GRADE 12 SEPTEMBER 2015 HISTORY P2 · NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2015 HISTORY...

NATIONAL SENIOR CERTIFICATE

GRADE 12

SEPTEMBER 2015

HISTORY P2

MARKS: 150 TIME: 3 hours

This question paper consists of 9 pages.

*HISTE2*

2 HISTORY P2 (EC/SEPTEMBER 2015)

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INSTRUCTIONS AND INFORMATION TO CANDIDATES 1. This question paper consists of two sections; SECTION A (three source-

based questions) and SECTION B (three essay questions) based on the prescribed content framework of 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: NEGOTIATED SETTLEMENT AND THE GNU

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 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. 4.2 The THIRD question can either be source-based question or essay

question. 5. When answering questions, candidates should apply their knowledge, skills

and insight. 6. A mere rewriting of sources as answers will disadvantage candidates. 7. Number the answers correctly according to the numbering system used in this

question paper. 8. Write neatly and legibly.

(EC/SEPTEMBER 2015) HISTORY P2 3


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 in the ADDENDUM. QUESTION 1: HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS

INFLUENCE THE SOUTH AFRICAN YOUTH IN THE 1970s? Study Sources 1A, 1B, 1C, 1D and 1E and answer the questions that follow. 1.1 Refer to Source 1A. 1.1.1 Quote a sentence that indicates that Thenjiwe supported the Black

Consciousness Movement. (1 x 1) (1) 1.1.2 Define the concept “Black Consciousness” in your own words.

(1 x 2) (2) 1.1.3 Who, according to Thenjiwe were the Nationalists? (1 x 2) (2) 1.1.4 Use the information from the source and your own knowledge to

explain what Thenjiwe implied by: ‘white people must try to liberate their counterparts.’ (1 x 2) (2)

1.1.5 Explain why you think the apartheid government initially supported

the Black Consciousness Movement. (2 x 2) (4) 1.2 Read Source 1B. 1.2.1 What do you understand by the concept liberation? (1 x 2) (2) 1.2.2 Why, according to the source, did Khotso want to destroy the

system of apartheid? (1 x 2) (2) 1.2.3 Quote evidence from the source that suggests that the students

were determined to fight apartheid. (1 x 2) (2) 1.3 Explain how the information in Source 1A supports the evidence in

Source 1B regarding the aims of the Black Consciousness Movement. (2 x 2) (4)



1.4 Consult Source 1C. 1.4.1 What, according to the source led to the Soweto Uprising? (1 x 2) (2) 1.4.2 Who, according to the source was the first to react to the decree

that was issued by the Bantu Department of Education? (1 x 2) (2) 1.4.3 Explain the impact that Bantu Education had on black South

African learners. (1 x 2) (2) 1.5 Consult Source 1D. 1.5.1 Explain how the influence of Black Consciousness is reflected in

the visual source. (1 x 2) (2) 1.5.2 Explain the limitations of the visual source for a historian studying

the Soweto Uprising? (2 x 2) (4) 1.5.3 Who according to the source was responsible for Biko’s death?

Use a visual clue from the source to answer the question. (1 x 2) (2) 1.6 Use Source 1E. 1.6.1 How did the students respond to the police violence? (1 x 2) (2) 1.6.2 Quote evidence from the source that suggests that the banned

ANC was proud of the actions taken by students of Soweto. (1 x 1) (1)

1.6.3 Why do you think the ANC supported the actions taken by the

students in Soweto? (2 x 2) (4) 1.7 Using the information in the relevant sources and your own knowledge, write

a paragraph of about EIGHT lines (about 80 words) explaining the influence of the philosophy of Black Consciousness on the South African youth in the 1970s. (8)

[50]



QUESTION 2: DID VICTIMS OF HUMAN RIGHTS VIOLATIONS FIND CLOSURE THROUGH THE PROCESS OF THE TRUTH AND RECONCILIATION COMMITTEE (TRC)?

Study Sources 2A, 2B, 2C and 2D to answer the questions that follow.

2.1 Refer to Source 2A. 2.1.1 Define the concept reconciliation in your own words. (1 x 2) (2) 2.1.2 Explain why you think the TRC found it necessary to distribute this

poster. (2 x 2) (4) 2.1.3 Comment on the relevance of the words in the source: “By telling our

stories of the past, so that we can walk the road to reconciliation together”. (2 x 2) (4)

2.2 Consult Source 2B. 2.2.1 Why according to the source was Jeffery Benzien granted amnesty?

(1 x 2) (2) 2.2.2 How according to the source did Jeffery Benzien torture his victims?

(2 x 1) (2) 2.2.3 Explain how the information in this source conveys the aims of the

TRC. (2 x 2) (4) 2.3 Study Source 2C. 2.3.1 Why were the protestors against the granting of amnesty to Benzien?

Use visual clues from the source to answer the question. (2 x 1) (2) 2.3.2 Explain the message being conveyed in this photograph. (2 x 2) (4) 2.3.3 Explain whether the protestors were justified in their actions. (2 x 2) (4)



2.4 Read Source 2D. 2.4.1 Give TWO ways that show that the TRC reached out to the South

African public. (2 x 1) (2) 2.4.2 Explain why the TRC hearings were broadcast on radio and national

television on a daily basis. (2 x 2) (4) 2.4.3 Why did Herman regard the TRC process as a success? (2 x 2) (4) 2.4.4 Explain to what extent a student would consider the information in this

source as a reliable piece of evidence in the context of the work of the TRC. (2 x 2) (4)

2.5 Using the information in the relevant sources and your own knowledge, write a

paragraph of about EIGHT lines (about 80 words) explaining whether the victims of human rights violations found closure through the TRC processes. (8)

[50]



QUESTION 3: WHAT IMPACT DID THE POLICIES OF THE INTERNATIONAL MONETARY ORGANISATIONS HAVE ON DEVELOPING COUNTRIES?

