INSTRUCTIONS AND INFORMATION

1. This question paper consists of FOUR questions.
2. Answer any THREE questions of 75 marks each.
3. All diagrams are included in the ANNEXURE.
4. Number the questions correctly according to the numbering system used in this question paper.
5. Leave a line between subsections of questions answered.
6. Start EACH question on a NEW page.
7. Do NOT write in the margins of the ANSWER BOOK.
8. Illustrate your answers with labelled diagrams, where possible.
9. The mark allocation is as follows:
   (2 x 1) (2) means that TWO facts are required for ONE mark each.
   (2 x 2) (4) means that TWO facts are required for TWO marks each.
10. If words/action verbs like Name, Identify, Provide, Classify, are used in a question, ONE-word answers are acceptable.
    If words/action verbs like Discuss, Define, Explain, Comment, Evaluate, Justify, Suggest and Substantiate are used in a question, FULL sentences or phrases are required.
    All paragraph questions must be answered in FULL sentences.
11. Units of measurements MUST be indicated in your final answers, e.g. 1020 hPa, 14 °C or 45 m.
12. Write neatly and legibly.

QUESTIONS

SECTION A: CLIMATE, WEATHER AND GEOMORPHOLOGY
QUESTION 1
1.1 Refer to FIGURE
1.1 showing the movement of Hurricane Florence.
1.1.1 What evidence suggests that Hurricane Florence is in the Northern Hemisphere?
1.1.2 Indicate the season that Hurricane Florence is most likely to have formed in.
1.1.3 Name the stage of development of Hurricane Florence on WED AM 150 MPH.
1.1.4 In which general direction is Hurricane Florence moving in?
1.1.5 Give the number that Hurricane Florence would represent for the season that it has formed.
1.1.6 On what day did Hurricane Florence start to dissipate?
1.1.7 What category has Hurricane Florence being classified as?
1.1.8 State the approximate ocean temperature that was a necessary condition for Hurricane Florence to originate. (8 x 1) (8)
1.2 FIGURE 1.2 shows slip-off and under-cut slopes. Match each of the descriptions below with one of the slopes.
1.2.1 The water flows more rapidly
1.2.2 The shape of this slope is convex
1.2.3 This slope is characterised by more erosion
1.2.4 A river cliff is likely to form on this slope
1.2.5 This slope is also referred to as the inner bank
1.2.6 The shape of this slope is concave
1.2.7 More deposition occurs on this slope (7 x 1) (7)
1.3 FIGURE 1.3 is a diagram showing the influence of anticyclones on the weather and climate of South Africa.
1.3.1 What season is depicted in sketch X? (1 x 1) (1)
1.3.2 Name anticyclones A, B and C. (3 x 1) (3)
1.3.3 State ONE characteristic of anticyclone B. (1 x 1) (1)
1.3.4 Explain why anticyclones at A and C assume different positions in sketch Y. (1 x 2) (2)
1.3.5 Write a paragraph of approximately EIGHT lines explaining how the changing positions of anticyclones A and C in sketch Y affects rainfall patterns in South Africa. (4 x 2) (8)
1.4 Study FIGURE 1.4 which is based on the formation of fog in a valley.
1.4.1 Name the type of fog that has developed on the valley floor. (1 x 1) (1)
1.4.2 List ONE condition evident from the sketch that would favour the formation of fog. (1 x 1) (1)
1.4.3 Name wind A that occurs mainly at night in the valley. (1 x 1) (1)
1.4.4 Why does the wind mentioned in QUESTION 1.4.3 move downwards?(1 x 2) (2)
1.4.5 Discuss the role that the wind mentioned in QUESTION 1.4.3 would play in the formation of fog. (2 x 2) (4)
1.4.6 Explain the negative impact that the formation of fog would have on people living in a valley. (3 x 2) (6)
1.5 Study FIGURE 1.5 which shows two types of drainage patterns.
1.5.1 What is a drainage pattern? (1 x 1) (1)
1.5.2 Name drainage patterns A and B. (2 x 1) (2)
1.5.3 Differentiate between drainage patterns A and B. (1 x 2) (2)
1.5.4 Account for the short tributaries in drainage pattern B. (1 x 2) (2)
1.5.5 In a paragraph of approximately EIGHT lines, explain the role that underlying igneous rocks play in the formation of different drainage patterns. (4 x 2) (8)
1.6 FIGURE 1.6 shows a profile of a drainage basin.
1.6.1 Define the term cross (transverse) profile. (1 x 1) (1)
1.6.2 Name the type of discharge in the upper course of the drainage basin. (1 x 1) (1)
1.6.3 Suggest ONE possible reason to support your answer to QUESTION 1.6.2. (1 x 1) (1)
1.6.4 Refer to the middle course of the river.

1. Draw cross (transverse) profiles of the valley in the middle and  lower course of the river. (2 x 2) (4)
2. With reference to the cross profiles, (answer to QUESTION 1.6.4 ) (a) discuss the difference between the shape of the valley in the middle and lower courses. (2 x 2) (4)

1.6.5 Discuss the role that fluvial processes play in the development of deltas in the lower course of the river. (2 x 2) (4) [75]

QUESTION 2
2.1 Choose a term in COLUMN B that matches the climatological description in COLUMN A. Write only the letter (A–H) next to the question number (2.1.1–2.1.7) in the ANSWER BOOK, for example 1.1.8 J.

(7 x 1) (7)
2.2 Various options are provided as possible answers to the following questions. Choose the answer and write only the letter (A–D) next to the question number (2.2.1–2.2.8) in the ANSWER BOOK, for example 2.2.9 A.
2.2.1 Refers to the highest level of water found underground:

1. Base level
2. Base flow
3. Water table
4. Groundwater

2.2.2 Rivers that only flow after heavy rainfall are called ... rivers.

1. periodic
2. permanent
3. exotic
4. episodic

2.2.3 A view of the river from the source to the mouth is known as a ... profile.

1. cross
2. transverse
3. longitudinal
4. drainage

2.2.4 The term used to describe the process when a river begins to erode downwards after reaching a graded state.

1. Rejuvenation
2. River capture
3.  Abstraction
4. Knickpoint

2.2.5 The river is older than the underlying rock structure in a ... drainage pattern.

1. deranged
2. antecedent
3. parallel
4. superimposed

2.2.6 The point where one river captures another is known as the ...

1. beheaded stream.
2. dry gap.
3. elbow of capture.
4. river gravel.

2.2.7 A ... is a curve or bend along a river.

1. levee
2. meander
3. ox-bow lake
4. floodplain

2.2.8 The highest lying land that changes its position during abstraction is called a(n) ...

1. interfluve.
2. terrace.
3. mesa.
4. watershed (8 x 1) (8)

2.3 Study FIGURE 2.3, a lifecycle of a mid-latitude cyclone.
2.3.1 What evidence indicates that this mid-latitude cyclone is in the northern hemisphere? (1 x 1) (1)
2.3.2

1. State ONE characteristic of the mature stage of a mid-latitude cyclone. (1 x 1) (1)
2. Differentiate between the main type of clouds associated with the cold front and the warm front in the mature stage. (1 x 2) (2)

2.3.3 Discuss how the occlusion stage of the mid-latitude cyclone is reached. (2 x 2) (4)
2.3.4 Draw a labelled cross section to represent a cold front. (3 x 1) (3)
2.3.5 Comment on the positive impact that mid-latitude cyclones have on farming and tourists in the Western Cape. (2 + 2) (4)
2.4 Refer to FIGURE 2.4 based on an urban heat island.
2.4.1 What do you understand by the term microclimate? (1 x 1) (1)
2.4.2 Name ONE factor evident in the sketch that determines an urban microclimate. (1 x 1) (1)
2.4.3 How do we know that a heat island is depicted in the sketch? (1 x 1) (1)
2.4.4 Discuss how the high density of buildings in the sketch contribute to the high temperatures over the city. (2 x 2) (4)
2.4.5 In a paragraph of approximately EIGHT lines, suggest possible strategies that could be implemented to reduce the effects of a heat island. (4 x 2) (8)
2.5 Study FIGURE 2.5, photographs of two fluvial landforms.
2.5.1 In which course of the river do these TWO fluvial landforms mainly form? (1 x 1) (1)
2.5.2 Identify the TWO fluvial landforms illustrated in sketches A and B. (2 x 1) (2)
2.5.3 

1. Discuss how fluvial landform A develops. (2 x 2) (4)
2. Suggest a reason why rafters (someone who rows an inflatable boat) would prefer to row along fluvial landform A rather than fluvial landform B. (1 x 2) (2)

2.5.4

1. State TWO economic advantages of fluvial landform B. (2 x 1) (2)
2. Explain the process that would result in fluvial landform B retreating upstream. (2 x 2) (4)

2.6 Study FIGURE 2.6 based on river management in South Africa.
2.6.1 What is river management? (1 x 1) (1)
2.6.2 How can the agricultural activities depicted in the sketch pollute our rivers? (1 x 2) (2)
2.6.3 State ONE negative impact that the trees in the sketch can have on the drainage area of the river. (1 x 2) (2)
2.6.4 Why would flash floods be a danger to people living too close to this river? (1 x 2) (2)
2.6.5 In a paragraph of approximately EIGHT lines, suggest sustainable management strategies that could be put in place to reduce the effect of industries on river pollution. (4 x 2) (8) [75]

SECTION B: RURAL AND URBAN SETTLEMENTS AND SOUTH AFRICAN ECONOMIC GEOGRAPHY
QUESTION 3
3.1 Choose the correct word(s) from those given in brackets. Write only the word(s) next to the question number (3.1.1–3.1.8) in the ANSWER BOOK.
3.1.1 Cattle farming is usually an example of (small scale/large scale) farming.
3.1.2 (Dry/Wet) point settlements are located on hills because water poses a threat.
3.1.3 Railways and airports influence the (situation/site) of a settlement.
3.1.4 The (RDP/Good Hope Plan) was implemented to address social injustice issues in rural areas in the post-apartheid era.
3.1.5 A decrease in the number of people living in rural areas is referred to as (rural depopulation/rural-urban migration).
3.1.6 A settlement with both rural and urban functions is known as a (village/hamlet).
3.1.7 Tradition is a factor that influences (site/situation).
3.1.8 (Round/Linear) rural settlement patterns usually develop because of security issues. (8 x 1) (8)
3.2 Choose a term in COLUMN B that matches a description in COLUMN A. Write only the letter (A–H) next to the question number (3.2.1–3.2.7) in the ANSWER BOOK, for example 3.2.9 I.

(7 x 1) (7)
3.3 Study FIGURE 3.3, a cartoon on land reform.
3.3.1 What is the purpose of land reform in South Africa? (1 x 1) (1)
3.3.2 Name any TWO land reform policies that enabled this claimant to be successful. (2 x 1) (2)
3.3.3 Discuss the TWO challenges that the government could have faced in effecting land reform policy for this successful claimant. (2 x 2) (4)
3.3.4 Suggest possible reasons why this land claimant, illustrated in the cartoon, needs help. (2 x 2) (4)
3.3.5 Explain the implications for the country if all land claimants do not get the necessary help. (2 x 2) (4)
3.4 Study photographs A and B in FIGURE 3.4. on urban injustices.
3.4.1 What is social injustice? (1 x 1) (1)
3.4.2

1. State the unequal access to services and resources illustrated in photograph A. (1 x 1) (1)
2. Why are the poor mainly affected by the unequal access to services and resources? (2 x 1) (2)
3. List TWO negative impacts that unequal access to services and resources can have on a country. (2 x 1) (2)

3.4.3 Name the type of pollution causing the environmental injustice in photograph B. (1 x 1) (1)
3.4.4 Discuss TWO negative effects of this type of pollution mentioned in QUESTION 3.4.3 on the health of the community. (2 x 2) (4)
3.4.5 Suggest TWO measures that could be implemented to protect the community against the type of pollution named in QUESTION 3.4.4. (2 x 2) (4)
3.5 FIGURE 3.5 is an infographic based on the informal sector.
3.5.1 What is an informal trader? (1 x 1) (1)
3.5.2 State the reasons given in the extract as to why people become informal traders. (2 x 1) (2)
3.5.3 Suggest possible ‘rights and protection’ that informal traders are denied. (2 x 2) (4)
3.5.4 How can the government improve the working conditions under which informal traders operate? (2 x 2) (4)
3.5.5 Explain the economic ‘interconnectedness’ (relationship) between the formal and informal sector. (2 x 2) (4)
3.6 Study the map and article in FIGURE 3.6 that refers to the Saldanha Bay Industrial Development Region.
3.6.1 Name the core industrial region that is close to the Saldanha Bay Industrial Development Region. (1 x 1) (1)
3.6.2 List ONE of the main aims of the Saldanha Bay Industrial Development Region. (1 x 1) (1)
3.6.3 According to the extract, which sector does the Saldanha Bay Industrial Development Region serve? (1 x 1) (1)
3.6.4 How is the location of the Saldanha Bay harbour seen as an advantage to the region? (2 x 2) (4)
3.6.5 In a paragraph of approximately EIGHT lines, outline the challenges that the Saldanha Bay Industrial Development Region has had to face since its declaration as an Industrial Development Region. (4 x 2) (8) [75]

QUESTION 4
4.1 Refer to FIGURE 4.1 on urban land-use zones. Match the descriptions below with one of the urban land-use zones. You may use an urban land-use zone more than once. Choose the answer and write only the correct land-use next to the question number (4.1.1–4.1.7) in the ANSWER BOOK.
4.1.1 This land-use zone has the highest land-value
4.1.2 Occupies the most amount of land in an urban settlement
4.1.3 This land-use zone consists of a large number of immigrants
4.1.4 A high degree of accessibility is evident in this land-use zone
4.1.5 This land-use zone is mostly made up of residential areas
4.1.6 Land is usually cheaper in this land-use zone
4.1.7 This land-use zone has a number of dilapidated buildings (7 x 1) (7)
4.2 Choose a term in COLUMN B that matches a description in COLUMN A. Write only the letter (A–H) next to the question number (4.2.1–4.2.8) in the ANSWER BOOK, for example 4.2.9 J.

