LIFE SCIENCES
PAPER 2
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

MEMORANDUM

SECTION A
QUESTION 1
1.1
1.1.1 C ✔✔
1.1.2 B✔✔
1.1.3 C✔✔
1.1.4 B✔✔
1.1.5 A✔✔
1.1.6 C✔✔
1.1.7 C✔✔
1.1.8 D✔✔
1.1.9 B✔✔
1.2
1.2.1 Hydrogen✔bonds
1.2.2 Genome✔
1.2.3 Cultural✔evidence
1.2.4 Speciation✔
1.2.5 Haemophilia✔
1.2.6 Foramen magnum✔
1.2.7 Alleles✔
1.2.8 Discontinuous✔variation
1.2.9 Gonosomes
1.3
1.3.1 A only✔✔
1.3.2 Both A and B✔✔
1.3.3 A only✔✔
1.4
1.4.1

• D- Chromatid✔
  E- Centromere✔

1.4.2 23✔ pairs
1.4.3

1. E✔
2. C✔/B

1.4.4

1. Nucleus✔
   Mitochondrion✔
   (Mark first TWO only)
2. Double helix✔
3. (DNA) Replication✔

1.5
1.5.1 Phylogenetic tree✔/ cladogram
1.5.2 An exoskeleton✔
1.5.3

1. S✔
2. T✔

1.5.4

1. Trilobites✔
2. Helmetids✔      or         (b)Tegopeltids✔
3. Tegopeltids✔                (c) Helmetids✔
4. Naraoids✔

TOTAL SECTION A: 50

QUESTION 2
2.1
2.1.1 

• Due to non-disjunction✔/ Non-separation of a chromosome pair
• during Anaphase I✔
• Two chromosomes moved to the one pole✔ and
• none moved to the other pole✔ Any (3)

2.1.2 

• Gamete A will have 24 chromosomes✔/an extra chromosome
• and when it fertilises a normal ovum✔/gamete with 23 chromosomes
• the zygote will have 3 chromosomes at position 21✔/ 47 chromosomes (3)

2.1.3

1. Prophase I✔ (1)
2.                            
   • Adjacent chromatids of homologous chromosomes cross✔
   • at a point called the chiasma✔
   • There is an exchange of DNA segments✔/genetic material (3)
3.                                          
   • Crossing over introduces genetic variation✔ in gametes
   • Genetic variation may result in favourable characteristics✔
   • that ensure a better chance of survival✔
   • when environmental conditions change✔
     OR
   • Crossing over introduces genetic variation ✔ in gametes
   • Genetic variation may result in unfavourable
   • characteristics✔
   • that reduce the chance of survival✔
   • when environmental conditions change✔ Any (3) (13)

2.2
2.2.1

1. Female without SCID✔(1)
2. Male with SCID✔ (1)
3.  XDXd✔✔ (2)

2.2.2

• He inherited the recessive allele✔ /Xd
• from the mother✔/individual 4 (2) (6)

2.3
2.3.1 

1. It allows for the production of organisms with desired characteristics✔/ high average milk yield (1)
   (Mark first ONE only)
2.                                      
   • It reduces genetic variation✔ in offspring
   • It results in no further genetic improvement✔
   • It is expensive✔
   • It may not be economical for commercial agriculture✔
     (Mark first ONE only) Any (1)

2.3.2 LMJC 865 had a high average milk-production yield✔/ produced 78 litres per day/ had the desired characteristic (1)
2.3.3

• A diploid cell✔/ a cell with all the genetic information is needed
• An ovum is a haploid cell✔/ only contains half of the genetic information (2)

2.3.4

• The nucleus of an ovum is removed✔ and replaced with
• the nucleus of a somatic donor cell✔/ diploid donor cell
• The zygote is stimulated✔
• for mitosis✔ to occur
• The embryo is then placed into the uterus of an adult femal✔
  OR
• Plants may be cloned by vegetative reproduction✔/asexual reproduction /tissue culture/grafting
• A plant with the desired characteristics is selected✔
• A vegetative part of the “parent” plant structure is removed✔/(examples) and
• placed inside a growth medium✔/(examples)
• and allowed to grow✔ Any 4 (4) (9)

2.4
2.4.1 Purple✔ (1)
2.4.2

• When purple-flowering plants and white-flowering plants are crossed ✔
• all the offspring have purple flowers✔ /have no white flowers (2)

2.4.3

• The two alleles for a characteristic ✔
• separate during meiosis✔ so that 
• each gamete contains only one allele✔ for that characteristic (3)

2.4.4

*Compulsory 1 + Any 5 [40]

QUESTION 3
3.1
3.1.1

• The jaw is large in the chimpanzee✔and small in Homo sapiens✔
• The jaw/ palate is rectangular in the chimpanzee✔and rounded in Homo sapiens✔
• Large spaces between the teeth in the chimpanzee✔ and small/no spaces in Homo sapiens✔
• Large canines/teeth in the chimpanzee✔ and small canines/teeth in Homo sapiens✔Any 1 x 2 (2)
  (Mark first ONE only)

3.1.2

• The diet changed from eating raw food✔ in Australopithecus
• to a diet of cooked food✔ in Homo sapiens (2)

3.1.3

1. A transitional species shows intermediate characteristics between two genera/species✔
   OR
   It has characteristics common to both the ancestor species and the species that follows✔ (1)
2. The jaw is smaller than that of the chimpanzee but larger than that of Homo sapiens✔✔
   OR
   The canines/ teeth are smaller than those of the chimpanzee but larger than those of Homo sapiens✔✔
   OR
   The jaw/ palate shape is more rounded than that of the chimpanzee but less rounded than that of Homo sapiens✔✔
   Any 1 x 2 (2)
   (Mark first ONE only) (7)

3.2
3.2.1

• The bright colour pattern is associated with being poisonous✔
• thus reducing predation✔ and
• improving the chances of survival✔ (3)

3.2.2 

• There is variation in the colour of kingsnakes✔
• Some are bright in colour✔/resemble the coral snakes and
• the others are dull in colour✔
• Those with dull colours are killed✔ by predators 
• Those with bright colours are not eaten✔
• so they survive✔and reproduce,
• passing on the allele for bright colour to the next generation✔
  Any 6 (6)(9)

3.3
3.3.1 1900✔ (1)
3.3.2

• {80/20 x 100 = 400✔%
  OR
  {(100−20)} x 100 = 400✔%
         20

3.3.3

1 for Table + Any 2 x 2 (9)
(Mark first TWO only)
3.4
3.4.1

• They invade farm fields
• They outcompete the crop plants for space Any (1)

3.4.2

1. Type of herbicide  (1)
2. Time taken for development of resistance (1)

3.4.3 

1. Dicloflop (1)
2.  Trifluralin (1)

3.4.4

1.                                        
   • They would apply the herbicide to the weed and
   • observe if the weed survives over many generations (2)
2.                                    
   • They used the same weed species as other weed species may have developed resistance to that herbicide
   • Each weed species may respond differently to a herbicide
     OR
   • It allows for a single variable
   • to which all results can be attributed (2)

3.4.5

Guideline for assessing the graph

(6)(15)[40]

TOTAL SECTION B: 80

SECTION C
QUESTION 4
Structure (S)

• RNA is single stranded✔
• and is made up of nucleotides✔which comprise:
• ribose✔ sugar
•  phosphate✔group
•  nitrogenous bases✔ which are
•  adenine, uracil, guanine and cytosine✔/ (A, U, G and C)
• The phosphate group is attached to the ribose sugar✔
• and the nitrogenous base is attached to the ribose sugar✔
• Bases on RNA are arranged in triplets✔
•  as codons on mRNA✔
•  and anticodons on tRNA✔
•  tRNA has a clover-leaf✔/hairpin structure
•  tRNA has a place of attachment for an amino acid✔
  Any (9)

Involvement in protein synthesis (P)

• mRNA✔ forms
• during transcription✔/by copying the coded message from DNA
• and moves out of the nucleus✔
• and attaches to the ribosome✔
• During translation✔
•  the anticodon matches the codon✔
• tRNA✔
• brings the required amino acid✔ to the ribosome
• Amino acids become attached by peptide bonds✔
•  to form the required protein✔
  Any (8)

Content: (17)
Synthesis: (3)
(20)

ASSESSING THE PRESENTATION OF THE ESSAY

TOTAL SECTION C: 20
GRAND TOTAL: 150

HISTORY
PAPER 1
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

ADDENDUM 

QUESTION 1: HOW DID THE SOVIET UNION AND THE UNITED STATES OF  AMERICA RESPOND TO THE DEPLOYMENT OF MISSILES TO CUBA IN 1962? 
SOURCE 1A  
The source below explains how President JF Kennedy and President N Khrushchev  reacted to the deployment of missiles in Cuba.

SOURCE 1B  
The source below is part of a speech that President Khrushchev delivered on  Radio Moscow on 27 October 1962. It focuses on his decision to remove Soviet  missiles from Cuba.

SOURCE 1C 
The aerial photograph below shows a convoy of trucks transporting the dismantled  Soviet missiles to a cargo ship that was docked at Port of Mariel, Cuba, in  November 1962. 

[From http://usarchives2.gwu.edu//nsa/cuba-mus-cn.cri/photos.htm.  Accessed on 21 September 2017.] 

SOURCE 1D 
The following is part of a speech that JF Kennedy, the President of the United States of  America (USA), delivered from the White House on 2 November 1962. It focuses on  the removal of Soviet missiles from Cuba.

QUESTION 2: WHAT ROLE DID FOREIGN POWERS PLAY IN THE BATTLE OF  CUITO CUANAVALE? 
SOURCE 2A 
The source below focuses on the reasons for South Africa's involvement in the Cold  War in Angola.

SOURCE 2B 
The extract below focuses on the involvement of Angola, Cuba, South Africa and  Russia in the Battle of Cuito Cuanavale.

SOURCE 2C 
The photograph below shows a convoy of South African Defence Force military  vehicles leaving Angola and entering Namibia in 1988. 

[From https://www.historytoday.com/gary-baines/replaying-cuito-cuanavale.  Accessed on 18 April 2018.]

SOURCE 2D  
This extract was taken from a speech that was delivered by Rodolfo Benítez Verson,  the Cuban ambassador in South Africa, on 23 March 1988. He outlines how Cuba won  the Battle of Cuito Cuanavale.

QUESTION 3: WHAT INFLUENCE DID THE PHILOSOPHY OF BLACK POWER  HAVE ON AFRICAN AMERICANS IN THE 1960s AND 1970s? 
SOURCE 3A 
The source below explains the role that television played in motivating young African  Americans to be proud of their black identity.

SOURCE 3B 
The source below focuses on the role that Angela Davis played in the struggle against  oppression in the United States of America in the 1960s and 1970s.

SOURCE 3C 
The poster below was prepared and distributed by the Federal Bureau of Investigation  (FBI) in August 1970. It appealed to the public to assist in the arrest of Angela Davis  who was on the FBI's most wanted list of fugitives (run-aways).

[From https://www.history.com_Angela_Davis.  Accessed on 21 March 2018.]

SOURCE 3D 
The source below focuses on the statement that Edgar Hoover (FBI director) issued  regarding the Black Panther Party. It was published in the Desert Sun, a Californian  newspaper, on 16 July 1969. 

ACKNOWLEDGEMENTS 
Visual sources and other historical evidence were taken from the following: 
Craig, ML. 2002. Ain't I a Beauty Queen? Black Women, Beauty, and the Politics of Race (Oxford University Press, New York) 
http://usarchives2.gwu.edu//nsa/cuba-mus-cn.cri/photos.htm 
http://www.blackpast.org/aah/davis-angela-1944-0 
http://www.defenceweb.co.za/index.php?option=com_content&view=article&id=51193 https://cdnc.ucr.edu/cgi-bin/cdnc?a=d&d=DS19690716.2.89 
https://www.history.com_Angela_Davis 
https://www.historytoday.com/gary-baines/replaying-cuito-cuanavale
https://www.iol.co.za/capetimes/opinion/cuito-cuanavale-the-turning-point-14003886
https://www.marxistorg/archive/khrushchev/1962/10/27.htm 
Kennedy, RF. 1971. Thirteen Days: A Memoir of the Cuban Missile Crisis (WW Norton  & Company, New York) 
Liebenberg, BJ and Spies, SB (eds). 1993. South Africa in the 20th Century  (JL Van Schaik, Pretoria) 
Rogers, K and Thomas, J. 2008. History 20th Century World, the Cold War (Pearson,  Essex)

HISTORY
PAPER 2
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

ADDENDUM

QUESTION 1: HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS  INFLUENCE SOUTH AFRICAN STUDENTS IN THE 1970s? 
SOURCE 1A 
The source below focuses on the reasons for the formation of the Black  Consciousness Movement.

SOURCE 1B 
The extract from a newspaper article below focuses on the role that Onkgopotso Tiro  played in shaping Tsietsi Mashinini's (student activist) political thinking.

SOURCE 1C 
The extract below is part of an interview that Clare O'Donoghue conducted with Sam  Nzima. He [Nzima] worked as a photo-journalist at The World newspaper and was  responsible for capturing the events that unfolded in Soweto on 16 June 1976.

SOURCE 1D 
The article below appeared on the front page of The World newspaper on  16 June 1976. The photograph on the left-hand side of the page was taken by Sam  Nzima. It shows Antoinette Pieterson alongside Mbuyisa Makhubu, carrying Hector  Pieterson. 

[From https://apartheidperiod.wordpress.com/2014/12/04/primary-source-analyisi.  Accessed on 17 April 2018.] 

QUESTION 2: DID THE TRUTH AND RECONCILIATION COMMISSION (TRC)  HELP VICTIMS OF POLITICAL CRIMES TO FIND CLOSURE? 
SOURCE 2A 
The extract below outlines the reasons for the formation of the Truth and Reconciliation  Commission (TRC). 

SOURCE 2B 
The newspaper article below focuses on how Rick Turner was killed. It appeared in the  Sunday Tribune on 7 January 2018 and was titled 'Who Killed Dr Rick Turner?'.

SOURCE 2C 
The source below is a transcript of the evidence that Jann Turner gave at the TRC  hearings regarding the assassination of her father, Rick Turner. It was held in Durban  on 24 October 1996 and was chaired by Dr Alex Boraine.

SOURCE 2D 
This cartoon portrays Archbishop Desmond Tutu and Dr Alex Boraine climbing up  MOUNT EVIDENCE. They were tasked to investigate the political atrocities that were  committed between 1960 and 1994. 

[From Sowetan, 1 May 1996] 

QUESTION 3: HOW DID GLOBALISATION CONTRIBUTE TO JOB LOSSES IN  SOUTH AFRICA'S CLOTHING AND TEXTILE INDUSTRY AFTER  1990?  
SOURCE 3A 
The source below focuses on how globalisation affected the clothing and textile industry in South Africa. 

SOURCE 3B 
The article below highlights the reasons and reaction to job losses in the clothing and  textile industry in Cape Town. It is written by S Mangxamba and appeared in the  Independent Online News on 29 October 2001.

SOURCE 3C 
The poster below was produced by the Congress of South African Trade Unions (COSATU) in 2015. It was in response to the thousands of workers who had lost their  jobs as a result of the closure of clothing and textile factories in KwaZulu-Natal and  Cape Town. 

[From http://www.industriall-union.org/a-turnaround-for-south-africas-tectile-industry. Accessed on 15 September 2017.

SOURCE 3D 
The extract below focuses on the strategies that trade unions used to save jobs in the  clothing and textile sector. It appeared on the South African Clothing and Textile  Workers Union's (SACTWU's) website.