Study Sources 3A, 3B and 3C answer the questions that follow. 3.1 Read Source 3A. 3.1.1 What impact, according to the source, did the IMF, World Bank and

WTO have on ordinary people? (4 x 1) (4) 3.1.2 List the aim of the ‘iron triangle’. (1 x 1) (1) 3.1.3 Give reasons as to why the information in the source maybe

regarded as bias towards the IMF, World Bank and WTO. (2 x 2) (4) 3.1.4 Use the information in the source and your own knowledge to explain

the negative effects the IMF, World Bank and WTO had on developing countries. (2 x 2) (4)

3.2 Refer to Source 3B. 3.2.1 Quote evidence from the source that indicates that the WTO had

achieved its aim of trade liberalisation. (Viewpoint 1) (1 x 1) (1) 3.2.2 How according to the source, did the WTO benefit poorer countries?

(Viewpoint 1) (4 x 1) (4) 3.2.3 Compare Viewpoint 1 to Viewpoint 2. Explain how these sources

differ with regards to the role of the WTO. Support your answer with evidence from the source. (2 x 2) (4)

3.2.4 Use the information from the source and your own knowledge to

explain why the policies of the WTO were criticised. (Viewpoint 2) (2 x 2) (4)

3.2.5 Explain how the dumping of subsidised foods undermined local

production in developing countries. (2 x 2) (4)



3.3 Consult Source 3C. 3.3.1 Which countries were affected the most by the conditions of the

Structural Adjustment Programmes? (1 x 2) (2) 3.3.2 What messages does the cartoon convey about the IMF and World

Bank in a global context? (2 x 2) (4) 3.3.3 What was the main reason for developing countries becoming

poorer? (1 x 2) (2) 3.3.4 Use the visual clues in the source to describe the consequences of

the Structural Adjustment Programmes (SAP) on developing countries. (2 x 2) (4)

3.4 Using the information in the relevant sources and your own knowledge write

a paragraph of about EIGHT lines (about 80 words) explaining the impact the policies of the International Monetary Organisations had on developing countries. (8)

[50]



SECTION B: ESSAY QUESTIONS Answer ONE (1) question, but not more than TWO questions, from this section. Your essay should be about THREE pages long. QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA:

THE CRISIS OF THE APARTHEID IN THE 1980s. “P.W. Botha’s policy of reform and repression was met with intensified resistance.”

Critically evaluate this statement by referring to the role of internal resistance in bringing about the demise of P.W. Botha’s apartheid regime in the 1980s. [50] QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND

COMING TO TERMS WITH THE PAST: NEGOTIATED SETTLEMENT AND THE GNU.

Explain to what extent the increase in violence and conflict accelerated the process of negotiations in South Africa between 1990 and 1994. [50] QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER:

THE EVENTS OF 1989. “Gorbachev’s reforms in the Soviet Union had a significant impact on South African’s political landscape.”

Critically discuss this statement and support your line of argument with relevant evidence. [50]

TOTAL: 150


GRADE 12

SEPTEMBER 2015

HISTORY P2 ADDENDUM

This addendum consists of 11 pages.

2 HISTORY P2 (ADDENDUM) (EC/SEPTEMBER 2015)


QUESTION 1: HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS INFLUENCE THE SOUTH AFRICAN YOUTH IN THE 1970s?

SOURCE 1A The following extract was written by Thenjiwe Mtintso. It discusses the meaning of Black Consciousness in the 1970s. Whatever we do in this country, be it on the economic, social or political level, it has to be by black people, for black people, period. It doesn’t matter how well-meaning white people may be … they can never deliver me from the hands of the Nationalists … whatever they do; they must try to work within their own community and concentrate on liberating their counterparts. I’ll be doing the same thing in the black community.

[From: Every Step of the Way: The journey to Freedom in South Africa by M Morris] SOURCE 1B This is an extract of a speech by Khotso Seatlholo, president of the Soweto Student Representative Council. It focuses on the reasons of the uprising. “We have the full right to stand up erect and reject the whole system of apartheid. We cannot accept it as our fathers did. We are not carbon copies of our fathers. Where they failed, we will succeed. The mistakes they made will never be repeated. They carried the struggle up to where they could. We are very grateful to them. But now the struggle is ours. The ball of liberation is in our hands. The black students will stand up fearlessly and take arms against a political system … We shall rise up and destroy a political ideology that is designed to keep us in a perpetual (continuous) state of oppression and subservience.”

[From: Making History deur J Pape et al]

(EC/SEPTEMBER 2015) HISTORY P2 (ADDENDUM) 3


SOURCE 1C This source explains the main causes for the Soweto Uprising in 1976. The issue that caused massive discontent and made resentment boil over into the 1976 uprising was a decree issued by the Bantu Education Department. The deputy minister Andries Treurnicht sent instructions to school boards, inspectors and principals to the effect that Afrikaans should be put on an equal basis with English and had to be used as a medium of instruction in all schools. These instructions drew immediate negative reaction from various quarters of the community. The first body to react was the Tswana School Board, which comprised of school boards from Meadowlands, Dobsonville and other areas in Soweto. The minutes of the meeting of the Tswana School Board held on 20 January 1976 read: ‘The circuit inspector told the board that the Secretary for Bantu Education has stated that all direct taxes paid by the black population of South Africa are being sent to the various homelands for educational purposes there. In urban areas the education of a black child is being paid for by the white population, that is English and Afrikaans speaking groups. Therefore the Secretary for the Bantu Education has the responsibility of satisfying the English and Afrikaans speaking people. Consequently, as the only way of satisfying both groups, the medium of instruction in all schools shall be on a 50–50 basis … In future, if a school teach through a medium not prescribed by the department for a particular subject, examination question papers will only be set in the medium with no option of the other language.’

