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Monday, 09 August 2021 13:19

HISTORY PAPER 1 GRADE 12 ADDENDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2018

HISTORY
PAPER 1
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2018

ADDENDUM

QUESTION 1: HOW DID THE DEPLOYMENT OF SOVIET MISSILES IN CUBA INTENSIFY COLD WAR TENSIONS BETWEEN THE UNITED STATES OF AMERICA AND THE SOVIET UNION IN 1962?
SOURCE 1A
The extract below focuses on the relationship that Cuba had with the Soviet Union.

Cuba's ties to the USSR were strengthened by two of Castro's closest advisers – his brother, Raul Castro, and the legendary revolutionary, Che Guevara. Both men shared the communist ideology of the Soviets … Castro came to believe that the Americans would invade Cuba no matter what. This fear drove him into the arms of the Soviets. Soon the USSR and its allies were providing military aid and weapons to Cuba.
Khrushchev and the Soviets couldn't have asked for a better-located ally against the United States. The Americans had allies all over the Eastern Hemisphere, surrounding the USSR. The United States had a huge number of military forces in Europe near Soviet borders … It was well-known that the United States had nuclear missiles in Turkey, which were pointed at the Soviet Union.
While the United States had forces surrounding the USSR, the Soviet had no military presence at all in the Western Hemisphere. They did not even have aircraft carriers to put their planes within striking distance of the US mainland. But the new alliance between Cuba and the USSR changed all that, giving Khrushchev and the Soviets a military base less than 100 miles (161 km) from the United States. After the Soviets moved missiles to Cuba, the global balance of power would shift. That was something the US government would not allow.

[From The Cuban Missile Crisis – To the Brink of War by PJ Byrne]

SOURCE 1B
The source below focuses on how President Kennedy reacted to the deployment of Soviet missiles in Cuba.

Kennedy and his advisers were debating what to do about the missiles in Cuba. On Tuesday 16 October, the same morning he learned about the photographs, the President immediately called for a meeting. Kennedy and his advisers gathered before noon in the White House cabinet room.
Joining the President in the large room were several intelligence officers, who presented the photographs and pointed out details showing the missiles. They were found in the area around San Cristobal, located in western Cuba. The President and his advisers pored (scrutinised) over the evidence, asking the intelligence officers questions about the photographs and the missiles. They wondered if there may have been more missiles in Cuba not seen in these spy photos.
Along with key members of his Cabinet, the President assembled a team of experts to help him determine what to do. Most of these advisers were part of the President's administration, but Kennedy also sought the advice of people outside his government who were experts on Soviet relations. This group became known as the Executive Committee of the National Security Council, or 'ExComm' for short. … The young President knew he needed all the advice he could get.

[From The Cuban Missile Crisis – To the Brink of War by PJ Byrne]

SOURCE 1C
The cartoon below is titled 'Drop it!'. It depicts an eagle attempting to catch a mouse that is carrying a missile.

[From www.plainlocal.org/userfiles/508/classes/1085/Cuban. Accessed on 3 January 2017.]
SOURCE 1D
This source is an extract from a letter that Andrei Gromyko (Soviet Foreign Minister) wrote to JF Kennedy (President of the United States of America) on 20 October 1962. It explains the Soviet Union's position on the deployment of missiles in Cuba.

The Soviet government stands for peaceful coexistence of states with different social systems, against the interference of one state into the internal affairs of others, and against the intervention of large states into the affairs of small countries.
It is well known to you, Mr President (Kennedy), the attitude of the Soviet government and personally, of Nikita Khrushchev toward the dangerous developments connected with the USA administration position on the issue of Cuba. An unrestrained anti-Cuban campaign has been going on in the USA for a long time and apparently there is a definite USA administration policy behind it. Right now the USA is making an attempt to blockade Cuban trade with other states. There is talk about a possibility of actions of organised policy in this region under the USA aegis (protection).
… The USA administration for some reason considers that the Cubans must solve their domestic affairs not at their discretion (choice), but at the discretion of the USA. But on what grounds? Cuba belongs to the Cuban people, not to the USA or any other state. And since it is so, then why are there statements made in the USA calling for an invasion of Cuba? What does the USA need Cuba for?
Who can in earnest believe that Cuba represents a threat to the USA? If we speak about dimensions and resources of the two countries, the USA and Cuba, then it is clear that they are a giant and a baby. The flagrant (deliberate) groundlessness (baseless) of such charges against Cuba is obvious.

[From New Evidence on the Cuban Missile Crisis by J Hershberg]

QUESTION 2: HOW DID FOREIGN POWERS INTERVENE IN POST-INDEPENDENT ANGOLA?
SOURCE 2A
This extract focuses on the process of decolonisation in Angola that began in 1975. It was written by the historian, Alexandra Kaure.

The transition to independence in Angola was spoiled by violence, division and foreign intervention. The armed struggle against the authoritarian and uncompromising Portuguese colonial regime started in 1961 and involved three rival movements: Popular Movement for the Liberation of Angola (MPLA), National Front for the Liberation of Angola (FNLA) and National Union for the Total Independence of Angola (UNITA) … The hastily (quickly) concluded Alvor Agreement of 15 January 1975, signed between the Portuguese government and the three nationalist movements, promised independence on 11 November of the same year.
The Alvor Agreement stated that a transitional government of national unity including the three movements and Portugal was put in place and each ministry held by one party should have two secretaries of state, one from each of the rival parties …
Also contained in the Agreement was provision for the establishment of a national army consisting of 8 000 men from each movement and 24 000 Portuguese troops, making a force of 48 000 in all. The Portuguese troops were to remain in Angola until 19 February 1976 … Another proviso (point) under Article 40 of the Alvor Agreement was that the transitional government must organise general elections to a constituent assembly within nine months of 31 January 1975. But these arrangements were not to last long.
By July 1975, the transitional government had collapsed due to mutual distrust among the three groups, which had led to outbreaks of fighting.

[From Angola from Socialism to Liberal Reforms by A Kaure]

SOURCE 2B
The photograph below shows Agostinho Neto (MPLA), Holden Roberto (FNLA) and Jonas Savimbi (UNITA) in discussion at the Alvor Summit that was held in Portugal. It was published in the News Diary of Lisbon, a Portuguese newspaper on 15 January 1975.

[From http://bcavalaria8423.blogspot.co.za/2015_01_01_archive.html. Accessed on 16 November 2016.]
SOURCE 2C
The extract below explains how foreign powers became involved in Angola during the mid-1970s. It was written by Victoria Brittain, a journalist who spent ten years working in Angola.

When the red and black flag with the yellow star representing independent Angola was raised over Luanda on 11 November 1975, ending the repressive blood-soaked years of Portuguese colonialism, it was a victory for Africa's liberation movement, but a victory with a political and emotional resonance (meaning) well beyond the continent … Angola's hard won independence was a pledge to millions further south on the continent that liberation of the rest of the continent was possible …
… Angola's natural resources, including oil and diamonds, its size and its strategic location made it a prize so tempting that the big powers did not for a moment dream of leaving the future direction to Angolans …
The Americans falsified (made-up) the history of Angola in 1975 to create a Soviet and Cuban threat to the region which, at the height of the Cold War, had to be countered. The MPLA, they claimed, never intended to share power with the other two parties and was planning with the Soviets and Cubans to crush the FNLA and UNITA militarily, giving the Soviet Union a strategic foothold in a key region of Africa.
The realities were very different. In Washington in January 1975, Henry Kissinger and the committee of 40 authorised 300 000 dollars for the MPLA's main rival group, the FNLA. The FNLA leader, Holden Roberto, had been on the CIA payroll since 1961 … the Americans also stepped up military support for UNITA, and throughout the year ambushes and assassinations of the MPLA by its two rivals destabilised the country and made a mockery of power-sharing within the transitional government. And, most importantly, the Americans gave the nod to Pretoria to mount an ambitious military adventure …

[From Death of Dignity by V Brittain]

SOURCE 2D
This source focuses on what occurred in post-independent Angola. It was written by General Jannie Geldenhuys (Chief of the South African Defence Force from 1985 to 1990).

In terms of an agreement signed in January 1975 in the Portuguese town of Alvor, the Portuguese transferred power in Angola to a 'Government of National Unity' …
This interim government was supposed to rule until a general election had been held, with independence taking place on 11 November, but it did not happen that way. Because of its own internal problems Portugal could not or would not exert any real influence during the transition period. The interim government disintegrated and, with the help of Cuban troops the MPLA, soon became the sole (only) rulers in the capital Luanda. Roberto (FNLA) and Savimbi (UNITA) took to the bush, from where they declared war on the MPLA. Soon Angola was a battleground …
It will be remembered that during the 1960s and 1970s and thereafter, the pattern was for the big powers to take sides and become involved in regional and local conflicts and they secured the active participation of their allies. The United States of America was the leader of the West and the Soviet Union of the East and the participation on almost every continent of the Americans with their allies and the Soviets with theirs is common knowledge … This is the international 'Cold War' background against which the conflicts of that time must be seen.
In Angola the Soviet Union, Cuba and various Eastern Bloc countries supported Augostino Neto and the MPLA. America became involved on the side of Holden Roberto and the FNLA, who in turn formed an alliance with Jonas Savimbi and UNITA. And so South Africa, with the war on its doorstep, became part of the anti-Marxist alliance.

[From At the Front. A General's Account of South Africa's Border War by J Geldenhuys]

QUESTION 3: WHAT IMPACT DID THE BLACK POWER MOVEMENT HAVE ON AFRICAN AMERICANS DURING THE 1960s?
SOURCE 3A
The extract below explains the reasons for the establishment of the Black Power Movement in the United States of America during the 1960s.

The Black Power Movement grew out of the Civil Rights Movement that had steadily gained momentum through the 1950s and 1960s. Although not a formal movement, the Black Power Movement marked a turning point in black-white relations in the United States and also in how blacks saw themselves. The movement was hailed (welcomed) by some as a positive and proactive force aimed at helping blacks achieve full equality with whites, but it was reviled (hated) by others as a militant, sometimes violent faction whose primary goal was to drive a wedge (division) between whites and blacks. In truth, the Black Power Movement was a complex event that took place at a time when society and culture were being transformed throughout the United States, and its legacy reflects that complexity.
Blacks still faced lower wages than whites, higher crime rates in their neighbourhoods, and unspoken but palpable (deep) racial discrimination. Young blacks in particular saw the Civil Rights Movement as too mainstream to generate real social change. What they wanted was something that would accelerate (quicken) the process and give blacks the same opportunities as whites, not just socially but also economically and politically. Perhaps more important, they felt that the Civil Rights Movement was based more on white perceptions of civil rights than black perceptions.

By the mid-1960s, dissatisfaction with the pace of change was growing among blacks. The term 'black power' had been around since the 1950s, but it was Stokely Carmichael, head of the Student Non-violent Co-ordinating Committee (SNCC), who popularised the term in 1966.

[From http://www.encyclopedia.com/social-sciences-and-law/sociology-and-social-reform/social reform/black-power-movement. Accessed on 18 November 2016.]

SOURCE 3B
This extract focuses on Stokely Carmichael's views about the philosophy of Black Power. It is taken from a speech that Carmichael delivered at the University of California, Berkeley, on 28 July 1966.

When we form coalitions (partnerships) we must say on what grounds we are going to form them, not white people telling us how to form them. We must build strength and pride amongst ourselves. We must think politically and get power because we are the only people in this country that are powerless. We are the only people who have to protect ourselves from our protectors. We are the only people who want a man called Willis removed who is a racist, that have to lie down in the street and beg a racist named Daley to remove the racist named Willis. We have to build a movement so we can see Daley and say, 'Tell Willis to get hat,' and by the time we turn around he is gone. That's Black Power.
Everybody in this country is for 'Freedom Now' but not everybody is for Black Power because we have got to get rid of some of the people who have white power. We have got to get us some Black Power. We don't control anything but what white people say we can control. We have to be able to smash any political machine in the country that's oppressing us and bring it to its knees.
We have to be aware that if we keep growing and multiplying the way we do in ten years all the major cities are going to be ours. We have to know that in Newark, New Jersey, where we are sixty per cent of the population, we went along with their stories about integrating and we got absorbed. All we have to show for it is three councilmen who are speaking for them and not for us. We have to organise ourselves to speak for each other. That's Black Power. We have to move to control the economics and politics of our community …

[From:http://www.encyclopedia.com/history/dictionaries-thesauruses-pictures-and-press- releases/black-power-sp. Accessed 18 November 2016]

SOURCE 3C
The poster below is an image of Black Power activist and feminist, Angela Davis. Around the border of the poster the words 'POWER TO THE PEOPLE' are written. These words have been re-typed for clarity.

[From https://za.pinterest.com/pin/354095589437747057/. Accessed on 13 April 2017.]
SOURCE 3D
The source below explains how the Federal Bureau of Intelligence (FBI) tried to prevent the Black Power Movement from undertaking its activities.

The FBI set out to eliminate radical black political opposition inside the USA. When traditional modes of repression (blatant harassment) failed to counter the growing insurgency (uprising) and even helped to fuel it, the Bureau took the law into its own hands and secretly used fraud and force to sabotage constitutionally protected political activity.
The FBI secretly instructed its field offices to propose schemes to misdirect, discredit, disrupt and otherwise neutralise specific individuals and groups. Close coordination (working together) with the local police and prosecutors was encouraged.
The most intense operations were directed against the Black Power Movement particularly the Black Panther Party. This resulted from FBI and police racism. The black community's lack of material resources for fighting back, and the tendency of the media and whites in general to ignore or tolerate attacks on black groups, worsened their situation. It also reflected government and corporate fear of the Black Power Movement
because of its militancy. The Black Panthers came under attack at a time when they provided free food, free health care and free community-based education. Therefor they were forced to carry guns.

[From http://blackpast.org/1966-stokely-carmichael-black-power-0. Accessed on 17 February 2017.]

ACKNOWLEDGEMENTS
Visual sources and other historical evidence were taken from the following: Brittain, V 1998. Death of Dignity (Pluto Press)
Byrne, PJ. 2006. The Cuban Missile Crisis – To the Brink of War (Compass Point Books, Minneapolis, Minnesota)
Geldenhuys, J. 2009. At the Front. A General's Account of South Africa's Border War (Jonathan Ball)
Hershberg, JG. 1969. New Evidence on the Cuban Missile Crisis (Cold War International History Project Bulletin)
http://bcavalaria8423.blogspot.co.za/2015_01_01_archive.html
http://blackpast.org/1966-stokely-carmichael-black-power-0
http://www.encyclopedia.com/history/dictionaries-thesauruses-pictures-and-press releases/black-power-sp
http://www.encyclopedia.com/social-sciences-and-law/sociology-and-social-reform/social reform/black-power-movement
https://za.pinterest.com/pin/354095589437747057
Kaure, A. 1999. Angola from Socialism to Liberal Reforms, (Southern African Regional Institute for Policy Studies)
www.plainlocal.org/userfiles/508/classes/1085/Cuban

Published in Grade 12 2018 Feb/March Supplementary Exams, Past Papers with Memos

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Monday, 09 August 2021 13:17

HISTORY PAPER 2 GRADE 12 ADDENDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2018

HISTORY
PAPER 2
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2018

ADDENDUM

QUESTION 1: WHY DID THE APARTHEID REGIME DETAIN BLACK CONSCIOUSNESS LEADER, BANTU STEPHEN BIKO?
SOURCE 1A
The source below focuses on the formation and impact of the Black Consciousness Movement (BCM).