ACKNOWLEDGEMENTS 
Visual sources and other historical evidence were taken from the following:  
Every Step of the Way: The Journey to Freedom in South Africa commissioned by the  Ministry of Education, 2004. 
Green, P. 2009. Industrialisation in South Africa: The Impact Of Globalisation  (University of East Anglia) 
Hadfield, A. 2017. Steve Biko and the Black Consciousness Movement (Southern  Africa Online)  
http://sabctrc.saha.org.za/tvseries/episode9/section3.htm 
http://www.industriall-union.org/a-turnaround-for-south-africas-textile-industry
https://apartheidperiod.wordpress.com/2014/12/04/primary-source-analyisi
https://archive.cnx.org/contents/53c6c858-d33f-4e4f-9065-2927a5611edd@1.html
https://www.iol.co.za/news/south-africa/thousands-of-jobs-lost-in-cape-rag-trade-75998
https://www.iol.co.za/sunday-tribune/news/who-killed-dr-rick-turner-12638345 Sowetan, 1 May 1996 
Sunday Independent, 12 June 2016

HISTORY
PAPER 2
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of SECTION A and SECTION B based on the  prescribed content framework in the CAPS document.
   SECTION A: SOURCE-BASED QUESTIONS
   QUESTION 1:CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA 
   QUESTION 2:THE COMING OF DEMOCRACY TO SOUTH AFRICA AND  COMING TO TERMS WITH THE PAST 
   QUESTION 3: THE END OF THE COLD WAR AND A NEW WORLD  ORDER, 1989 TO THE PRESENT
   SECTION B: ESSAY QUESTIONS
   QUESTION 4:CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA:  THE CRISIS OF APARTHEID IN THE 1980s 
   QUESTION 5:THE COMING OF DEMOCRACY TO SOUTH AFRICA AND  COMING TO TERMS WITH THE PAST 
   QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD  ORDER: THE EVENTS OF 1989 
2. SECTION A consists of THREE source-based questions. Source material that  is required to answer these questions can be found in the ADDENDUM. 
3. SECTION B consists of THREE essay questions. 
4. Answer THREE questions as follows:
   4.1 At least ONE must be a source-based question and at least ONE  must be an essay question.
   4.2 The THIRD question 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 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 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 PHILOSOPHY OF BLACK CONSCIOUSNESS  INFLUENCE SOUTH AFRICAN STUDENTS 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 Quote THREE organisations from the source that were responsible  for the emergence of the Black Consciousness Movement. (3 x 1)  (3) 
1.1.2 Why, according to the source, was the Black Consciousness  Movement formed? (1 x 2)    (2) 
1.1.3 Define the term Black Consciousness in your own words. (1 x 2)     (2) 
1.1.4  Comment on how activists from the Black Consciousness Movement intended to break the 'yoke of oppression' in South Africa. (2 x 2)     (4) 
1.1.5  Using the information in the source and your own knowledge, explain the role that SASO played among the black South African  youth. (2 x 2)  (4) 
1.2 Read Source 1B. 
1.2.1 Why, according to the source, was Tiro expelled from the  University of the North? (1 x 1)  (1) 
1.2.2 Explain the influence that Tiro had on Mashinini's political thinking.  (2 x 2)    (4) 
1.2.3 Identify the TWO liberation victories in the source that served to  inspire the students of Soweto. (2 x 1)   (2) 
1.3 Study Source 1C. 
1.3.1 How, according to the source, did the South African police respond  to the students of Soweto? (1 x 2)  (2) 
1.3.2 Using the information in the source and your own knowledge,  explain why you think Sam Nzima did not stop to help Hector  Pieterson. (2 x 2)  (4) 
1.3.3 Name any TWO ways in the source in which students reacted after hearing about the death of Hector Pieterson. (2 x 1) (2)
1.4 Use Source 1D. 
1.4.1 Explain why you think the editor of The World newspaper decided  to publish this article on the front page. (2 x 2) (4) 
1.4.2 Comment on the usefulness of the information in the source for a  historian who is studying the impact of the Soweto Uprising of  1976. (2 x 2) (4) 
1.5 Compare Sources 1C and 1D. Explain how the information in Source 1C supports the evidence in Source 1D regarding Sam Nzima's role during the  Soweto Uprising of 1976. (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  philosophy of Black Consciousness influenced South African students in  the 1970s. (8)  [50]

QUESTION 2: DID THE TRUTH AND RECONCILIATION COMMISSION (TRC)  HELP VICTIMS OF POLITICAL CRIMES TO FIND CLOSURE? 
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Use Source 2A. 
2.1.1 Who, according to the source, was responsible for the  establishment of the TRC? (1 x 1) (1) 
2.1.2 Explain how the fears of the following were dealt with by the TRC:

1. Afrikaners (1 x 2) (2) 
2. The ANC (1 x 2) (2)

2.1.3 Define the concept reconciliation in the context of the TRC. (1 x 2)  (2) 
2.1.4 Identify the TWO leaders of the TRC in the source. (2 x 1)  (2) 
2.1.5 Using the information in the source and your own knowledge, explain how the TRC dealt with perpetrators and victims of political crimes. (2 x 2)  (4) 
2.1.6 Select TWO pieces of evidence from the source that conveys the  objectives of the TRC. (2 x 1) (2) 
2.2 Consult Source 2B. 
2.2.1 How, according to the source, was Rick Turner killed? (1 x 2) (2) 
2.2.2 Explain why you think Rick Turner's killer is 'still walking free' after  forty years. (1 x 2) (2) 
2.2.3 Name any THREE leaders, as quoted in the source, who 'paid the  ultimate price in the struggle for a free and democratic country'.  (3 x 1) (3) 
2.2.4 Using the information in the source and your own knowledge,  explain whether Jann Turner was successful in finding her father's  killer. (2 x 2) (4)
2.3 Read Source 2C. 
2.3.1 Quote TWO statements from the source that suggest BOSS was responsible for Rick Turner's murder. (2 x 1)  (2) 
2.3.2 Comment on why you would regard the information in the source  useful when researching the circumstances under which Rick  Turner was killed. (2 x 2) (4) 
2.4 Refer to Sources 2B and 2C. Explain how the information in both sources is  similar regarding the assassination of Rick Turner. (2 x 2) (4) 
2.5 Study Source 2D. 
2.5.1 Using the information in the source and your own knowledge, explain why Alex Boraine stated that 'Retributive Justice' had been  'left out of this expedition'. (2 x 2) (4) 
2.5.2 Comment on why you think Zapiro makes reference to  'VLAKPLAAS' in the cartoon. (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 whether the Truth and Reconciliation Commission helped victims of political crimes to  find closure. (8) [50]

QUESTION 3: HOW DID GLOBALISATION CONTRIBUTE TO JOB LOSSES IN  SOUTH AFRICA'S CLOTHING AND TEXTILE INDUSTRY AFTER  1990?  
Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Refer to Source 3A. 
3.1.1 Define the term globalisation in your own words. (1 x 2)  (2) 
3.1.2 Why, according to the source, did the working class depend on the  clothing and textile industry? (1 x 2) (2) 
3.1.3 Using the information in the source and your own knowledge,  explain how China affected the local clothing and textile industry.  (2 x 2) (4) 
3.1.4 What impact did globalisation have on the following: 

1. Large firms (1 x 1) (1)
2. Small and medium enterprises (1 x 1) (1) 

3.2 Study Source 3B.  
3.2.1 Quote THREE reasons from the source that the Cape Clothing  Association gave for the job losses in the clothing and textile industry. (3 x 1)   (3) 
3.2.2 Explain why you think SACTWU disagreed with the Cape Clothing  Association's comments regarding job losses in the clothing and  textile industry. (2 x 2) (4) 
3.2.3 Comment on the usefulness of the information in the source for a  historian doing research on job losses in the clothing and textile industry. (2 x 2) (4) 
3.3 Consult Source 3C. 
3.3.1 Explain the messages that are conveyed in the poster. (2 x 2) (4) 
3.3.2 Using the information in the source and your own knowledge,  explain why COSATU decided to produce this poster. (2 x 2) (4) 
3.4 Compare Sources 3B and 3C. Explain how the information in Source 3B  supports the evidence in Source 3C regarding job losses in South Africa's  clothing and textile industry. (2 x 2) (4)
3.5 Read Source 3D. 
3.5.1 What, according to the source, happened to South Africa's clothing  and textile industry in 2015? (3 x 1) (3) 
3.5.2 How, according to Eppel, were jobs created in South Africa's  clothing and textile industry? (2 x 1) (2) 
3.5.3 Using the information in the source and your own knowledge, explain why you think SATCWU decided to embark on the 'buy  South African' campaign. (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 how  globalisation contributed to job losses in the South African clothing and textile  industry after 1990. (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 intense pressure from international anti-apartheid organisations that led to the political transformation in South Africa. Critically discuss this statement by referring to the various forms of resistance that the  international anti-apartheid organisations embarked on which contributed to the  eventual demise of the apartheid regime in the 1980s. [50] 

QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND  COMING TO TERMS WITH THE PAST 
Nelson Rohilahla Mandela, 'The Father of the Nation', was singlehandedly responsible  for the birth of a free and democratic South Africa in 1994. Do you agree with this statement? Substantiate your line of argument by using relevant  evidence. [50] 

QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER:  THE EVENTS OF 1989 
Explain to what extent the fall of the Berlin Wall in 1989 paved the way for the National  Party and the African National Congress to begin talks.  Substantiate your line of argument with relevant evidence. [50]

TOTAL: 150

HISTORY
PAPER 1
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

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: THE 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: 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 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 that is required to answer these questions can be found in the  ADDENDUM. 
QUESTION 1: HOW DID THE DEPLOYMENT OF SOVIET MISSILES IN CUBA  INTENSIFY COLD WAR TENSIONS BETWEEN THE UNITED  STATES OF AMERICA AND THE SOVIET UNION? 
Study Sources 1A, 1B, 1C and 1D and answer the questions that follow.
1.1 Use Source 1A. 
1.1.1 Quote TWO ways from the source that the US government used to  get rid of Fidel Castro and his supporters. (2 x 1) (2) 
1.1.2 Why, according to the information in the source, did Castro seek  assistance from the Soviet Union? (1 x 2) (2) 
1.1.3 In the context of the Soviet Union's assistance to Cuba, explain what  Khrushchev implied by the statement, 'But, in the end, Fidel agreed  with me'. (2 x 2) (4) 
1.1.4 Comment on why you think Castro requested Khrushchev to 'go  public' regarding the delivery of missiles to Cuba. (2 x 2) (4) 
1.2 Consult Source 1B. 
1.2.1 What messages does the aerial photograph convey? Use the visual  clues in the photograph to support your answer. (2 x 2) (4) 
1.2.2 Explain to what extent a historian would consider the information in  this source useful when researching the deployment of missiles in Cuba. (2 x 2) (4) 
1.3 Read Source 1C. 
1.3.1 According to Kennedy, in whose defence was he acting after  detecting missile sites in Cuba? (2 x 1) (2) 
1.3.2 Explain the concept blockade in the context of the deployment of  missiles in Cuba. (1 x 2)   (2) 
1.3.3 State any TWO steps that Kennedy claimed he would take after  detecting Soviet missiles in Cuba. (2 x 1) (2) 
1.3.4 Using the evidence in the source and your own knowledge, comment on why Kennedy decided to address the American public  on 22 October 1962. (2 x 2)  (4)
1.4 Refer to Sources 1B and 1C. Explain how the evidence in Source 1B supports the information in Source 1C regarding the deployment of Soviet missiles  in Cuba. (2 x 2) (4) 
1.5 Consult Source 1D. 
1.5.1 What, according to the source, was the Soviet Union's intention with helping Cuba? (2 x 1) (2) 
1.5.2 Explain why you think Khrushchev decided to deploy missiles  in Cuba. (2 x 2) (4) 
1.5.3 Identify any TWO pledges in the source that the Soviet government  made regarding Turkey. (2 x 1) (2) 
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  deployment of Soviet missiles in Cuba intensified Cold War tensions between  the United States of America and the Soviet Union. (8) [50] 

QUESTION 2: WHY DID CUBA BECOME INVOLVED IN THE ANGOLAN CIVIL  WAR IN 1975? 
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Refer to Source 2A. 
2.1.1 Explain the concept coalition government in the context of the  1975 Alvor Agreement. (1 x 2)  (2) 
2.1.2 What evidence in the source suggests that the Alvor Agreement had  strong support from other African countries? (1 x 2)  (2) 
2.1.3 Using the information in the source and your own knowledge,  explain why the Angolan Civil War became 'an extension of the Cold  War'. (2 x 2)  (4) 
2.2 Study Source 2B. 
2.2.1 What, according to Agostinho Neto, motivated the Popular  Movement for the Liberation of Angola (MPLA) to request help from  Cuba? (1 x 2) (2) 
2.2.2 State TWO forms of assistance that the MPLA requested from the  Cuban government. (2 x 1) (2) 
2.2.3 According to the information in the source, what type of political  ideology did Cuba adopt after 1959? (1 x 2) (2) 
2.2.4 Comment on why you would regard the information in this source as useful when researching the involvement of Cuba in the Angolan  Civil War. (2 x 2) (4) 
2.3 Read Source 2C. 
2.3.1 Quote TWO items from the source that Cuba sent to the MPLA on  5 November 1975. (2 x 1)  (2) 
2.3.2 Why, according to Fidel Castro, did the MPLA request Cuba's assistance? (1 x 2)  (2) 
2.3.3 Using the information in the source and your own knowledge, explain how Castro viewed his relationship with the Soviet Union  and the MPLA. (2 x 2) (4)  
2.3.4 Comment on why you think Castro had a negative opinion of  President Ford and Kissinger regarding Cuba's role in Angola. (2 x 2)  (4)
2.4 Consult Source 2D. 
2.4.1 What messages does the cartoon convey? Use the visual clues in  the source to support your answer. (2 x 2) (4) 
2.4.2 Comment on the significance of the hammer and sickle in  the source. (2 x 2) (4) 
2.5 Refer to Sources 2C and 2D. Explain how the information in Source 2C differs  from the evidence in Source 2D regarding the role that the Soviet Union and  Cuba played in Angola. (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 why Cuba  became involved in the Angolan Civil War in 1975. (8) [50]

QUESTION 3: HOW DID THE BLACK POWER MOVEMENT MOBILISE AFRICAN  AMERICANS 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 Define the concept Black Power in your own words. (1 x 2) (2) 
3.1.2 Why, according to the source, did Stokely Carmichael promote the  ideology of Black Power? (2 x 1)  (2) 
3.1.3 Give TWO pieces of evidence in the source that suggest that the  Black Power Movement was critical of the Civil Rights Movement.  (2 x 1) (2) 
3.1.4 Using the information in the source and your own knowledge,  explain why the Black Power Movement rejected the integration of  American society in the 1960s. (2 x 2) (4) 
3.2 Study Source 3B. 
3.2.1 What, according to the information in the source, were the THREE  challenges that African Americans faced? (3 x 1) (3) 
3.2.2 Comment on why you think Malcolm X criticised the United States government. (2 x 2) (4) 
3.2.3 Why do you think self-help programmes were promoted among  African Americans in the 1960s? (2 x 2) (4) 
3.2.4 Using the information in the source and your own knowledge,  explain why a historian would find this source useful when  researching the Black Power Movement. (2 x 2) (4) 
3.3 Consult Source 3C. 
3.3.1 What messages are conveyed in this photograph? Use the visual  clues in the photograph to support your answer. (2 x 2)  (4) 
3.3.2 Comment on the role you think the Black Panther newspaper played  in the African American community. (2 x 2)  (4) 
3.4 Refer to Sources 3A and 3C. Explain how the evidence in Source 3A supports  the information in Source 3C regarding the influence that the philosophy of  Black Power had on the African American communities. (2 x 2) (4)
3.5 Read Source 3D. 
3.5.1 How, according to the source, did federal agents suppress the Black  Panther Party? (1 x 2)  (2) 
3.5.2 Comment on why it was necessary for the FBI to keep the Black  Panther Party isolated from moderate black and white American  communities. (1 x 2)  (2) 
3.5.3 Identify ONE method that the FBI used to create division amongst members of the Black Panther Party. (1 x 1) (1) 
3.6 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  Power Movement mobilised African Americans in the 1960s. (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: CASE STUDY – CHINA 
The implementation of Mao Zedong's policies, the Great Leap Forward and the  Cultural Revolution, was a dismal failure.  Do you agree with this statement? Use relevant evidence from 1958 to 1969 to support  your line of argument. [50] 

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE  CONGO AND TANZANIA 
Critically discuss how Mobuto Sese Seko (the Congo) and Julius Nyerere (Tanzania)  promoted economic, social and cultural developments in their respective countries  after the attainment of independence in the 1960s. Support your line of argument with relevant evidence. [50] 

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s:  THE CIVIL RIGHTS MOVEMENT 
Explain to what extent the various forms of protests by the civil rights activists were successful in ensuring that all Americans, regardless of race, were treated equally in  the United States of America in the 1960s. Support your line of argument with relevant evidence. [50] TOTAL: 150

HISTORY
PAPER 1
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

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 other 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. 

