annual conference was held in Durban during the city's
anti-pass demonstrations. The conference unanimously voted to initiate a massive
countrywide anti-pass campaign beginning on 31 March and climaxing on 26 June
with a great bonfire of passes.
ANC officials toured the country, talking to the branches. ANC fieldworkers spread
the word in townships and factories. Leaflets, stickers and posters were printed and
circulated and posted in trains and buses.
The PAC knew of the ANC's anti-pass campaign and had been invited to join, but
instead they sought to sabotage us. The PAC announced that it was launching its
own anti-pass campaign on 21 March, ten days before ours was to begin. It was a
blatant case of opportunism.
SOURCE 3B
This is a report from Drum magazine, of what happened at Sharpeville,
21 March 1960.
'Then the shooting started. We heard the chatter of a machine gun, then another,
then another. There were hundreds of women, some of them laughing. They must
have thought the police were firing blanks. One woman was hit about ten yards from
our car. Her companion, a young man, went back when she fell. He though she had
stumbled. He looked at the blood on his hands and said: 'My God, she's gone!'
Hundreds of children were running too.
Before the shooting, I heard no warning to the crowd to disperse. There was no
warning volley.
The police have claimed they were in desperate danger, because the crowd was
stoning them. The police have also said that the crowd was armed with 'ferocious
weapons', which littered the area they fled. I saw no weapons, although I looked
carefully and afterwards studied the photographs of the death scene.'
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ADDENDUM
DoE/November 2007
SOURCE 3C
This is Tom Lodge's account of what happened at Sharpeville on 21 March 1960,
taken from Black Politics in South Africa since 1945.
At 1.15 p.m., with nearly 300 police facing a crowd of 5 000, a scuffle broke out at the
gate leading into the police station. A police officer, accidentally or deliberately, was
pushed over. The attention of the front rows was focused on the gate and they
surged forward, pushed by people behind them who wanted to see what was
happening.
At this stage, according to police witnesses, stones were thrown at them. The more
inexperienced constables began firing their guns spontaneously. The majority of
those killed or wounded, were shot in the back. Altogether 69 people died, including
eight women and ten children. 180 people were wounded.
SOURCE 3D
This is a photograph from South Africa since 1948 by C Culpin, depicting the scene
at Sharpeville on 21 March 1960.
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ADDENDUM
ACKNOWLEDGEMENTS:
Visual sources and other historical evidence were taken from the following books:
Baker, C Russia 1917 – 1945 (Heinemann Educational) 1990
Bartels, J et al. Shuters History (Shuter & Shooters Publishers) 2006
Bottaro, J et al. Oxford in Search of History Grade 11 (Oxford University Press) 2006
Brooman, J The Age of Excess (New York; Longman) 1992
Brazier C Racism: Shouldering Our Responsibilities (New Internationalist Magazine) March 1985
Culpin, C South Africa since 1948 (John Murray Publishers) 2000
Downey, T et al. Russia and the USSR 1905 – 1995 (Oxford; Oxford University Press) 2000
Fiehn, T Russia and the USSR 1905 – 1941 (London; John Murray) 2005
Goonam, Dr Coolie Doctor (Madiba Publications) 1991
Govender, SP et al. New Generation History Grade 11 (New Generation Publishing Enterprises) 2006
Graves, F et al. Moments in History (Juta Gariep) 2006
Johnson, WM Black Hamites – Era of African Slavery and Slave Trade (Paper delivered by Bethune-Cookman
College, USA)
Kelly, N Russia and USSR 1905 – 1956 (Oxford; Heinemann) 1996
Kelly N et al. The Modern World (Oxford; Heinemann) 1996
Lane, P 1978. The USA in the Twentieth Century (London; Batsford) Leaderhsip Vol. 10 1991
Meredith, M State of Africa: History of Fifty Years of Independence (London; J Ball) 2005
O'Callaghan, DB From Roosevelt and the United States (London; Longman) 1974
Roberts, M South Africa 1948 – 1994 (China; Longman) 2001
Robertson, J Russia in Revolution (Oxford; Oxford University Press) 1986
Smith, N The USA 1917 – 1980 (Oxford; Oxford University Press) 2000
Sunday Times: History Strikes Back at the British Empire (September 2006)
Waugh, S Essential Modern World History (Canale) 2001
Woods, D Nelson Mandela – The Illustrated Long Walk to Freedom (Little Brown) 2001
York, B The Soviet Union (Harrap) 1983
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