The Black Consciousness Movement (BCM) was becoming a presence in the country and not only at tertiary institutions, they were visible in the media, at schools, at community theatres, and in events that broke the pattern of quiescence (calm) that followed the banning of the ANC and PAC. But the movement also began to suffer casualties, with Onkgopotse Tiro perhaps the first of these when he was expelled from the Turfloop University (Limpopo).
Another setback came with the tragic death of Mthuli Shezi in December 1972, when he was pushed onto the path of an oncoming train after defending Black women who were being abused by a railway official. This incident demonstrates the challenges BC activists faced in trying to achieve normal relations in an abnormal society.
In March 1973, the state cracked down, banning Drake Koka and Bokwe Mafuna (BC leaders), who were engaged in union projects. Steve Biko and Barney Pityana were also banned in the same month. In August 1973, Mosibudi Mangena was sentenced to five years in prison for allegedly recruiting two policemen to join the armed struggle. Tiro was killed in January 1974 by a parcel bomb after he went into exile in Botswana.

[From http://www.sahistory.org.za/people/stephen-bantu-biko. Accessed on 2 December 2016.]

SOURCE 1B
The source below explains how Bantu Stephen Biko and his friend, Peter Jones, were arrested and detained near King William's Town on 19 August 1977.

The South African police force set up roadblocks to arrest political activists. At a roadblock outside Grahamstown the police asked Steve Biko and Peter Jones to step out and to open the boot. Jones, who was driving, followed their orders but struggled to open the boot. The car's boot had to be opened in a special way, known only to Rams Ramokgopa at Zanempilo.
Whilst Jones tugged at the boot, the police kept accusing him of being a terrorist on his way to see Steve Biko, while Steve sat quietly in the passenger seat. Jones tried to make light of his struggle with the boot and invited one of the policemen to have a try.
After a while the senior officer, Colonel Alf Oosthuizen, ordered the unit to clear the roadblock and to take Steve and Jones to the nearby police station in Grahamstown. Oosthuizen drove with Steve in Ramokgopa's car while Jones drove with the other officers. The police searched the car thoroughly at the police station. Jones recalls that 'they even went through the ash in the ash-tray. It was now clear that this was not a joke'.
They found Jones's wallet, which, apart from an amount of R43,00, contained his identity document. And then Oosthuizen bellowed in Afrikaans: 'As jy Peter Cyril Jones is, dan wie is daai groot man?' (If you are Peter Cyril Jones, then who is that big man?) Steve realised how awkward the situation was for his friend. On principle, Jones would not reveal Steve's identity, exposing himself to torture and imprisonment. Yet in the end the police would find out anyway. Steve interjected: 'I am Bantu Steve Biko.'
And then there was silence. 'Biko?' retorted (responded) Oosthuizen, mispronouncing the B. 'No, Bantu Steve Biko,' retorted (responded) Biko, pronouncing the Bs in his name silently.
The two men were separated. Jones was taken to Algoa Police Station and Steve to Walmer Police Station, both in Port Elizabeth, about 250 km from King William's Town.
This was the last time I ever saw my comrade alive or dead.

[From Biko, A Biography by X Mangcu]

SOURCE 1C
This source focuses on Jimmy Kruger's response to the death of Stephen Bantu Biko. It is taken from an article titled Young Black Leader Dies in Detention in South Africa, Raising Fears of New Unrest by John Burns.

Mr Kruger's announcement said that Mr Biko had been detained on 18 August 1977 under a section of the Terrorism Act that provides for indefinite detention without trial. The Minister of Justice said that Mr Biko had been arrested on suspicion of fomenting (inciting) unrest among blacks in the Port Elizabeth area, 150 miles to the south of King William's Town and of drafting documents urging 'violence and arson' by blacks seeking to overthrow apartheid, the official system of racial subordination.
The statement said that Mr Biko had been held in prison at Port Elizabeth and remained there or in the prison hospital until he was transferred to a hospital in Pretoria, 800 miles to the northeast, on Sunday night. He died 24 hours later.
The statement said that Mr Biko had consistently refused to consume (eat) the food and water that was supplied to him after he began his hunger strike one week before his death. It said that he was examined by police doctors three times in the first four days of his strike but was found to be suffering from 'no physical problem'.
The statement added that by the seventh day of Mr Biko's hunger strike, on Sunday, he 'appeared to be unwell' and was transferred immediately to Pretoria, where he was examined again and given medical treatment, again by a police doctor. 'He died the same night,' the statement said.

[From http://www.nytimes.com/learning/general/onthisday/big/0912.html#article. Accessed on 10 December 2016.]

SOURCE 1D
The newspaper headline below appeared in the Rand Daily Mail on 7 October 1977. The article was written by Helen Zille after her investigation into the circumstances under which Bantu Stephen Biko was murdered.

[From Rand Daily Mail, 7 October 1977] DR TUCKER DR LANG
QUESTION 2: WHY WAS THE AMNESTY PROCESS OF THE TRUTH AND RECONCILIATION COMMISSION (TRC) REGARDED AS CONTROVERSIAL?
SOURCE 2A
This source below focuses on the formation of the Truth and Reconciliation Commission in 1995.

The main objective of the TRC is to establish as complete a picture as possible about gross human rights violations between March 1960, the month of the Sharpeville massacre and subsequent beginning of the armed liberation struggle, and 10 May 1994, the date of Nelson Mandela's inauguration as first democratically elected State President of South Africa.
The Truth and Reconciliation Commission is assisted by three subcommittees: the Human Rights Violation Committee, the Amnesty Committee and the Reparation and Rehabilitation Committee.
The 1993 Interim Constitution made specific provision for an amnesty process, but did not prescribe what this would entail. Although the undertaking to indemnify (protect) perpetrators was a bitter pill to swallow, especially for those within the anti-apartheid movement, most commentators agree that the momentum towards transition (change) would have been fundamentally undermined without it.
Amnesty was to be granted where applicants made full disclosure of all relevant facts and only for acts 'associated with a political objective committed in the course of the conflicts of the past'.

[From Common Past, Divided Truth: The Truth and Reconciliation Commission in South Africa – Public Opinion by G Theissen]

SOURCE 2B
The source below evaluates the work of the amnesty committee of the Truth and Reconciliation Commission.

The Amnesty Committee was one of the three committees set up by the TRC to deal with political crimes that were committed between 1960 and 1994. It received approximately 7 050 amnesty applications.
Not everyone agreed with this unique model of justice. Naomi Tutu, daughter of Archbishop Desmond Tutu, said she was initially opposed to amnesty as she thought it 'was an easy way out,' and that 'it seemed like we were giving people a present'. She voiced the concerns that many South Africans had, that it was 'a feeling that these people were literally getting away with murder.' Many Afrikaners thought it would be counterproductive (destructive), keeping hatred alive in the country rather than moving forward and moving on from the past. In fact, in a 1998 survey, 72% of whites felt that the TRC made race relations worse.
According to Antjie Krog, the success of the TRC in South Africa is difficult to answer. She stated: 'If one regards the TRC as a mere vehicle to grant amnesty, it succeeded reasonably. … … If the TRC is seen as a body to establish the truth, it also succeeded fairly well in establishing factual truth, in determining 'what happened.' It was far less successful in convincing South Africans of the moral truth, in answering the question 'Who was responsible?' If the idea of the TRC process in South Africa was to prevent violations of human rights from ever happening again, the commission has failed. … The biggest question, however, is whether or not the TRC process achieved reconciliation. Few people believe that it has.

[From Country Of My Skull by A Krog]

SOURCE 2C
The source below explains the Truth and Reconciliation Commission's decision to grant members of the African National Congress (ANC) amnesty. The South African Press Association (SAPA) issued the press release below on 2 December 1977.

CAPE TOWN: 2 December 1997 – SAPA
TRC STAYS MUM (QUIET) ON CONTROVERSIAL AMNESTY DECISIONS

The Truth and Reconciliation Commission's Amnesty Committee on Tuesday refused to explain how it arrived at its controversial decision to grant blanket amnesty to 37 African National Congress members, including Deputy President Thabo Mbeki.
The refusal follows repeated attempts by, among others, the South African Press Association over the past two days to get clarity from committee members on their decision, which has been widely slated (criticised).
Many of the ANC applicants, including a number of cabinet ministers, were granted amnesty on the basis that they had accepted collective responsibility for actions outlined in the party's submission to the TRC.
However, observers have questioned how the ANC members were eligible for amnesty when they had not confessed to any offence or omission for which they could be criminally prosecuted or held civilly liable (personally responsible).
Newspaper editorials have called on the committee to explain how they arrived at their decision to grant amnesty to the ANC members, as well as to TRC chairman Archbishop Desmond Tutu's son, Trevor.
However, the Amnesty Committee on Tuesday made it clear it was not prepared to be drawn into any public debate.
Committee chairman, Judge Hassen Mall, stood by the committee's decision to grant amnesty to the ANC members on the basis of collective responsibility, the committee executive secretary, Martin Coetzee, told SAPA.

[From http://www.justice.gov.za/trc/media%5C1997%5C9712/s971202c.htm. Accessed on 23 November 2016.]

SOURCE 2D
The cartoon by Zapiro appeared in the Mail and Guardian on 19 March 1998. It depicts the issue of blanket amnesty.

[From http://truth.wwl.wits.ac.za/files/3_2/3129-1-4-001art.jpg. Accessed on 5 December 2016.]
QUESTION 3: HOW DO MULTINATIONAL CORPORATIONS, SUCH AS McDONALD'S, EXPLOIT WORKERS?
SOURCE 3A
The source below focuses on how multinational corporations (MNCs) conduct their business. It is an article written by J Skrocki titled Broken Promises: Globalisation and BP Oil.

In an ever-changing and interconnected world, there is opportunity for global corporations to operate by manipulating (abuse) and exploiting. They have the power to do this, and history demonstrates that cutting corners allows companies to maximise profits. The globalised trading system allows many countries to import goods they otherwise would not have access to. However, due to the rapidly globalising market, multinational corporations move their companies overseas to developing countries. This enables them to take advantage of cheap labour and to sell their products at a lower market price. By definition, a multinational corporation has its headquarters in one country, but conducts its businesses in more than one country. Multinational corporations operate in the following ways: franchising, branches, subsidiaries (companies), joint ventures …
One could argue that many of the pillars of Western society also represent the foundations of multinational corporations. The consumerist (commercial) ideals of developed nations that produce these multinational corporations, indicate that economic success is given priority. Western society takes part in the production, consumption and disposal cycles, all functionaries (representatives) as parts of the materials economy. Multinational corporations step in to meet the high demand by selling products at the lowest possible prices.

[From http://aese.psu.edu/students/research/ced-urj/news/2014/broken-promises-globalization-and-bp oil. Accessed on 12 December 2016.]

SOURCE 3B
The source below is the view of the environmental organisation Greenpeace. It focuses on McDonald's business practices in the global market.

McDonald's only interest is money, making profits from whomever and whatever they can, just like all multinational companies. McDonald's annual reports talk of 'Global Domination' – they aim to open more and more stores across the globe, but their continual worldwide expansion means more uniformity, less choice and the undermining of local communities.
McDonald's promote their food as 'nutritious', but the reality is that it is junk food high in fat, sugar and salt, and low in fibre and vitamins. A diet of this type is linked to a greater risk of heart disease, cancer, diabetes and other diseases. Their food also contains many chemicals, some of which may cause ill-health and hyperactivity in children. Do not forget too that meat is the cause of the majority of food poisoning incidents. In 1991 McDonald's were responsible for an outbreak of food poisoning in the United Kingdom (UK) in which people suffered serious kidney failure.
Workers in the fast-food industry are paid low wages. McDonald's do not pay overtime rates even when employees work very long hours. Pressure to keep profits high and wage costs low results in understaffing, so staff have to work harder and faster. As a consequence, accidents (particularly burns) are common. The majority of employees are people who have few job options and are forced to accept this exploitation, and they're compelled to 'smile' too! Not surprisingly staff turnover at McDonald's is high, making it virtually impossible to unionise and fight for a better deal, which suits McDonald's who have always been opposed to unions.

[From http://www.mcspotlight.org/campaigns/translations/trans_uk.html. Accessed on 24 November 2016.]

SOURCE 3C
This cartoon depicts workers (on the left-hand side) at McDonald's striking for higher wages and overweight customers (on the right-hand side). It was drawn by M Lester for the New York Daily News on 31 August 2013 and is titled 'McDonald's Health Care'.

[From http://www.nydailynews.com/opinion/bramhall-cartoons-august-2d3-gallery Accessed on 15 November 2016.]
SOURCE 3D
The source below focuses on how civil society activists protested in the mid-1980s against the multinational food outlet, McDonald's. It is titled What's Wrong with McDonald's?

Criticism of McDonald's has come from a huge number of people and organisations over a wide range of issues. In the mid-1980's, London Greenpeace drew together many of those strands of criticism and called for an annual World Day of Action against McDonald's. This takes place every year on 16 October, with pickets and demonstrations all over the world. McDonald's, who spend a fortune on advertising every year, are trying to silence world-wide criticism by threatening legal action against those who speak out. Many have been forced to back down because they lacked the money to fight a case. But Helen Steel and Dave Morris, two supporters of London Greenpeace, defended themselves in a major United Kingdom (UK) High Court libel (offence) trial. No legal aid is available so they represented themselves. McDonald's engaged in a huge cover up, refusing to disclose masses of relevant documents. Also, the defendants were denied their right to a jury. Despite all the cards being stacked against them, Helen and Dave turned the tables and exposed the truth by putting McDonald's business practices on trial. Protests against the $30 billion a year fast-food giant continues to grow. It's vital to stand up to intimidation (threats) and to defend free speech.
Together we can fight back against the institutions and the people in power who dominate our lives and our planet, and we can create a better society without exploitation. Workers can and do organise together to fight for their rights and dignity. People are increasingly aware of the need to think seriously about the food we and our children eat. People in poor countries are organising themselves to stand up to multinationals and banks which dominate the world's economy. Environmental and animal rights protests and campaigns are growing everywhere. Why not join in the struggle for a better world? Talk to friends and family, neighbours and workmates about these issues.

[From http://www.mcspotlight.org/campaigns/translations/trans_uk.html. Accessed on 24 November 2016.]

ACKNOWLEDGEMENTS
Visual sources and other historical evidence were taken from the following:
http://www.justice.gov.za/trc/media%5C1997%5C9712/s971202c.htm
http://www.nytimes.com/learning/general/onthisday/big/0912.html#article
http://www.sahistory.org.za/people/stephen-bantu-biko
http://aese.psu.edu/students/research/ced-urj/news/2014/broken-promises-globalization and-bp-oil.
http://truth.wwl.wits.ac.za/files/3_2/3129-1-4-001art.jpg
http://www.mcspotlight.org/campaigns/translations/trans_uk.html.
http://www.nydailynews.com/opinion/bramhall-cartoons-august-2d3-gallery
http://www.mcspotlight.org/campaigns/translations/trans_uk.html.
Krog A. 1998. Country Of My Skull (Broadway Books)
Mangcu X. 2012. Biko, A Biography (N.B. Publishers, South Africa)
Rand Daily Mail, 7 October 1977
Theissen, G. 1999. Common Past, Divided Truth: The Truth and Reconciliation Commission in South Africa – Public Opinion
The Citizen, 15 May 2017

Published in Grade 12 2018 Feb/March Supplementary Exams, Past Papers with Memos

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Monday, 09 August 2021 13:16

HISTORY PAPER 2 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2018

HISTORY
PAPER 2
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2018

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

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

1.2 The information below indicates how source-based questions are assessed:

In the marking of source-based questions, credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples. I
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 bottom margin to the right, e.g. 32 / 50
Ensure that the total mark is transferred accurately to the front/back cover of the answer script.

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

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

2.2 Marking of essay questions

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

2.3 Global assessment of the essay
The essay will be assessed holistically (globally). This approach requires the teacher to 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 argument (planned, structured and has 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 first reading of the essay ticks need to be awarded for a relevant introduction (which is indicated by a bullet in the marking guideline), the main aspects/body of the essay that sustains/defends the line of argument (which is indicated by bullets in the marking guideline) and a relevant conclusion (which is indicated by a bullet in the marking guideline).
For example in an essay where there are five (5) main points there could be about seven (7) ticks.
2.4.3 Keep the PEEL structure in mind when assessing an essay.

