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Thursday, 24 June 2021 11:10

COMPUTER APPLICATION TECHNOLOGY PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2017

COMPUTER APPLICATION TECHNOLOGY
PAPER 1
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

INSTRUCTIONS AND INFORMATION

Owing to the nature of this practical examination, it is important to note that, even if you complete the examination early, you will NOT be permitted to leave the examination room until all the administrative functions associated with the examination have been finalised. During the examination normal rules regarding leaving the examination room apply.
Enter your examination number in the header or footer of EVERY document that you create or save, where applicable.
The invigilator will give you a CD/DVD/flash disk containing all the files needed for the examination OR you will be told where the files can be found on the network or computer. If a CD/DVD has been issued to you, you must write your examination number and centre number on the CD/DVD. If you are working on the network, you must follow the instructions provided by the invigilator/educator.
A copy of the master files will be available from the invigilator. Should there be any problems with a file, you may request another copy from the invigilator.
This question paper consists of SEVEN questions.
Answer ALL the questions.
Ensure that you save each document using the file name given in the question paper. Save your work at regular intervals as a precaution against possible power failures.
Read through each question before answering or solving the problem. Do NOT do more than is required by the question.
At the end of the examination, you must hand in the CD/DVD/flash disk given to you by the invigilator with ALL your answer files saved onto it, OR you should make sure that ALL the answer files are saved on the network/computer as explained to you by the invigilator/educator. Make absolutely sure that all the files can be read. Do NOT save unnecessary files/folders and do NOT hand in duplicate answer files/folders.
The information sheet that has been provided with the question paper MUST BE COMPLETED AFTER THE THREE-HOUR EXAMINATION SESSION. Hand it to the invigilator at the end of the examination.
During the examination, you may use the help functions of the programs which you are using. You may NOT use any other resource material.
Unless instructed otherwise, use formulae and/or functions for ALL calculations in questions involving spreadsheets. Use absolute cell references only where necessary to ensure that formulae are correct when you copy them to other cells in a spreadsheet.
NOTE: All formulae and/or functions should be inserted in such a manner that the correct results will still be obtained even if the data changes.
If data is obtained from a previous question that you could not answer, you should still proceed with the questions that follow.
In all questions involving word processing, you should set the language to English (South Africa). The paper size is assumed to be A4 Portrait, unless stated otherwise.
Use centimetres as the unit of measurement when answering this question paper.
Generally, one mark is allocated per action; therefore, a 2-mark question would usually require TWO actions, et cetera.
The examination folder/CD/DVD/flash disk that you receive with this question paper contains the files listed below. Ensure that you have all the files before you begin with this examination.

1Areas Word processing file
2Det_Bes Spreadsheet file
2Drops Image file
2Water Word processing file
3Rain_Reën Spreadsheet file
4Game_Speel Spreadsheet file
5AlbertFalls Image file
5Dam Database file
6House Image file
6Life Image file
6Out Image file
6Wise_Wys HTML file
7Answ_Antw Word processing file
7River_Rivier Database file
7Rivers_Riviere Spreadsheet file
7Water Word processing file

QUESTIONS

SCENARIO

Water is very important for life. We need water to drink, to wash our hands, to cook and to do many other things.
Your community leader has decided to contact your school to gather some facts about water as a natural resource.

QUESTION 1: WORD PROCESSING
A document about South Africa's water sources was created.
Open the 1Areas word processing document and insert your examination number in the header or footer.
1.1 Find the text ('The availability of … floods and droughts.') in the Abstract control on the first page and make the following changes:

1.1.1 Set the proofing language of all the text to English (South Africa). (1)
1.1.2 Justify the text. (1)

1.2 Find the image on the first page.
Crop the image to any shape of your choice AND sharpen the image to 50%. (2)
1.3 Find the 'Subtitle' text control on the first page and remove this control WITHOUT deleting the text contained in the control. (1)
1.4 Insert an automatically generated table of contents below the heading 'Contents' on the second page as follows:

Apply the 'Classic' table of contents format.
Use the 'Water' style for the first level and the 'Heading 1' style for the second level of headings.
Set the tab leader for the page numbers to solid.
NOTE: Accept any warning messages that may appear. (4)

1.5 Insert automatic page numbers in the footer of the document as follows:

Page numbering should start on the 'Contents' page as page 1.
The page numbering should appear in the format 'Page 1'.
The page numbers on odd-numbered pages should be left-aligned.
The page numbers on even-numbered pages should be right-aligned. (5)

1.6 Find the word 'Our' on the 'INTRODUCTION' page.

Apply a dropped cap effect on the whole word.
Set the spacing to 0.5 cm from the text. (2)

1.7 Find the text 'table 1' in the fourth paragraph on the page after the map.
Add a cross reference on this text that links to the 'Water Source Area' table on the next page. (2)
1.8 Adjust the 'Water Source Area' table on the next page as follows:

1.8.1 Apply any predefined table style to this table. (1)
1.8.2 Use a table property to ensure that the headings are repeated if the table flows over to the next page. (1)
1.8.3 Find the text 'Grootwinterhoek' and add a footnote to this text as follows:

- The footnote text must contain 'Strategic water sources'.
- Use the '*' as the custom symbol for the footnote. (3)

1.9 Find the image below the heading 'WESTERN CAPE WATER SOURCE AREAS'.
Add 'Image 1' as an automatic caption to the image. (2)
1.10 Find the bulleted list below the 'BOLAND MOUNTAINS' heading.
Change the bullet characters to the '◎' symbol (Wingdings, code 165). (1)
1.11 Find the text 'Did you know?' below the heading 'TSITSIKAMMA'.

Apply any WordArt of your choice to this text.
Change the text wrapping to top and bottom. (2)

1.12 Find the chart/graph below the heading 'MPUMALANGA DRAKENSBERG'.

Change the data of the chart/graph as follows:
Cultivated – 2%
Natural – 48%
NOTE: Do not simply change the labels of the chart/graph. (2)

1.13 Find the text '… the journey it has taken to reach us.' below the heading 'PROTECTING SOUTH AFRICA'S WATER SOURCE AREAS'. Create a new source AND insert the citation for this source next to this text. The source must contain the following information:

Type of source: Report
Title: The effects of water
Year: 2015
NOTE: Ensure that the APA style has been selected. (3)

1.14 Find the table of figures on the second-last page. The table of figures only displays the tables. Add an additional automatic table of figures that will also display the images. (2)
1.15 Change the orientation of only the last page to portrait. The rest should remain in landscape. (2)
Save and close the 1Areas document.

[37]

QUESTION 2: WORD PROCESSING
A survey form has been created for distribution.
Open the 2Water word processing document and insert your examination number in the header or footer.
2.1 Add a date field next to the word 'DATE'.
Ensure that it will always display the current date. (2)
2.2 Fill the second text box with the 2Drops image found in the examination  folder AND bold the text in the text box. (2)
2.3 Correct the spelling of 'Female' in the drop-down form field control next to the  text 'Gender'. (1)
2.4 Add a check box form field control to the left of the text 'Older than 60'.  (1)
2.5 Find the text form field control next to the text 'Number of adults in the household'.
Change the properties so that the user can only enter numerical values. (1)
2.6 Edit the format of the control next to 'How much do you pay a month?' so that it will always display an 'R' in front of the amount(s) displayed. (1)
2.7 Apply leader tabs at the bottom of the form so that it displays as below.

(4)
2.8 You want to send the survey to some people for completion.
Prepare a mail merge as follows:

Use the Details worksheet of the 2Det_Bes spreadsheet as the data source.
Sort the surnames in ascending order.
Add the merge fields, Name and Surname, in the spaces provided at the top of the document.
Save the 2Water document before completing the merge.
Complete the mail merge and save the new merged document as 2Done. (5)

Save and close the 2Water document.

[17]

QUESTION 3: SPREADSHEET
Rainfall was measured every month in four cities from 2005 to 2015. The data was captured in a spreadsheet.
NOTE:

Use formulae and/or functions for ALL calculations in the spreadsheet.
Use absolute cell references ONLY where it is required by the question to ensure that formulae are correct when you copy it to other cells in the spreadsheet.
All formulae and/or functions should be inserted in such a manner that the correct results will still be obtained, even if the existing data changes.

Open the 3Rain_Reën spreadsheet. Work in the Rain_Reën worksheet.
3.1 Format the cells in row 1 as follows:

3.1.1 Change the merged cell to only include cells A1:O1. (1)
3.1.2 Apply a 'Thin Diagonal Stripe' pattern style fill effect to the merged cell. (2)

3.2 Freeze the panes so that all the headings in row 2 and the city and year  columns display when you scroll down. (2)
3.3 Insert a function in cell D3 to convert the text that appears in cell C3 to a  number. (1)
3.4 Insert a function in cell G48 to determine the most commonly occurring  rainfall value in April. (2)
3.5 Insert a function in cell H49 to determine the average rainfall for May for all the cities throughout all the years. Display the average rounded to the next highest whole number.

EXAMPLE: If the average is 6.4, then 7 should be displayed. If the average is 6.6, then 7 should also be displayed. (3)

3.6 Insert a function in cell K50 to determine the third highest rainfall in August. (2)
3.7 Insert a function in cell M51 to determine the total rainfall that fell in the four cities during October 2015.
NOTE: Ensure that the correct results will be obtained even if the existing data changes. (4)
3.8 Apply conditional formatting to cells D3:O46 to automatically apply a 3-colour scale to the numbers in the three different categories shown below.

The lowest point of 0
A midpoint of 100
The highest point of 630
Choose any colours of your choice. (5)

3.9 The rainfall in a city is categorised by comparing the total rainfall of the city for a specific year to an expected rainfall of 650.
It is categorised as follows:

More than the expected rainfall of 650: High
Less than or equal to the expected rainfall of 650: Low

Insert a function in cell R4 to determine the category for the rainfall in Cape Town in 2015. (6)
3.10 Sort the data in cells A3:O46 according to the year from 2005 to 2015 and then according to the city alphabetically. (2)
Work in the Durban worksheet.
3.11 The cell range used in the function in cell C6 is incorrect.

Correct the cell range of the function by including the data for January from the data table.
Ensure that the function in cell C6 will work correctly if it is copied to the other months in the summary table. (2)

3.12 Filter the data so that only the rainfall data for Durban is displayed. (1)
Work in the Bloemfontein worksheet.
3.13 A chart/graph displaying the total rainfall per year for Bloemfontein has been created.

Change the chart/graph in the worksheet to appear as shown below.

- Ensure that the chart/graph displays the rainfall per month and also the total for the year.
- Add a suitable title to the chart/graph.
- Insert a legend as shown in the example below.
- Display the horizontal axis labels.
- Display data labels only for the 'Total' series.
  
  Save and close the 3Rain_Reën spreadsheet. (5)

[38]

QUESTION 4: SPREADSHEET
The school hosted a water games event to raise funds.
NOTE:

Use formulae and/or functions for ALL calculations in the spreadsheet.
Use absolute cell references ONLY where it is required by the question to ensure that formulae are correct when you copy it to other cells in the spreadsheet.
All formulae and/or functions should be inserted in such a manner that the correct results will still be obtained, even if the existing data changes.

Open the 4Game_Speel spreadsheet and work in the Scores_Punte worksheet.
4.1 Remove the hyperlink set on the heading 'Water Games'. (1)
4.2 Insert a formula in cell E3 to determine the number of weeks that have passed between the date in column D and the current date. (3)
4.3 Data validation has been applied to column G.
Remove the value 'Black' as an option in the validation list for the whole column. (2)
4.4 A participant ID should be created for each participant. Create the participant ID in cell I3 as follows:

The first two letters of the surname in column C
Followed by a space
Followed by a random number in the range 0 and 99
Followed by the gender in column F in lower case

You may use any of the blank columns, such as column K and column L, to calculate any interim results.

EXAMPLE: Ga 23f or Ga 4f (7)

4.5 Use an appropriate LOOKUP function in cell J3 to display the award that Jemima Garrison will receive based on her score in cell H3.
Use the data in the Awards_Toekennings worksheet. (4)
Save and close the 4Game_Speel document.

[17]

QUESTION 5: DATABASE
A database that contains a list of dams and their locations was created. Open the 5Dam database.
5.1 Open the Dam table.

5.1.1 Insert a primary key on the most appropriate field. (1)
5.1.2 Ensure that any data currently stored in the Town field will appear in capital letters. (1)
5.1.3 Add a combo box to the Province field.
The values for the Province field are stored in the Province table.
Accept any warning or error messages that may appear. (2)
5.1.4 Create an input mask for the Completed field to accept dates in the format dd/MMM/yyyy.

EXAMPLE: 01/JAN/2001 or 31/DEC/2010 (5)

5.1.5 Change the field properties of the Capacity field so that no value smaller than zero will be accepted. (1)
5.1.6 Change the data type of the Illustration field so that you can add an image to the field.
Add the 5AlbertFalls image found in the examination folder in the
Illustration field to the Albert Falls Dam record. (2)

Save and close the Dam table.
5.2 Open the qry5_2 query.

Insert the Town field.
Add criteria to display the names, provinces and towns of all the dams in Limpopo.

Save and close the qry5_2 query. (2)
5.3 Create a query called qry5_3 based on the Dam table to appear as shown below.

NOTE:

The Avg Of Capacity field uses the Capacity field.
Only the data for the Free State and North West must appear.

Province	Avg Of Capacity
Free State	826914
North West	109436

Save and close the qry5_3 query. (5)
5.4 Open the qry5_4 query.
Display only the names and towns of the dams that have data entered for the surface of the dam and that were completed from 1 January 1990 to 31 December 2000 (inclusive).
Save and close the qry5_4 query. (4)
5.5 Open the qry5_5 query.

Create and display a calculated field called Volume to calculate the volume of water currently in each dam.
The calculation for the volume of the dam is Surface*Height*0.3.
Format this field to display ONE decimal place.

Save and close the qry5_5 query. (4)
5.6 Open the frm5_6 form.

Add the 5AlbertFalls image found in the examination folder as a background image to the form.
Insert a hyperlink as follows:
- Place the hyperlink next to the Province label on the form.
- The hyperlink links to the Province table in this database.
  HINT: The hyperlink is one of the controls in the Design tab.
Insert your examination number in the form footer.

Save and close the frm5_6 form. (5)
5.7 Open the rpt5_7 report based on the Dam table.

Remove the Illustration label AND the field.
Group the report by the Province field and sort it by the Town field.
Use a function to determine the largest Capacity of all the dams in the report.
Save and close the rpt5_7 report. (5)

Save and close the 5Dam database.

[37]

QUESTION 6: WEB DESIGN (HTML)
A webpage has been created on how to be water wise.
Open the incomplete 6Wise_Wys web page in a web browser and also in a text/HTML editor (NOT a word processing program such as Word).
NOTE:

Question numbers are inserted as comments in the coding to show approximately where the answer(s) should be inserted.
An HTML tag sheet has been attached for reference.

Your final web page should look like the example below.

NOTE: Use the example on the previous page to guide you with this question.

6.1 Add your examination number to display in the browser tab. (1)
6.2 Add an additional cell to the first table and insert the 6Life image found in the examination folder inside this cell. (3)
6.3 Add a horizontal line below the first table with a size/thickness of 5. (2)
6.4 Centre the heading 'Are you water wise?' AND set the font to 'Arial'. (2)
6.5 Find the second table.
Set the border size to 1 and the cell padding to 12. (2)
6.6 Change the first row of the second table to appear as shown below.
(3)
6.7 Find the HTML code that displays the image 6House. Change the code so that the word 'Inside' will display if the image cannot be displayed. (1)
6.8 Set the bullet style of the unordered list to a circle AND ensure that all the bullets appear correctly. (2)
6.9 Insert the text 'waterwize.co.za' AND create a link from the text to the e-mail address This email address is being protected from spambots. You need JavaScript enabled to view it.' that already appears in the web page. (3)
Save and close the 6Wise_Wys document.

[19]

QUESTION 7: GENERAL
A spreadsheet was created that contains data on the longest rivers in the world.

7.1 Open the 7Rivers_Riviere spreadsheet.

7.1.1 Add the worksheet name as a field in the left section of the header. (3)
7.1.2 The names of the rivers have been defined as a named range. Change the named range to 'Name_River'. (1)
7.1.3 Protect column A to column C so that users cannot enter text. Add 123 as the password. (2)
Do NOT close the 7Rivers_Riviere spreadsheet.

7.2 Open the 7River_Rivier database and import the data from the 7Rivers_Riviere spreadsheet into a new table into the database.
Use the worksheet name as the table name. (2)
Save and close the 7Rivers_Riviere spreadsheet and 7River_Rivier database.
Open the 7Antw_Answ word processing document and use the 7Water document to enter the answers for the following questions:

7.3

7.3.1 What is the gutter position setting of the document? (1)
7.3.2 How many paragraphs appear in the document? (1)
7.3.3 How many occurrences of the letter 'm' (upper case and lower case) appear in the document? (1)
7.3.4 What is the first word that appears on line 100 in the document? (1)
7.3.5 What is the line weight/width of the 'Intense Quote' style? (1)
7.3.6 Which word is marked as an item to appear in an index? (1)
7.3.7 What is the title of the single-source citation that appears in the document? (1)

Save and close the 7Antw_Answ document. [15] TOTAL: 180

HTML TAG SHEET

Basic Tags
Tag	Description
<body></body>	Defines the body of the web page
<body bgcolor="pink">	Sets the background colour of the web page
<body text="black">	Sets the colour of the body text
<head></head>	Contains information about the web page
<html></html>	Creates an HTML document – starts and ends a web page
<title></title>	Defines a title for the web page
<br/>	Inserts a line break
<!-- -->	Comment
Text Tags
Tag	Description
<hl></hl>	Creates the largest heading
<h6></h6>	Creates the smallest heading
<b></b>	Creates bold text
<i></i>	Creates italic text
<font size="3"></font>	Sets size of font, from "1" to "7"
<font color= "green"> </font>	Sets font colour
<font face="Times New Roman"></font>	Sets font type
Links Tags
Tag	Description
<a href="/URL"></a>	Creates a hyperlink
<a href="/URL"><img src="name"></a>	Creates an image link
<a name="NAME"></a>	Creates a target location in the document
<a href= "#NAME"></a>	Links to a target location created somewhere else in the document
Formatting Tags
Tag	Description
<p></p>	Creates a new paragraph
<p align="left">	Aligns a paragraph to the "left" (default), can also be "right" or "center"
<br/>	Inserts a line break
<ol></ol>	Creates a numbered list
<ol type="A","a", "I","i","1"></ol>	Defines the type of numbering used
<ul></ul>	Creates a bulleted list
<ul type="disc", "square","circle"> </ul>	Defines the type of bullets used

Formatting Tags continued
Tag	Description
<li></li>	Inserted before each list item, and adds a number or symbol depending on the type of list selected
<img src="/name">	Adds an image
<img src="/name" align="left">	Aligns an image: can be "left", "right", "bottom", "top"
<p align="center"> <img src="/name"> </p>	Aligns an image in the "center", can also be "middle"
<img src="/name" border="1">	Sets the size of the border around an image
<img src="/name" width="200" height ="200">	Sets the height and width of an image
<img src="/name" alt="alternative text">	Displays alternative text when the mouse hovers over the image or when the image is not found
<hr/>	Inserts a horizontal line
<hr size="3"/>	Sets size (height) of a line
<hr width="80%"/>	Sets the width of a line, in percentage or absolute value
<hr color= "ff0000"/>	Sets the colour of the line
Table Tags
Tag	Description
<table></table>	Creates a table
<tr></tr>	Creates a row in a table
<td></td>	Creates a cell in a table
<th></th>	Creates a table header (a cell with bold, centred text)
<table width="50">	Sets the width of the table
<table border="1">	Sets the width of the border around the table cells
<table cellspacing="1">	Sets the space between the table cells
<table cellpadding="1">	Sets the space between a cell border and its contents
<tr align="left">	Sets the alignment for cell(s) ("left", can also be "center" or "right")
<tr valign="top">	Sets the vertical alignment for cell(s) ("top", can also be "middle" or "bottom")
<td colspan="2">	Sets the number of columns a cell should span
<td rowspan="4">	Sets the number of rows a cell should span

INPUT MASK CHARACTER SHEET

CHARACTER	DESCRIPTION
0	Digit (0 to 9, entry required, plus [+] and minus [–] signs not allowed)
9	Digit or space (entry not required, plus [+] and minus [–] signs not allowed)
#	Digit or space (entry not required; spaces are displayed as blanks while in Edit mode, but blanks are removed when data is saved; plus [+] and minus [–] signs allowed)
L	Letter (A to Z, entry required)
?	Letter (A to Z, entry optional)
A	Letter or digit (entry required)
a	Letter or digit (entry optional)
&	Any character or a space (entry required)
C	Any character or a space (entry optional)
. , : ; - /	Decimal placeholder and thousand, date and time separators (The actual character used depends on the settings in the Regional Settings Properties dialog box in the Windows Control Panel.)
<	Causes all characters to be converted to lower case
>	Causes all characters to be converted to upper case
!	Causes the input mask to display from right to left, rather than from left to right. Characters typed into the mask always fill it from left to right. You can include the exclamation point anywhere in the input mask.
\	Causes the character that follows to be displayed as the literal character (for example, \A is displayed as just A)

Examination sticker

180 MARKS

COMPUTER APPLICATIONS TECHNOLOGY P1 – FEB.–MAR. 2017
INFORMATION SHEET (to be completed by the candidate AFTER the 3-hour session)

CENTRE NUMBER __________________________________________________________

EXAMINATION NUMBER _____________________________________________________

WORK STATION NUMBER____________________________________________________

SUITE USED (Mark appropriate box with a cross (X))	Microsoft Office 2010	Microsoft Office 2013	Microsoft Office 2016	Office 365
WEB BROWSER USED (Mark appropriate box with a cross (X))	Mozilla Firefox	Google Chrome	Internet Explorer	Other (Specify)

FOLDER NAME _______________________________________________________________
Candidate to tick if saved and/or attempted.