[From: http//www.sahistory.org.za/pages/governance-projects/black consciousness/biko-frameset.hmt. Accessed on August 2014.]



SOURCE 1D

This photograph shows students from Soweto embarking on a march on 16 June 1976.

[From: Soweto ’76 by KA Hlongwana et al]

SOURCE 1E This extract deals with a statement released by the banned ANC on the Soweto Uprising that appeared in an underground ANC newssheet, Vukani – Awake, July 1976. “Our youth understood that their protest would be met by massive police violence but were not intimidated. They have won a great political victory – the Voster government has been compelled to drop the use of Afrikaans in schools. More important, they have demonstrated the power of the people and shown that mass protest remains an important part of the liberation struggle.”

[From: In Search of History by J Bottaro et al]



QUESTION 2: DID VICTIMS OF HUMAN RIGHTS VIOLATIONS FIND CLOSURE THROUGH THE PROCESS OF THE TRUTH AND RECONCILIATION COMMISSION (TRC)?

SOURCE 2A This source is a poster that was developed by the Truth and Reconciliation Commission, 1995. It was an invitation to both victims and perpetrators to appear before the TRC.

[From: Via Afrika History by S Grove et al]



SOURCE 2B This source focuses on the granting of amnesty to Jeffery Benzien, by the TRC on 17 February 1999. Former senior member of the SAP Anti-terrorist Unit, Jeffery Theodore Benzien was today granted amnesty by the Amnesty Committee of the TRC for the killing of popular ANC Cape Town activist, Ashley Kriel, who was gunned down at his home in Athlone on 15 July 1987. He was also granted amnesty for the use of his ‘favourite’ torture method, known as the ‘Wet Bag Method’ during the torture and interrogation of a number of political activists, including leading ANC MP, Tony Yengeni. Benzien bragged during his hearing saying that his method was so effective that he invariably (always) got the desired results within in a matter of thirty minutes. He was granted amnesty for the torture of Peter Jacobs on whom he administered his ‘Wet Bag’ method and the electric shocks method, continuously for more than 3 hours during interrogation. He was also granted amnesty for the torture and assault of other activist such as Ashley Forbes, Bongani Jonas, Nico Pedro and Gary Kruser.

[From: www.justice.gov.za/trc/n. Accessed on August 2014.] SOURCE 2C This photograph was taken in Cape Town and shows people protesting against the granting of amnesty to Jeffery Benzien, by the TRC.

[From: ORYX Media Archives/ Gallo images/ Getty images]



SOURCE 2D The following extract by Judith Lewis Herman (American psychiatrist, researcher, teacher, and author who has focused on discovering a better way for victims of crimes to be allowed to interact with what she perceives as an ‘adversarial’ system of crime and punishment in the U.S., describes the success of the Truth and Reconciliation Commission. Under the leadership of its chairman, Archbishop Desmond Tutu, the TRC took as its mission to foster the widest possible participation. Unlike truth commissions in many other countries, which met behind closed doors, the TRC reached out to the people. Commissioners travelled throughout the country, holding over 50 public hearings and taking statements from over 20 000 survivors of political violence. The hearings were broadcast daily on radio, and highlights were shown weekly on national television …The results were unprecedented. Not only did victims testify in great numbers, but, faced with the enormity of the accumulating evidence, many perpetrators also broke their silence. The amnesty committee originally expected to receive something on the order of 200 applications; by the time their deadline arrived, they had received over 7 000. Detailed information provided by the perpetrators allowed the TRC to form a coherent picture of organised death squads and to solve a number of infamous political murders.

[From: The American Prospect, Volume 11 by JL Herman]



QUESTION 3: WHAT IMPACT DID THE POLICIES OF THE INTERNATIONAL MONETARY ORGANISATIONS HAVE ON DEVELOPING COUNTRIES?

SOURCE 3A This extract describes the role of the IMF, World Bank and WTO, in the process of globalisation. What do the Asian financial crisis, one billion people on the brink of starvation, 2,5 trillion in international debt, the decline of every major ecosystem on the planet and sweatshops have in common? They are all results of a global economy designed by the IMF, World Bank and the WTO which looks after the interest of transnational corporations over the interests of all other aspects of life. The IMF, World Bank and WTO work together in an iron triangle to carry out the corporate plan of privatisation, deregulation and ‘free’ trade. Although the World Bank and IMF were originally founded to be part of the United Nations, they have always been controlled by bankers and economists from the United States and Europe. While outwardly promoting economic growth, financial stability and development, the World Bank and IMF have forced more than 60 countries to open up their forest, minerals, fisheries, agricultural land, workforce and financial markets to foreign investors. They ignore domestic needs such as food security, universal education and health care, the needs of local communities and domestic business, protections for workers, women, marginalised peoples, and the limits on nature’s capacity to be exploited and polluted. Countries are being forced to reorganise their economies to produce exports in order to generate the hard currency required to pay off loans from irresponsible lenders such as the World Bank and the IMF. Instead of growing food for local consumption, countries are now exporting luxury crops during times of famine and food shortages. Protection of indigenous people, workers and environment is sacrificed to attract foreign investment.

[From: History for All by E Brink et al]



SOURCE 3B This source consists of two viewpoints on the World Trade Organisation. VIEWPOINT 1: THIS IS AN EXTRACT FROM A SPEECH BY RENATO

RUGGIERO, A WTO OFFICIAL, IN OTTAWA ON 26 OCTOBER 2000

The World Trade Organisation, and its predecessor, the GATT, has played an important role in creating a more open and prosperous world. Since the GATT was set up in 1948, world trade has soared 15-fold, to more than $7 000 billion (45 billion rand) a year. This huge rise in living standards has allowed nearly everyone to enjoy the luxuries that were previously enjoyed only by the few … Even in poor countries, people live longer, eat better, have more access to clean water than they did 50 years ago … The WTO is a powerful force for good in the world … People do want global rules. If the WTO did not exist, people would be crying out for a place where government could negotiate rules that promote freer trade ... We do not lay down law. We uphold the rule of law. The alternative is the law of the jungle, where might makes right and the little guy doesn’t get a look in. [From: Internet source: http//www/wto.org/English/news – e/spmm 30 – e htm. Accessed 24 Augustus 2014.]