(8 x 1) (8)
4.3 Study FIGURE 4.3 which illustrates rural-urban migration.
4.3.1 What is rural-urban migration? (1 x 1) (1)
4.3.2 List ONE physical ‘push’ factor evident in the illustration. (1 x 1) (1)
4.3.3 State ONE service evident in the illustration that would ‘pull’ people to urban areas. (1 x 1) (1)
4.3.4 Discuss a negative economic consequence that rural areas will experience as a result of rural-urban migration. (1 x 2) (2)
4.3.5 Suggest a possible strategy that municipalities in rural areas could implement to encourage counter urbanisation. (1 x 2) (2)
4.3.6 In a paragraph of approximately EIGHT lines, explain why rural-urban migration generally results in negative outcomes for most urban immigrants. (4 x 2) (8)
4.4 Refer to FIGURE 4.4, a cartoon depicting the concept of urban sprawl.
4.4.1 Define the term urban sprawl. (1 x 1) (1)
4.4.2 State TWO causes of urban sprawl. (2 x 1) (2)
4.4.3 Explain how the cartoon illustrates urban sprawl taking place. (2 x 2) (4)
4.4.4 Discuss TWO ways in which urban sprawl can harm the environment. (2 x 2) (4)
4.4.5 Explain how green belts can be seen as a possible measure to manage urban sprawl. (2 x 2) (4)
4.5 Refer to FIGURE 4.5, an extract based on farming systems in South Africa.
4.5.1 What is a commercial farmer? (1 x 1) (1)
4.5.2 According to the extract, why is industrial farming important? (1 x 1) (1)
4.5.3 Explain how the commercial agricultural system can harm the environment. (1 x 2) (2)
4.5.4

1. What is small scale farming? (1 x 1) (1)
2. Why are genetically modified crops costly for the small-scale farmer? (2 x 1) (2)
3. Comment on the contribution that small-scale farmers make to the economy of South Africa. (2 x 2) (4)
4. Outline sustainable measures that the government can implement to ensure the existence of small-scale farmers. (2 x 2) (4)

4.6 Read the extract in FIGURE 4.6 referring to the development of the Port Elizabeth-Uitenhage industrial region.
4.6.1 In which province is the Port Elizabeth-Uitenhage industrial region located? (1 x 1) (1)
4.6.2 Name the main industry located in the Port Elizabeth-Uitenhage industrial region. (1 x 1) (1)
4.6.3 State the main transport facility that influenced the location of this industry (answer to QUESTION 4.6.2). (1 x 1) (1)
4.6.4 How has the main industry mentioned in QUESTION 4.6.2 stimulated the growth of other industries in the region? (1 x 2) (2)
4.6.5 Discuss ONE factor that has restricted industrial growth in the region. (1 x 2) (2)
4.6.6 In a paragraph of approximately EIGHT lines, explain the impact that transport has had on the growth of the region. (4 x 2) (8) [75]

TOTAL: 225

MEMORANDUM

QUESTION 1
1.1 1.1.1 Nature of the world

• According to Christianity, in the beginning there was nothing but chaos.
• The book of Genesis says God created the world and universe in six days and rested on the seventh day.
• The world was perfect after Trinity had finished with Creation.
• Humans, marine, animals and plants life all belong to God.
• According to Christian understanding the world is subject to the governance of humanity. (10)

1.1.2 Place and responsibility of humanity in the world

• Christians believed that humans were created in the image of God.
• After creating Adam and Eve, God instructed them to look after the Garden of Eden and the whole of creation.
• As co-creator with God, humans are God’s representative on earth.
• God has appointed them to look after His property, the world.
• They are accountable to God. (10)

1.1.3 Nature of life after death

• Christians believe that human’s beings were created immortal.
• Adam and Eve disobeyed Gods commandments.
• The penalty for this sin was death for the human race.
• After this condemnation, God still tried to liberate humanity from evil and death.
• After death, Christians envisage a new community that will be marked by love, sharing and caring.
  (Any relevant answers should be credited.) (10)

1.2 Internal differences
Christianity

• The Christian religion consists of three main branches:
  • Catholics
  • Eastern Orthodox
  • Protestants
• The Catholics claim to be the original Christian church founded by Jesus Christ in the authority of St Peter.
• They teach God consist of three distinct bodies, yet equal persons:
  • God the Father
  • God the Son
  • Holy Spirit
• The Eastern Orthodox Church claims that it is the original church founded by Jesus Christ.
• The reason for the split between the Eastern and Western churches were political and doctrinal.
• The Western church taught that the Holy Spirit proceed from the Father to the Son.
• In the Eastern Church, the authority is in the hands of a group of bishops.
• Protestants did not believe that salvation is something that had to be earned.
• It is free gift from God, by the grace of God.
  (Any relevant response should be credited.)

Islam

• After the death of Prophet Mohammad, one of the groups of Islam elected the prophet’s closest friend Abu Bakr to be the next leader.
• The other group that is supported became known as Sunni.
• The other group believed that, the leadership of the Muslim community should remain within the prophet’s family.
• They believed that all the cousins and brothers-in-law of Mohammed held the divine right to his position.
• The group of Muslims became known as Shiah. (10 x 2) (20) [50]

QUESTION 2
2.1 For the purpose of this marking guideline Sudan is discussed as an example
2.1.1 Sudan, Sudanese Tribes, (Arabic speaking tribes, Fur and Masalit) (4)
2.1.2 Causes

• North of Sudan comprises mainly of Arabic speaking tribes.
• A number of tribes, some of whom are animists, while others are Christian, lived in the Darfur region and south.
• The conflict in Sudan has lasted for more than hundred years.
• There are also economic factors that play a role: the economy of the north is better developed than that of the South.
• The Fur and Masalit tribes are farmers, while the Arabs were mostly nomads. This led to conflict of grazing.
• The discovery of oil in the south (Heglig fields) has led to factional conflicts, as well as greater effort by Khartoum to exert political control over the South.
• When Khartoum imposed Sharia law on the whole country, it resulted in an armed uprising against the government.
• The Sudan People’s Liberation Army (SPLA) was formed and led the attacks against the government.
• However, the SPLA soon split into different factions and turned on each other.
• These splits were mainly along tribal lines.
• Even after South was established as an independent state in 2011, fighting still continue.
  (Any other relevant responses must be credited.) (12)

2.1.3 Current situation

• Sudan was established as an independent state 2011.
• Armed groups have turned on each other.
• The vulnerable civilians are the victims.
• Civil war erupted in South Sudan after the independence from Sudan in 2011
• There is still serious conflict between government and opposition parties.
• The peace signed in 2015 proved to be ineffective.
• Religions do not have influence over politicians.
• The African Union (AU), the United Nations (UN), and many international aid agencies have tried to protect and support civilians.
• There is widespread abuse of human rights and war crimes are being committed by the warring groups.
• Religious organisations do not have a mechanism to enforce agreements.
  (Any other relevant responses must be credited.) (10)

2.1.4 Role of religion

• Religion plays only a minor role in the conflict, and therefore this is not a religious war.
• No attempt has been made by one religion to convert another.
• Muslims also enlisted in the SPLA.
• There was also evidence of infighting in the SPLA soon after it was formed.
• The conflict was therefore not religious.
• There are numerous other divisions (economic and tribal) which have continued even after the establishment of South Sudan.
  (Any other relevant responses must be credited.) (12)

2.2 For the purpose of this marking guideline Secularism and Materialism is discussed
EXAMPLE 1: SECULARISM

• Secularism has paved the way for the development of human rights.
• All religions are given equal status before the law, because of the ideas of secularism.
• It allows different religions to co-exist in harmony.
• Different religions, including minorities, do participate in the formal activities of the state.
•  All religions are given equal status and are free to observe their holy days.
• Secularism has minimised religious wars and general religious conflict in the world.

EXAMPLE 2: MATERIALISM

• This secular world view teaches that matter is the only reality and denies the existence of a spirit of supernatural realm.
• It developed in different areas in Europe and India during what is known as the Axial era (800–200BCE)
• Expressions of this philosophy can be found in ancient Indian philosophy, Buddhism and Confucianism.
• Karl Marx used the term “dialectical materialism” which is a teaching that matter is the fundamental cause of everything.
• He also used the term “historical materialism” which is a teaching that economics and relationships between workers and owners are the fundamental structure in the society.
  (Any other relevant responses must be credited.) (12)[50]

QUESTION 3
3.1 Hermeneutical principles
3.1.1

• Grammar and historical context
• Clearest meaning
• Purpose and time
• Meaning of words
• Figurative language
• The consideration of other sacred texts (8)

3.1.2 Divine Inspiration

• It refers originally to the breath (power, knowledge) of an extra ordinary.
• An example of the breath of an extra ordinary power is a deity, coming into a person and taking that person’s own breath.
• Inspiration refers to a state of being inspired to write, do something or commit yourself to a particular life or experience.
• Inspiration is a very significant normative source in various religions.
• Various religions have figures who received inspiration from a higher power or wisdom.
•  Inspiration may be referred to as true origin of all religions.
• There are many religious figures that have inspired many generations of followers, e.g. Abraham, Moses and Judges, Jesus Christ, the Buddha, Prophet Mohammed and Baha’u’llah. (6)

3.1.3 Oral tradition

• Original inspiration is usually first spread through oral tradition in many religions.
• Before the invention of writing, religious traditions were transmitted by word of mouth.
• It is true that these traditions developed and change and are adapted over time.
• All religion followed oral tradition over many centuries and some still have elements of oral traditions.
• An example of religion which has carried an oral tradition is African Traditional Religion. (6)

3.2 Internal differences in any ONE religion
For the purpose of this marking guideline Islam is discussed as an example
3.2.1 Teachings in Islam

• Islam is divided into two major groups, namely the Sunni and Shi’a 

Sunni Muslim

• Sunni refers to “following” the sunnah (example) of the Prophet Muhammad.
• The Hadith narrated by the companions of the Prophet have equal status to those narrated by his family members.
• The sect believes that all the teachings contained in the Books of Hadith are from equally important.
•  Sunnis follow the teachings of scholars the 7th and 8th centuries.
• Sunni do not accept that a caliph can come exclusively from the Prophet’s family.

Shi’a Muslim

• Shia means partisan or separate party.
• The hadith narrated by the companions of the Prophet have less significance then that narrated by his family members.
• The Shi’a follow the teachings and opinions only of a living scholar. (10)

3.2.2 Difference in governance
Sunni

• There is no clergy in Sunni Islam.
• Any Moslem can serve on community boards.
• Governance is community based.
• Scholars of Islam and community members serve on governing boards of mosques and madrassahs and schools.

Shi’a

• Shi’a Muslims revere the descendants of the Prophet Muhammad and that they have right to lead Muslims.
• Such a leader is referred to as “Imam”.
• The final word in any uncertainty about any religious or political issues lies with the representative of the imam.
• Governance is in the hands of mullahs (priests) who rule by religious decree. (10)

3.2.3 Practices: Sunni

• Religious practices are strictly in accordance with the Sunnah of the Prophet as laid down in the Hadith.
• In Sunni Islam, an “Imam” is simple a leader of a congregation in Sunni Islam.
• Muttah (temporary marriages) are forbidden.
• Imam does not denote formal training in Sunni Islam.

Practices: Shi’a

• Imams are only descendants of the Prophet Muhammad who they believe to be divinely appointed.
• The shrine of Hussein in Karbala is an important pilgrimage for the Shia’s.
• Muttah (temporary marriages) are allowed.
• They practice self-mutilation, for example at the commemoration of the tragedy of Karbala.
• There are two schools of legal opinion – Akbar and Ursula. (10) [50]

QUESTION 4
4.1 Big Bang Theory

• The scientific explanation Creation is called the Big Bang Theory.
• According to the Big Bang Theory, it is not known what existed before the Big Bang.
• The Big Bang Theory states that there was enormous explosion and within a second the universe appeared and filled out to an enormous size.
• The Big Bang Theory states that the process of creation occurred with a second.
• According to the scientific account the Big Bang took place 13, 7 billion years ago.
• Small temperature differences led to varying densities of matter throughout the universe.
• Those destinies formed into clusters of matter and energy.
• The clusters continued to condense in a lump way and eventually formed the vast collection of stars called galaxies.
• Some galaxies condensed into a combination of stars called solar system.
• Scientist believe that the universe is still expanding at this moment.
• The scientific account does not mention any Creator. (14)

4.2 Abrahamic religions/Middle East religions

• The Creator is male.
• At first, only the Creator existed.
• The Creator made the universe from nothing.
• The process of creation took six days.
• Humans were made on the sixth day.
• There is one perfect God.
• He created the heaven and earth, and all that is in it.
• The first two humans were Adam and Eve. God made them from clay.
• God breathed His spirit into Adam, and he came to life.
• These humans lived in a perfect Garden of Eden. (12)

4.3 Hinduism views on the Theory of Evolution

• Hinduism does not have a problem with the Big Bag Theory.
• To Hinduism Religion, the universe is the creator.
• The creator has existed and will exist for all times.
• The creator has no limitations and, therefore, is not a “He or She” or anything else.
• The creator is simple a creator.
• The creator exists in the active or passive state.
• The passive state is a state of rest when nothing happens.
• At rest the universe has no form and is undifferentiated, and is sort of “flat” all over.
• After a long time, the creator becomes active.
• This is when parts of the universe look and are different from other parts and the creation began.
• Humans are the byproduct of the dance. (14)

4.4 Darwin’s theory of evolution:

• Darwin’s theory of evolution provided an alternative explanation of creation which often differs from the Abrahamic religious explanation of creation.
• The theory also provided an explanation that did not require the idea of an intelligent designer.
• The theory of evolution explains the development of life from a form simple to its most complex
• The development includes the evolution of humans through primitive stages to modern humans.