Question number	File name	Saved (✔)	Attempted (✔)	Maximum Mark	Marker	SM	CM	IM/EM
1	1Areas			37
2	2Water			17
2	2Done			17
3	3Rain_Reën			38
4	4Game_Speel			17
5	5Dam			37
6	6Wise_Wys			19
7	7Rivers_Riviere			15
	7River_Rivier
	7Answ_Antw
TOTAL				180

Comment (for office/marker use only)

___________________________________________________________________________________________________________________

Published in Grade 12 2017 Feb/March Supplementary Exams, Past Papers with Memos

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Wednesday, 23 June 2021 13:56

GRADE 12 MATHEMATICS LITERACY PAPER 1 ADDENDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2017

GRADE 12 MATHEMATICS LITERACY
PAPER 1
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

ADDENDUM

ANNEXURE A
QUESTION 1.1

Mr RS Simons 144
Marikana
Bloemhof

BBC Bank
PO Box 62325
Marshall
26 February 2016

BANK STATEMENT for the period 11 February 2016 to 26 February 2016
Current Account, Number 0405209

Transaction	Service fees	Debits	Credits	Date	Balance
Balance brought forward					4 050,83 -
Salary 9123			1 285,17	11 Feb.	2 765,66
Salary 9038			8 906,94	11 Feb.	A
Debit card purchase and cash R1 000,00 at POS		1 097,96 -		11 Feb.	5043,32
Debit card purchase and cash fee		5,00 -		11 Feb.	5038,32
Credit transfer by ABC Salary 9772			23 004,57	15 Feb.	28 042,89
Debit card purchase and cash: R3 000,00 at POS		3982,44 -		15 Feb.	24 060,45
Debit card purchase Restaurant X		379,50 -		15 Feb.	23 680,95
Debit card purchase and cash fee		5 ,00 -		15 Feb.	23 675,95
Debit transfer	13,10	479,00 -		15 Feb.	23 196,95
Account payment	13,10	3 188,00 -		15 Feb.	20 008,95
Bank ATM payment to Madika	5,20	1 500,00 -		16 Feb.	18 508,95
ATM transfer to other account at BBC Bank	3,90	5 000,00 -		16 Feb.	13 508,95
Payment from Morwesi			300,00	26 Feb.	13 808,95

NOTE: Service fees are deducted at the end of the month.
TABLE 1: 2016 pricing guide for BBC Bank

CASH WITHDRAWALS
	Fee applicable
At bank ATM	R4,00 + 1,20% of value
At POS	R5,00
At another bank's ATM	R6,70 + R4,00 + 1,20% of the withdrawal amount
PAYMENTS/DEPOSITS/TRANSFERS
	Fee applicable
At bank ATM	R1,10
At other bank's ATM	R6,70 + R1,10
Electronic inter-account transfers	R3,90
Electronic account payments	R5,20
Debit card purchase and cash fee	R5,00
Debit order Internal External	R4,20 R13,10

POS = Point of sale
ATM = Automated teller machine or a cash machine

ANNEXURE B
QUESTION 2.1
ATHLETICS FIELD EVENTS PROGRAMME

	Starting Time	EVENT	MASS OF THE SPORTS EQUIPMENT
1	14:00	G15 High jump
2	14:00	G19 Long jump
3	14:00	B15 Pole vault
4	14:00	G17 Pole vault
5	14:00	G19 Pole vault
6	14:00	G17 Javelin	500 g
7	14:00	B19 Discus throw	1,75 kg
8	14:00	G19 Shot put	4 kg
9	14:00	B17 Long jump
10	14:50	G19 High jump
11	14:50	B17 Javelin	700 g
12	14:50	G17 Discus throw	1 kg
13	14:50	B15 Shot put 14	4 kg
14	14:50	G17 Triple jump
15	14:50	G19 Triple jump
16	15:05	B15 Long jump
17	16:05	G17 High jump
18	16:05	G15 Long jump
19	16:05	B15 Javelin	600 g
20	16:05	G19 Discus throw	1 kg
21	16:05	B19 Shot put	6 kg
22	16:05	B19 Pole vault
23	17:00	B17 High jump
24	17:00	B19 Long jump
25	17:00	B19 Javelin	800 g
26	17:05	B17 Shot put	5 kg
27	17:05	G17 Long jump
28	17:05	G15 Discus throw	1 kg
29	18:15	B17 Triple jump
30	18:15	B19 Triple jump
31	18:15	B17 Pole vault
32	18:15	B15 Discus throw	1 kg
33	18:15	G19 Javelin	600 g
34	18:15	G15 Shot put	3 kg
35	18:15	B19 High jump

NOTE:

G15 represents girls who are 14 or 15 years old.
G17 represents girls who are 16 or 17 years old.
G19 represents girls who are 18 or 19 years old.
B15 represents boys who are 14 or 15 years old.
B17 represents boys who are 16 or 17 years old.
B19 represents boys who are 18 or 19 years old.

ANNEXURE C
QUESTION 3.1

ANNEXURED
QUESTION 3.2

KEY TO THE PROCESS

In the queue:
An election official will check ID to verify registration.
At the door:
An election officer will scan ID using a zip-zip machine (eZiskan) and will issue a machine slip.
At the voters' roll table:
Machine slip to be given to the voters' roll officer.
At the inking table:
An election officer will make a small ink mark on your left thumb nail.
At the ballot paper table:
Ballot papers will be issued.
At the voting booth:
Actual voting takes place secretly.
At the ballot box:
Place ballot paper into the box.
Exit voting station

ANNEXURE E
QUESTION 5.1

TABLE 7: COMPARISON OF PRICES OF 15 SELECTED PRODUCTS BOUGHT AT FOUR SUPERMARKETS PRODUCT
PRODUCT	NAME OF THE SUPERMARKETS
PRODUCT	Woolworths	Pick n Pay	Spar	Checkers
Apples 1,5 kg, bag	R14,99	R16,50	R19,99	R16,99
Bread, brown loaf	R11,95	R6,50	R7,99	R8,99
Cabbage, one head	R12,99	R10,99	R14,99	R10.99
Cheese per kg	R97,95	R123,33	R89,99	R94,90
Chicken per kg	R49,99	R36,00	R46,99	R39,99
Coca Cola per 2 L	R15,95	R13,50	R15,99	R12,99
Eggs, 6 extra large	R20,99	R12,95	R9,99	R16,99
Flour 2,5 kg, self-raising	R34,90	R32,99	R31,99	R29,99
Maize 2,5 kg, bag	R18,95	R17,49	X	R15,99
Margarine 500 g	R23,99	R17,95	R19,99	R15,49
Milk per 2 l, full cream	R27,95	R22,79	R25,99	R22,79
Mince per kg	R79,99	R84,99	R76,99	R62,99
Rice 2 kg	R22,95	R18,29	R19,99	R19,99
Sugar 2,5 kg, white	R29,95	R23,90	R23,99	R27,99
Tea, 100 teabags	R15,95	R14,89	R17,99	R18,99
TOTAL	R479,44	R453,06	R440,85	R416,06

[Source: www.businesstech.co.za]

QUESTION 5.2

Published in Grade 12 2017 Feb/March Supplementary Exams, Past Papers with Memos

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Wednesday, 23 June 2021 13:54

GRADE 12 MATHEMATICS LITERACY PAPER 2 MEMORANDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2017

GRADE 12 MATHEMATICS LITERACY
PAPER 2
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

Symbol	Explanation
M	Method
M/A	Method with accuracy
CA	Consistent accuracy
A	Accuracy
C	Conversion
S	Simplification
RT/RG/RD	Reading from table/graph/diagram
SF	Correct substitution in formula
O	Opinion/Example
P	Penalty, e.g. for no units, incorrect rounding off, etc.
R	Rounding off
AO	Answer only full marks
NPR	No penalty for rounding
J	Justification

MEMORANDUM

QUESTION 1 [31 marks]
Ques	Solution	Explanation	Level
1.1.1	World population = 65,3 million × 113 ✔M = 7 378,9 million ✔S = 74 hundred million ✔R = 7 400 million = 7 400 000 000 = 7,4 billion	1M multiplying 1S simplification in millions 1R answer in hundred million (3)	L2 D
1.1.2	✔M % Europe = 100% – ( 12% + 29% + 14% + 39%) = 6 % ✔A Total displaced people = (65,3 + 21,3 + 10) million = 96,6 million ✔A Number of people distributed in Europe = 6% × 96,6 million ✔M = 5,796 million OR 5 796 000 ✔CA OR Total displaced people = (65,3 + 21,3 + 10) million = 96,6 million ✔A 12% + 29% + 14% + 39% = 94% ✔A 94% × 96,6 million = 90,804 million ✔M Number of people in Europe = 96,6 million – 90,804 million ✔M = 5,796 million ✔CA	1M adding to get 94% 1A percentage for Europe 1A total 1M percentage calculation 1CA number in Europe OR 1A total 1A adding to get 94% 1M percentage calculation 1M subtracting from total 1CA number in Europe (5)	L3 D
1.1.3	Number of persons from the three countries given = (1,1 + 2,7 + 4,9) million = 8,7 million ✔A % of refugees = 8,7 million × 100% ✔M 21,3million ✔RT = 40,8 % ✔CA ∴The statement is not valid. ✔O OR Number of refugees from the three countries ✔RT = 21,3 million × 54% ✔M = 11,5 million ✔A Total number at the three countries = (1,1 + 2,7 + 4,9) million = 8,7 million ✔A ∴The statement is not valid.✔O	1A total persons 1RT total of refugees 1M % calculation 1CA percentage 1O verification OR 1RT total refugees 1M % calculation 1A number 1A total persons 1O deduction NP for omitting millions (5)	L4 D
1.2.1	✔RT ✔M % females below 18 yrs = 8,8% + 10,2% + 6,6% = 25,6% ✔CA	1RT correct three values 1M adding 1CA simplification AO (3)	L2 P
1.2.2	This age group covers the largest range of ages. ✔✔O OR This age group is a workforce. They might not have work in their own country. ✔✔O OR They are physically fit and able to migrate. ✔✔O OR Adults fleeing to protect their children/ poltical climate of country. ✔✔O OR Any other valid reason	2O explanation (2)	L4 D
1.3.1	May ✔✔O	2A correct month (2)	L2 D
1.3.2	Mean = 5580 + 7373 +10 280 + 29810 + 40340 + 43460 ✔M 6 = 136 843 ✔A 6 = 22 807,16667 ✔CA ≈ 22 807	1M calculating mean 1A sum of the number of refugees 1CA mean NPR _{(No mode or median calculated correctly full marks)} (3)	L2 D
1.3.3	✔O ✔O For both years the number of refugees increase from January to June ✔O OR ✔O ✔O For 2014 the number of refugees increase from January to June and for 2015 the number of refugees increase from January to June ✔O OR ✔O ✔O For both years the number of refugees increase substantially in April and June. ✔O OR ✔O ✔O ✔O Month to month there are an increase form 2014 to 2015 OR ✔O ✔O Compared to 2014, 2015 has more refugees entering Europe per month. ✔O OR ✔O ✔O There was a significant increase from March to April in both years ✔O	1O both years 1O increase 1O months OR 1O for year 1O increase 1O months OR 1O both years 1O increase substantially 1O months OR 1O both years 1O increase substantially 1O months OR 1O both years 1O increase substantially 1O months OR 1O both years 1O increase substantially 1O months (3)	L4 D
1.4	Budget amount for 2016 ✔A = US$ 5 300 million × 118,7% ✔M or (1,187) = US$ 6 291,1 million ✔CA = US$ 6 291 100 000 ✔C Factor increase = 6 291100 000 or 6 291,1 300 000 0,3 = 20 970,3333 ✔CA OR Increase from 2015 18,7% × US$ 5 300 million ✔M = US$ 991,1 ✔A Budget amount for 2016 = US$ 5 300 million + US$ 991,1 million = US$ 6 291,1 million ✔CA = US$ 6 291 100 000 ✔C Factor increase = 6 291100 000 300 000 = 20 970,3333 ✔CA	1M increase % 1A 118,7% 1CA increased amount 1C value in millions or 1950 budget to 0,3 1CA factor NPR OR 1M calculating % 1A amount 1CA increase amount 1C value in millions 1CA factor NPR (5)	L3 F
	[31]

QUESTION 2 [40 marks]
Ques	Solution	Explanation	Level
2.1.1	Density = 39 000 ✔SF 13,5acres ✔CA = 2 888,88 persons per acre ✔R ≈ 2 889 persons per acre	1SF substitution of correct values 1CA simplification 1R rounding (3)	L2 M&P
2.1.2	P = 11393 ✔RT 39000 ✔M ≈ 0,29 or 29,21% ✔CA	1RT reading values 1M probability concept 1CA correct rounded probability AO (3)	L2 P
2.1.3 (a)	✔RT ✔M 15 000 – 14 979 = 21 ✔CA	1RT values 1M subtracting 1CA number of seats (3)
2.1.3 (b)	There are provisions made for disabled spectators who don't require seats. ✔✔O OR Some people can be standing . ✔✔O OR Staff , line judges, officials, coaches, media personnel. ✔✔O	2O reason (2)	L4 M&P
2.1.4 (a)	✔RT Width of the screen = 40 m² ✔ M 5 m = 8 m✔ A	1RT value 1M dividing 1A width (3)
2.1.4 (b)	Measured width of screen 6 mm Scale: 6 mm : 8 m ✔ A 6 mm : 8 000 mm ✔C 1 : 1333,33 ✔CA	1A scale 1C converting 1CA unit scale (3)	L3 M&P
2.2.1	12 ✔✔A	2A correct number (2)	L2 M&P
2.2.2	F ✔✔A	2A correct number (2)	L2 M&P

Ques

Solution

Explanation

Level

2.2.3

Area of the court = 41 m × 22 m
= 902 m²✔A
Seed needed = 902 m²× 245 g/m²✔M
= 220 990 g
= 220,99 kg ✔C

Fescue seed = ³/₁₀ × 220,99 kg ✔M
= 66,297 kg ✔CA
The statement is not valid. ✔O

OR

Area of the court = 41 m × 22 m
= 902 m^{2 ✔A} = ³/₁₀ of area of the court = 103 × 902 m² ✔M
= 270,6 m²

Fescue seed = 270,6 m²× 245 g/m²  ✔M
= 66 297 g  ✔CA
= 66,297 kg   ✔C
The statement is not valid.  ✔O

OR

Area =902 m² ✔A
Ratio 7 : 3
✔M
= ³/₁₀ × 245 g = 73,5 g fescue/ m²
✔M
73,5g/ m²× 902 m²= 66 297g ✔CA
= 66,297kg ✔C
Not valid ✔O

1A area
1M multiply with spread rate
1C converting to kg
1M working with ratio
1CA mass of red fescue seed
1O conclusion

1A area
1M working with ratio
1M multiply with spread rate
1CA mass of red fescue seed
1C converting to kg
1O conclusion

OR

1A area
1M working with ratio
1M multiply with spread rate
1CA mass of seed
1C converting to kg
1O conclusion (6)

L4

M

Ques	Solution	Explanation	Level
2.3.1	✔RT Percentage increase = £2,50 - £1,70 × 100% ✔SF £1,70 = 47,0588…% ✔CA % increase per year = 47,0588 ✔A 21 ≈ 2,24 % ✔CA	1RT reading values from graph 1SF substitution 1CA simplification 1A dividing by 21 1CA simplification NPR (5)	L3 F
2.3.2	✔M Income = 142 000 × £2,50 ✔RT = £355 000 ✔CA	1M multiplying 1RT price from graph 1CA income AO (3)	L2 F
2.3.3	The average inflation rate remained unchanged / constant ✔✔A OR The annual inflation rate change for the UK would have been 0% ✔✔A	2A comment _{(if the answer only refers to the price of strawberries max 1 mark)} (2)	L4 F
		[40]

QUESTION 3 [36 marks]
Ques	Solution	Explanation	Level
3.1.1	✔RT 35°C – (–3°C) = 35°C + 3°C = 38°C✔CA	1RT reading values from table 1CA difference AO (2)	M L2
3.1.2	✔M Range = 29°C – 9°C = 20°C ✔A Month: September ✔A	1M concept of range 1A range in °C 1A September (3)	D L2
3.1.3	1A × 6 for each two points plotted correctly 1CA joining the points (7)			D L2
3.1.4	Inner band ✔✔A OR ✔A ✔A 25 to 75 percentile band. OR ✔A ✔A Above the mean but below the 75^th percentile	2A band OR 1A interpreting the starting point of the percentile band 1A end point of percentile band _{(accept 50 to 75 percentile band)} (2)	D L4

Ques	Solution	Explanation
3.1.5	ºF = (ºC × ⁹/₅) + 32 119,1ºF = (ºC × ⁹/₅) + 32 ✔SF (ºC × ⁹/₅) = 119,1 – 32 ✔S ºC = 87,1 ÷ ⁹/₅✔S = 48,3888 ≈ 48,4 ºC ✔CA	1SF substituting values 1S simplification 1S simplification 1CA Celsius value (4)	M L3
3.2.1	North ✔✔RT	2RT modal wind direction. (2)	D L3
3.2.2	P(westerly) = 16% + 11% + 9% ✔RT = 36% ✔CA	1RT reading all W values 1CA probability AO (2)	P L2
3.2.3	✔✔O The percentages do not add up to 100%. OR Too many sectors needed ✔✔O	2O explanation (2)	D L4