VIEWPOINT 2: THIS EXTRACT (AUTHOR UNKNOWN) FOCUSES ON THE

WORK OF THE WORLD TRADE ORGANISATION. Free trade is not working for the majority of the world. During the most recent period of rapid growth in global trade and investment (1960 to 1998) inequality worsened both internationally and within countries. The UN Development Program reports that the richest 20% of the world’s population consume 86% of the world’s resources while the poorest 80% consume just 14%. WTO rules have hastened these trends by opening up countries to foreign investment, thereby making it easier for production to go where the labour is cheapest and most easily exploited and where environmental costs are low. WTO policies have allowed dumping of heavy subsidised industrially produced food into poor countries, thereby undermining local production and increasing hunger.

[From: http://www.globalexchange.org/resources/wto/oppose. Accessed 24 August 2014.]



SOURCE 3C This cartoon deals with the effects that the policy of Structural Adjustment Programmes (SAPs) on developing countries.

[From: In Search of History by J Bottaro et al]



ACKNOWLEDGEMENTS Visual sources and other historical evidence were taken from the following: Bottaro, J. et al. 2007. In Search of History (Oxford University Press) Brink. E. et al. 2007. History for All (Macmillan) Herman, J.L. 2013. The American Prospect, Volume 11 (Vivlia Publishers) Hlongwana, K.A. et.al. 2006. Soweto ’76 (Macmillan) Internet source: http:///wto.org/English/news-e/spmm39-ehtm. Accessed August 2014. Internet source: http//:hemi.nyu.edu. Accessed August 2014. Internet source: www.justice.gov.za/trc/n. Accessed August 2014. Internet source: http:/www.globalexchange.org/resources/wto/oppose Morris, M. 2004. Every Step of the way: The journey to Freedom in South Africa(Ministry of Education) ORYX Media Archives/ Gallo images/ Getty images: Accessed August 2014 Pape, J. et al. 1998. Making History (Heinemann Publishers) South African History Online: Accessed on August 2014.


GRADE 12

SEPTEMBER 2015

HISTORY P2 MEMORANDUM

MARKS: 150

This memorandum consists of 20 pages.



1. SOURCE-BASED QUESTIONS 1.1 The following cognitive levels were used to develop source-based

questions: COGNITVE

LEVELS HISTORICAL SKILLS WEIGHTING OF

QUESTIONS LEVEL 1 (L1) x Extract evidence from sources.

x Selection and organisation of relevant information from sources.

x Define historical concepts/terms.

30% (15)

LEVEL 2 (L2) x Interpretation of evidence from sources.

x Explain information gathered from sources. x Analyse evidence from sources.

40% (20)

LEVEL 3 (L3) x Interpret and evaluate evidence from the sources.

x Engage with sources to determine its usefulness, reliability, bias and limitations

x Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions.

30% (15)

1.2 The following information below indicates how to source-based questions

are assessed: x In the marking of source-based questions, credit needs to be given to any

other valid and relevant viewpoints, arguments, evidence or examples. x In the allocation of marks, emphasis should be placed on how the

requirements of the question have been addressed. x 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.



2. ESSAY QUESTIONS 2.1 The essay questions require candidates to: x 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 essays questions x Markers must be aware that the content of the answer will be guided by

the textbooks in use at the particular centre. x Candidates may have any other relevant introduction and/or conclusion

than those included in a specific essay marking guideline for a specific essay.

x When assessing open-ended source-based questions, learners should be credited for any other relevant answer.

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 learners 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’ opinion supported by evidence. Holistic assessment, unlike content-based marking, does not penalise language inadequacies as the emphasis is on the following: x The construction of argument x The appropriate selection of factual evidence to support such argument x The learner’s interpretation of the question



2.4 Assessment procedures of the essay 2.4.1 Keep the synopsis in mind when assessing essays. 2.4.2 During the first reading of the extended writing, ticks need to be

awarded for a relevant introduction (indicated by a bullet in memorandum) each of the main points/aspects that is properly contextualised (also indicated by bullets in the memorandum) and a relevant conclusion (indicated by a bullet in the memorandum) e.g. in an answer where there are 5 main points there will be 7 ticks.

2.4.3 The following additional symbols can also be used: x introduction, main aspects and conclusion not

properly contextualised

x Wrong statement x Irrelevant statement

x Repetition R x Analysis A √ x Interpretation I √ 2.5 The Matrix 2.5.1 Use of analytical matrix in the marking of essay: In the marking of essays, with reference to page 5, the given criteria

shown in the matrix should be used. In assessing the extended writing note should be taken of 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 essay will be to determine to what extent the

main aspects have been covered and to allocate the content level (on the matrix).

C LEVEL 4

(b) The second reading of essay will relate to the level (on the matrix) of

presentation. C LEVEL 4 P LEVEL 5

(c) Allocate an overall mark with the use of the matrix.

C LEVEL 4 30 – 33

P LEVEL 5



MARKING MATRIX FOR ESSAY: TOTAL MARKS – 50

PRESENTATION CONTENT

LEVEL 7 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.

LEVEL 6 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.

LEVEL 5 Well planned and structured essay. Attempts to develop a clear argument. Conclusion drawn from the evidence to support the line of argument.

LEVEL 4 Planned and constructed an argument. Evidence used to some extent to support the line of argument. Conclusions reached based on evidence.

LEVEL 3 Shows some evidence of a planned and constructed argument. Attempts to sustain a line of argument. Conclusions not clearly supported by evidence.

