PHYSICAL SCIENCES: CHEMISTRY
PAPER 2
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

MEMORANDUM 

QUESTION 1
1.1 D ✓✓ (2)
1.2 A ✓✓ (2)
1.3 B ✓✓ (2)
1.4 B ✓✓ (2)
1.5 D ✓✓ (2)
1.6 C ✓✓ (2)
1.7 B ✓✓ (2)
1.8 D ✓✓ (2)
1.9 D ✓✓ (2) 
1.10 C ✓✓ (2) [20] 
QUESTION 2
2.1 
2.1.1 A ✓ (1)
2.1.2 D ✓ (1)
2.1.3 B ✓ (1)
2.1.4 E ✓ (1)
2.1.5 B ✓ (1) 
2.2 
2.2.1 

Accept

• Any correct arrangement of correct number of  atoms (2) 

2.2.2 ANY ONE: 

• Methyl ✓ethanoate ✓
  OR/OF
• Ethyl ✓methanoate ✓ (2) 

2.3 
2.3.1 A large molecule ✓composed of smaller monomer units covalently bonded to  each other in a repeating pattern. ✓  (2) 
2.3.2 Polyethene ✓ 
Accept:

• Polyethylene/polythene  (1) 

2.3.3 
Accept as reactant:

Accept as product:
 (3) 
2.4 Hydrolysis/Substitution ✓  (1) 

2.5

• Use concentrated strong base/NaOH/KOH/LiOH OR ethanolic/alcoholic  strong base/NaOH/KOH/LiOH. ✓/Use ethanol instead of water./No water. 
• Heat strongly ✓ 

Accept: Increase temperature (2) [18] 

QUESTION 3 
3.1

• Structure:
  The chain length/molecular size /molecular structure/molecular mass/  surface area increases. ✓ 
• Intermolecular forces:
  Increase in strength of intermolecular forces/induced dipole /London/  dispersion /Van der Waals forces/momentary dipoles. ✓ 
• Energy:
  More energy needed to overcome/break intermolecular forces. ✓
  OR
  Structure:
  From 4 C atoms to 1 C atom/bottom to top the chain length/molecular  size/molecular structure/molecular mass/surface area decreases. ✓ 
• Intermolecular forces:
  Decrease in strength of intermolecular forces/ induced dipole forces/  London forces/dispersion forces. ✓ 
  Energy:
  Less energy needed to overcome/break intermolecular forces. ✓  (3) 

3.2

• Alkanes have London/dispersion/induced dipole forces. ✓ 
• Alcohols have hydrogen bonding (in addition to London/dispersion/ induced dipole forces and dipole dipole forces). ✓ 
• Hydrogen bonding are stronger intermolecular forces than London/ dispersion/ induced dipole forces. ✓
  OR/OF
  More energy needed to overcome/break intermolecular forces in alcohols 
• Alcohols have higher boiling points than alkanes. ✓  (4)

3.3 Decrease ✓ (1)
3.4 Lower than✓ -  2-methylpropane/It is more branched/has a smaller surface area/has a  shorter chain length (than butane/chain isomer) ✓ 
OR
Butane/chain isomer is less branched /has larger surface area/longer chain  length (than 2-methylpropane). (2) [10] 

QUESTION 4
4.1 
4.1.1 Substitution/halogenation/bromonation✓  (1) 
4.1.2 Elimination/dehydration ✓  (1) 
4.1.3 Esterification/condensation ✓ (1) 
4.1.4 Addition/hydrohalogenation/hydrobromonation ✓ (1) 
4.2 
4.2.1 Catalyst/dehydrating agent/speeds up reaction ✓  (1)
4.2.2 Propyl ✓ ethanoate ✓/Propieletanoaat (2) 
4.2.3 (2) 

4.3  (5) 

[14] 

QUESTION 5
5.1 ONLY ANY ONE OF:

• Change in concentration of products/reactants ✓ per (unit) time. ✓ 
• Rate of change in concentration. ✓✓ 
• Change in amount/number of moles/volume/mass ✓ of products or  reactants per (unit) time. ✓ 
• Amount/number of moles/volume/mass (of products) formed/(reactants) used✓ per (unit) time.✓  (2)

5.2 
5.2.1 Surface area/State of division ✓  (1) 
5.2.2 ANY ONE:

• Amount/mass of magnesium ✓ 
• Concentration of HCℓ/acid
• (Initial) temperature (1)

5.3 
5.3.1  (5)

Marking criteria: Calculate change in m(Mg) or n(Mg) ✓ Substitute/Vervang 24 g∙mol-1 in n =  m  ✓                                                             M Use mol ratio: n(Mg) = n(H2) = 1:1 ✓ Substitute 25 dm3 in n =   V  ✓                                          Vm Final answer: 2,5 dm3 ✓

5.3.2 

ave rate / tempo = ∆n  ✓ 
                              ∆t
(5) 
5.4

• Larger surface area/state of division. ✓ 
• More particles (per volume) with correct orientation ✓
  OR
• More contact points./Meer kontakpunte. 
• More effective collisions per (unit) time./Frequency of effective collisions  increases./More particles collide with sufficient kinetic energy & correct  orientation per (unit) time.✓✓ (3) [17] 

QUESTION 6
6.1 The stage in a chemical reaction when the rate of forward reaction equals the  rate of reverse reaction./Both forward and reverse reactions take place at  same rate. ✓✓ 
OR
The stage in a chemical reaction when the concentrations of reactants and  products remain constant. ✓✓  (2) 
6.2 
6.2.1 2 ✓ (1)
6.2.2 1 ✓ (1)
6.2.3 3 ✓ (1) 
6.3 POSITIVE MARKING FROM QUESTION 6.2. 

6.4 Endothermic ✔ 

• (An increase in temperature) favours the reverse reaction. ✔ 
• An increase in temperature favours an endothermic reaction. ✔ (3) [15] 

QUESTION 7
7.1 Titration/Volumetric analysis ✓  (1) 
7.2 To measure the (exact) volume of acid needed to reach endpoint/to neutralise  the base. ✓ (1) 
7.3 Acids produce hydrogen ions (H⁺)/hydronium ions (H₃O⁺) in solution/when  dissolved in water. ✓✓ 
IF:

• Acids produce hydrogen ions (H⁺)/hydronium ions (H₃O⁺). ✓ (2)

7.4 H₂SO₄ ionises completely.✓ (1)
7.5 Blue to yellow✓ (1) 
7.6 (4)

7.7 POSITIVE MARKING FROM QUESTION 7.6. 

Marking guidelines: Formula: c =  n  ✓                                     V Substitution of : (0,1)(0,005)/0,0175 in n = cV ✓ Substitute V = 0,0425 dm3 ✓ Use [H3O+] : [H2SO4] = 2 : 1 ✓ Formula: pH = -log[H3O+] ✓ Substitute [H+] ✓ Final answer: 1,63 ✓

(7)

[17]

QUESTION 8
8.1 
8.1.1 Galvanic (cell)/Voltaic (cell) ✓  (1) 
8.1.2 Indicates phase boundary./Interphase /phase separator✓ (1)
8.1.3 Fe²⁺ → Fe³⁺ + e^- ✓✓  (2) 

8.1.4  (5) 

8.2
8.2.1 Pt ✓ (1) 
8.2.2 Iron(III) (ions)Ferric ions✓  (1)
8.2.3 2Fe³⁺ + Cu ✓→ 2Fe²⁺ + Cu²⁺ ✓ Bal. ✓ (3) 

[14]

QUESTION 9
9.1 
9.1.1 Electrolyte ✓ (1) 
9.1.2 Conduct electricity/Carry charges ✓  (1)
9.2 Cu(NO₃)₂ ✓ (1) 
9.3 Iron rod✓ - Reduction takes place. ✓ (2)
9.4 Cu → Cu²⁺ + 2e^-✓✓ (2) 

9.5 
9.5.1 Copper(II) (ions)/Cu²⁺ ✓and silver (ions)/Ag⁺ ✓ 
Accept

• Cu (ions) and Ag (ions) (Ions are stated in the question.)  (2) 

9.5.2 Ag⁺/silver(I) ions is a stronger oxidising agent ✓ than Cu²⁺/Copper(II) ions and will be reduced (more readily) ✓ to form silver/Ag on the iron rod.  (2 ) [11] 

QUESTION 10
10.1 
10.1.1 (Catalytic) oxidation (of ammonia)✓ (1) 
10.1.2 Neutralisation/acid-base reaction ✓  (1) 
10.2 
10.2.1 Nitrogen/N₂✓ (1)
10.2.2 NO₂/nitrogen dioxide✓ (1)
10.2.3 Nitric acid/HNO₃✓ (1)  
10.3 
10.3.1 2NH₃ + H₂SO₄ ✓ → (NH₄)₂SO₄ ✓ Bal. ✓  (3) 

10.3.2 4NH₃ + 5O₂ ✓ → 4NO + 6H₂O ✓ Bal. ✓  (3) 

10.4 % N = 28 × 100 ✓
                   80 ✓ 
= 35% ✓ (3) [14] 

TOTAL: 150 

PHYSICAL SCIENCES: PHYSICS
PAPER 1
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

MEMORANDUM 

QUESTION 1
1.1 C✔✔ (2)
1.2 A✔✔ (2)
1.3 D✔✔ (2)
1.4 A✔✔ (2)
1.5 C✔✔ (2)
1.6 A✔✔ (2)
1.7 B✔✔ (2)
1.8 B✔✔ (2)
1.9 D✔✔ (2) 
1.10 A✔✔ (2) [20]

QUESTION 2
2.1 The rate of change of velocity. ✔✔ 
Accept
Change in velocity per unit time  (2) 

2.2

2.3 

2.4 (4) 

2.5 

[15]

QUESTION 3
3.1

• Motion under the influence of gravity/weight/gravitational force only. ✔✔ 
  OR
• Motion in which the only force considered is gravitational. ✔✔  (2) 

3.2 

3.3  (3) 

3.4 

[14]

QUESTION 4
4.1 (4) 

4.2 In a/an closed/isolated✓ system, the total✓ linear momentum is conserved. (2) 
4.3 (4) 

4.4 POSITIVE MARKING FROM 4.3
OPTION 1
Δx = vΔt✔ 
 = (2,68)(3) ✔ 
 = 8,04 m ✔ 

OPTION 2

= 8,04 m 

OPTION 3
Δx = v_iΔt + ½ aΔt²✔ 
 = (2,68)(3) + ½ (0)(3)²✔ 
 = 8,04 m ✔ (Range 8,04 – 8,05) (2) [13] 
QUESTION 5
 (2) 

5.2 Tension✔
Accept       F_applied  (1)
5.3 

5.4

• The work done on an object by a net force is equal to the change in the  object’s kinetic energy. ✔✔
  OR
• The net work done on an object is equal to the change in the object’s kinetic  energy✔✔  (2) 

5.5 (5) 

[13]

QUESTION 6
6.1 It is the (apparent) change in frequency (or pitch) of the sound (detected by a  listener) ✔because the sound source and the listener have different velocities  relative to the medium of sound propagation. ✔ 
 OR
An (apparent) change in(observed/detected) frequency (pitch),(wavelength) ✔ as a result of the relative motion between a source and an observer ✔ (listener).   (2) 

6.2 
OPTION 1
(7) 
OPTION 2
(7) 

6.3 Greater than ✔(1) [10]
QUESTION 7
7.1

• The two forces must be equal in magnitude ✔ but in opposite directions ✔
  OR
• The force experienced by Q due to P, must be equal in magnitude ✔but  opposite in direction to the force experienced by Q due to V.✔ (2) 

7.2

• The magnitude of the electrostatic force exerted by one point charge on  another point charge is directly proportional to the product of the (magnitudes  of the) charges✔ and inversely proportional to the square of the distance (r)  between them. ✔
  OR
• The force of attraction or repulsion between two point charges is directly  proportional to the product of the charges ✔ and inversely proportional to the  square of the distance between them. ✔ (2)

7.3 (5) 

QUESTION 8
8.1
(2) 

8.2 (7) 

[9] 

QUESTION 9
9.1.1 The potential difference across a conductor is directly proportional to the  current in the conductor at constant temperature. 
OR
The ratio of potential difference across a conductor to the current in the  conductor is constant, provided the temperature remains constant.  (2) 

9.1.2 (3)

9.1.3 (2) 

9.1.4 (2) 

9.1.5 (3) 

9.1.6 (3)

9.2.1 (2) 

9.2.2 Increases ✔

• Total resistance decreases, ✔ current/power increases✔, motor turns faster (3) [20] 