P	Point: The candidate introduces the essay by taking a line of argument/making a major point. Each paragraph should include a point that sustains the major point (line of argument) that was made in the introduction.
E	Explanation: The candidate should explain in more detail what the main point is all about and how it relates to the question posed (line of argument)
E	Example: The candidates should answer the question by selecting content that is relevant to the line of argument. Relevant examples should be given to sustain the line of argument.
L	Link: Candidates should ensure that the line of argument is sustained throughout the essay and is written coherently.

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).

C	LEVEL 4

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

C	LEVEL 4
P	LEVEL 3

C	LEVEL 4	}26–27
P	LEVEL 3	}26–27

GLOBAL ASSESSMENT OF ESSAYS: TOTAL MARKS: 50

	LEVEL 7	LEVEL 6	LEVEL 5	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
PRESENTATION CONTENT	Very well planned and structured essay. Good synthesis of information. Developed an original, well balanced and independent line of argument with the use of evidence, sustained and defended the argument throughout. Independent conclusion is drawn from evidence to support the line of argument.	Very well planned and structured essay. Developed a relevant line of argument. Evidence used to defend the argument. Attempts to draw an independent conclusion from the evidence to support the line of argument.	Well planned and structured essay. Attempts to develop a clear argument. Conclusion drawn from the evidence to support the line of argument.	Planned and constructed an argument. Evidence is used to some extent to support the line of argument Conclusions reached based on evidence.	Shows some evidence of a planned and constructed argument. Attempts to sustain a line of argument. Conclusions not clearly supported by evidence.	Attempts to structure an answer. Largely descriptive, or some attempt at developing a line of argument. No attempt to draw a conclusion	Little or no attempt to structure the essay.
LEVEL 7 Question has been fully answered. Content selection fully relevant to line of argument.	47–50	43–46
LEVEL 6 Question has been answered. Content selection relevant to the line of argument.	43–46	40–42	38–39
LEVEL 5 Question answered to a great extent. Content adequately covered and relevant.	38–39	36–37	34–35	30–33	28–29
LEVEL 4 Question is recognisable in answer. Some omissions or irrelevant content selection.			30–33	28–29	26–27
LEVEL 3 Content selection does relate to the question, but does not answer it, or does not always relate to the question. Omissions in coverage.				26–27	24–25	20–23
LEVEL 2 Question inadequately addressed. Sparse content.					20–23	18–19	14–17
LEVEL 1 Question inadequately addressed or not at all. Inadequate or irrelevant content.						14 –17	0–13

*Guidelines for allocating a mark for Level 1:

Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0
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 THE APARTHEID REGIME DETAIN BLACK CONSCIOUSNESS LEADER, BANTU STEPHEN BIKO?
1.1.1 [Definition of a historical concept from Source 1A – L1]

Accepting oneself as black, to have self-value, self-esteem and self-worth
To be proud to be black
It is not about the colour of your skin but rather mental emancipation
Black South Africans should be proud of themselves and should strive to do things for themselves (self-reliance) (2)
Any other relevant response (any 1 x 2)

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

‘Tertiary institutions’
‘Media’
‘Schools’
‘Community theatres’ (any 3 x 1) (3)

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

‘He was pushed onto the path of an oncoming train’ (1 x 2) (2)

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

‘Expelled’
‘Banning’/’banned’
‘Prison’
‘Killed’ (any 3 x 1) (3)

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

The apartheid regime expelled black political activists from universities
The apartheid regime cracked down on leaders of BCM
Drake Koka, Bokwe Mafuna, Steve Biko and Barney Pityana were banned for their political activities against the apartheid regime
Mosibudi Mangena was sentenced to five years in prison because he tried to recruit two policemen to join the armed struggle
By killing black consciousness activists such as Tiro
Any other relevant response (any 2 x 2) (4)

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

‘To arrest political activists’ (1 x 2) (2)

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

Oosthuizen felt that they were involved in political activity/’terrorists’ and were against the apartheid regime
Oosthuizen was suspicious of Jones and Biko
Any other relevant response (any 1 x 2) (2)

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

Steve Biko identified himself to protect his friend Peter Jones
Steve Biko knew that his friend Peter Jones would sacrifice his life to protect him from being arrested and interrogated
Steve Biko was a selfless leader of good standing/to demonstrate that he was a man of integrity
Any other relevant response (any 1 x 2) (2)

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

The police hoped that they would turn on each other and give them information they needed about their political activities
The police hoped to get evidence from them that could be used to stop the mobilisation and protest action against the government about their planned political activities
Used the 'divide and rule' method to get information
Any other relevant response (any 2 x 2) (4)

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

‘On suspicion of fomenting (inciting) unrest among black South Africans in the Port Elizabeth area’
‘Drafting documents urging 'violence and arson' by black South Africans that wanted to overthrow apartheid’ (2 x 1) (2)

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

It gives the date and reasons why Steve Biko was detained and arrested ∙ It indicates where Steve Biko was imprisoned
It gives reasons why Steve Biko was transferred to hospital and the conditions under which he was transported
It gives details of his alleged hunger strike
It informs the reader how many times he was examined by the police doctors
It shares the doctors findings that Biko suffered 'no physical problem'
Any other relevant response (any 2 x 2) (4)

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

Steve Biko was the leader of the Black Consciousness Movement
It highlights the doctors findings about Steve Biko
The Rand Daily Mail wanted to investigate and expose how Steve Biko was murdered
Any other relevant response (any 2 x 2) (4)

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

The headline confirms that Steve Biko did not die from a hunger strike
The headline confirms the suspicions that the apartheid regime was responsible for the murder of Steve Biko
Any other relevant response (2 x 2) (4)

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

Source 1C states that Steve Biko consistently refused to eat and drink water that was provided by the police whereas Source 1D indicates that there were no sign of a hunger strike
In Source 1C states by the seventh day of Biko's hunger strike he appeared to be unwell whereas Source 1D states that the doctors found no evidence of a hunger strike
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

Prominent leaders from Black Consciousness (BC) were killed for the role they played in opposing the apartheid regime (Source 1A)
The apartheid police regarded Steve Biko as a 'terrorist' (Source 1B) ∙ Steve Biko was arrested when he identified himself (Source 1B)
The apartheid regime banned BC leaders who got involved in union activities (Source 1B)
Steve Biko declared he did not fear the police (Source 1B)
Minister of Justice announced that Biko would be detained indefinitely without trial (Source 1C)
The apartheid government hoped that Steve Biko's detention would cripple the BC movement (own knowledge)
Steve Biko was arrested for inciting unrest amongst black South Africans in Port Elizabeth (Source 1C)
Police documents indicate that Steve Biko tried to overthrow the apartheid government (Source 1C)
The apartheid government was discredited because of how they murdered Biko (own knowledge) (8) [50]
Any other relevant response

Use the following rubric to allocate marks:

LEVEL 1

Uses evidence in an elementary manner e.g. shows no or little understanding of why the apartheid regime detained Black Consciousness leader, Bantu Stephen Biko.
Uses evidence partially or cannot write a paragraph.

MARKS

0–2

LEVEL 2

Evidence is mostly relevant and relates to a great extent on the topic e.g. shows some understanding of why the apartheid regime detained Black Consciousness leader, Bantu Stephen Biko.
Uses evidence in a very basic manner to write a paragraph.

MARKS

3–5

LEVEL 3

Uses relevant evidence e.g. demonstrates a thorough understanding of why the apartheid regime detained Black Consciousness leader, Bantu Stephen Biko.
Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

MARKS

6–8

QUESTION 2 WHY WAS THE AMNESTY PROCESS OF THE TRUTH AND RECONCILIATION COMMISSION (TRC) REGARDED AS CONTROVERSIAL?
2.1.1 [Extraction of evidence from Source 2A – L1]

‘To establish as complete a picture as possible about gross human rights violations’ (1 x 2) (2)

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

‘Human Rights Violation Committee’
‘Amnesty Committee’
‘Reparation and Rehabilitation Committee’ (3 x 1) (3)

2.1.3 [Definition of a historical concept from Source 2A – L1]

The granting of official pardon for people that committed politically motivated crimes
The granting of official pardon to perpetrators who gave full disclosure of the atrocities that were committed for political reasons
Any other relevant response (any 1 x 2) (2)

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

Perpetrators were responsible for heinous crimes that were committed against anti-apartheid activists
They were against gross human rights abuse that was inflicted on political activists
They were against restorative justice and believed in retributive justice ∙ Any other relevant response (any 1 x 2) (2)

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

‘Full disclosure of all relevant facts’
‘For acts associated with a political objective committed in the course of the conflicts of the past’ (2 x 1) (2)

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

‘To deal with political crimes that were committed between 1960 and 1994’ (1 x 2) (2)

2.2.2 [Interpretation of evidence from Source 2B – L2]
Naomi Tutu believed that:

It was an easy way out for perpetrators to appear before the TRC and thereby receive amnesty
The TRC was not forceful enough because ‘it seemed as if we were giving people a present’
Many South Africans felt that it was 'a feeling that these people were literally getting away with murder'
Any other relevant response (any 1 x 2) (2)

2.2.3 [Interpretation of evidence from Source 2B – L2]
White South Africans believed that:

The TRC kept hatred alive in the country
The TRC was a 'witch-hunt'
The TRC was lenient on anti-apartheid organisations
They were blamed for all the political atrocities that were committed during the apartheid rule
Any other relevant response (any 2 x 2) (4)

2.2.4 [Evaluation and synthesis of evidence from Source 2B – L3]
Candidates could either AGREE or DISAGREE with the statement and support their answer with relevant historical evidence.
AGREE

The moral truth did not emerge because the perpetrators did not reveal the identity of people who gave the orders to commit political murders
None of the perpetrators wanted to implicate high ranking officials of the apartheid regime
There was a degree of patriotism from the perpetrators to protect leaders of the apartheid regime
Any other relevant response

OR
DISAGREE

Some of the perpetrators did reveal who had given them the instruction to kill political activists
When perpetrators met families of the victims some degree of truth, confession and reconciliation emerged
The TRC made financial contributions to families that lost their loved ones
The TRC led to healing among many families who were able to find closure after the whereabouts of their loved ones was established
Any other relevant response (any 2 x 2) (4)

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

‘37 African National Congress members, including Deputy President Thabo Mbeki’ (1 x 1) (1)

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

‘Decision to grant blanket amnesty’
‘The ANC applicants… had accepted collective responsibility for actions outlined in the party's submission to the TRC’
‘Observers have questioned how the ANC members were eligible for amnesty when they had not confessed’ (any 1 x 2) (2)

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

The TRC did not explain how it had arrived at the granting of blanket amnesty
There were no confessions from ANC members yet they were granted blanket amnesty
The Amnesty Committee was not accountable for the granting of blanket amnesty
Not everyone agreed with this unique model of justice
Any other relevant response (any 2 x 2) (4)

2.3.4 [Evaluate the usefulness of the evidence in Source 2C – L3]
The source is USEFUL because:

It highlights the controversial decision to grant blanket amnesty to 37 ANC members
It reveals the criticism of the South African Press Association to the granting of blanket amnesty
It questions the decision of how members of the ANC were granted blanket amnesty when they had not confessed to the political crimes that they committed
It mentions how newspaper editorials have called on committee members to explain how they arrived at the decision to grant blanket amnesty
It highlights the reason given by the Chairperson, Judge Hassan Mall on why blanket amnesty was granted
Any other relevant response (any 2 x 2) (4)

2.4.1 [Interpretation of evidence from Source 2D – L2]
(a) National Party

The NP was against blanket amnesty (wants to use the scissor to cut the cloth labelled blanket amnesty)
Any other relevant response (any 1 x 2) (2)

(b) African National Congress

The ANC wants blanket amnesty (holding on to the cloth labelled blanket amnesty)
Any other relevant response (any 1 x 2) (2)

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

The TRC eventually withdrew blanket amnesty that was initially granted
The ANC cannot hold onto blanket amnesty for too long
The TRC cautioned the ANC about holding onto blanket amnesty
Any other relevant response (any 2 x 2) (4)

2.5 [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 of the political crimes that were committed (Source 2A)
Those within the anti-apartheid movement were against the granting of amnesty (Source 2A)
Amnesty was to be granted to applicants who made full disclosure of their political activities that were committed during the course of the conflicts of the past' (Source 2A)
Naomi Tutu stated she initially was opposed to amnesty as she thought it 'was an easy way out,' and that 'it seemed like we were giving people a present (Source 2B)
Many Afrikaners felt the hearings were counterproductive, keeping hatred alive in the country rather than moving forward and moving on from the past (Source 2B)
72% of white South Africans felt that the TRC made race relations worse (Source 2B)
Antjie Krog questioned whether the amnesty process did achieve reconciliation (Source 2B)
The decision to grant blanket amnesty to 37 African National Congress members, including Deputy President Thabo Mbeki was controversial (Source 2C)
Observers questioned how ANC members were eligible for amnesty when they had not confessed to any offence they had committed (Source 2C)
Newspaper editorials have called on the committee to explain how they arrived at their decision to grant amnesty to the ANC members (Source 2C)
The TRC was surrounded by controversy regarding the issue of blanket amnesty (Source 2D)
Many families did not receive compensation (own knowledge)
Some white South Africans regarded the TRC as a 'witch hunt' (own knowledge) (8) [50]
Any other relevant response

Use the following rubric to allocate marks:

LEVEL 1

Uses evidence in an elementary manner e.g. shows no or little understanding in explaining why the amnesty process of the Truth and Reconciliation Commission was regarded as controversial.
Uses evidence partially or cannot write a paragraph.

MARKS

0–2

LEVEL 2

Evidence is mostly relevant and relates to a great extent on the topic e.g. shows some understanding in explaining why the amnesty process of the Truth and Reconciliation Commission was regarded as controversial.
Uses evidence in a very basic manner to write a paragraph.

MARKS

3–5

LEVEL 3

Uses relevant evidence e.g. demonstrates a thorough understanding in explaining why the amnesty process of the Truth and Reconciliation Commission was regarded as controversial.
Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

MARKS

6–8

QUESTION 3: HOW DO MULTINATIONAL CORPORATIONS SUCH AS McDONALD'S EXPLOIT WORKERS?
3.1.1 [Extraction of evidence from Source 3A – L1]

‘Manipulating’
‘Exploiting’
‘Cutting corners’ (3 x 1) (3)

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

Multinational corporations refer to companies whose headquarters are in one country, but conduct their businesses in more than one country with the aim of making huge profits
Any other relevant response (any 1 x 2) (2)

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

‘Rapidly globalising market’
‘To take advantage of cheap labour’
‘To sell their products at a lower market price’ (any 2 x 1) (2)

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

Economic success was a top priority for western countries
Western countries took part in the production process to create markets
Western countries took part in the consumption and disposal cycles
Any other relevant response (any 2 x 2) (4)

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

‘Money’
‘Making profits’ (any 1 x 1) (1)

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

‘They aim to open more stores across the globe’
‘Their continual worldwide expansion means more uniformity, less choice’
‘The undermining of local communities’ (any 1 x 2) (2)

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

‘Risk of heart disease, cancer, diabetes and other diseases
‘Cause ill health and hyperactivity in children’
‘Food poisoning’
‘Serious kidney failure’ (any 2 x 1) (2)

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

McDonald's paid low wages
McDonald's did not pay overtime rates to its workers
McDonald's workers worked long hours and were overworked
McDonald's outlets were understaffed
Any other relevant response (any 2 x 2) (4)

3.3.1 [Interpretation of evidence from Source 3C – L2]
(a)

The workers seem unhappy with their working conditions therefore they were on strike
The workers were striking for higher wages and improved working conditions
Any other relevant response (any 1 x 2)

(b)

McDonald's food is relatively cheap
McDonald's food is easily accessible
Any other relevant response (any 1 x 2) (4)

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

Source 3B outlines that workers are paid low wages and Source 3C shows the reaction of workers protesting against low wages (placard – higher wages)
Source 3B outlines that the working conditions of workers were poor (understaffing, working harder and faster) and Source 3C shows the unhappiness of workers with their working conditions and therefore went on strike
Source 3B outlines that McDonald's is the company that exploits its workers and Source 3C shows that workers are protesting in front of a McDonald's store
Any other relevant response (any 2 x 2) (4)

3.5
3.5.1 [Interpretation of information from Source 3D – L2]

They called upon people and organisations for their annual World Day of Action against McDonald's
They organised pickets all over the world
They organised demonstrations all over the world
Any other relevant response (any 2 x 2) (4)

3.5.2 [Interpretation of information from Source 3D – L2]

McDonald's used advertising to silence world-wide criticism
McDonald's threatened legal action against those who spoke out
Many anti McDonald's protesters backed down because they did not have financial muscle for sustained legal battles
Any other relevant response (any 2 x 2) (4)

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

‘Helen Steel’
‘Dave Morris’ (2 x 1) (2)

3.5.4 [Ascertaining the usefulness of the evidence in Source 3D – L3]
USEFUL TO A GREATER EXTENT

It shows how ordinary people organised themselves to protest and demonstrate against the business practices of McDonalds
It shows the methods that McDonald's used to silence criticism from ordinary people
It shows how two ordinary people brought a libel case against McDonald's
It encourages ordinary people to fight exploitation by multinational companies such as McDonald's
Any other relevant response

USEFUL TO A LESSER EXTENT

It only gives you the perspective of Greenpeace
It is highly critical of McDonald’s
It doesn’t offer a response from McDonald’s regarding Greenpeace’s’ point of view
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.