2.3 Global assessment of the essay 
The essay will be assessed holistically (globally). This approach requires the  teacher to assess the essay as a whole, rather than assessing the main points of  the essay separately. This approach encourages the learner to write an original  argument by using relevant evidence to support the line of argument. The learner  will not be required to simply regurgitate content (facts) in order to achieve a level  7 (high mark). This approach discourages learners from preparing essays and  reproducing them without taking the specific requirements of the question into  account. Holistic marking of the essay credits learners' opinions that are supported  by evidence. Holistic assessment, unlike content-based marking, does not penalise  language inadequacies as the emphasis is on the following: 

• The learner's interpretation of the question
• The appropriate selection of factual evidence (relevant content selection) 
• The construction of an argument (planned, structured and has an independent  line of argument) 

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 (which is indicated by a bullet in the marking guideline), the  main aspects/body of the essay that sustains/defends the line of argument  (which is indicated by bullets in the marking guideline) and a relevant  conclusion (which is indicated by a bullet in the marking guideline).  For example in an essay where there are five (5) main points there could be  about seven (7) ticks. 
2.4.3 Keep the PEEL structure in mind in 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 Using the matrix in the marking of essays  
In the marking of essays, the criteria as provided in the matrix should be used.  When assessing the essay note both the content and presentation. At the point of  intersection of the content and presentation based on the seven competency  levels, a mark should be awarded. 
(a) The first reading of the essay will be to determine to what extent the  main aspects have been covered and to allocate the content level (on  the matrix). 

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

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

GLOBAL ASSESSMENT OF ESSAYS: TOTAL MARKS: 50 

*Guidelines for allocating a mark for Level 1: 

• Question not addressed at all/totally irrelevant content/no attempt to structure the essay = 0
• Content selection 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 SOVIET UNION AND THE UNITED STATES OF  AMERICA RESPOND TO THE DEPLOYMENT OF MISSILES TO CUBA IN 1962? 
1.1 
1.1.1 [Extraction of evidence from Source 1A – L1] 

• 'To deal with the threat of missiles in Cuba' (1 x 1) (1)    

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

• The US imposed a blockade to prevent Soviet ships laden with missiles from  entering Cuba
• Any other relevant response (any 1 x 2) (2) 

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

• The US and Soviet Union were face to face with each other (brinkmanship) and  were ready for a show down (direct confrontation) with each other but the  Soviet Union backed down
• A confrontation (brinkmanship) where US ships blocked Soviet ships from  entering Cuba but the Soviet Union instructed its ships to return to the Soviet  Union
• Any other relevant response (any 2 x 2) (4)   

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

• 'A US pledge not to invade Cuba’
• 'The removal of Turkish missiles' (2 x 1 ) (2)  

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

• Robert Kennedy - USA (Attorney General)
• Anatoly Dobrynin - Soviet Union (Soviet Ambassador) (2 x 1) (2) 

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

• 'We are willing to remove the missiles from Cuba'
• 'We are willing to make this pledge /promise in the United Nations'
• ‘United States … will remove similar missiles from Turkey’ (any 2 x 1) (2) 

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

• 'To respect the inviolability (safety) of the borders'
• 'To respect the sovereignty of Turkey'
• 'Not to interfere in its internal affairs' 
• 'Not to invade Turkey'
• 'Not to make available our territory as bridgehead (position) for such an  invasion' (any 2 x 1) (2) 

1.2.3 [Interpretation of evidence from Source 1B – L2] 
Khrushchev: 

• Felt that the Security Council was a universally respected and neutral body 
• Felt that the whole world was concerned about the possibility of a nuclear war
• Was expected to find a speedy resolution with regard to the crisis in Cuba
• Felt that the whole world expected him and Kennedy to resolve the missile  crisis peacefully
• Was expected together with Kennedy to avert a nuclear war by using peaceful  methods
• Both the USA and USSR were permanent members of the Security Council
• Any other relevant response (any 2 x 2) (4) 

1.3 
1.3.1 [Interpretation of information from Source 1C – L2] 

• To confirm that nuclear missiles were dismantled and transported out of Cuba
• To show how the missiles would be shipped out from Cuba onto a Soviet cargo  ship 
• To confirm the Soviet Union’s commitment to the removal of the nuclear missiles from Cuba 
• To show that the USA was monitoring the removal of missiles from Cuba  through surveillance
• To show the world that the missile crisis was averted
• Any other relevant response (any 2 x 2) (4)

1.3.2 [Ascertain the usefulness of the evidence in Source 1C – L3] 
The source is USEFUL because:  

• It is an original source – visual evidence (photograph) showing the  transportation of the dismantled missiles to a Soviet cargo ship
• It was taken in November 1962, the time when the actual withdrawal of Soviet  missiles from Cuba occurred
• It depicts Soviet missiles being loaded onto a ship bound for the Soviet Union
• The source can be corroborated with other sources on the removal of missiles  from Cuba to the Soviet Union 
• It gives information from where the missiles were shipped (Port of Mariel) and  the date on which it occurred 
• It shows the United States monitoring the removal of Soviet missiles from Cuba
•  Any other relevant response (any 2 x 2) (4) 

1.4 
1.4.1 [Extraction of information from Source 1D – L1] 

• 'The Soviet missile bases in Cuba are being dismantled' 
• 'Missiles and related equipment are being crated (put in boxes)' 
• 'The fixed installations at these sites are being destroyed' (3 x 1) (3)

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

• The Red Cross did not favour the government of any country (they were  neutral)
• The Red Cross is an international humanitarian institution and is helping  people affected by conflict and war
• The Red Cross was not politically involved in the Cold War
• The Red Cross had members from all countries of the world
• The Red Cross did not have an army and was therefore not considered a  threat by any country/ a peace agent 
• Any other relevant response (any 2 x 2) (4) 

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

• The USA did not trust the Soviet Union regarding the removal of all the missiles from Cuba
• To ensure that Soviet Union missiles were removed from Cuba so that it does not pose a threat to the USA's security
• The USA wanted to maintain the upper hand in this crisis/ power struggle with  the Soviet Union 
• ny other relevant response (any 2 x 2) (4)    

1.5 [Comparison of evidence in Sources 1C and 1D – L3] 
Candidates may begin their answers with the phrase ‘Both sources…’

• Source 1C is an aerial photograph that shows the withdrawal/ removal of  missiles from Cuba and Source 1D makes reference of the missiles being  dismantled and transported to the harbour 
• Source 1C shows a Soviet cargo ship waiting to be loaded with Soviet missiles from Cuba and Source 1D confirms the dismantling of Soviet missile bases in  Cuba 
• Source 1C shows Soviet involvement (Soviet trucks and cargo ship) in the  withdrawal of missiles from Cuba and Source 1D indicates that the US would  closely follow the dismantling of missile sites in Cuba
• Any other relevant response (any 2 x 2) (4)

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

•  Kennedy regarded the deployment of Soviet missiles in Cuba as an immediate  threat to the US (Source 1A)
• The Soviet Union defended the deployment of missiles as a defence of Cuba  (own knowledge) 
• Kennedy summoned ExComm which discussed different options regarding the  Soviet missiles in Cuba (Source 1A)
• Kennedy announced a blockade which led to the withdrawal of Soviet ships that were en route to Cuba (Source 1A and own knowledge) 
• Banning of all nuclear tests by the US and the Soviet Union (Source 1B)
• Correspondence between Kennedy and Khrushchev show co-operation between the leaders to avoid a nuclear war (Sources 1A, 1B and 1D) 
• Withdrawal of Soviet missiles from Cuba – Russian image damaged (Sources  1C and 1D)
• Oversight by the Red Cross was welcomed by both US and the Soviet Union to  assist with the removal of missiles from Cuba (Source 1D) 
• The US used aerial surveillance to monitor and verify the withdrawal of missiles  from Cuba (Sources 1C and 1D) 
• Establishment of the 'hot line' between Kennedy and Khrushchev (own  knowledge) 
• Any other relevant response 

Use the following rubric to allocate a mark: 

 (8)  [50] 

QUESTION 2: WHAT ROLE DID FOREIGN POWERS PLAY IN THE BATTLE OF  CUITO CUANAVALE? 
2.1 
2.1.1 [Extraction of evidence from Source 2A – L1] 

• 'Russia'
• 'Cuba' (2 x 1) (2)  

2.1.2 [Interpretation of evidence from Source 2A – L2]  
Vorster wanted: 

•  To safeguard the water resources/ dams
• To stop the MPLA from governing Angola 
• To defend Angola from Russian and Cuban communist influence
• To support UNITA in its fight against the MPLA
• Any other relevant response (any 2 x 2) (4) 

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

• 'The desire to prevent the MPLA government from taking control’
• 'Preventing the spread of communism’ (2 x 1) (2) 

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

• ‘Kenneth Kaunda (President of Zambia)’
• 'Mobutu Sese Seko (President of Zaire)’ (2 x 1) (2) 

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

1.                            
   • The MPLA supported communism
   • The MPLA had close relationship with Russia and Cuba
   • The MPLA supported the liberations movements (SWAPO/ ANC) 
   • Any other relevant response (any 1 x 2) (2)
2.                                  
   • UNITA supported capitalism
   • UNITA fought against communist MPLA
   • UNITA fought against Russian and Cuban forces in Angola
   • Any other relevant response (any 1 x 2) (2) 

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

• 'Angolan'
• 'Cuban' (2 x 1) (2)

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

• It was the first war in Southern Africa which involved many foreign countries
• The number of troops that Cuba sent to Angola (50 000) and equipment showed that it was a huge battle
• It was the first war in Southern Africa where modern military equipment was used
• The air force was also used by both South Africa and Cuba during the war
• There was a huge number of casualties during the war/ loss of life
• The myth of South African defence invincibility was exposed
• It led to the independence of Namibia
• It had an impact on the existing political climate in South Africa
• Any other relevant response (any 2 x 2) (4) 

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

• 'It would cost the lives of about 300 white soldiers’
• ‘As well as a great number of black soldiers'
• ‘Victory was not in sight’
• ‘Continuing war would lead to continually greater losses’
• ‘Enormous cost…over R1 million a day’
• ‘Increasing militarisation in South Africa …arousing opposition’ (any 2 x 1) (2) 

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

• Angola desired peace 
• They wanted economic, political and social reconstruction of the country would  take place
• Angolans would have a government of their choice 
• Foreign interference in Angola's internal affairs would come to an end ∙ Any other relevant response (any 1 x 2) (2) 

2.3 
2.3.1 [Interpretation of evidence from Source 2C – L2] 

• The message is that South Africa won the Battle of Cuito Cuanavale
• Soldiers returning from the war in Angola are welcomed as 'WINNERS'
• It shows South African military vehicles withdrawing from Angola and entering  Namibia 
• Any other relevant response (any 1 x 2) (2) 

2.3.2 [Determining the usefulness of evidence from Source 2C – L3] Candidates MUST take a stance and state USEFUL or NOT USEFUL and  support it 
USEFUL: 

•  The photograph shows South African troops coming back home as ‘WINNERS'
• It was taken at the end of the Battle of Cuito Cuanavale 
• t gives a South African government perspective about the outcome of the war
• Any other relevant response

NOT USEFUL:  

• It gives a one-sided perspective/ viewpoint
• It provides only the South African view of the war in Angola and therefore could  be biased
• It does not expand on how the SADF were 'WINNERS'
• It could have been used as propaganda to depict the SADF as 'WINNERS'
• The photograph could have been staged (manipulated to show that the SADF  had won the Battle of Cuito Cuanavale)
• Any other relevant response (any 2 x 2) (4) 

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

• 'SWAPO'
• 'ANC' (2 x 1) (2) 

2.4.2 [Definition of a historical concept from Source 2D – L1] 

• A political theory/ideology based on the writings of Karl Marx which aimed to  establish a classless society
• Communism can be referred to as an economic system in which the state  owned and controlled the land, industry, property and wealth of the nation.
• It is an ideology that was adopted by the MPLA to nationalise and defend the  state resources during the battle of Cuito Cuanavale
• The MPLA wanted a classless society
• Any other relevant response (1 x 2) (2) 

2.4.3 [Interpretation of evidence of Source 2D – L2] 

• It showed that the leaders of African countries had the ability to stand up  against foreign domination
• Victory at the Battle of Cuito Cuanavale served to speed up the independence  of Namibia (1990) and South Africa (1994)
• It destroyed the myth of the invincibility of the South African army in Southern  Africa 
• t safeguarded the independence of Angola under the leadership of MPLA
• It stopped the attempt by the South African and US governments to establish a  pro-capitalist / Apartheid state in Angola 
• Any other relevant response (any 2 x 2) (4) 

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

• Source 2C shows that South Africa had won the Battle of Cuito Cuanavale  while Source 2D states that South Africa lost the war
• Source 2C shows the South African military vehicles entering Namibia after  withdrawing from Angola while Source 2D mentions that South Africa regarded  its defeat as a tactical retreat (withdrawal)
• Source 2C shows a banner welcoming South African military forces as  'WINNERS' while in Source 2D Nelson Mandela is quoted as having said that  the Battle of Cuito Cuanavale was a crushing defeat of the racist South African  army
• Any other relevant response (any 2 x 2) (4)

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

• South Africa became involved in Angola because of Cuban and Russian  intervention (Source 2A)
• Cuba and Russia became involved in order to support the MPLA while South  Africa supported UNITA (own knowledge)
• South Africa became involved in order to prevent Cuba and the MPLA from occupying the Ruacana and Calueque Dams (Source 2A) 
• Angolan and Cuban brigades launched a major attack on UNITA, South Africa  rushed to assist UNITA (Source 2B)
• The USA supported UNITA by providing major military aid to defend the  independence of Angola (Source 2D) 
• The Cubans contributed to the defeat of the South African army at the Battle Cuito Cuanavale (Source 2D) 
• Nelson Mandela stated the importance of Cuba's participation in the Battle of  Cuito Cuanavale (Source 2D) 
• Any other relevant response  

Use the following rubric to allocate a mark: 

 (8)  [50]

QUESTION 3: WHAT INFLUENCE DID THE PHILOSOPHY OF BLACK POWER  HAVE ON AFRICAN AMERICANS IN THE 1960s AND 1970s? 
3.1 
3.1.1 [Extraction of evidence from Source 3A – L1] 

• 'Heightened the importance of an embodied image of black militancy'
• ‘His thinking was shaped by this medium’ 
• ‘Pearl Marsh … stop[ped] straightening her hair’ (any 1 x 2) (2) 

3.1.2 [Definition of a historical concept from Source 3A – L1] 