QUESTION 10
10.1 
10.1.1 Split ring / commutator ✔ (1)
10.1.2 Anticlockwise ✔✔(2) 
10.1.3 Electrical energy ✔to mechanical(kinetic) energy ✔  (2) 
10.2 
10.2.1 DC generator: split ring/commutator and AC generator has slip rings✔ 
OR
AC generator: slip ring and DC generator has split rings✔ (1) 
10.2.2   (3) 

10.2.3 

OPTION 2
P_average =  V²_rms 
                  R 
= 226,27²✔ 
     35 
 = 1462,80 W 

[13] 

QUESTION 11
11.1 Work function (of a metal) is the minimum energy needed to eject an electron  from the metal/surface  (2) 

11.2 (Maximum) kinetic energy of the ejected electrons✔  (1) 
11.3 Wavelength/Frequency (of light) ✔  (1)
11.4 Silver✔

• According to Photoelectric equation, hf = W_o + ½ mv² 
  (For a given constant frequency), as the work function increases the kinetic  energy decreases. ✔ Silver has the smallest kinetic energy✔ and hence the  highest work function. (3) 

1.1.5 

11.6 REMAINS THE SAME✔

• Increasing intensity increases number of photons(per unit time) but frequency  stays constant✔ the energy of the photon is the same ✔therefore the kinetic energy does not  change.  (3) [14] 

TOTAL: 150 

PHYSICAL SCIENCES: PHYSICS
PAPER 1
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

INSTRUCTIONS AND INFORMATION

1. Write your examination number and centre number in the appropriate spaces on the ANSWER BOOK.
2. This question paper consists of 11 questions. Answer ALL the questions in the ANSWER BOOK.
3. Start EACH question on a NEW page in the ANSWER BOOK.
4. Number the answers correctly according to the numbering system used in this question paper.
5. Leave   ONE   line   between   two   subquestions,   for   example   between QUESTION 2.1 and QUESTION 2.2.
6. You may use a non-programmable calculator.
7. You may use appropriate mathematical instruments.
8. You are advised to use the attached DATA SHEETS.
9. Show ALL formulae and substitutions in ALL calculations.
10. Round off your FINAL numerical answers to a minimum of TWO decimal places.
11. Give brief motivations, discussions, et cetera where required.
12. Write neatly and legibly.

QUESTIONS 

QUESTION 1: MULTIPLE-CHOICE QUESTIONS
Various  options  are  provided  as  possible  answers  to  the  following  questions. Choose the answer and write down only the letter (A-D) next to the question numbers (1.1 to 1.10) in the ANSWER BOOK, e.g. 1.11 D.
1.1 The net (resultant) force acting on an object is equal to the ... of the object in the direction of the net force.

1. change in momentum
2. change in kinetic energy
3. rate of change of momentum
4. rate of change of kinetic energy      (2)

1.2  A physical quantity that is described as a measure of the resistance of a body to a change in motion is called …

1.  inertia.
2. force.
3. acceleration.
4. weight.     (2)

1.3  The diagram below shows a section of the path of a stone projected vertically upwards.

At which ONE of the positions indicated on the diagram will the magnitude of the momentum of the stone be the GREATEST? Ignore air resistance.

1.  I
2.  II
3. III
4. IV    (2)

1.4 Two cars, P and Q, moving in a straight line, have the same momentum. The kinetic energy of Q is greater than the kinetic energy of P.
Which ONE of the following statements regarding the cars is CORRECT?

1.  Q has a smaller mass than P.
2. Q has the same mass as P.
3. Q is moving slower than P.
4. Q is moving at the same speed as P.   (2)

1.5 The net work done on an object to increase its speed from rest to v is W.
How much net work must be done on the same object to increase its speed from v to 2v?

1.  W
2. 2W
3. 3W
4. 4W   (2)

1.6  Which ONE of the following is NOT an application of the Doppler effect?

1.   A light meter
2. A blood flow meter
3. Detecting the heartbeat of a foetus using ultrasound
4. Measuring the speed of an approaching car using radar     (2)

1.7 Two small identical metal spheres, on insulated stands, carry charges -q and +3q respectively.
When the centres of the spheres are a distance d apart, the spheres exert an electrostatic force of magnitude F on each other.

The spheres are now made to touch and are brought back to the same positions as before.
The magnitude of the electrostatic force which the spheres now exert on each other, in terms of F, is:

1.  4 F
    3
2. 1 F
   3
3. 1 F
   2
4. 3F   (2)

1.8  In the circuit below the battery has an emf (ε) and internal resistance r. With switch S open, readings are registered on the ammeter and voltmeter.

Switch S is now closed. How do the readings on the ammeter and voltmeter change?  (2)

1.9  A learner lists the following as factors that affect the magnitude of the current induced in an AC generator:
(i) The number of turns (windings) of the coil
(ii) The strength of the magnetic field
(iii) The speed of rotation of the coil
Which ONE of the combinations below is CORRECT?

1.  (i) and (ii) only
2. (i) and (iii) only
3. (ii) and (iii) only
4. (i), (ii) and (iii)    (2)

1.10 The graph below is obtained from an experiment on the photoelectric effect.

Which ONE of the following represents the gradient of the graph?

1.  hc
2. h
3. E_k(max)
       λ
4. W₀  (2)  [20]

QUESTION 2 (Start on a new page.)
Block P, of unknown mass, is placed on a rough horizontal surface. It is connected to a second block of mass 3 kg, by a light inextensible string passing over a light, frictionless pulley, as shown below.

Initially the system of masses is held stationary with the 3 kg block, 0,5 m above the ground. When the system is released the 3 kg block moves vertically downwards and strikes the ground after 3 s. Ignore the effects of air resistance.
2.1 Define the term acceleration in words.    (2)
Calculate the magnitude of the:
2.2 Acceleration of the 3 kg block using equations of motion    (3)
2.3 Tension in the string      (3)
The magnitude of the kinetic frictional force experienced by block P is 27 N.
2.4 Draw a labelled free-body diagram for block P.            (4)
2.5 Calculate the mass of block P.            (3) [15]

QUESTION 3 (Start on a new page.)
In the diagram below, point A is at the top of a building. Point B is exactly halfway between the point A and the ground. Ignore air resistance.

3.1  Define the term free fall.   (2)
A ball of mass 0,4 kg is dropped from point A. It passes point B after 1 s.
3.2 Calculate the height of point A above the ground.  (3) 
When the ball strikes the ground it is in contact with the ground for 0,2 s and then bounces vertically upwards, reaching a maximum height at point B.
3.3 Calculate the magnitude of the velocity of the ball when it strikes the ground.  (3)
3.4 Calculate the magnitude of the average net force exerted on the ball while it is in contact with the ground.    (6) [14]

QUESTION 4 (Start on a new page.)
A trolley of mass 1,5 kg is held stationary at point A at the top of a frictionless track. When the 1,5 kg trolley is released, it moves down the track. It passes point P at the bottom of the incline and collides with a stationary 2 kg trolley at point B. Refer to the diagram below. Ignore air resistance and rotational effects.

4.1  Use the principle of conservation of mechanical energy to calculate the speed of the 1,5 kg trolley at point P.    (4)
When the two trolleys collide, they stick together and continue moving with constant velocity.
4.2 The principle of conservation of linear momentum is given by the incomplete statement below.
In a/an … system, the … linear momentum is conserved.
Rewrite the complete statement and fill in the missing words or phrases.   (2)
4.3  Calculate the speed of the combined trolleys immediately after the collision.  (4)
4.4 Calculate the distance travelled by the combined trolleys in 3 s after the collision.   (3)    [13]

QUESTION 5 (Start on a new page.)
A load of mass 75 kg is initially at rest on the ground. It is then pulled vertically upwards at a constant acceleration of 0,65 m⋅s^-2 by means of a light inextensible rope.
Refer to the diagram below. Ignore air resistance, rotational effects and the mass of the rope.

5.1Draw a labelled free-body diagram for the load while it moves upward.  (2)
5.2 Name the non-conservative force acting on the load.       (1)
5.3 Calculate the work done on the load by the gravitational force when the load has reached a height of 12 m.    (3)
5.4 State the work-energy theorem in words.    (2)
5.5  Use the work-energy theorem to calculate the speed of the load when it is at a height of 12 m.    (5) [13]

QUESTION 6 (Start on a new page.)
A sound source, moving at a constant speed of 240 m∙s^-1 towards a detector, emits sound at a constant frequency. The detector records a frequency of 5 100 Hz.
Take the speed of sound in air as 340 m∙s^-1.
6.1 State the Doppler effect.     (2)
6.2 Calculate the wavelength of the sound emitted by the source.   (7)
Some of the sound waves are reflected from the detector towards the approaching source.
6.3 Will the frequency of the reflected sound wave detected by the sound sourcebe EQUAL TO, GREATER THAN or SMALLER THAN 5 100 Hz?  (1) [10]

QUESTION 7 (Start on a new page.)
A particle, P, with a charge of + 5 x 10^-6 C, is located 1,0 m along a straight line from particle V, with a charge of +7 x 10^-6 C. Refer to the diagram below.

A third charged particle, Q, at a point x metres away from P, as shown above, experiences a net electrostatic force of zero newton.
7.1 How do the electrostatic forces experienced by Q due to the charges on P and V respectively, compare with each other?   (2)
7.2 State Coulomb's law in words.    (2)
7.3 Calculate the distance x.             (5) [9]

QUESTION 8 (Start on a new page.)
A small metal sphere Y carries a charge of + 6 x 10^-6 C.
8.1 Draw the electric field pattern associated with sphere Y.            (2)
8.2 If  8 x 10¹³ electrons are now transferred to sphere Y, calculate the electric field at a point 0,5 m from the sphere.   (7) [9]

QUESTION 9 (Start on a new page.)
9.1 In the circuit diagram below the battery has an unknown emf (ε) and an internal resistance (r) of 0,8 Ω.

9.1.1 State Ohm's law in words. (2)
The reading on ammeter A₂ is 0,6 A when switch S is closed.
Calculate the:
9.1.2 Reading on voltmeter V₁   (3)
9.1.3 Current through the 6 Ω resistor (2)
9.1.4 Reading on voltmeter V₂  (2)
9.1.5 Emf (ε) of the battery (3)
9.1.6 Energy dissipated as heat inside the battery if the current flows in the circuit for 15 s      (3)
9.2  A simplified circuit diagram for the windscreen wiper of a car consists of a variable resistor and a wiper motor connected to a 12 volt battery

When switch S is closed, the potential difference across the variable resistor is 2,8 V and the current passing through it is 0,7 A.
9.2.1 Calculate the resistance of the variable resistor.   (2)
The resistance of the variable resistor is now decreased.
9.2.2   State whether the speed at which the wiper turns will INCREASE, DECREASE or REMAIN THE SAME.
Give a reason for the answer. (3) [20]

QUESTION 10 (Start on a new page.)
10.1 The diagram below is a simplified representation of a DC motor. The current in the coil is in the direction XY.

10.1.1 Name   the   component   that   ensures   that   the   coil   rotates continuously in ONE DIRECTION.  (1)
10.1.2 In   which   direction   will   the   coil   rotate?   Write   down   only CLOCKWISE or ANTICLOCKWISE.   (2)
10.1.3Write down the energy conversion which takes place while the motor is working.     (2)
10.2An AC generator, producing a maximum voltage of 320 V, is connected to a heater of resistance 35 Ω.
10.2.1  Write down the structural difference between an AC generator and a DC generator.  (1)
Calculate the:
10.2.2 Root mean square (rms) value of the voltage  (3)
10.2.3 Root mean square (rms) value of the current in the heater  (4) [13]

QUESTION 11 (Start on a new page.)
A group of students investigates the relationship between the work function of different metals and the maximum kinetic energy of the ejected electrons when the metals are irradiated with light of suitable frequency.
11.1 Define the term work function. (2)
During the investigation ultraviolet rays of wavelength 2 x 10^-8 m are allowed to fall on different  metal  plates.  The  corresponding  maximum  kinetic  energies  of  ejected electrons are measured.
The data obtained is displayed in the table below.