McDonald's takes advantage of cheap labour that is available in developing countries (Source 3A)
McDonald's pays their workers low wages (Source 3B)
McDonald's are reluctant to pay overtime rates to their workers (Source 3B)
McDonald's staff have to work harder and faster to keep profits high and the cost of wages low (Source 3B)
McDonald's workers are not allowed to unionise (Source 3B)
Worker strikes for higher wages are common at McDonald's (Source 3C)
Any other relevant response (8) [50]

Use the following rubric to allocate marks:

LEVEL 1

Uses evidence in an elementary manner e.g. shows no or little understanding of how multinational corporations such as McDonald's exploited workers.
Uses evidence partially or cannot write a paragraph.

MARKS

0–2

LEVEL 2

Evidence is mostly relevant and relates to a great extent on the topic e.g. shows some understanding of how multinational corporations such as McDonald's exploited workers.
Uses evidence in a very basic manner to write a paragraph.

MARKS

3–5

LEVEL 3

Uses relevant evidence e.g. demonstrates a thorough understanding of how multinational corporations such as McDonald's exploited workers.
Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

MARKS

6–8

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 explain whether they agree or disagree with the statement. If they agree they must discuss how boycotts, disinvestments and sanctions by the international anti-apartheid movements contributed to the eventual demise of PW Botha's regime in the 1980s. If they disagree with the statement they need to substantiate their line of argument with relevant historical evidence.
MAIN ASPECTS
Candidates should include the following aspects in their response:

Introduction: Candidates need take a stand and show whether boycotts, disinvestments and sanctions by the international anti-apartheid movements led to the downfall of PW Botha's regime in the 1980s.

ELABORATION

Formation of the Anti-Apartheid Movement (AAM) in the United Kingdom and it's role against PW Botha's regime
PW Botha's attempts at reforming apartheid by introducing the Tri-Cameral parliamentary system in 1983
PW Botha's Rubicon Speech of in 1985 forced the international community into action which embarked on various forms of boycotts, sanctions and disinvestments against the apartheid regime
Sport Boycotts: The role of the South African Non-Racial Olympic Committee (SANROC). Campaigned against discrimination in sport/against participants of whites only South African teams in international sporting events
The role of Halt All Racial Tours (HART). It staged protests action against the 'racist' Springbok rugby tour to New Zealand in 1981
The role of the South African Council on Sport (SACOS). Established political links with the UDF and COSATU. They insisted on sports boycotts. The apartheid regime felt pressure. Slogans 'No normal sport in an abnormal society' were used
By the late 1980s South Africa was banned from 90% of international sport
Cultural Boycotts: In 1985 US artists protested against apartheid and refused to perform in South Africa and raised money for liberation movements such as the ANC
In 1986 the Freedom Festival in London was held by British artists against apartheid
Musicians expressed their solidarity with the freedom loving South Africans
Academic Boycotts: International scholars refused to travel to South Africa/International publishers refused to publish South African manuscripts and grant access to information/International conferences barred South African scholars/Institutions abroad denied South Africa academic access and refused to recognise South African qualifications
Consumer Boycotts: OPEC placed an embargo on oil sales to South Africa. South Africa experienced a recession in 1980s. Irish workers refused to handle fruits from SA. Imports of raw materials from South Africa such as coal, iron and steel were banned
Disinvestments: In 1980s foreign investments dropped by 30%. By 1980 Britain disinvested from Simon's Town naval dockyard; General Motors and Barclays Bank pulled out of SA. The effects of foreign disinvestments had a negative effect on South Africa.
Between 1985 and 1990 over 200 US companies pulled out of South African, the University of California withdrew its investment of three billion dollars from South Africa
Sanctions: In the 1980s the Sullivan Principle, workers of all USA companies should be treated equally. In 1985 the US Bank – Chase Manhattan Bank cut ties with South Africa; the 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 1986 the US Congress passed a law that banned all new investments and loans to SA. Big corporations such as General Electric, Pepsi Cola, General Motors, Mobil and IBM stopped their investments in South Africa. The USA threatened to stop weapon sales to countries which provided armaments to South Africa. In 1986 Europe and Japan imposed sanctions against South Africa
In 1982 the UNO condemned apartheid and called for total sanctions against South Africa
In 1985 the European Economic Community banned all new investments in South Africa
In 1988 one fifth of British companies withdrew their businesses from South Africa because of pressure from shareholders. Barclays Bank, sold their shares due to pressure from the British public. The South African economy stagnated and produced a growth of only 1,1%
Release Mandela Campaign: Concert held at Wembley Stadium for the release of Mandela; UN Security Council and UN General Assembly called for the release of Nelson Mandela
The Role of International Trade Unions: The AAM in Europe and Australia; Liverpool dockworkers; Finland's Transport Workers Union imposed a ban on trade with South Africa
This resulted in SA experiencing great economic difficulties and leaders of the apartheid regime were forced to begin negotiations with liberation organisations in South Africa
Any other relevant information
Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]

If candidates disagree with the statement they need to support their line of argument with relevant evidence
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 explain to what extent violence and uncertainty that South Africa experienced during the early 1990s made the road to democracy almost impossible. Candidates must use relevant examples to support their line of argument.
MAIN ASPECTS
Candidates should include the following aspects in their essays:

Introduction: Candidates need to indicate to what extent violence and uncertainty made the road to democracy almost impossible.

ELABORATION

De Klerk comes to power in 1989 (brief background)
De Klerk's speech in parliament on 2 February 1990 regarded as a turning point
Led to the unbanning of political and civic organisations such as the ANC and SACP
The removal of restrictions on COSATU and AZAPO De Klerk's decision to release Mandela from prison on 11 February 1990 paved the way for negotiations
Groote Schuur Minute, 2 May 1990 (ANC and NP met: ANC delegation led by Nelson Mandela and the NP delegation led by FW de Klerk
Apartheid legislation revoked such as Separate Reservation of Amenities Act
Pretoria Minute 6 August 1990 (ANC agreed to suspend the armed struggle)
CODESA 1 (19 political parties excluding AZAPO, CP and PAC - 300 delegates met)
Violence erupts in various parts of South Africa such as the Rand, Natal and elsewhere (IFP, ANC and Third force violence)
CODESA 2 (2 May 1992) collapsed. Parties failed to agree on a new constitution making body and interim government (uncertainty)
NP wanted minority veto while ANC wanted an interim government for no longer than 18 months and simple majority rule
Boipatong massacre (17 June 1992) and its consequences (violence and uncertainty)
Bhisho massacre (7 September 1992) almost derailed the process of negotiations (violence and uncertainty)
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 (violence and uncertainty)
Significance of the Multiparty negotiating Forum for South Africa's future
Right-wing (AWB) attack on World Trade Centre and its consequences (violence and uncertainty)
Sunset Clause introduced by Joe Slovo broke the negotiations deadlock
Heidelberg Tavern massacre – 31 January 1993 (violence and uncertainty)
St James Massacre in July 1993 – APLA open fire – 11 killed and 58 wounded (violence and uncertainty)
Interim Constitution in November 1993
Shell House Massacre in March 1994 – IFP marches to the ANC headquarters – 8 people killed and 250 injured (violence and uncertainty)
Election date – 27 April 1994 announced
ANC won elections and Mandela became the first black South African President
Any other relevant response
Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]

QUESTION 6 THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989
[Plan and construct an original argument based on relevant evidence using analytical
and interpretative skills]
SYNOPSIS
Candidates need to critically discuss how the collapse of the Soviet Union served as a turning point for South Africa. They need to show how events in the Soviet Union influenced political transformation that occurred in South Africa after 1989.
MAIN ASPECTS
Candidates should include the following aspects in their response:

Introduction: Candidates should critically discuss how the collapse of the Soviet Union was a turning point for South Africa. They should support their line of argument with relevant evidence.

ELABORATION
Candidates should include the following points in their answer.

Gorbachev's policies of Perestroika and Glasnost
The fall of the Berlin Wall and its impact
The disintegration of the Soviet Union affected both the ANC and NP
The collapse of the Soviet Union deprived the ANC of its main source of economic and military support
Socialism was no more an option for the ANC
The National Party's claim that it is protecting southern Africa from communism became unrealistic because of Gorbachev's policies
The National Party could no longer justify that it was a 'bulwark' against the spread of communism in Africa
The National Party could no longer claim that it was protecting the Cape Sea route against the spread of communism
Influential National Party members realised that apartheid was not the answer to the needs of white capitalism and therefore opted for negotiations with the ANC in exile
The Battle of Cuito Caunavale and the fact that the National Party had to negotiate with communists over the independence of Namibia made it easier for them to talk the ANC
The security forces and successive states of emergency did not stop revolt in South Africa
South Africa was slowly edging towards a civil war
PW Botha (Hawk) suffered a stroke and was succeeded by FW de Klerk (Dove)
De Klerk started to accept that the struggle against apartheid was not a conspiracy directed from Moscow
De Klerk initiated talks with the ANC
On 2 February 1990 De Klerk unbanned all anti-apartheid organisations
This paved the way for negotiations between the National Party and various resistance organisations
Any other relevant response
Conclusion: Candidates should tie up their argument with a relevant conclusion [50]

TOTAL: 150

Published in Grade 12 2018 Feb/March Supplementary Exams, Past Papers with Memos

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Monday, 09 August 2021 13:15

HISTORY PAPER 1 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2018

HISTORY
PAPER 1
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2018

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

COGNITIVE LEVELS	HISTORICAL SKILLS	WEIGHTING OF QUESTIONS
LEVEL 1	Extract evidence from sources Selection and organisation of relevant information from sources Define historical concepts/terms	30% (15)
LEVEL 2	Interpretation of evidence from sources Explain information gathered from sources Analyse evidence from sources	40% (20)
LEVEL 3	Interpret and evaluate evidence from sources Engage with sources to determine its usefulness, reliability, bias and limitations Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions	30% (15)

1.2 The information below indicates how source-based questions are assessed:

In the marking of source-based questions, credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples.
In the allocation of marks, emphasis should be placed on how the requirements of the question have been addressed.
In the marking guideline, the requirements of the question (skills that need to be addressed) as well as the level of the question are indicated in italics.
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 (✔✔✔✔)

Read the paragraph and place a bullet (⚫) at each point within the text where the candidate has used relevant evidence to address the question.
Re-read the paragraph to evaluate the extent to which the candidate has been able to use relevant evidence to write a paragraph.
At the end of the paragraph indicate the ticks (✔) that the candidate were awarded for the paragraph as well as the level (1, 2 or 3), as indicated in the holistic rubric and a brief comment, e.g.
______________⚫_____________________⚫________________________
_____________________⚫__________________________ ✔✔✔✔✔
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 in the bottom right-hand margin, e.g. 32/50
Ensure that the total mark is transferred accurately to the front/back cover of the answer script.

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

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

2.2 Marking of essay questions

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

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

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

2.4 Assessment procedures of the essay
2.4.1 Keep the synopsis in mind when assessing the essay.
2.4.2 During the first reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in the marking guideline/memorandum), each of the main points/aspects that is properly contextualized (also indicated by bullets in the marking guideline/memorandum) and a relevant conclusion (indicated by a bullet in the marking guideline/memorandum) e.g. in an answer where there are 5 main points there will be 7 ticks.
2.4.3 The following additional symbols can also be used:

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

2.5. The matrix
2.5.1 Use of the matrix in the marking of essays
In the marking of essays, the criteria as provided in the matrix should be used. When assessing the essay note both the content and presentation. At the point of intersection of the content and presentation based on the seven competency levels, a mark should be awarded.
(a) The first reading of the essay will be to determine to what extent the main aspects have been covered and to allocate the content level (on the matrix).

C	LEVEL 4

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

C	LEVEL 4
P	LEVEL 3

C	LEVEL 4	}26– 27
P	LEVEL 3	}26– 27

MARKING MATRIX FOR ESSAY: TOTAL: 50

PRESENTATION CONTENT	LEVEL 7 Very well planned and structured essay. Good synthesis of information. Developed an original, well balanced and independent line of argument with the use of evidence and sustained and defended the argument throughout. Independent conclusion is drawn from evidence to support the line of argument.	LEVEL 6 Very well planned and structured essay. Developed a relevant line of argument. Evidence used to defend the argument. Attempts to draw an independent conclusion from the evidence to support the line of argument.	LEVEL 5 Well planned and structured essay. Attempts to develop a clear argument. Conclusion drawn from the evidence to support the line of argument.	LEVEL 4 Planned and constructed an argument. Evidence used to some extent to support the line of argument. Conclusions reached based on evidence.	LEVEL 3 Shows some evidence of a planned and constructed argument. Attempts to sustain a line of argument. Conclusions not clearly supported by evidence.	LEVEL 2 Attempts to structure an answer. Largely descriptive or some attempt at developing a line of argument. No attempt to draw a conclusion.	LEVEL 1* Little or no attempt to structure the essay.
LEVEL 7 Question has been fully answered. Content selection fully relevant to line of argument.	47–50	43–46
LEVEL 6 Question has been answered. Content selection relevant to a line of argument.	43–46	40–42	38–39
LEVEL 5 Question answered to a great extent. Content adequately covered and relevant.	38–39	36–37	34–35	30–33	28–29
LEVEL 4 Question recognisable in answer. Some omissions or irrelevant content selection.			30–33	28–29	26–27
LEVEL 3 Content selection does relate to the question, but does not answer it, or does not always relate to the question. Omissions in coverage.				26–27	24–25	20–23
LEVEL 2 Question inadequately addressed. Sparse content.					20–23	18–19	14–17
LEVEL 1* Question inadequately addressed or not at all. Inadequate or irrelevant content.						14–17	0–13

*Guidelines for allocating a mark for Level 1:

Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0
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: HOW DID THE DEPLOYMENT OF SOVIET MISSILES IN CUBA INTENSIFY COLD WAR TENSIONS BETWEEN THE UNITED STATES OF AMERICA AND THE SOVIET UNION?
1.1
1.1.1 [Extraction of evidence from Source 1A – L1]

Two years earlier the Eisenhower administration had hired members of the Mafia to assassinate Castro
The USA had begun training anti-Castro Cuban exiles for an invasion of Cuba/their homeland
The Kennedy administration had inherited the project that led to the Bay of Pigs
Kennedy's administration sponsored a CIA campaign of harassment and sabotage (any 2 x 1) (2)