•  Philosophy of instilling black pride, self-esteem/self-reliance amongst African  Americans in the USA 
• Ideology for African Americans to reject white superiority and promote black  identity, independence, unity and success
• Any other relevant response (any 1 x 2) (2) 

3.1.3 [Interpretation of information from Source 3A – L2]  

• He was assimilated into the norms and values as espoused by white Americans 
• He did not identify himself as an African 
• Marsh's father associated unstraightened hair with being 'African' which he saw  as negative 
• Marsh's father may have worried/ feared about his daughter becoming  politically radical – wearing an Afro was a political statement
• People of Marsh's father's generation saw straightened hair as a sign of  'respectability' and 'progress'
• Any other relevant response (any 2 x 2) (4) 

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

•  To demonstrate that you are proud to be an African/ Black is Beautiful 
• To highlight your heritage, history and contribution to the world 
• To reject white norms/values and demonstrate your strength, unity and ability ∙ Any other relevant response (any 2 x 2) (4) 

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

•  'Leftist' (1 x 1) (1) 

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

• 'Civil Rights Movement' 
• ‘Student Nonviolent Coordinating Committee (SNCC)’
• 'Black Panther Party' 
• 'American Communist Party' (any 3 x 1) (3)

3.2.3 [Interpretation of information from Source 3B – L2]  
 (a) The Black Power activists viewed Angela Davis as: 

• A heroine/role model/ leader
• An inspiration to African Americans because of being an activist, academic,  scholar and feminist
• An activist who stood up for equal rights and dignity 
• An African American who was proud and assertive 
•  Any other relevant response (any 1 x 2) (2)   

(b) The US government viewed Angela Davis as: 

• A threat/ enemy to their government
• Having a negative influence on African Americans 
• A criminal (She was in the FBI most wanted list) 
• Dangerous because she belonged to the American Communist Party
• Any other relevant response (any 1 x 2) (2) 

3.2.4 [Interpretation of information from Source 3B – L2]  

•  It was discovered that the guns used in the break-out were registered in Angela  Davis' name 
• She had campaigned for the release of the 'Soledad Brothers' 
• She was an outspoken critic of the US government 
• Any other relevant response (any 1 x 2) (2) 

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

• 'Interstate flight' 
• 'Murder' 
• 'Kidnapping' (any 2 x 1) (2)    

3.3.2 [Interpretation of evidence from Source 3C – L2] 

• To portray a negative image of Angela Davis 
• Angela Davis may be using a disguise / alias ‘Tamu’ to avoid arrest
• Angela Davis was on the run / ‘interstate flight’ 
• To highlight that she was a dangerous Black Power activist 
• To ensure that she can be identified/doesn't escape 
• Any other relevant response (any 2 x 2) (4) 

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

• Source 3B gives a positive impression of Angela Davis (activist,  educator/academic, scholar) while Source 3C portrays Angela Davis as a  criminal (wanted for murder and kidnapping) 
• Source 3B states that Angela Davis was a political activist (member of the  Black Panther Party and American Communist Party) while Source 3C portrays  her as a fugitive from justice
• Source 3B infers that Angela Davis is non-violent (a member of SNCC) while in  Source 3C Davis is portrayed as violent (wanted for murder and kidnapping)
• Any other relevant response (any 2 x 2) (4)

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

• 'The increased activity of violence-prone black extremists group' (1 x 1) (1) 

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

• 'Schooled in the Marxist-Leninist ideology’
• ‘The teachings of Chinese Communist leader Mao ZeDong'
• 'Its members have perpetrated (done) numerous assaults on police officers'
• 'Destroyed public property'
• 'Have engaged in violent confrontations with police in cities throughout the  country' 
• ‘Preaching their gospel of hate and violence not only to ghetto residents  …..high schools’ (any 3 x 1) (3) 

3.5.3 [Interpretation of evidence from Source 3D – L1] 
 Hoover tried to portray the leaders of the Black Panther Party as: 

• Criminals
• Not obeying the law 
• Inciting violence/ hatred 
• Radical and challenging the state 
• Causing damage to public facilities (education)
• Any other relevant response (any 1 x 2) (2)

3.5.4 [Evaluate the usefulness of the evidence Source 3D – L3] 
The source is USEFUL because:  

• It is an extract from a statement that gave first-hand information
• It is a contemporary newspaper report (16 July 1969) 
• It gives insight as to why the FBI persecuted members of the Black Panther  Party (BPP) 
• It sheds light on how the Black Panther Party operated and how it was  perceived 
• Any other relevant response (any 2 x 2) (4)

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

• Television coverage of Black Power leaders served to conscientise African Americans to become militant (Source 3A)
• Appearance of the leaders of the Black Power Movement inspired African  Americans to be proud of their natural hair (stop straightening their hair) and  become self-confident (Source 3A, 3C)
• The call for the release of the Soledad Brothers highlighted that ‘Blacks doing  things for themselves' (Source 3B)
• The philosophy of Black Power promoted the Afro as a symbol of black pride  (Source 3C)
• The philosophy of Black Power promoted the idea of 'Black is Beautiful' (Source  3A and 3C)
• The philosophy of Black Power influenced members of the Black Panther Party  to travel extensively to spread the Black Power philosophy (Source 3D) 
• The Black Panther Party started Community based programmes to uplift African  American communities from destitution (own knowledge)
• Any other relevant response 

Use the following rubric to allocate a mark: 

 (8)  [50]

SECTION B: ESSAY QUESTIONS 
QUESTION 4: CASE STUDY – CHINA 
[Plan and construct an original argument based on relevant evidence using analytical and  interpretative skills] 
SYNOPSIS  
Candidates are expected to explain to what extent Mao Zedong's policies of the Great  Leap Forward and the Cultural Revolution were successful in transforming Communist  China between 1957 and 1969. 
MAIN ASPECTS  
Candidates should include the following aspects in their response:  

• Introduction: Candidates should state the extent to which Mao's policies (the Great  Leap Forward and Cultural Revolution) were successful in transforming communist  China between 1957 and 1969. Candidates should indicate how they would support  their line of argument. 

ELABORATION 

• The intentions of China's Communist Party (practical policies to improve economy;  authoritarian form of government; empower landless peasant farmers; land reform  process; nationalisation of heavy industries) 
• Classless society (focused on improving conditions of peasants and workers;  educated all Chinese to work together for a better China)
• First Five Year Plan/ Hundred Flowers campaign (Background information) 

The Great Leap Forward (focused more on economic transformation)

• Mao Zedong's Second Five Year Plan that started in 1958
• Industrialisation 
  • Aimed to industrialise China to overtake capitalist countries
  • To end privatisation 
  • Led to the introduction of backyard industries
  • Dependent on unskilled human resources (peasants)
• Agriculture 
  • To increase agricultural production so that it matches the production of the West
  • Rural cooperatives were amalgamated into 'People's Communes' (collectivisation)
  • Forceful amalgamation of farmers into ‘people's communes'
  • Poor planning and delivery/ poor farming methods 
  • High taxation on farm products
• Propaganda used to promote production
• Gradually China's economy was in a state of bankruptcy
• Failure within three years 'Three Bitter Years' – led to starvation 
• Mao eventually admitted that mistakes had been made and resigned as President of  China but kept his job as Chairman of the Chinese Communist Party
• In 1962 he handed over responsibility of the economy to President Liu Shaoqi and  CCP General Secretary Deng Xiaoping and withdrew from the government 
• Liu Shaoqi and Deng Xiaoping were forced to return to some form of capitalism 
• This indicated that the Great Leap Forward was a dismal failure 
•  Any other relevant response

The Cultural Revolution (focused on political transformation):  

• Mao Zedong launched the Cultural Revolution in 1966 to regain power he lost after the  failure of the Great Leap Forward 
• He set up the Red Guards who studied and spread the ideas of the Little Red Book;  educated peasants on principles of Communism; taught reading and writing skills; set  up the purges (opponents of Communism & moderates were eliminated and millions of  opponents to Communist rule were killed); destroyed anti-communist art and books 
• The Role of the Red Guards (Campaign to attack the 'Four Olds': changing of old  ideas, traditional culture, customs and habits)
• Huge demonstrations were held in Tiananmen Square, Beijing and posters and  pictures of Mao were put up everywhere 
• The Little Red Book (contained Mao's philosophies about Communism; all citizens  expected to memorise principles of communism; a source of Communist propaganda  in China) 
• Elimination of officials: Deng Xiaoping and Liu Shaoqi were removed from office; got  rid of professionals (engineers, scientists, educators etc.)
• Closure of schools, colleges & universities (for being critical, liberal & elitist) ∙ Industry suffered and production stopped by 1968
• Negative impact in the development of China 
• Any other relevant response 
• Conclusion: Candidates should tie up their argument with a relevant conclusion  [50]

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE  CONGO AND TANZANIA 
[Plan and construct an original argument based on relevant evidence using analytical and  interpretative skills] 
SYNOPSIS 
Candidates should critically discuss how Mobutu Sese Seko (the Congo) and Julius  Nyerere (Tanzania) addressed economic and political challenges that confronted their  respective countries after attaining independence in the 1960s. 
MAIN ASPECTS 
Candidates should include the following aspects in their response: 
Introduction: Candidates should contextualise the question by referring to the economic  and political state of the Congo and Tanzania at the time of independence. They must  take a line of argument and support it by showing how both countries developed their  economic and political policies after independence. 
ELABORATION 
Credit should also be given to candidates that structure their essay comparatively 
Elements of economic 'development' 
The Congo: 

• Relied heavily on agriculture and mineral extraction (one product economy) and its  impact on the economy 
• Capitalist economy
• Zaireanisation (replacing foreigners with Zairian nationals) failed due to (inexperience/  corruption/mismanagement/ neglect)
• Economy characterised by nepotism and elitism (large gulf emerged between rich and  poor)
• Decline in the state of infrastructure
• Application of Retrocession (reversal of Zaireanisation) 
• Dependant on foreign aid and investment
• Any other relevant response 

Tanzania: 

• Relied heavily on agriculture and mineral extraction (one product economy) and was  able to develop a credible manufacturing sector
• African socialist economy
• Arusha Declaration (abolished exploitation/reduction of income gap between the poor  and the rich/ownership of the country's resources)
• Villagisation (collective villages) improved service delivery/created a stable society that  was free from economic inequalities). However, farmers refused to leave their  ancestral lands/agricultural production fell dramatically
• Most companies that were nationalised became bankrupt
• Exports declined
• Tanzania reverted to dependence on foreign aid / loans in 1970s 
• Any other relevant response

Elements of political 'stability' 
The Congo: 

Attaining independence through democratic elections (the Congo (1960):

• J Kasavubu  became President and P Lumumba became Prime Minister 
• After holding multi-party elections at independence, the Congo became a one-party states within the first five years after gaining independence
• Mobutu Sese Seko remained as ‘president for life' until his death in 2007
• Mobutu Sese Seko created a Kleptocracy were a group of appointed public officials  abused their position for financial gain 
• Brought back African values 
• Strong centralised government 
• Political stability (though based on authoritarianism) 
• Any other relevant response 

Tanzania: 
 Attaining independence through democratic elections (Tanzania 1961:

• J Nyerere  (Prime Minister) – amended the constitution to become President (1962)
• Smooth transition (peaceful change/racial harmony/commitment to promotion of  human equality and dignity)
• After holding multi-party elections at independence, it became a one-party-state 
• Nyerere remained as ‘president for life' between the 1960s and 1970s
• Nyerere introduced the 'Leadership Code' in the Arusha Declaration which demanded  high levels of integrity from public officials 
• African Socialism/Ujamaa was appropriate for inhabitants
• Establishment of the United Republic of Tanzania (1964) 
• Centralised and unitary state 
• Any other relevant response 
• Conclusion: Candidates should tie their argument with a relevant conclusion [50]

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE  CIVIL RIGHTS MOVEMENT 
[Plan and construct an original argument based on relevant evidence using analytical and  interpretative skills] 
SYNOPSIS 
Candidates should indicate whether they agree that the March on Washington on  28 August 1963 was the single most influential form of protest against discrimination in  the United States of America in the 1960s. Candidates must select examples of mass based, non-violent protests that the Civil Rights Movement embarked on, such as sit-ins,  mass demonstrations and marches until the passing of the Civil Rights Act in 1964 and  the Voters' Act in 1965.  
MAIN ASPECTS 
Candidates should include the following aspects in their response: 

• Introduction: Candidates should take a stance by agreeing/ disagreeing that the March  on Washington on 28 August 1963 was the single most influential form of civil rights  protest against discrimination in the USA in the 1960s.  

ELABORATION 
In the main, candidates can disagree: 

• Segregation/Jim Crow laws and resistance pre-1960s (background only) 
• Sit-Ins (from 1960) – (Greensboro, North Carolina, four students staged a 'sit-in' at a  'whites-only' lunch counter; (In summer 1961 businesses in Greensboro  desegregated); Sit-ins spread across the segregated south; Black and white students  formed the Student Non-violent Coordinating Committee to support the Civil Rights  Movement; Concept of 'sit-in' spread to other segregated facilities such as 'pray-ins',  'read-ins', 'wade-ins'
• 'Freedom Riders' (non-racial/non-violent) - ('sat-in' buses and travelled from north  to deep south to test new federal laws prohibiting segregation on national bus system  attacked by mobs, bombed, thrown in jail and not protected by local police – thousands volunteered and President Kennedy was forced to order federal marshals  to protect Freedom Riders; Tough new legislation introduced by federal order; 1 November 1961 officially desegregated all interstate public facilities 
• Demonstrations and Marches: 
• Birmingham 1963: (Mass demonstrations, including a children's march were met with  violent and vicious reaction from police (water cannons, dogs, etc. all used to terrorise  non-violent protestors) President Kennedy stated on TV that 'racial segregation' was a  'moral issue' which 'had no place in American life'. On 10 May 1963 the city's  businesses and municipality announced that municipal facilities would be  desegregated. Attacks and murders of African Americans in the city continued  (Medgar Evans, Bombing of 16th Street Baptist church) 
• March on Washington 28 August 1963: (250 000 people took part in a non-racial,  non-violent march on Washington to demand full equality and jobs; Martin Luther King  Jnr gave 'I have a dream speech').
• Selma-Montgomery marches (March 1965): (To demand that African American be  allowed to register to vote (only 2,5% of black people were registered voters due to  intimidation and racist attacks) – after three attempts, brutal police attacks on non violent demonstrators (Bloody Sunday) and mass support from across the country  they reached Montgomery. President Johnson was pressurised to pass the 1965 Voting Rights Act) 
• Freedom Summer (1964) – A thousands of activists and volunteers (more than  70 000 students many from northern states, local SNCC, CORE and NAACP activists)  worked to register African Americans in Mississippi and teach in Freedom Schools  (literacy, history); Activists and volunteers were met with violence from white  segregationist mobs and police officers; 1964 (2 July) Civil Rights Act passed - it barred discrimination and segregation in employment and all public facilities ∙ 1965 (6 August) Voting Rights Act passed - It outlawed obstacles (such as literacy  tests, poll taxes) to voting which had been put in place to prevent black people  registering as voters; CRM achieved equality before the law 
• Any other relevant response 
• Conclusion: Candidates should tie up their argument with a relevant conclusion   [50] 

If candidates should state they agree, they should substantiate their line of  argument with relevant evidence 

TOTAL: 150

HISTORY
PAPER 2
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

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 other 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. 