11.2 Write down the dependent variable for this investigation. (1)
11.3Write down ONE control variable for this investigation.   (1)
11.4Using the information in the table, and without any calculation, identify the metal with the largest work function.
Explain the answer. (3)
11.5 Use information in the table to calculate the work function of potassium.  (4)
11.6 State how an increase in the intensity of the ultraviolet light affects the maximum kinetic energy of the photoelectrons. Choose from: INCREASES, DECREASES, REMAINS THE SAME.Explain the answer.  (3) [14]

TOTAL: 150

DATA FOR PHYSICAL SCIENCES GRADE 12
PAPER 1 (PHYSICS)
TABLE 1: PHYSICAL CONSTANTS

TABLE 2: FORMULAE
MOTION

FORCE

WORK, ENERGY AND POWER

WAVES, SOUND AND LIGHT

ELECTROSTATICS

ELECTRIC CIRCUITS

ALTERNATING CURRENT

HISTORY
PAPER 1
GRADE 12
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

ADDENDUM 

QUESTION 1: WHY DID CUBA BECOME THE FOCAL POINT OF THE COLD  WAR BETWEEN THE UNITED STATES OF AMERICA AND THE  SOVIET UNION IN THE 1960s? 
SOURCE 1A 
This source explains how President Eisenhower and President Kennedy of the United  States of America responded to Cuba becoming a communist country in the 1960s.

SOURCE 1B 
The source below is an extract from a letter that was written by the Soviet Premier,  Nikita Khrushchev, to the US President, JF Kennedy, on 18 April 1961. It called for an  end of the United States of America's aggression against Cuba.

SOURCE 1C 
This source explains how President Khrushchev assisted Cuba.

SOURCE 1D 
The map below illustrates a naval blockade that the United States of America imposed  on Soviet ships that intended entering Cuba in October 1962. 

 [From http://libguides.monroe2boces.org. Accessed on 9 February 2018.] 
QUESTION 2: HOW DID THE INTERVENTION BY FOREIGN POWERS  INTENSIFY COLD WAR TENSIONS IN ANGOLA BETWEEN  1974 AND 1976? 
SOURCE 2A 
This source explains how the MPLA, FNLA and UNITA fought over control of Angola  after it attained independence in 1975.

SOURCE 2B 
The source below indicates how the United States of America supported UNITA during  the Angolan Civil War.

SOURCE 2C 
This cartoon by Bob Connolly was published in the Rand Daily Mail on  27 November 1975. It is titled 'Knuckle-rapping' and depicts Henry Kissinger (the US  Secretary of State) slapping the Russian hand with an 'olive branch'. 

 [From Conflicting Missions: Havana, Washington, Pretoria by P Gleijeses] 

SOURCE 2D 
This extract contains an explanation by Raul Diaz Arguelles, head of Decima Direccion (the special task force in charge of all Cuban military missions abroad) on why Cuba  became involved in Angola from 1975.

QUESTION 3: WHAT WERE THE RESPONSES TO THE FORMATION OF THE  BLACK PANTHER PARTY IN THE UNITED STATES OF AMERICA  IN THE 1960s? 
SOURCE 3A 
The extract below describes the formation and the strategies of the Black Panther  Party in the 1960s.

SOURCE 3B 
The source below is taken from a Californian newspaper, The Sacramento Bee, which  was published on 2 May 1967. The headline reads: 'CAPITOL IS INVADED' and the  subheading reads: 'State Police Halt Armed Negro Band'. 

[From http://legallacuna.wordpress.com/2012/06/07/prospecting-in-the-martial-imaginary/.  Accessed on 20 September 2017.] 
SOURCE 3C 
The extract below describes the community and political work that the Black Panther  Party undertook in various states in the United States of America during the 1960s.

SOURCE 3D 
The source below describes the action that was taken against the Black Panther Party  by the Federal Bureau of Investigation (FBI) during the 1960s.

ACKNOWLEDGEMENTS 
Visual sources and other historical information were taken from the following:   
Fensch, T. ed. 2001. The Kennedy – Khruschev Letters (New Century Books,  The Woodlands, Texas) 
Gleijeses, P. 2003. Conflicting Missions: Havana, Washington, Pretoria (Galago, Paarl)
http://history.state.gov/milestones/1969 - 1976/angola 
http://ic.galegroup.com/ic/uhic/ReferenceDetailspage/ReferenceDetailsWindow?
http://legallacuna.wordpress.com/2012/06/07/prospecting-in-the-martial-imaginary
http://libguides.monroe2boces.org 
http://www.lebbunawi.tumblr.com/post/111798191610/black-panthers-party-18- freedom-by-any-means 
https://williamblum.org/chapters/killing-hope/angola 
Mooney, M. 2006. On the Brink: from the Bay of Pigs to the Cuban Missile Crisis  (HOT, University of California, Irvine) 
Ogbar, JOG. 2005. Black Power, Radical Politics and African American Identity  (Johns Hopkins University Press, Baltimore) 
Verney, K. 2004. Black Civil Rights in America (Routledge, London)

HISTORY
PAPER 2
GRADE 12
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

ADDENDUM

QUESTION 1: WHAT IMPACT DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS (BC) HAVE ON SOUTH AFRICANS IN THE  1970s? 
SOURCE 1A 
The source below outlines the philosophy of Black Consciousness and how it  influenced the formation of the South African Students' Organisation (SASO).

SOURCE 1B 
The review below is of a speech delivered by Anne Heffernen of Onkgopotse Tiro  (member of SASO) at Turfloop University in 1972. It focuses on how members of  SASO felt about Bantu Education.

SOURCE 1C 
The photograph below shows students marching and demanding the release of fellow  students who were detained by the apartheid regime. 

[From https://image.101.co.za. Accessed on 10 February 2018.] 
SOURCE 1D 
The extract below is a response by Bantu Stephen Biko on the success of the  philosophy of Black Consciousness.

QUESTION 2: HOW DID THE AMNESTY COMMITTEE OF THE TRUTH AND  RECONCILIATION COMMISSION (TRC) DEAL WITH THE DEATH  OF BANTU STEPHEN BIKO? 
SOURCE 2A 
The extract below focuses on the reasons for the formation of the Truth and  Reconciliation Commission (TRC).

SOURCE 2B 
The extract below is part of a statement that the Truth and Reconciliation Commission  issued. It focuses on the application for amnesty by the five security policemen who  were responsible for the killing of Bantu Stephen Biko.

SOURCE 2C 

This source focuses on why amnesty was not granted to four security policemen  responsible for the killing of Bantu Stephen Biko.

SOURCE 2D 
The cartoon below by Stidy depicts the commemoration of the 20th anniversary of the  killing of the Black Consciousness leader Bantu Stephen Biko. It appeared in Over The  Rainbow – The First 10 Years of South Africa's Democracy in Cartoons and was  produced on 12 September 1997. 

QUESTION 3: HOW WAS SOUTH AFRICA'S CLOTHING AND TEXTILE  INDUSTRY AFFECTED BY GLOBALISATION? 
SOURCE 3A 
The article below focuses on the impact that trade liberalisation had on the clothing  and textile industry in South Africa. It was written by the Minister of Economic  Development, E Patel, for The Journalist.

SOURCE 3B 
The source below is a part of a transcript of an interview that E Vlok, the Director of  Research, Southern African Clothing and Textile Workers' Union, gave on Cape Talk Radio on 6 April 2017. It outlines how globalisation impacted on South Africa's clothing  and textile industry.

SOURCE 3C 
The photograph below, by K Mogale, appeared on the web blog of Eye Witness News. It shows members of the Congress of South African Trade Union (COSATU) and the  South African Clothing and Textile Workers Union (SACTWU) marching in Cape Town  on 7 October 2017.

SOURCE 3D 
This article focuses on the measures that the South African government took to bring about a turnaround in the clothing and textile industry. It appeared in the City Press on  11 October 2017.

ACKNOWLEDGEMENTS 
Visual sources and other historical evidence were taken from the following:
Herwitz D. 2003. Race and Reconciliation (University of Minnesota Press)
http://aidc.org/turfloop-soweto-back-dialectic-1976/ 
http://ewn.co.za/2015/10/07/Cosatu-marches-underway-in-CT-and-JHB
http://www.justice.gov.za/trc/media/pr/1999/p990216a.htm 
http:// www.sahistory.org.za/topic/defining-black-consciousness 
http://www.thejournalist.org.za/spotlight/unravelling-the-fabric-of-the-industry-south africas-clothing-and-textile-business 
http://www.702.co.za/articles/251378/sa-clothing-and -textile-industry-drops-from-200- 000-to-19-000-jobs-researcher 
https://image.101.co.za 
https://www.fin24.com/Opinion/the-great-textile-turnaround-20171011 
Stidolph A. 2003. Over The Rainbow – The First 10 years of South Africa's Democracy  In Cartoons (Pietermaritzburg) 
Stubbs A. (ed.) 2004. I Write What I Like: STEVE BIKO (Picador Africa)

HISTORY
PAPER 2
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 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 may 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: WHAT IMPACT DID THE PHILOSOPHY OF BLACK  CONSCIOUSNESS (BC) HAVE ON SOUTH AFRICANS 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 Explain the concept Black Consciousness in your own words.   (1 x 2) (2) 
1.1.2 Why was Bantu Stephen Biko regarded as a 'highly respected  intellectual'? Give TWO reasons from the source. (2 x 1) (2) 
1.1.3 Using the information in the source and your own knowledge,  explain why it was important for Biko to restore the 'pride' and  'culture' of black South Africans. (2 x 2)  (4) 
1.1.4 Comment on why you think NUSAS was critical about the  apartheid government's actions. (2 x 2) (4)
1.2 Read Source 1B. 
1.2.1Identify TWO forms of protest that the students embarked on at  Turfloop University during the 1970s. (2 x 1) (2) 
1.2.2 How, according to the source, did the following people respond to  Tiro's expulsion: 

(a) Black academics (1 x 2) (2) 
(b) Students at Turfloop University (1 x 2) (2) 

1.2.3 Explain the impact that the student uprising at Turfloop University  had on SASO. (2 x 2) (4) 
1.2.4 Comment on why you think this source would be useful to a  historian researching about the role of SASO. (2 x 2) (4) 
1.3 Study Source 1C. 
1.3.1 How, according to the photograph, did students protest against  Bantu Education? (1 x 2) (2) 
1.3.2 Using the information in the source and your own knowledge  comment on the words on the placard: 'WE ARE NOT FIGHTING  YOU JUST RELEASE OUR FELLOW STUDENTS' in the context of student protests. (2 x 2) (4)
1.4 Compare Sources 1B and 1C. Explain how the information in Source 1B  supports the evidence in Source 1C regarding the impact of SASO. (2 x 2) (4) 
1.5 Use Source 1D. 
1.5.1 Why, according to the source, was the philosophy of Black  Consciousness successful? (1 x 2) (2) 
1.5.2 Comment on why you think many black South Africans decided to  stand up against the apartheid government. (1 x 2) (2) 
1.5.3 What TWO methods, according to the source, did the apartheid  government use to suppress students protests? (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 the  impact that the philosophy of Black Consciousness had on South Africans in  the 1970s. (8) [50]

QUESTION 2: HOW DID THE AMNESTY COMMITTEE OF THE TRUTH AND  RECONCILIATION COMMISSION (TRC) DEAL WITH THE DEATH  OF BANTU STEPHEN BIKO? 
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Refer to Source 2A. 
2.1.1 Quote TWO reasons from the source for the formation of the TRC  in 1995. (2 x 1)  (2) 
2.1.2 Define the concept reconciliation in the context of the TRC  hearings. (1 x 2)  (2) 
2.1.3 Comment on Herwitz's claim that the composition of the TRC was  'hardly balanced'. (2 x 2) (4) 
2.1.4 Explain why you think the TRC hearings served an important  'symbolic function' in South Africa. (2 x 2) (4) 
2.1.5 Why, according to the information in the source, did more than one  thousand perpetrators receive amnesty? (1 x 2) (2) 
2.2 Consult Source 2B. 
2.2.1 What prompted the security policemen from Port Elizabeth to apply  for amnesty? (1 x 2) (2) 
2.2.2.Name any FOUR of the security policemen in the source that  appeared before the Amnesty Committee of the TRC for the  murder of Bantu Stephen Biko. (4 x 1) (4) 
2.2.3 Explain why you think George Bizos decided to oppose the  amnesty application of the security policemen. (2 x 2) (4) 
2.3 Read Source 2C. 
2.3.1 Why, according to the information in the source, were the four  security policemen refused amnesty for the murder of Biko? (1 x 2)  (2) 
2.3.2 Comment on why you would regard the information in the source  as useful when researching the amnesty hearings of the TRC.  (2 x 2) (4) 
2.4 Refer to Sources 2B and 2C. Explain how the information in Source 2B  supports the evidence in Source 2C regarding the amnesty hearings of the  security policemen. (2 x 2) (4)
2.5 Study Source 2D. 
2.5.1 Explain the messages that are conveyed in the cartoon. Use the  visual clues in the source to support your answer. (2 x 2)  (4) 
2.5.2 Comment on why you think the cartoon is titled 'THE BIKO  INVESTIGATION – 20 YEARS ON'. (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 how the  Amnesty Committee of the TRC dealt with the death of Bantu Stephen Biko. (8) [50]