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

As Cuba's protector (To protect Cuba)
To deter American aggression/ CIA campaign of harassment and sabotage (any 1 x 2) (2)

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

Castro was initially opposed to Soviet missile installation in Cuba
Khrushchev convinced Castro as to why it was necessary to deploy missiles to Cuba
Castro eventually agreed with Khrushchev for the deployment of missiles to Cuba
Any other relevant response (any 2 x 2) (4)

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

Make the USA/the world aware that Cuba had an alliance/relationship with the Soviet Union
To show that Cuba would no longer be vulnerable to an attack by the USA
Show Cuba's sovereignty and independence
The Soviet Union had every right under international law to send the missiles
Any other relevant response (any 2 x 2) (4)

1.2

1.2.1 [Interpretation of information from Source 1B – L2]

Shows evidence that Soviet missiles were deployed to Cuba, e.g. the missile shelter tent
Evidence that the missile site was concealed/hidden (the missile site is surrounded by dense vegetation)
The photograph shows Cuba is arming/militarising itself to counter American aggression (missile erector)
The photograph shows the deployment of Soviet military equipment (oxidizer tank trailers) to Cuba
Any other relevant response (any 2 x 2 ) (4)

1.2.2 [Ascertain the usefulness of the evidence in Source 1B – L3]
Learners MUST take a stance on the usefulness of the source in order to be awarded any marks
The source is USEFUL to a large extent because:

It is an original source, a photograph taken on 14 October 1962
It is relevant as it depicts equipment deployed by the Soviet Union to Cuba
The source can be corroborated by many other sources on the deployment of missile to Cuba
It provides information on the type of missiles which had been installed by the Soviet Union
It shows the missile site which became a threat to the security of the USA
Any other relevant response

The source is USEFUL to a lesser extent because:

The CIA could have been subjective in identifying what they considered as threats as depicted in the photograph
The photograph serves as a propaganda tool for the USA
The photograph could have been manipulated
Any other relevant response (any 2 x 2) (4)

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

The defence of the United States of America ('our own security')
The defence of the entire Western Hemisphere (2 x 1) (2)

1.3.2 [Explanation of a historical concept from Source 1C – L1]

A strict quarantine was imposed by the USA to prevent offensive military equipment being shipped to Cuba/the USA tried to stop the shipment of missiles to Cuba
To physically prevent Soviet vessels from carrying missiles to Cuba
Any other relevant response (any 1 x 2) (2)

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

To halt this offensive build-up, a strict quarantine will be initiated on all offensive military equipment
Increased close surveillance of Cuba and its military build-up
I have directed the Armed Forces…any eventualities
To regard any nuclear missile launched from Cuba against any nation in the Western Hemisphere as an attack by the Soviet Union
Dismantling and withdrawal of all offensive weapons in Cuba
Called upon Khrushchev to halt and eliminate … solutions (any 2 x 1) (2)

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

To inform American citizens about the deployment of Soviet missiles to Cuba
To assure US citizens that Kennedy and his administration were in control
To inform the American citizens of the steps he intended taking against the Soviet Union (if learners use an example credit should be given)
To win the support of the US government in his ideological war against the Soviet Union
To threaten the Soviet Union to withdraw its missiles from Cuba
Any other relevant response (any 2 x 2) (4)

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

Source 1B shows the deployment of Soviet missiles to Cuba and in Source 1C Kennedy refers to the deployment of missiles as a threat to the security of the USA and the entire Western hemisphere
Source 1B shows a build-up of offensive military equipment on the USA's doorstep (Cuba) and in Source 1C Kennedy reacted by imposing a quarantine (blockade) of offensive military equipment to Cuba
The military equipment in Source 1B was within reach of American cities and in Source 1C Kennedy responded by calling on the US armed forces to be prepared for any eventuality
Both Sources 1B and 1C indicate that the missiles were hidden/secretly deployed
Any other relevant response (any 2 x 2) (4)

1.5
1.5.1 [Extraction of evidence from Source 1D – L1]

To strengthen its (Cuba’s) defensive potential
Allowing Cuba to live peacefully
Develop as its people desire (2 x 1) (2)

1.5.2 [Interpretation of information from Source 1D – L2]

To challenge the USA in terms of the US missiles in Turkey/Italy
To provide a deterrent to a potential US attack against Cuba
To show the USA and the rest of the world its (USSR) power and strength
To spread/strengthen communism in Cuba/Latin America
Any other relevant response (any 2 x 2) (4)

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

Respect the integrity of the frontiers
Respect the sovereignty of Turkey
Not to intervene in Turkey's domestic affairs
Not to invade Turkey
Not to make its territory as a place d'armes (military base) for an invasion
Restrain others who would think about launching an attack on Turkey from the Soviet territory (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 Soviet Union's involvement in Cuba (Source 1A)
The USA established EXCOMM which discussed different options regarding the deployment of missiles to Cuba (own knowledge)
Meetings were held between Kennedy and Gromyko (own knowledge)
The 14 October 1962 photographs indicated the installation of Soviet missile sites in Cuba (Source 1B)
Deployment of Soviet missiles to Cuba led to surveillance by the USA (Source 1B)
Kennedy announced a blockade and further steps that were to be taken against the Soviet Union (Source 1C)
The US armed forces were ready for any eventuality (Source 1C)
Kennedy accused the Soviet Union of threatening world peace (Source 1C)
Khrushchev responded to Kennedy and indicated the danger of US missiles that were placed in Turkey (Source 1D)
Both Kennedy and Khrushchev communicated via letters (intensification of Cold War) (Source 1D / own knowledge)
Any other relevant response (8) [50]

Use the following rubric to allocate a mark:

LEVEL 1

Uses evidence in an elementary manner, e.g. shows no or little understanding of how the deployment of Soviet missiles in Cuba intensified Cold War tensions between the United States of America and the Soviet Union.
Uses evidence partially or cannot write a paragraph.

MARKS

0–2

LEVEL 2

Evidence is mostly relevant and relates to a great extent to the topic, e.g. shows some understanding of how the deployment of Soviet missiles in Cuba intensified Cold War tensions between the United States of America and the Soviet Union.
Uses evidence in a basic manner to write a paragraph.

MARKS

3–5

LEVEL 3

Uses relevant evidence, e.g. demonstrates a thorough understanding of how the deployment of Soviet missiles in Cuba intensified Cold War tensions between the United States of America and the Soviet Union.
Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

MARKS

6–8

QUESTION 2: WHY DID CUBA BECOME INVOLVED IN THE ANGOLAN CIVIL WAR IN 1975?
2.1
2.1.1 [Explanation of a historical concept from Source 2A – L1]

Leaders of nationalist/liberation movements in Angola working together to form a government
The Alvor Agreement led to power sharing among the leaders of the three nationalist movements (MPLA, UNITA and FNLA) / leading political role players until multi-party elections were held in November 1975
Any other relevant response (1 x 2) (2)

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

The Alvor Agreement had been strongly endorsed by other African countries through the OAU (1 x 2) (2)

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

The MPLA, UNITA and the FNLA requested support from foreign countries who had supported their struggle for independence
Angola was strategically important and rich in minerals – both sides in the Cold War wanted Angola within their sphere of influence
The MPLA was supported by Cuba and the Soviet Union (Communism)
UNITA was supported by South Africa and the USA (Capitalism)
The civil war between the MPLA and UNITA became of an ideological conflict between capitalism and communism
Any other relevant response (any 2 x 2) (4)

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

The given situation on the ground of our movement and the country
The exploratory trip by the official Cuban delegation (any 1 x 2) (2)

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

To establish a military school for cadres
To create a company of security staff
A ship to transport war material from Dar es Salaam
Weapons
Means of transportation (any 2 x 1) (2)

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

Communism/Socialism (1 x 2) (2)

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

It gives first-hand information (letter) from the leader of MPLA (Neto) to Cuba (Castro)
The letter requesting military assistance was delivered on 26 January 1976 less than two weeks after the MPLA had agreed to power sharing deal at Alvor
The information in the letter can be corroborated by other sources
The information is relevant to research Cuba's involvement in the Angolan Civil War
The information sheds light on the specific requests for military assistance from Castro
Any other relevant answer (any 2 x 2) (4)

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

A battalion of regular troops
Anti-tank weapons (2 x 1) (2)

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

To help the Angolan patriots resist the South African invasion (1 x 2) (2)

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

Castro argued that Cuba alone bore responsibility for their involvement in Angola, they did not follow Soviet Union orders
Castro argued that the Soviet Union had worked with the Cubans to support the MPLA in Angola
Castro considered the relationship between the Soviet Union and Cuba, with regards to the MPLA, to be based on equal relations which were 'extraordinarily respectful'
Only the Cuban Communist Party could make the decision to send troops to support MPLA in Angola
Castro shared the same ideology (communism) with the MPLA and the Soviet Union
Any other relevant response (any 2 x 2) (4)

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

The USA (Ford and Kissinger) had spread the lie that Cuba was only involved in Angola because of Soviet Union orders
They did not want to accept that Cuba had acted on its own
Any other relevant response (2 x 2) (4)

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

Angola is controlled by foreign powers; both Cuba and the USSR are shown 'winding up' Angola as though they were a clockwork toy with no ability to act independently
The cartoon suggests that Cuba is controlling Angola but Cuba is controlled by the USSR; Cuba is also a wind-up toy without the ability to act independently
The Soviet Union is spreading communism through Cuba to Angola (the key which the USSR used to 'wind-up' Cuba is represented as a hammer and sickle, a symbol of communism)
The Soviet Union is more powerful than Cuba and Angola (shown by the relative size of figures depicted in cartoon)
Any other relevant response (any 2 x 2) (4)

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

The hammer and sickle is the symbol of communism
The hammer and sickle is the symbol of workers and farmers
The USSR was responsible for spreading the Communist ideology to Cuba and indirectly to Angola
Any other relevant answer (any 2 x 2) (4)

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

Source 2C is a communist viewpoint of Cuba’s assistance to the MPLA in Angola, whereas Source 2D is an America viewpoint of the Soviet Union’s involvement in Cuba and Angola
In Source 2C Castro states that Cuba's involvement in Angola was their decision alone; while in Source 2D the cartoonist suggests that Cuba was acting under Soviet control
In Source 2C Castro states that the Soviet Union had sent support directly to Angola; while in Source 2D the cartoonist suggests that the USSR was using Cuba as an intermediary (a 'middle man') rather than sending direct support
In Source 2C Castro says that the USSR is 'extraordinarily respectful' in its relationship with Cuba while in Source 2D the cartoonist gives the impression that Cuban independence or viewpoints were not taken into consideration, they were a 'puppet' or a 'toy' of the USSR's communist ideology
Any other relevant answer (any 2 x 2) (4)

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

South Africa invaded Angola so Cuba came to the MPLA's defence (Source 2A and 2C)
The civil war in Angola turned into a Cold War struggle and Cuba was committed to defending the MPLA against an attack from the West (Source 2A)
Neto (MPLA) asked Cuba for specific assistance, for example a military school, a ship to transport war materials, weapons (Sources 2B and 2C)
Neto (MPLA) was committed in the 1970s to establishing an independent, democratic and communist Angola, Cuba shared this ideology (Source 2B)
Cuba was committed to supporting Angola in their struggle for independence from colonialism (Source 2C)
The USA claimed that Cuba was involved in Angola because of the USSR (Sources 2C and 2D)
Cuba was under the control of Soviet communist ideology (Source 2D)
Cuba was committed to fighting against imperial forces (own knowledge)
Cuba and Angola had historical links as a result of slavery (own knowledge)
Any other relevant response (8) [50]

Use the following rubric to allocate a mark:

LEVEL 1

Uses evidence in an elementary manner, e.g. shows no or little understanding of why Cuba became involved in the Angolan Civil War in 1975.
Uses evidence partially or cannot report on topic.

MARKS

0–2

LEVEL 2

Evidence is mostly relevant and relates to a great extent to the topic, e.g. shows some understanding of why Cuba became involved in the Angolan Civil War in 1975.
Uses evidence in a basic manner to write a paragraph.

MARKS

3–5

LEVEL 3

Uses relevant evidence, e.g. demonstrates a thorough understanding of why Cuba became involved in the Angolan Civil War in 1975.
Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

MARKS

6–8

QUESTION 3: HOW DID THE BLACK POWER MOVEMENT MOBILISE AFRICAN AMERICANS DURING THE 1960s?
3.1
3.1.1 [Explanation of a historical term from Source 3A – L1]

An idea that wanted African Americans to work together and establish community programmes to improve socio-economic conditions
A philosophy that grew out of the Civil Rights Movement in the USA in the 1960s that promoted black pride
A philosophy that promoted social equality through the creation of political and cultural institutions among African Americans
A call to African Americans to promote their culture, identity, self-reliance and self-defence
Any relevant response (any 1 x 2) (2)

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

To call African American people in this country to unite
To bargain from a position of strength
To share in the total power of the society
To recognise African American heritage
To build a sense of community
For African Americans to define their own goals
For African Americans to lead their own organisations and support those organisations (any 2 x 1) (2)

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

There has been no national organisation which could speak to the growing militancy of young black people
The Civil Rights Movement's tone has been adapted to middle class whites
It served as a sort of buffer zone between that audience and angry young black Americans
It claimed to speak for the needs of a community, but it did not speak in the tone of that community
None of its so-called leaders could go into a rioting community and be listened to (any 2 x 1) (2)

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

Integration was a token of change offered by the US Federal government
Integration would mostly benefit black moderates who were in the minority
African Americans were expected to adapt / assimilate to a white American lifestyle
According to the philosophy of Black Power it did not recognise African Americans as equal to white Americans
White Americans were still in a superior position / Black people were perceived as inferior
Any other relevant response (any 2 x 2) (4)

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

Political oppression
Economic exploitation
Social degradation (3 x 1) (3)

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

The US government preached democracy to the whole world but failed to apply it in its own country (African Americans still faced obstacles to education, registration to vote, job reservations)
The Federal government failed to enforce the constitution of the USA (e.g. the qualified right to vote, poor living conditions, social inequalities)
The rights of African Americans were not protected in courts of law
African Americans continued to face police brutality
Discrimination (social, economic and political) against African Americans was still vigorously applied in most states in the USA
Any other relevant response (any 2 x 2) (4)

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

The Black Power philosophy demanded that African Americans start doing things for themselves
To show African Americans what they could achieve if they were united
They helped African Americans not to rely on moderate whites for help/ support
They helped African Americans to adopt the principle of self-reliance
They helped African Americans to promote unity and pride among themselves
Any other relevant response (any 2 x 2) (4)

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

It gives first-hand information (speech) by Malcolm X, leader of the Black Power Movement
It highlights how African Americans were mobilised to fight for themselves
The speech was delivered in 1964 at the time when the Black Power Movement was growing
The information in the speech can be corroborated by other sources
It sheds light on the philosophy of the Black Power Movement
It highlights the challenges that the African Americans had to face
Any other relevant response (any 2 x 2) (4)

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

It shows the success of the Black Panther Party's Community Programmes (e.g. African American women received free food parcels)
It shows the philosophy of self- reliance which was advocated by Black Panther Party
It shows African Americans working together to uplift their respective communities
It shows that the Black Panther Party had its own newspaper to conscientise African Americans
Any other relevant response (any 2 x 2) (4)

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

The newspaper spread the Black Power philosophy
It enlightened African Americans about their rights
It increased access to information for poor African American families
It provided information on activities/programmes of the Black Panther Party and Black Power movement in general
Any other relevant response (any 2 x 2) (4)

3.4 [Comparison of evidence from Sources 3A and 3C - L3]

In Source 3A Stokely Carmichael called on African Americans to build a sense of community and in Source 3C African American women were seen benefiting from community programmes
Source 3A states that African Americans should lead their own organisations and Source 3C shows one of the programmes of the Black Panther Party, a black led, community based organisation
Both Sources 3A and 3C promoted the goals and ideas of Black Power
Any other relevant response (any 2 x 2) (4)

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

Repressed the political possibility the Black Panther Party represented
Belittled the Black Panther Party
Federal agents sought to promote factionalism
Attacked the Black Panther Party as enemies of the state
FBI promoted violent conflict between Black Panther leaders
Prevented black nationalist groups and leaders from gaining respectability by discrediting them (any 1 x 2) (2)

3.5.2 [Interpretation of evidence from Source 3D – L2]

Wanted to reduce the influence of the Black Panther Party
Wanted to prevent the Black Panther Party from getting support from the moderate African and white Americans
Wanted to reduce the spread of the Black Panther Party's revolutionary ideas
Any other relevant response (any 1 x 2) (2)

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

Forged documents
Paid provocateurs
Supplied them with explosives
Incited members to blow up public buildings
Promoted kangaroo courts
Encouraging Panther members to torture suspected informants (any 1 x 1) (1)

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

The Black Power Movement called for African Americans to unite (Source 3A)
The Black Power Movement inspired African Americans not to accept being discriminated against (Source 3A)
The Black Power Movement influenced African Americans to recognise their heritage, to set their own goals and to lead own organisations (Source 3A)
Leaders of the Black Power Movement exposed the limitations of the Civil Rights Movement, which resulted in young African Americans joining the Black Panther Party (Source 3A)
The Black Power Movement encouraged African American to stand up against political oppression, economic exploitation and social degradation (Source 3B)
The Black Power Movement encouraged African Americans to be militant (Source 3B)
The Black Power Movement encouraged African Americans to fight their own battles (own knowledge)
The Black Panther Party established different programmes to uplift African American communities (Source 3C)
The Black Panther Party published community-based newspapers to keep African American communities informed of their rights and matters which affected them (Source 3C)
Black Panther leaders cautioned its members about the possible infiltration by the FBI (Source 3D)
The Black Panther Party established legal offices and provided legal advice to African Americans (own knowledge)
The Black Panthers monitored the police to ensure that they did not abuse their power (own knowledge)
Any other relevant response (8) [50]

Use the following rubric to allocate a mark:

LEVEL 1

Uses evidence in an elementary manner, e.g. shows no or little understanding of how the Black Power Movement mobilised African Americans in the 1960s.
Uses evidence partially or cannot write a paragraph.