2.3 Global assessment of the essay 
The essay will be assessed holistically (globally). This approach requires the teacher  to assess the essay as a whole, rather than assessing the main points of the essay  separately. This approach encourages the learner to write an original argument by  using relevant evidence to support the line of argument. The learner will not be  required to simply regurgitate content (facts) in order to achieve a level 7 (high mark).  This approach discourages learners from preparing essays and reproducing them  without taking the specific requirements of the question into account. Holistic  marking of the essay credits learners' opinions that are supported by evidence.  Holistic assessment, unlike content-based marking, does not penalise language  inadequacies as the emphasis is on the following: 

• The learner's interpretation of the question 
• The appropriate selection of factual evidence (relevant content selection) 
• The construction of an argument (planned, structured and has an independent  line of argument) 

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 (which is indicated by a bullet in the marking guideline), the main  aspects/body of the essay that sustains/defends the line of argument (which  is indicated by bullets in the marking guideline) and a relevant conclusion (which is indicated by a bullet in the marking guideline).  
For example, in an essay where there are five (5) main points there could be  about seven (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. 
(a) The first reading of essays will be to determine to what extent the main  aspects have been covered and to allocate the content level (on the  matrix). 

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

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

MEMORANDUM 

SECTION A: SOURCE-BASED QUESTIONS  
QUESTION 1: HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS  INFLUENCE SOUTH AFRICAN STUDENTS IN THE 1970s? 
1.1 
1.1.1 [Extraction of evidence from Source 1A - L1] 

•  African National Congress (ANC)'
• 'Pan Africanist Congress (PAC)' 
• 'South African Communist Party (SACP)' 
• ‘NUSAS’ (any 3 x 1) (3) 

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

• ‘This was a result of a political vacuum that was created by the banning and  imprisonment of leaders’ 
• 'Increasing frustration and marginalisation that black students experienced  by mostly white student leadership' (any 1 x 2) (2) 

1.1.3 [Definition of a historical concept in Source 1A - L1]  

• A philosophy that promoted self-confidence/ assertiveness and pride  among black South Africans 
• A philosophy which encouraged black South Africans to be independent  from other races 
• A philosophy that encouraged equality, justice, pride and unity
• Any other relevant response (any 1 x 2) (2) 

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

• Encouraged people to reject any form of discrimination 
• Wanted people to assert themselves and resist inferiority (become politically  aware and conscientised) 
• Encouraged black South Africans to fight against oppression
• Any other relevant response (any 2 x 2) (4) 

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

• SASO held leadership conferences to politically conscientise/unifying black South African students 
• SASO taught student’s critical social analysis skills
• SASO taught students’ organisational skills 
• The skills taught at the leadership conference helped students to spread  the ideas of Black Consciousness to students at high schools
• Any other relevant response (any 2 x 2) (4) 

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

•  'For a fiery (powerful) speech he delivered at a graduation ceremony attacking Bantu Education' (1 x 1) (1) 

1.2.2 [Interpretation of evidence from Source 1B - L2] (4)

• Tiro shared his knowledge about BC with Mashinini
• Tiro encouraged Mashinini not to be subjected to inferiority/not to be treated  as a second-class citizen
• Tiro shared his vision of 'one Azania' with Mashinini
• Tiro inspired Mashinini with his ideas and ‘political thinking’/influenced him  to believe that BC would bring about freedom from oppression 
• Mashinini became devoted to the philosophy of BC 
• Any other relevant response (any 2 x 2) 

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

•  'Mozambique in 1974' 
• 'Angola in 1976' (2 x 1) (2) 

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

• ‘Began waving a stick and screaming: Away with you’ 
• ‘We give you three minutes’ 
• 'We’re going to shoot' 
• ‘Pulled out his handgun’ 
• 'Fired two shots'
• 'He signalled and the other policemen started shooting' (any 1 x 2) (2) 

1.3.2 [Interpretation of evidence from Source 1C - L2] 

• Sam Nzima was a photo-journalist and reported (registered what happened) on the event as it unfolded
• To expose the atrocities and brutality of the apartheid regime 
• A journalist ought to be impartial and report on events without emotion
• Sam Nzima may have been shocked/afraid 
•  Any other relevant response (any 2 x 2) (4) 

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

•  'Many began throwing stones at the police' 
• 'Others burned cars and buildings' 
• 'Looted bottle stores' (any 2 x 1) (2) 

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

• To expose police brutality 
• To expose how the apartheid regime responded to mass protest action
• To highlight the unity that students of Soweto demonstrated against the  imposition of Afrikaans as a medium of instruction 
• To show how the police responded to unarmed children that were fighting for  a just cause
• The event was of national importance/newsworthy 
• To sympathise/empathise with the struggle of black South African students
• Any other relevant response (any 2 x 2) (4)

1.4.2 [Ascertain the usefulness of Source 1D – L3] 
The source is USEFUL because: 

• It gives first-hand information on what occurred on 16 June 1976 
• It contains the iconic photograph that Sam Nzima took of the slain Hector  Pieterson being carried by Mbuyisa Makhubu 
• It gives you insights as to how the apartheid regime responded (brutality) to  protest action by black South African students
• It highlights the solidarity and unity amongst black South African students  fighting against the imposition of Afrikaans as a medium of instruction
• It indicates how many students were killed and injured (statistics) during the  Soweto Uprising
• Any other relevant response (any 2 x 2) (4) 

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

•  Source 1C gives a written account of how Sam Nzima witnessed Mbuyisa  Makhubu carrying Hector Pieterson and his sister, Antoinette running  alongside them and Source 1D shows the photograph of what actually  occurred on 16 June 1976 to Hector Pieterson
• Source 1C states that Sam Nzima took a number of photographs of what  occurred on 16 June 1976 including the 'famous one' and in Source 1D we  see the evidence of the famous photographs of Hector Pieterson and the  crowd that were taken
• In Source 1C Sam Nzima asked the driver to rush the film to the press to be  published and in Source 1D we see the photograph that was published as  headlines in The World newspaper on 16 June 1976
• Any other relevant response (any 2 x 2) (4)

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

• The introduction of the philosophy of Black Consciousness filled a political  vacuum that existed when political leaders from the ANC, PAC and SACP  were imprisoned (Sources 1A)
• SASO was formed to conscientise black South African youth (Source 1A) ∙ Through the philosophy of Black Consciousness people became aware of  their situation and wanted to change it (Source 1A)
• The philosophy of Black Consciousness ensured that South Africans broke  the 'yoke of oppression' (Source 1A) 
• Black Consciousness activists ensured that black South Africans fought for  their liberation (Source 1A) 
• Black Consciousness taught students critical social analysis and  organisational skills (Source 1A) 
• The philosophy of Black Consciousness instilled a sense of unity and pride  among black South Africans (own knowledge) 
• Tiro was an advocate of Black Consciousness and had a strong influence  on Mashinini's political thinking (Source 1B) 
• The philosophy of Black Consciousness influenced students to embark on  a peaceful march on 16 June 1976 against Afrikaans as a medium of  instruction (Source 1B) 
• Photo-journalist Sam Nzima captured the events as they unfolded on 16  June 1976 which was influenced by the philosophy of Black Consciousness  (Source 1C) 
• The Soweto Uprising was a turning point in South Africa's history (own  knowledge) 
•  Outlines how students were influenced by Black Consciousness to stand up  for their rights and the impact thereof (Source 1D) 
• Black Consciousness promoted unity and solidarity amongst students of  Soweto (Source 1D) 
• Any other relevant response

Use the following rubric to allocate marks: 

(8) [50]

QUESTION 2: DID THE TRUTH AND RECONCILIATION COMMISSION (TRC)  HELP VICTIMS OF POLITICAL CRIMES TO FIND CLOSURE? 
2.1.1 [Extraction of evidence from Source 2A - L1] 

• ‘Minister of Justice, Dullah Omar' (1 x 1) (1) 

2.1.2 [Interpretation of evidence from Source 2A – L2] 
a) Afrikaners 

• It allayed their fears by mentioning that through the process of the TRC  South Africans could come to terms with their past and hence advance the  cause of reconciliation by not pursuing retributive justice
• The TRC stressed that its intention was not to conduct a witch-hunt 
• It assured that the human rights abuses of the ANC would be investigated
• It provided a forum for the truth to be told and amnesty to be granted 
• Any other relevant response (any 1 x 2) (2) 

b) The ANC 

•  Would be afforded the opportunity to present their side of the story regarding  human rights abuses 
• It provided a forum for the truth to be told and amnesty to be granted
• Any other relevant response (any 1 x 2) (2) 

2.1.3 [Definition of a historical concept in Source 2A - L1] 

• To bring about friendly relations/healing between victim and perpetrator 
• Any other relevant response (1 x 2) (2) 

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

•  'Archbishop Desmond Tutu' 
• 'Alex Boraine' (2 x 1) (2) 

2.1.5 [Interpretation of evidence from Source 2A – L2] 
Candidates must give a response for perpetrators and victims 
Perpetrators: 

• To hear their testimonies 
• To make full disclosure/truth telling regarding political crimes that were  committed 
•  Amnesty was granted if full disclosure was made (any 1 x 2) 

Victims: 

• To hear their stories
• To ensure restorative justice would be granted to bring about healing 
• Affected families of human rights abuses were granted reparations 
• Any other relevant response (any 1 x 2) (4)

2.1.6 [Extraction of evidence from Source 2A - L1]  

• 'Truth-telling' 
• 'Healing'(2 x  1) (1 x 2) (2) 

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

•  'A shot rings out and Turner collapses to the floor' 
• ‘Assassination’ (any 1 x 2) (2) 

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

•  Lack of a political will on the part of the present government to investigate  the death of Rick Turner
• No one appeared before the TRC to confess murdering Rick Turner/ the  murderer was not identified 
• The apartheid security forces hid the truth regarding the killing of Rick  Turner because they were implicated 
•  Any other relevant response (any 1 x  2) (any 1 x 2) 

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

•  'Biko' 
• 'Neil Aggett' 
• 'Matthew Goniwe' 
• 'Sparrow Mkhonto'
• 'Ashley Kriel' (any 3 x 1) (3) 

2.2.4 [Interpretation of evidence from Source 2B – L2] 
Candidates can choose either NOT SUCCESSFUL or SUCCESSFUL and  substantiate their response with relevant evidence. 
NOT SUCCESSFUL 

•  Forty years later Rick Turner's killer is still walking free 
• The TRC hearings did not get any information regarding the killing of Rick  Turner 
• The killer responsible for Rick Turner's murder did not appear before the  TRC and apply for amnesty 
• Security forces were successful in hiding their involvement in the murder of  Rick Turner 
• Any other relevant response  

SUCCESSFUL 
Candidates must support their answer with relevant evidence (any 2 x 2) (4)
2.3 
2.3.1 [Extraction of evidence from Source 2C – L1] 

•  ‘Extreme professionalism, efficiency and had the best assistance in  covering up their tracks’ 
• 'It seems to me that the only people capable of acting in such a way were  the members or handle-operatives of the then Bureau of State Security  (BOSS) or security police'
• 'Up to now all investigations have led us to the wall of silence surrounding  BOSS and the security police' (any 2 x 1) (2) 

2.3.2 [Ascertaining the usefulness of Source 2C – L3] 
The source is USEFUL because: 

•  It gives first-hand information about the circumstances under which Rick  Turner was killed 
• It mentions that Jann Turner appeared before the TRC regarding the death  of her father, Rick Turner in 1996 
• It informs the researcher that Jann Turner appeared before the TRC to try  and find out who killed her father 
• It mentions that the Durban Murder and Robbery Unit were unable to solve  who killed Rick Turner 
• It implicates BOSS in the assassination of Rick Turner 
• It also implicates the ANC in the killing Rick Turner 
• Any other relevant response (any 2 x 2) (4) 

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

•  Sources 2B and 2C are similar because they indicate that the killers of Rick  Turner were never found 
• Both Sources 2B and 2C implicate BOSS and the security police in the  assassination of Rick Turner 
• Sources 2B and 2C are similar because they outline Jann Turner's role in  trying to find out who killed her father 
• Both Sources 2B and 2C indicate that the TRC was unable to identify the  killers of Rick Turner 
•  Any other relevant response (any 2 x 2) (4) 

2.5 
2.5.1 [Interpretation of evidence in Source 2D – L2] 

•  The mandate of the TRC was to reconcile (to heal) both victims and  perpetrators and not to seek retributive justice and to encourage  perpetrators to tell the truth 
• The mandate of the TRC was to ensure restorative justice and bring about  healing and reconciliation amongst all South Africans, therefore retributive  justice was left out 
• Retributive Justice would lead to division and disunity among black and  white South Africans 
• Any other relevant response (any 2 x 2) (4)

2.5.2 [Interpretation of evidence in Source 2D – L2] 

•  Security police that were implicated in the assassination of Rick Turner had  their headquarters at Vlakplaas 
• At Vlakplaas a number of political activists were interrogated, tortured and  killed
• Any other relevant response (any 1 x 2) (2)

2.6 [Interpretation, evaluation and synthesis from relevant sources – L3] Candidates could include the following aspects in their response: 
Candidates must take a stance and explain whether the TRC helped  families of victims to find closure 
DID NOT HELP VICTIMS TO FIND CLOSURE 

• The objective of the TRC was to enable South Africans to come to terms  with their past (Source 2A) 
• Forty years since Rick Turner's death and no one has been held  accountable for his death (Source 2B) 
• The release of Section 29 hearings did not identify the killer of Rick Turner  (Source 2B) 
• BOSS and the security police were not brought to book and to account for  Rick Turner's killing (Source 2C) 
• The evidence depicted by the cartoon suggests that the family of Rick  Turner did not get closure (Source 2D) 
• The TRC failed families of victims because it did have the power to  subpoena perpetrators of crimes that were committed (own knowledge)
• There is a lack of political will to get perpetrators to account for the political  killings that occurred (own knowledge) 
• The TRC failed families of victims because there was no accountability or  responsibility for the murders that occurred (own knowledge) 
• Any other relevant response 

OR 
HELPED VICTIMS TO FIND CLOSURE 

• The TRC encouraged truth telling and healing (Source 2A) 
• Full disclosure of atrocities committed would bring about healing (Source  2A) 
•  The TRC provided a platform for victims to speak the truth as they have  experienced it (Source 2A) 
• The TRC emphasised that perpetrators should reveal the truth about the  human rights violations that were committed (Source 2A) 
• The TRC was prepared to listen to testimonies of both victims and  perpetrators (Source 2A) 
• The TRC helped families such as Mtimkulus’ to find closure (own  knowledge) 
• Some families received reparations (own knowledge) 
• Some families felt relieved and could find the remains of loved ones and  find closure (own knowledge) 
• In 2018 the Timol family was successful in hearing the truth about how  Ahmed Timol died (own knowledge) 
• During the TRC hearings some of the truth surfaced such as the death of  Nokuthula Simelane (own knowledge) 
• In some cases, perpetrators sought forgiveness and provided families with  answers (own knowledge) 
• The TRC led by Tutu and Boraine made an attempt to help victims of  political crimes to find closure (Source 2B) 
• Any other relevant response

Use the following rubric to allocate marks: 

(8) [50]

QUESTION 3: HOW DID GLOBALISATION CONTRIBUTE TO JOB LOSSES IN  SOUTH AFRICA'S CLOTHING AND TEXTILE INDUSTRY AFTER  1990?  
3.1.1 [Definition of a historical concept in Source 3A - L1] 

•  Globalisation means that countries are becoming more interdependent and  that people all over the world are more connected to each other 
• Globalisation refers to an interconnectedness amongst various economic,  political, technological and cultural spheres 
• Any other relevant response (any 1 x 2) (2) 

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

• 'It directly employs 127, 000 people' 
• 'Approximately 20% more people than the automotive and component  sector' 
• The livelihoods of many working class people depended on the industry's  survival' (any 1 x 2) (2) 

3.1.3 [Interpretation of evidence from Source 3A - L2] 