QUESTION 3: HOW WAS SOUTH AFRICA'S CLOTHING AND TEXTILE  INDUSTRY AFFECTED BY GLOBALISATION? 
Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Refer to Source 3A.  
3.1.1 Name any TWO factors in the source that made it possible for  South Africa's clothing and textile industry to operate before 1994. (2)  (2 x 1)  
3.1.2 What were the outcomes of the global trade talks in which South  Africa took part in 1993? (2 x 1)  (2) 
3.1.3 Using the information in the source and your own knowledge,  explain why the trade unions and Nelson Mandela wanted to  protect the local clothing and textile industry in 1993. (2 x 2)  (4) 
3.1.4 Comment on the impact that the opening of South Africa's markets  had on the clothing and textile industry in the 1990s. (2 x 2)  (4) 
3.2 Study Source 3B.  
3.2.1 State TWO ways in the source that indicate how South Africa's  clothing and textile industry was affected. (2 x 1)  (2) 
3.2.2 Using the information in the source and your own knowledge,  explain why South Africa's clothing and textile industry was  regarded as 'unique'. (2 x 2)  (4) 
3.2.3 What, according to Vlok, was the major challenge facing South  Africa's clothing and textile industry? (1 x 2)  (2) 
3.3 Compare Sources 3A and 3B. Explain how the information in Source 3A and  Source 3B is similar regarding the impact that globalisation had on South Africa's clothing and textile industry. (2 x 2) (4) 
3.4 Use Source 3C.  
3.4.1 Explain why you think this photograph was taken. (2 x 2)  (4) 
3.4.2 Comment on what is implied by the caption on the banner: 'A NEW  GROWTH PATH FOR DECENT WORK IN THE CLOTHING,  TEXTILE, FOOTWEAR AND LEATHER INDUSTRY.' (2 x 2)  (4)
3.5 Consult Source 3D. 
3.5.1 Explain the term globalisation in your own words. (1 x 2)  (2) 
3.5.2 Quote any TWO reasons from the source that contributed to the  (2) 
3.5.3 decline of South Africa's clothing and textile industry. (2 x 1)  
3.5.4 Select TWO pieces of evidence from the source that suggest that  the implementation of the CTCP was a success. (2 x 1)  (2) 
3.5.5 Comment on the usefulness of the information in the source for  a historian studying the impact that the South African government  had on the clothing and textile industry. (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  South Africa's clothing and textile industry was affected by globalisation. (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 
The international anti-apartheid movement played a significant role in ensuring the  downfall of the apartheid regime in the 1980s. Do you agree with this statement? Substantiate your line of argument by using relevant  evidence. [50] 

QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND  COMING TO TERMS WITH THE PAST 
The violence that erupted in various parts of South Africa during the early 1990s nearly  derailed the birth of a democratic dispensation in 1994. Critically discuss the statement in the context of the process of negotiations between  various political organisations between 1990 and 1994. [50] 

QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE  EVENTS OF 1989 
Explain to what extent Gorbachev's reforms in the Soviet Union during the 1980s  contributed to political changes that occurred in South Africa after 1989. Support your line of argument with relevant evidence. [50]

TOTAL: 150

HISTORY
PAPER 1
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 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: WHY DID CUBA BECOME THE FOCAL POINT OF THE COLD  WAR BETWEEN THE UNITED STATES OF AMERICA AND THE  SOVIET UNION IN THE 1960s? 
Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Use Source 1A. 
1.1.1 Why, according to the source, did President Eisenhower make  thirteen million dollars available to the CIA? (2 x 1)  (2) 
1.1.2 Identify the TWO countries where the CIA trained Cuban exiles to  carry out the invasion of Cuba. (2 x 1)  (2) 
1.1.3 Why do you think President Kennedy allowed the CIA to continue  with the invasion of Cuba? (2 x 2)  (4) 
1.1.4 Explain the concept American imperialism in the context of the  Cuban Missile Crisis. (1 x 2) (2) 
1.2 Read Source 1B. 
1.2.1 Quote THREE pieces of evidence from the source that suggest the  Soviet government was angry about the tactics the US government used against Cuba. (3 x 1)  (3) 
1.2.2 Using the information in the source and your own knowledge, explain how Khrushchev wanted to eliminate 'the danger of war'.  (2 x 2)  (4) 
1.2.3 Explain why a historian would consider the information in this  source useful when researching the Soviet Union's decision to  support Cuba during the Cold War. (2 x 2) (4) 
1.3 Study Sources 1A and 1B. Explain how the information in Source 1A and  Source 1B differs regarding the relationship that the United States of America  and the Soviet Union had with Cuba. (2 x 2) (4)
1.4 Consult Source 1C. 
1.4.1Why, according to the source, did Castro request assistance from  Khrushchev? Give THREE reasons. (3 x 1) (3) 
1.4.2 Using the information in the source and your own knowledge,  comment on how the United States of America found out about the  construction of missile sites in Cuba. (2 x 2)  (4) 
1.4.3 How did President Kennedy and his advisors react to the discovery  of the missile sites in Cuba? Quote TWO phrases from the source.   (2 x 1)  (2) 
1.5 Refer to Source 1D. 
1.5.1 Explain why the USA decided to impose a naval blockade on  Soviet ships that attempted to enter Cuba in 1962. (2 x 2) (4) 
1.5.2 Using the information in the source and your own knowledge,  explain the impact that the US military bases had on Cuba. (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 why Cuba  became the focal point of the Cold War between the United States of America  and the Soviet Union in the 1960s. (8) [50]

QUESTION 2: HOW DID THE INTERVENTION BY FOREIGN POWERS  INTENSIFY COLD WAR TENSIONS IN ANGOLA BETWEEN  1974 AND 1976? 
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Use Source 2A. 
2.1.1 Explain the concept independence, in the context of Angola in  the 1970s. (1 x 2) (2) 
2.1.2 Name the THREE military movements in the source that fought  for Angola's independence from colonial rule. (3 x 1)  (3) 
2.1.3 Give TWO provisions of the Alvor Agreement, as quoted in the  source. (2 x 1) (2) 
2.1.4 Using the information in the source and your own knowledge,  explain what is implied by the phrase 'Angola developed into a Cold  War battleground'. (2 x 2)  (4) 
2.2 Consult Source 2B. 
2.2.1 According to the information in the source, which Angolan liberation  movement received weapons from the CIA in July 1975? (1 x 1)  (1)  
2.2.2 Quote THREE ways from the source which show that the United  States of America supported UNITA. (3 x 1)  (3) 
2.2.3 Using the information in the source and your own knowledge,  explain why the CIA spread false information about the Soviet  Union and Cuba. (2 x 2)  (4) 
2.3 Refer to Source 2C. 
Using the visual clues in the source, explain the messages that are conveyed  in the cartoon regarding: 
2.3.1 The Soviet Union's (Russia's) involvement in Angola (2 x 2) (4) 
2.3.2 The United States of America's reaction to the Soviet Union's  involvement in Angola (2 x 2) (4)
2.4 Read Source 2D. 
2.4.1 Identify the Angolan liberation movement in the source which  requested support from Cuba. (1 x 1)  (1) 
2.4.2 Why, according to the source, did a Cuban delegation visit Angola  in August 1975? (2 x 1)  (2)  
2.4.3 Using the information in the source and your own knowledge,  explain why Cuba was willing to give Agostinho Neto 'dramatically'  more military support than he had asked for. (2 x 2)  (4) 
2.4.4 Comment on the usefulness of this source for a historian  researching the involvement of foreign powers in the Angolan civil  war. (2 x 2) (4) 
2.5 Study Sources 2C and 2D. Explain how the evidence in Source 2C differs  from the information in Source 2D regarding the involvement of foreign  powers in the Angolan Civil War. (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 how the  intervention by foreign powers intensified Cold War tensions in Angola  between 1974 and 1976. (8) [50]

QUESTION 3: WHAT WERE THE RESPONSES TO THE FORMATION OF THE  BLACK PANTHER PARTY IN THE UNITED STATES OF AMERICA  IN THE 1960s? 
Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Read Source 3A. 
3.1.1 Explain the concept Black Power in the context of the formation of  the Black Panther Party. (1 x 2) (2) 
3.1.2 Quote TWO leaders from the source that formed the Black Panther  Party in 1966. (2 x 1) (2) 
3.1.3 Using the information in the source, state any TWO demands in the  Black Panther Party's ten-point manifesto. (2 x 1)  (2) 
3.1.4 Why do you think the actions of the Black Panther Party resulted in  'tense relations with law-enforcement agencies'? (2 x 2) (4) 
3.2 Use Source 3B. 
3.2.1 Explain why this article was published on the front page of The Sacramento Bee newspaper. (2 x 2)  (4) 
3.2.2 Comment on the newspaper headline 'CAPITOL IS INVADED' in  the context of the strategy that was adopted by the Black Panther  Party. (2 x 2) (4) 
3.3 Refer to Sources 3A and 3B. Explain how the evidence in Source 3A supports  the information in Source 3B regarding strategies that the Black Panther Party  used. (2 x 2) (4) 
3.4 Consult Source 3C. 
3.4.1 Identify any TWO phrases in the source that suggest the Black  Panther Party had widespread support in the United States of  America in the 1970s. (2 x 1)  (2) 
3.4.2 List any THREE community projects in the source that were started by the Black Panther Party. (3 x 1)    (3) 
3.4.3 Using the information in the source and your own knowledge,  explain why young people saw the Black Panther Party as the  'vanguard (spearhead) of the revolution'. (2 x 2) (4)
3.5 Study Source 3D. 
3.5.1 Quote evidence from the source that suggests the FBI was critical  of the Black Panther Party. (1 x 1)  (1) 
3.5.2 Explain why you think Hoover stated that the Black Panther Party  represented 'the greatest threat to the internal security of the US'.  (2 x 2)  (4) 
3.5.3 State any TWO actions in the source that police raiders took to  destroy the Black Panther Party. (2 x 1)  (2) 
3.5.4 Comment on why a historian would find this source useful when  researching about the FBI's reaction to the Black Panther Party.   (2 x 2) (4) 
3.6 Using the information in the relevant sources and your own knowledge,  write a paragraph of about EIGHT lines (about 80 words) explaining the  responses to the formation of the Black Panther Party in the United States of  America 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 
Critically discuss the implementation of Mao Zedong's policies, the 'Great Leap  Forward' and the 'Cultural Revolution' in the People's Republic of China between 1957  and 1969. [50] 

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE  CONGO AND TANZANIA 
Explain to what extent Tanzania was more successful than the Congo in addressing  the political, economic and social challenges that confronted them after attaining  independence in the early 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 
The sit-ins were the only form of non-violent protest that was successfully used by civil  rights activists in the 1960s to bring an end to segregation and discrimination in the  United States of America. Do you agree with the statement? Support your line of argument with relevant  evidence. [50] 

TOTAL: 150

HISTORY
PAPER 1
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

MEMORANDUM 

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 additional symbols can also be used: 

• 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 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 

SECTION A: SOURCE-BASED QUESTIONS  
QUESTION 1: WHY DID CUBA BECOME THE FOCAL POINT OF THE COLD  WAR BETWEEN THE UNITED STATES OF AMERICA AND THE  SOVIET UNION IN THE 1960s? 
1.1.1 [Extraction of evidence from Source 1A – L1] 

• 'To train Cuban exiles' 
• 'To carry out an invasion of Cuba' 
• 'Oust (remove) Castro' (any 2 x 1) (2) 

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

• ‘Guatemala’ 
• ‘Nicaragua’ (2 x 1) (2)    

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

• Kennedy inherited the Cuban problem from Eisenhower/Kennedy had to  complete Eisenhower’s work 
• To show the USA's power and prestige over Cuba 
• Kennedy wanted to be seen as a strong leader in the USA and the whole world 
• Kennedy wanted to remove Castro and make it appear that the US government  played no part in the invasion 
• To stop the spread of communism 
• Any other relevant response (any 2 x 2) (4)  

1.1.4 [Explanation of a historical concept in Source 1A – L1] 

• America's attempt to control Cuba politically by removing Castro and  entrenching democracy 
• America attempted to spread and entrench its capitalist ideology on Cuba 
•  America attempted to prevent the spread of Communism to Cuba 
• Any other relevant response (any 1 x 2) (2) 