MARKS

0–2

LEVEL 2

Evidence is mostly relevant and relates to a great extent to the topic, e.g. shows some understanding of how the Black Power Movement mobilised African Americans in the 1960s
Uses evidence in a basic manner to write a paragraph.

MARKS

3–5

LEVEL 3

Uses relevant evidence e.g. demonstrates a thorough understanding of how the Black Power Movement mobilised African Americans in the 1960s
Uses evidence very effectively in an organised paragraph that shows understanding of the topic.

MARKS

6–8

SECTION B: ESSAY QUESTIONS
QUESTION 4: CASE STUDY – CHINA
[Plan and construct an original argument based on relevant evidence using analytical and interpretative skills]
SYNOPSIS
Candidates are expected to explain whether Mao Zedong's policies of the Great Leap Forward and the Cultural Revolution were a dismal failure or not. They should refer to Mao Zedong's policies between 1958 and 1969.
MAIN ASPECTS
Candidates could include the following aspects in their response:

Introduction: Candidates should state whether they agree or disagree with the statement. They need to highlight whether Mao Zedong's policies of the Great Leap Forward and Cultural Revolution were a dismal failure or not and indicate how they would support their line of argument.

ELABORATION
In agreeing with the statement, candidates could include the following points in their answer:

Mao’s rise to power, the first five year plan and the hundred flowers campaign (background)
Mao's policies included the Great Leap Forward and the Cultural Revolution which was an attempt to entrench communism

The Great Leap Forward:

Mao Zedong's Second Five Year Plan that started in 1958
It aimed to industrialise China to overtake capitalist countries; improve agricultural production to equal western countries
End privatisation
Rural cooperatives were amalgamated into 'People's Communes' (collectivisation)
Forceful amalgamation of farmers into 'people's communes'
Propaganda used to promote production

How the Chinese responded to the Great Leap Forward:

Owing to bad planning; poor support to peasants; corrupt local officials; high taxation on farm products; backyard industries produced inferior goods; industries collapsed
It depended on peasants rather than on machinery to industrialise China
It encouraged peasants to set up backyard industries (industrialisation on the countryside)
It resulted in famine which led to the starvation of millions of people
The economy collapsed
The Great Leap Forward failed within 3 years, also referred to as 'Three Bitter Years' / the ‘Great Leap Backwards’
Mao Zedong was forced to allow a return to some form of capitalism
This resulted in the Great Leap forward being a dismal failure
Mao eventually admitted that mistakes had been made and resigned as President of China but kept his job as Chairman of the Chinese Communist Party
In 1962 he handed over responsibility for the economy to President Liu Shaoqi and CCP general secretary Deng Xiaoping and withdrew from the political scene

The Cultural Revolution:

The intentions of China's Communist party (practical policies to improve economy; authoritarian form of government; empower landless peasant farmers; land reform process; nationalisation of heavy industries)
Classless society (focused on improving conditions of peasants and workers; educated all Chinese to work together for a better China)
He launched the Cultural Revolution in 1966 to regain the power he lost after the failure of the Great Leap forward
He set up the Red Guards who: studied and spread ideas in the Little Red Book; educated peasants on principles of Communism; taught reading and writing; set up the purges (opponents of Communism & moderates were eliminated and millions of opponents of Communist were killed); destroyed anti-communist art and books
The Role of the Red Guards (Campaign to attack the 'Four Olds': changing of old ideas, traditional culture, customs and habits)
Huge demonstrations were held in Tiananmen Square, Beijing and posters and pictures of Mao were put up everywhere
The Little Red Book (contained Mao's philosophies about Communism; all citizens expected to memorise principles of communism; a source of Communist propaganda in China)
Elimination of officials: Deng Xiaoping and Liu Shaoqi were removed from office; got rid of professionals (engineers, scientists, educators etc.)
Closure of schools, colleges and universities (for being critical, liberal and elitist)
Industry suffered and production stopped by 1968
Any other relevant response
Conclusion: Candidates should tie up their argument with a relevant conclusion.

If candidates should state they disagree, they should substantiate their line of argument with relevant historical evidence. [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
In writing this essay, candidates should show how both Mobuto Sese Seko in the Congo and Julius Nyerere in Tanzania promoted economic, social and cultural development after their countries gained independence from colonial rule. Candidates should substantiate their answers with reference to economic, social and cultural policies.
MAIN ASPECTS
Candidates could include the following aspects in their response:

Introduction: Candidates should contextualise the question by mentioning that the economies of the Congo and Tanzania were undeveloped at the time of independence. In addition colonialism had undermined and de-valued African culture and social structures. Leaders of the Congo and Tanzania both promoted economic, social and cultural development within their countries after decolonisation.

ELABORATION
ECONOMIC

The Congo and Tanzania inherited single-product from their respective colonisers; The Congo embraced a capitalist economic system; whereas Tanzania adopted a socialist economic model. Both struggled to develop their economies
At independence the Congo and Tanzania lacked a vibrant manufacturing industry
The Congo aimed to industrialise the economy and develop a manufacturing base (largely failed); whereas Tanzania built on its agricultural base, villagisation policy and Ujamaa (faced opposition from independent African farmers)
The Congo relied heavily on foreign aid and expertise from the early 1960s; whereas Tanzania attempted to be self-sufficient and rejected neo-colonialism
Both countries remained reliant on the export of agricultural products and minerals
Mobutu and Nyerere nationalised land and industry to distribute wealth equally
Neither the Congo nor Tanzania had oil reserves so both suffered economic crisis when oil prices rose in the 1970s
Both Mobutu (1970s) and Nyerere (1980s) decided to privatise sectors of the economy due to an economic crisis
Both countries 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 World Bank loans and was subjected to structural adjustment policies
The Congo's economy was characterised by elitism and nepotism; whereas Tanzania reduced corruption of government officials through a 'Leadership Code'
The economy of the Congo produced vast differences in wealth between rich and poor; while Tanzania attempted to minimise economic inequality

SOCIAL AND CULTURAL
Education and language

Colonial education promoted Eurocentric values
Under colonialism few African children received more than a primary education. The Congo and Tanzania had a few qualified technicians and engineers
Children were taught European history and languages and western knowledge was privileged over African knowledge

Education in Tanzania

Nyerere promoted the use of Swahili (a common language spoken by most Tanzanians) over English
Between 1961 and 1981 illiteracy in Tanzania dropped from 80% to 20%. But as few resources given to tertiary education. Primary school enrolments rose
Structural adjustment in the 1980s resulted in drastic cuts made in social spending resulting in lack of textbooks, desks and teachers
Nyerere (Tanzania) wrote a pamphlet 'Education for self-reliance' (1967) – he expanded primary education in rural areas and focussed on basic literacy

Education in the Congo

In the Congo at independence there were 14 university graduates and therefore after independence, the higher education system was expanded
Between 1960-1974 primary education in the Congo rose from 1.6 million to 4.6 million
French remained the language of instruction in the Congo

Africanisation

In Tanzania: Villagisation – Nyerere, promoted 'traditional' community values through Ujamaa ('familyhood') villages; Tanzanians were encouraged to focus on agriculture, traditional values and becoming self-reliant. Tanzanians worked the land communally rather than producing cash crops for export
In the Congo: Zairianisation: Mobuto promoted African beliefs and culture through his policy of authenticité.
Mobuto encouraged people to wear African clothing, play and listen to African music and eat African food
Mobuto renamed many towns and cities in the Congo with African names (e.g. Leopoldville became Kinshasa

CLOTHING

Mobutu and Nyerere adopted Kwame Nkrumah and Maoist style of dressing

ART

Promotion of African art in literature as well as in handcraft
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 should explain to what extent the various forms of protests by the civil rights activists were successful in ensuring that all Americans regardless of race were treated equally in the United States of America in the 1960s. Candidates must select examples of mass-based, non-violent protest that the Civil Rights Movement embarked on such as Montgomery Bus Boycott, sit-ins, mass demonstrations and marches until the passing of the Civil Rights Act in 1964 and the Voters Act in 1965.
MAIN ASPECTS
Candidates could include the following aspects in their response:

Introduction: Candidates should take a stance by explaining to what extent various forms of protests by the civil rights activists were successful in ensuring that all Americans regardless of race were treated equally in United States of America.

ELABORATION
Candidates can agree to a large extent:

Background – segregation and discrimination in the United States of America
Background - Montgomery Bus Boycott (1955) – Protest action by Rosa Parks resulted in a mass boycott of city's bus systems; Martin Luther King Jnr rose to prominence and argued for non-violent mass protest. Led to desegregation on busses by the end of 1955, Federal court declared segregation of public transport unconstitutional
Sit-Ins (from 1960) – (Greensboro, North Carolina, four students staged a 'sit-in' at a 'whites-only' lunch counter; (In summer 1961 businesses in Greensboro desegregated); Sit-in spread across the segregated south; Black and white students formed the Student non-violent Coordinating Committee to support Civil Rights Movement; Concept of 'sit-in' spread to other segregated facilities such as 'pray-ins', 'read-ins', 'wade-ins' – six lunch counters in Nashville changed their policy and desegregated their counters
'Freedom Riders' (non-racial/non-violent) – ('sat-in' buses and travelled from north to deep south to test new federal laws prohibiting segregation on national bus system attacked by mobs, bombed, thrown in jail and not protected by local police – thousands volunteered and President Kennedy was forced to order federal marshals to protect Freedom Riders; Tough new legislation introduced by federal order 1 November 1961 officially desegregated all interstate public facilities
Demonstrations and Marches:
Birmingham 1963: (Mass demonstrations, including a children's march were met with violent and vicious reaction from police (water cannons, dogs, etc. all used to terrorise non-violent protestors) President Kennedy stated on TV that 'racial segregation' was a 'moral issue' which 'had no place in American life'. On 10 May 1963 the city's businesses and municipality announced that municipal facilities would be desegregated. Attacks and murders of African Americans in the city continued (Medgar Evans, Bombing of 16th Street Baptist church)
March on Washington 1963: (250 000 people took part in a non-racial, non-violent march on Washington to demand full equality and jobs; Martin Luther King Jnr gave 'I have a dream speech').
Selma-Montgomery marches (March 1965): (To demand that African American be allowed to register to vote (only 2.5% of black people were registered voters due to intimidation and racist attacks) – after three attempts, brutal police attacks on non violent demonstrators (Bloody Sunday) and mass support from across the country they reached Montgomery. President Johnson was pressurised to pass the 1965 Voting Rights Act)
Freedom Summer (1964) – (Thousands of activists and volunteers (more than 70 000 students many from northern states, local SNCC, CORE and NAACP activists) worked to register African Americans in Mississippi and teach in Freedom Schools (literacy, history); Activists and volunteers were met with violence from white segregationist mobs and police officers; 1964 (2 July) Civil Rights Act passed – barred discrimination and segregation in employment and all public facilities
1965 (6 August) Voting Rights Act passed – (outlawed obstacles (such as literacy tests, poll taxes) to voting which had been put in place to prevent black people registering as voters; CRM achieved equality before the law
Any other relevant response
Conclusion: Candidates should tie up their argument with a relevant conclusion

If candidates should state they agree to a lesser extent, they should substantiate their line of argument with relevant evidence [50]

TOTAL: 150

Published in Grade 12 2018 Feb/March Supplementary Exams, Past Papers with Memos

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Monday, 09 August 2021 13:14

HISTORY PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2018

HISTORY
PAPER 2
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2018

INSTRUCTIONS AND INFORMATION

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
SECTION A consists of THREE source-based questions. Source material that is required to answer these questions may be found in the ADDENDUM.
SECTION B consists of THREE essay questions.
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.
You are advised to spend at least ONE hour per question.
When answering the questions, you should apply your knowledge, skills and insight.
You will be disadvantaged by merely rewriting the sources as answers.
Number the answers correctly according to the numbering system used in this question paper.
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: WHY DID THE APARTHEID REGIME DETAIN BLACK CONSCIOUSNESS LEADER, BANTU STEPHEN BIKO?
Study Sources 1A, 1B, 1C and 1D and answer the questions that follow.
1.1 Refer to Source 1A.
1.1.1 Define the concept Black Consciousness in your own words. (1 x 2) (2)
1.1.2 Name THREE places in the source where the Black Consciousness Movement became popular. (3 x 1) (3)
1.1.3 How, according to the source, was Mthuli Shezi killed. (1 x 2) (2)
1.1.4 List THREE methods that the apartheid regime used to harass black political activists. (3 x 1)  (3)
1.1.5 Using the information in the source and your own knowledge, explain how the apartheid regime responded to the Black Consciousness Movement in 1973. (2 x 2) (4)
1.2 Read Source 1B.
1.2.1 Why, according to the source, did the South African police force set up roadblocks? (1 x 2)  (2)
1.2.2 What prompted Colonel Oosthuizen to take Steve Biko and Peter Jones to a police station in Grahamstown? (1 x 2)   (2)
1.2.3 Explain why you think Biko decided to identify himself at the police station. (1 x 2)   (2)
1.2.4 Using the information in the source and your own knowledge, comment on why the police decided to separate Biko and Jones.  (2 x 2) (4)
1.3 Study Source 1C.
1.3.1 Why, according to the Minister of Justice, was Steve Biko arrested? (2 x 1)  (2)
1.3.2 Comment on the usefulness of the information in this source for a historian researching how Biko was murdered. (2 x 2) (4)
1.4 Use Source 1D.
1.4.1 Explain why you think this article was published on the front page of the Rand Daily Mail. (2 x 2)  (4)
1.4.2 Comment on the newspaper headline 'No sign of hunger strike – Biko doctors' in the context of how Biko was murdered. (2 x 2)  (4)
1.5 Compare Sources 1C and 1D. Explain how the evidence in Source 1C differs from the information in Source 1D regarding the death of Steve Biko. (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 the apartheid regime detained Black Consciousness leader, Bantu Stephen Biko. (8) [50]