Ques	Solution	Explanation	T&L
3.3.1	Accommodation per person = R850 ✔A 3 = R283,33 ✔CA Kz 100 000 = R9 173,05 ✔A Amount Kwanza = R283,33 × Kz100000 ✔M R9173,05 ≈ Kz 3 088,76 ✔CA OR R9 173,05 = Kz 100 000 R1 = 100 000 9173,05 ✔M = Kz 10,9014995 ∴ R850 = Kz 10, 9014995 × 850 ✔A ≈ Kz 9 266,27 ✔CA Cost per person = 9 266,27 ✔A 3 ≈ Kz 3 088,76 ✔CA	1A divide by 3 1CA accommodation per person in R 1A multiply by 100 000 1M divide by 9 173,05 1CA amount per person OR 1M divide by 9 173,05 1A multiply by 850 1CA total amount 1A divide by 3 1CA accommodation per person in Kz ^{(using R850 per person max 5 marks. Multiplying R850 by 3 max 4 marks)} (5)	F L3
3.3.2	$1 = Kz 169,27344 ✔M Average disposable salary = $ 1 760,41 × Kz 169,27344/$ ≈ Kz 297 990,66 ✔A Angola: Rent as a % of income = 145 990 × 100% ✔M 297 990,66 = 48,99% ✔CA South Africa: Rent as a % of income = 4 430 × 100% ✔M 16 500 = 26,85% ✔CA Not valid .It is much cheaper in SA but not double. ✔O	1M multiplying 1A Disposable salary in Kz 1M percentage calculation 1CA percentage 1M percentage calculation 1CA percentage 1O conclusion (7)	F L4
		[36]

QUESTION 4 [43 marks]
Ques	Solution	Explanation	Levels
4.1.1	✔SF Volumetric mass = 43 cm × 30,5 cm × 14,5 cm ✔C 5 000 ✔RT = 3,8 kg ✔CA OR Volume (in mm³) = 430 × 305 × 145 ✔SF = 19 016 750 Volumetric mass = 19 016 750 5 000 ✔RT = 3 803,35g ÷ 1 000 ✔C = 3,8 kg ✔CA	1SF substitution mm/cm 1C conversion to cm 1RT correct mass factor 1CA volumetric mass AO OR 1SF substitution in volume formula 1RT correct mass factor 1C conversion 1CA volumetric mass (4)	L2 M
4.1.2	Volumetric mass = volume of the parcel in cm³ mass factor 2 kg = 20cm × 25cm × 15cm ✔SF mass factor Mass factor = 7500cm³✔S 2 kg ✔S = 3 750 cm³/kg ✔S ≈ 4 000 cm³/kg ✔R OR Volumetric mass (using 5000) = 20 cm × 25 cm ×15 cm ✔SF 5 000 = 1,5kg ✔S Volumetric mass (using 4000) = 20 cm × 25 cm ×15 cm ✔SF 4 000 = 1,875kg ✔S Hence 4000cm³/kg ✔O	1SF substitution 1S volume 1S change formula 1S simplification 1R rounding OR 1SF substitution 1S simplification 1SF substitution 1S simplification 1O conclusion (5)	L3 M

Ques

Solution

Explanation

Level

4.1.3

Surface area of a rectangular-based box
✔A ✔SF
= 2(575 mm × 375 mm + 575 mm × 400 mm + 375 mm × 400 mm)
= 1 191 250 mm²  ✔CA
Surface area of a square based box
✔A ✔SF
= 2 × 410 mm (2 × 600 mm + 410 mm)
= 1 320 200 mm²  ✔CA
The statement is not valid.  ✔O

OR

Surface area of a square based box
✔SF ✔A
= 4 × 410 mm × 600 mm + 2 × (410 mm)²
= 1 320 200 mm² ✔CA
The statement is not valid. ✔O

1SF substitute into formula
1A correct values
1CA simplification
1SF substitution
1A using the squared side (410)
1CA simplification
1O conclusion (7)

L4

M

4.2.1

These places are far from Mbombela. ✔✔O

OR

There might not be many parcels to deliver to those places. ✔✔O

OR

From Mbombela parcels might go to a central depot to be delivered from there. ✔✔O

2O reason (2)

L4

M&P

Ques

Solution

Explanation

Level

4.2.2

(a)

Package to Graskop: Less than 30 kg @ R70,00  ✔A
Package to Klerksdorp: 18 kg
✔ A
15 kg + 1 excess of 5 kg
✔A ✔CA
Delivery cost R106,00 + R15,00 = R121,00
Package to Port Alfred: 18 kg
✔A
10 kg + 2 excess of 5kg
✔A ✔CA
Delivery cost R160,00 + 2 × R15 = R190
Total cost = R70 + R121 + R190 = R381  ✔M
VAT = R381 × 14% ✔M
= R53,34
Total cost including VAT = R434,34  ✔CA

OR

Prices with VAT
Local: R70 ×114% = R79,80
Klerksdorp: R106 ×114% = R120,84 ✔M
Shaded areas:R160 ×114% = R182,40
Excess label: R15×114% = R17,10

To Graskop cost = R79,80  ✔A
✔A ✔A ✔CA
To Klerksdorp cost = R120,84 + R17,10 = 137,94
✔A ✔A ✔CA
To Port Alfred cost = R182,40 + 2 × R17,10 = R216,60
Total cost = R79,80 + R137,94 + R216,60  ✔M
= R434,34  ✔CA

1A Graskop R70
1A splitting mass to  Klerksdorp
1A R106
1CA cost
1A splitting mass to PA
1A R160
1CA cost
1M adding
1M VAT
1CA total cost incl. VAT
_{(For Port Alfred max 3 marks if cost is calculated using R106 - Cost R121 or R117 - Cost 132 )}

OR

1M adding VAT to costs
1A Graskop cost
Klerksdorp:
1A basic cost
1A one excess label
1CA cost
Port Alfred
1A basic cost
1A two excess labels
1CA cost
1M adding
1CA total cost incl. VAT (10)

L3

F

Ques

Solution

Explanation

Level

4.2.2

(b)

30 April from 14:50 to 24:00 is 9 hours 10 min ✔A
1 May is 24 hours  ✔A
2 May from 00:00 to 8:15 is 8 hours 15 min  ✔A
Total elapsed time = 41 hours 25 min  ✔CA
This is within the 48 hour service. ✔O

OR

30 April from 14:50
To 1 May 14:50 ( 24 hours / 1st day) ✔A
To 2 May 14:50 ( 48 hours / 2nd day) ✔A
But 2 May 8:15 is before 48 hours. ✔A
It is within 48 hours ✔O

1A time 30 April
1A time 1 and 2 May
1CA adding time
1O opinion based on CA from 4.2.2 (a)

OR

1A 1st day
1A 2nd day
1A conclusion
1O conclusion (4)

L4

M

4.2.3

(a)

Box size A:
Number of boxes = 650 = 92,857 ✔M
7
≈ 93 ✔R
Mass of box = 7 × 2 kg = 14 kg
✔A
Cost = R117,00 × 93
= R10 881 ✔CA

1M dividing
1R rounding up
1A rate to George
1CA cost (4)

L3

F

Ques	Solution	Explanation	Level
4.2.3 (b)	Box size B: Number of boxes = 650 = 43,333 ✔MA 15 43 boxes packed with 15 parts, mass 30 kg each ✔R Number of parts left = 650 – 43 × 15 = 5 ✔CA Mass of the parts = 5 × 2 kg = 10 kg 1 box packed with the remaining 5 parts, mass 10 kg Cost per 30 kg box = R117 + 3 × R15 = R162 ✔A Cost = R162 × 43 + R117 ✔M = R7 083 ✔CA Box size B is more economical. ✔O OR (for the first part) Mass of all the parts = 650 x 2kg = 1 300 kg Mass of a box with 15 parts = 30 kg Number of boxes needed = 1300 = 43,33 30	1MA dividing 1R rounding down 1CA extra smaller box 1A cost per box 1M multiply and adding 1CA cost 1O advice (7)	L4 F
		[43]
		TOTAL	150

Published in Grade 12 2017 Feb/March Supplementary Exams, Past Papers with Memos

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Wednesday, 23 June 2021 13:53

GRADE 12 MATHEMATICS LITERACY PAPER 1 MEMORANDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2017

GRADE 12 MATHEMATICS LITERACY
PAPER 1
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

Symbol	Explanation
M	Method
M/A	Method with accuracy
CA	Consistent accuracy
A	Accuracy
C	Conversion
S	Simplification
RT/RG/RD	Reading from table/graph/diagram
SF	Correct substitution in formula
O	Opinion/Example
P	Penalty, e.g. for no units, incorrect rounding off, etc.
R	Rounding off
AO	Answer only full marks
NPR	No penalty for rounding

MEMORANDUM

QUESTION 1 [35 marks]
Ques	Solution	Explanation	Topic/L
1.1.1	✔✔A Amount deposited/paid OR Payments into the bank account. ✔✔A	2A Definition (2)	F L1
1.1.2	✔✔O Amount that is owed to the bank. OR Overdraft /borrowed from bank ✔✔O OR Money used above the available balance. ✔✔O	2O Interpretation (2)	F L1
1.1.3	✔A A = R8 906,94 – 2 765,66 ✔M = R6 141,28 ✔CA OR ✔M A = – 2 765,66 + R8 906,94 ✔A = R6 141,28 ✔CA	1M adding 1A correct amounts 1CA value for A OR 1M adding 1A correct amounts 1CA value for A AO (3)	F L2
1.1.4	Total salary deposits ✔MA = R1 285,17 + R8 906,94 + R23 004,57 = R33 196,68 ✔CA	1MA adding all the amounts 1CA simplification (if one value omitted) AO _{(1 value omitted/added max 1)}(2)	F L1
1.1.5	11 February was a Thursday ✔M 26 February was a Friday ✔A Total number of week days = 12 ✔CA	1M identifying day of week 1A day of week 1CA days AO _{(11 days 1 mark if AO but 2 marks if working shown)} (3)	M L1
1.1.6	Cash withdrawal fee ✔MA = R6,70 + R4,00 + 1,20% × R5 490,00 = R6,70 + R4,00 + R65,88 ✔S = R76, 58 ✔CA	1MA adding/multiplication 1S simplification 1CA amount AO (Max 2 marks if R6,70 is omitted) (Max 1 mark if both R6,70 and R4,00 omitted) (3)	F L2
1.1.7	External ✔✔A	2A correct statement (2)	F L1
1.2.1	Final amount of money in the account after a year ✔ A ✔ M ✔ RT = R9 500 × 106,4% = R10 108 OR Amount of interest earned after a year ✔ RT = R9 500 × 6,4% = R608 Final amount of money in the account after a year ✔ M ✔ A = R9 500 + R608 = R10 108	1RT reading from table 1M for adding percentages 1A multiplying correct values OR 1RT reading from table 1M for adding interest 1A multiplying correct values (3)	F L2
1.2.2	Interest for six months ✔ RT = 7,4% ÷ 2 = 3,7 % ✔ A Amount of interests earned after 6 months = R10 108 × 3,7% = R374 ✔ CA Final amount of money in the account after another 6 months = R10 108 + R374 = R10 482,00 ✔ CA OR Interest for six months ✔ RT = 7,4% ÷ 2 = 3,7 % ✔ A Final amount of money in the account after 6 more months = 1,037 × R10 108 ✔ M = R10 482,00✔ CA	1RT reading correct value (7,4%)from table 1A for calculating 6 month interest rate 1CA for interest 1CA for amount plus interest OR 1RT reading correct value(7,4%) from table 1A for calculating 6 month interest rate 1M adding and multiplying interest 1CA amount plus interest AO (4)	F L2
1.3.1	✔O ✔O The increase in the price for goods and services from one period to another period OR ✔O ✔O Inflation is the rise over time in prices of goods and services.	1O increase 1O price of goods or services (2)	F L1
1.3.2	✔ A ✔ A Number of hours worked = 514,80 OR 476,55 11,44 OR 10,59 ✔ A ✔ A = 45 OR ✔ A ✔ A Monthly wage = 45 × R11,44 or 45 × R10,59 = R514,80 ✔ A = R 476,55 ✔ A	1A numerator 1A denominator 1A hours 1A rate (2)	F L1
1.3.3	Minimum monthly rate (B) = r × w 12 ✔SF ✔A = 514,80 × 52 12 B = 2 230,80 ✔CA OR ✔MA ✔MA Minimum monthly rate (B) = 2 065,05 ÷ 10,59 × 11,44 = 2 230,80 ✔CA	1SF substitution correct value 1A for multiplying by 52 1CA simplification OR 1MA divide by 10,59 1MA multiply by 11,44 1CA simplification AO (3) (4 × 514,80 = R2059,20) Max 1 mark	F L2
1.3.4 (a)	✔ MA Total minimum wage = 40 hours × R11,44 per hour = R457,60 ✔ CA	1MA multiplying 1CA simplification AO (2)	F L1
1.3.4 (b)	Actual hourly rate for one domestic worker = R550,90 ✔ M 40 hour = R13,7725 per hour ✔ CA = R13,77 per hour ✔ CA	1M dividing by weekly hours 1CA hourly rate AO NPR (2)	F L2
		[35]
QUESTION 2 [28 marks]
2.1.1	End time = 18:15 + 25 min = 18:40 ✔MA ✔ A Time set aside = time from 14:00 to 18:40 ✔M ✔CA = 4 hours 40 min or 4²/₃ hr or 4,67 hrs OR Time set aside for start of last items = time from14:00 to 18:15 ✔ A = 4 hours 15 min ✔MA Time set aside = 4 hours 15 min + 25 min ✔M ✔CA = 4 hours 40 min or 4²/₃ hr or 4,67 hrs	1MA calculating end time 1A using time on table 1M subtracting 1CA total time 1A using time on table 1MA calculating time 1M adding 1CA total time AO (4) _{[omitting time (25 min) max 3 marks]}	M L2
2.1.2	✔ MA Difference in mass = 800 g – 600 g = 200 g✔ CA	1MA subtracting correct mass _{(reversing values-no penalty)} 1CA mass _{(Identifying correct weights only max 1 mark)} AO (2)	M L1
2.1.3	17 years ✔A 17:05✔✔RT/CA	1A correct age 2RT /CA reading from table (3) _{18 years 16:05 (Max 2 marks for 16:05)}	M L2
2.2.1	Obese ✔✔RT	2RT weight status (2)	M L1
2.2.2	Height in inches = 6 × 12 + 3 = 75 ✔ M BMI = 200 ^{✔ SF} × 703 ^{✔ C} 75 × 75 = 24,99556 ✔ CA = 25✔ R	1M multiplying/adding 1C conversion 1SF substitution 1CA simplification 1R rounding AO (5)	M L2
2.3.1	Total length of podium = 50 cm + 50 cm + 50 cm ✔M = 150 cm ÷ 100 = 1,5 m✔C	1M adding 1C converting to m AO (2)	M L2
2.3.2	✔A C = 37,5 ÷ 5 × 4 ✔M = 30 cm OR ✔A C = 22,5 ÷ 3 × 4 ✔M = 30 cm ✔A OR Number of parts = 5 + 4 + 3 = 12 ⁵/₁₂ × total height of podium = 37,5 ✔M Total height of podium = 450 5 = 90 ✔A C = 90 – 37,5 – 22,5 or C = ⁴/₁₂ × 90 = 30 ✔A	1A correct values 1M using ratio 1A simplification OR 1A correct values 1M using ratio 1A simplification 1M using ratio 1A height of podium 1A simplification AO (3)	M L2
2.3.3	Volume = length × breadth × height = 50 cm × 50 cm × 37,5 cm ✔ SF ✔ CA = 93 750 cm³ ✔ A	1SF substitution 1CA volume 1A unit AO (3)	M L2
2.3.4	500 ml = 500 cm³✔C Height = 500cm³ 3,142 × (3,77)²cm² ✔SF = 11,196… cm ✔CA ≈ 11 cm ✔R	1C conversion 1SF substitution (accept 500 ml) 1CA simplification 1R rounding _{(Incorrect conversion max 3 marks)} AO (4)	M L2
		[28]
QUESTION 3 [ 23 marks]
3.1.1	Bethulie ✔✔A	2A correct town (2)	MP L1
3.1.2	(a) left/east ✔ A (b) Douglas ✔ A (c) right hand side ✔ A	1A correct direction 1A correct street 1A correct side (3)	MP L1
3.1.3	N1 ✔✔A	2A National road (2)	MP L1
3.1.4	✔ A ✔ A ✔ A R701 , R390 , R58 OR only R58 ✔✔ ✔A	3A provincial roads (3)	MP L1
3.1.5	✔ A ✔ A Zastron, Rouxville, and ✔ A for Smithfield, Bethulie and Venterstad	1A first town 1A second town 1A last three towns (3)	MP L2
3.1.6	Map : Actual ✔ A ✔M 42 mm : 72,9 km 42 mm : 72 900 000 ✔C 10 : 17 357 142,86 ✔C A	1A measurement _{[accept 40 to 43 mm]} 1M scale concept 1C conversion 1CA simplified scale _{[Accept 18 225 000 to 16 953 488,37]} NPR _{(Ratio reversed max 3 marks)} (4)	MP L3
3.2.1	11 ✔✔RT	2RT reading from diagram (15 one mark) (2)	MP L1
3.2.2	Clockwise ✔✔A	2A direction (2)	MP L1
3.2.3	Voting booths ✔✔A	2A correct point (2)	M L1
		[23]
QUESTION 4 [39 marks]
4.1.1	E ✔✔A	2A correct description (2)	D L1
4.1.2	B ✔✔A	2A correct description (2)	D L1
4.2.1	✔A 3 × 100% 10 ✔A = 30% ✔CA	1A numerator 1A denominator 1CA percentage AO (3)	P L2
4.2.2	✔MA 72; 109; 118; 137; 137; 144; 144; 146;162; 168 Median = 137 +144 ✔M 2 = 140,5✔CA	1MA arranging (ascending or descending) 1M median concept 1CA median AO _{(Wrong column used Max 2 marks)} (3)	L2 D
4.2.3	✔A 39 % and 41%✔A	1A mode 1 1A mode 2 _{(Wrong column used Max 1 mark for both modes)} (2)	L1 D
4.2.4	G ✔✔RT	2RT correct learner _{(Accept 7th learner)}(2)	D L1
4.2.5	✔MA 382% ÷ 10 ✔M = 38,2% OR 38% ✔CA OR ✔MA 1337 × 100% ✔M 10 × 350 = 38,2% OR 38% OR accept 0,382 OR 0,38 ^✔CA	1M mean concept 1MA adding correct values 1CA mean % mark OR 1M mean concept 1MA adding correct values 1CA mean % mark AO (3)	D L2
4.2.6	✔A New SBA % = 137 × 100% 300 ✔A ≈ 46% ✔CA OR 137 = 23 6 ✔A = 23 × 100 50 1 ^✔A ≈ 46% ✔CA	1A numerator 1A denominator 1CA percentage OR 1A numerator 1A denominator 1CA percentage AO NPR (3)	D L2
4.3.1	B ✔✔A	2A correct statement (2)	D L1
4.3.2	✔RT Indian/Asian 15 – 19 ✔RT	1RT race group 1RT age group (2)	D L1
4.3.3	✔MA Y = 2 334 819 + 2498 098 = 4 832 917 ✔CA OR Y = 426 156 + 430 667 + 431 779 + 437 412 + 1 558 886 + 1 150 775 + 365 544 + 31 698 ✔MA Y = 4 832 917 ✔CA	1MA adding 1CA total OR 1MA adding 1CA total AO (2)	P L1
4.3.4	✔RT 2334819 × 100% ✔M 54 957 764 = 4,25% ✔CA	1RT correct values 1M Probability as a % 1CA percentage AO NPR (3)	D L2
4.3.5	✔RT 674 730 : 688 118 ✔A = 337 365 : 344 059✔CA	1RT correct values 1A ratio concept 1CA simplified ratio in correct order _{(Correct unit ratio max 2)} (3)	D L1
4.3.6	✔RT 2 498 098 × 100% ✔M 54 957 764 = 4,545486967..% ✔CA	1RT correct values 1M multiply by 100% 1CA Percentage AO NPR (3)	D L2
4.3.7	20–39 ✔✔RT	2RT correct age group (2)	D L1
4.3.8	Bar graph OR B ✔✔RT	2RT correct graph type (2)	D L1
		[39]
QUESTION 5 [25 marks]
5.1.1	Checkers ✔✔A	2A correct supermarket (2)	F L1
5.1.2	✔MA X = R440,85 – R(19,99 + 7,99 + 14,99 + 89,99 + 46,99 + 15,99 + 9,99 + 31,99 + 19,99 + 25,99 + 76,99 + 19,99 + 23,99 + 17,99) X = R440,85 – R422,86 = R17,99 ✔CA	1MA adding/subtracting 1CA simplification AO (2)	F L1
5.1.3	Difference = R15,99 – R13,50 ✔MA = R2,49 ✔CA	1MA subtracting correct values 1CA simplification _{(accept –R2,49)} AO (2)	F L1
5.1.4	9✔✔A	[CA from Q 5.1.2] 2A correct number (2)	F L1
5.1.5	Cabbage ✔✔A Milk ✔A	2A first product 1A second product (3)	F L1
5.1.6	Eggs ✔✔A	2A product (2)	F L1
5.1.7	Difference in cost ✔M ✔A ✔A ✔M = R(49,99 – 36) × 2,5 OR R(49,99 × 2,5 – 36 × 2,5 ) = R 34,98 ✔CA OR Woolworths = R49,99 × 2,5 ✔M = R124,98 ✔A P n P = R36,00 × 2,5 = R90,00 ✔A Difference in cost = R124,98 – R90,00 ✔M = R34,98 ✔CA	2A correct prices 1M for subtracting prices 1M multiplying 1CA simplification OR 1M multiplying with correct price 1A simplification 1A simplification 1M for subtracting prices 1CA simplification (5)	F L2
5.2.1	Checkers ✔✔A	2A correct supermarket (2)	F L1
5.2.2	Woolworths OR PnP ✔✔A✔✔A	2A correct supermarket (2)	F L1
5.2.3	✔A Difference = R 479,44 – R208,74 ✔M = R 270,70 ✔CA OR ✔A Difference = R 440,85 – R208,74 ✔M = R 232,11 ✔CA	1A correct values 1M subtraction 1CA simplification 1A correct values 1M subtraction 1CA simplification AO (3)	F L1
	[25]
	TOTAL	150