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

• 'Armed aggression has begun against Cuba' 
• 'Armed bands invading this country were trained, equipped and armed in the  United States of America' 
• 'The planes which are bombing Cuban cities belong to the United States of  America' 
• 'The bombs they are dropping are being supplied by the American government'  (any 3 x 1) (3) 

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

• Khrushchev wanted the USA and the Soviet Union to work together to resolve (to negotiate) the crisis in Cuba 
• Khrushchev wanted the USA to respect Cuba's sovereignty 
• Encouraged the USA to work with Cuba in a harmonious manner 
• Any other relevant response (any 2 x 2) (4)

1.2.3 [Evaluate the usefulness of Source 1B – L3] 
The source is USEFUL because: 

• It gives first-hand information (letter) from Nikita Khrushchev to President  Kennedy 
• The letter was written at the time of the Cuban invasion, 18 April 1961 
• It gives insight into how the Soviet Union supported Cuba immediately after the  invasion of Cuba by the USA 
• It highlights how Khrushchev blamed the USA for armed aggression against  Cuba 
• Any other relevant response (any 2 x 2) (4) 

1.3 [Comparison of evidence in Sources 1A and 1B – L3] 

• In Source 1A the USA wanted to remove Castro from Cuba while in Source 1B  the Soviets were committed in protecting Castro as leader of Cuba 
• Source 1A outlines the USA's plan to invade Cuba and undermine its  government while Source 1B focuses on the Soviet Union's commitment to  support the Cuban government 
• Source 1A indicates how the USA was opposed to communism in Cuba while in  Source 1B the Soviet Union renders support to Cuba  
• In Source 1A Castro defended Cuba with Soviet made tanks while Source 1B  states that the Cuban exiles were trained, equipped and armed with US  supplied weapons  
• Any other relevant response (any 2 x 2) (4) 

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

• 'The United States still wanted to invade Cuba in order to get rid of him' (Castro) 
• 'Change the government' 
• 'Destroy Cuba's Communist revolution' (3 x 1) (3) 

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

• Through US spy planes which took photos on its reconnaissance flights 
• From the reports that the CIA provided about the evidence of missiles sites in  Cuba 
• Through reports from Cuban refugees that indicated that sites were being  developed for the deployment of Soviet weapons to Cuba 
• Any other relevant response (any 2 x 2) (4) 

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

• 'Horrified/Shocked' 
• 'Angry' (2 x 1) (2)  

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

• To block the arrival of missiles into Cuba 
• To demonstrate its strength and power to the world and to stand up to the  Soviet Union and its aggression 
• The USA was concerned because these missile bases could be seen as the  expansion of Soviet or communist influence in Cuba 
• The deployment of Soviet missiles to Cuba posed a serious threat to the safety  of the USA and its citizens 
• Any other relevant response (any 2 x 2) (4)  

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

• Cuba felt threatened  
• US military bases were located within and outside Cuba's borders, was a  violation of her sovereignty and independence 
• Cuba felt intimidated by the strength and power of the USA 
• 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: 

• The USA became suspicious of Communist take - over in Cuba (Source 1A) 
• The USA authorised the use of money to train Cuban exiles for the invasion of  Cuba (Source 1A) 
• Kennedy allowed for the invasion of Cuba to demonstrate the power and  strength of the USA (Source 1A) 
• Cuba was opposed to American imperialism and desired self - determination  by embracing communism (Source 1A) 
• Khrushchev wrote a letter to Kennedy blaming him for the invasion of Cuba (Source 1B) 
• Khrushchev blamed the USA for ignoring talks on good relations between the  USA and the Soviet Union (Source 1B) 
• Castro requested assistance from the Soviet Union in order to prevent an  American invasion (Source 1C) 
• Reports from Cuban refugees and CIA agents indicated a growing build-up of  Soviet troops and sophisticated weapons in Cuba (own knowledge)  
• US spy planes played a major role in discovering missile sites being built in  Cuba (Source 1C) 
• The Soviet Union deployed missiles to Cuba (Sources 1C and 1D) 
• The USA ordered a naval blockade (quarantine) so that Soviet ships were  prevented from entering Cuba (Source 1D) 
• The USA wanted to stop the spread of communism to Latin America (own  knowledge) 
• The Soviet Union wanted to deploy missiles near the USA to demonstrate its  power (own knowledge) 
• Any other relevant response

Use the following rubric to allocate a mark: 

 (8)  [50]

QUESTION 2: HOW DID THE INTERVENTION BY FOREIGN POWERS  INTENSIFY COLD WAR TENSIONS IN ANGOLA BETWEEN  1974 AND 1976? 
2.1.1 [Explanation of a historical concept from Source 2A – L1] 

• Political self-rule / self-determination by Angola from Portuguese colonial rule
• Decolonisation of Angola after the end of Portuguese colonial rule
• Handing over control of the Angolan government to liberation movements by  the Portuguese government through the Alvor Agreement 
• Angola decided on its own internal and external policies 
• Any other relevant response (any 1 x 2) (2) 

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

• ‘Popular Movement for the Liberation of Angola (MPLA)’ 
• ‘National Front for the Liberation of Angola (FNLA)’ 
• ‘National Union for the Total Independence of Angola (UNITA)’ (3 x 1) (3) 

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

• 'Granted Angolan independence' 
• 'Provided for a three-way power sharing government' (2 x 1) (2) 

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

• USSR provided military training and equipment to the MPLA while the USA  supported the FNLA and UNITA in the Angolan Civil War 
• Both the USA and the USSR fuelled civil war by supporting their preferred allies with military aid 
• The super powers used the civil war in Angola to exploit it's natural resources 
• Both the USA and the USSR wanted to promote their ideologies 
• Any other relevant response (any 2 x 2) (4) 

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

• ‘National Front for the Liberation of Angola (FNLA)’ (1 x 1) (1) 

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

• 'Training Angolan combat units' 
• 'Carrying out reconnaissance and supply missions' 
• 'CIA spent over a million US dollars on an ambitious mercenary programme' • 'American guerrillas fought in Angola' 
• 'CIA directly financed the equipping of British mercenaries with arms'  (any 3 x 1) (3)  

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

• To discredit and undermine the ideology of communism/to portray communism  in a bad light 
• To prevent the spread of communism in Angola and to other African countries
• To ensure the spread of capitalism and to demonstrate its success
• Any other relevant response (any 2 x 2) (4)

2.3.1 [Interpretation of evidence in Source 2C – L2] 

• The Soviet Union had tight control over Angola (the large Russian hand  gripping Angola) 
• The Soviet grip on Angola symbolises Soviet/communist control 
• The Soviet Union used Angola as a pawn in the Cold War against the USA
• The Soviet Union was physically present in Angola (depicted by the hand  reaching inside Angola) 
• Any other relevant answer (any 2 x 2) (2) 

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

• The USA is portrayed as using ineffective methods to prevent Soviet control of  Angola (Kissinger is seen slapping Russia's hand lightly on the knuckles with  an olive branch) 
• The USA is not willing to get fully involved in Angola (standing outside the  country's borders) 
• The USA seems powerless as compared to the Soviet Union (relative size of  Kissinger compared with the Soviet Union hand)  
• Kissinger is carrying an olive branch which symbolises peace and that he  wanted to resolve the conflict peacefully 
• Any other relevant response (any 2 x 2) (4) 

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

• ‘MPLA’ (1 x 1) (1)  

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

• 'The request made by the MPLA' 
• 'To clarify what aid we should offer' 
• 'Bringing Neto militant solidarity of our commander in chief' 
• 'Gave him 100,000 dollars' (any 2 x 1) (2) 

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

• To ensure that the MPLA won the Angolan Civil War  
• To ensure that the MPLA was well prepared 
• To make it appear as if Angola (MPLA) is self-sufficient 
• To entrench communism in Angola 
• Lack of support from the socialist camp to assist the MPLA 
• Any other relevant response (any 2 x 2) (4) 

2.4.4 [Ascertain the usefulness of the evidence in Source 2D – L3] 
The source is USEFUL because: 

• The source contains direct speech from Diaz Aguelles who was a leading  member of the Cuban delegation to Angola in 1975 
• The source is from a book which gives historians access to archival and  interview material  
• The source gives the perspective of the Cuban delegation which helps explain  why they became involved in the Angolan Civil War 
• The source provides information about the MPLA's request for support from  Cuba  
• Any other relevant response (any 2 x 2) (4)

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

• Source 2C portrays the Soviet Union as having a very tight grip on Angola  whereas in Source 2D Neto says that the Soviet Union stopped helping them in  1972 and their military aid was 'paltry' 
• In Source 2C the USA (Kissinger) is shown as not being fully involved in  Angola (standing outside the country) whereas in Source 2D Cuba was aware  that the USA assisted the FNLA 
• Source 2C (published in November 1975) makes no mention of any  involvement of Cuba in Angola whereas Source 2D states clearly that Cuba had  been assisting the MPLA in Angola since August 1975 
• 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 aspects in their response: 

• Russia, China and the USA provided aid to different liberation movements (MPLA, FNLA and UNITA) in Angola (Source 2A) 
• The Super powers delivered military assistance to their allies after  independence (Source 2A) 
• The USA supplied aid and training to the FNLA and UNITA (Source 2B) 
• The CIA used the press/ journalists to discredit the Soviet Union and Cuba  (Source 2B)  
• The USA viewed the Soviet Union as a major threat to Angolan's stability  (Source 2C) 
• The MPLA requested military help from Cuba (Source 2D) 
• Cuban military personnel were responsible for the training of MPLA soldiers (Source 2D) 
• Cuba provided military personnel and equipment (Source 2D) 
• South Africa and France supported UNITA (own knowledge) 
• Any other relevant response 

 Use the following rubric to allocate a mark: 

 (8)  [50]
QUESTION 3: WHAT WERE THE RESPONSES TO THE FORMATION OF THE  BLACK PANTHER PARTY IN THE UNITED STATES OF AMERICA  IN THE 1960s? 
3.1.1 [Explanation of a historical concept from Source 3A – L1] 

• Pride in African American culture and heritage which was not promoted or  acknowledged in mainstream media, education and literature  
• Self-defence by African Americans in the context of police brutality and white  supremacist violence 
• Self-help in the context where many African Americans were living in poverty,  were unemployed and lacked access to health care services 
• Any other relevant response (any 1 x 2) (2) 

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

• Huey Newton 
• Bobby Searle (2 x 1 ) (2)  

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

• 'Payment of reparations to African Americans by the federal government as  compensation for slavery' 
• 'Exemption of blacks from military service' 
• 'Freedom for blacks held in federal, state, county and city prisons unless tried by a jury of their peers'   (any 2 x 1) (2)

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

• The Black Panthers sought to challenge the authority of the police e.g. by  carrying guns 
• The police were strongly opposed to having armed black people watching and  recording their actions 
• This was the first time that an organised community group had threatened to  act in self-defence if the police used violence, brutality or acted unlawfully 
• The police knew that the Black Panthers would shoot to kill if they or other  members of their community were attacked  
• Any other relevant response (any 2 x 2) (4)  

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

• It suggests that the event was considered very important/newsworthy, unusual and shocking therefore it was on the front page of the newspaper 
• The Sacramento Bee was opposed to the aims and actions of the Black  Panther Party 
• The Sacramento Bee portrays them in a negative manner by using words such  as 'invaders' and 'negro band' 
• The headlines did not consider the Black Panthers to be real citizens of the  USA, therefore reference to 'invasion' suggests it was an attack from outsiders 
•  The newspaper suggests that members of the Black Panther Party were armed  and dangerous, they chose to print an image of a Black Panther member  carrying a semi-automatic weapon on the front page  
• The newspaper wanted to turn public opinion against the Black Panther Party in  a negative manner and it made no attempt to explain that the Panthers were  trying to defend their constitutional rights and therefore chose to carry guns • Any other relevant response (any 2 x 2) (4)

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

• The newspaper headline suggests that the Black Panther Party was a lawless  organisation/agitators and enemies of the state by using the words 'CAPITOL  IS INVADED'. 
• The Black Panther Party showed that their manifesto was not just words, but they were actually implementing their principles  
• The Black Panther Party defended its right to carry arms in order to protect the  African American community 
• It shows the Black Panther Party as a militant organisation 
• Any other relevant response (any 2 x 2) (4) 

3.3 [Comparison of evidence in Sources 3A and 3B – L3] 