QUESTION 2: WHY WAS THE AMNESTY PROCESS OF THE TRUTH AND RECONCILIATION COMMISSION (TRC) REGARDED AS CONTROVERSIAL?
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Refer to Source 2A.
2.1.1 Why, according to the source, was the TRC established? (1 x 2) (2)
2.1.2 Name the THREE subcommittees of the TRC referred to in the source. (3 x 1) (3)
2.1.3 Define the concept amnesty in the context of the TRC hearings. (1 x 2) (2)
2.1.4 Why do you think anti-apartheid activists were against the granting of amnesty to perpetrators? (1 x 2) (2)
2.1.5 What, according to the source, were the TWO preconditions for amnesty to be granted? (2 x 1)  (2)
2.2 Consult Source 2B.
2.2.1 Why, according to the source, was the Amnesty Committee established? (1 x 2) (2)
2.2.2 What was Naomi Tutu's initial opinion regarding the amnesty process of the TRC? (1 x 2) (2)
2.2.3 Explain why 72% of white South Africans felt that the TRC worsened race relations. (2 x 2)  (4)
2.2.4 Comment on whether you agree with Antjie Krog's point of view that the TRC was less successful 'in convincing South Africans of the moral truth'. (2 x 2) (4)
2.3 Read Source 2C.
2.3.1 Who, according to the source, were granted blanket amnesty by the TRC? (1 x 1) (1)
2.3.2 Why, according to the evidence in the source, was the TRC's decision of 1997 regarded as controversial? (1 x 2)  (2)
2.3.3 Comment on why you think observers were critical about the TRC's decision to grant amnesty to members of the ANC. (2 x 2) (4)
2.3.4 Using the information in the source and your own knowledge, explain why a historian would find the source useful when researching the TRC's amnesty process. (2 x 2) (4)
2.4 Study Source 2D.
2.4.1What messages are conveyed in the cartoon regarding blanket amnesty with reference to the following:

(a) National Party (NP) (1 x 2) (2)
(b) African National Congress (ANC) (1 x 2) (2)

2.4.2 Comment on what you think was implied by the words in the speech bubble 'EASY NOW … SOONER OR LATER, YOU'VE GOT TO GIVE IT UP' in the context of the amnesty hearings that were held by the TRC. (2 x 2) (4)
2.5 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining why the amnesty process of the Truth and Reconciliation Commission was regarded as controversial. (8) [50]

QUESTION 3: HOW DO MULTINATIONAL CORPORATIONS SUCH AS McDONALD'S EXPLOIT WORKERS?
Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Refer to Source 3A.
3.1.1 List THREE ways in the source in which global corporations were allowed to operate. (3 x 1)   (3)
3.1.2 Define the concept multinational corporations in the context of globalisation. (1 x 2)   (2)
3.1.3 Why, according to the source, was it possible for multinational corporations to move their companies to developing countries?  (2 x 1)   (2)
3.1.4 Comment on how you think multinational corporations benefitted Western countries. (2 x 2) (4)
3.2 Study Source 3B.
3.2.1 What, according to the source, was McDonald's only goal?  (1 x 1)   (1)
3.2.2 Why did Greenpeace not support McDonald's vision for 'global domination'? (1 x 2)   (2)
3.2.3 How, according to the source, were customers affected by food they bought at McDonald's? Give TWO examples. (2 x 1)  (2)
3.2.4 Using the evidence in the source and your own knowledge, explain how McDonald's exploited its workers. (2 x 2)  (4)
3.3 Use Source 3C.
Explain the messages conveyed in the cartoon regarding:
3.3.1 McDonald's workers (1 x 2) (2)
3.3.2 McDonald's customers (1 x 2)  (2)
3.4 Study Sources 3B and 3C. Explain how the information in Source 3B and Source 3C are similar regarding the treatment of workers at McDonald's food outlets. (2 x 2) (4)
3.5 Consult Source 3D.
3.5.1 Explain how Greenpeace in London responded to McDonald's food products. (2 x 2)   (4)
3.5.2 Comment on the strategies that McDonald's used to silence its critics. (2 x 2) (4)
3.5.3 Name the TWO respondents that brought a libel suit against McDonald's. (2 x 1) (2)
3.5.4 Using the information in the source and your own knowledge, explain to what extent a historian would find this source useful when researching the response of civil society organisations to McDonald's. (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 multinational corporations, such as McDonald's, exploit workers. (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
Boycotts, disinvestments and sanctions by the international anti-apartheid movements were largely responsible for the eventual downfall of PW Botha's regime in the 1980s.
Do you agree with the statement? Support your line of argument with relevant evidence. [50]
QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST
The violence and uncertainty that South Africa experienced during the early 1990s made the road to democracy almost impossible.
Explain to what extent you agree with the statement above. Support your line of argument with relevant evidence. [50]
QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989
The collapse of the Soviet Union in 1989 served as a turning point for South Africa.
Critically discuss this statement with reference to how events in the Soviet Union influenced the political transformation that occurred in South Africa. [50]

TOTAL: 150

Published in Grade 12 2018 Feb/March Supplementary Exams, Past Papers with Memos

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Monday, 09 August 2021 13:11

HISTORY PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2018

HISTORY
PAPER 1
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2018

INSTRUCTIONS AND INFORMATION

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 EXTENSION OF THE COLD WAR: 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
SECTION A consists of THREE source-based questions. Source material that is required to answer these questions can be found in the ADDENDUM.
SECTION B consists of THREE essay questions.
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.
You are advised to spend at least ONE hour per question.
When answering the questions, you should apply your knowledge, skills and insight.
You will be disadvantaged by merely rewriting the sources as answers.
Number the answers correctly according to the numbering system used in this question paper.
Write neatly and legibly.

QUESTIONS

SECTION A: SOURCE-BASED QUESTIONS
Answer at least ONE question, but not more than TWO questions, in this section. Source material that is required to answer these questions can be found in the ADDENDUM.
QUESTION 1: HOW DID THE DEPLOYMENT OF SOVIET MISSILES IN CUBA INTENSIFY COLD WAR TENSIONS BETWEEN THE UNITED STATES OF AMERICA AND THE SOVIET UNION IN 1962?
Study Sources 1A, 1B, 1C and 1D and answer the questions that follow.
1.1 Use Source 1A.
1.1.1 Who, according to the source, were Fidel Castro's TWO closest advisers? (2 x 1) (2)
1.1.2 Define the concept communism in your own words. (1 x 2) (2)
1.1.3 What, according to the source, 'drove him (Castro) into the arms of the Soviets'? (1 x 1)  (1)
1.1.4 Using the information in the source and your own knowledge, explain why the USA had allies throughout Eastern Europe. (1 x 2) (2)
1.2 Refer to Source 1B.
1.2.1 What, according to the source, prompted Kennedy to call for an urgent meeting with his advisers? (2 x 1) (2)
1.2.2 Comment on why you think President Kennedy and his advisers decided to question intelligence officers. (1 x 2)  (2)
1.2.3 What prompted President Kennedy to establish ExComm? (1 x 2) (2)
1.2.4 Using the information in the source and your own knowledge, explain why you would find this source useful when researching the Cuban Missile Crisis. (2 x 2)  (4)
1.3 Study Source 1C.
1.3.1 Explain the messages the cartoon conveys regarding the Cuban Missile Crisis. Use the visual clues in the source to support your answer. (2 x 2) (4)
1.3.2 Comment on the significance of the following in the cartoon:

(a) The hammer and sickle on the missile (1 x 2) (2)
(b) The caption 'Drop it' (1 x 2) (2)

1.4 Consult Sources 1B and 1C. Explain how the information in Source 1B supports the evidence in Source 1C regarding the deployment of Soviet missiles to Cuba. (2 x 2) (4)
1.5 Read Source 1D.
1.5.1 How, according to the information in the source, did the Soviet Union view its relationship with other countries? (3 x 1) (3)
1.5.2 Quote TWO pieces of evidence from the source that shows the Soviet government was concerned about the USA's position on the issue of Cuba. (2 x 1) (2)
1.5.3 Comment on what you think was implied by the statement 'Cuba belongs to the Cuban people'. (2 x 2)  (4)
1.5.4 Explain why you think Andrei Gromyko stated that Cuba did not represent a threat to the USA. (2 x 2) (4)
1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words), explaining how the deployment of Soviet missiles in Cuba intensified Cold War tensions between the United States of America and the Soviet Union in 1962. (8) [50]
QUESTION 2: HOW DID FOREIGN POWERS INTERVENE IN POST INDEPENDENT ANGOLA?
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Use Source 2A.
2.1.1 State any TWO factors from the source that 'spoiled' Angola's transition to independence. (2 x 1)  (2)
2.1.2 Explain the term authoritarian in the context of Portuguese colonial rule of Angola. (1 x 2)  (2)
2.1.3 Comment on the impact that the Alvor Agreement had on Angola's road to independence. (2 x 2) (4)
2.1.4 Why, according to the information in the source, did the transitional government in Angola collapse? (2 x 1)  (2)
2.2 Consult Source 2B.
2.2.1 What do you think prompted the News Diary of Lisbon to publish this photograph? (2 x 2)  (4)
2.2.2 Using the information in the source and your own knowledge, explain why a historian would find this source useful when studying the process of negotiations that took place in Alvor. (2 x 2)  (4)
2.3 Study Source 2C.
2.3.1 Explain why you think Victoria Brittain claimed that Angola's independence had both 'political and emotional' significance beyond the continent. (2 x 2)  (4)
2.3.2 Quote TWO reasons from the source that suggest foreign powers were interested in Angola after it gained independence. (2 x 1)  (2)
2.3.3 Why, according to the source, did the USA falsify the history of Angola in 1975? (1 x 2) (2)
2.3.4 Using the information in the source and your own knowledge, explain the role the United States government played in Angola before the 1975 election. (2 x 2) (4)
2.4 Read Source 2D.
2.4.1 Why, according to the source, did the Angolan Government of National Unity collapse? (1 x 2)  (2)
2.4.2  Using the information in the source and your own knowledge, explain why General Geldenhuys viewed the Angolan civil war as an extension of the Cold War. (2 x 2)  (4)
2.4.3 Quote any TWO countries from the source that supported the MPLA. (2 x 1) (2)
2.5 Compare Sources 2C and 2D. Explain how the information in these sources is similar regarding the build-up of cold war tensions in Angola during the 1970s. (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 foreign powers intervened in post-independent Angola. (8) [50]
QUESTION 3: WHAT IMPACT DID THE BLACK POWER MOVEMENT HAVE ON AFRICAN AMERICANS DURING THE 1960s?
Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Read Source 3A.
3.1.1 How, according to the information in the source, was the Black Power Movement formed? (1 x 1)  (1)
3.1.2 Define the concept Black Power in the context of civil society protests that occurred in the USA in the 1960s. (1 x 2)  (2)
3.1.3  How, according to the information in the source, did Americans respond to the formation of the Black Power Movement? Give TWO examples from the source. (2 x 1) (2)
3.1.4 List THREE challenges from the source that African Americans faced in the 1960s. (3 x 1) (3)
3.1.5 Explain why you think young African Americans did not support the Civil Rights Movement. (2 x 2) (4)
3.2 Refer to Source 3B.
3.2.1 Identify any TWO ways in the source on how coalitions were formed. (2 x 1)  (2)
3.2.2 Explain why Stokely Carmichael claimed that not everyone in the United States of America supported the philosophy of Black Power. (2 x 2) (4)
3.2.3 Using the information in the source and your own knowledge, explain why a historian researching about the origins of the Black Power Movement would find this source useful. (2 x 2) (4)
3.3 Study Source 3C.
3.3.1 Explain the messages the source conveys regarding the philosophy of Black Power. Use the visual clues in the source to support your answer. (2 x 2) (4)
3.3.2 Comment on what you think was implied by the words; 'POWER AND EQUALITY' in the context of the Black Power Movement. (2 x 2) (4)
3.4 Refer to Sources 3B and 3C. Explain how the information in Source 3C supports the evidence in Source 3B regarding the Black Power Movement. (2 x 2) (4)
3.5 Consult Source 3D.
3.5.1 How, according to the information in the source, did the FBI try to limit the activities of black political movements? Give TWO examples. (2 x 1) (2)
3.5.2 Explain why you think 'the most intense operations' of the FBI were directed towards the Black Power Movement and the Black Panther Party. (2 x 2)  (4)
3.5.3 Quote TWO reasons from the source that suggests members of the Black Panther Party came under attack. (2 x 1) (2)
3.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining the impact that the Black Power Movement had on African Americans during 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
Mao Zedong's policies were to increase Communist China's industrial and agricultural output between 1958 and 1969.
Critically discuss this statement by referring to Mao Zedong's policies of the Great Leap Forward and the Cultural Revolution. [50]
QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA
Explain to what extent the Mobutu Sese Seko's and Julius Nyerere's policies influenced the economic, social and cultural development of their respective countries between the 1960s and the 1970s. [50]
QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE CIVIL RIGHTS MOVEMENT
The Civil Rights Movement embarked on various forms of protests in the 1960s which improved the lives of African Americans.
Do you agree with this statement? Use relevant evidence to support your line of argument. [50]

TOTAL: 150

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GEOGRAPHY PAPER 1 GRADE 12 ANNEXURE - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2018

GEOGRAPHY
PAPER 1
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2018

ANNEXURE

FIGURE 1.1: A SYNOPTIC WEATHER MAP OF SOUTH AFRICA

[Source: South African Weather Service]
FIGURE 1.2: A DRAINAGE BASIN

[Adapted from http://www.waterwise.co.za/export/sites/water-wise/images/water/catchment.jpg]
FIGURE 1.3: PATH OF A TROPICAL CYCLONE

[Source: http://about.metservice.com/assets/Learning-Centre/Mariners-Met-Pack-South West-Pacific-ch5-Tropical-Cyclones.pdf]
FIGURE 1.4: A KATABATIC WIND

[Source: http://fox41blogs.typepad.com/.a/6a0148c78b79ee970c019affe51c3d970c-500wi]
FIGURE 1.5: FLOODPLAIN AFTER REJUVENATION

[Adapted from Pearson Education]
FIGURE 1.6: LONGITUDINAL PROFILE OF A GRADED RIVER

[Adapted from Yorkshiredalesrivertrust.com]
FIGURE 2.1: A COASTAL LOW PRESSURE SYSTEM

[Source: South African Weather Service]
FIGURE 2.3: A CROSS-SECTION OF A MID-LATITUDE CYCLONE

[Adapted from http://isu.indstate.edu/ebermudez/hlth210/lessoneightc.html]
FIGURE 2.4: INLAND TEMPERATURE INVERSION

[Source: http://slideplayer.com/slide/10180352/34/images/96/3.+High+Pressure+Systems.jpg]
FIGURE 2.5: DRAINAGE DENSITY

[Adapted from http://www.civil.northwestern.edu/people/dowding/airphoto/scan/a2a.gif]
FIGURE 2.6: A RIVER SYSTEM

[Adapted from ecoursesonline.iasri.com]
FIGURE 3.1: URBAN PROFILE

[Adapted from www.learnmindset.co.za]
FIGURE 3.4: RURAL POPULATION (2004–2015)

[Source: http://www.tradingeconomics.com/south-africa/rural population-percent-of-total-population-wb-data.html]
FIGURE 3.5: WESTERN CAPE EXPORT PRODUCTS

[Source: http://www.wesgro.co.za/pdf_repository/ 0077%20Wesgro_Investment%20Folder_004.1%20SP%20new.pdf]
FIGURE 3.6: SMALL-SCALE FARMING

[Source: https://www.google.co.za/search?q=subsistence+farming&source=lnms&]
FIGURE 4.3: LAND REFORM

SOUTH AFRICA'S LAND REFORM EFFORTS LACK A FOCUS ON STRUGGLING FARMERS

South Africa's land reform programme has suffered many failures and its beneficiaries have in many cases seen little or no improvements to their livelihoods. Land reform remains an unresolved historical grievance.
There is a general agreement that land reform has been a failure and needs to be sped up. Research shows that between 70% and 90% of the projects (including land restitution projects) have failed. The government needs to reconsider its policy of simply acquiring land for redistribution. It needs to take measures to make sure that redistributed land is used productively.
If land reform is to continue in its current fashion, its prospects are doomed. It is the government's duty to see to it that they create self-sufficient farmers through the provision of post-settlement support.