Darwin’s theory consists of four ideas:

• Species contain a great variety of differences.
• Both the world and species change over time.
• In the fight for survival the better adapted variation will be favoured while those that are not fit will struggle to survive.
• A species may gradually change its form and become more complex by developing along a path of successful variation.
• According to Charles Darwin humans evolved from apes. (10) [50]

QUESTION 5
5.1 5.1.1 The Causes of HIV/Aids:

• HIV/Aids.is still one of the evils of our society
• Unprotected sex
• Sleeping around
• Multiple partners
• Rape
• Belief that a virgin can cure HIV/Aids
• Overcrowded prisons
  (Any relevant answers should be credited) (14)

5.1.2 Factors contributing to how it is spread:

• hrough breast-feeding
•  Multiple partners
• Sharing the same needles and scissors
• Unprotected sex
• In some cases, it can be spread through car accidents
  (Any relevant answer should be credited.) (12)

5.1.3 Solutions to fight the spread of HIV/Aids

• No sex before marriage.
• Monogamy is encouraged
• Faithfulness to one partner is encouraged.
• Adultery is condemned
• It opens the way to other evils.
  (Any relevant answers can be credited.) (10)

5.1.4 Practical steps

• Love, compassion, responsibility, dignity and a non-judge mentalism towards people living with HIV/Aids.
• Education and openness around sex and sexuality.
• Condemning discrimination against people living with HIV/Aids.
• Recognising unity in diversity.
• Encouraging open discussion and dialogue around sensitive issues.
• Religious leaders of all communities to educate their followers about HIV/Aids so that people living with the disease would not be discriminated against.
• The religious leaders should put pressure on the government to provide more access to treatment to those that are affected.
  (Any relevant facts can be credited.) (14)[50]

TOTAL: 150

MEMORANDUM

SECTION A
QUESTION 1
1.1
1.1.1 C – Promoting unity among churches (1)
1.1.2 D – The act of showing deep respect, for example to ancestors, in the African Traditional Religion (1)
1.1.3 B – Someone who helps others attain Nirvana (1)
1.1.4 C – A deep and solemn agreement (1)
1.1.5 D – Trance (1)
1.1.6 C – Non-theism (1)
1.1.7 C – Greek (1)
1.1.8 A – Reincarnation (1)
1.1.9 B – Accepts opinions different from one’s own (1)
1.1.10 A – Tao-te-Ching (1)
1.2
1.2.1 F – Pluralism (1)
1.2.2 G – Haifa (1)
1.2.3 D – Syncretism (1)
1.2.4 B – Taoism (1)
1.2.5 E – Ritual (1)
1.3
1.3.1 The Bahá’i faith (1)
1.3.2 Sufism (1)
1.3.3 Kitáb-i-Aqdas (1)
1.3.4 Mitzvot (1)
1.3.5 Judaism (1)
1.4
1.4.1 Divinity – This concept also refers to a divine being or Supreme Being. It also means ‘god-like’. (2)
1.4.2 Comparability – Means to be able to compare two things, e.g. to be able to compare two religions. Comparisons can either be explicit or implicit. (2)
1.4.3 Uniqueness – Uniqueness is the quality of being unique or unusual. In Religion Studies it means that each religion is unique or remarkable. (2)
1.4.4 Allegory – Much more like parables. A story that is told to illustrate a principle. It is limited to making one single point. (2)
1.4.5 Fundamentalism – Fundamentalism is a selective interpretation of religious teachings. It is also conservative / literal blending of selected elements of modern society, with a view to promoting the interests of a particular religious group within a religion. Fundamentalists are against change. (2)
1.5
1.5.1 FALSE – The Buddha was an enlightened human being. (2)
1.5.2 FALSE – Conservative Jews believe that the Torah was given by God. (2)
1.5.3 FALSE – The Crusades were a series of Christian wars against mainly Muslim territories. (2)
1.5.4 TRUE (2)
1.5.5 FALSE – Icamagu is the South African national religious structure of African Traditional Religion / ilima is the practice of assisting the poor. (2)
1.6
1.6.1 All these religions believe in only ONE God. (1)
1.6.2

• It strengthens the believer’s faith.
• It identifies the religion among other religions.
• It helps the believer on his or her life journey.
• It helps believers explain why they chose that particular religion. (4)

1.6.3

• The ancestors play an intermediary role between God and the living.
• They are in spirit form and are found everywhere.
• The ancestors are the messengers of the Creator, supervisors of the physical world.
• The ancestors see to the welfare of the living, mainly through the elderly.
• They teach the youth verbally and by means of rituals.
• Assist with the transfer of tradition (religion) from one generation to the next.
• They make themselves known to the living by means of dreams and visions
  NOTE: Any relevant answer must be credited. (Any 4 x 1) (4)

1.6.4

• The Vedas
• The Bhagavad Gita (1)
  TOTAL SECTION A: 50

SECTION B
QUESTION 2
2.1 2.1.1 EASTERN RELIGION (Example 1)
Hinduism

• The role of Hindu religious teachings is to ensure that its followers understand that Hinduism is an eternal faith.
• Its role is also to ensure that the followers realise there are fundamental aspects of spiritual life.
• This includes knowledge of the nature of God, the soul, the relationship between God and the souls.
• Most importantly, methods by which the souls may attain God.
• How the souls may attain eternal peace.

MIDDLE EASTERN RELIGION (Example 2)
Christianity

• In Christianity there are doctrines of salvation.
• They believe in the Trinity
• They believe in the end of time.
• In Reformed Christianity, groups are formalised and systematic teachings are extremely important.
• In Charismatic groups there is less emphasis on teachings. (10)

2.1.2 SIMILARITIES
HINDUISM and BUDDHISM

• Both believe in reincarnation.
• Both have sacred texts.
• They both perform rituals.
• Both observe special holy days.
• They both originated in India. (10)

2.2 2.2.1

• Christians believe that you should love your neighbour as you love yourself.
• This teaching encourages treating people equally.
• Thou shalt not kill.
• This refers to the sanctity of human life. (6)

2.2.2

• Respect is one of the basic teachings of Bahá’i faith.
• It is of paramount importance.
• The Bahá’i faith teaches that women should be treated with respect.
• Women’s dignity should be protected.
• Children should be taught to obey the elderly. (6)

2.2.3

• The concepts of LOVE in the African Traditional Religion is embodied in the concept of Ubuntu.
• Ubuntu is an African philosophy of respect and empathy for human beings.
• Ubuntu means a person is a person through other people.
• The principle of Ubuntu encourages helping one’s community.
• The principle of ilima is one in which the community provides help to those members who are less fortunate. (6)

2.3 2.3.1 Love is the Golden Rule in Christianity.

• God is love.
• God loves all people especially the vulnerable.
• This is a universal ethical rule.
• This is a rule that is found in nearly all religions and other ethical systems. (4)

2.3.2 The clan is the basic structure in the African Traditional Religion.

• It is expected of every individual to know his or her family tree, as it is their frame of reference and the basis of their identity.
• The clan consists of both the fatherly and the motherly lineage.
• The clan lays the foundations for the way of worship and how people should relate to one another. (4)

2.3.3 Jihad is an Arabic word meaning ‘to strive, to apply oneself, to struggle to persevere’.

• It literally means ‘effort to achieve a certain goal/objective’.
• It is also the religious duty of Muslims to maintain their religion.
• It includes defensive military action to protect the religion and Muslim life.
• It is regarded as a Holy War. (4) [50]

QUESTION 3
3.1 HUMAN RIGHTS

• Human rights, in a religious context, refer to the inherent dignity of a human being.
• It also means that the existence of a human being gives him or her high value on earth.
• This concept is centred upon the belief that all human beings are created in the image of God. (4)

3.2 VIOLATION OF HUMAN RIGHTS

• One might be tried and sentenced to jail time.
• One might even get a fine.
• One may lose one’s job as a result of one’s actions.
• One’s life and the lives of one’s family might be in danger as people might retaliate. (4)

3.3 HUMAN RIGHTS IN RELIGIOUS TEACHINGS
CHRISTIANITY (Example 1)

• Christianity relies very strongly on the Ten Commandments when it comes to guiding its adherents’ lifestyle.
• ‘Thou shalt not kill’ is one of those commandments with a strong human rights inclination.
• This commandment basically promulgates that everyone is entitled to life.

JUDAISM (Example 2)

• In this Jewish religion everyone is entitled to the same rights without distinction / discrimination.
• Jews believe that ‘people are born good’.
• Each person has a holy spark, a divine soul with unlimited potential for good.
• They are, thus, deserving to be treated with dignity and respect.

BAHÁ’I FAITH (Example 3)

• The Baha’i faith discourages all forms of religious, political, economic and patriotic prejudices.
• According to the Bahá’i faith humanity will not be able to achieve the success and prosperity of which it is capable until women are treated as equal to men.
• Human beings are viewed as equal in this faith.

ISLAM (Example 4)

• The Islamic religion encourages peoples’ right to privacy.
• A person may not enter a stranger’s household without permission.
• If there is no response after asking thrice, the visitor must leave (hadith).
  NOTE: Examples of teachings other than those in the marking guideline must be accepted, provided they emphasise the human rights in question. Religious teachings must be linked to human rights. (12)

3.4 3.4.1 MYTH

• The word ‘myth’ comes from the word ‘mythos’ which means ‘word’ or ‘fable’.
• It refers to those religious stories in which deep truths about creation, life and death are revealed.
• In everyday usage, the term refers to something that is not true.
• A myth does not necessarily try to make a moral point.
• It forms, however, the basis of teachings and even dogma in some religions.
• Myths are sacred stories that explain why the world is as it is and the nature of human experience.
• There are myths of creation in many religions, e.g. in Zulu belief, a young man is lowered by the Creator from heaven to earth, tied by his umbilical cord.
  NOTE: Other relevant examples must be credited. FOUR marks are awarded for the explanation, while TWO marks are awarded for the relevant example. (6)

3.4.2 DOCTRINE

• Refers mostly to the role of intellectuals in religious communities in finding and organising religious beliefs into coherent philosophical patterns.
• A set of religious teachings/principles or belief.
• There is a sense of argument and negotiation as doctrines are constructed in relation to philosophical worldviews.
• Doctrines are often contested.
• For example, early Christian doctrines developed in relation to the Greek philosophies of the time.
• The doctrine of Christ as both human and God developed in relation to the Greek understanding of nature and essence.
  NOTE: Other relevant examples must be credited. FOUR marks are to be awarded for explanations and TWO marks for a relevant example. (6)

3.5 3.5.1 DOGMA

• It has two shades of meaning that are relevant in the context of religion.
• This concept refers to the principle, tenet or system of these particularly as laid down by a collective religious authority,
• Dogma also has an added commutation which is of collective religious authority.
• Dogma has an element of collective authority.
• Dogma is presented by the collective religious authority as founded in divine revelation.
• There is no cut-off point between a teaching and a dogma. (4)

3.5.2 RELATIONSHIP BETWEEN TEACHING AND BELIEF TEACHING

• To give systematic information about a subject.
• It is highly significant in some religions, less important in others and of hardly any importance to yet others.
• Religions that consider teaching seriously emphasise clear, rational and systematic thinking.

BELIEF

• May be used as a synonym for faith
• It may mean acceptance of a thing, a fact, a statement, etc.
• It may mean a firm opinion.
• It may also mean trust and confidence. (3 + 3) (6)

3.5.3 THE ROLE OF PARABLES IN RELIGIOUS TEACHING

• The word refers to a story that is told to illustrate a religious principle or answers a religious question.
• It is usually very short and contains a definite moral story.
• They contain religious beliefs, ideas, morals and warnings.
• They are set within a culture and social environment of the people that produce them. (8) [50]

QUESTION 4
4.1 4.1.1 EFFECTIVENESS OF THE WORLD PARLIAMENT OF RELIGIONS
YES

• The World Parliament of Religions has been effective to a certain extent, since there are more conferences that deal with issues that lead to understanding and cooperation in various issues.
• In a Parliament held in Cape Town (1999), crucial issues were discussed including HIV and Aids.
• The conference resulted in many educational activities within various religions as efforts to combat the spread of this pandemic.
• The meeting of the parliament in Barcelona, Spain, focused on violence, safety issues and the elimination of external debt in developing countries.
• Violence decreased in most of the countries and the bigger powers became more lenient and religious. Conflict was consequently reduced.
• In 2007 the focus was to eliminate poverty.
• A variety of faith organisations established a variety of activities to assist the poor, such as soup kitchens.
• In 2009 the parliament met in Melbourne in Australia to deal with issues such as sustainability and global climate change.
• This led to environmental consciousness being inculcated in the minds of many people of various religions.