LEVEL 2 Attempts to structure an answer. Largely descriptive or some attempt at developing a line of argument. No attempt to draw a conclusion.

LEVEL 1 Little or no attempt to structure the essay.

LEVEL 7 Question has been fully answered. Content selection fully relevant to line of argument.

47–50 43–46

LEVEL 6 Question has been answered. Content selection relevant to a line of argument.

43–46 40–42 38–39

LEVEL 5 Question answered to a great extent. Content adequately covered and relevant.

38–39 36–37 34–35 30–33 28–29

LEVEL 4 Question recognisable in answer. Some omissions or irrelevant content selection.

30–33 28–29 26–27

LEVEL 3 Content selection does not relate to the question, but does not answer it, or does not always relate to the question. Omissions in coverage.

26–27 24–25 20–23

LEVEL 2 Question inadequately addressed. Sparse content.

20–23 18–19 14–17

LEVEL 1 Question inadequately addressed or not at all. Inadequate or irrelevant content.

14–17 0–3



SECTION A: SOURCE BASED QUESTIONS QUESTION 1: HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS

INFLUENCE THE SOUTH AFRICAN YOUTH IN THE 1970s? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] x “Whatever we do in this country, it has to be by blacks, for

blacks, period.” (1 x 1) (1) 1.1.2 [Definition of a concept from Source 1A – L1] x This is a philosophy that advocates black pride and values.

x Black people must liberate themselves from discrimination and oppression.

x Any other relevant explanation. (Any 1 x 2) (2) 1.1.3 [Interpretation of evidence from Source 1A – L2] x National Party

x Apartheid government (Any 1 x 2) (2) 1.1.4 [Interpretation of evidence from Source 1A – L2] x They should conscientise each other on the plight of black

people. x Liberate their thoughts to see blacks as their equal

counterparts. x Any other relevant response. (1 x 2) (2)

1.1.5 [Interpretation of evidence from Source 1A – L2] x Black South Africans has accepted the idea of separate

development. x The fact that Black South Africans were forming their own

organisations for the upliftment of their people. x The formation of SASO, a union of black students seemed to

be in accordance with the apartheid theories of “own affairs”. x Any other relevant response. (Any 2 x 2) (4)

1.2 1.2.1 [Definition of a concept from Source 1B – L1] x To be free from oppression.

x To free yourself from bondage. x The act of setting someone free from imprisonment, slavery or

oppression. x Any other relevant explanation. (Any 1 x 2) (2)

1.2.2 [Interpretation of evidence from Source 1B – L2] ● Kept blacks in perpetual state of oppression and subservience.

(1 x 2) (2)



1.2.3 [Extraction of evidence from Source 1B – L1] x “We are not carbon copies of our fathers.”

x “Where they failed, we will succeed.” (Any 1 x 2) (2) 1.3 [Comparing and analysing evidence in Source 1A with 1B – L3]

Candidates need to refer to both sources in their response. x Source1A refers to the statement: “whites cannot deliver me from the

hands of nationalists”. x Source1B notes that the struggle is ours/ball of liberation is in our

hands. x Source 1A indicates that blacks should do things for themselves. x Source 1B shows that blacks stood up and fought apartheid. x Any other relevant response. (2 x 2) (4)

1.4 1.4.1 [Extraction of evidence from Source 1C – L1]

x That Afrikaans should be put on equal basis with English. x Afrikaans had to be used as a medium of instruction.

(Any 1 x 2) (2) 1.4.2 [Extraction of evidence from Source 1C – L1]

x Tswana School Board (1 x 2) (2)

1.4.3 [Interpretation of evidence from Source 1C – L2] x High failure rate

x High dropout rate x Prepared them for servitude x Forced to learn their subjects in Afrikaans. x Any other relevant response. (Any 1 x 2) (2)

1.5 1.5.1 [Interpretation of evidence from Source 1D – L2]

x Determination x Fearless x Blacks did things for themselves x Blacks did not wait for whites to liberate them ● Any other relevant response (Any 1 x 2) (2)

1.5.2 [Determining the limitations of Source 1D – L3]

x Source do not clearly show the presence of the army in

Soweto. x It does not reveal the acts of violence that occurred on 16 June x It does not reveal the actual events of 16 June as mentioned in

many other sources. x It only shows two army officials as being peaceful (reading

something to students). x Any other relevant response. (Any 2 x 2) (4)



1.5.3 [Extraction evidence from Source 1D – L1] x Kruger (1 x 2) (2)

1.6 1.6.1 [Interpretation of evidence from Source 1E – L2] x Brave

x Fought back x Their protest became more intense x Any other relevant response (Any 1 x 2) (2)

1.6.2 [Extraction of information from Source 1E – L1] “They have won a great political victory.”

“They have demonstrated the power of the people.” (Any 1 x 1) (1) 1.6.3 [Interpretation of evidence from Source 1E – L2] x Both believed in mass action against apartheid.

x The ANC had the same goals as the students, i.e. to bring the apartheid government to a fall.

x Both were fighting for the liberation of black South Africans. x The BC filled the political vacuum while the liberation

organisations was in exile. x Any other relevant response. (Any 2 x 2) (4)



1.7 [Interpretation, analysis and synthesis of evidence from the relevant sources – L3]

Candidates should include some of the following in their response: x Black South Africans should liberate themselves. (Source 1A)

x Be it political, economic and social, it has to be done by black people. (Source 1A)

x The youth should be on the forefront in the fight against apartheid. (Source 1B)

x The ball of liberation is in our hands. (Source 1B) x We have the full right to stand up and reject the whole system of

apartheid. (Source 1B) x Youth showing they have removed the shackles of fear. (Sources 1D and

1E) x Blacks to stop depending on whites. (Source 1A) x Whites to stop making decisions on behalf of blacks. (Source 1A) x Motivated blacks to rise against apartheid. (Source 1C) x To conscientise blacks to stand up for their rights. (Sources 1A and 1B) x Blacks to become self-reliant. x Determined to destroy the system that oppressed and kept them in a

subservient position. (Source 1D) x Led to the Soweto uprising. (Source 1D) x Led to riots right over South Africa. (Source 1D) x Black students were not intimidated. (Source 1D) x Any other relevant response.