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Wednesday, 23 June 2021 13:52

GRADE 12 MATHEMATICS LITERACY PAPER 2 QUESTIONS - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2017

GRADE 12 MATHEMATICS LITERACY
PAPER 2
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

INSTRUCTIONS AND INFORMATION

This question paper consists of FOUR questions. Answer ALL the questions.
2.1 Answer QUESTIONS 3.1.3 and 3.1.4 on the attached ANSWER SHEET.
2.2 Write your centre number and examination number in the spaces on the ANSWER SHEET. Hand in the ANSWER SHEET with your ANSWER BOOK.
2.3 Use the ANNEXURES in the ADDENDUM to answer the following questions:
ANNEXURE A for QUESTION 2.1
ANNEXURE B for QUESTION 2.2
ANNEXURE C for QUESTION 4.1
ANNEXURE D for QUESTION 4.2
Number the answers correctly according to the numbering system used in this question paper.
Start EACH question on a NEW page.
You may use an approved calculator (non-programmable and non-graphical), unless stated otherwise.
Show ALL calculations clearly.
Round off ALL final answers appropriately according to the given context, unless stated otherwise.
Indicate units of measurement, where applicable.
Maps and diagrams are NOT necessarily drawn to scale, unless stated otherwise.
Write neatly and legibly.

QUESTIONS

QUESTION 1
1.1

The recent worldwide displacement of people hit an all-time high because of increases in wars and persecutions.
There are three categories of displaced people:

Forcibly displaced (people forced out of their country)
Refugees (people who voluntarily flee their country due to fear of persecution)
Stateless (people not officially a citizen of any country)

The data below, released by the United Nations' refugee agency (UNHCR), shows the numbers and percentages of the three categories of displaced people for 2016.

Some of the forcibly displaced people and refugees are given temporary residence in various world regions, as shown in the pie chart and maps below.

[Adapted from UNHCR, 20 June 2016]

Use the information above to answer the questions that follow.

1.1.1 Estimate (to the nearest hundred million) the world population in 2016, given that one in every 113 people is forcibly displaced. (3)
1.1.2 Determine the total number of displaced people that are distributed in Europe.
1.1.3 A spokesperson of the UNHCR stated that 54% of all refugees worldwide come from Somalia, Afghanistan and Syria.
Verify (showing ALL calculations) whether this statement is valid. (5)

1.2

The bar graphs below show the percentages of refugees according to age and gender, entering Europe.

[Source: UNHCR, 20 June 2016]

Use the bar graphs above to answer the questions that follow.

1.2.1 Determine the probability (as a percentage) of randomly selecting a female refugee younger than 18 years from the refugees who entered Europe. (3)
1.2.2 Give a possible reason why the percentage of refugees in the age group 18 to 59 will always be the largest. (2)

1.3

TABLE 1 below shows the number of refugees entering Europe by sea during the first six months of 2014 and 2015.

TABLE 1: NUMBER OF REFUGEES PER MONTH ENTERING EUROPE BY SEA
YEAR	JANUARY	FEBRUARY	MARCH	APRIL	MAY	JUNE
2014	3 270	4 360	7 280	17 090	16 630	26 220
2015	5 580	7 373	10 280	29 810	40 340	43 460

Source: UNHCR, 20 June 2016]

Use the data above to answer the questions that follow.

1.3.1 State which month showed the greatest increase in the number of refugees from 2014 to 2015. (2)
1.3.2 Determine the average monthly number of refugees entering Europe during the first six months of 2015. (3)
1.3.3 Describe a possible trend based on the data in TABLE 1.

1.4 The UNHCR was launched on an annual budget of US$300 000 in 1950. The annual budget reached a new high of US$ 5 300 million in 2013. The budgeted amount for 2016 is expected to be 18,7% higher than the budget for 2013.
Determine the factor value by which the annual budget increased from 1950 to 2016. (5)

[31]

QUESTION 2
2.1

The Wimbledon tennis championships are held in London annually. Wimbledon has a total of 41 grass courts consisting of 19 match courts and 22 practice courts.

TABLE 2 below shows some interesting facts about Wimbledon.

TABLE 2: SOME INTERESTING FACTS ABOUT WIMBLEDON
Grounds (size)	13,5 acres
Car parks	42 acres
Grounds (capacity)	39 000 spectators on the grounds at any time
Centre Court (main court)	14 979 seats Maximum spectators: 15 000
No. 1 Court	11 393 spectators
Staff size	6 000
Large TV screen (size)	40 square metres

[Source: www.wimbledon.com/en GB/atoz/faq_and facts and figures]

A ground plan of Wimbledon is shown in ANNEXURE A.
You may use the following formula:
Area of a rectangle = length x width

Use the information above and the ground plan in ANNEXURE A to answer the questions that follow.

2.1.1 Calculate the maximum density (to the nearest unit) of the spectators at the Wimbledon grounds. (3)
You may use the following formula:
Density of spectators = Number of spectators
Ground size (in acres)
2.1.2 If all the grounds are filled to capacity, determine the probability (rounded off to TWO decimal places) of randomly selecting a spectator from No. 1 Court. (3)
2.1.3 Give a possible reason why the number of seats and the maximum number of spectators at Centre Court are different. (2)
2.1.4 Explain which numbered match court has the highest probability of being affected by traffic noise. (3)
2.1.5 The general direction from the centre of No. 3 Court to a player at position A on No. 1 Court is directly north.
In which general direction is the position of the large TV screen in relation to the player at A? (2)
2.1.6 The height of the large, rectangular TV screen is 5 m.
Determine, showing ALL calculations, the scale of the map in the form 1 : ... (5)

2.2

The seating plan of No. 3 Court at Wimbledon is shown in ANNEXURE B. The rows are labelled using the letters of the alphabet.

Use the seating plan to answer the questions that follow.

2.2.1 Determine with which letter the front row on the north side of No. 3 Court should be labelled. (2)
2.2.2 Name the aisles that would be closest to a person seated in the south-westerly corner of the court. (2)
2.2.3 Give ONE valid reason why aisle 10 should have the least spectators using the aisle. (2)
2.2.4 An area of 41 m x 22 m of No. 3 Court is covered with grass. The two types of grass used are in the ratio rye : fescue = 7:3
The groundsman stated that he requires 65 kg fescue seed for No. 3 Court if 245 g of grass seed are sown per square metre.
Verify whether his statement is valid.
You may use the following formula:
Area of a rectangle = length x width

2.3

One of the most popular foodstuffs sold at Wimbledon is strawberries and cream.
The graph below represents the selling price in British pound) of a portion of strawberries and cream from 1993 to 2014.

Selling price of a portion of strawberries and cream from 1993 to 2014

Use the graph and information above to answer the questions that follow.

2.3.1 Calculate the average ANNUAL percentage increase of the selling price of strawberries and cream from 1993 to 2014. (5)
You may use the following formula
Percentage increase = Difference in selling price x 100 %
Initial selling price

2.3.2 Determine the total income from the sale of 142 000 portions of strawberries and cream in 2012. (3)
2.3.3 The selling price of strawberries and cream is determined by the annual inflation rate. Comment on the annual inflation rates from 2010 to 2014. (2)

[40]

QUESTION 3
3.1

Jumanda decided to investigate the temperature changes in Upington by using the historical data of the recorded temperatures. The historical records of extreme maximum and minimum temperatures as well as mean maximum and minimum temperatures (in degrees Celsius) of Upington are given in TABLE 3 below.

TABLE 3: HISTORICAL RECORDED TEMPERATURES IN °C OF UPINGTON
MONTH OF THE YEAR	EXTREMES		MEANS
MONTH OF THE YEAR	MAXIMUM	MINIMUM	MAXIMUM	MINIMUM
JANUARY	46	10	37	20
FEBRUARY	43	10	37	20
MARCH	41	6	33	18
APRIL	38	0	30	14
MAY	35	-3	26	8
JUNE	30	-7	23	4
JULY	31	-5	23	4
AUGUST	34	-4	25	6
SEPTEMBER	39	-1	29	9
OCTOBER	40	5	32	13
NOVEMBER	42	7	34	16
DECEMBER	43	10	35	19

[Source: myweather2.com » Local Weather Forecast > South Africa > Upington]

Use TABLE 3 and the ANSWER SHEET to answer the questions that follow.

3.1.1 Determine the difference between the extreme maximum and extreme minimum temperatures for May. (2)
3.1.2 Determine, showing ALL calculations, in which month the range of the mean temperatures in Upington was the greatest. (3)
3.1.3 The graphs showing the extreme maximum temperatures and mean maximum and minimum temperatures are drawn on the ANSWER SHEET.
Draw another line graph representing the extreme minimum temperatures of Upington on the grid on the ANSWER SHEET.
3.1.4 The line graph showing the average daily maximum temperature with percentile bands is also drawn on the ANSWER SHEET. The inner band is from the 25^th to the 75 percentile and the two outer bands are from the 10th to the 25^th and the 75^th to the 90th percentile.
In which percentile band will the temperature of 36 ºC recorded on 18 February 2016 be classified? (2)
3.1.5 According to Eco Watch the highest temperature for October was recorded on Tuesday 27 October 2015 in Vredendal, when the temperature reached 119,1ºF.
Convert this temperature to ºC (rounded off to ONE decimal place), using the following formula: (4)
ºF = ºC × 9 + 32
5

3.2

Jumanda also studied the wind directions in Upington. The bar graph below shows the annual percentage wind direction occurrences.

Annual percentage wind direction occurrences in Upington

[Source: weatherspark.com/averages)

NOTE: The wind direction is undefined when there is no wind.

Use the bar graph above to answer the questions that follow.

3.2.1 Determine the modal wind direction. (2)
3.2.2 Determine the probability that on any given day the wind direction will be from any westerly direction. (2)
3.2.3 Explain why a pie chart cannot easily be used to represent this data. (2)

3.3

Jumanda's three friends from Angola will visit him in Upington. They plan to stay at a resort that charges R850 per unit per day for accommodation.
The following exchange rates may be used:

Kz 100 000 = R9 173,05 and
$1 = Kz 169,27344

[Source: Coinmill.com, 2 June 2016]

Use the information above to answer the questions that follow.

3.3.1 Determine (in Kz) the equal amount that EACH of the friends must contribute towards the accommodation per day. (5)
3.3.2 The average monthly disposable salary (AMDS) in Angola is $1 760,41 and in South Africa it is R16 500.
The average monthly rental cost for an apartment in Angola is Kz145 990, whereas a similar apartment in South Africa costs R4 430 per month.
One of the friends stated, 'The average rental cost of an apartment in Angola, expressed as a percentage of the AMDS, is double the percentage of a similar apartment in South Africa.'
Verify, showing ALL calculations, whether this statement is valid. (7)

[36]

QUESTION 4
4.1

Packages are usually delivered by courier services. The courier cost is dependent on the space that a package occupies rather than the mass of the package. This measure is called the volumetric mass and is calculated by using the following formula and TABLE 5 below:
Volumetric mass = volume of the package (in cm³)
mass factor

TABLE 5: MASS FACTOR (only used for dimensions in cm)
DELIVERY TIME	MASS FACTOR (ROUNDED TO THE NEAREST 1 000)
1 to 2 days	5 000
3 or more days	4 000

[Source: www.globeflight.co.za/index.php/couriergadgets/ ]

You may use the following formulae:

Volume of a rectangular box = L x W x H
Volume of a box with a square base = S2 x H
Surface area of a rectangular-based box = 2(L x W + L x H + W x H)
Surface area of a square-based box = 2 x S (2 x H +S)
where L = length, W = width, H = height and S=side length

Boxes with the given dimensions are shown in ANNEXURE C.

Use the information above and ANNEXURE C to answer the questions that follow.

4.1.1 Calculate the volumetric mass of a box of size Y if it has to be delivered the next day.
4.1.2 Determine, showing ALL calculations, which mass factor the company used for the box of size X if the volumetric mass of the box is approximately 2 kg. (5)
4.1.3 The company uses boxes of size Z to transport substances with a volumetric mass of 25 kg. These boxes are wrapped using special wrapping paper.
A client commented that the total surface area of the square-based box is less than the total surface area of a rectangular-based box.
Verify whether this comment is valid. (7)

4.2

A courier company that operates from Mbombela uses maps and pricing schedules, as indicated in ANNEXURE D, to show the cost of their services.

Use the information in ANNEXURE D to answer the questions that follow.

4.2.1 Give a possible reason why certain places on the map are marked for a 48-hour delivery service. (2)
4.2.2 A shop in Mbombela sends three identical 18 kg parcels to be delivered in Graskop, Klerksdorp and Port Alfred.
NOTE: Port Alfred is in the shaded (grey) area.

1. Determine the total delivery cost, including 14% VAT, for the three packages. (10)
2. The courier picked up the parcels at 14:50 on 30 April and delivered one parcel in Port Alfred at 08:15 on 2 May.
  Verify whether this delivery was done within the specified service delivery time.

4.2.3 A factory in Mbombela needs to send 650 parts with mass of 2 kg each to George.
They can pack the parts in the following two box sizes:

- Box size A (to pack 7 parts)
- Box size B (to pack 15 parts)
  1. Determine the total delivery cost, excluding VAT, for using only box size A to send all the parts. (4)
  2. Hence, showing further calculations, advise the management on which ONE of the two options is more economical for the factory. (7)

[43]
TOTAL: 150

ANSWER SHEET
CENTRE NUMBER:

EXAMINATION NUMBER:

QUESTION 3.1.3

QUESTION 3.1.4

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Wednesday, 23 June 2021 13:50

GRADE 12 MATHEMATICS LITERACY PAPER2 ADDENDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2017

GRADE 12 MATHEMATICS LITERACY
PAPER 2
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

ADDENDUM

ANNEXURE A
QUESTION 2.1

ANNEXURE B
QUESTION 2.2
SEATING PLAN OF No. 3 COURT AT WIMBLEDON

ANNEXURE C
QUESTION 4.1
DIFFERENT BOX SIZES SHOWING SOME DIMENSIONS

ANNEXURE D
QUESTION 4.2

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Wednesday, 23 June 2021 11:39

HISTORY PAPER 2 GRADE 12 ADDENDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2017

HISTORY
PAPER 2
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

ADDENDUM

QUESTION 1: HOW DID THE STUDENTS FROM SOWETO CHALLENGE THE APARTHEID REGIME IN THE 1970s?
SOURCE 1A
The article below was written by Desmond Tutu on 12 June 2016. It focuses on the reasons for the Soweto Uprising that occurred on 16 June 1976.

WE OWE A GREAT DEBT TO THE GENERATION
THAT ROSE UP AGAINST APARTHEID

In the 1970s the South African government was busily engaged in its programme to implement grand apartheid. Among its key activities was making life in the cities as nasty and unpleasant as possible for black people, to discourage urbanisation.
Popular dissent (opposition) of the 1960s had been crushed, many anti-apartheid leaders were imprisoned or had been forced into exile, and preparations were advanced for the declaration of independent Bantustan republics. The grand plan was for whites to remain citizens of South Africa, while blacks would become citizens of their ethnic homelands – even if they had never been there before.
Conditions in the townships were appalling (terrible): insufficient housing, poor sanitation, overcrowded schools, rigid enforcement of pass laws and consequent destruction of family lives, constant police harassment at home and on the streets. But Soweto's children didn't agree with the plan. There was a steady build-up of pressure, and on 16 June 1976 they exploded into action. The last straw that broke the camel's back, as it were, was their refusal to accept being taught in Afrikaans. But in reality, they were confronting indignity, inhumanity and injustice …

[From The Sunday Times, 12 June 2016]

SOURCE 1B
This article focuses on Tsietsi Mashinini's role in mobilising students to march against Afrikaans as a medium of instruction on 16 June 1976.

Tsietsi Mashinini can be described as a master architect; a designer of the cause he believed in and a direct executer of the final outcome, which was ultimately to see the oppressed being freed.
In 1971 he was, in the eyes of his English and History teacher, Mookgophong Tiro, a student of note at Morris Isaacson High School with a passion for reading. In Tiro, Mashinini encountered a fount (source) of knowledge about the Black Consciousness philosophy and the dream that one day South Africa would be free to be renamed Azania. Tiro greatly influenced Mashinini's political thinking which explains the latter's adherence (loyalty) to the philosophy of Black Consciousness (BC).
FRELIMO clinched its liberation victory in Mozambique in 1974 and inaugurated (installed) Samora Machel as president. Angola followed in 1976 with Agostinho Neto at the helm. SWAPO's plans for Namibia's independence were also taking root. A decision was taken to stage a peaceful march on 16 June against the introduction of Afrikaans as a teaching medium. One could feel and touch the totality (whole) of the struggle when students sang the song 'Mabawuyeke Umhlaba Wethu' ('Leave Our Land').
Propelled by this fighting spirit, Mashinini was elected chair of the action committee, later renamed the Soweto Student's Representative Council (SSRC). On the morning of 16 June Tsietsi led students to meeting points for the commencement (start) of the march. On the day, all the schools had a leader to give clear directives (orders) on what was to be done. The march drew more than 20 000 uniformed students. Its purpose had clearly gone beyond Afrikaans as a medium of teaching and liberation had become the overall goal. No violence was planned. The march, Mashinini emphasised, was to be peaceful and conducted with all due care to avoid provocation (incitement). But the police responded with live ammunition. The tragedy that day turned Mashinini into an instant hero of national and international importance and he was branded an enemy of the state.

[From The Sunday Independent, 12 June 2016]

SOURCE 1C
This article is an eyewitness account by student leader, Seth Mazibuko. It outlines how the events of 16 June 1976 unfolded.

I turned sixteen on 15 June 1976. The marches were planned at the community centre right across the road from a police station in Orlando East. The next day, 16 June, the first group of marchers, led by Tsietsi Mashinini from Morris Isaacson High, arrived on Vilakazi Street. As they were coming, the police were behind them. The police started throwing teargas canisters. The gods of Africa were with us. You know what happened? The fumes of the teargas were blowing back to them. They were so affected that they then decided to release the dog.
The first violence of 1976 was us beating the dog to death. That agitated (angered) the police. It was the fumes that were catching them and it was their dog. After that was another miracle of God. Just as the police were busy trying to organise themselves, behind them came the second lot of students. The police were caught in the middle. They had to force their way through this. That's when they started shooting live bullets. They shot their way out. That's when Hector Peterson and Hastings Ndlovu were hit.
In the chaos that ensued (followed), more violence took place, including the death of Dr Edelstein (Deputy Chief Welfare Officer: West Rand Administration Board), at the hands of the students. The day was not meant to be violent in any way, it only became that when students started dying at the hands of the police.
There are people we don't honour around 16 June; the women. The first people to disguise us that day when the police began looking for us, the first people to sacrifice their dresses, were women. They gave us their dresses. The first people to bring us water as we were fighting the teargas, were mothers. The people who shot us, were fathers. But we never speak about that soft side of 1976. It brings tears to my eyes whenever that happens.