NO

• The World Parliament of Religions has not shown any success in ensuring cooperation and understanding since the religions still find it difficult to work together.
• Decisions are taken but not implemented.
• Decisions taken by the World Parliament of Religions are not binding on governments.
• Although the parliament was held in Cape Town in 1999, where decisions were taken by various religions, the HIV and Aids pandemic is escalating.
• There is a high rate of teenage pregnancy which means that different religions are not effectively reaching out to the youth in terms of life skills that will ensure that the youth are empowered both spiritually and socially, including sexual behaviour.
• There is still violence in many parts of the countries and in the whole of Africa. Religions are definitely not succeeding in this aspect.
• There is a high rate of poverty in our country and in many African countries. While religious groups are endeavouring to fight against poverty, more and more people are becoming poor due to a lack of employment.
• Religions need to work cooperatively with other organisations, e.g. government, non-government at organisations and other agencies.
  NOTE: Any relevant answer must be credited. (12)

4.1.2

• The World Conference on Religions for Peace convened in Kyoto, Japan in October 1970.
• It was established in 1961 when a handful of senior leaders from the world’s major faith traditions explored organising a religious summit towards achieving peace.
• The vision of the World Conference on Religions for Peace started in the 19th century when a World Parliament of Religions was held in Chicago in 1893.
• Religious leaders arranged two conferences in the USA.
• The resolution was taken in Kyoto to form an inter-religious body.
• The last conference in Cape Town 1999 attracted 7 000 people.
• Mediation between groups at war with each other in countries such as Sierra Leone was conducted.
• Help with reconstruction was also offered.
• A programme to help children in Africa who are affected by HIV and Aids has been developed.
• Has a programme to address poverty and illness. (12)

4.1.3 YES

• They can set aside their differences and work together to cooperate with the government.
• They can also work together to participate in the building of a just and free society in South Africa and the world.
• The nation needs religious groups to assist in the creation of a society that is moral and compassionate.
• Many political leaders believe and trust that religions have an important role to play in solving social challenges, such as poverty, violence and xenophobia.
• South Africa is unique because religious organisations worked together to oppose the apartheid government.
• It can only be in this way that the religious groups can meaningfully contribute to the healing of a society.
• They can also contribute to the promotion of religion in education and therefore ensure religious tolerance.

NO

• The increasing preoccupation with the selfish pursuit of individual wealth cannot be the basis for any interfaith cooperation.
• Different religions have their teachings that guide their followers on moral issues to avoid conflicts.
• Most of the conflicts are political.
• If religions are not registered with the government, they will not be recognised.
• Political parties are doing more work than religious groups because they are the majority in parliament.
• Religious groups consider their differences first before they attend to national issues.
• Religions like to distance themselves from political issues, through for example not voting. (10)

4.2 ORGANISATION (PROCMURA)

• The Programme for Christian-Muslim Relations in Africa (PROCMURA)
• It is the oldest and the pioneer interfaith organisation in Africa.
• The focus is on Christian relations with Muslims.
• To witness the gospel within an interfaith environment.
• To promote constructive engagement with Muslims for peace.
• To hold interfaith consultations. (12)

4.3 INTERDENOMINATIONAL and INTERRELIGIOUS

• Interdenominational – fellowship within different denominations of the same religion.
• Interreligious – fellowship between the different religions irrespective of their belief. (4) [50]

QUESTION 5
5.1 INCREASED COVERAGE

• The media thrives on sensationalism.
• Negativity, scandals as well as crime, are thought to sell well.
• Thus, there is an incentive for media professionals to organise or ‘frame’ reports around these themes.
• The competitiveness between media houses is huge.
• The exposure of more and more fake pastors by people who were victims of their unscrupulous tactics, has led to a huge increase in the coverage of religious issues. (8)

5.2 THE ABUSE OF PEOPLES’ BELIEF SYSTEMS

• Spiritual abuse – A person in a dominant position using scripture or religious rules to control people. For example, a priest or pastor using Scripture to harass or intimidate a woman who wants to leave her abusive husband.
• Financial abuse – Using Scripture for the promise of a blessing to coerce people to make sizeable donations.
• Women abuse – Using Scripture to dominate women.
• The use of religious beliefs and forums by politicians during election campaigns.
• Promises that congregants or followers will go to heaven by enriching the religious leader or organisation.
• Some preachers even pretend that they are talking to God on cell phones while they preach.
• Old people who live of social grants are preyed on.
• The exploitation and abuse of the poorest of the poor and children is common place. (10)

5.3

• Religious leaders should monitor one another.
• A forum can be formed where they can regulate themselves to determine whether people of a particular religious group religion are doing what is acceptable or not.
• This can also be used to determine whether what is being done by people in the religious sector is according to doctrine or not.
• This organisation should protect and promote the constitutional right of freedom of association.
• Freedom of religion should not be used as an excuse for abusing or harming people.
• Many organisations exist to help in this regard, including the South African Council for the Protection and Promotion of Religious Rights and Freedom.
  NOTE: Any relevant response must be credited. (10)

5.4 RELATIONSHIP BETWEEN MEDIA AND RELIGIONS

• Religions must have knowledge of how to use the media and its restrictions.
• Religions should be proactive and explain their point of view to the media.
• Religions must also understand the responsibilities that they have towards communities.
• Religious organisations must teach their members how to handle media.
• Religious organisations must invite media experts for advice.
• The media needs to have knowledge and understanding of different religions before reporting on religious issues.
• The media has a responsibility to present the information in an unbiased manner.
• Because articles are written by individuals with personal opinions, these opinions may influence the reader on significant issues.
• Media must exercise caution in making comments and statements that seem judgemental about religious issues.
  NOTE: Any relevant response must be credited. (10)

5.5 REGULATION OF RELIGION
YES

• According to the Constitution the government has an obligation to protect its citizens.
• This include members of religious organisations.
• With all the bad press that certain Christian leaders have generated, it has become important for religions to be regulated.
• People were coerced into using faith products supplied by fake pastors instead of real medicines.
• This led to people defaulting on necessary chronic medication, including ARV’s.
• The death of worshippers using faith products and being exposed to harmful situations is on the rise.
• Government should only intervene if the law has been broken.
• E.g. any form of discrimination, restricting freedom of association, etc.
• People should not be allowed to commit criminal acts and hide behind freedom of religion.

NO

• The constitution guarantees religious freedom.
• People should be free to believe without interference by the State.
• Religions should be free to preach or teach without punishment. 
• Doctrine is protected by the Constitution.
• Religious organisations believe that they have been inspired by God.
• Therefore, they do not need to be regulated by people.
• Over-regulation can lead to resistance against the State.
  NOTE: Any relevant response must be credited. (12)

TOTAL SECTION B: 100
GRAND TOTAL: 150

INSTRUCTIONS AND INFORMATION

1. Read the following instructions carefully before answering the questions.
2. This question paper consists of FIVE questions.
3. Answer any THREE of the FIVE questions.
4. Start each question on a NEW page.
5. Read ALL the questions carefully before answering them.
6. Number the answers correctly according to the numbering system used in this question paper.
7. The length of your answers must correspond with the marks allocated for each question.
8. Write legibly and present your work neatly.

QUESTIONS

QUESTION 1
1.1 In the context of any ONE religion, answer the following questions with reference to the central teachings:
1.1.1 Discuss the nature of the world (10)
1.1.2 Discuss the place and responsibility of humanity in the world (10)
1.1.3 Discuss the nature of life after death (10)
1.2 Elaborate and explain the internal differences within the following religions, regarding the main features of such differentiations:

• Christianity
• Islam (10 x 2) (20) [50]

QUESTION 2
2.1 Read the extract below and answer the questions that follow.

2.1.1 Choose ANY area of conflict in Africa and state who was involved in the conflict. (4)
2.1.2 Explain the causes of the conflict. (12)
2.1.3 What is the current situation? (10)
2.1.4 Discuss the role of religion in the conflict. (12)
2.2 Discuss the teachings of any ONE secular view you have studied. (12) [50]

QUESTION 3
3.1 Discuss the following normative sources in any ONE religion:
3.1.1 The hermeneutical principle of interpreting normative sources (8)
3.1.2 Divine inspiration (6)
3.1.3 Oral tradition (6)
3.2 With reference to any ONE religion, explain the main features of these groups with reference to the following:
3.2.1 State differences in teachings (10)
3.2.2 State differences in governance (10)
3.2.3 State differences in practice (10) [50]

QUESTION 4
4.1 Give a brief explanation of the Big Bang theory. (14)
4.2 Discuss how the creation of the universe is explained by the Abrahamic religions. (12)

4.3 Explain the views of Hinduism on the theory of evolution. (14)
4.4 Discuss Darwin’s theory of evolution. (10) [50]

QUESTION 5
5.1 Read the following extract and answer the questions that follow.

5.1.1 State the causes of HIV/Aids. (14)
5.1.2 Name the factors contributing to the spread of HIV/Aids. (12)
5.1.3 Illustrate solutions to fight the spread of HIV/Aids. (10)
5.1.4 What practical steps or strategies must be followed to address HIV/Aids? (14) [50]

TOTAL: 150

INSTRUCTIONS AND INFORMATION

1. The question paper consists of SECTION A and SECTION B.
2. SECTION A: COMPULSORY
   SECTION B: Answer any TWO questions in this section.
3. Read ALL the questions carefully.
4. Start EACH question on a NEW page.
5. The length of your answers must be in accordance with the marks allocated to each question.
6. Number the answers correctly according to the numbering system used in the question paper.
7. Write neatly and legibly.

QUESTIONS

SECTION A
QUESTION 1
1.1 Various options are provided as possible answers to the following questions. Choose the answer and write only the letter (A–D) next to the question number (1.1.1–1.1.10) in the ANSWER BOOK, for example 1.1.11 D.
1.1.1 Ecumenism is …

1. when you are not allowed to take part in religious rituals.
2. making right the crimes committed.
3. promoting unity among churches.
4.  keeping strictly to the traditions and practices of a religion. (1)

1.1.2 Veneration is …

1. the belief that the universe was created by a Supreme Being.
2. the conviction that something is true.
3. to make something happen, usually by force.
4. the act of showing deep respect, for example to ancestors, in the African Traditional Religion. (1)

1.1.3 Bodhisattva is …

1.  a particular branch of a religion with its own tradition.
2. someone who helps others attain Nirvana.
3. anti-religion and developed in the direction of a socialist view.
4. an economic, political and social system based on private ownership. (1)

1.1.4 A covenant is …

1. a process of development or growth to a higher stage.
2. to give responsibility to someone else.
3. a deep and solemn agreement.
4. a set of beliefs and principles. (1)

1.1.5 A state of altered and peaceful consciousness of mind:

1. Lineage
2. Prophecy
3. Compassion
4. Trance (1)

1.1.6 An approach that does NOT reject God’s existence, but simply ignores it:

1. Elitism
2. Communism
3. Non-theism
4. Theism (1)

1.1.7 The word hermeneutics originates from …

1. Latin.
2. Arabic.
3. Greek.
4. German. (1)

1.1.8 The rebirth of the souls or spirit in a new body is called …

1. reincarnation.
2. evolution.
3. karma.
4. regression. (1)

1.1.9 A person with liberal values is one who ...

1. understands something exactly as it is written.
2. accepts opinions different from one’s own.
3. holds on to traditional values.
4. shows deep religious commitment. (1)

1.1.10 The sacred scripture of Taoism is the …

1. Tao-te Ching.
2. Qur’an.
3. Kitáb-i-Aqdas.
4. Vedas. (1)

1.2 Choose an item from COLUMN B that matches the item in COLUMN A. Write only the letter (A–G) next to the question number (1.2.1–1.2.5) in the ANSWER BOOK, for example 1.2.6 H.

(5 x 1) (5)
1.3 Select the word in each group below that DOES NOT belong:
1.3.1 Buddhism, Hinduism, Confucianism, Taoism, The Bahá’i faith (1)
1.3.2 Saivism, Shaktism, Sufism, Vaishnaism, Smartas (1)
1.3.3 Nevi’im, Ketuvim, Kitáb-i-Aqdas, Talmud, Torah (1)
1.3.4 Tripitaka, Bible, Qur’an, Mitzvot, Vedas (1)
1.3.5 Roman Catholic, Judaism, Protestant, Orthodox (1)
1.4 In the context of religion, explain EACH of the following concepts:
1.4.1 Divinity (2)
1.4.2 Comparability (2)
1.4.3 Uniqueness (2)
1.4.4 Allegory (2)
1.4.5 Fundamentalism (2)
1.5 Indicate whether the following statements are TRUE or FALSE. Choose the answer and write ONLY ‘true’ or ‘false’ next to the question number (1.5.1–1.5.5) in the ANSWER BOOK. Give a reason if the answer is FALSE.
1.5.1 The Buddha was a divine being. (2)
1.5.2 Reformed Jews believe that the Torah is God’s word. (2)
1.5.3 The Crusades were a series of Jewish wars against Christian territories. (2)
1.5.4 The oral teachings of the Vedas were compiled into a standardised text by Krishna Dwipayana. (2)
1.5.5 Ilima is the South African national religious structure of African Traditional Religion. (2)
1.6 Answer the following questions:
1.6.1 Why are Christianity, Judaism and Islam called monotheistic religions? (1)
1.6.2 Briefly explain the functions of uniqueness. (4)
1.6.3 Explain the role of ancestors in the African Traditional Religion. (4)
1.6.4 Write ONE normative source of the Hindu faith. (1)
TOTAL SECTION A: 50

SECTION B
Answer any TWO questions in this section.
QUESTION 2
2.1 Read the extract below and answer the questions that follow.