Use the following rubric to allocate a mark. LEVEL 1 x Uses evidence in an elementary manner, e.g.

shows no or little understanding of the of how the philosophy of Black Consciousness influenced the South African youth in the 1970s

x Uses evidence partially to report on topic or cannot report on topic.

Marks: 0 – 2

LEVEL 2 x Evidence is mostly relevant and relates to a great

extent to the topic, e.g. shows some understanding of how the philosophy of Black Consciousness influenced the South African youth in the 1970s.

x Uses evidence in a very basic manner.

Marks: 3 – 5

LEVEL 3 x Uses relevant evidence, e.g. demonstrate a

thorough understanding of how the philosophy of Black Consciousness influenced the South African youth in the1970s.

x Evidence relates well to the topic. x Uses evidence very effectively in an organised

paragraph that shows an understanding of the topic.

Marks: 6 – 8

(8) [50]



QUESTION 2: DID VICTIMS OF HUMAN RIGHTS VIOLATIONS FIND CLOSURE THROUGH THE PROCESS OF THE TRUTH AND RECONCILIATION COMMITTEE (TRC)?

2.1 2.1.1 [Definition of a concept from Source 2A – L1] x Bringing together former enemies in a manner that promotes

forgiveness and healing. x Any other relevant explanation. (1 x 2) (2)

2.1.2 [Interpretation of evidence from Source 2A – L2] x To promote the TRC to the South African public.

x To speak out to each other. x Motivate people to come forward and reveal the truth. x Tell their stories of the past. x To bring about reconciliation. x Any other relevant response. (Any 2 x 2) (4)

2.1.3 [Interpretation of evidence from Source 2A – L2]

x Atrocities committed in the past should be revealed. x Victims expected to forgive perpetrators. x Victims found closure. x To establish a culture of human rights. x To safeguard the newly found democracy. x Any other relevant response. (Any 2 x 2) (4)

2.2 2.2.1 [Extraction of evidence from Source 2B – L1]

x For the killing of Ashley Kriel. x For the use of his favourite torture method. x The torture of Peter Jacobs. x For the torture and assault of Ashley Forbes. x Any other relevant explanation. (1 x 2) (2)

2.2.2 [Extraction of evidence from Source 2B – L1]

x ‘Wet Bag Method’ x Electric shocks (Any 2 x 1) (2)

2.2.3 [Interpretation of evidence from Source 2B – L2]

x TRC advocates restorative justice. x The TRC encouraged perpetrators to come forward and reveal

the truth. x It encouraged people to tell their stories of the past. x TRC aimed to bring reconciliation between victims and

perpetrators. x Any other relevant response. (Any 2 x 2) (4)



2.3 2.3.1 [Extraction of evidence from Source 2C – L1] x He committed murder. x He tortured his victims. (2 x 1) (2)

2.3.2 [Interpretation of evidence from Source 2C – L2]

x The protestors favoured retributive justice. x They wanted the perpetrator to be punished for his atrocities. x They did not support the aims of the TRC. x They did not support restorative justice. x Not to go free of the crimes he committed. x Any other relevant response. (Any 2 x 2) (4)

2.3.3 [Interpretation and evaluation evidence from Source2C – L3]

Candidates need to take a stance and support their answer with relevant evidence.

JUSTIFIED

x He walked free/wanted retributive justice. x They wanted perpetrators to be punished for their crimes. x He boasted how he tortured his victims. x Any other relevant response.

NOT JUSTIFIED

x They contradicted the aims of the TRC. x The emphasis was based on reconciliation and not retributive

justice. x Any other relevant response. (Any 2 x 2) (4)

2.4 2.4.1 [Extraction of evidence from Source 2D – L1]

x Holding over 50 public hearings. x Travelled throughout the country. x Taken statements from over 20 000 survivors of political

violence. (Any 2 x 1) (2)

2.4.2 [Interpretation of evidence from Source 2D – L2]

x To apply the democratic principle of transparency. x To gain the trust/confidence from the South African public on

the work of the TRC. x To show it was genuine in its aims of gaining the truth about

gross human violations of the past/no hidden agenda. x Facilitate nation reconciliation. x Any other relevant response. (Any 2 x 2) (4)



2.4.3 [Application of information from Source 2D – L1] x She describes how many victims and perpetrators came forward

to share their stories, more than expected. x She also describes how the information the commission collected

allowed it to solve many apartheid crimes relating to death squads and infamous political murders.

x It brought closure to some victims. x Perpetrators showed remorse. x Any other relevant response. (Any 2 x 2) (4)

2.4.4 [Determining the reliability of Source 2D – L3]

Candidates need to take a stance and motivate their answer with relevant evidence. RELIABLE x Got statements from thousands of people. x Hearings/information can be verified with recorded and

documented evidence (corroborated). x Perpetrators came forward to reveal the truth. x Many applied for amnesty. x Any other relevant response.

NOT RELIABLE

x Bias x Only show the positive aspects of the TRC. x Does not show the flaws in the TRC process/objections. x Any other relevant response. (Any 2 x 2) (4)



2.5 [Interpretation, synthesis and analysis of evidence from the relevant sources – L3]

Candidates should include some of the following in their response: x TRC provided a platform for the truth to be told about gross human

violations. (Source 2A) x TRC invited both the victims and perpetrators to appear before the TRC.