[From The Sunday Times, 12 June 2016]

SOURCE 1D
This photograph was taken by photojournalist Jan Hamman. It is entitled 'UP IN ARMS 1976'.

[From City Press, 12 June 2016]

QUESTION 2: WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) SUCCESSFUL IN RECONCILING SOUTH AFRICA WITH ITS DIVIDED PAST?
SOURCE 2A
The extract below focuses on the reasons for the establishment of the Truth and Reconciliation Commission.

The Truth and Reconciliation Commission (TRC) was established in 1995 to investigate human rights violations since 1960. It was authorised to grant amnesty to those perpetrators who made full disclosure. The commission also had to foster reconciliation and unity among South Africans. The TRC's mandate charged it with the responsibility to be even-handed, but its composition was hardly balanced. The chairman of the TRC was Archbishop Desmond Tutu, who was a patron of the United Democratic Front.
The commission received some 21 300 victim statements that recorded some 38 000 gross violations of human rights. More than 1 000 perpetrators received amnesty after full disclosure. Instead of concentrating on the context of a deed the commission focused on the perpetrator or victim, with the result that the context was in most cases only scantily (poorly) addressed. Cross-examination of victims was not allowed in the victim hearings, but hearsay evidence was.
On the positive side the TRC performed an important therapeutic (healing) role, giving victims the opportunity to tell their stories and have their suffering acknowledged. It revealed the truth in some notorious cases. Vlakplaas operatives or local security policemen asked for amnesty for the murders of Mathew Goniwe and three friends outside Port Elizabeth, the Pebco Three, the Gugulethu Seven, and several other 'targeted killings'. ANC operatives asked for amnesty for the Church Street bomb in Pretoria, where eighteen people were killed.

[From The South African Truth Commission by K Christie]

SOURCE 2B
This source outlines how various political parties responded to the TRC hearings.

Despite acknowledging (admitting) the hurt caused by discriminatory (unfair) apartheid policies, the National Party systematically denied or avoided engagement regarding its culpability (blame) for widespread violations, but instead presented itself as the custodian (defender) of law and order, and blamed the liberation movements for embracing violent ideologies. It pointed to the ANC's intolerance of other parties such as the Inkatha Freedom Party (IFP) who chose a different path, and claimed its association (link) to revolutionary (radical) Marxist methodologies and objectives led it to a path of violence.
The PAC's contribution at the TRC hearings was controversial (debatable) in that (unlike the ANC) it justified its attacks on white South African civilians, as legitimate targets of the armed struggle, and acknowledged its cadres were entitled to engage in criminal acts (such as armed robbery) provided they forwarded the aims and objectives of the movement.
The IFP attended the initial round of party political hearings, but subsequently refused to co-operate with the Commission. In their submission, they blamed both the state and the ANC for the violence and human rights violations, portraying itself as an innocent victim that was opposed to apartheid, but also opposed to the liberation movements' adoption of armed struggle and sanctions.

[From http://truth.wwl.wits.ac.za/cat_descr.php?cat=2.
Accessed on 15 November 2015.]

SOURCE 2C
This cartoon by Zapiro depicts how the National Party (NP) denied knowledge about its involvement in the 'Dirty Tricks' campaign against ANC activists.

[From The Sowetan, 9 June 1995]

SOURCE 2D
This extract focuses on the findings of the Truth and Reconciliation Commission (TRC).

The TRC held the ANC accountable for various human rights abuses, both before and after 1990, and blamed it for contributing to the spiral of the violence by arming and training self-defence units in a volatile (unstable) situation. It also found that the success of the so-called 'third force' activities was 'at least in part a consequence of the extremely high levels of political intolerance, for which all parties to the conflict are held to be morally and politically accountable'.
This attempt at even-handedness (fairness) between NP and ANC caused the ANC, unsuccessfully, to seek amendments (changes) to the final draft of the TRC's report. Seven commissioners supported the ANC's demand, and seven opposed it. Only Tutu's vote decided the matter. An application to court by the ANC was unsuccessful. The IFP and Buthelezi also challenged the TRC's findings in court, causing the Report to be amended in some respects and allowing the inclusion in the final report of a statement by the IFP contesting other findings.
… Both the UDF and Inkatha were deeply implicated (caught up) in violence and it is difficult, if not impossible, to determine who threw the first stone, and which organisation was responsible for most human rights violations.

[From The Rise and Fall of Apartheid by D Welsh]

QUESTION 3: HOW DID THE IMPLEMENTATION OF STRUCTURAL ADJUSTMENT POLICIES (SAPs) AFFECT THE ECONOMIES OF DEVELOPING COUNTRIES?
SOURCE 3A
This extract by the historian G Arnold explains the reasons African countries accepted structural adjustment policies (SAPs) from the international financial institutions after the 1980s.

… the Group of Seven (the seven most developed countries in the world: the USA, Britain, France, Japan, Italy, Canada and Germany) uses the International Monetary Fund as its instrument to instruct and control the poor countries so that the IMF, which ought to have acted as a guardian of the poor, has instead become a policeman for the interests of the rich. As a result of IMF pressures through the 1980s a number of African countries felt obliged (forced) to put in place IMF-inspired Structural Adjustment Policies (SAPs), whether or not these really suited their circumstances. SAPs were the price to be paid for debt rescheduling and further aid. The lesson was obvious: as long as they remained indebted, small African economies would be subjected to IMF-dictated economic regimes (rules).
During the 1980s, the last decade of the Cold War, donor countries (really then by the West only) forced African countries to accept World Bank and IMF-dictated SAPs. Only if such policies were accepted would the usually reluctant recipient country then be given the IMF 'seal of approval' and only when this had been given could the country in question then obtain the aid it required (if it was lucky) from the principal nations. In effect, the IMF told African countries what policies to follow: privatisation, lowering of tariffs against Western manufacturers, cutting subsidies on vital commodities, such as sugar, flour and cooking oil that most affected the poorest sections of the community, so that the recipient could more easily repay its debts. These harsh IMF conditions, never envisaged (imagined) in the original structures of the IMF, imposed political conditions upon the recipients that amounted to blatant (obvious) interference in their internal affairs, and whether or not these conditions were acceptable to the majority of the people was beside the point: they had to be put in place as the price for continued aid.

[From Africa: A Modern History by G Arnold]

SOURCE 3B
The source below by A Ismi highlights the financial impact that structural adjustment policies had on countries in Africa.

From 1980 to 1993, 70 developing countries subjected to 566 stabilisation and structural adjustment policies with disastrous consequences; the 1980s became known as the 'lost decade'. Between 1984 and 1990 Third World countries under SAPs transferred $178 billion to Western commercial banks. So enormous was the capital drain from the South that Morris Miller, a Canadian former World Bank director remarked: 'Not since the conquistadors (Spanish explorers who conquered parts of America during the 16th century) plundered Latin America has the world experienced such a flow in the direction we see today.' By severely restricting government spending in favour of debt repayment, the loan terms of the Bank and the IMF eviscerated (devastated) the Third World state in its wake spiralling (increasing) poverty and hunger fuelled by slashed food subsidies and decimated (destroyed) health and education sectors.
Growth stagnated and debt doubled to over $1,5 trillion by the end of the 1980s, doubling again to $3 trillion by the end of the 1990s. As United Nations Secretary General Javier Perez de Cuellar noted in 1991, 'The various plans of structural adjustment which undermine the middle classes; impoverish (poor) wage earners; close doors that had begun to open to basic rights of education, food, housing, medical care and also disastrously affect employment – often plunge societies, especially young people, into despair'

[From http://www.halifaxinitiative.org/updir/ImpoverishingAContinent.pdf.
Accessed on 16 November 2015.]

SOURCE 3C
This cartoon by Polyp below depicts the impact that structural adjustment policies had on developing countries. (Date unknown)

[From http://www.polyp.org.uk/cartoons/democracy/polyp_cartoon_IMF.jpg.
Accessed on 16 November 2015.]
SOURCE 3D
This extract by C Welch focuses on the successes and failures of the structural adjustment policies in developing countries.

Structural adjustment policies often succeed in achieving specific objectives, such as privatising state enterprises, reducing inflation and decreasing budget deficits. However, the gross domestic product (GDP) growth of developing countries undergoing structural adjustment is routinely limited to a few sectors, mostly raw materials extraction or goods produced with cheap labour. Thus, even when an economy driven by structural adjustment policies grows, such growth is generally environmentally unsustainable and fails to generate significant employment or increased incomes, particularly at a rate sufficient to keep up with population growth and compensate for structural adjustment policies induced (caused) layoffs.
Reforms aimed at opening countries to foreign trade and investment may result in increased exports and greater access to capital, but they also flood countries with imported luxury goods and undermine local industry, both of which serve to constrict (limit) local buying power. Structural adjustment policies benefit a narrow stratum (section) of the private sector, mostly those involved in export production and trade brokering (trade negotiating). Those involved in these growth sectors are usually well-connected elite and transnational companies.
Layoffs of government workers, wage constraints, higher interest rates, reduced government spending, and the shutdown of domestic industries all contribute to the shrinking of the domestic market. The weak state of the domestic market exacerbates (worsens) socio-economic conditions. Although there may be a new dynamism (growth) in certain sectors, social and economic insecurity deepens for most people in countries subjected to structural adjustment policies. The result can be increasing political instability, including anti-government protests and riots over price increases.

[From http://fpif.org/structural_adjustment_programs_poverty_reduction_strategy/.
Accessed on 15 November 2015.]

ACKNOWLEDGEMENTS
Arnold G, 2005. Africa: A Modern History (Atlantic Books, London)
Christie, K. 2000. The South African Truth Commission (Palgrave Publishers, Cape Town)
http://fpif.org/structural_adjustment_programs_poverty_reduction_strategy/.
http://truth.wwl.wits.ac.za/cat_descr.php?cat=2.
http://www.halifaxinitiative.org/updir/ImpoverishingAContinent.pdf.
http://www.polyp.org.uk/cartoons/democracy/polyp_cartoon_IMF.jpg.
Welsh, D. 2009. The Rise and Fall of Apartheid (Jonathan Ball Publishers, Cape Town)
City Press, 12 June 2016
The Sowetan, 9 June 1995
The Sunday Independent, 12 June 2016
The Sunday Times, 12 June 2016

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Wednesday, 23 June 2021 11:38

HISTORY PAPER 1 GRADE 12 ADDENDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2017

HISTORY
PAPER 1
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

ADDENDUM

QUESTION 1: HOW DID THE UNITED STATES OF AMERICA AND THE SOVIET UNION RESPOND TO THE ECONOMIC CRISIS IN EUROPE AFTER 1945?
SOURCE 1A
The extract below focuses on the reasons for the Marshall Plan (USA) and the COMECON (USSR).

The Marshall Plan (or the European Recovery Programme) was a direct consequence of the Containment Policy. It was an economic and social reconstruction (rebuilding) plan for Europe designed to speed up recovery in the countries still suffering the effects of World War II. The plan was named after Secretary of State George Marshall, who presented the theory behind the plan in a commencement address at Harvard in 1947. He (Secretary of State George Marshall) believed that economic stability was key to political stability, and crushing Soviet influence in Europe.
Once talks began to put the plan in place, all of the Allies, including the Soviet Union, in an effort to gain Stalin's trust, were invited to a meeting in Paris to negotiate the terms of American aid in Europe. Unsurprisingly, Stalin was extremely sceptical (doubtful) of the plan and believed it would create an anti-Soviet bloc. Though the aid was open to all European countries, Stalin ordered those under his Eastern Bloc to reject American aid and created a Soviet plan as a response to the Marshall Plan.
In 1948 President Truman asked Congress to facilitate the implementation of the Marshall Plan in 16 Western European countries. Aid under the Marshall Plan first went to Greece and Turkey to continue to crush communist influence there … Money from the Marshall Plan was mostly used to buy American imports, like food and fuel, as local sources had been wiped out by the war …
The Council for Mutual Economic Assistance (COMECON) was founded in 1949 by the Soviet Union, Bulgaria, Poland, Romania, Czechoslovakia and Hungary. It was the Soviet Union's and Eastern Bloc's reaction to the Marshall Plan and the Organisation for European Economic Cooperation in Western Europe.

[From http://europe.unc.edu/teaching/ces-produced/cold-war-2/.
Accessed on 25 October 2015.]

SOURCE 1B
This extract focuses on Everett Bellows' view of the Marshall Plan. He was the Assistant Executive Officer who was responsible for the implementation of the Marshall Plan.

It was, of course, the great and original initiative. It was unheard of – as far as I know, and I do read some history – for any victorious nation to go in and rebuild the battlefields, to reconstitute (modify) the economy; it was done with a dual purpose. The immediate beneficiaries (receivers), the Europeans, needed the help. Secondly, from the United States' point of view, it was important that they not collapse and fall within the Soviet Union's sphere of influence. So there was a great deal of political purpose behind it.
The other thing that people should know about the Marshall Plan was that the Europeans did the job themselves. What we did was give them the tools to do it. One of the tools was the counterpart fund*. We should take a moment to explain what happened.
When we shipped coal, wheat, iron, steel, whatever, to the Europeans, it was because they didn't have the dollars to pay for it. They could have paid for it in their own currency. Moreover, those purchases were made in the United States. The receiving governments put up the equivalent (same) cash in their own currencies. So it had a double impact. The materials were there. The dollar gap was closed by being set aside. The resulting counterpart fund gave them the funds to rebuild bridges, highways, hospitals, airports, schools, the kinds of things that no industrialist does either here or there.
It was a tremendous economic, psychological and political manoeuvre (plot), and it was tremendously successful.

[From http://adst.org/2015/05/the-marshall-plan-the-europeans-did-the-job-themselves/.
Accessed on 10 June 2016.]

*Counterpart fund: Refers to the currency that some of the European countries used. It was of lower value to the US dollar, but was used as if it was equal to the US dollar rate.

SOURCE 1C
The source below is an extract from the Soviet Foreign Minister, Andrei Vyshinsky's speech that he presented at the United Nations Assembly on 18 September 1947.

The so-called Marshall Plan is a particularly glaring (obvious) example of the way in which the principles of the United Nations are violated, of the way in which the organisation is ignored.
The United States has moved towards a direct renunciation (rejection) of the principles of international collaboration (partnership) and concerned action by the great powers and towards attempts to impose its will on the other independent states, while at the same time obviously using the economic resources distributed as relief to individual needy countries as an instrument of political pressure … The United States also counted on making all these countries directly dependent on the interests of American monopolies, which are striving to avert (turn away) the approaching depression by an accelerated export of commodities and capital to Europe.
It is becoming more and more evident to everyone that the implementation of the Marshall Plan will mean placing European countries under the economic and political control of the United States and direct interference by the latter in the international affairs of these countries.
Moreover this plan is an attempt to split Europe into two camps and, with the help of the United Kingdom and France, to complete the formation of a bloc of several European countries hostile to the interests of the democratic countries of Eastern Europe and, most particularly, to the interests of the Soviet Union.

[From http.//www.slantchev.ucsd.edu/courses/nss/documents/vyshinsky-criticism-of-truman doctrine.html.
Accessed on 8 June 2016.]

SOURCE 1D
This cartoon by Herb Block (an American cartoonist), entitled 'IT'S THE SAME THING WITHOUT MECHANICAL PROBLEMS', was published in the Washington Post on 26 January 1949. It depicts his perspective of the 'Marshal Stalin Plan'.

[From http://www.loc.gov/pictures/item/00652193/. Accessed on 5 June 2016.]

QUESTION 2: WHAT WERE THE CAUSES AND CONSEQUENCES OF CUBA'S INVOLVEMENT IN THE BATTLE OF CUITO CUANAVALE BETWEEN 1987 AND 1988?
SOURCE 2A
This extract by historian Edgar Dosmann, focuses on why the Angolan government requested help from Cuba.

South Africa's Operation Modular was unleashed two days later on 14 September (1987); instead of victory, the Angolan army suffered a humiliating (embarrassing) defeat at the Lomba River at the hands of the SADF and its ally UNITA …
Pretoria (South African government) was now openly leading the war in Angola rather than merely supporting UNITA. SADF units were deep inside the country and General Malan visited his troops there to demonstrate that they intended to stay. In fact, the SADF drew up military plans for two new operations, Hooper and Packer, to build on Modular's success with the purpose of moving on Cuito Cuanavale and destroying the FAPLA (Angolan army) brigades which had escaped at Lomba …
In short, PW Botha (President of South Africa) had regained the initiative in the Border War. On 11 November, Angola's independence day, Botha sent another message to the Angolan leader by flying into Jamba for victory celebrations with Savimbi; it was a display of South African power …
Dos Santos' (President of Angola) 'fight and talk' strategy had utterly failed and his Soviet advisors were discredited (disgraced) … There was nowhere else to turn but to Castro … knowing that, in this extraordinary relationship, Cuba always came through in the end.

[From Countdown To Cuito Cuanavale: Cuba's Angolan Campaign by EJ Dosmann]

SOURCE 2B
This is an extract from a speech by Raúl Castro, Commander in Chief of the Cuban army. It focuses on Cuba's involvement in Operation Carlotta during the Battle of Cuito Cuanavale.

Towards the end of 1987 thousands of South African soldiers were deployed against FAPLA (Angolan army) that was carrying out an important operation in south-eastern Angola. As the unequal battles developed, part of the Angola unit came close to being surrounded and annihilated (destroyed) at Cuito Cuanavale …
After rigorous (thorough) consultations with the Angolan government and meticulous (detailed) planning … we (Cuba) made the historic decision to reinforce our troops in the People's Republic of Angola. This force, as you know, reached a total of fifty thousand soldiers. It was entrusted with the mission of fighting alongside Angolan troops to defeat the invading South African forces …
By the time the South African strategists realised what we were doing, we had doubled our overall forces and increased them many times over on the Southern Front. That gave us control of the skies there for the first time in twelve years …
We deployed a strike force on this front that included 998 tanks, more than 600 armoured vehicles and 1 600 artillery, mortars and anti-aircraft defence weapons. From Cuba … Compañero (Comrade) Fidel Castro imbued (instilled) in all of us the determination to achieve victory with a minimum of casualties, combining boldness, and heroism with the philosophy (belief) of not risking the life of a single man without first exhausting all alternatives …
Cuito (Cuanavale) held out. All the South African attempts to advance were pushed back. Their sophisticated long-range artillery (canons) kept bombing day and night. But it didn't frighten the Angolan-Cuban forces and turned out to be ineffective …

[From Operation Carlotta is Over! A Victory for Cuban Internationalism by R Castro]

SOURCE 2C
This photograph shows the statue that was erected to commemorate the fallen heroes at the Battle of Cuito Cuanavale. It shows two soldiers, one Angolan and one Cuban, holding up a map of Angola with a star marking the village of Cuito Cuanavale where the battle was fought between 1987 and 1988.

SOURCE 2D [From http://www.bradtguides.com/media/wysiwyg/destinations/africa/angola/cuito_cuanvale_ angola.jpg.
Accessed on 10 June 2016.]

The extract below is part of a speech that was delivered by former South African President, Nelson Mandela, in Cuba on 26 July 1991.