With reference to any ONE grouping above, answer the questions that follow:
2.1.1 Give a clear explanation of the UNIQUENESS of any ONE religion from any grouping stated above. (10)
2.1.2 Discuss the similarities that exist within the Eastern religions. (10)
2.2 Religions have different teachings on values. Discuss the following values regarding the given religion:
2.2.1 The Right to Life – Christianity (6)
2.2.2 Respect – Bahá’i faith (6)
2.2.3 Love – African Traditional Religion (6)
2.3 Briefly discuss the following concepts in the context of religion:
2.3.1 The Golden Rule in Christianity (4)
2.3.2 Clan-based religion in African Traditional Religion (4)
2.3.3 The Arabic word ‘jihad’ in Islam (4) [50]

QUESTION 3

3.1 Explain what is meant by human rights. (4)
3.2 In the light of the above extract, what do you think the consequences could be for violating another person’s human rights? (4)
3.3 Human rights have always been an important part of religion. In terms of any TWO religions, discuss THREE teachings that promote human rights. (6 x 2) (12)
3.4 Read the following extract and answer the questions that follow.

Myths and beliefs are important aspects of religious teachings. Discuss the following concepts as they apply to religious teachings and give ONE example of each:
3.4.1 Myth (6)
3.4.2 Doctrine (6)
3.5 In the context of religion, answer the questions that follow.
3.5.1 Briefly define the concept dogma as it is used in the context of religion. (4)
3.5.2 Give a short explanation of the relationship between ‘teaching’ and ‘belief’ in the context of religion. (6)
3.5.3 Explain the role which parables play in religious teachings. (8) [50]

QUESTION 4
4.1 Read the following extract and then answer the questions that follow.

4.1.1 Do you think the decisions taken in the World Parliament of Religions were effective to make our world a better place? Give
reasons for your answer. (12)
4.1.2 In the light of the extract, discuss the role/contribution of any ONE religious leader/organisation who promoted inter-religious dialogue. (12)

4.1.3 Do you agree that closer ties between religious groups are a necessity to secure a more just and peaceful world? Motivate your answer. (10)
4.2 Different organisations have been established to promote interreligious relationships. Describe the organisation that has been established to promote better relations between Muslims and Christians. (12)
4.3 What is the main difference between interdenominational and interreligious? (4) [50]

QUESTION 5

5.1 Explain why the media coverage of religious issues has increased. (8)
5.2 The article refers to the abuse of people’s belief systems. How can belief systems be abused? (10)
5.3 What do you think should be the role of religious organisations to address activities as displayed in the extract above? (10)
5.4 Describe the relationship between the media and religion in South Africa. (10)
5.5 Do you think that religion should be regulated? Substantiate your answer. (12) [50]

TOTAL SECTION B: 100
GRAND TOTAL: 150

ADDENDUM

QUESTION 1: HOW DID THE BLACK CONSCIOUSNESS MOVEMENT (BCM) CHANGED THE POLITICAL SCENE IN SOUTH AFRICA IN THE 1970s?
SOURCE 1A
This source below describes the political scene in South Africa that gave rise to the philosophy of Black Consciousness.

SOURCE 1B
The source below focuses on how events unfolded in the township of Soweto on 16 June 1976.

SOURCE 1C
This source by ‘The World’ reporter Sophie Tema, provides an eyewitness account of the bloody uprising of 16 June 1976.

SOURCE 1D
This photograph shows a school boy trying to run away from riot policemen during the 1976 Soweto Uprising on June 16 in Soweto.

[From Steve Biko by Chris van Wyk]

QUESTION 2: DID THE AMNESTY PROCESS OF THE TRUTH AND RECONCILIATION COMMISSION (TRC) HEAL SOUTH AFRICA FROM ITS DIVIDED PAST?
SOURCE 2A
This source explains the reasons why the TRC was established in 1995.

SOURCE 2B
This extract focuses on the amnesty hearings of the murderers of the Cradock Four in East London in April 1996.

SOURCE 2C
The following extract explains the views of two of the widows, Ms Calata and Ms Mhlauli, at the Truth and Reconciliation Commission’s (TRC) hearings.

SOURCE 2D
This photograph shows one of the Cradock Four widows, Mrs Calata, giving evidence at the TRC hearing in 1998.

[From bing.com/images/search?q=nomode+calata+at+trc+hearing&FORM=hdrsc2. Accessed on 22 November 2018.]

QUESTION 3: WHAT IMPACT DID GLOBALISATION HAVE ON THIRD WORLD COUNTRIES?
SOURCE 3A
This source explains the intentions of globalisation on Third World countries.

SOURCE 3B
The source below explains the positive effects of globalisation on developing countries.

SOURCE 3C
This source below describes the negative effects of globalisation on developing countries.

SOURCE 3D
This cartoon shows the impact that globalisation had on developing countries especially China and India which have a high population growth. These countries need food and jobs that are required to survive.

[From ijhssnet.com/journals/Vol-3 No 15 August- 2013/11.pdf. Accessed on 27 November 2018.]

ACKNOWLEDGEMENTS
Visual sources and other historical evidence were taken from the following:
bing.com/images/search?q=nomode+calata+at+trc+hearing&FORM=hdrsc2
Hammond, K. 2017 Globalisation’s effects on the Third World Countries
Hopkins, P. et.al. 2001. The inside story of the 1976 Soweto Uprising (Zebra)
http://africanhistory.oxfrdre.com/view/10.1093/acrefore/9780190277734.001.0001/acref ore-9780190277734-e-83?
https:// www.linedin.cm/pulse/impact-globalisation-developing
http://www.tigweb.org/youth-media/panorama/article.html?Contentl
ijhssnet.com/journals/Vol-3 No 15 August- 2013/11.pdf.
Institute for Justice and Reconciliation. 2004. Turning Points in History (STE Publishers) www.saha.org.za
Ndlovu, S.M. 1998. The Soweto Uprisings (Ravan Press)
sahistory.org.za/arcive/trc-cradock-four-amnesty-hearing
Van Wyk, C. 2003. Steve Biko (Awareness Publishing)
www.saha.org.za

ADDENDUM

QUESTION 1: HOW DID THE DEPLOYMENT OF MISSILES TO CUBA CONTRIBUTE TO COLD WAR TENSIONS BETWEEN THE SOVIET UNION AND THE UNITED STATES IN THE 1960s?
SOURCE 1A
The following source outlines the reasons for the deployment of Soviet Missiles to Cuba in 1962.

SOURCE 1B
This source focuses on President Kennedy’s decision to impose a naval blockade of Soviet ships and President Khrushchev’s response to it.

SOURCE 1C
This cartoon was taken from an American website and depicts the events of the Cuban Missile Crisis.

[From http://twww.bing.com/images/search?thedeployment-of-missiles-in-cuba. Accessed on 21 February 2019]

SOURCE 1D
The source below highlights how the Cuban Missile Crisis was resolved by both President Khrushchev and President Kennedy in October 1962.

QUESTION 2: WHY DID SOUTH AFRICA BECOME INVOLVED IN THE ANGOLAN WAR OF INDEPENDENCE?
SOURCE 2A
This source focuses on the reasons for the involvement of foreign countries in Angola.

SOURCE 2B
This extract by Christopher Saunders (Professor of Historical Studies in the University of Cape Town) focuses on the reasons and nature of South Africa’s involvement in Angola.

SOURCE 2C
This photograph was taken from ‘The War: Preparing for Africa’ which was published in 1990. It focuses on the involvement of the South African Defence Force in the Battle of Cuito Cuanavale.

[From https://www.dailymail.com.uk/news/article-4491842/Photo-backed-troops-fighting-communists Angola.htm#ixzz5GPkOC6jk. Accessed on 21 February 2019.]

SOURCE 2D
The source below is an extract written by Horace Campbell highlighting the military defeat of South Africa in Angola.

QUESTION 3: WHAT WAS THE IMPACT OF THE BLACK POWER MOVEMENT ON AFRICAN AMERICANS LIVING IN THE UNITED STATES OF AMERICA DURING THE 1960s?
SOURCE 3A
The source below outlines why Malcolm X encouraged African-Americans to support the Black Power Movement.

SOURCE 3B
The following source is an extract from an article that was written in a Black Panther newspaper in September 1968. It was in memory of Black Panther leaders who were killed by the US police.

SOURCE 3C
The following source focuses on the Black Panther’s Ten Point Plan.

SOURCE 3D
The poster below depicts the work of the Black Panther Party.

[From https://www.bing.com/images. Accessed on 21 February 2019.]

ACKNOWLEDGEMENTS

Visual sources and other historical information were taken from the following:

1. https://www.bing.com/imageshttps://www.dailymail.com.uk/news/article 4491842/Photo-backed-troops-fighting-communists Angola.htm#ixzz5GPkOC6jkhttps://outsider.org/nuclear-weapons/articles/Cuban missile-crisis/.
2. https://history.state.gov/milestones/1961-1968/cuban-missiles-crisis
3. http://www.socialstudiesforkids.com/ushistory/cubanmissilecrisis1.html Cuban Missile Crisis
4. http://www.sahistory.org.za/archive/military-defeat –south-african-angola-horace campbell-monthly-review-africa-angolal
5. http://www.itsabouttmebpp.com/BPP-Newspapers-index.html http://www.itsabouttimebpp.com.Articles.
6. http://www.aljazeera.com.
7. http://twww.bing.com/images/search?thedeployment-of-missiles-in-cuba. http://repository.uwc.ac.za/xmlui10566/1018
   C:/User/Downloads/saia sop 84 malaquias 2011531%20(1).pdf

INSTRUCTIONS AND INFORMATION

1. This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document.
   SECTION A: SOURCE-BASED QUESTIONS
   QUESTION 1: THE COLD WAR: CONTAINMENT AND BRINKMANSHIP – CUBAN MISSILE CRISIS
   QUESTION 2 INDEPENDENT AFRICA: CASE STUDY – ANGOLA
   QUESTION 3 CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE BLACK POWER MOVEMENT
   SECTION B: ESSAY QUESTIONS
   QUESTION 4: THE COLD WAR: CASE STUDY – CHINA
   QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA
   QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE CIVIL RIGHTS MOVEMENT
2. SECTION A consists of THREE source-based questions. Source material that is required to answer these questions can be found in the ADDENDUM.
3. SECTION B consists of THREE essay questions.
4. Answer THREE questions as follows:
   4.1 At least ONE must be a source-based question and at least ONE must be an essay question.
   4.2 The THIRD question may be either a source-based question or an essay question.
5. You are advised to spend at least ONE hour per question.
6. When answering the questions you should apply your knowledge, skills and insight.
7. You will be disadvantaged by merely rewriting the sources as answers.
8. Number the answers correctly according to the numbering system used in this question paper.
9. Write clearly and neatly.

QUESTIONS

SECTION A: SOURCE-BASED QUESTIONS
Answer at least ONE question, but not more than TWO questions from this section. Source material that is required to answer these questions will be found in the ADDENDUM.
QUESTION 1: HOW DID THE DEPLOYMENT OF MISSILES TO CUBA CONTRIBUTE TO COLD WAR TENSIONS BETWEEN THE
SOVIET UNION AND THE UNITED STATES IN THE 1960s?
Study Sources 1A, 1B, 1C and 1D and answer the questions that follow.
1.1 Refer to Source 1A.
1.1.1 Identify TWO ways from the source, which shows that tension between the USA and USSR increased in October 1962. (2 x 1) (2)
1.1.2 Why, do you think, President Kennedy opposed the Cuban government? (1 x 2) (2)
1.1.3 Comment on why Khrushchev decided to deploy missiles to Cuba. (2 x 2) (4)
1.2 Read Source 1B.
1.2.1 Why, according to the source, did President Kennedy address the American nation on television? (4 x 1) (4)
1.2.2 Define the concept blockade in the context of the Cuban Missile Crisis. (1 x 2) (2)
1.2.3 Explain why you think Khrushchev regarded the blockade as an ‘act of aggression’. (1 x 2) (2)
1.2.4 Why, do you think, the Cuban Missile Crisis reached a stalemate (deadlock)? (1 x 2) (2)
1.3 Consult Source 1C.
1.3.1 Explain the messages that are conveyed in this cartoon. Use the visual clues in the cartoon to support your answer. (2 x 2) (4)
1.3.2 Using the information in the source and your own knowledge, explain why Fidel Castro accepted the deployment of missiles in Cuba. (1 x 2) (2)
1.3.3 Explain to what extent a historian would consider the information in this source useful when researching the Cuban Missile Crisis. (2 x 2) (4)
1.4 Refer to Sources 1A and 1C. Explain how the information in Source 1A supports the evidence in Source 1C regarding the deployment of missiles in Cuba. (2 x 2) (4)
1.5 Study Source 1D.
1.5.1 How, according to the source, did the USSR and the USA negotiate a non-military solution to the Cuban Missile Crisis? (1 x 2) (2)
1.5.2 Why, according to the source, was the quarantine not removed immediately after the USA and USSR agreed on ending the crisis? (1 x 2) (2)
1.5.3 What impact did the end of the Cuban Missile Crisis have on the political careers of:

1. Kennedy (1 x 2)
2. Khrushchev (1 x 2) (4)

1.5.4 What, according to the source, were the lasting results of the Cuban Missile Crisis? (2 x 1) (2)
1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (80 words) explaining how the deployment of missiles to Cuba contributed to Cold War tensions between the Soviet Union and the USA in the 1960s. (8)[50]

QUESTION 2: WHY DID SOUTH AFRICA BECOME INVOLVED IN THE ANGOLAN WAR OF INDEPENDENCE?
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow.
2.1 Refer to Source 2A.
2.1.1 Define the concept civil war in the context of the Angolan War of Independence. (1 x 2) (2)
2.1.2 Name the THREE Angolan movements from the source that fought for the control of the country. (3 x 1) (3)
2.1.3 Which party, according to the source, became the official government of Angola after gaining independence? (1 x 1) (1)
2.1.4 Why, do you think, South Africa supported the FNLA and UNITA? (2 x 2) (4)
2.2 Read Source 2B.
2.2.1 Name any THREE interventions, mentioned in the source, that South Africa made in Angola between 1975 and 1988. (3 x 1) (3)
2.2.2 Why, do you think, Angola condemned South Africa’s aggressive intentions? (2 x 2) (4)
2.2.3 Quote THREE pieces of evidence from the source which suggests why South Africa became involved in the Angolan War of Independence. (3 x 1) (3)
2.2.4 Explain to what extent you would consider the information in this source reliable when researching South Africa’s involvement in Angola. (2 x 2) (4)
2.3 Use Source 2C.
2.3.1 What can you learn about South Africa’s involvement in the Battle of Cuito Cuanavale? Use the visual clues in the source to support your answer. (2 x 2) (4)
2.3.2 Using the information in the source and your own knowledge, explain the impact of the Battle of Cuito Cuanavale on South West Africa.(1 x 2) (2)
2.4 Compare Sources 2B and 2C. Explain how the information in Source 2B supports the evidence in Source 2C regarding the involvement of the South African Defence Force in Angola. (2 x 2) (4)
2.5 Study Source 2D.
2.5.1 Why, according to the source, was it necessary for President Botha to boost the morale of his troops? (1 x 2) (2)
2.5.2 Explain in your own words why you think South Africa was unable to capture Cuito Cuanavale. (1 x 2) (2)
2.5.3 Comment on the statement that the South African Defence Force ‘placed black troops in front of the white troops to bear the brunt of the fighting.’ (1 x 2) (2)
2.5.4 Using the information in the source and your own knowledge, explain why South Africa’s participation in the Angolan War of Independence was regarded as unpopular in South Africa. (1 x 2) (2)
2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words), explaining why South Africa became involved in the Angolan War of Independence. (8) [50]

QUESTION 3: WHAT WAS THE IMPACT OF THE BLACK POWER MOVEMENT ON AFRICAN AMERICANS LIVING IN THE UNITED STATES OF
AMERICA DURING THE 1960s?
Study Sources 3A, 3B, 3C and 3D and answer the questions that follow.
3.1 Refer to Source 3A.
3.1.1 Who, according to the source, did Malcolm X represent? (2 x 1) (2)
3.1.2 Quote evidence from the source which suggests that Malcolm X encouraged the use of violence. (1 x 1) (1)
3.1.3 Define the concept Black Power in your own words. (1 x 2) (2)
3.1.4 Using the information in the source and your own knowledge explain why the Black Power Movement rejected the Civil Rights Movement. (2 x 2) (4)
3.1.5 Explain the usefulness of the source for a historian researching Malcolm X’s stance on violence. (2 x 2) (4)
3.2 Consult Source 3B.
3.2.1 How, according to the source, were the three members of the Black Panther Party killed? (3 x 1) (3)
3.2.2 Quote TWO pieces of evidence from the source which suggest reasons for the continued violent attacks on the members of the Black Panther Party and the Black Power Movement by police.(2 x 1) (2)
3.2.3 Comment on why you think the writer suggested that ‘new methods of resistance had to be adapted and applied’ in the context of the Black Power Movement. (2 x 2) (4)
3.3 Study Source 3C.
3.3.1 Mention any TWO benefits, from the source, that the people of Richmond received from the People’s Survival Programme. (2 x 1) (2)
3.3.2 Why, do you think, these programmes were offered to the people of Richmond? (1 x 2) (2)
3.3.3 What, according to the source, were the ultimate goals of the ‘Survival Programme’? (2 x 1) (2)
3.3.4 Comment on the slogan ‘ALL POWER TO THE PEOPLE’ in the context of the programme that the Black Panther Party introduced. (2 X 2) (4)
3.4 Use Source 3D.
3.4.1 By using visual clues from the source, name ONE programme of the Black Panther Party in USA in the 1960s. (1 x 2) (2)
3.4.2 Use the information in the source and your own knowledge, explain the aims of the Black Panther Party. (2 x 2) (4)
3.5 Compare Sources 3C and 3D. Explain how the information in Source 3C supports the evidence in Source 3D regarding the programmes of the Black Panther Party. (2 x 2) (4)
3.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining the impact of the Black Power Movement on African Americans living in the United States of America during the 1960s. (8)[50]

SECTION B: ESSAY QUESTIONS
Answer at least ONE question, but not more than TWO questions, from this section.
Your essay should be about THREE pages long.

QUESTION 4: THE COLD WAR: CASE STUDY – CHINA
Mao Zedong’s policies of the Great Leap Forward and the Cultural Revolution were unsuccessful in transforming China between 1958 to 1969.
Do you agree with the statement? Support your line of argument with relevant historical evidence. [50]

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA
Critically discuss the economic, political and social challenges that both the Congo and Tanzania faced after attaining independence in the 1960s. [50]

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE USA CIVIL RIGHTS MOVEMENT
Explain to what extent the various forms of protest actions of the Civil Rights Movement were successful in ending racial discrimination and segregation in the USA in the 1960s. [50]

TOTAL: 150

INSTRUCTIONS AND INFORMATION

1. This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document.
   SECTION A: SOURCE-BASED QUESTIONS
   QUESTION 1: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA
   QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST
   QUESTION 3: THE END OF THE COLD WAR AND A NEW WORLD ORDER, 1989 TO THE PRESENT
   SECTION B: ESSAY QUESTIONS
   QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s
   QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA COMING TO TERMS WITH THE PAST: NEGOTIATED SETTLEMENT AND THE GNU
   QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989
2. SECTION A consists of THREE source-based questions. Source material that is required to answer these questions may be found in the ADDENDUM.
3. SECTION B consists of THREE essay questions.
4. Answer THREE questions as follow:
   4.1 At least ONE must be source-based question and at least ONE must be an essay question.
   4.2 The THIRD question can either be a source-based question or an essay question.
5. You are advised to spend at least ONE hour per question.
6. When answering questions, candidates should apply their knowledge, skill and insight.
7. You will be disadvantaged by merely rewriting the sources as answers.
8. Number the answers correctly according to the numbering system used in this question paper.
9. Write neatly and legibly.

QUESTIONS

SECTION A: SOURCE-BASED QUESTIONS
Answer at least ONE question, but not more than TWO questions, in this section. Source material to be used to answer these questions is contained in the ADDENDUM.
QUESTION 1: HOW DID THE BLACK CONSCIOUSNESS MOVEMENT (BCM) CHANGE THE POLITICAL SCENE OF SOUTH AFRICA
IN THE 1970s?
Study Sources 1A, 1B, 1C and 1D and answer the questions that follow.
1.1 Refer to Source 1A.
1.1.1 What, according to the source, did the Black Consciousness Movement instigate in the 1970s? (1 x 2) (2)
1.1.2 Define the term Black Consciousness in your own words. (1 x 2) (2)
1.1.3 Using the information in the source and your own knowledge, explain why Biko formed SASO. (2 x 2) (4)
1.1.4 Name TWO organisations from the source that were formed as a result of the influence of the Black Consciousness Movement. (2 x 1) (2)
1.1.5 Why, do you think, the government saw the Black Consciousness Movement (BCM) as a threat? (1 x 2) (2)
1.2 Study Source 1B.
1.2.1 Where, according to the source, did the children assemble to co-ordinate their march? (1 x 1) (1)
1.2.2 Comment on what is implied by the following statement, ‘When they returned that evening their world would be changed forever.’ (2 x 2) (4)
1.2.3 Name TWO student leaders from the source who led the marches at their respective schools. (2 x 1) (2)
1.2.4 Using the information in the source and your own knowledge, explain what did the students of Soweto imply by the words: ‘It happened in Angola. Why not here?’ (2 x 2) (4)
1.3 Read Source 1C.
1.3.1 According to the source, where were the gunshot victims rushed to? (1 x 2) (2)
1.3.2 Mention THREE reactions of children when the police threw a teargas-shell at them. (3 x 1) (3)
1.3.3 Comment on the usefulness of the information in this source for a historian researching the reaction of the apartheid police on students of Soweto. (2 x 2) (4)
1.4 Consult Source 1D.
1.4.1 What message is conveyed in this photograph regarding the apartheid police? (1 x 2) (2)
1.4.2 Comment on the possible reactions to this photograph by the following:

1. The international community (1 x 2) (2)
2. Black South Africans (1 x 2) (2)

1.5 Compare Sources 1C and 1D. Explain how the information in Source 1C supports the evidence in Source 1D regarding the reaction of the police during the Soweto Uprising. (2 x 2) (4)
1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how the Black Consciousness Movement (BCM) changed the political scene of South Africa in the 1970s. (8) [50]

QUESTION 2: DID THE AMNESTY PROCESS OF THE TRUTH AND RECONCILIATION COMMISSION (TRC) HEAL SOUTH AFRICA FROM ITS DIVIDED PAST?
Study Sources 2A, 2B, 2C and 2D to answer the following questions.
2.1 Study Source 2A.
2.1.1 Why, according to the source, was the TRC formed? (2 x 1) (2)
2.1.2 Define the term reconciliation in the context of the TRC. (1 x 2) (2)
2.1.3 Using the information in the source and your own knowledge, explain why the TRC wanted to establish ‘a need for understanding, but not for vengeance’ in South Africa. (2 x 2) (4)
2.1.4 Who, according to the source, would be offered amnesty? (1 x 2) (2)
2.2 Consult Source 2B.
2.2.1 Name any TWO security policemen from the source that were held responsible for killing the Cradock Four. (2 x 1) (2)
2.2.2 Using the information in the source and your own knowledge, explain why the apartheid government killed the Cradock Four. (2 x 2) (4)
2.2.3 How, according to the source, were the Cradock Four killed? (2 x 1) (2)
2.2.4 Comment on why you would regard the information in the source as useful when researching the amnesty hearing of the security
policemen at TRC. (2 x 2) (4)
2.3 Read Source 2C.
2.3.1 Name TWO of the Cradock Four widows from the source that testified at the TRC amnesty hearings. (2 x 1) (2)
2.3.2 Why do you think Mrs Calata appeared before the TRC hearings? (2 x 2) (4)
2.3.3 Explain what human rights Mrs Calata and her children were deprived of by the security police. (2 x 2) (4)
2.3.4 Quote evidence from the source that indicates that Ms Mhlauli’s husband was brutally murdered. (1 x 2) (2)
2.4 Use Source 2D.
2.4.1 What message is conveyed in this photograph regarding the work of the TRC? (1 x 2) (2)
2.4.2 Who was the chairperson at the TRC hearings? (Use a visual clue from the photograph to answer the question.) (1 x 2) (2)
2.5 Compare Sources 2C and 2D. Explain how the information in Source 2C supports the evidence in Source 2D regarding the appearance of the Cradock Four wives at the TRC hearings. (2 x 2) (4)
2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining whether the amnesty process of the TRC healed South Africa from its divided past. (8) [50]

QUESTION 3: WHAT IMPACT DID GLOBALISATION HAVE ON THIRD WORLD COUNTRIES?
Study Sources 3A, 3B, 3C and 3D to answer the following questions.
3.1 Read Source 3A.
3.1.1 Define the term globalisation in your own words. (1 x 2) (2)
3.1.2 How, according to the source, did globalisation attempt to unite the world economically? (2 x 1) (2)
3.1.3 Using the information in the source and your own knowledge, explain the factors that contributed to the process of globalisation.(2 x 2) (4)
3.1.4 Using the information in the source and your own knowledge, explain why loans were granted to developed nations rather than to Third World countries. (2 x 2) (4)
3.1.5 Name TWO financial institutions from the source that granted loans to developing countries. (2 x 1) (2)
3.2 Refer to Source 3B.
3.2.1 Name TWO pivotal roles from the source that globalisation plays on Third World countries. (2 x 1) (2)
3.2.2 Using the information in the source and your own knowledge, explain why foreign loans were not beneficial for Third World countries. (2 x 2) (4)
3.2.3 Comment on the reliability of the information in this source for a historian studying the impact that globalisation had on Third World countries. (2 x 2) (4)
3.2.4 How, according to the source, are Third World countries connected to the rest of the world? (2 x 1) (2)
3.3 Consult Source 3C.
3.3.1 How, according to the source, did globalisation affect developing countries? (2 x 1) (2)
3.3.2 Using the information in the source and your own knowledge, explain how technology has negatively influenced the Third World countries (2 x 2) (4)
3.3.3 How, according the source, were jobs for casual labourers created? (1 x 2) (2)
3.4 Study Source 3D.
3.4.1 What message is conveyed in FRAME 1 about China and India before the impact of globalisation? (1 x 2) (2)
3.4.2 Explain the message that is conveyed in FRAME 2. (1 x 2) (2)
3.5 Refer to Sources 3B and 3C. Explain how the information in Source 3B differs from the information in Source 3C regarding the influence that globalisation had on Third World countries. (2 x 2) (4)
3.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining the impact that globalisation had on Third World countries. (8) [50]

SECTION B: ESSAY QUESTIONS
Answer at least ONE question, but not more than TWO questions, in this section. Your essay should be about THREE pages long.

QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s
‘It was only the boycotts imposed on South Africa in the late 1980s that contributed to the end of Apartheid.’
Do you agree with the statement? Substantiate your line of argument by using relevant evidence. [50]

QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST
Explain to what extent leadership, negotiations and compromise between the different political parties in South Africa paved the way for a democratic South Africa in 1994. [50]

QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989
Critically discuss how the collapse of communism in the Soviet Union led to negotiations between the African National Congress (ANC) and the National Party (NP) government. [50]

TOTAL: 150

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

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. 
• When assessing open-ended source-based questions, learners should  be credited for any relevant answers.
• Learners are expected to take a stance when answering ‘to what  extent’ questions in order for any marks to be awarded. 

1.3 Assessment procedures for source-based questions 

• Use a tick (✔) for each correct answer
• Pay attention to the mark scheme e.g. (2 x 2) which translates to two  reasons and is given two marks each (✔✔ ✔✔); (1 x 2) which  translates to one reason and is given two marks (✔✔)
• If a question carries 4 marks then indicate by placing 4 ticks (✔✔✔✔)

Paragraph question 
Paragraphs are to be assessed globally (holistically). Both the content  and structure of the paragraph must be taken into account when awarding  a mark. The following steps must be used when assessing a response to  a paragraph question: 

• Read the paragraph and place a bullet ( . ) at each point within the text  where the candidate has used relevant evidence to address the  question.
• Re-read the paragraph to evaluate the extent to which the candidate  has been able to use relevant evidence to write a paragraph. ∙ At the end of the paragraph indicate the ticks (√) that the candidate  has been awarded for the paragraph; as well as the level (1, 2 or 3) as  indicated in the holistic rubric and a brief comment e.g.
  ___________ ˖ __________________________ ˖ _________________ _________________ ˖ __________________________ ˖ ___________ √√√√ Level 2
  Used mostly relevant evidence to write a basic paragraph
• Count all the ticks for the source-based question and then write the mark on  the right-hand bottom margin e.g. 32/50
• Ensure that the total mark is transferred accurately to the front/back  cover of the answer script. 

2. ESSAY QUESTIONS 
2.1 The essay questions require candidates to: 

• Be able to structure their argument in a logical and coherent manner.  They need to select, organise and connect the relevant information so  that they are able to present a reasonable sequence of facts or an  effective argument to answer the question posed. It is essential that an  essay has an introduction, a coherent and balanced body of evidence  and a conclusion. 

2.2 Marking of essay questions 

• Markers must be aware that the content of the answer will be guided  by the textbooks in use at the particular centre.
• Candidates may have any other relevant introduction and/or  conclusion than those included in a specific essay marking guideline  for a specific essay.
• When assessing open-ended source-based questions, learners should  be credited for Any other relevant answers. 

2.3 Global assessment of the essay 
The essay will be assessed holistically (globally). This approach requires the  teacher to score the overall product as a whole, without scoring the  component parts separately. This approach encourages the learner to offer  an individual opinion by using selected factual evidence to support an  argument. The learner will not be required to simply regurgitate 'facts' in order  to achieve a high mark. This approach discourages learners from preparing  ‘model’ answers and reproducing them without taking into account the  specific requirements of the question. Holistic marking of the essay credits  learners’ opinions supported by evidence. Holistic assessment, unlike  content-based marking, does not penalise language inadequacies as the  emphasis is on the following: 

• The construction of argument 
• The appropriate selection of factual evidence to support such argument
• The learner’s interpretation of the question. 

2.4 Assessment procedures of the essay 
2.4.1 Keep the synopsis in mind when assessing the essay. 
2.4.2 During the reading of the essay ticks need to be awarded for a  relevant introduction (indicated by a bullet in the marking  guideline/memorandum), each of the main points/aspects that is  properly contextualised (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 Keep the PEEL structure in mind when assessing an essay.

2.4.4 The following symbols MUST be used when assessing an essay: 

• Introduction, main aspects and conclusion not properly  contextualised  ^ 
• Wrong statement                                 _________________ 
• Irrelevant statement                             |
                                                               |
                                                               | 
• Repetition R 
• Analysis A√ 
• Interpretation I√ 
• Line of argument LOA  ⇑⇓

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. 

1. The first reading of essays will be to determine to what extent  the main aspects have been covered and to allocate the  content level (on the matrix).

   C	LEVEL 4

2. The second reading of essays will relate to the level (on the  matrix) of presentation.

   C	LEVEL 4
   P	LEVEL 3

3. Allocate an overall mark with the use of the matrix.

   C	LEVEL 4	}26–27
   P	LEVEL 3

MARKING MATRIX FOR ESSAY: TOTAL: 50 

*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 BLACK CONSCIOUSNESS MOVEMENT (BCM) CONTRIBUTE TO CHANGED THE POLITICAL SCENE IN  SOUTH AFRICA IN THE 1970s?  
1.1 1.1.1 [Extraction of evidence from Source 1A – L1] 

•  A social, cultural and political awakening (1 x 2) (2) 

1.1.2 [Definition of historical concepts from Source 1A – L1] 

• Accepting oneself as black/self-value/self-esteem/self-worth
• To be proud of what you are/black pride 
• Black South Africans should be proud of themselves and should  strive for self-reliance 
• Black South Africans should become independent 
• Any other relevant response (Any 1 x 2) (2) 

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

• Frustrated with the white leadership of NUSAS 
• The lack of leadership to continue the struggle against apartheid forward
• Leaders of NUSAS were not exposed to the oppression measures of apartheid 
• Lack of liberation organisations to fight for freedom 
• Any other relevant response (Any 2 x 2) (4) 

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

• Black Community Programs Organisations 
• Black People’s Convention (2 x 1) (2) 

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

•  They conscientised blacks South Africans of their political rights
• It united black South Africans to fight against oppression 
• It instigated black South Africans to stand up against the racist  apartheid government 
• Any other relevant response (Any 1 x 2) (2) 

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

•  School grounds (1 x 1) (1) 

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

• The Soweto Uprising became the turning point in South African  history
• Some of their children were killed
• Some of their children were beaten/injured and arrested
• Intensified resistance against apartheid began
• They found Soweto in clouds of smoke/flames 
• Any other relevant response (Any 2 x 2) (4) 

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

• Tsietsi Mashinini
• Tebello Motapanya (2 x 1) (2)

1.2.4 [Interpretation of evidence Source 1B – L2] 

• The South African apartheid government can be defeated
• They were confident that the Bantu Education system can be  defeated
• That Afrikaans as a medium of instruction that was enforced on them can be abolished 
• The fact that South Africa was defeated in Angola and was forced to withdraw 
• Any other relevant response (Any 2 x 2) (4) 

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

• Phefeni Clinic (1 x 2) (2) 

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

• They became angry
• Began throwing rocks at the police 
• Throwing any objects they could find at the police (3 x 1) (3) 

1.3.3 [Evaluate the usefulness of the evidence from Source 1C – L3]
This source is USEFUL because: 

• It is an eyewitness account of how events unfolded on 16 June  1976
• This information can be collaborated with other sources
• It reveals the brutality of the police
• It gives one insight of what really happened on this day
• It reveals that children were killed and wounded on this day
• Any other relevant response (Any 2 x 2) (4) 

1.4 1.4.1 [Interpretation of evidence from the Source 1D – L2] 

• It shows that police were indeed present in Soweto
• It reveals the brutality of the police
• It shows the police upholding the policy of apartheid
• It shows they are protecting white supremacy
• Any other relevant response (Any 1 x 2) (2)

1.4.2 [Interpretation of evidence from Source 1D – L2] 

1.                          
   • Put pressure on the South African government to end apartheid 
   • Impose boycotts and sanctions on South Africa 
   • Will condemn this action as it was a violation of children’s basic  human rights
   • Any other relevant response (Any 1 x 2) (2)
2.                        
   • Angry
   • Shocked
   • Concerned about the safety of their children
   • Any other relevant response (Any 1 x 2) (2)

1.5 [Comparison of evidence from Sources 1C and 1D – L3] 

• Both sources reveal the brutality of the police 
• Source 1C reveals that students were running from the police 
• Source 1D shows one of the pupils running away from the police
• Any other relevant response (Any 2 x 2) (4) 

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

• The political scene were silenced with the banning of the ANC and PAC  (Source 1A) 
• BCM instigated a social, cultural and political awakening in South Africa  (Source 1A) 
• Led to the formation of SASO (Source 1A) 
• It conscientised black South Africans to stand up against oppression (Own  knowledge) 
• Made black South African realise their self-worth (Source 1B) 
• Conscientised black students to reject the Bantu Education system  (Source 1B)
• Pupils rejected the use of Afrikaans (Source 1B) 
• Led to the formation of community organisations (Own knowledge)
• Students were empowered with leader and organisational skills (Source 1B)
• Led to the Soweto Uprising that became the turning point in the history of  South Africa (Own knowledge) 
• Influenced by the BCM, students became fearless (Source 1C and 1D)
• Soweto Uprising sparked riots and unrest throughout the whole of South  Africa (Own knowledge) 
• International community started putting pressure on South Africa to end  apartheid (Own knowledge) 
• Any other relevant response 

Use the following rubric to allocate a mark: 

(8) [50]

QUESTION 2: DID THE AMNESTY PROCESS OF THE TRUTH AND  RECONCILIATION COMMISSION (TRC) HEAL SOUTH AFRICA  FROM ITS DIVIDED PAST? 
2.1 2.1.1 [Extraction of evidence from Source 2A – L1] 

• To deal with the past 
• ‘People’s human rights are not abused again’ (2 x 1) (2) 

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

• Bringing together victims and perpetrators 
• To establish the truth in order to promote forgiveness and bring  about healing of political crimes that were committed after 1960
• Any other relevant response (Any 1 x 2) (2) 

2.1.3 [Interpretation of evidence Source 2A – L2] 

• South Africans should forgive each other for past atrocities 
• To promote peace amongst South Africans 
• To promote unity amongst South Africans 
• Any other relevant response (Any 2 x 2) (4) 

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

•  To those who came forward and confessed their crimes (1 x 2) (2) 

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

• Johan van Zyl 
• Eric Taylor
• Gerhardus Lotz 
• Nicholas van Rensburg 
• Harold Snyman 
• Hermanus du Plessis (Any 2 x 1) (2) 

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

• To quiet any opposition to the apartheid government 
• They were perceived as agitators 
• Wanted to maintain white supremacy 
• They were members of the UDF (anti-apartheid organisation) 
• Any other relevant response (Any 2 x 2) (4) 

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

• Stabbed 
• Bodies burned (2 x 1) (2) 

2.2.4 [Evaluate the usefulness of the evidence from Source 2B – L3]
This source is USEFUL because: 

• The information is the original testimony given during the amnesty  hearing
• This information can be collaborated with other sources
• This information is from the state archives and has not been   tampered with
• Perpetrators came forward and disclosed the truth
• Any other relevant response (Any 2 x 2) (4)

2.3 2.3.1 [Extraction of evidence from Source 2C – L1] 

• Mrs Calata 
• Ms Mhlauli (2 x 1) (2) 

2.3.2 [Interpretation of evidence Source 2C – L2] 

• To find closure
• To find peace
• To explain to her children how their father died
• Any other relevant response (Any 2 x 2) (4) 

2.3.3 [Interpretation of evidence Source 2C – L2] 

• Growing up without a father
• Not knowing who their father was
• Left Mrs Calata with the responsibility of raising her children alone
• Any other relevant response (Any 2 x 2) (4) 

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

• ‘To have the hand which is said to be in a bottle in  Port Elizabeth’ (1 x 2) (2) 

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

• The TRC provided a platform for victims (Mrs Calata) to tell their  suffering 
• She had the opportunity to see who killed her husband 
• She could now hear how her husband died
• Any other relevant response (Any 1 x 2) (2) 

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

• Desmond Tutu (1 x 2) (2) 

2.5 [Comparison of evidence from Sources 2C and 2D – L3]

• Source 2C deal with the statement of Mrs Calata giving her testimony at the TRC hearings. Source 2D shows that the she indeed attended the TRC hearings
• Both sources indicates that she attended the TRC hearings to seek  the truth
• Both sources indicates that the women attended the TRC hearings  to seek the truth about the killing of their husbands.
• Any other relevant response (Any 2 x 2) (4)

2.6 [Interpretation, comprehension and synthesis of evidence from sources – L3]
Candidates could include some of the following: 

• The reason for the establishment of the TRC was to deal with the past  (Source 2A)
• The TRC offered full amnesty to those who came forward and confessed  their crimes (Source 2A) 
• TRC provided a platform for the security policemen to reveal the truth  about the Cradock Four (Source 2B)
• Van Zyl revealed the truth of the Cradock Four in his amnesty hearing  (Source 2B) 
• Victims had the opportunity to confront those who hurt their loved ones  (Own knowledge)
• Perpetrators had the chance to show remorse (Own knowledge)
• The TRC provided a platform for the wives of the Cradock Four to give  their opinions on the amnesty process (Source 2C)
• Victims found out for the first time what happened to their loved ones  and how they died (Own knowledge)
• Widows revealed the suffering they endured because of the loss of their  husbands (Source 2C)
• The widows wanted the truth to be told on why their husbands were  brutally murdered (Source 2C)
• Two of the widows were in favour of the granting of amnesty (Source 1C)
• Mrs Mkhonto wanted the perpetrators to be punished (Source 2C) 
• Victims found closure at the TRC hearing (Source 1D)
• Any other relevant response (8)