(Source 2A) x It provided closure to many victims (Sources 2B and 2D) x TRC helped to heal the nation. (Source 2A) x Helped many South Africans to come to terms with the past. (Sources 2A

and 2B) x Perpetrators came forward (Jeffery Benzien) and revealed the truth about

past atrocities. (Source 2B) x TRC believed that healing could come only after full disclosure.

(Source 2D) x The nation could grieve over atrocities committed and move forward to

reconciliation. (Source 2A) x Many perpetrators broke their silence. (Sources 2A and 2D). x Chose restorative justice. (Sources 2B and 2C). x Decided not to punish perpetrators/Granted amnesty. (Source 2D). x Had public hearings to ensure transparency. (Sources 2A and 2C). x TRC took statements from more than 20 000 survivors of political violence.

(Source 2D). x TRC provided a platform for victims’ stories to be heard. (Source 2D) x It focused on healing and reconciling people, both victims and

perpetrators. (Source 2C) x Any other relevant response. (8)

Use the following rubric to allocate a mark: LEVEL 1 x Uses evidence in an elementary manner e.g.

shows little or no understanding of whether victims of human rights violations found closure through the TRC processes.


Marks: 0 – 2

[50]

LEVEL 2 x Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding of whether victims of human rights violations found closure through the TRC processes


Marks: 3 – 5

LEVEL 3 x Uses relevant evidence e.g. demonstrates a thorough understanding of whether victims of human rights violations found closure through the TRC processes.

x Evidence relates well to the topic. x Uses evidence very effectively in an organised

paragraph that shows an understanding of the topic.

Marks: 6 – 8



QUESTION 3: WHAT IMPACT DID THE POLICIES OF THE INTERNATIONAL MONETARY ORGANISATIONS HAVE ON DEVELOPING COUNTIES?

3.1 3.1.1 [Extraction of evidence from Source 3A – L1]

x One billion people on the brink of starvation x 2,5 trillion in international debt x The decline of the ecosystem on the planet x Sweatshops (4 x 1) (4)

3.1.2 [Extraction of evidence from Source 3A – L1]

x To carry out the corporate plan of privatisation, deregulation

and ‘free trade’. (1 x 1) (1) 3.1.3 [Determining the bias of evidence from Source 3A – L3]

x These organisations have been controlled by bankers and

economists from the United States and Europe. x Domestic needs such as food security, universal education

and health care were ignored. x The needs of local communities and domestic businesses

not taken into account. x No protection of workers, women and marginalised people. x Nature resources exploited and polluted. (Any 2 x 2) (4)

3.1.4 [Interpretation of evidence from Source 3A – L2]

x Brought poverty. x Forced to open their forest, minerals, fisheries, agricultural

land, workforce and financial markets to foreign investors. x Found themselves in debt by the loans provided by these

organisations. x These countries have to adopt capitalist economic policies. x Any other relevant response. (Any 2 x 2) (4)



3.2

3.2.1 [Extraction of evidence from Source 3B – L1] x “World trade has soared 15-fold, more than 45 billion rand a

year.” (1 x 1) (1) 3.2.2 [Extraction of evidence from Source 3B – L1]

x Raised the standards of living x People live longer x Eat better x Access to clean water (4 x 1) (4)

3.2.3 [Compare and contrast information in both Viewpoint 1 and

Viewpoint 2 from Source 3B – L3] x Viewpoint 1 argues in favour of the WTO that it brought about

a prosperous world. x Its role has led to developments/advances/improvements in

technology. x Viewpoint 2 shows criticism against the WTO and its policies

as it only benefit the transnational corporations/richer nations. x Any other relevant response. (Any 2 x 2) (4)

3.2.4 [Interpretation and analyses of evidence from Source 3B – L2]

x Promoted the interest of richer countries. x Domination of world trade by the West has impoverished

Third World countries. x The removal of tariff barriers has a negative effect on poorer

countries which export primary products. x Any other relevant response (Any 2 x 2) (4)

3.2.5 [Interpretation of evidence from Source 3B – L2]

x Local farmers cannot compete against subsidised farming

done elsewhere in the wealthier countries. x Local farmers cannot compete in terms of the price set for

products. x Farmers in wealthier countries produce more food than

European markets really need, so they sell their subsidised excesses to the developing world at a cost far below that of production.

x Any other relevant explanation. (Any 2 x 2) (4)



3.3 3.3.1 [Straight forward interpretation of evidence from Source 3C – L1] x Third World countries x Developing counties (Any 2 x 1) (2)


x It effectively shows the power the IMF and WTO had over

developing countries. x Developing countries is being exploited by these organisations. x Debt repayments had a negative impact on developing

countries. x Any other relevant response. (Any 2 x 2) (4)

3.3.3 [Extraction of information from Source 3C – L1]

x Debt repayment (1 x 2) (2)


x Government had less money to spend on social services. x Less money to spend on education and healthcare. x Rising unemployment. x Third World countries became markets of cheap labour. x Paid little wages as profit went to foreign countries. x Did not benefit from profits made in their countries. x Natural resources were exploited by foreigner who invested in

developing countries. x Any other relevant response. (Any 2 x 2) (4)



3.4 [Interpretation, evaluation and synthesis of evidence from the relevant sources – L3] Candidates should include the following in their response:

POSITIVE IMPACT

x Had access to loans. (Source 3A) x Developing countries could develop their economies. x Had access to clean water. (Source 3B) x Bring financial stability. x Ensure free trade between countries. (Sources 3A and 3B) x Could have access to new technology, such as the internet (Source 3B) x Raised the standards of living of many developing countries. (Source 3B) x Spread the ideas of human rights. x Any other relevant response.