We in Africa are used to being victims of countries wanting to carve up (divide) our territory or subvert (overthrow) our sovereignty. It is unparalleled in African history to have another people rise up in our defence …
The crushing defeat of the racist army (SADF) at Cuito Cuanavale was victory for the whole of Africa!
The overwhelming defeat of the racist army allowed the struggling people of Namibia to finally win their independence!
The decisive defeat of the apartheid aggressors broke the myth (fable) of the invincibility (strength) of the white oppressors!
The defeat of the apartheid army was an inspiration to the struggling people inside South Africa!
Without the defeat of Cuito Cuanavale our organisations would not have been unbanned! …
Cuito Cuanavale was a milestone in the history of the struggle for southern African liberation!
Cuito Cuanavale has been a turning point in the struggle to free the continent and our country from the scourge (torment) of apartheid!

[From How Far We Slaves Have Come! South Africa and Cuba in Today's World by N Mandela and F Castro]

QUESTION 3: WHAT IMPACT DID THE CLOSURE OF HIGH SCHOOLS HAVE ON THE COMMUNITY OF LITTLE ROCK, ARKANSAS, IN 1958?
SOURCE 3A
This is an extract from a speech that Governor Orval Faubus delivered in Arkansas on 18 September 1958. It focuses on his decision to close high schools in Little Rock.

I am fully aware of the deep concern of the parents for the continued proper education of their children, and I am fully aware of the inconvenience to the learners in the interruption of the proper educational processes …
It was with a heavy heart that I found it necessary to sign the bills of the Extraordinary Session of the General Assembly and to close the high schools in the city of Little Rock. I took this action only after the last hope of relief from an intolerable situation had been exhausted and to prevent the integration of schools.
The Supreme Court shut its eyes to all the facts, and in essence said integration at any price, even if it means the destruction of our school system, our educational processes, and the risk of disorder and violence that could result in the loss of life, perhaps yours.
This price, you as a people are unwilling to pay. This price I could not see you pay without first offering to you a legal plan whereby a catastrophe (disaster) can be avoided and still provide the opportunity of an education of our children. This plan I now explain to you in detail. This plan is within the law …
First. The federal government has no authority to require any state to operate public schools.
Second. The federal government has no authority to tell a state government for what purposes it may levy taxes, or how the tax money may be expended (used).
Third. In all the cases involving the public schools and integration, the federal courts have said only that an agency of the state cannot maintain segregated schools. This ruling does not apply in any way to private schools. Private schools are not affected by these decisions, even though the schools receive aid from state and federal sources.

[From http://www.blackpast.org/1958-governor-orval-e-faubus-speech-school-integration.
Accessed on 8 May 2016.]

SOURCE 3B
The source below explains how both black (African American) and white American learners were affected by Governor Faubus' decision to close high schools in Little Rock, Arkansas, in 1958.

Perhaps the greatest consequences (results) were the effects on displaced learners and their families … The number of displaced white learners was 2 915. Of those, thirty-five per cent found public schools to attend in the state. Private schools in Little Rock took forty-four per cent of the displaced white learners. A total of ninety-three per cent of white learners found some form of alternative schooling. This was not the case for displaced black learners. Among the 750 black learners who were displaced, thirty-seven per cent found public schools in Arkansas to attend. However, fifty per cent of displaced black learners found no schooling at all. The NAACP (National Association for Advancement of the Coloured People), through Roy Wilkins, stated that opening private high schools for displaced black learners would defeat their intent to gain equal access for all learners to public education. Interviews with many former learners indicate lifelong consequences because of this denial of a free public education.
Throughout the Lost Year several groups organised either to support closed schools or to open them. The Lost Year ended with a recall (withdrawal) of three segregationist members of the Little Rock School Board on 25 May 1959. Voters in Little Rock, after a year of closed public high schools and after the firing of teachers, were finally willing to accept limited desegregation. The federal courts followed on 18 June 1959, when a three-judge federal district court declared unconstitutional Arkansas's closure of schools and withholding of funds.

[From http://www.encyclopediaofarkansas.net/encyclopedia/entry -detail.aspx?entryID=737.
Accessed on 9 May 2016.]

SOURCE 3C
The photograph below shows learners from Little Rock watching a televised lesson. This was after Governor Faubus decided to close schools in 1958.

[From http://www.arkansawtraveler.com/wp-content/uploads/2011/11/little-rock-integration.
Accessed on 8 May 2016.]
SOURCE 3D
The source below outlines the role that concerned citizens of Little Rock played in opposing Governor Faubus' decision to close high schools in 1958.

In September 1958 a group of women met to form the Women's Emergency Committee to Open Our Schools (WEC) … they formed the first organisation to publicly condemn the school-closing action and to support reopening the schools under the Little Rock School District's desegregation plan.
… WEC members continued to advocate (support) reopening the schools and its members became the targets of outspoken segregationists, who labelled them 'integrationists'. This climate of intimidation made it difficult for white and black leaders to meet openly to try and resolve the crisis. While their efforts made them targets for harassment (provocation), the WEC persevered (continued). As the year progressed, attitudes among Little Rock parents, particularly those with teenage children, began to shift towards accepting the desegregation of schools if it meant the reopening of schools.
Along with the citizen's group, Stop This Outrageous Purge (STOP), and other community organisations, the WEC called for a special election to recall (withdraw) the segregationist board members. By contacting registered voters and visiting door to door, the WEC was able to create enough support to recall the three segregationist board members and to retain the three moderate ones.
After the successful election, the Little Rock public high schools reopened on 12 August 1959 with limited desegregation … the reopening of the schools in the fall of 1959 brought to a close an important chapter in the history of public education in Little Rock.

[From https://www.nps.gov/chsc/planyourvisit/upload/SitebulletinWEC.pdf/.
Accessed on 11 May 2016.]

ACKNOWLEDGEMENTS
Visual sources and other historical evidence were taken from the following:
Castro, R. 1991. Operation Carlotta is Over! A Victory for Cuban Internationalism (Editora Politica, Havana)
Dosmann, EJ. Countdown to Cuito Cuanavale – Cuba's Angolan Campaign (Oxford, London)
http.//www.slantchev.ucsd.edu/courses/nss/documents/vyshinsky-criticism-of-truman doctrine.html
http://adst.org/2015/05/the-marshall-plan-the-europeans-did-the-job-themselves/
http://europe.unc.edu/teaching/ces-produced/cold-war-2/
http://www.arkansawtraveler.com/wp-content/uploads/2011/11/little-rock-integration
http://www.blackpast.org/1958-governor-orval-e-faubus-speech-school-integration
http://www.bradtguides.com/media/wysiwyg/destinations/africa/angola/cuito_cuanvalea ngola.jpg
http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=737
http://www.loc.gov/pictures/item/00652193/
https://www.nps.gov/chsc/planyourvisit/upload/SitebulletinWEC.pdf/
Mandela, N and Castro, F. 1991. How Far We Slaves Have Come! South Africa and Cuba in Today's World (Pathfinder, Montreal)

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Wednesday, 23 June 2021 11:35

HISTORY PAPER 2 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2017

HISTORY
PAPER 2
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

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

Cognitive Levels	Historical skills	Weighting of questions
LEVEL 1	Extract evidence from sources Selection and organisation of relevant information from sources Define historical concepts/terms	30% (15)
LEVEL 2	Interpretation of evidence from sources Explain information gathered from sources Analyse evidence from sources	40% (20)
LEVEL 3	Interpret and evaluate evidence from sources Engage with sources to determine its usefulness, reliability, bias and limitations Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions	30% (15)

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.

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 bottom margin to the right, 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.
2.4.3 The following additional symbols can also be used:

- Introduction, main aspects and conclusion not properly contextualised ^
- Wrong statement _________________
- Irrelevant statement |
  |
  |
- Repetition R
- Analysis A√
- Interpretation I√

2.5 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	LEVEL 4

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

C	LEVEL 4
P	LEVEL 3

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

C	LEVEL 4	}26–27
P	LEVEL 3	}26–27

GLOBAL ASSESSMENT OF ESSAYS: 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 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	0–13

* 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

MEMORANDUM

SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: HOW DID THE STUDENTS FROM SOWETO CHALLENGE THE APARTHEID REGIME IN THE 1970s?
1.1
1.1.1 [Extraction of evidence from Source 1A – L1]

To make life in the cities as nasty and unpleasant as possible for black people
To discourage urbanisation (2 x 1) (2)

1.1.2 [Interpretation of evidence from Source 1A – L2]

They challenged the government's policies
They opposed the government's policies
They fought for liberation of all South Africans from apartheid
Any other relevant response (Any 1 x 2) (2)

1.1.3 [Extraction of evidence from Source 1A – L1]

Insufficient housing
Poor sanitation
Overcrowded schools
Rigid enforcement of pass laws
Consequent destruction of family lives
Constant police harassment at home and on the streets (Any 4 x 1) (4)

1.2
1.2.1 [Extraction of evidence from Source 1B – L1]

Mashinini wanted to see the oppressed South Africans being freed (1 x 1) (1)

1.2.2 [Extraction of evidence from Source 1B – L1]

A student of note
A student who had a passion for reading (2 x 1) (2)

1.2.3 [Explanation of a historical concept from Source 1B – L1]

A philosophy that was propagated by Steve Biko which advocated self-confidence, assertiveness and pride among black South Africans
A philosophy propagated by Steve Biko and other activists for black South Africans to be independent/self-reliant of other races regarding the struggle for equality and justice
Any other relevant response (Any 1 x 2) (2)

1.2.4 [Interpretation of evidence from Source 1B – L2]

Mashinini became an activist to fight against the injustices of apartheid
Mashinini at a young age became leader of the Soweto Student Representative Council
Mashinini was at the forefront of the march on June 16, 1976
Mashinini as leader propagated peaceful protest
Mashinini was able to attract 20 000 students to the march
Any other relevant response (Any 2 x 2) (4)

1.3
1.3.1 [Extraction of evidence from Source 1C – L1]

Morris Isaacson High School (1 x 1) (1)

1.3.2 [Extraction of evidence from Source 1C – L1]

The police started throwing teargas canisters
They released the dog
The police used life bullets (Any 2 x 1) (2)

1.3.3 [Interpretation of evidence from Source 1C – L2]

The police were caught in the middle of protesting students and were scared
The police tried to force their way out and escape from protesting students
Their dog was beaten to death
Any other relevant response (Any 1 x 2) (2)

1.3.4 [Interpretation of evidence from Source 1C – L2]
Seth Mazibuko saluted the role of women because:

They helped disguise student leaders
They clothed them with their dresses
Women gave them water after they were teargassed by the police
Any other relevant response (Any 2 x 2) (4)

1.3.5 [Ascertaining the reliability of Source 1C – L3]
To a great extent

It is an eye witness account by Mazibuko on how the 16 June 1976 events unfolded
It appeared in the Sunday Times, 12 June 2016
It can be collaborated with other sources
Seth was one of the leaders of the march
Any other relevant response (Any 2 x 2) (4)

To a lesser extent

It is an eyewitness-account – is one-sided
It could be biased
The incident occurred in 1976 and is being reported in 2016 – there could be a lapse in recollection
Any other relevant response (Any 2 x 2) (4)

1.4 [Comparison of evidence to determine similarities in Sources 1B and 1C – L3]

Sources 1B and 1C refer to the youth as leaders who organised the 16 June 1976 march
Sources 1B and 1C refer to the youth as being at the forefront of the 16 June 1976 march
Sources 1B and 1C refer to the youth as being responsible because they planned a peaceful march
Any other relevant response (Any 2 x 2) (4)

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

The photograph conveys the police's action against unarmed children
The photograph shows unarmed children showing a 'peace sign' and giving up to the police
It shows the peaceful/non-violent nature of the protestors
Any other relevant response (Any 2 x 2) (4)

1.5.2 [Interpretation of evidence from Source 1D – L2]
The words are effective because:

It reflects the initial peaceful intention of the Soweto Uprising
It shows the students as fearless in their challenge against the apartheid regime
Any other relevant response (2 x 2) (4)

1.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3]
Candidates could include the following aspects in their responses:

The youth of Soweto resisted the government's plan of grand apartheid (Source 1A)
The youth of Soweto protested at being taught in Afrikaans (Source 1A)
On 16 June 1976 the youth confronted apartheid and this was the start of the liberation struggle (Source 1A)
Appalling conditions in the townships (Source 1A)
The overall goal of the youth with the Soweto Uprising was to free the oppressed (Source 1B)
The Soweto Uprising of 16 June 1976, drew more than 20 000 students to protest against apartheid education (Source 1B)
Constant police harassment (Source 1B)
The students planned a peaceful protest but the police used violence to suppress them (Source 1C)
The first casualties of the protest were Hector Peterson and Hasting Ndlovo (Source 1C)
The Soweto Uprising was a watershed moment in the history of South Africa (own knowledge)
The Soweto Uprising soon spread to the rest of South Africa (own knowledge)
Any other relevant response

Use the following rubric to allocate marks:

LEVEL 1

Use evidence in an elementary manner e.g. shows little or no understanding of how the students from Soweto challenged the apartheid regime in the 1970s.
Uses evidence partially or cannot write a paragraph.

MARKS

0–2

LEVEL 2

Evidence is mostly relevant and relates to a great extent on the topic e.g. shows some understanding of how the students from Soweto challenged the apartheid regime in the 1970s.
Use evidence in a very basic manner to write a paragraph.

MARKS

3–5

LEVEL 3

Uses relevant evidence e.g. demonstrates a thorough understanding of how the students from Soweto challenged the apartheid regime in the 1970s.
Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

MARKS

6–8

(8)
[50]

QUESTION 2: WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) SUCCESSFUL IN RECONCILING SOUTH AFRICA WITH ITS DIVIDED PAST?
2.1
2.1.1 [Extraction of evidence from Source 2A – L1]

To investigate human rights violations (1 x 1) (1)

2.1.2 [Explanation of a historical concepts from Source 2A – L1]

- If perpetrators of gross human rights violation spoke the truth about their involvement in politically motivated killings then a pardon would be granted
- Any other relevant response (1 x 2) (2)
- To bring together victims and perpetrators for the political crimes that were committed during the apartheid era
- For the victims and perpetrators to come face to face, apologise and seek forgiveness
- Any other relevant response (Any 1 x 2) (2)

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

There was no cross examination of victims
They did not probe the reasons as to why the perpetrators committed gross human rights violations against political activists
They did not concentrate on the details as to why these political crimes were committed
They relied on hearsay
Any other relevant response (Any 2 x 2) (4)

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

Vlakplaas operatives
- They were involved in the murders of the PEBCO Three; the Gugulethu Seven and other killings and atrocities
- They wanted to avoid prosecution and imprisonment
- They asked for amnesty for the murders of Mathew Goniwe and three friends outside Port Elizabeth
- Vlakplaas operatives were defending the apartheid regime
- They were afraid that they might be prosecuted
  Any other relevant response (Any 1 x 2) (2)
ANC operatives
1. Were responsible for the Church Street bombings in which 18 people were killed
2. Any other relevant response (Any 1 x 2) (2)

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

The liberation movements (ANC and PAC) (1 x 1) (1)

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

The PAC justified its attacks on white South Africans because they were also targets
The PAC acknowledged that its members were engaged in criminal activities
Any other relevant response (2 x 2) (4)

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

The IFP refused to co-operate (1 x 2) (2)

2.2.4 [Evaluation of usefulness from Source 2B – L3]
The source is USEFUL because:

It gives insight as to why political parties got involved in political motivated crimes
It highlights how the NP did not accept blame for the atrocities that they committed
It shows how the NP blamed the liberation movements for the political violence that was committed and were not prepared to accept any blame
It reveals how the IFP refused to co-operate with the TRC
It indicates how the PAC justified their attacks on white South Africans
The IFP blamed the state and the ANC for the violence that was committed
Any other relevant response (Any 2 x 2) (4)

2.3
2.3.1 Interpretation of evidence from Sources 2C – L2]

The NP refused to take responsibility for the crimes listed (speech bubble – WHAT’S “APARTHEID”?).
The NP viewed the ANC indifferently (smiles on their faces)
The NP could not recall the crimes that were committed during the apartheid era (speech bubble – WHAT’S “APARTHEID”?)
The NP was not prepared to reveal those who gave the orders (speech bubble – Who Gave The Orders?)
The NP denied that apartheid existed which they were responsible for (speech bubble – WHAT’S “APARTHEID”?)
Any other relevant response (Any 2 x 2) (4)

2.3.2 [Extraction of evidence from Source 2C – L1]

Bombings
Phone tapping
Theft of union funds
Spying
Smear campaigns
Vlakplaas
Third Force
Hit squad (Any 4 x 1) (4)

2.4 [Comparison of evidence in Sources 2B and 2C – L3]

In Source 2B the NP admitted the hurt that it had caused by the policies of apartheid whereas in Source 2C the NP indicated it has no knowledge about apartheid
In Source 2B the NP was not prepared to take blame for any crimes that were committed during its rule whereas in Source 2C the NP was presented with a list of the crimes they committed
In Source 2B the NP blamed the ANC for violent ideologies whereas in Source 2C the NP denied responsibility for third force activities, Vlakplaas and hit squads
Any other relevant response (Any 2 x 2) (4)

2.5
2.5.1 [Extraction of evidence from Source 2D – L1]

Blamed the ANC for contributing to the spiral of violence (violation to right of life)
Training self-defence units in a volatile situation (violation of safety, security and life) (2 x 1) (2)

2.5.2 [Interpretation of evidence from Source 2D – L2]
The response must include BOTH the ANC and the IFP:

The ANC did not want to be blamed for human rights violations/The ANC felt they were not responsible for the conflict but rather blamed the National Party
The IFP did not want to be blamed for political violence
Both wanted the final draft to be amended in their favour
Any other relevant response (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.
Candidates could take a stand and explain whether the Truth and Reconciliation Commission was successful in reconciling South Africa from its divided past OR candidates could present a mixed response that is SUCCESSFUL and NOT SUCCESSFUL
SUCCESSFUL

TRC was established to investigate human rights violations and authorised to grant amnesty (Source 2A)
More than 1000 perpetrators received amnesty (Source 2A)
The TRC performed a therapeutic role by allowing the perpetrators to tell their stories (Source 2A)
The TRC was able to reveal the truth by allowing perpetrators to tell their stories (Source 2A)
Political parties acknowledged the violent crimes that were committed (Source 2B)
A list of violent crimes that were committed were presented to the NP (Source 2C)
The ANC was regarded as hypocrites since they too committed similar crimes (own knowledge)
The TRC held the ANC accountable for human rights abuses before and after 1990 (Source 2D)
The TRC highlighted third force activities (Source 2D)
The credibility of the TRC was challenged when the final report was amended to include the IFPs the findings (Source 2D)
The TRC was therefore viewed as successful as it contributed to nation building and reconciliation (own knowledge)
Any other relevant response
OR

NOT SUCCESSFUL

Cross examination of victims was not allowed (Source 2A)
The political parties were not prepared to take any blame for the violent crimes that were committed (Source 2B)
The persons who gave the order for the crimes that were committed were still not revealed (Source 2C)
The TRC was regarded as a 'witch hunt' that opened old wounds (own knowledge)
Many families were still looking for answers (own knowledge)
Perpetrators were not held accountable for the crimes that were committed (own knowledge)
The TRC did not achieve its aims since it was unable to bring about reconciliation (own knowledge)
Twenty years later the TRC is therefore viewed as unsuccessful in addressing the injustices of the past (own knowledge)
Any other relevant response

Use the following rubric to allocate marks:

LEVEL 1

Uses evidence in an elementary manner, e.g. shows no or little understanding of whether the Truth and Reconciliation Commission was successful in reconciling South Africa with its divided past.
Uses evidence partially or cannot write a paragraph.

MARKS

0–2

LEVEL 2

Evidence is mostly relevant and relates to a great extent on the topic, e.g. shows an understanding of whether the Truth and Reconciliation Commission was successful in reconciling South Africa with its divided past.
Uses evidence in a very basic manner to write a paragraph.