• China's clothing and textile import costs are cheaper than the local  manufacturers
• Local clothing and textile products were not priced competitively as  compared to those that were imported from China 
• Local consumers started to purchase cheaper imported products from China 
• The demand for local clothing and textile products decreased over the years
• Local clothing and textile factories were forced to retrench thousands of  workers because of a lack of demand 
• Hundreds of local clothing and textile factories were closed because of a  lack of profitability
• The removal of protective tariffs made it easy for cheap Chinese goods to  enter South Africa affecting the local industries
• Any other relevant response (any 2 x 2) (4)

3.1.4 [Extraction of evidence from Source 3A - L1] 
(a) Large firms 

• 'By attracting investment to update machinery and processes'
• 'Productivity improved' 
• 'Clothing exports increased'
• 'Reduced levels of employment' (any 1 x 1)   (1)

(b) Small and Medium Enterprises 

• 'Struggled the most' 
• 'Unable to attract the necessary investment' 
• 'Without being able to increase production' (any 1 x 1) (1)

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

• 'rising labour’ (costs) 
• 'raw materials’ (costs) 
• ‘factory rental costs' 
• 'an increase of illegally imported goods' (any 3 x 1) (3) 

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

• Labour costs according to SACTWU have kept pace with inflation 
• Labour costs have not skyrocketed and therefore did not contribute to job  losses in the clothing and textile industry 
• Labour costs were kept at a minimum (6% in 2000 and 1,87% in 2001)
• Any other relevant response (2 x 2) (4) 

3.2.3 [Ascertaining the usefulness of evidence from Source 3B – L3] 
The source is USEFUL because: 

•  It highlights the reasons for the closure of clothing and textile factories 
• It outlines the impact that globalisation has had on the clothing and textile  industry 
•  The different views of the Cape Clothing Association and SACTWU are  given regarding the reasons for job losses in the clothing and textile industry 
• It highlights how tariffs, trade agreements and illegal imports as well as dumping were the main reasons for job losses in the industry 
• Any other relevant response (any 2 x 2) (4) 

3.3 
3.3.1 [Interpretation of information from Source 3C - L2] 

• The poster conveys a message that clothing factories must be saved from  closure
• The poster portrays a worker busy making clothes that were produced in  South Africa 
• The poster appeals to the South African consumers to buy South African clothing 
• The poster shows a concerned factory worker whose job may be at risk  because of the impact of globalisation 
• The poster was produced by COSATU to highlight the situation in the  clothing and textile industry 
• Any other relevant response (any 2 x 2) (4) 

3.3.2 [Interpretation of information from Source 3C - L2] 

• COSATU wanted to show the plight of clothing and textile workers (to  prevent workers from losing their jobs)
• COSATU shows its support for workers who were at risk of facing  unemployment if clothing factories were closed
• COSATU states that factories should not to be closed 
• COSATU highlights that clothes must be produced in South Africa 
• Any other relevant response (any 2 x 2) (4)

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

• Source 3B states that globalisation caused job losses in the clothing and  textile industry and Source 3C shows how globalisation has affected the  South African clothing and textile industry
• Source 3B outlines that jobs were lost in the clothing and textile industry and  Source 3C depicts how COSATU responded to job losses 
• Source 3B indicates how the South African clothing industry was affected by the job losses and Source 3C shows a factory worker displaying garments  that are 'Made in South Africa'
• Any other relevant response (any 2 x 2) (4) 

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

• 'New jobs'
• 'Greater opportunities' 
• 'Increased productivity' (3 x 1) (3) 

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

• 'Government support for the industry'
• 'The Union's active campaign for jobs' 
• 'The government advocating the greening of the industry to make it more  sustainable' 
• 'SACTWU campaign to 'buy South African’
• 'SACTWU agreements with major companies and institutions to support the  local industry' (any 2 x 1) (2) 

3.5.3 [Interpretation of information from Source 3D - L2] 

• The campaign was an effort to prevent factories from closing its doors 
• To prevent workers from being retrenched/fired 
• To address the unemployment of workers in South Africa's clothing and  textile industry/to uplift the local community
• To urge South Africans to buy locally produced clothing instead of cheap  imports to boost the local economy
• To revive the local clothing and textile industry 
• Any other relevant response (any 2 x 2) (4)

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

• Globalisation had a negative impact on South Africa's clothing and textile  industry (Source 3A) 
• Large clothing and textile factories had to retrench workers because of  globalisation (Source 3A) 
• Small and Medium Enterprises struggled to sustain their businesses and had to close their doors (Source 3A)
• Globalisation contributed to 19 companies in Cape Town closing their doors  which led to 2 249 factory workers being retrenched (Source 3B) 
• The closure of clothing and textile factories led to 33 963 workers losing their  jobs in South Africa (Source 3B)
• The Cape Clothing Association stated that 140 companies closed their doors  (Source 3B)
• Many clothing and textile companies had to relocate to the former  homelands or southern African states because of cheaper operating costs (Source 3B) 
• SACTWU attributed job losses to government's tariff programmes, trade  agreements, illegal imports and dumping of cheap goods (Source 3B) 
• South Africa experienced falling production levels between 2000 and 2015  (Source 3D) 
• Cheap Chinese imports contributed significantly to the decrease of  employment of workers in the clothing and textile industry (own knowledge)
• Any other relevant response  

Use the following rubric to allocate marks: 

(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 critically discuss how intense pressure from international anti apartheid organisations led to the political transformation in South Africa in the 1980s.  
MAIN ASPECTS 
Candidates could include the following aspects in their essays:  

• Introduction: Candidates need to state how the various forms of resistance by the  international anti-apartheid organisations contributed to the political transformation in  South Africa in the 1980s.  

ELABORATION 

•  Reasons for the intense pressure from the Anti-Apartheid Movement (AAM) in the  1970s and 1980s in response to PW Botha's reforms in South Africa (Brief  background) 
• IAAM (Irish Anti-Apartheid Movement) formed by Kader Asmal 
• In the 1980s the International Defence and Aid Fund (IDAF) funded state of  emergency detentions/smuggled R200 million into South Africa/created a network of  donors who funded the release of political prisoners/From January 1985 IDAF funded  16 551 legal matters (e.g. detentions, common law prosecutions of street activists) 
• Sport Boycotts: In 1981 New Zealand protested against the 'racist' Springbok tour/  South African Council on Sport (SACOS) established political links with the UDF and  COSATU/slogan 'No normal sport in an abnormal society'/By the late 1980s SA was  banned from 90% of world sport 
• Cultural Boycotts: International artists - non-segregated audiences only/Artists  against apartheid formed in Britain by Dali Tambo and Jerry Dammers/The British  Actors Union 'Equity' forbid the use of television programmes in SA involving its  members/1985 USA 'Artists United against Apartheid'/refused to perform in South  Africa and raised money for liberation movements/1986 Freedom Festival in London  audience of 250 000 attended/musicians expressed their solidarity with people in  SA/speakers from ANC, SWAPO and British Anti-Apartheid Movement addressed  the crowd 
• Academic Boycotts: Scholars refused to travel to South Africa / Publishers refused  to publish SA manuscripts / No collaboration of scholars / Publishers abroad refused  to grant access to information / International conferences barred South African  participation / Institutions abroad denied SA academic access / overseas institutions  refused to recognise SA degrees/ schools abroad refused to act as external  examiners for thesis presented at SA universities / Trinity College forbade its faculties  to collaborate with South African universities 
• Consumer Boycotts: SA experienced a recession in 1980s / Anti-apartheid groups  encouraged the public to boycott SA products / Irish workers refused to handle fruits  from SA / Imports of raw materials such as coal, iron, steel from South Africa were  banned
• Disinvestments: This was a consequence as a result of the Soweto Uprising and  the death of Steve Biko / Sweden was the first country to disinvest in SA / By 1984 foreign investments in South Africa dropped by 30% / By 1980 Britain already  disinvested from the Simon's Town Naval Dockyard / General Motors and Barclays  Bank pulled out of SA / In the 1980s SAs economy struggled as investors left the  country / The rand was devalued / the effects of AAM actions began to show results / Between 1985 and 1990 over 200 US companies pulled out of SA) / University of  California withdrew investments of three billion dollars from SA 
• Sanctions: In the 1980s the Sullivan Principle (which implied that workers of all USA  companies should be treated equally) formed the basis for the disinvestment campaign in South Africa in the 1980s / Student protests in 1980s sparked withdrawal  of the USA trading companies / 1982 United Nations (UN) condemned apartheid and  called for total sanctions against SA 
•  In 1985 Chase Manhattan Bank cut ties with SA / Johannesburg Stock Exchange  (JSE) closed for 4 days. The value of the rand dropped by 35% from 54 to 34  cents to the dollar) / In 1985 the European Economic Community banned new  investments in SA 
• In 1986 the US Congress passed a law that banned all new investments and  loans in SA / Big corporations such as General Electric, Pepsi Cola, General  Motors, Mobil and IBM stopped doing business in SA / USA threatened to stop  the sale of weapons to SA / In 1986 Anti-Apartheid Law of USA led to some European countries and Japan to introduce sanctions against SA / International  banks lost confidence in SA's economy 
  • In 1987 Israel voted not to extend its existing defence contracts with SA / In 1988  one fifth of British and 184 American companies withdrew from SA because of  pressure from its shareholders / Barclays Bank sold their shares due to pressure  of the British public / The SA economy declined substantially and grew at a mere  1.1% per annum 
• The Role of International Trade Unions: The AAM imposed a trade ban on SA /  Irish Congress of Trade Unions opposed apartheid regime in SA 
• Political and financial crisis in SA continued / Western nations applied enormous  pressure on SA to end apartheid / The apartheid regime had no choice but to start  negotiations with anti-apartheid organisations in earnest 
• Release Mandela Campaign Wembley Stadium / United Nations / UN Security  Council and UN General Assembly called for the release of Nelson Mandela ∙ The role of Front-Line States – provided bases for training of freedom fighters;  condemned South Africa's apartheid policies at the UN 
• Any other relevant response
• Conclusion: Candidates should sum up their argument with a relevant conclusion. [50]

QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING  TO TERMS WITH THE PAST 
[Plan and construct an original argument based on relevant evidence using analytical  and interpretative skills] 
SYNOPSIS  
Candidates need to indicate whether they agree or disagree with the statement. If they  agree with the statement, they need to explain how Nelson Rolihlahla Mandela was  singlehandedly responsible for the birth of a free and democratic South Africa. If they  disagree with the statement, they need to support their line of argument. 
MAIN ASPECTS 
Candidates could include the following aspects in their essays:  

• Introduction: Candidates need to take a stance and indicate whether Nelson Mandela  was singlehandedly responsible for South Africa becoming a free and democratic  country in 1994.  

ELABORATION 

• De Klerk comes to power in 1989 
• De Klerk's speech in parliament on 2 February 1990 
• Unbanning of the political and civic organisations, such as the ANC and SACP
• The removal of restrictions on COSATU, AZAPO, etc. 
• Release of Nelson Mandela from prison in February 1990 
• Groote Schuur Minute, 2 May 1990 (ANC and NP met, ANC delegation led by Nelson  Mandela, NP delegation led by FW De Klerk) 
• Apartheid legislation revoked, such as the Separate Reservation of Amenities Act
• Violence in the Vaal Triangle 
• Pretoria Minute, 6 August 1990 (ANC agreed to suspend the armed struggle)
• Meeting of political parties - CODESA 1 (20 December 1991) 
• Violence erupts in some parts of the country, such as the Witwatersrand and Natal
• The Declaration of Intent 
• Whites-only referendum and its impact (March 1992) 
• CODESA 2 (2 May 1992) collapsed. Parties failed to agree on a new constitution making body and interim government 
• NP wanted minority veto while ANC wanted an interim government for no longer than  18 months and simple majority rule
• On-going violence on commuter trains on the Rand 
• Boipatong massacre and its consequences (17 June 1992)
• Nelson Mandela's role in leading the call for rolling mass action against the National  Party 
• Bhisho massacre (Gqozo) and its effects on the process of negotiations (7  September 1992) 
• Record of Understanding – Meyer and Ramaphosa
• Multiparty negotiating Forum
• Right-wing attack of the World Trade Centre and its consequences 
• Assassination of Chris Hani (10 April 1993) 
• Sunset Clause introduced by Joe Slovo broke the negotiations deadlock
• Date for the first democratic elections set (27-29 April 1994) 
• Any other relevant response [50]
• Conclusion: Candidates should tie up their argument with a relevant conclusion.  

If candidates disagree with this statement, they need to support their line of  argument with relevant evidence.

QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE  EVENTS OF 1989 
[Plan and construct an original argument based on relevant evidence using analytical  and interpretative skills] 
SYNOPSIS  
Candidates need to explain to what extent the fall of the Berlin Wall in 1989 paved the  way for the National Party and the African National Congress to begin talks. They should  refer to the relevant events that transformed the political situation in South Africa  between 1989 and 1990. 
MAIN ASPECTS  
Candidates could include the following aspects in their response:  

•  Introduction: Candidates should indicate to what extent the fall of the Berlin Wall  paved the way for both the National Party and the African National Congress to start  talks with each other and how these talks led to political changes in South Africa. 

ELABORATION  

• The Soviet Union disintegrated by the end of 1989 (Glasnost and Perestroika)
• The Soviet Union no longer regarded as a super power 
• Communism was no longer seen as a 'global threat' 
• The fall of the Berlin Wall in 1989 and its impact 
• Changes in the world politics and its impact on South Africa's apartheid reforms
• The apartheid regime could no longer use communism to justify its policy of racial  segregation 
• The National Party’s claim that it was protecting South Africa from a communist  onslaught became unrealistic 
• The USA and its allies could no longer continue to support the apartheid regime
• The collapse of the USSR also influenced the ANC to change its stance
• The ANC experienced economic and ideological challenges 
• The collapse of the Soviet Union put pressure on both the National Party and the ANC  to begin negotiations
• External support for both the National Party and the ANC was fading and negotiations  seemed like the best option for both sides
• The Battle of Cuito Cuanavale spurred the National Party to start negotiations with  communist over the independence of Namibia made it easier for them to talk the  ANC
• The Western world supported the move that South Africa should resolve its problems  peacefully and democratically 
• It became evident that the National Party government could not maintain white  supremacy indefinitely
• Influential National Party members started to realise that apartheid was not the  answer to the needs of white capitalist development
• There was no doubt that the continued repression of black South Africans would not  ensure political stability
• The government started to believe that reform needed to include the development of  a strong black middle class which would act as a 'bulwark against revolution'
• The security forces and state of emergencies had not stopped township revolts
• By the late 1980s the South African economy was in a state of depression
• PW Botha suffered a stroke and was succeeded by FW De Klerk 
• FW De Klerk started to accept that the black struggle against apartheid was not a  conspiracy directed from Moscow
• This enabled De Klerk to engage with the liberation organisations to find a lasting  solution for South Africa 
• On 2 February 1990 De Klerk announced the unbanning of all anti-apartheid  organisations which paved the way for talks 
• Any other relevant response 
• Conclusion: Candidates should tie up their argument with a relevant conclusion. 

If candidates explain to a lesser extent, they need to support their line of argument  with relevant evidence. [50] 

TOTAL: 150

ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 1
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

INSTRUCTIONS AND INFORMATION 

1.  This question paper consists of THREE sections:
   SECTION A: Comprehension (30) 
   SECTION B: Summary (10) 
   SECTION C: Language (40)
2.  Answer ALL the questions.
3. Read ALL the instructions carefully.
4. Start EACH section on a NEW page.
5. Leave a line after each answer.
6. Number the answers correctly according to the numbering system used in this  question paper.
7. For multiple-choice questions, write only the letter (A–D) next to the question  number in the ANSWER BOOK. 
8. Pay special attention to spelling and sentence construction. 9. Use the following time frame as a guideline:
   SECTION A: 50 minutes
   SECTION B: 20 minutes
   SECTION C: 50 minutes
9. Write neatly and legibly.