NEGATIVE IMPACT x Led to inequality – rich become richer and poor become poorer. (Source 3B)

x Led to poverty. (Source 3A) x Developing countries had to privatise previously state owned enterprises x Had to cut on subsidies of social services to their people (Sources 3A and 3C) x Open up their countries to foreign investments. (Source 3A) x Did not benefit from investments in their country (Sources 3B and 3C) x Became a market for cheap labour. (Source 3C) x Lose indigenous economic practices. (Source 3A) x Any other relevant response.

Use the following rubric to allocate a mark. LEVEL 1 x Uses evidence in an elementary manner, e.g. shows no

or little understanding of the impact the policies of the International Monetary Organisations had on developing countries.


Marks: 0 – 2

LEVEL 2 x Evidence is mostly relevant and relates to a great extent

to the topic, e.g. shows some understanding of the impact the policies of the International Monetary Organisations had on developing.


Marks: 3 – 5

LEVEL 3 x Uses relevant evidence, e.g. demonstrates a thorough

understanding of the impact the policies of the International Monetary Organisations had on developing countries

x Evidence relates well to the topic x Uses evidence very effectively in an organised

paragraph that shows an understanding of the topic

Marks: 6 – 8

(8) [50]



SECTION B: ESSAY QUESTIONS Answer at least ONE essay question and not more than TWO from this section. QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA:

THE CRISIS OF THE APARTHEID IN THE 1980s. [Plan, construct and discuss an argument based on evidence using analytical and interpretative skills.] SYNOPSIS Candidates should evaluate the role of internal resistance in bringing about the demise of P.W. Botha’s apartheid’s regime. MAIN ASPECTS Candidates should include the following aspects in their response. INTRODUCTION: Candidates should indicate the reforms that were implemented by the

Botha government and the responses to it. ELABORATION x Botha’s total strategy x Tri-cameral parliament created by P.W. Botha x ‘Coloured’ and ‘Indians’ represented but excluded blacks x Africans were seen to have political rights in the so-called homelands x Reaction of anti-apartheid movements x UDF was a non-racial alliance that was launched in 1983 x UDF launched a massive nationwide campaign to persuade Coloured and Indian not

to participate in the elections for the Houses of Representatives and Delegates x Civil society protest against the Tri-cameral parliament showed that the majority of

South Africans opposed the new structure x Freedom marches/strikes/school, rent and consumer boycotts x Civil protest – role of civic organisations/‘bread and butter issues’ x Wanted to improve the quality of life of township residence x Protest against poor services by boycotts – refuses to pay rent x Role of SACC (South African Council of Churches) x Prominent in fighting for social justice and challenged the apartheid laws x Stand up for the poor and oppressed x Role of trade unions – fought for the rights of black workers x Role of students COSAS (Congress of South African Students) x Was to co-ordinate student activities in different regions x Unite students and fight for the demands of students x AZOSO (Azanian Student Organisation) and COSAS organised school boycotts, stay-

away, consumer boycotts and self-defence structures against the apartheid security forces.

x Mass Democratic Movement (MDM) x Formed when UDF was banned x Defiance campaign against segregation x 1989 – “year of mass action” x End Conscription Campaign



x Black Sash x Any other relevant response

CONCLUSION: Candidates should tie up their argument with a relevant conclusion. [50] x QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND

COMING TO TERMS WITH THE PAST: NEGOTIATED SETTLEMENT AND THE GNU.

[Plan, construct and discuss an argument based on evidence using analytical and interpretative skill.] SYNOPSIS Candidates should discuss to what extent the increase in violence and conflict accelerated the process of negotiations in South Africa between 1990 and 1994. MAIN ASPECTS Candidates should include the following aspects in their response. INTRODUCTION: Candidates should affirm the contributions of violence and indicate

how they would support a given line of argument. ELABORATION x Release of Mandela x Process of negotiations and reform x Talks between major stakeholders begin x Sebokeng – 8 protestors killed in riots against rent increase x Groote Schuur Minute – all parties agree to end violence and work toward process

of negotiation x Pretoria Minute – ANC agree to suspend the armed struggle x Violence-Boipatong, Natal and PWV – Inkatha and ANC clashes – Third Force

involvement x COSAG group and Freedom Alliance x Codesa 1 and 2 x Bisho massacre – unarmed ANC marched. Ciskei leader Oupa Gqozo ordered

shooting x Assassination of Chris Hani x AWB storming the World Trade Centre x Bophuthatswana coup – Lucas Mangope x Record of understanding x Interim constitution and Bill of Rights x Multi-party negotiation process – Sunset clause x 1994 elections x New constitution x Any other relevant response CONCLUSION: Candidates should tie up their argument with a relevant. [50]



QUESTION 6: 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 should critically discuss how Gorbachev’s reforms had a significant impact on South Africa’s political scene by referring to both the impact it had on the NP and the ANC. MAIN ASPECTS Candidates should include some of the following aspects in their response. INTRODUCION: Candidates should take a line of argument and indicate how they

would support it. ELABORATION x Perestroika and Glasnost x Reform communism, but not dismantle it x Resulted in protest and demonstrations x Led to fall of communism x Fall of the Berlin Wall led to revolts in Soviet satellite states x The fall of Berlin Wall affected the reform process in South Africa x The South African government could no longer use the treat of communism to get

support from Western powers x The National Party was now prepared to negotiate with the ANC x After the collapse of communism the ANC was no longer supported by the Soviet

Union x This also forced the ANC to negotiate with the National Party x The collapse of communism was a critical factor that led to change in South Africa x De Klerk’s speech of 2 February 1990 brought an end to apartheid x Battle of Cavto / South African Defence Force defeated x Independence of Namibia / Blueprint for majority rule x Any other relevant response CONCLUSION: Candidates should tie up their argument with a relevant conclusion. [50]

TOTAL: 150

GRADE 12 SEPTEMBER 2015 HISTORY P2 · NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2015 HISTORY...

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Transcript of GRADE 12 SEPTEMBER 2015 HISTORY P2 · NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2015 HISTORY...