MARKS

3–5

LEVEL 3

Uses relevant evidence, e.g. demonstrates a thorough understanding of whether the Truth and Reconciliation Commission was successful in reconciling South Africa with its divided past.
Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

MARKS

6–8

(8)
[50]

QUESTION 3: HOW DID THE IMPLEMENTATION OF STRUCTURAL ADJUSTMENT PROGRAMMES (SAPs) AFFECT THE ECONOMIES OF DEVELOPING COUNTRIES?
3.1
3.1.1 [Extraction of evidence from Source 3A – L1]

USA
Britain
France
Japan
Italy
Canada
Germany (Any 3 x 1) (3)

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

Structural adjustment policies consist of loans provided by the International Monetary Fund and World Bank to countries that experience economic crises
To subject the countries to IMF-dictated economic regimes (Any 1 x 2) (2)

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

The IMF wanted to keep African countries in debt
They were now able to reschedule their debt repayments
To obtain further aid (Any 1 x 2) (2)

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

It interfered politically in the internal affairs of African countries
African governments had no say in the conditions that were laid down by the IMF
It did not take the political and economic realities of African countries into consideration
It resulted in economic hardship for ordinary Africans
They would not get further loans if they are non-compliant
African countries could only afford to pay the loan and not the interest
Any other relevant response (Any 2 x 2) (4)

3.2
3.2.1 [Extraction of evidence from Source 3B – L1]

Between 1980 and 1990 Third World countries transferred $178 billion to Western commercial banks as part of debt repayment
There was an enormous capital drain from countries situated in the south
It restricted government spending in favour of debt repayment (Any 1 x 2) (2)

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

It destroyed the economies of African countries
It contributed to hunger in Africa countries
It led to poverty/poor standard of living in Africa countries
It led to the destruction of health and education services in many Africa countries
Any other relevant response (Any 2 x 2) (4)

3.2.3 [Extraction of evidence from Source 3B – L1]

Debt among African countries doubled to over $1.5 trillion by the end of the 1980s, doubling again to $3 trillion by the end of the 1990s (1 x 2) (2)

3.2.4 [Evaluation of usefulness from Source 3B – L3]
Candidates can choose either USEFUL or NOT USEFUL and substantiate their response with relevant evidence.
USEFUL

It highlights the financial impact that structural adjustment polices had African countries
It highlights the capital drain that African countries experienced
It explains the effects that Structural Adjustment Polices had on the young people
It explain the views of internationally acclaimed economists such as A Ismi; Morris Miller (Canadian former World Bank director); Perez de Cuellar (UN Secretary General) on Structural Adjustment Policies
Any other relevant response

NOT USEFUL

The source is the view of two authors on SAPs and might be biased
The source does not give enough information on the effects of Structural Adjustment Policies on African countries
Any other relevant response (Any 2 x 2) (4)

3.3
3.3.1 [Interpretation of information from Source 3C – L2]
The cartoonist portrays the International Monetary Fund's Structural Adjustment Policies in a negative way because:

There was no improvement in the past 10 years
There was stagnation in the economies of African countries
Any other relevant response (Any 2 x 2) (4)

3.3.2 [Interpretation and evaluation of information from Source 1C – L2]

The caption shows the impact that the Structural Adjustment Polices have had on developing countries/no difference
The caption shows that after 10 years of implementing Structural Adjustment Policies developing countries are still impoverished
The caption shows that Structural Adjustment Policies have benefitted only a few
The caption shows the Structural Adjustment Policies are a failure
Any other relevant response (Any 2 x 2) (4)

3.4 [Comparing of evidence in Sources 3B and 3C – L3]

Source 3B refers to the restrictions that were imposed on government spending due to debt repayment while Source 3C shows Africans not having proper housing
Source 3B indicates that debt repayment resulted in poverty among Africans while Source 3C shows evidence of poverty
Any other relevant response (2 x 2) (4)

3.5
3.5.1 [Interpretation of evidence from Source 3D – L2]
To a large extent

Privatising state enterprises, reducing inflation, and decreasing budget deficits
The extraction of raw materials or goods
Any other relevant response

To a lesser extent

Economic growth is environmentally unsustainable
Economic growth fails to generate employment or increased income
Any other relevant response (2 x 2) (4)

3.5.2 [Extraction evidence from Source 3D – L1]

Layoffs of government workers
Wage constraints
Higher interest rates
Reduced government spending
The shutdown of domestic industries (Any 3 x 1) (3)

3.6 [Interpretation, evaluation and synthesis of evidence from relevant sources - L3]
Candidates could include the following aspects in their response.

Developing countries that implemented Structural Adjustment Policies were subjected to IMF dictated economic rules (Source 3A)
The implementation of Structural Adjustment Policies were under obligation to privatise state assets, lower tariffs and cut subsidies on consumer goods (Source 3A)
Developing countries suffered interference from the IMF and the World Bank in their internal affairs (Source 3A)
Almost $178 billion was transferred to Western commercial banks which restricted government spending (Source 3B)
The loan terms of the IMF and the World Bank contributed to poverty and hunger in developing countries (Source 3B)
The loan terms of the IMF and the World Bank destroyed the health and education sectors in many developing countries (Source 3B)
The implementation of Structural Adjustment Policies contributed to the increase in poverty among Africans (no proper housing, lack of electricity, running water) (Source 3C)
Structural Adjustment Policies resulted in a decrease in the local buying power as imports were too expensive (Source 3D)
The implementation of Structural Adjustment Policies resulted in government layoffs, restrictions on wages, reduced government spending and redundancy in local markets (Source 3D)
Structural Adjustment Policies resulted in socio-economic insecurity, political instability, anti-government protest and riots over increased food prices (own knowledge)
Any other relevant response

Use the following rubric to allocate marks:

LEVEL 1

Uses evidence in an elementary manner, e.g. shows no or little understanding of how the implementation of Structural Adjustment Policies affected developing countries.
Uses evidence partially or cannot write a paragraph.

MARKS

0–2

LEVEL 2

Evidence is mostly relevant and relates to a great extent on the topic, e.g. shows an understanding how the implementation of Structural Adjustment Policies affected developing countries.
Uses evidence in a very basic manner to write a paragraph.

MARKS

3–5

LEVEL 3

Uses relevant evidence, e.g. demonstrates a thorough understanding of how the implementation of Structural Adjustment Policies affected developing countries.
Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

MARKS

6–8

(8)
[50]

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 need to indicate if they agree or disagree with the statement. They need to use relevant examples to indicate whether internal resistance organisations were successful in challenging PW Botha's apartheid regime in the 1980s.
MAIN ASPECTS
Candidates could include the following aspects in their response:

Introduction: Candidates need to explain how the various internal resistance organisations were successful in challenging the apartheid government.

ELABORATION

Botha's attempted to reform apartheid through the Tri-Cameral parliament
The formation and response of the UDF to the Tri-Cameral parliamentary system
The UDF embarked on campaigns such as the 'Don't Vote Campaign' and 'Million Signature' Campaigns (To persuade Coloureds and Indian South Africans from voting in the Tri-Cameral parliamentary elections)
The intensification of the internal resistance e.g. violent protests in the Vaal Triangle and elsewhere in South Africa
The role of Vaal Civic Association in organising rent boycotts (The Vaal Townships embarked on rolling mass action; councillors were killed; schools went on boycotts)
PW Botha declared successive States of Emergencies in 1985 and 1986 to stem the opposition to apartheid but was unsuccessful
The role of trade unions (The formation of COSATU in 1985 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
Consumer boycotts played a vital role in the fight against Apartheid (the economy was affected which impacted negatively on white South Africans)
Education struggles – Education Crisis Committee, COSAS and NUSAS launched the 'Education Charter Campaign', etc. against Botha's regime
The role of the 'End Conscription Campaign' (White South African men resisted conscription into the army; Many white South African soldiers felt it was wrong to suppress township revolts)
The role of faith organisations
The role of the Black Sash (They opposed Apartheid, gave humanitarian aid to victims of Apartheid)
The role and impact of the Mass Democratic Movement (MDM) in resisting PW Botha's regime
By the end of 1989 the country became ungovernable and the apartheid regime was forced to begin negotiations with anti-apartheid organisations
Any other relevant response

Conclusion: Candidates should sum up their argument with a relevant conclusion.

[50]

QUESTION 5: 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 critically discuss how the violence that engulfed South Africa in the early 1990s nearly derailed the process of negotiations among various political organisations. They must be able to show how the process of negotiations was able to overcome the various challenges that confronted them on the path to democracy.
MAIN ASPECTS
Candidates could include the following aspects in their essays:

Introduction: Candidates need to critically discuss the statement and indicate how they intend supporting their line of argument.

ELABORATION
NEGOTIATIONS

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 (Talks between ANC and NP)
Obstacles to negotiations were discussed (security legislation, troops in the townships, armed struggle and the return of exiles including Tambo)
The ANC and NP still disagreed on the definition of political prisoners
The Pretoria Minute – 6 August 1990 (ANC agreed to suspend the armed struggle, while the government lifted the State of Emergency)
The 'ceasefire' between the ANC and the government did not stop the violence between the ANC and Inkatha
The role of the 'Third Force' in perpetuating violence in South Africa
CODESA 1 (20 December 1991, 19 political parties excluding AZAPO; PAC and CP attended, 300 delegates)
All parties signed the Declaration of Intent (committing themselves to a multi party democracy)
'White's only' referendum in1992 (to ascertain if white South Africans supported the process of negotiations)

VIOLENCE

While negotiations occurred there was on-going violence in the country
Violence threatened to derail the process of negotiation
Boipatong Massacre in the Vaal Triangle 17 June 1992 (ANC broke off negotiations with the government, CODESA 2 talks collapsed)
Bhisho Massacre 7 September 1992 and its effects on the process of negotiations
Attacks by the AWB on the World Trade Centre – an attempt to stop the process of negotiations,
Assassination of Chris Hani on 10 April 1993 spurred on the process of negotiations for a democratic South Africa

RESULTS OF NEGOTIATIONS

Record of Understanding - both the ANC and the NP government realised that the Process of negotiations should continue (Role of Meyer and Ramaphosa)
Multi-party Negotiating Forum which included the PAC and the Conservative Party
Sunset Clause introduced by Slovo broke the negotiations deadlock and paved the way for democratic elections in South Africa
Date for the first democratic election was set (South Africans to vote on 27 April 1994)
Any other relevant response

Conclusion: Candidates should tie up their argument with a relevant conclusion

[50]

QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989
[Plan and construct an original argument based on relevant evidence using analytical and interpretive skill
SYNOPSIS
Candidates need to explain to what extent the disintegration of the Soviet Union contributed to political changes that occurred in South Africa after 1989. They need to take a line of argument and support their response with relevant historical evidence.
MAIN ASPECTS
Candidates could include the following aspects in their response:
ELABORATION
Candidates could include the following aspects in their answer.

Introduction: Candidates should explain to what extent the disintegration of the Soviet Union contributed to political changes in South Africa from 1989.
Gorbachev's policies of Glasnost and Perestroika and its impact on South Africa
By the end of 1989 the Soviet Union disintegrated
The disintegration of the USSR affected the ANC negatively because the main source of support was curtailed
The National Party was also affected by the disintegration of the Soviet Union – it could not continue to use communism as an excuse to invade southern Africa countries and not to talk to the ANC
The National Party's claim that it was protecting South Africa from a communist onslaught became unrealistic
South Africa was no longer key to the Cold War tensions in Southern Africa
Influential National Party members started to realise that apartheid was not going to answer the needs of the white capitalist economy
The ANC and the NP had no choice but start the process of negotiations
Western countries were in favour of the negotiations in South Africa
By the late 1980s the South African economy was in a state of depression
PW Botha suffered a stroke and was succeeded by FW de Klerk
FW de Klerk started to accept that the black South Africans struggle against apartheid was not a conspiracy directed from Moscow
De Klerk laid the foundation for the talks
Political prisoners were released in October 1989
Meeting of Mandela and De Klerk in December 1989
On 2 February 1990 De Klerk made a ground breaking speech in parliament
This signalled the end of apartheid
Any other relevant response

Conclusion: Candidates should tie up their argument with a relevant conclusion

[50]
TOTAL: 150

Published in Grade 12 2017 Feb/March Supplementary Exams, Past Papers with Memos

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Wednesday, 23 June 2021 11:34

HISTORY PAPER 1 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2017

HISTORY
PAPER 1
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

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

Cognitive Levels	Historical skills	Weighting of questions
LEVEL 1	Extract evidence from sources Selection and organisation of relevant information from sources Define historical concepts/terms	30% (15)
LEVEL 2	Interpretation of evidence from sources Explain information gathered from sources Analyse evidence from sources	40% (20)
LEVEL 3	Interpret and evaluate evidence from sources Engage with sources to determine its usefulness, reliability, bias and limitations Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions	30% (15)

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 were 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.
Used mostly relevant evidence to write a basic paragraph.
Count all the ticks for the source-based question and then write the mark in the bottom right-hand 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 first 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.
2.4.3 The following additional symbols can also be used:

- Introduction, main aspects and conclusion not properly contextualised ^
- Wrong statement _________________
- Irrelevant statement |
  |
  |
- Repetition R
- Analysis A√
- Interpretation 1√

2.5. 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	LEVEL 4

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

C	LEVEL 4
P	LEVEL 3

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

C

LEVEL 4

}26–27

P

LEVEL 3

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 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	0–13

* 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

MEMORANDUM

SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: HOW DID THE UNITED STATES OF AMERICA AND THE SOVIET UNION RESPOND TO THE ECONOMIC CRISIS IN EUROPE AFTER 1945?
1.1
1.1.1 [Explanation of a historical concept in Source 1A – L1]

A US policy that attempted to curb/stop communist expansion in European countries after 1945
Any other relevant explanation (any 1 x 2) (2)

1.1.2 [Extraction of evidence from Source 1A – L1]

It was an economic and social reconstruction plan for Europe
To speed up recovery in the countries still suffering the effects of the Second World War
It was the key to political stability in Europe
To crush the Soviet influence in Europe (any 2 x 1) (2)

1.1.3 [Extraction of evidence from Source 1A – L1]

Stalin was extremely sceptical of the plan
Stalin ordered those under his Eastern Bloc to reject American aid
Created a Soviet plan (COMECON) as a response to the Marshall Plan. (2 x 1) (2)

1.1.4 [Interpretation of evidence from Source 1A – L2]

The Marshall Plan was offered as financial aid to European countries
Truman asked the Congress to facilitate the implementation of the Marshall Plan in 16 Western European countries
Financial aid was given to Greece and Turkey with the purpose to stop the spread of communism there
Aid was given to the 16 Western European countries in the form of money to be used to buy American imports/goods
Any other relevant response (any 2 x 2) (4)

1.1.5 [Extraction of evidence from Source 1A – L1]

As a response/reaction to the Marshall Plan (1 x 2) (2)

1.2
1.2.1 [Extraction of evidence from Source 1B – L1]

It was the first time/ unheard of that a victorious nation went to rebuild the battlefields
Bellows claimed it was the first time that a victorious nation went to reconstitute the economy (2 x 1) (2)

1.2.2 [Interpretation of evidence from Source 1B – L2]
The USA wanted to:

Protect and sustain the system of capitalism
Prevent the spread of communism
Maintain their independence and preserve democracy
Any other relevant response (2 x 2) (4)

1.2.3 [Extraction of evidence from Source 1B – L1]

Bridges
Highways
Hospitals
Airports
Schools (any 2 x 1) (2)

1.3
1.3.1 [Extraction of evidence in Source 1C – L1]

United States moved towards the renunciation of the principles of collaboration
Economic resources used as an instrument of political pressure
The USA tried to impose its will on other independent states (1 x 2) (2)

1.3.2 [Interpretation of evidence in Source 1C – L2]

The USA made countries dependent on it by using its monopolies
The USA could control other countries economy and politics
The USA could interfere in these countries international affairs/internal affairs
Any other relevant response (any 2 x 2) (4)

1.3.3 [Evaluate the usefulness of Source 1C – L3]
Candidates should indicate to what extent the source is USEFUL and support their answer with relevant evidence.
USEFUL TO A LARGE EXTENT

The source is a speech by the Soviet Foreign Minister during the implementation of the Marshall Plan
The source indicates how a high ranking Soviet interpreted the purpose of the Marshall Plan
The information does reflect the official stance taken by the Soviet Union on the Marshall Plan
Any other relevant response
OR

USEFUL TO A LESSER EXTENT

The source could be seen as being biased against the USA because it was an opinion of the Soviet Foreign Minister
The source had a negative opinion of the Marshall Plan
The source also makes some assumptions of the USA's purpose for the future which was not substantiated
Any other relevant response (any 2 x 2) (4)

1.4 [Comparison of information in Sources 1B and 1C – L3]

Source 1B is a response from an American government official giving a positive feedback on the purpose of the Marshall Plan while Source 1C is the response from a Soviet government official which gives a negative summary of the Marshall Plan
Source 1B indicates that European countries could decide for themselves how they were going to use the Marshall Plan while Source 1C states that the USA will impose its will on the participating European countries
Source 1B does not make any mention of how the Marshall Plan will be used to split Europe into two camps and that it showed hostility towards the Soviet Union but Source 1C mentions that the Marshall Plan was an attempt to split Europe into two camps one of which would be hostile towards the interests of the Soviet Union
Any other relevant comparison (any 2 x 2) (4)

1.5
1.5.1 [Interpretation of information in Source 1D – L2]

The Marshall Plan was economically successful/well resourced (tractors being used/smiling driver on the tractor) and the Marshal Stalin plan was poorly resourced
Eastern European countries (satellite states) doubted the COMECON (Marshal Stalin plan) (Stalin trying to convince countries/person to use his economic plan – people seem unwilling)
Eastern European countries could notice how the Western Countries benefitted from the Marshall Plan as only a border separated these countries (a person can be seen looking over a small fence)
The COMECON's (Marshal Stalin plan) assistance was seen as far less than that of the Marshall Plan (tractor against an old plough)
The COMECON (Marshal Stalin plan) would fall directly under Soviet control (plough signifies communism)
The Marshal Stalin plan placed a burden on satellite states as depicted by a heavy yoke (pulling while sweating)
Any other relevant response (any 2 x 2) (4)

1.5.2 [Interpretation of evidence in Source 1D – L2]

The Marshall Plan and COMECON (Marshal Stalin plan) were both economic plans to assist European countries after the Second World War
The Marshall Plan is a more modern and efficient system with enough finance and machinery to sustain itself while the COMECON (Marshal Stalin plan) lacked the finances and efficient machinery
Both the USA and the Soviet Union attempted to assist European countries, however the Soviet Union's help is portrayed as backward and financially unsustainable
Any other relevant response (any 2 x 2) (4)

1.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3]
In responding to this question, the candidate is required to refer to both perspectives. Candidates could include the following aspects in their responses:
USA

Introduced the Marshall Plan which was part of the policy of containment to prevent European countries from falling in the Soviet sphere of influence(Sources 1A and 1B)
Designed an economic policy to help countries in Europe to rebuild their infrastructure and their own economies (Sources 1A and 1B)
Increased exports to Europe and benefited from the counterpart fund (Source 1B)
Made the Marshall Plan available to all countries that needed help (Source 1A)
Ensured that the Marshall Plan remained financially stronger than the COMECON (Marshal Stalin plan) (Source 1D)
Any other relevant response

SOVIET UNION

Stalin became sceptical and negative towards the Marshall Plan (Sources 1A en 1C)
Eastern Bloc countries were ordered to reject the Marshall Plan (Source 1A)
The Marshall Plan was rejected because it violated the principles of the United Nations (Source 1C)
Regarded the Marshall Plan as a tool of the USA to impose its will onto countries leading to economic and political control (Source 1C)
Interpreted the Marshall Plan as means to form an anti-Soviet bloc (Sources 1A en 1C)
Countered the Marshall plan by creating the COMECON for Eastern Bloc countries (Source 1A)
Any other relevant response

Use the following rubric to allocate a mark:

LEVEL 1

Uses evidence in an elementary manner, e.g. shows no or little understanding of how the United States of America and the Soviet Union responded to the economic crisis in Europe after 1945.
Uses evidence partially or cannot write a paragraph.

MARKS

0–2

LEVEL 2

Evidence is mostly relevant and relates to a great extent to the topic, e.g. shows some understanding of how the United States of America and the Soviet Union responded to the economic crisis in Europe after 1945.
Uses evidence in a basic manner to write a paragraph.