QUESTIONS 

SECTION A: COMPREHENSION  
QUESTION 1  
Read BOTH TEXT A and TEXT B and answer the set questions. 
TEXT A

Glossary:  

• endorsement¹: showing one's public approval or support of a product or a brand. 1.1 Refer to paragraph 2. 

1.1.1 Quote TWO consecutive words which indicate that sneakers were  first used by athletes. (1) 
1.1.2  Using your OWN words, explain why this type of footwear was  named sneakers. (2) 
1.2 What does the writer mean by, 'turned into a mass consumer movement'  (line 12)? (2) 
1.3 Explain why the following statement is FALSE: Sneakerheads is a brand of footwear. (1)
1.4 Refer to paragraph 5. Give TWO reasons why Converse added the name of celebrity basketball  player, Chuck Taylor, to their sneakers. (2) 
1.5 How did the music industry make sneakers popular (paragraph 6)? (2) 1.6 Choose the correct answer to complete the following sentence: The word 'coolest' (line 28) means … 

1. calmest.
2. trendiest.
3. coldest.
4. youngest. (1) 

1.7 Name TWO types of media used to influence the sale of sneakers  (paragraph 8). (2) 
1.8 Refer to paragraph 9. 
1.8.1Which word in this paragraph means the same as 'follower'? (1) 
1.8.2 What does Naledi Radebe mean by 'sneakers are a form of  transport' (line 40)? (2) 
1.9 Refer to paragraph 10. 
1.9.1 How do you, as the reader, know that the promotion of sneakers on  the internet is a fairly recent practice? (1) 
1.9.2 Identify a social media app (application) mentioned in this  paragraph. (1) 
1.10 What are the benefits of buying sneakers online? State TWO points. (2) 
1.11 Briefly discuss whether you agree with the writer's view expressed in  paragraph 13. (2) 
1.12 Discuss the suitability of the title, 'Sole-searching'. (2)

TEXT B 

 [Source: Investing in Road Safety, 2018]  
1.13 What is the woman doing? State TWO actions. (2) 
1.14 How do the actions of the boy support the words, 'What's your kid picking up  from you?' (2) 
1.15 In your opinion, does this text succeed in conveying its message? Substantiate your response. (2) 

TOTAL SECTION A: 30

SECTION B: SUMMARY 
QUESTION 2 
Oral hygiene is important for overall good health. 
Read TEXT C below and list SEVEN tips on how to keep your teeth healthy.

INSTRUCTIONS 

1. Your summary must be written in point form. 
2. List your SEVEN points in full sentences, using no more than 70 words. 
3. Number your sentences from 1 to 7. 
4. Write only ONE point per sentence. 
5. Use your OWN words as far as possible.
6. Indicate the total number of words you have used in brackets at the end of your  summary. 

TEXT C 

 TOTAL SECTION B: 10

SECTION C: LANGUAGE 
QUESTION 3: ANALYSING AN ADVERTISEMENT 
Study the advertisement (TEXT D) below and answer the set questions.  
TEXT D  

[Source: Equinox, June-July, 2018] 
3.1 To whom would this advertisement appeal? (1) 
3.2 The box to the right of the cup contains sachets of sugar as well as artificial  sweeteners. Why has the advertiser included artificial sweeteners? (1) 
3.3 Refer to the headline, 'A moment of indulgence from Huletts to you!' 
3.3.1 Choose the correct answer to complete the following sentence: 
In the context of the advertisement, the word 'indulgence'  means … 

1.  tolerance.
2. sympathy. 
3. understanding. 
4. enjoyment. (1) 

3.3.2  How do the visual aspects support the headline, 'A moment of  indulgence from Huletts to you!'? (3) 
3.4 Why has the advertiser included the words, 'MORE THAN 125 YEARS OF  SWEETNESS'? State TWO points. (2) 
3.5 Does this advertisement convince you to purchase Huletts products?  Substantiate your answer. (2) [10]

QUESTION 4: ANALYSING A CARTOON 
Read the cartoon (TEXT E) below and answer the set questions.  
TEXT E  
 THE PAJAMA DIARIES 

 [Source: www.the pajama diaries.com] 
NOTE: In this cartoon, the girl in the first three frames is Amy, the man is her father  and the woman in frame 4 is her mother. 

• * '#1' in frame 1 means number 1. 
• * The word 'fall' in frame 3 refers to autumn. 

4.1 Refer to FRAME 1.  
4.1.1 Choose the correct answer to complete the following sentence: 
Amy's facial expression indicates that she is … 

1. angry.
2. anxious.
3. annoyed. 
4. aggressive. (1)

4.1.2 Give TWO reasons for your answer to QUESTION 4.1.1. (2)
4.1.3 Write the abbreviation of 'OMG' in full. (1) 
4.2 Why is the word 'SOB' written in bold font in frame 2? (1)
4.3 Refer to FRAME 4.  
4.3.1 How does the cartoonist use a verbal clue to convey the mother's  feelings in this frame? (2) 
4.3.2 Rewrite the word 'humor' as it is spelt in South African English. (1) 
4.4 Refer to the cartoon as a whole. Do you think that this cartoon is humorous? Substantiate your answer. (2) [10]

QUESTION 5: LANGUAGE AND EDITING SKILLS 
5.1 Read the passage (TEXT F) below, which has some deliberate errors, and  answer the set questions.  
TEXT F 

5.1.1 Correct the SINGLE error in each of the following sentences. Write  down ONLY the question numbers and the words you have  corrected. 

1. What is the diferrence between emojis and emoticons? (1)
2. Emoticons such as the smiley or crying face is formed from  typographical marks. (1)
3. Smileys have nudged out abbreviations with similar meanings,  such has 'lol'. (1)
4. Unlike many abbreviations, which can be language specific,  emojis are instant recognisable to Instagram users worldwide. (1) 

5.1.2 Write '1 900' in words. (1)
5.1.3 Rewrite the following sentence in the active voice: A language is not constituted by emojis. (1)
5.1.4 Give an antonym for the underlined word in the following sentence: They have no grammar, so we cannot combine them into more  complex units of meaning. (1) 
5.1.5 Complete the following tag question. Write down ONLY the missing  words. Emojis help us navigate the personal relationships we conduct  online, … …? (1) 
5.1.6 Combine the following sentences into a single sentence: Siyabonga sent his mother a smiley emoji. His mother responded  with a heart emoji.  Begin with the following word: When … (2)
5.1.7 Rewrite the following sentence in reported speech: Elize said, 'I used emojis yesterday.' (4)
5.2 Study the text (TEXT G) below and answer the questions. 

TEXT G  

 [Source: www.google.com] 
NOTE: CO2 refers to carbon dioxide. 
5.2.1 Rewrite the following sentence in the present continuous tense: Every leaf traps CO2. (1)
5.2.2 Study the following statement: Plant for the planet. State the part of speech of each of the underlined words. (2)
5.2.3 Provide the correct degree of comparison in the following sentence: Air pollution is (bad) now than what it was a decade ago. (1)
5.2.4 Give the correct form of the word in brackets: The learners are excited about the (donate) of trees to the school. (1)
5.2.5 Rewrite the following sentence in the negative form: The leaves fell off the tree during autumn. (1) [20] 

TOTAL SECTION C: 40
GRAND TOTAL:  80

ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 2
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

INSTRUCTIONS AND INFORMATION 
Read this page carefully before you begin to answer the questions. 

1. Do NOT attempt to read the entire question paper. Consult the TABLE OF  CONTENTS on the next page and mark the numbers of the questions set on  the texts you have studied this year. Read these questions carefully and  answer as per the instructions.
2. This question paper consists of FOUR sections:
   SECTION A: Novel (35)
   SECTION B: Drama (35)
   SECTION C: Short stories (35)
   SECTION D: Poetry (35) 
3. Answer TWO QUESTIONS in all, ONE question each from ANY TWO  sections.
   SECTION A: NOVEL
   Answer the question on the novel you have studied.
   SECTION B: DRAMA
   Answer the question on the drama you have studied.
   SECTION C: SHORT STORIES
   Answer the questions set on BOTH short stories.
   SECTION D: POETRY
   Answer the questions set on BOTH poems.
   Use the checklist on page 4 to assist you. 
4. Follow the instructions at the beginning of each section carefully.
5. Number the answers correctly according to the numbering system used in this  question paper.
6. Start EACH section on a NEW page.
7. Suggested time management: Spend approximately 60 minutes on each  section.
8. Write neatly and legibly.

TABLE OF CONTENTS

CHECKLIST 
NOTE:  

• Answer questions from ANY TWO sections. 
• Tick (✔) the sections you have answered. 

NOTE: Ensure that you have answered questions on TWO sections only.

QUESTIONS 

SECTION A: NOVEL 
In this section, questions are set on the following novels: 

• CRY, THE BELOVED COUNTRY by Alan Paton 
• STRANGE CASE OF DR JEKYLL AND MR HYDE by Robert Louis Stevenson Answer ALL the questions on the novel that you have studied. 

QUESTION 1: CRY, THE BELOVED COUNTRY 
Read the extracts from the novel below and answer the questions set on each.  The number of marks allocated to each question serves as a guide to the expected  length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 1.1 AND  QUESTION 1.2. 
1.1 EXTRACT A 
[John and Stephen Kumalo speak about the crime.] 

1.1.1 Complete the following sentences by using the words in the  list below. Write only the word next to the question numbers (1.1.1(a) to 1.1.1(d)) in the ANSWER BOOK. 

The novel, Cry, the Beloved Country, is set in the village of (a) …  and Johannesburg. During this time many black people from  villages migrate to (b) … Stephen Kumalo receives a letter from  (c) …, asking him to come to Johannesburg as Kumalo's sister,  (d) …, is very sick. (4)
1.1.2 Why would John Kumalo 'perhaps' need a lawyer as mentioned in  line 1 ('John Kumalo smiles … lawyer, he says')? (2) 
1.1.3 Describe the roles of Matthew Kumalo and Johannes Pafuri in  the crime. (2) 
1.1.4 Refer to line 6 ('Not there at … But my son …'). 

1.  Identify the tone that Stephen Kumalo uses in this line. (1)
2. Why is Stephen Kumalo's tone appropriate in this line? (1) 

1.1.5 With reference to the crime investigation, state ONE difference in  the character traits of Absalom and Matthew Kumalo. (2) 
1.1.6 One of the themes in the novel, Cry, the Beloved Country, is  power.  Discuss this theme. (3) 
1.1.7 Do you think the young white man in the extract is justified in being  'indifferent'? Discuss your view. (3)
AND 

1.2 EXTRACT B 
[Jarvis reads one of his son's articles.] 

1.2.1 Name any TWO types of books that James Jarvis finds in his  son's study. (2) 
1.2.2 Why is Jarvis 'Shocked and hurt' (line 1)? (2)
1.2.3 Refer to lines 3–4 ('But he was … on the floor'). 

1. Quote ONE word from these lines which shows that James  Jarvis is visibly upset. (1) 
2. Explain why there is a 'stain on the floor'. (2) 

1.2.4 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (1.2.4) in  the ANSWER BOOK. 
In lines 7–8 the narrator states that 'the closing paragraphs moved  him'. 
This means that Jarvis … 

1. changes places.
2. becomes impatient.
3. becomes emotional.
4. changes ideas. (1) 

1.2.5 Discuss the irony in lines 9–10 ('Therefore I shall … of South  Africa'). (2) 
1.2.6 Why is the following statement FALSE?  Absalom is an honourable man. (1)
1.2.7 Refer to lines 12−13 ('I need for … false to me'). 

1. Identify a figure of speech in these lines. (1)
2. Explain how this figure of speech is relevant to Arthur Jarvis. (2) 

1.2.8 The impact that Arthur Jarvis's articles have on his father comes  too late. Discuss your view. (3) [35]

QUESTION 2: STRANGE CASE OF DR JEKYLL AND MR HYDE 
Read the extracts from the novel below and answer the questions set on each.  The number of marks allocated to each question serves as a guide to the expected  length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 2.1 AND  QUESTION 2.2. 
2.1 EXTRACT C 
[Mr Utterson visits Dr Lanyon.] 

2.1.1 Complete the following sentences by using the words in the list  below. Write only the word next to the question numbers  (2.1.1(a) to 2.1.1(d)) in the ANSWER BOOK. 

The novel begins with Mr Utterson, a (a) … going for a walk with  (b) …, his relative. The latter tells the story of a brute man who  tramples a little girl. Everyone around yells and the rude man offers  to pay. He pays with a cheque drawn from the account of (c) …  The rude man later turns out to be (d) …  (4) 
2.1.2 Explain why Mr Utterson's mind is 'preoccupied' in lines 1–2  
('After a little…preoccupied his mind'). (2)
2.1.3 Refer to line 7 ('Indeed? said Utterson … of common interest'). (a) Identify the tone in these lines. (1) (b) Why is this tone appropriate in these lines? (1) 2.1.4 Quote ONE word from lines 9−13 ('He began to … Damon and  Pythias.') which shows that Dr Lanyon regards Jekyll's experiments  as nonsense. (1) 
2.1.5 With reference to the murder of Sir Carew state ONE difference  between the character traits of Mr Hyde and Sir Carew. (2) 
2.1.6 From your knowledge of the novel, state why the following  statement is TRUE. Poole remains loyal to Dr Jekyll. (1) 
2.1.7 Give TWO reasons why Mr Utterson strongly believes that  Dr Jekyll knows who has killed Sir Carew. (2) 
2.1.8 Is Mr Utterson justified in trying to solve the mystery of Dr Jekyll  and Mr Hyde?  Discuss your view. (3)
AND 

2.2 EXTRACT D 

[Poole and Mr Utterson prepare to confront Dr Jekyll.]

2.2.1 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (2.2.1) in  the ANSWER BOOK. 
Mr Hyde was living in … 

1. Southam.
2. Salford.
3. Soho.
4. Shaldon. (1)

2.2.2 Refer to line 3 ('Weeping like a … said the butler'). 

1.  Identify the figure of speech used in this line. (1)
2. Explain how this figure of speech is relevant in describing Dr Jekyll. (2) 

2.2.3 Refer to lines 7−9 ('light them to …of the night'). 

1.  State why Mr Utterson and Poole approach the cabinet with  'bated breath'. (2) 
2. Why is 'that patient foot' (lines 7–8) walking up and down  repeatedly? (2) 

2.2.4 Discuss the irony in line 10 ('Jekyll,' cried Utterson … to see you'). (2) 
2.2.5 State TWO of Utterson and Poole's findings when they break the  door open. (2) 
2.2.6 One of the themes in the novel, Strange Case of Dr Jekyll and  Mr Hyde, is violence.  Discuss this theme. (3) 
2.2.7 With reference to the entire novel, do you think Dr Jekyll was  successful with his experiment of dual personalities? Discuss your  view. (3) [35] 

TOTAL SECTION A: 35

SECTION B: DRAMA 
In this section, there are questions set on the following dramas: 

• MACBETH by William Shakespeare 
• MY CHILDREN! MY AFRICA! by Athol Fugard 

Answer ALL the questions on the drama that you have studied. 
QUESTION 3: MACBETH  
Read the extracts from the play below and answer the questions set on each.  The number of marks allocated to each question serves as a guide to the expected  length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 3.1 AND QUESTION 3.2. 
3.1 EXTRACT E 
[After a banquet in the hall of Macbeth's palace.]

3.1.1 Complete the following sentences by using the words in the list  below. Write down only the word next to the question number  (3.1.1(a) to 3.1.1(d)) in the ANSWER BOOK. 