• Source 3A states that the Black Panther Party adopted a paramilitary style of  uniform including berets while Source 3B shows a member of the Black Panther  Party wearing a beret and was heavily armed 
• In Source 3A the Black Panther Party asserts its constitutional right to carry  arms while in Source 3B a member of Black Panther Party is seen carrying  guns 
• In Source 3A it is stated that the relations between the police and the Black  Panther Party were 'tense' while in Source 3B the headline states that the  'State Police Halt Armed Negro Band' 
• Any other relevant response (any 2 x 2) (4) 

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

• 'The Black Panther Party had nearly 5 000 members in more than 20 states' 
• 'From San Diego to New Haven, Panthers and sympathisers were active in  scores of programmes and services projects' 
• 'In 19 locations, feeding 20 000 children weekly' 
• ‘Spread across the country attracting thousands of young people’   (any 2 x 1) (2) 

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

• 'Free breakfast programmes' 
• 'Developed liberation schools' 
• 'Free health clinics' 
• 'Free sickle-cell testing' (any 3 x 1) (3) 

3.4.3 [Interpretation of evidence in Source 3C – L2] 

• The Panthers were activists, they did not just talk about change but were seen to be 'doing' things to bring about change (police patrols,  survival programmes) 
• Young people were inspired by the courage, fearlessness, determination and  militancy of the Panthers 
• Unlike other organisations the Panthers seemed more determined to  fight and defend their communities, this appealed to young people who  became frustrated with the approach of the Civil Rights Movement 
• The leather jackets, berets and especially the carrying of guns attracted many  young black people 
• The Panthers gave young people hope that through their actions they  could create a better future for themselves 
• Any other relevant response (any 2 x 2) (4)

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

• ‘The FBI denounced (criticised) the Black Panther Party as a group of  ‘communist outlaws' (1 x 1) (1) 

3.5.2 [Interpretation of evidence in Source 3D – L2] 
Hoover: 

• Believed that the Black Panther Party was attempting to discredit and destroy  the US government 
• Feared that the Black Panther Party's tactics could lead to a breakdown in law  and order 
• Stated that the Black Panther Party's actions could create unrest and possibly a  civil war inside the USA 
• Was concerned that the Black Panther Party spread communist ideology and  would undermine the capitalist system in the USA 
• Any other relevant response (any 2 x 2) (4) 

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

• ‘The Black Panther Party had been violently assaulted by police and the FBI’
• ‘Every kind of assault imaginable on the Party’s social programme’
• ‘Destruction of party property’ 
• 'Smashed the eggs of the breakfast programme' 
• 'Crushed the Party's free clinic supplies' 
• 'Destruction of batches of the Party's newspapers' (any 2 x 1) (2) 

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

• It helps to explain why there was so much tension between the Black Panther  Party (BPP) and the FBI 
• It highlights how the FBI used informants and agents provocateur to discredit  the BPP 
• The information highlights how the FBI agents were actively trying to destroy  the BPP from within e.g. crushed the BPP’s free clinic supplies 
• It was created many years after the events occurred and has the benefit of  hindsight and new information about the role of FBI  
• 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: 

• The BPP established armed patrols to defend their communities from police  brutality which resulted in tense relations with law enforcement agencies (Source 3A)  
• The media (newspapers) responded to the BPP's carrying of weapons for self defence by labelling them as 'invaders' and 'a Negro band'(Source 3B)
• The BPP encouraged young people to unite and fight back and defend their  community, and this led to a large support for the party (Sources 3A and 3C)
• Thousands of young people were attracted to the Black Panther Party because  of its policies (Source 3C) 
• A broad collection of organisations supported the Black Panther Party in  resisting the war against Vietnam (Source 3C) 
• African Americans supported the BPP and benefited from its Community  Programmes of self-help (Sources 3C and 3D) 
• The FBI denounced the Black Panther Party as a group of 'communist outlaws' (Source 3D) 
• The FBI waged a propaganda campaign against the Black Panther Party  (Source 3D) 
• The FBI made every effort to destroy the property and programmes of the  Black Panther Party (Source 3D) 
• 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 need to critically discuss the implementation of Mao Zedong's policies, the 'Great Leap Forward and Cultural Revolution' in the People's Republic of China between 1957 to 1969.  

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

• Introduction: Candidates should critically discuss whether Mao Zedong's policies of  the Great Leap Forward and the Cultural Revolution were successfully implemented.  

ELABORATION  

• Mao Zedong's implementation of the First Five year Plan/Hundred flowers campaign (Brief background only) 

The Great Leap Forward 

• Implementation of the Second Five Year Plan (Great Leap Forward) in 1958, its  objective was to increase industrial and agricultural production in China
• To end all forms of private enterprise 
• Promoted the collectivisation of co-operatives (farms) 
• Dealt with resistance to collectivisation by forceful amalgamation of farms 
• Statistics of production outputs were exaggerated to 'prove' success of the policy 
• High taxation on farm products led to disgruntled peasants and decreased production 
• Depended on unskilled labour (peasants) for industrial production rather than scientists and engineers. This led to a decrease in productivity in the industrial sector 
• Workers had to work long hours to increase production 
• Mao’s effort to increase iron and steel production in ‘backyard furnaces’ led to inferior  quality of iron and steel 
• Great Leap Forward was a dismal failure after 3 years of its implementation 
• Mao Zedong was unable to stop starvation of millions of people due to famine 
• Mao Zedong re-introduced capitalism in only certain sectors 
• Mao Zedong resigned as President of China (1959) but remained as Chairperson of  the Communist Party (handed authority to President Liu Shaoqi and Deng Xiaoping to  deal with economic issues) 
• Any other relevant response 

The Cultural Revolution  

• Introduced in 1966 to restore authority that was lost as a result of the failure of the  Great Leap Forward 
• Used the Communist Party to stamp the authority of the government 
• Introduced the re-nationalisation of heavy industries 
• Focused on the principle of establishing a classless society 
• Established the Red Guards to deal with opponents of the Communist Party
• Used the Red Guards to change old habits and attitudes (Four Olds)
• Introduced the Little Red Book to change the mind-set of critics and promote  communism 
• To enforce communism schools, universities & colleges were closed and critics were  dealt with accordingly 
• It left a generation without formal education 
• Eliminated key officials (Xiaoping & Liu Shaoqi) and became the sole leader of China in 1966 
• 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 indicate to what extent Tanzania was more successful than the Congo  in addressing the political, economic and social challenges that confronted them after  attaining independence in the early 1960s. 
MAIN ASPECTS 
Candidates could include the following aspects in their response: 

• Introduction: Candidates should take a line of argument by indicating to what extent  Tanzania was more successful than the Congo in addressing political, economic and  social challenges that confronted them after attaining independence in the early  1960s.  

ELABORATION 
Candidates must take a stance as to whether the Tanzania was more successful than  the Congo in addressing the various challenges  
Political challenges: 

• Both the Congo and Tanzania were under European colonial rule until the early 1960s 
• After holding multi-party elections both countries became one-party-states within the  first five years of attaining independence 
• The qualities of a good leadership: included the upholding rule by law, looking after  the interests of all citizens, holding free and fair multi-party elections, protecting the  civil and human rights of all people, promoting political stability and national  coherence 
• Mobutu Sese Seko (Congo) came into power by a military coup while Julius Nyerere  (Tanzania) was elected  
• Both Mobutu Sese Seko and Nyerere introduced one-party states in their respective  countries 
• Neither country held free and fair multi-party elections. Both argued that this form of  government was more appropriate to Africa than western style democracy
• In both countries opposition parties were silenced and there was evidence of  imprisonment and human rights violations for those who spoke up  
• The period after independence in the Congo was characterised by violence and  political upheaval while in Tanzania there was little conflict after independence and  the country remained politically stable 
• The Congo was highly fragmented along ethnic lines with leaders competing with each other; Under Nyerere's leadership, Tanzania was unified as a single country, he  encouraged a national identity and there was very little ethnic conflict 
• Both leaders emphasised the importance of Africanisation of their political systems  (they regarded democracy as 'un-African' and a western imposition) 
• Both Mobutu Sese Seko and Nyerere took pride in building their nations and  vigorously promoted the pride of being Zairian or Tanzanian 
• The leaders of both countries remained as 'presidents for life' between the 1960s and  1970s 
• In both countries opposition leaders were silenced, imprisoned and in some cases  killed to maintain 'stability'  
• Mobutu Sese Seko created a kleptocracy where a group of appointed public officials  abused their position for financial gain whereas Nyerere introduced the 'Leadership  Code' in the Arusha Declaration which demanded high levels of integrity from public  officials  
• Mobutu Sese Seko was extravagant and enjoyed expensive clothes and built palaces  while Nyerere's leadership style was one of personal integrity and humbleness  • Mobutu Sese Seko aligned himself with the West while Nyerere adopted a policy of  non-alignment with either capitalist or communist countries  
• Any other relevant response  

Economic challenges: 

• The Congo and Tanzania inherited single-product economies from their respective  colonisers 
• At independence the Congo and Tanzania lacked a vibrant manufacturing sector
• The Congo and Tanzania had a few qualified technicians and engineers 
• Mobutu Sese Seko and Nyerere nationalised land and industry to distribute wealth  equally among its people 
• Neither the Congo nor Tanzania had oil reserves so both suffered economic crisis  when oil prices rose in the 1970s  
• Both Mobutu Sese Seko (1970s) and Nyerere (1980s) decided to privatise sectors of  the economy due to an economic crisis 
• Both the Congo and Tanzania took loans from foreign countries and organisations:  From the 1960s the Congo received financial aid from the capitalist west; while from  the 1980s Tanzania was forced to take a loan from the World Bank and was  subjected to structural adjustment policies 
• Neither the Congo nor Tanzania succeeded in developing a significant manufacturing  industry  
• Both the Congo and Tanzania remained reliant on the export of agricultural products  and minerals 
• Both the Congo and Tanzania struggled to develop economically
• The Congo embraced a capitalist economic system; whereas Tanzania adopted a  socialist economic model 
• The Congo relied heavily on foreign aid and expertise from the early 1960s; whereas  Tanzania attempted to be self-sufficient and rejected neo-colonialism
• The Congo aimed to industrialise the economy and develop a manufacturing base  whereas Tanzania built its agricultural base through its policies of villagisation and  Ujaama 
• The Congo's economy was characterised by elitism and nepotism whereas  Tanzania made attempts to reduce corruption of government officials through the 'Leadership Code' 
• The economy of the Congo produced vast differences in wealth between the rich and  poor while Tanzania attempted to minimise economic inequality 
• Any other relevant response 

Social challenges: 
Education: 

• Both countries inherited colonial education systems that promoted Eurocentric values
• Both countries were challenged by skills shortages, only a few technicians and engineers were available 
• Both countries were taught European history and languages; African content was  regarded as inferior and not taught 

Tanzania:  

• Promoted Swahili (local language) over English 
• Introduced a massive literacy campaign that saw illiteracy drop drastically (from 80%  to 20%) between 1961 and 1981 
• Nyerere produced, 'Education for Self-Reliance' (1967) which promoted basic literacy  in primary schools in all rural areas 

Congo: 

• Inherited only 14 university graduates 
• Expanded its higher education system 
• Increased primary education from 1.6 million to 4.6 million people between 1960 and  1974 
• Unlike Swahili in Tanzania, French remained the language of instruction in Congo 

Africanisation:  

• Villagisation (Ujamaa) in Tanzania embraced traditional community values based on  self-reliance 
• Zairianisation in Congo replaced experienced Belgian human resource with local  people and replaced European names with local names, e.g. Congo to Zaire
• Any other relevant response 
• Conclusion: Candidates should tie up 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 are expected to indicate whether sit-ins were the only form of protest that was used by civil rights activists in the 1960s to bring an end to segregation and discrimination  in the USA in the 1960s. 
MAIN ASPECTS  
Candidates should include the following aspects in their response:  

• Introduction: Candidates should state whether they agree that sit-ins were the only  form of non-violent protest that was effectively used by the Civil Rights Movement to  bring an end to segregation and discrimination in the USA in the 1960s. 