MARKS

3–5

LEVEL 3

Uses relevant evidence, e.g. shows a thorough understanding of how the United States of America and the Soviet Union responded to the economic crisis in Europe after 1945.
Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

MARKS

6–8

(8)
[50]

QUESTION 2: WHAT WERE THE CAUSES AND CONSEQUENCES OF CUBA'S INVOLVEMENT IN THE BATTLE OF CUITO CUANAVALE BETWEEN 1987 AND 1988?
2.1
2.1.1 [Extraction of evidence from Source 2A – L1]
The Angolan army suffered a humiliating defeat at the Lomba river a at the hands of the SADF (any 1 x 2) (2)

2.1.2 [Extraction of evidence from Source 2A – L1]

SADF units were stationed deep inside Angola
General Malan visited troops inside Angola
SADF drew up military plans for two new operations, Hooper and Parker (any 2 x 1) (2)

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

South Africa was no longer just offering assistance to the UNITA forces
South Africa had admitted publically that SADF troops were fighting in Angola (and not only in Namibia)
South Africa took a leading role in attempting to defeat FAPLA in the Angolan civil war
Any other relevant answer (any 1 x 2) (2)

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

Angolan troops were under attack from UNITA and SADF forces
The 'fight and talk' strategy suggested by Soviet military advisors had failed
Cuba had assisted the MPLA government of Angola in the past
Castro had often expressed his commitment to internationalism
Any other relevant answer (any 2 x 2) (4)

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

Thousands of SADF troops have been deployed to fight FAPLA troops in Angola
SADF carried out an important operation in south-eastern Angola
It was an unequal battle (any 2 x 1) (2)

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

Meticulous planning
A total of 50 000 Cuban troops had been committed to Angola
Cuban troops gained control of the skies there for the first time in twelve years
998 tanks were sent by the Cubans
More than 600 armoured vehicles
1 600 artillery, mortars and anti-aircraft defence weapons
Determination to achieve victory
Combining boldness and heroism (any 3 x 1) (3)

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

Fidel Castro was responsible for directing, although not physically with them, the Cuban army at Cuito Cuanavale; their victory showed that Fidel Castro was a great military strategist
Fidel Castro was the leader of Cuba and responsible for the decision to send in troops to Angola and the victory at Cuito Cuanavale reflected well upon his leadership decisions
Raul Castro wanted to show that the positive consequences of Cuban internationalism (involvement in Angola) proved that Fidel Castro was a great statesman
Any other relevant answer (any 1 x 2) (2)

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

Despite heavy bombardment by the SADF, South Africans failed to capture Cuito Cuanavale (were defeated)
Cuba's involvement at Cuito Cuanavale secured victory for the Angolans (FAPLA/ MPLA)
The failure of the SADF to take Cuito Cuanavale had long-term consequences, for example, the SADF military was humiliated, and there was greater will to negotiate a settlement which led to the withdrawal of the SADF and Cuban troops from Angola.
Cuito Cuanavale was a strategically important victory for the Cubans/Angolans against the SADF/UNITA forces (successfully defended)
Any other relevant response (any 2 x 2) (4)

2.3 [Comparison of information in Sources 2A and 2B – L3]

In Source 2A the SADF is shown as having regained a superior position in the Battle of Cuito Cuanavale before the Cubans arrived and in Source 2B Castro supported this view and shows how much military assistance was needed from Cuba to defeat the SADF
In Source 2A, Dos Santos called upon Cuba for help knowing that they would provide support and Source 2B shows the willingness and degree of Cuban support for the Angolan government as part of Cuba's commitment to internationalism
Any other relevant answer (2 x 2) (4)

2.4
2.4.1 [Interpretation of evidence from Source 2C – L2]

Cuban and Angolan soldiers worked together to secure a victory at Cuito Cuanavale (shown holding up Angola together)
Cuba's and Angola's military victory upheld the sovereignty, independence of the MPLA government (soldiers holding up a map of Angola)
It implies that Cubans fought as equals alongside the Angolan troops (brothers in arms). They are the same size, wore the same uniforms and carried the same guns
Any other relevant answer (2 x 2) (4)

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

The memorial celebrates male, military power and strength. It suggests that it is these men who were responsible for the survival of Angola (strong men in uniforms and with guns, holding up the map of Angola)
The Battle of Cuito Cuanavale was remembered as an important battle in the history of Angola
It shows that the Angolan and Cuban soldiers worked together for a common purpose
There is no recognition of the women and children who fought alongside the men in the Battle of Cuito Cuanavale, nor of the women who played a supporting role in the Cuban and Angolan military
There is no acknowledgement of the Angolan civilians who lost their lives in the Battle of Cuito Cuanavale
Any other relevant response (any 2 x 2) (4)

2.5 2.5.1 [Explanation of a historical concept from Source 2D – L1]

To gain independence from colonial rule
To follow your rules and laws as enshrined in your respective country's constitution
Any other relevant response (1 x 2) (2)

2.5.2 [Extraction of evidence from Source 2D – L1]

It was victory for the whole of Africa
It enabled Namibia to win independence
Broke the myth of invincibility of the apartheid army
Inspired the dispossessed and marginalised South Africans
Resulted in the unbanning of South African liberation movements
A milestone in the history of liberation
A turning point in the struggle to free Africa (any 3 x 1) (3)

2.5.3 [Evaluating the usefulness of evidence in Source 2D – L3]

The source is taken from a speech delivered by former president Nelson Mandela
The results which Mandela refers to can be supported/ corroborated from other evidence
The source confirms that Cuban troops played a significant role in the Battle of Cuito Cuanavale
Evidence in the source suggests that there were far-reaching consequences of Cuba's involvement in the Battle of Cuito Cuanavale
Any other relevant answer (any 2 x 2) (4)

2.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3]
Candidates could include some of the following aspects in their response:
Causes

The SADF won a decisive victory at the Lomba River and Angolan sovereignty was threatened (Source 2A)
The SADF had established a strong foothold and positioned its troops deep inside Angola
Dos Santos asked Cuba for assistance when Russian plans failed (Source 2A)
Cuba was committed to internationalism (Source 2B)
Cuba had supported the MPLA government in the Angolan civil war since the mid-1970s (own knowledge)

Consequences

The SADF was defeated due to the military presence and strength of Cuba
It enabled Namibia to win independence (Source 2D)
The SADF defeat broke the myth of invincibility of the apartheid army (Source 2D)
The liberation movements within South Africa were inspired by Cuban strength and commitment to internationalism (Source 2D)
Cuban soldiers fought and died alongside their Angolan comrades (Source 2C)
The Cubans sent a large number of military personnel and equipment to fight in Angola (Source 2B)
Any other relevant answer

Use the following rubric to allocate a mark:

LEVEL 1	Uses evidence in an elementary manner, e.g. shows little or no understanding of the causes and consequences of Cuba's involvement in the Battle of Cuito Cuanavale between 1987 and 1988. Uses evidence partially to report on topic or cannot report on topic	MARKS: 0–2
LEVEL 2	Evidence is mostly relevant and relates to a great extent to the topic, e.g. shows an understanding of the causes and consequences of Cuba's involvement in the Battle of Cuito Cuanavale between 1987 and 1988. Uses evidence in a basic manner	MARKS: 3–5
LEVEL 3	Uses relevant evidence, e.g. demonstrates a thorough understanding of the causes and consequences of Cuba's involvement in the Battle of Cuito Cuanavale between 1987 and 1988. Uses evidence very effectively in an organised paragraph that shows an understanding of the topic	MARKS: 6–8

(8)
[50]

QUESTION 3: WHAT IMPACT DID THE CLOSURE OF HIGH SCHOOLS HAVE ON THE COMMUNITY OF LITTLE ROCK, ARKANSAS, IN 1958?
3.1
3.1.1 [Extraction of evidence from Source 3A – L1]

Deep concern for proper education of their children (1 x 1) (1)
Interruption of proper educational processes (1 x 1) (1)

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

It was because the last hope of the relief from an intolerable situation has been exhausted
To prevent the integration of schools (2 x 1) (2)

3.1.3 [Explanation of a historical concept from Source 3A – L1]

A process that allowed African American learners to attend the same schools with white American learners e.g. Central High School in Little Rock
Process where learners of different races would attend the same school together
Racial mixing of learners (African Americans and White Americans) at schools
Any other relevant response (any 1 x 2) (2)

3.1.4 [Interpretation of evidence in Source 3A – L2]
Integration of schools would:

Lead to violence/bloodshed in schools in Little Rock
Lead to destruction of the schooling system
Any other relevant response (any 2 x 2) (4)

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

The federal government had no authority to require any state to operate public schools
The federal government had no authority to tell the state government for what purposes it levied taxes and how taxes were used
The federal courts said only that an agency of the state cannot maintain segregated school (any 2 x 1) (2)

3.1.6 [Evaluating the usefulness of Source 3A – L3]

This source contains the official speech made by Governor Faubus
It was the action taken after Governor Faubus signed the Bills of Extraordinary Session of the General Assembly
High Schools in Little Rock were closed during the 1958-1959 academic year; that information can be corroborated with information from other sources
Information about the closure of high schools in Little Rock can be found in the Little Rock historical archives
Any other relevant response (any 2 x 2) (4)

3.2
3.2.1 [Extraction of evidence from Source 3B – L1]

White learners: 2 915 (1 x 1) (1)
Black learners: 750 (1 x 1) (1)

3.2.2 [Interpretation of evidence in Source 3B – L2]

The opening of private schools for black learners could be seen as going against the demand for equal access to education for all Americans
Black private schools could have perpetuated segregated system of education
Few black families could have afforded private education for their children
Supreme Court ruling of 1954 had ruled against segregated education
Any other relevant response (any 2 x 2) (4)

3.3
3.3.1 [Interpretation of evidence in Source 3C – L2]

To show how televised lessons were conducted during the Lost Year
To show that learners were expected to learn without educators guidance/support
To show the effects of Faubus' action regarding the closure of all high schools
Any other relevant response (any 2 x 2) (4)

3.3.2 [Interpretation of evidence in Source 3C – L2]
Candidates should indicate SUPPORT or DO NOT SUPPORT and support their answer with relevant evidence.
SUPPORT

No formal assessment was given to learners
No teachers to guide learners
Learners seem disinterested
No records of learners who actually listened to lessons
Any other relevant response
OR

DO NOT SUPPORT

Shows learners listening to a televised lesson
Shows an image of learning taking place
Learners taking notes
Any other relevant response (any 2 x 2) (4)

3.4 [Comparison of information in Sources 3B and 3C - L3]

Source 3B refers to displaced learners while Source 3C shows learners watching a televised lesson
Source 3B refers to alternative schooling while Source 3C shows learners taking notes in a living room
Source 3B refers to the Lost Year while Source 3C shows learners during the Lost Year
Any other relevant response (2 x 2) (4)

3.5
3.5.1 [Extraction of evidence from Source 3D – L1]

To condemn the school closing action
To support the reopening of schools (2 x 1) (2)

3.5.2 [Extraction of evidence from Source 3D – L1]

To recall the segregationist board members
They contacted registered voters and visited people door to door to create enough support to recall the three segregationist board members and retain the three moderate ones (any 1 x 2) (2)

3.5.3 [Analysis of evidence in Source 3D – L2]

Schools in Little Rock were ultimately desegregated
The Federal government had successfully implemented integration of the schools
The American constitution was upheld
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 aspects in their response:

Governor Faubus used state machinery to close schools (own knowledge)
Governor Faubus influenced white parents against school desegregation (own knowledge)
Schooling was interrupted by Governor Faubus' actions (Source 3A)
The effects of school desegregation on learners and parents (Source 3B)
2915 white learners were displaced while 750 black learners were displaced (Source 3B)
93% of white learners were able to find alternative schooling while 50% of black learners could not find alternative schooling (Source 3B)
Many learners lost out on schooling (own knowledge)
Several groups were organised either to support the closure of schools or to keep them open (3B)
Learners watched televised lessons (Source 3C)
Televised lessons not effective as learners were not monitored (own knowledge)
WEC and STOP worked together for the reopening of all schools (Source 3D)
Parents attitude towards desegregation shifted towards limited desegregation (Source 3D)
Relations between some white and black parents improved (own knowledge)
Any other relevant response

Use the following rubric to allocate a mark:

LEVEL 1

Uses evidence in an elementary manner, e.g. shows no or little understanding of the impact that the closure of high schools had on the community of Little Rock, Arkansas in 1958
Uses evidence partially or cannot write a paragraph

MARKS

0–2

LEVEL 2

Evidence is mostly relevant and relates to a great extent to the topic, e.g. shows an understanding of the impact that the closure of high schools had on the community of Little Rock, Arkansas in 1958
Uses evidence in a basic manner to write a paragraph

MARKS

3–5

LEVEL 3

Uses relevant evidence, e.g. demonstrates a thorough understanding of the impact that the closure of high schools had on the community of Little Rock, Arkansas in 1958
Uses evidence very effectively in an organised paragraph that shows an understanding of the topic

MARKS

6–8

(8)
[50]

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]
SYNOPSIS
Candidates are expected to evaluate whether the United States of America lost the war due to the opposition within the country or because of its military failure on the battlefields of Vietnam. Candidates should identify the different forms of opposition to the war in Vietnam and weigh these factors against the impact of the military strategies that were used on the battlefields of Vietnam.
MAIN ASPECTS
Candidates should include the following aspects in their response:

Introduction: Candidates are expected to contextualise the question, establish a clear line of argument and indicate how they will answer the question.

ELABORATION
Reasons for USA's involvement in Vietnam

Stop the spread of communism in Asia
Gulf of Tonkin Resolution (1964)
The Domino Theory

Opposition within the United States of America (USA Politics)

Anti-war demonstrations
Opposition to conscription (e.g.: Mohammed Ali, university learners)
The role of the media
Veteran anti-war protest

Military failure on the battlefields

Conscription of young inexperienced soldiers/guerillas in Vietnam were highly experienced from struggle wars against colonial powers
USA's mass aerial bombing 'Operation Rolling Thunder' from 1965 (conventional warfare)/guerilla tactics presented no visible targets for bombing; Ho Chi Minh Trail kept supplies from North Vietnam moving into South Vietnam
'Operation Ranch Hand' (use of chemicals to destroy forests (Agent Orange) and crops (Agent Blue)/Effects of napalm on the Vietnamese turned them against the USA and supported the guerrillas; guerrillas won support of farmers
The TET offensive (January 1968) (The US controlled towns and cities ambushed by guerrillas)
The US army used search and destroy methods (My Lai massacre) to destroy villages supported by Vietcong/killing of women and children turned locals against the US to support the guerrillas; media published pictures that won sympathy for 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'
The USA withdrew all troops by 1973 and North Vietnam took control of Saigon in 1975
Any other relevant response

Conclusion: Candidates should tie up their argument with a relevant conclusion.

[50]

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA
[Plan and construct an argument based on evidence using analytical and interpretative skills]
SYNOPSIS
In writing this essay, candidates must critically discuss the aims, implementation and effects of policies of Zairianisation (the Congo) and Ujamaa (villagisation) (Tanzania) and how they failed to 'Africanise' their economies of the Congo and Tanzania after attaining independence in the 1960s. Candidates should also indicate why both countries failed to achieve full economic independence, and provide relevant evidence to support their line of argument.
MAIN ASPECTS
Candidates should include the following aspects in their response:

Introduction: Candidates should contextualise the question and show how Mobutu Sese Seko and Julius Nyerere of newly independent Congo and Tanzania respectively hoped to 'Africanise' their economies. Candidates should establish their line of argument in response to the question.

ELABORATION
Africanisation in the Congo: Zairianisation
Aims

To replace foreigners with Congolese nationals in key positions
To take Congo's means of producing wealth into African hands by nationalising land, mines and industry
To diversify the economy and develop an industrial and manufacturing sector

Implementation

Replaced experienced and skilled foreigners with inexperienced locals
Nationalisation of farmlands, industry and mining

Effects

Lack of skilled Congolese technicians and managers made it difficult for industry to operate without foreign support.
As a result the government was forced to re-privatise industry and mines
Reversal of Zairianisation (retrocession)
Failure to diversify the economy resulted in the Congo's on-going dependence on trading raw materials for manufactured goods as well as foreign aid and investment
Foreign powers (USA and France) were unwilling to lose control of the rich mineral reserves in the Congo and continued economic support to the Congo
The Congo failed to 'Africanise' economy and continued to rely heavily on aid and investment from its western allies such as the USA and France (neo-colonialism)
Any other relevant answer

Africanisation in Tanzania: Ujamaa (Villagisation)
Aims

African Socialism
To replace foreigners with Tanzanian nationals in key positions and develop African leadership among its citizens through the Leadership Code
To take Tanzania's means of production by nationalising industry and land
Established 'collective' farms through the policy of Ujamaa to promote self sufficiency
Nyerere wanted to avoid neo-colonialism so initially refused to take aid or assistance from foreign countries

Implementation

Removed villagers and peasants from their original land to collective villages (ujamaa)
Villagers opposed to the policy were forcefully removed

Effects

Villagers resisted forced removals associated with the policy of Ujamaa
Economy ceased to grow. Low production resulted in Tanzania suffering severe shortages of food and manufactured goods
Growing dependence on foreign aid and loans after oil crisis of 1970s became more prevalent
Tanzania was forced to take World Bank loans which led to debt and a dependency syndrome
Tanzania remained one of the least developed countries in Africa
Nyerere admitted that poverty could not be eliminated in Tanzania with existing world balance of economic power
Any other relevant answer

Conclusion: Candidates should tie up their argument with a relevant conclusion

[50]

QUESTION 6: 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 are expected to refer to conditions of the African Americans before the 1960s and explain to what extent the ideas and actions of Malcolm X, Stokely Carmichael and the Black Panther Party gave African Americans a new sense of identity in the United States of America during the 1960s.
MAIN ASPECTS
Candidates should include the following aspects in their response:

Introduction: Candidates should take a line of argument by indicating to what extent the ideas and actions of Malcolm X, Stokely Carmichael and the Black Panther Party gave African Americans a new sense of identity in the United States of America during the 1960s and indicate how they will answer the question.

ELABORATION
The situation in the USA before the 1960s

Lack of political organisation for African Americans
Lack of a strong cultural identity among African Americans
Lack of a sense of pride due to socio-economic circumstances (Lived in ghettos and slum areas/poor housing/under-resourced facilities)
Any other relevant response

Ideas and actions of:
Malcolm X

An influential speaker and a dedicated human rights activist
Believed in black separation, self-determination (black nationalism) and he advocated self-respect and self-discipline
Promoted the concept of 'Black Pride' (self- esteem/self- respect/self - help)
Encouraged African Americans to stand up against white American authorities in pursuit of freedom, justice and equality by whatever means possible
Supported the use of violence as a means of self defence against those who attacked African Americans
Any other relevant response

Stokely Carmichael

Believed that non-violence was a strategy that was not working because of on going violence that was used by some white Americans against African Americans
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)
Advocated the exclusion of white 'liberals' as a philosophy for African Americans
In 1966 he popularised the Black Power slogan 'Black is Beautiful'
Promoted African clothing/Afro hairstyles/music/literature/heritage as symbols of Black Pride
Joined the Black Panther Party (for Self-Defence) which put into action the Black Power/Black Pride philosophy
Any other relevant response

Black Panther Party:
Putting the ideas of the Black Power Movement into action

Initiated and supported community based programmes/feeding schemes/anti poverty centres; focused on socio-economic conditions of African Americans and also operated community survival programmes
Ten (10) point plan served as the Black Panther manifesto that covered its social, political and economic goals for the upliftment for African American community
The Black Panther Party got involved in street patrols; monitored police activities and defended themselves against police brutality; by carrying guns (militant approach) to stop the on-going police brutality and harassment of young black men
Any other relevant response

Conclusion: Candidates should tie up their argument with a relevant conclusion.

[50]
TOTAL: 150

Published in Grade 12 2017 Feb/March Supplementary Exams, Past Papers with Memos

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