Use the following rubric to assess this paragraph: 

(8) [50]

QUESTION 3: WHAT IMPACT DID GLOBALISATION HAVE ON THIRD  WORLD COUNTRIES? 
3.1 3.1.1 [Definition of historical concepts from Source 3A – L1] 

• Refers to the technological, political and economic changes, which  have resulted in the world functioning in a different way from what  it did 20 years ago 
• Any other relevant explanation (1 x 2) (2) 

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

• Deregulated foreign trade 
• Reduction in trade tariffs 
• Removal of export fees (Any 2 x 1) (2) 

3.1.3 [Interpretation of evidence Source 3A – L2] 

• Advanced technology
• Internet made news and information move quickly around the  world
• Few trade barriers 
• Greater movement and migration of people in search of jobs
• Any other relevant response (Any 2 x 2) (4) 

3.1.4 [Interpretation of evidence Source 3A – L2] 

• Third World countries do not repay loans quick enough
• Third World countries are subjected to a set of pre-conditions for  aid
• They have to have democratic forms of governments
• Any other relevant response (Any 2 x 2) (4) 

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

• International Monetary Fund (IMF)
• World Bank (2 x 1) (2) 

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

• Shaping politics
• Promoting technological development
• Enhancing economic processes
• Improvement of social, health and the natural environment   (Any 2 x 1) (2) 

3.2.2 [Interpretation of evidence Source 3B – L2] 

• Brought more poverty 
• Found themselves in debt by these loans
• These countries had to adopt a capitalist economic policy
• Forced to open up their countries to foreign investors 
• It created greed and corruption in many Third World countries
• Any other relevant response (Any 2 x 2) (4)

3.2.3 [Evaluate the reliability of the evidence from Source 3B – L3]
This source is RELIABLE because: 

• The source shows both the positive and negative effects that  globalisation had on Third World countries
• It is not biased
• Gives a balanced account of the effects of globalisation
• It shows the income inequality that is created in developing  countries
• It also indicates the threat of technology to millions of jobs
• It shows that globalisation lead to the development of developing  countries
• Any other relevant response (Any 2 x 2) (4) 

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

• Satellite
• Cable (2 x 1) (2) 

3.3 3.3.1 [Extraction of evidence from Source 3C – L1] 

• Unemployment 
• Widening income inequality 
• Cultural domination (Any 2 x 1) (2) 

3.3.2 [Interpretation of evidence Source 3C – L2] 

• It lessened the need for casual and unskilled labour
• Manual labour has been replaced by machines
• Led to unemployment and poverty
• Any other relevant response (Any 2 x 2) (4) 

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

• Influx of foreign investors (1 x 2) (2) 

3.4 3.4.1 [Interpretation of evidence Source 3D – L2] 

• They were backward countries 
• They were poor counties
• Starvation and poverty was rife in these countries
• Any other relevant response (Any 1 x 2) (2) 

3.4.2 [Interpretation of evidence Source 3D – L2] 

• Both countries have become part of the global world
• Both countries have started developing economically
• More people became educated
• Any other relevant response (Any 1 x 2) (2)

3.5 [Comparison of evidence from Sources 3B and 3C – L3] 

• Source 3B shows that globalisation has contributed to economic develop  in developing countries whereas Source 3C indicates that globalisation is  harming developing countries economically
• Source 3B indicates that globalisation improves the living conditions of  millions in developing countries whereas Source 3D indicates that some of  the poor people are becoming poorer 
• Source 3B indicates that globalisation is promoting technology in  developing countries whereas Source 3C indicates that technology has  become a threat to millions of jobs
• Any other relevant response (Any 2 x 2) (4) 

3.6 [Interpretation, comprehension and synthesis of evidence from sources – L3] Candidates could include some of the following: 
POSITIVE IMPACT

• Deregulate trade, reduction of trade tariffs and the removal of export fees  (Source 3A)
• Had access to foreign aid (Sources 3A and 3B) 
• Helped Third World countries improve the living conditions of their  population (Source 3A)
• Ensure free trade between countries (Own knowledge)
• Improve living conditions of millions (Source 3B and 3C)
• Promotes technological growth (Source 3B)
• Value of education realised (Source 3D)
• Any other relevant response 

NEGATIVE IMPACT 

• Loss of skilled workers because of migration (Source 3A and 3C)
• Open up countries to foreign trade (Own knowledge)
• Depend on foreign loans or development (Own knowledge)
• Led to poverty and breed corruption (Source 3A and 3B)
• Led to inequality – rich become richer and poor become poorer (Source 3A)
• Become markets for developed nations (Source 3B)
• Led to unemployment, widening income inequality and cultural imperialism  (Source 3B)
• Technology becomes a threat to millions of jobs (Source 3B)
• Led to migration (Source 3A and 3C)
• Decrease of skilled labourers in developing countries (Source 3C)
• Any other relevant response (8)

Use the following rubric to assess this paragraph. 

(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 whether they agree or disagree with the statement. If  they agree they must discuss the boycotts imposed on South Africa in the late 1980s  that contributed to the end of apartheid. 

MAIN ASPECTS 
Candidates should include the following aspects in their essays: 

• Introduction: Candidates need to take a stance and demonstrate if it was only  boycotts against South Africa in the 1980s that contributed to the end of apartheid. 

ELABORATION 

• Formation and role of the Anti-Apartheid Movement (AAM) in the United  Kingdom/Irish Anti-Apartheid 
• The role of the International Defence Aid Fund (IDAF) background made funds  available for anti-apartheid activities
• P.W. Botha’s attempt at reforming apartheid/cosmetic reforms 
• P.W. Botha’s Rubicon speech in 1985 forced the international community to action  which embarked on various forms of boycotts, sanctions and disinvestments  against the apartheid regime
• Sport boycotts: SANROC, HATR and SACOS
• Cultural boycotts: In 1985 US artists protested against apartheid and refused to  perform in South Africa and raised money for the liberation movements ∙ In 1986 the Freedom Festival took place in London
• Academic boycotts: International scholars refused to travel to South Africa /  International publishers refused to publish South African manuscripts and grant  access to information/International conferences barred South Africa scholars/  Institutions abroad denied South Africa academic access and refused to recognise  South African degrees
• Consumer boycotts: OPEC placed an embargo on oil sales to South Africa(South  Africa experienced a recession in 1980s)/Irish workers refused to handle fruits from  SA/Imports of raw materials from South Africa – coal, iron, steel – were banned
• Disinvestment: In 1980s foreign investments dropped by 30%; By 1980 Britain already disinvested from Simon’s Town naval dockyard; General Motors and  Barclays Bank pulled out of SA/In the 1980s South Africa’s economy struggled as  investors left the country/The effects of AAM protests had a negative effect on the  South African government 
• Between 1985 and 1990 over 200 US companies pulled out of South Africa/The  University of California withdrew investments of three million dollars from South  Africa
• Sanction: In 1985 the US bank Chase Manhattan cut ties with South Africa/The  Johannesburg Stock Exchange closed for 4 days/The value of the rand dropped  by 35% from 54 to 34 cents to the dollar/In 1986 the US Congress passed a law  that banned all new investments and loans in South Africa/Big corporations such  as General Electric, Pepsi Cola, General Motors, Mobil and IBM stopped their  activities in South Africa/USA threatened to stop weapon sales to countries  which provided weapons to South Africa/In 1986 the Anti-Apartheid Law of the  USA caused Europe and Japan to introduce sanctions against South  Africa/International banks lost confidence in South Africa’s economy
• In 1982 the United Nations condemned apartheid and called for total sanctions  against South Africa
• In 1985 the European Economic Community banned new investments in South  Africa
• In 1988 one fifth of British companies withdrew their businesses from South  Africa because of pressure from shareholders/ Barclays Bank sold their shares  due to pressure of the British public/The South African economy kept  stagnating and produced a growth of only 1,1% 
• Release Mandela Campaign: Wembley Stadium/United Nations/UN Security  Council and UN General Assembly called for the release of Nelson Mandela
• The role of international trade unions: The AAM in Europe and  Australia/Liverpool dockworkers/Finland’s Transport Workers Union imposed a  ban on trade with South Africa
• This resulted in South Africa experiencing great economic difficulties and they  were forced to begin negotiations with liberation organisations in South Africa ∙ The role of the frontline states
• Any other relevant response 

Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]

QUESTION 5: THE COMING OF DEMOCRACY IN SOUTH AFRICA AND COMING TO TERMS WITH THE PAST: NEGOTIATED  SETTLEMENT AND THE GNU 
[Plan and construct an original argument based on relevant evidence using  analytical and interpretative skills] 

SYNOPSIS  
Candidates need to indicate to what extent leadership, negotiations and  compromise between the different political parties in South Africa paved the way  for a democratic South Africa in 1994. 

MAIN ASPECTS 
Candidates should include the following aspects in their essay: 

• Introduction: Candidates need to indicate how leadership, negotiation and  compromise paved the way for a democratic South Africa in 1994. 

ELABORATION 

• De Klerk comes to power in 1989 – brief background 
• De Klerk’s speech in parliament on 2 February 1990 (political leadership)
• The unbanning of political and civic organisations, such as the ANC and SACP
• The removal of restrictions on COSATU, AZAPO, etc. (political leadership and  commitment) 
• Groote Schuur Minute, 2 May 1990 (ANC and NP met; ANC delegation led by  Nelson Mandela; NP delegation led by FW de Klerk) (political leadership and  commitment)
• Apartheid legislation revoked, such as the Separate Reservation of Amenities  Act (political leadership and commitment) 
• Pretoria Minute, 6 August 1990 (ANC agreed to suspend the armed struggle)
• CODESA 1 (19 political parties, excluding AZAPO, CP and PAC/300 delegates  met) (political leadership and commitment) 
• Violence erupts in some parts of the country, such as the Witwatersrand and  Natal Whites-only referendum and its impact (March 1992) (political  leadership)
• CODESA 2 (2 May 1992) collapsed. Parties failed to agree on a new  constitution making body and interim government (political leadership and  commitment)
• NP wanted minority veto while ANC wanted an interim government for no  longer than 18months and simple majority rule
• Boipatong massacre and its consequences (17 June 1992) ∙ Bhisho massacre nearly derailed the process of negotiations (7 September  1992)
• Record of Understanding signed on 26 September 1992 between Roelf Meyer  (NP) and Cyril Ramaphosa (ANC) (political leadership and commitment) ∙ Increased violence – rolling massa action (i.e. Boipatong, Bisho etc.)
• Assassination of Chris Hani (10 April 1993) and its impact on South Africa  (political leadership)
• Multiparty Negotiating Forum (political leadership and commitment)
• Right-wing (AWB) attack on World Trade Centre and its consequences
• Sunset Clause introduced by Joe Slovo broke the negotiations deadlock  (political leadership and commitment)
• Election date announced, 27 April 1994 (political leadership) 
• ANC won elections and Mandela became the first black South African  President 
• Any other relevant response 

Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]

QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER:  1989 TO THE PRESENT 
[Plan and construct an original argument based on relevant evidence using  analytical and interpretative skills.] 

SYNOPSIS 
Candidates need to critically discuss how the collapse of communism in the Soviet  Union led to negotiation between the African National Congress (ANC) and the  National Party (NP) government.  

MAIN ASPECTS 
Candidates should include the following aspects in their response: ∙ Introduction: Candidates need to take a stance and indicate whether  Gorbachev’s policies led to the collapse of communism and led to negotiations  between the NP and the ANC. 

ELABORATION 

• Gorbachev’s policies of glasnost and perestroika
• By the end of 1989 the Soviet Union disintegrated and its impact 
• The communist regimes in Eastern Europa collapsed
• Political changes in the rest of the world put pressure on the apartheid regime  to embark on changes 
• The collapse of communism affected both the National Party and the ANC
• The National Party was now prepared to negotiate with the ANC
• The National Party’s fear of a communist-controlled ANC now seemed  unfounded
• After the demise of communism in the Soviet Union; the ANC did not receive  further support from the Soviet Union 
• The ANC could no longer rely on the Soviet Union for economic and military  support
• The National Party’s claim that it was protecting South Africa from a communist  onslaught became unrealistic
• Countries in the western world supported the move that South Africa should  resolve its problems peacefully and democratically 
• There was no doubt that continued repression of black South Africans by the  apartheid regime was not sustainable and would result in political instability
• The government started to believe that reform was needed to include the development of a strong middle-class which would act as a ‘bulwark against the  revolution’ 
• PW Botha suffered a stroke and was succeeded by FW de Klerk
• FW de Klerk realised South Africa’s political predicament and began to accept  that the black South African struggle against apartheid was not a conspiracy  directed from Moscow 
• This enabled De Klerk to engage in discussions with the liberation  organisations
• On 2 February 1990 De Klerk announced ‘a new and just constitutional  dispensation’
• De Klerk unbanned all anti-apartheid organisations including the ANC, PAC  and South African Communist Party
• This signalled the end of apartheid and the beginning of the process of  negotiations
• Any other relevant response 

Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]

TOTAL: 150