If candidates disagree with the statement posed the following aspects should be  included in their response: 
ELABORATION  

• Montgomery bus boycott (1955) (Background only)  
• Sit-ins (from 1960): four students in Greensboro sat at whites only counter; the number of students increased daily; Sit-ins spread across the south; the role of the  SNCC (Student non-violent Coordinating Committee); Sit-ins spread to Read-ins,  Wade-ins etc. (impact: restaurants counters opened to all races in the USA in the  summer of 1961)  
• Freedom Riders: African Americans and Whites from the North started the rides to  challenge segregation in the bus system; they were attacked, bombed and jailed; they  received no protection from the police. President Kennedy was forced to protect them;  The Federal government released an order on 1 November 1961 officially  desegregating all interstate public facilities  
• The Birmingham Campaign (1963): Mass demonstrations challenged racial  segregation and economic exclusion of African Americans; included a children's  march; met with violent action from the police. Kennedy responded to the racial  segregation in the USA; On 10 May 1963, Birmingham announced that all municipal  facilities would be desegregated  
• March on Washington (August 1963) was attended by 250 000 people to demand  equality and jobs; it was famous because Martin Luther King Jnr delivered 'I Have a  Dream speech.' It contributed significantly to the signing of the Civil Rights Act, 1964 
• Freedom Summer (1964): More than 70 000 African Americans volunteers  registered and taught literacy in freedom schools in Mississippi; they were met with  serious violence from segregationists and police officers. It contributed to the signing  of the Civil Rights Act, 1964 
• Selma to Montgomery Marches (1965): African Americans wanted to vote; they  were met with police brutality leading to 'Bloody Sunday', it led to the passing of the  Voting Rights Act, 1965 
• Any other relevant response 
• Conclusion: Candidates should tie up their argument with a relevant conclusion.   [50]

TOTAL: 150

HISTORY
PAPER 2
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

MEMORANDUM 

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 additional symbols can also be used: 

• 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 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 

SECTION A: SOURCE-BASED QUESTIONS  
QUESTION 1: WHAT IMPACT DID THE PHILOSOPHY OF BLACK  CONSCIOUSNESS (BC) HAVE ON SOUTH AFRICANS IN THE  1970s? 
1.1.1 [Explanation of a historical concept in Source 1A - L1] 

• A philosophy that promoted self-confidence/ assertiveness and pride  among black South Africans  
• A philosophy that Steve Biko supported which stated that black South  Africans be independent of other races  
• A philosophy that encouraged equality and justice 
• A philosophy that advocates that black South Africans must liberate  themselves from the shackles of discrimination and oppression 
• Any other relevant response (any 1 x 2) (2)

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

• 'Biko began his search for self-identity' 
• 'Hoped to build up the pride of Black culture, a culture that was scornfully  viewed by the settler regime’ 
• ‘Receptive (open) to the political ideas’ (any 2 x 1) (2) 

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

• Black pride and culture was disrespected/undermined by white South  Africans  
• During colonisation black South Africans were made to feel inferior  
• To reclaim their rightful position in society 
• To inculcate the feeling of superiority among black South Africans 
• Any other relevant response (any 2 x 2) (4) 

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

• Black South Africans were being treated poorly/classified as second class  citizens by the apartheid government 
• The apartheid government discriminated against Black South Africans 
•  Many of the black South African students were banned 
• Many black South African students did not have a voice at universities 
• Any other relevant response (any 2 x 2) (4) 

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

• 'Boycotts' 
• 'Protest marches' (2 x 1) (2) 

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

1. 'Black academic staff walked out of the meeting' (1 x 2)
2. 'Turfloop students boycotted classes' (1 x 2) (4)

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

• More university students joined SASO 
• SASO had a voice which became influential 
• The university authorities had to take heed of the concerns/demands 
• SASO helped black South African students to publicly express their views  on the political rights in the country of their birth 
• SASO strengthened its national links between campuses 
• Any other relevant response (any 2 x 2) (4) 

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

• It gives first-hand information (review on Tiro) 
• It gives information on how the students responded to Tiro's expulsion 
• It provides an academic's response after Tiro was expelled 
• It gives us the action that the university administrators took at the  university 
• Its shows how the action at Turfloop impacted on other universities 
• It shows the impact of BCM’s/SASO’s ideology  
• Any other relevant response (any 2 x 2) (4) 

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

• The students marched/protested/toyi-toyi 
• The students carried placards 
• Any other relevant response (any 1 x 2) (2) 

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

• The students are not fighting the authorities/apartheid government 
• The students are demanding the release of their fellow students 
• There is a tone of concern for their fellow students /showing solidarity with  their fellow students 
• Any other relevant response (any 2 x 2) (4) 

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

• Source 1B highlights that that boycotts and protest marches became a  regular feature of student life and Source 1C shows students protesting in  solidarity for the release of their fellow students (Both sources highlight  students protests) 
• Source 1B highlights that students in other South African universities  participated in protests and boycotts and Source 1C shows students  protesting for the release of their fellow students (Both sources show  university students protesting for the release of their fellow students) 
• Any other relevant response (any 2 x 2) (4) 

1.5.1 [Extraction of evidence from Source 1D – L1] 

• 'We have diminished the element of the fear in the minds of black people'   (1 x 2) (2)

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

• The apartheid regime was brutal towards black South Africans 
• Black South Africans were oppressed by the apartheid regime 
• Black South Africans were made to feel inferior by the apartheid regime
• The apartheid regime did not promote black leadership at universities
• Black South Africans were influenced by the philosophy of Black  Consciousness
• Any other relevant response (any 1 x 2)    (2) 

1.5.3 [Extraction of evidence from Source 1D – L1] 

• 'Police' 
• 'Saracens (armoured cars)' 
• 'Dogs' (any 2 x 1) (2)

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

• The aims of the philosophy of Black Consciousness (BC) encouraged black  South African students to believe in their own value systems and culture (Source 1A) 
• The philosophy of BC encouraged black students to become self-reliant/  assertive / independent(Source 1A) 
• BC intended to restore the black culture that was previously destroyed by  white South Africans (Source 1A) 
• NUSAS was used to speak out on behalf of the black South African students  (Source 1A) 
• Many Black South African students felt that NUSAS did not do enough for  them and therefore formed SASO (own knowledge) 
• SASO became the organisation that was active at Turfloop campus – evident  in Tiro's rousing speech (Source 1B) 
• The students embarked on demonstrations on other South African campuses (Source 1B) 
• The Rector was forced to close the Turfloop University (Source 1C) 
• As a result of BC, many black South African students focused on leadership  roles in the community (Source 1D) 
• The apartheid government responded with police, armoured vehicles and  dogs (Source 1D) 
• The students showed no fear and did not back down from their demands (Source 1D) 
• Many learners were prepared to die for this cause (own knowledge)
• The students were not afraid to challenge the apartheid regime (own  knowledge) 
• Any other relevant response

Use the following rubric to allocate marks: 

(8) [50]
QUESTION 2: HOW DID THE AMNESTY COMMITTEE OF THE TRUTH AND  RECONCILIATION COMMISSION (TRC) DEAL WITH THE DEATH  OF BANTU STEPHEN BIKO? 
2.1.1 [Extraction of evidence from Source 2A - L1] 

• 'To investigate human rights violations since 1960' 
• 'To grant amnesty to those perpetrators who made full disclosure' 
• 'The commission also had to foster reconciliation and unity among South  Africans' (any 2 x 1) (2) 

2.1.2 [Definition of a historical concept from Source 2A - L1] 

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

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

• The chairman of the TRC, Archbishop Desmond Tutu, was a patron of the  United Democratic Front, the ANC's internal front  
• Most of the other members of the commission were aligned to political  parties 
• Any other relevant response (2 x 2) (4) 

2.1.4 [Interpretation of evidence in Source 2A – L2] 
The TRC: 

• Focused on the perpetrator or victim of political crimes committed from  1960 to 1994 
• Was the first restorative justice process in South Africa 
• Provided space for survivors to tell their stories 
• Provided a forum for perpetrators to meet victims and their families/ to bring  about closure 
• Any other relevant response (any 2 x 2) (4) 

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

• 'After full disclosure' (1 x 2) (2) 

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

• 'For a string of murders' 
• 'Avoiding prosecution' (any 1 x 2) (2) 

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

• Major Harold Snyman 
• Captain Daniel Siebert 
• Warrant Officer Johan Beneke 
• Warrant Officer Rubin Marx 
• Detective Sergeant Gideon Nieuwoudt (any 4 x 1) (4)

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

• The applicants had not made a full disclosure/they avoided speaking the  truth / they lied about how Biko was murdered 
• The applicants modified their statement 
• They gave false evidence 
• They did not have a political motive 
• Any other relevant response (any 2 x 2) (4) 

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

• 'The killing of Biko was not an act associated with a political objective as  required by the Amnesty Act' 
• 'The committee was not satisfied that the applicants had made a full  disclosure as further required by the Act' 
• 'It was not satisfied that the applicants testified truthfully to the events leading to the injury of Biko' 
• 'Finally the committee said it was satisfied that the killing of Biko was  wholly disproportionate to any possible objective pursued by the  applicants' (any 1 x 2) (2) 

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

• It outlines why the amnesty application for the security policemen was  refused 
• It gives the names of the security policemen who applied for amnesty for  the killing of Biko 
• Any other relevant response (2 x 2) (4) 

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

• Both sources focus on the application for amnesty by the security  policemen 
• Both sources mention the names of the applicants 
• Both sources outlines why amnesty was not granted to the perpetrators 
• Any other relevant response (any 2 x 2) (4) 

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

• It shows Bizos going around in circles which implies he cannot find/difficult to find the truth (footprints and magnifying glass) 
• It shows Bizos working like a detective trying to find the truth about how  Biko was killed (magnifying glass) 
• It shows Bizos trying to get to the bottom of how Biko was killed (footprints) 
• Any other relevant response (any 2 x 2) (4) 

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

• The cartoonist wants to highlight that the investigation into Biko's death has  not been finalised 
• The cartoonist wants to show that the TRC was looking for  evidence/answers into Biko's death 
• The investigation team was unable to close the case because perpetrators  did not disclose the circumstances of Biko's death 
• Any other relevant response (any 2 x 2) (4)

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

• The TRC was established to grant amnesty to those perpetrators who made  full disclosure for political crimes that were committed (Source 2A) 
• The TRC provided a platform for perpetrators to tell their stories (Source 2A)
• The TRC focused on the perpetrator and not the victim (Source 2A) 
• Four security policemen applied for amnesty in 1997 for the murder of Biko (Source 2B) 
• Bizos acted on behalf of the Biko family and he opposed the amnesty  application that was brought by the perpetrators (Source 2B) 
• The reason for opposing amnesty was that the applicants did not make a full  disclosure of their crime (Source 2B) 
• It was alleged that the applicants tampered with evidence (Source 2B)
• The TRC refused to grant amnesty to the applicants because there was no  full disclosure (Source 2C) 
• The investigation into Biko's death dragged on for years without resolution (Source 2D) 
• The family of Biko lost faith in the TRC because the TRC took too long to  resolve the case (own knowledge) 
• Any other relevant response 

Use the following rubric to allocate marks: 

(8) [50]
QUESTION 3: HOW WAS SOUTH AFRICA'S CLOTHING AND TEXTILE  INDUSTRY AFFECTED BY GLOBALISATION? 
3.1.1 [Extraction of evidence from Source 3A – L1] 

• 'High tariffs that kept foreign goods out' 
• 'Low wages that kept costs down' 
• 'Financial subsidies that kept businesses alive' (any 2 x 1) (2) 

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

• 'Lower tariffs' 
• 'Opening of markets across the world' (2 x 1) (2) 

3.1.3 [Interpretation of evidence in Source 3A – L2] 

• They wanted to prevent cheap clothing and textile products from flooding  the South African market 
• They wanted to prevent the closing of clothing and textile factories 
• They wanted to prevent job losses in the clothing and textile sector 
• They wanted to protect the clothing and textile sector from foreign  competition 
• Any other relevant response (any 2 x 2) (4) 

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

• Locally made clothing and textiles were being replaced with imports from  China 
• Clothing and textile imports from China started to pour into South Africa in  the late 1990s 
• Clothing and textile imports from China lead to the destruction of jobs in  South African factories 
• Clothing and textile imports lead to the closing of a number of factories throughout South Africa 
• Any other relevant response (any 2 x 2) (4) 

3.2.1 [Extraction of evidence from Source 3B - L1] 

• 'A significant decline in the number of people being employed' 
• 'About 15 years ago we had approximately 200 000 people in the clothing  and textile industry and we're down to about 19 000 now' 
• 'People have been retrenched' 
• 'Factories have closed down' (any 2 x 1) (2) 

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

• Four out of every five workers are women 
• Employment of women led to poverty eradication 
• The employment of women will be able to contribute to gender equity
• Any other relevant response (any 2 x 2) (4) 

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

• ‘Inability to compete with countries such as China, which uses ways (low  production cost) to make their products much cheaper'  (1 x 2) (2)

3.3 [Comparison of evidence in Sources 3A and 3B – L3] 