Macbeth and Banquo encounter the Three Witches when they  return from battle. The Witches prophesy that Macbeth will be  made Thane of (a) … and eventually (b) … They also predict that  Banquo will father a line of (c) … kings and that he will not be as  happy as Macbeth yet much (d) … (4) 
3.1.2 Refer to line 3 ('A kind good night to all!'). If you were the director of this play, what would you tell Lady  Macbeth to do when saying this line? State TWO points. (2) 
3.1.3 Refer to lines 15–16 ('There's not a … a servant fee'd'). Explain the meaning of these lines. (2)
3.1.4 Refer to lines 20–22 ('I am in … as go o'er'). 

1. Identify the figure of speech used in these lines. (1)
2. Explain why this figure of speech is appropriate in these lines. (2) 

3.1.5 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (3.1.5) in  the ANSWER BOOK. 
Lennox is one of … 

1. Macbeth's greatest supporters. 
2. Macbeth's greatest enemies.
3. the noblemen from Scotland.
4. the noblemen from England. (1) 

3.1.6 One of the themes in the drama, Macbeth, is fate versus free will. Discuss this theme. (3) 3.1.7 Macbeth contributes to Lady Macbeth's death. Discuss your view. (3) AND
3.2 EXTRACT F 
[A scene on the battlefield.] 

3.2.1 Refer to lines 1–2 ('Now near enough …those you are'). Which prophecy of the Witches is fulfilled with this action of the  soldiers? (2)
3.2.2 Siward refers to Macbeth as a 'tyrant' (line 10). Identify TWO actions of Macbeth which cause Siward to call Macbeth a tyrant. (2)
3.2.3 Refer to lines 17–18 ('They have tied … fight the course').

1. To whom does 'They' refer? (1) 
2. Explain the comparison used by Macbeth in these lines. (2) 

3.2.4 Refer to lines 27–28 ('The Devil himself … to mine ear'). 

1. Identify the tone Young Siward uses in these lines. (1)
2. Why does Siward use this tone? (1) 

3.2.5 Explain the irony of Macbeth's words in lines 34–35 ('But swords  I … a woman born'). (2) 
3.2.6 Why is the following statement FALSE? Donalbain flees to England. (1) 
3.2.7 What does this extract reveal about Malcolm's character? Explain  your answer. (2) 
3.2.8 Refer to the play as a whole. Is Macduff irresponsible when he  flees from Scotland? Discuss your view. (3) [35]

QUESTION 4: MY CHILDREN! MY AFRICA! 
Read the extracts from the play below and answer the questions set on each.  The number of marks allocated to each question serves as a guide to the expected  length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 4.1 AND  QUESTION 4.2. 
4.1 EXTRACT G 
[Thami and Mr M discuss The People.] 

4.1.1 Complete the following sentences by using the words in the  list below. Write only the word next to the question numbers  (4.1.1(a) to 4.1.1(d)) in the ANSWER BOOK. 

Thami and Isabel prepare for the (a) … quiz which will be held at  (b) … They discuss (c) … poems among others, Ozymandias.  This leads to a (d) … conversation between Thami and Mr M.  (4)
4.1.2 Refer to lines 1−2 ('There are quite … to be toppled'). Explain the meaning of these lines. (2)
4.1.3 Refer to lines 3–4 ('We won't leave …bring them down').

1. Identify the figure of speech in this line. (1)
2. Explain the meaning of this figure of speech in the context  of the play. (2) 

4.1.4 To whom does 'The People' (line 9) refer? (1)
4.1.5 Refer to lines 10−11 ('The People … with a capital P'). 

1. Identify the tone Mr M uses in these lines. (1)
2. Why does Mr M use this tone? (1) 

4.1.6 Using your OWN words, explain what Mr M means by, 'My black  skin doesn't confer automatic membership' (lines 14–15). (2) 
4.1.7 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (4.1.7) in  the ANSWER BOOK. 
Miss Brockway is Isabel's … 

1. relative. 
2. teacher. 
3. principal. 
4. comrade. (1) 

4.1.8 Do you agree with Mr M that 'pulling down statues' is not the  solution to freedom in this drama, My Children! My Africa!? Discuss your view. (3)
AND

4.2 EXTRACT H 
[Isabel meets with Thami.] 

4.2.1 Isabel agrees to meet Thami because she wants answers to her  questions.  What does Isabel want to know from Thami (line 1)? State TWO  points. (2)
4.2.2 Refer to line 10 ('Now …?'). If you were the director of this play, what would you tell Thami to do  when saying this word? State TWO points. (2)
4.2.3 Explain the irony of Thami's words in line 23 ('I'm heading north'). (2)
4.2.4 Why is the following statement FALSE? Mr M rents a room from Mrs Makatini in Brakwater. (1) 
4.2.5 Why does Thami suggest Isabel should go to the Wapadsberg  Pass? (2)
4.2.6 What does this extract reveal about Isabel's character? Explain  your answer. (2) 
4.2.7 One of the themes in the drama, My Children! My Africa!, is the  generation clash. Discuss this theme. (3)
4.2.8 In this drama, Isabel is seen as a symbol of hope for South Africa. Discuss your view. (3) [35] 

TOTAL SECTION B: 35

SECTION C: SHORT STORIES 
In this section, questions are set on the following short stories: 

• 'THE NEW TRIBE' by Buchi Emecheta  
• 'THE FUR COAT' by Sean O'Faolain 

QUESTION 5 
Read the extracts from the TWO short stories below and answer the questions set on  each. The number of marks allocated to each question serves as a guide to the  expected length of your answer. 
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 5.1 AND  QUESTION 5.2. 
5.1 'THE NEW TRIBE' 
EXTRACT I  
[A discussion between Ginny and Chester.] 

5.1.1 Complete the following sentences by using the words in the  list below. Write only the word next to the question numbers (5.1.1(a) to 5.1.1(d)) in the ANSWER BOOK. 

This story is set in the small town of (a) … where Arthur Arlington  is a (b) … The Arlingtons adopt two children, Chester and Julia.  Chester is (c) … The first day at school Chester causes some  disruption and his teacher, (d) …, saves the day by calling Julia  to assist. (4)
5.1.2 Refer to lines 7–8 ('I just don't … king any more'). 

1.  Why does Chester not 'want to be a king any more'? (1)
2. Give a reason why Ginny wants Chester to play this part? (1)   

5.1.3 Write down ONE word which best describes how Ginny is feeling in  line 9 ('I just didn't realise you felt so strongly'). (1) 
5.1.4 Choose the correct answer to complete the following sentence.  Write only the letter (A–D) next to the question number (5.1.4) in  the ANSWER BOOK. 
When Chester says he 'gained a little independence' (line 14) he  means he is … 

1. brave enough to ask Arthur about his adoption.
2. brave enough to tell Ginny how he feels.
3. insecure and needs his parents' advice.
4. accepted by his fellow school mates. (1) 

5.1.5 Explain why Chester refers to Arthur as 'the Rock of Gibraltar'  in line 17. (2) 
5.1.6 What does this extract reveal about Chester's character?  Explain your answer. (2) 
5.1.7 One of the themes in the short story, 'The new tribe', is insecurity. Discuss this theme. (3)
5.1.8 Do you sympathise with Julia? Discuss your view. (3)
AND

5.2 'THE FUR COAT' 
EXTRACT J 
[Molly is talking to Paddy.] 

5.2.1 Refer to lines 1–2 ('And she crashed … into a cellar'). 

1. Why does Molly bang the door after her? (2)
2. Identify the figure of speech in 'put the children … into a  cellar'. (1) 
3. Explain why this figure of speech is appropriate. (2)

5.2.2 Explain why Paddy is 'poring over maps and specifications' (line 3). (2) 
5.2.3 What would Molly want Paddy to show when she looks 'hopefully'  (line 14) at him? (2) 
5.2.4 Discuss the irony in what Molly says in lines 21−22, ('Because I  don't … about a fur coat'). (2) 
5.2.5 Compare the ideas that Paddy and Molly have about the use of a  fur coat. (2) 
5.2.6 Why is the following statement FALSE?  Molly eventually buys a fur coat with the cheque that Paddy gives  her. (1) 
5.2.7 Refer to the story as a whole. Do you think Molly's behaviour is  immature? Discuss your view. (3)

TOTAL SECTION C: 35

SECTION D: POETRY  
In this section, questions are set on the following poems: 

• 'Sonnet 18' by William Shakespeare 
• 'Still I rise' by Maya Angelou 

NOTE: Answer the questions set on BOTH poems, i.e. QUESTION 6.1 AND  QUESTION 6.2. 
QUESTION 6 
6.1 Read the poem carefully and then answer the questions which follow.  The number of marks allocated to each question serves as a guide to the  expected length of your answer. 

6.1.1 Complete the following sentences by filling in the missing words.  Write only the word next to the question numbers (6.1.1(a) to  6.1.1(d)) in the ANSWER BOOK. 

'Sonnet 18' is a/an (a) … sonnet. It consists of three (b) …  followed by a (c) … . The poem is written in fourteen lines in (d) …  pentameter. (4) 
6.1.2 Using your OWN words, state TWO negative qualities of summer mentioned in the poem. (2)
6.1.3 Refer to lines 7−8 ('And every fair…changing course untrimmed'). 

1.  Choose the correct answer to complete the following  sentence. Write only the letter (A–D) next to the question  number (6.1.3 (a)) in the ANSWER BOOK. '… fair from fair …' (line 7) is an example of …
   1. assonance. 
   2. alliteration. 
   3. apostrophe. 
   4. antithesis. (1) 
2. Explain the meaning of these lines ('And every fair … changing course untrimmed'). (2) 

6.1.4 Refer to line 11 ('Nor shall Death … in his shade'). 

1.  Identify the figure of speech used in this line. (1)
2. Explain the meaning of this figure of speech in the context  of the poem. (2) 

6.1.5 Refer to the poem as a whole. 

1. Quote ONE word which shows that the speaker thinks his  beloved's beauty will last forever. (1) 
2. How will the speaker ensure that his beloved's beauty will be  preserved forever? (1) 

6.1.6 Identify the speaker's tone in this poem. (1) 
6.1.7 Do you agree with the speaker's claim that his beloved is more  beautiful than summer? Discuss your view. (3)
AND
6.2 Read the poem carefully and then answer the questions which follow. The  number of marks allocated to each question serves as a guide to the  expected length of your answer.

6.2.1 Using your OWN words, state the speaker's opinion of history. (2)
6.2.2 Refer to stanza 2. 

1. Quote ONE word which suggests that the speaker uses an  energetic tone. (1)
2. Identify the figure of speech in 'Cause I walk … got oil wells' (line 7). (1)
3. Explain why this figure of speech is appropriate. (2) 

6.2.3 State why the speaker makes reference to 'moons', 'suns' and  'tides' (lines 9−10). (2) 
6.2.4 Explain the figurative meaning of, 'You may cut me with your eyes' (line 22). (2) 
6.2.5 Why is the following statement FALSE? The speaker is only concerned about discrimination against  women. (1) 
6.2.6 Discuss how the theme of perseverance is evident in this poem. (3) 
6.2.7 Do you agree with the speaker when she says, 'I am the dream  and the hope of the slave' (line 40)? Discuss your view. (3) [35] 

TOTAL SECTION D: 35
GRAND TOTAL:  70

ENGLISH FIRST ADDITIONAL LANGUAGE
PAPER 3
GRADE 12  
NSC EXAMS PAST
PAPERS AND MEMOS NOVEMBER 2018

INSTRUCTIONS AND INFORMATION 

1.  This question paper consists of THREE SECTIONS:
   SECTION A: Essay (50) 
   SECTION B: Longer Transactional Text (30) 
   SECTION C: Shorter Transactional Text (20) 
2. Answer ONE question from EACH section. 
3. Write in the language in which you are being assessed. 
4. Start EACH section on a NEW page.
5. You must plan (e.g. using a mind map/diagram/flow chart/key words), edit and  proofread your work. The plan must appear BEFORE each text.
6. All planning must be clearly indicated as such. It is advisable to draw a line  through all planning.
7. You are strongly advised to spend approximately:
   • 80 minutes on SECTION A
   • 40 minutes on SECTION B 
   • 30 minutes on SECTION C
8. Number the answers correctly according to the numbering system used in this  question paper.
9. Give each response a suitable title/heading. 
10. Do NOT consider the title/heading when doing a word count.
11. Write neatly and legibly.

QUESTIONS

SECTION A: ESSAY 
QUESTION 1 

• Write an essay of between 250 and 300 words in length on ONE of the following  topics.  
• Write down the NUMBER and TITLE of the essay you have chosen correctly,  e.g. 1.1 Everything was going according to plan when … 
• Give your own title if your choice is QUESTION 1.7.1 OR 1.7.2. 
• Spend approximately 80 minutes on this section. 

1.1 Everything was going according to plan when … [50] 
1.2 'We can change the world and make it a better place. It is in your hands to  make a difference.' – Nelson Mandela [50] 
1.3 Hidden treasure [50]
1.4 'Go for it now. The future is promised to no-one.' – Dr Wayne Dyer [50]
1.5 You do not need someone else's approval to feel good about yourself. [50]
1.6 Beyond these walls [50] 
1.7 Choose ONE of the following pictures and write an essay on a topic that  comes to mind. Write the question number (1.7.1 OR 1.7.2) and give your  essay a suitable title.  
NOTE: There must be a clear link between your essay and the picture you have chosen. 
1.7.1 

 [Source: Equinox, April/May 2018] [50]
1.7.2 

[Source: Private Edition, Issue 39, 2018] [50] 

TOTAL SECTION A: 50

SECTION B: LONGER TRANSACTIONAL TEXT 
QUESTION 2 

• Respond to ONE of the following longer transactional writing texts.
• The body of your response should be between 120 and 150 words in length.
• Write down the NUMBER and the HEADING of the text you have chosen,  e.g. 2.1 DIALOGUE. 
• Pay particular attention to format, language and register. 
• Spend approximately 40 minutes on this section. 

2.1 DIALOGUE 
Your older sister wants to leave university without completing her studies to follow a career as an actress. You have decided to talk to her about her  decision. 
Write the dialogue that takes place between you and your sister. 
NOTE: Use the dialogue format. [30]

2.2 OBITUARY 
A learner in your class has passed away. The principal of your school has  asked you to write an obituary, paying tribute to him/her. 
Write the obituary. [30]

2.3 NEWSPAPER ARTICLE 
Members of your community would like to promote recycling. They have  asked you to write an article for publication in your community newspaper, on  how recycling can be done at home. 
Write the article. [30]

2.4 FORMAL LETTER 
You recently purchased an item of clothing on sale at a department store.  You later discovered that the garment was damaged. The store refuses to  exchange the item because it was bought on sale.  
Write a letter to the manager of the store, expressing your dissatisfaction with  their refusal to exchange the garment. [30] 

TOTAL SECTION B: 30

SECTION C: SHORTER TRANSACTIONAL TEXT  
QUESTION 3 

• Choose ONE of the following topics and write a short transactional text. 
• The body of your response should be between 80 and 100 words in length. 
• Write down the NUMBER and the HEADING of the text you have chosen,  e.g. 3.1 FLYER. 
• Spend approximately 30 minutes on this section. 

3.1 FLYER 
The elderly in your community require assistance with shopping and other  chores. You have decided to create a flyer for distribution in your community, offering your services to the elderly. 
Write the content of the flyer.  
NOTE: Do NOT include illustrations or drawings. [20]

3.2 DIARY ENTRIES 
You have decided to work overseas and must inform your family about your  decision. 
Write TWO diary entries expressing how you felt. One entry must reflect how  you felt BEFORE and the other AFTER you informed them of your decision. [20] 

3.3 DIRECTIONS 
Your neighbour needs to visit a new clinic that has been built in your area.  Write the directions that he/she will need to get to the clinic from his/her  home. 
You must include landmarks, distances and specific directions in your  response. 
NOTE: Do NOT include illustrations or drawings. [20] 

TOTAL SECTION C: 20
GRAND TOTAL:  100