• Both sources show how cheap imports from China lead to job losses in the  South African clothing and textile industry 
• Both sources show how cheap imports from China lead to the closure of South African clothing and textile industries 
• Both sources show how cheap imports from China contributed to high  unemployment in South Africa 
• Both sources show that the South African clothing and textile producers  were not competitive with their Chinese counterparts 
• Any other relevant response (any 2 x 2) (4) 

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

• To show members of SATCWU and COSATU embarking on protest action  against job losses in the clothing and textile sector 
• To show that the protest action was well attended by members of SATCWU  and COSATU 
• To show the demands of both SATCWU and COSATU 
• Any other relevant response (any 2 x 2) (4) 

3.4.2 [Interpretation of evidence in Source 3C – L2] 

• Workers demanded 'growth' in terms of more employment opportunities  and an increase in wages 
• Workers in the clothing and textile industry were demanding better working  conditions 
• Workers in the clothing and textile industry demanded job security 
• Any other relevant response (any 2 x 2) (4) 

3.5.1 [Explanation of a historical concept from Source 3D - L1] 

• Globalisation is commonly defined as the process by which the world  became more integrated and connected through, for example, the use of  technology 
• Any other relevant response (1 x 2) (2) 

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

• 'High import duties' 
• 'Increased illegal imports' 
• 'Cheap textiles from China and Pakistan' 
• 'Insufficient investment' (any 2 x 1) (2) 

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

• 'CTCP had created some 12 000 jobs' 
• 'CTCP assisted more than 400 companies' (2 x 1) (2)

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

• It shows the attempts by government to bolster the local clothing and  textile industries in order to address the challenges of facing the textile and  clothing industries' unemployment  
• It gives new insight on the actions taken by government to tackle the  problems in the clothing and textile industry 
• It highlights how government turned the clothing and textile industry by  increasing employment 
• 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: 

• Before democracy the South African clothing and textile industry was  protected by tariffs and high import duties (Source 3A) 
• During the 1990s South Africa participated in global trade deals that set lower  tariffs and opened its clothing and textile markets (Source 3A) 
• Protection for the clothing and textile industry were lowered (Source 3A)
• Locally produced clothing and textiles were replaced with cheaper imports  from China (Source 3A) 
• Cheaper imports from China led to job losses and the closing down of South  Africa's clothing and textile industries (Source 3B) 
• This led to increased employment amongst workers in South Africa as four  out of five workers in clothing factories are women (Source 3B) 
• SACTWU decided to embark on protest action against owners to create  awareness with regard to job losses in the clothing and textile industries  (Source 3C) 
• SACTWU demanded better working conditions and job security (Source 3C)
• The government intervened in the clothing and textile industries in an effort to  create more employment in this sector (Source 3D) 
• Government intervention in the clothing and textile industry were relatively successful as employment increased slightly (Source 3D) 
• Fast-tracked tariff programmes, trade agreements concluded in Southern  African Development Community countries, illegal imports and dumping  caused the clothing and textile industry to close down (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 state whether they agree or disagree with the statement. In  agreeing with the statement they need to explain how international anti-apartheid  movements contributed to the downfall of the apartheid regime in the 1980s. If they  disagree with the statement they need to substantiate their response with relevant  historical evidence. 
MAIN ASPECTS 
Candidates could include the following aspects in their response:  

• Introduction: Candidates need take a stance and focus on how international anti-  apartheid movements contributed to the downfall of the apartheid regime in the   1980s.  

ELABORATION 

• Reasons for the formation of the Anti-Apartheid Movement (AAM) and the Irish Anti Apartheid Movement (IAAM) in the 1970s (Brief background) 
• In the1980s (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: 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 / In 1985 the USA 'Artists United against Apartheid' refused to perform in  South Africa and raised money for liberation movements / In 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 industrial country to disinvest in SA /  By 1984 foreign investments in South Africa dropped by 30% / By 1980 Britain  already disinvested from Simon's Town Naval Dockyard / General Motors and  Barclays Bank pulled out of SA / In the 1980s 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 (workers of all USA companies  should be treated equally) formed the basis for the disinvestments campaign/  Students protests in 1980s sparked withdrawal of USA trading companies / 1982  United Nations (UN) condemned apartheid and called for total sanctions against  SA/ In 1985 the US bank - 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 their activities in SA / The USA  threatened to stop the sale of weapons to SA / In 1986 the Anti-Apartheid Law of  the USA caused Europe and Japan to introduce sanctions against SA / International  banks lost confidence in SAs economy/ In 1987 Israel voted not to extend existing  defence contracts with SA / In 1988 one fifth of British and 184 American  companies withdrew from SA because of pressure from shareholders / Barclays Bank sold their shares due to pressure of the British public / The SA economy kept  stagnating and produced a growth of only 1.1%  
• The Role of International Trade Unions: (The AAM in Europe and Australia /  Liverpool dockworkers / Finland's Transport Workers Union imposed a ban on trade  with 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 
• Role of the Frontline states 
• Any other relevant response 
• Conclusion: Candidates should sum up their argument with a relevant conclusion    [50]  

QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND  COMING TO TERMS WITH THE PAST 
[Plan and construct an original argument based on relevant evidence using analytical and  interpretative skills] 
SYNOPSIS  
Candidates need to critically discuss how violence that erupted in various parts of South  Africa during the early 1990s nearly derailed the birth of a democratic dispensation in 1994. 
MAIN ASPECTS 
Candidates could include the following aspects in their essays:  

• Introduction: Candidates need to indicate how violence that erupted in various parts of  South Africa in the early 1990s almost derailed the birth of a democratic dispensation  in 1994. 

ELABORATION  

• De Klerk comes to power in 1989 (brief background) 
• De Klerk's speech in parliament, 2 February 1990  
• The unbanning of political and civic organisations such as the ANC and SACP
• De Klerk's decision to release Mandela from prison on 11 February 1990 which paved  the way for negotiations  
• Violence erupts in Sebokeng township (Police open fire on protesters killing 14  people) 
• ANC cancelled planned meeting with the government that was set for 11 April 
• 1990 
• ANC and National Party met in Cape Town from 2 to 4 May 1990 to begin the process  of negotiations 
• Challenges to the process of negotiations were discussed  
• Both the ANC and National Party committed themselves to peaceful negotiations to  achieve a democratic society 
• This agreement became known as the Groote Schuur Minute 
• Pretoria Minute, 6 August 1990 (ANC agreed to suspend the armed struggle) 
• The government ended the state of emergency, released more political prisoners
• Inkathagate scandal exposed (Government was secretly funding Inkatha to commit  acts of violence against the ANC) 
• They hoped that this code of conduct would help end violence in South Africa
• CODESA 1 (19 political parties excluding AZAPO, CP and PAC/300 delegates) 
• Delegates signed a Declaration of Intent (Peaceful and fair negotiations and free and  fair elections to achieve a democratic South Africa)  
• 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 
• Boipatong massacre and its consequences (17 June 1992) on the process of  negotiations
• ANC called off negotiations following news of government involvement in the violence
• Bhisho massacre 28 protesters killed (7 September 1992) - consequences
• Record of Understanding signed on 26 September 1992 between Roelf Meyer (NP)  and Cyril Ramaphosa (ANC)  
• Assassination of Chris Hani (10 April 1993) and its impact on South Africa
• Multiparty Negotiating Forum was established 
• St James Massacre and its impact (APLA opened fire on church goers killing 11  wounding 58 
• Heidelberg Tavern attack and its impact 
• Right-wing (AWB) decided to attack the World Trade Centre and consequences
• Sunset Clause introduced by Joe Slovo broke the negotiations deadlock
• Shell House massacre – March 1994 
• Election date announced – 27 April 1994  
• ANC won 1994 elections and Nelson Mandela became the first black South African  President  
• Any other relevant response 
• Conclusion: Candidates should tie up their argument with a relevant conclusion.   [50]

QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: 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 Gorbachev's reforms in the Soviet Union during the 1980s contributed to political changes that occurred in South Africa after  1989. 
MAIN ASPECTS  
Candidates could include the following aspects in their response:  

• Introduction: Candidates need to indicate to what extent Gorbachev's reforms in the  Soviet Union contributed to the political transformation that occurred in South Africa. 

ELABORATION 

• Gorbachev's reforms of Perestroika and Glasnost and its impact
• The impact of the disintegration of the Soviet Union by the end of 1989 on South  Africa 
• The South African government could no longer use communism to justify its policy  of apartheid 
• The Soviet Union was no longer a superpower and South Africa felt the effects of  this 
• Communism was no longer a global threat  
• The West could no longer support the National Party's oppressive policies
• The collapse of the Soviet Union also presented economic and ideological  challenges for the ANC 
• The collapse of the USSR deprived the ANC of its main source of political and  economic support 
• The ANC realised it could not depend on the USSR to support it economically or  militarily  
• The ANC also had to rethink its economic policy of socialism 
• Gorbachev was in favour of a peaceful transition of power in South Africa
• The National Party's claim that it was acting as a 'bulwark' against communist  expansion in Southern Africa became unrealistic 
• The National Party's claim that it was protecting South Africa from a communist  take-over became a farce 
• Western world powers supported the move that South Africa resolved its problems  peacefully and democratically 
• It became clear that the National Party could no longer maintain white rule in South  Africa anymore 
• The collapse of the Soviet Union put pressure on both the National Party and ANC  to negotiate with on another 
• The Battle of Cuito Cuanavale forced the withdrawal of SADF from Angola
• The South African government started negotiations with SWAPO which enabled  Namibia to get its independence
• The National Party's negotiations with 'communists' in Namibia made it easier for  them to negotiate with the ANC  
• PW Botha suffered a stroke and was succeeded by FW De Klerk 
• FW De Klerk started to accept that the black South African struggle against  apartheid was not a conspiracy directed from Moscow 
• This enabled De Klerk to engage in discussions with the liberation organisations
• On 2 February 1990 De Klerk announced 'a new and just constitutional  dispensation' 
• This signalled the end of apartheid rule and the beginning of democracy
• Any other relevant response 
• Conclusion: Candidates should tie up their argument with a relevant conclusion [50]

TOTAL: 150

RELIGION STUDIES
PAPER 2
GRADE 12 
AMENDED SENIOR CERTIFICATE EXAMS
PAST PAPERS AND MEMOS
MAY/JUNE 2018

INSTRUCTIONS AND INFORMATION 

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

QUESTIONS 

QUESTION 1 
Read the extract statement below and answer the questions that follow with reference  to any ONE religion you have studied. 

1.1 Discuss the nature of the world. (10)
1.2 Discuss the nature of the divinity. (10)
1.3 Discuss the place and responsibility of humanity in the world. (10) 
1.4 To what extent do you think human beings are fulfilling the responsibilities you  discussed in QUESTION 1.3? (10) 
1.5 Explain how the sacred text(s) of this religion developed. (10) [50] 

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

2.1 Explain Charles Darwin's theory of evolution. (10) 
2.2 Critically evaluate the response of the following religions to Darwin's theory of  evolution: 
2.2.1 Christianity (8)
2.2.2 Hinduism (8)
2.3 Read the extract below and answer the questions that follow. 

2.3.1 Briefly explain the scientific theory of how the universe came into  existence. (12) 
2.3.2 With reference to the teachings of any ONE religion, explain how  the universe came into being. (12) [50] 

QUESTION 3 
3.1 Read the extract below and answer the questions that follow. 

3.1.1 Discuss the origin of secularism. (12) 
3.1.2 Discuss the teachings of any ONE secular worldview you have  studied. (14) 
3.1.3 How has secularism contributed to the establishment of religious  tolerance in the world? (14) 
3.2 Every religion has its normative sources, which need to be interpreted  appropriately. State any FIVE hermeneutic principles. (10) [50]

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

4.1.1 Name any FIVE factors that contribute to teenage pregnancy. (10)
4.1.2 Evaluate the impact of teenage pregnancy on society. (10) 
4.1.3 Choose any ONE religion you have studied and discuss its  teachings which are against teenage pregnancy. (10) 
4.2 Name any TWO branches of ONE religion you have studied and discuss the  differences between the teachings. (20) [50] 

QUESTION 5 
Read the extract below and answer the questions that follow. 

5.1 Identify ONE area of conflict in Africa and give a brief history of the conflict. (14) 
5.2 Describe the current situation regarding the conflict you identified in  QUESTION 5.1. (12) 
5.3 Explain the role of religion in the conflict. (10) 
5.4 Do you think religion can solve conflict in areas of conflict? Give reasons to  support your answer. (14) [50] 

 TOTAL: 150