[Adapted from http://mg.co.za/article/2016-12-06-south-africas-land reform-efforts-lack-a-focus-on-struggling-farmers]

FIGURE 4.4: INJUSTICES IN URBAN AREAS

[Source: https://s-media-cache ak0.pinimg.com/originals/ca/ab/c7/caabc75946c2e1260c536d4081908cce.jpg]
FIGURE 4.6: CONTRIBUTION OF SELECTED ECONOMIC ACTIVITIES TO SOUTH AFRICA'S GDP

ECONOMIC ACTIVITY	CONTRIBUTION
Agriculture, forestry and fishing	2,2%
Mining and quarrying	4,9%
Manufacturing	15,2%
Electricity, gas and water	1,8%
Construction	3%
Finance, real estate and business services	21,5%
General government services	13,7%

[Source: https://www.brandsouthafrica.com/investments immigration/economynews/sa-economy-key-sectors]

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GEOGRAPHY PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2018

GEOGRAPHY
PAPER 1
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2018

INSTRUCTIONS AND INFORMATION

This question paper consists of FOUR questions.
Answer ANY THREE questions of 75 marks each.
All diagrams are included in the ANNEXURE.
Leave a line between subsections of questions answered.
Start EACH question at the top of a NEW page.
Number the answers correctly according to the numbering system used in this question paper.
Number the answers in the centre of the line.
Do NOT write in the margins of the ANSWER BOOK.
Draw fully labelled diagrams when instructed to do so.
Answer in FULL SENTENCES, except where you have to state, name, identify or list.
Write neatly and legibly.

QUESTIONS

SECTION A: CLIMATE, WEATHER AND GEOMORPHOLOGY
Answer at least ONE question in this section. If you answer ONE question in SECTION A, you must answer TWO questions in SECTION B.
QUESTION 1
1.1 Study FIGURE 1.1 which is an extract from a synoptic weather map of South Africa.
1.1.1 Over which ocean will pressure system A be found?
1.1.2 Indicate the weather feature that is experienced by the elongated isobars of pressure cell A.
1.1.3 State the air pressure in area C.
1.1.4 Name the high-pressure system at C.
1.1.5 Is the weather associated with pressure cell A stable or unstable?
1.1.6 Describe the circulation of air at weather system D as it rises.
1.1.7 What is the air temperature at weather station F?
1.1.8 Does this synoptic weather map depict summer or winter conditions? (8 x 1) (8)
1.2 Study the drainage basin in FIGURE 1.2 and match the letters A to H to EACH description below.
1.2.1 High-lying area that separates two drainage basins
1.2.2 The upper reaches or source of a river
1.2.3 A second-order stream
1.2.4 Where two or more streams join, it forms a confluence
1.2.5 A tributary is a single stream that joins a main river
1.2.6 The mouth of a river forms where it enters the sea
1.2.7 Water that seeps underground and forms the base flow of a river (7 x 1) (7)
1.3 Refer to FIGURE 1.3 showing the path of a tropical cyclone.
1.3.1 In which general direction do tropical cyclones move? (1 x 1) (1)
1.3.2 What evidence suggests that this tropical cyclone is found in the Southern Hemisphere? (2 x 1) (2)
1.3.3 What causes the dangerous quadrant/semicircle to form? (1 x 2) (2)
1.3.4 Give ONE reason for the possible re-curvature (change of direction) of the tropical cyclone. (1 x 2) (2)
1.3.5 In a paragraph of approximately EIGHT lines, outline the associated weather with the dangerous quadrant/semicircle and its likely impact on coastal areas. (4 x 2) (8)
1.4 FIGURE 1.4 shows a katabatic wind within a valley.
1.4.1 Does this wind occur during the day or at night? (1 x 1) (1)
1.4.2 What role does terrestrial radiation play in the formation of katabatic winds? (1 x 2) (2)
1.4.3 Why are katabatic winds associated with temperature inversions? (2 x 2) (4)
1.4.4 Account for the position of radiation fog in the valley. (2 x 2) (4)
1.4.5 With reference to the photograph in FIGURE 1.4, explain why a developer is more likely to build a holiday resort halfway up the valley slope. (2 x 2) (4)
1.5 Refer to FIGURE 1.5 which shows a floodplain after rejuvenation.
1.5.1 What is a floodplain? (1 x 1) (1)
1.5.2 What evidence suggests that rejuvenation has taken place? (1 x 1) (1)
1.5.3 In which course of the river is the floodplain located in the sketch? (1 x 1) (1)
1.5.4 Floodplains are generally suitable for the cultivation of crops.

Why are floodplains suitable areas for the cultivation of crops? (2 x 2) (4)
Explain, in a paragraph of approximately EIGHT lines, the negative impact of rejuvenation on farming activities in the illustrated landscape. (4 x 2) (8)

1.6 Study FIGURE 1.6 which shows the longitudinal profile of a graded river.
1.6.1 What is meant by the term base level of a river? (1 x 1)  (1)
1.6.2 Why is the sea regarded as a permanent base level? (1 x 2) (2)
1.6.3 What evidence in FIGURE 1.6 indicates that this river is graded? (1 x 2) (2)
1.6.4 Why will a drop in sea level change the grading of the river? (2 x 2) (4)
1.6.5 Draw a simple longitudinal profile to show the impact of the drop in sea level, mentioned in QUESTION 1.6.4, on the shape of the longitudinal profile. (1 x 2) (2)
1.6.6 Explain how the interaction between erosion and deposition in the upper and lower courses of a river help to maintain a graded profile. (2 x 2) (4) [75]
QUESTION 2
2.1 FIGURE 2.1 shows a coastal low pressure cell (L) associated with travelling disturbances.
2.1.1 Use the isobars to prove that L is a low-pressure system.
2.1.2 Where does low-pressure cell L originate?
2.1.3 In which direction does low-pressure cell L travel between Langebaan and Cape Town?
2.1.4 What type of precipitation is associated with low-pressure cell L along the West Coast?
2.1.5  Name the air temperature associated with the onshore flow of low-pressure cell L at Langebaan.
2.1.6 How does air rotate around low-pressure cell L?
2.1.7 With which travelling disturbance is the hot, dry north-easterly wind associated? (7 x 1) (7)
2.2 Various options are provided as possible answers to the following questions. Choose the answer and write only the letter (A–D) next to the question number (2.2.1–2.2.8) in the ANSWER BOOK, for example 2.2.9 A.
2.2.1 Water flowing downslope over land is known as … flow.

channel
sheet
turbulent
base

2.2.2 The raised banks of a river due to continuous flooding and deposition is a/an …

delta.
alluvial fan.
levee.
meander scar.

2.2.3 Underground water that feeds into a river is known as …

laminar flow.
infiltration.
base flow.
run-off.

2.2.4 A river that flows all year because the river bed cuts into the water table is a/an … river.

exotic
permanent
periodic
episodic

2.2.5 A … drainage pattern develops in the valleys between parallel ridges or mountain ranges.

trellis
rock-controlled
rectangular
radial

2.2.6 The arrangement of streams in a drainage basin is known as the …

drainage pattern.
stream order.
stream density.
stream profile.

2.2.7 Where water plunges over a vertical cliff, it forms a ...

rapid.
gorge.
waterfall.
levee.

2.2.8 Where a stream channel appears to be breaking up into many smaller streams, a … stream channel pattern develops.

meandering
rock-controlled
braided
dendritic (8 x 1) (8)

2.3 Study FIGURE 2.3, a cross-section of a mid-latitude cyclone.
2.3.1 Name front A. (1 x 1) (1)
2.3.2

Name cloud type B. (1 x 1) (1)
Account for the type of cloud at B which is associated with this weather system. (1 x 2) (2)

2.3.3  Why does the warm front (D) seldom influence the weather of South Africa? (1 x 2) (2)
2.3.4 Tabulate TWO differences between a mid-latitude cyclone and a tropical cyclone regarding place of origin and the major wind belt steering it. (2 x 2) (4)
2.3.5 Explain why the next stage of development of this mid-latitude cyclone will be a warm front occlusion. (2 x 2) (4)
2.4 Refer to FIGURE 2.4, based on inland temperature inversion.
2.4.1 What is temperature inversion? (1 x 1) (1)
2.4.2 Which season is represented by the position of the inversion layer in sketch A? (1 x 1) (1)
2.4.3 Draw a simple cross-section which will show the position of the temperature inversion in sketch B. (2 x 1) (2)
2.4.4 Explain why the position of the inversion layer varies between winter and summer. (2 x 2) (4)
2.4.5 In a paragraph of approximately EIGHT lines, evaluate the influence of the position of the inversion layer in sketch A on the climate and how it impacts negatively on economic activities in the interior of South Africa. (4 x 2) (8)
2.5 Refer to FIGURE 2.5 on drainage density.
2.5.1 Define the term drainage density. (1 x 1) (1)
2.5.2 What evidence indicates that A has a higher drainage density than B? (1 x 1) (1)
2.5.3 Determine the stream order at point X. (1 x 2) (2)
2.5.4 Why will the stream order be higher at point Y? (1 x 2) (2)
2.5.5 Explain the influence of vegetation on drainage density. (2 x 2) (4)
2.5.6 As urban development takes place, the drainage density of the surrounding natural environment will increase. Explain why this is the case. (2 x 2) (4)
2.6 Refer to FIGURE 2.6, based on a river system.
2.6.1 Define the term river system. (1 x 1) (1)
2.6.2 What purpose does the interfluve at A serve in this river system? (1 x 1) (1)
2.6.3 What evidence suggests that B is a dendritic drainage pattern? (1 x 2) (2)
2.6.4 State TWO characteristics of the underlying rocks in area B. (2 x 2) (4)
2.6.5 Write a paragraph of approximately EIGHT lines in which you explain why a meandering stream channel pattern is usually found in  the lower course of a river system. (4 x 2) (8) [75]
SECTION B: RURAL AND URBAN SETTLEMENTS AND SOUTH AFRICAN ECONOMIC GEOGRAPHY
Answer at least ONE question in this section. If you answer ONE question in SECTION B, you must answer TWO questions in SECTION A.
QUESTION 3
3.1 Refer to FIGURE 3.1 which shows the urban profile of a city.
3.1.1 Name land-use zone A.
3.1.2 Name land-use zone F.
3.1.3 Which land use-zone occupies the most space?
3.1.4 Is industrial area B a light or heavy industrial zone?
3.1.5 Which ONE of the two residential areas (C or D) is most likely the high-income area?
3.1.6 Identify land-use zone E.
3.1.7 Which land-use zone has the highest land value? (7 x 1) (7)
3.2 Choose the correct word(s) from those given in brackets. Write only the word(s) next to the question number (3.2.1–3.2.8) in the ANSWER BOOK.
3.2.1 The extraction of raw materials is a (primary/secondary) economic activity.
3.2.2 The South African economy provides services and human skills as a commodity within the (secondary/tertiary) sector.
3.2.3 The processing of raw materials is found in the (secondary/tertiary) sector.
3.2.4 The (tertiary/quaternary) sector of the South African economy is mainly involved in high-tech research activities.
3.2.5 (Trade quotas/Trade tariffs) are regulations that protect local farmers against cheaper import prices.
3.2.6 (Large-scale/Small-scale) farming is predominantly commercial in nature in South Africa.
3.2.7 (Maize/Wheat) is the biggest large-scale crop grown in South Africa.
3.2.8 South Africa has the world's largest resources of (gold/manganese). . (8 x 1) (8)
3.3 Before selecting a site for his/her farm, a farmer will take various site and situation factors into account.
3.3.1 Clearly distinguish between the terms site and situation. (2 x 1) (2)
3.3.2 Water can be both an attraction and a deterrent (to be avoided) when selecting a site for a farmstead. Explain this statement. (2 x 2) (4)
3.3.3 Name and discuss ONE other physical factor that a farmer will consider when selecting a site for a farm. (2 x 2) (4)
3.3.4 Discuss the role of market accessibility as a situation factor when selecting a site for a farm. (2 x 2) (4)
3.4 Study FIGURE 3.4 which shows the trend of rural population in South Africa from 2004 to 2015.
3.4.1 Comment on the trend from 2004 to 2015 in the graph regarding people living in rural areas in South Africa. (1 x 1) (1)
3.4.2 What percentage of South Africans lived in rural areas in 2015? (1 x 1) (1)
3.4.3 Give a projected percentage for the South African rural population in 2018. (1 x 2) (2)
3.4.4 What impact will the trend in QUESTION 3.4.1 have on rural areas in the future? (2 x 2) (4)
3.4.5 If the trend in QUESTION 3.4.1 continues, South Africa might head for food insecurity in the near future. In a paragraph of approximately EIGHT lines, outline sustainable measures to ensure continued food security. (4 x 2) (8)
3.5 Refer to FIGURE 3.5 showing statistics relating to Western Cape export products.
3.5.1 Name ONE product in FIGURE 3.5 representing the primary and secondary economic sectors. (2 x 1) (2)
3.5.2 Which primary product shows an increase in value after it has been processed? (1 x 2) (2)
3.5.3 Calculate the total revenue from the export of fresh fruit in the Western Cape. (1 x 2) (2)
3.5.4 Why is fruit processing such a major industry in the South-western Cape? (2 x 2) (4)
3.5.5 Discuss TWO factors that support the export of products from the Western Cape. (2 x 2) (4)
3.6 Study FIGURE 3.6, a photograph of small-scale farming.
3.6.1 Define the term small-scale farming. (1 x 1)  (1)
3.6.2 What evidence in the photograph suggests that these are small-scale farmers? (1 x 1) (1)
3.6.3 Why can one say that these small-scale farmers are farming the land intensively? (1 x 2)  (2)
3.6.4 The profit margin of the farmers in the photograph in FIGURE 2.6 will be low. Explain this statement. (2 x 2)  (4)
3.6.5 In a paragraph of approximately EIGHT lines, outline the problems experienced by small-scale farmers, as seen in the photograph. (4 x 2) (8) [75]

QUESTION 4
4.1 Choose a term in COLUMN B that matches the description in COLUMN A. Write only the letter (A–H) next to the question number (4.1.1–4.1.7) in the ANSWER BOOK, for example 4.1.8 J.

COLUMN A

COLUMN B

4.1.1 Rural settlements with one main  function
4.1.2 A settlement that consists of a few  buildings occupied by one family
4.1.3 A settlement pattern where buildings are placed far apart from each other
4.1.4 Farm houses located along a road
4.1.5 A settlement that provides for the  urban needs of the surrounding rural community
4.1.6 A settlement that develops at a  natural passage in a mountain chain
4.1.7 A settlement pattern influenced by  the way in which roads meet

central place
nucleated settlement
linear
crossroad settlement
unifunctional
dispersed
isolated farmstead
gap town

(7 x 1) (7)
4.2 Choose the correct word(s) from those given in brackets. Write only the word(s) next to the question number (4.21.1–4.2.8) in the ANSWER BOOK.
4.2.1 A concentration of activities, usually industries close to one another, is known as (agglomeration/fair trade).
4.2.2 (Food security/Food insecurity) is when people do not fear starvation, because they have access to enough nutritious food, as there is a balance between supply and demand.
4.2.3 The total value of goods and services produced in a country in one year is known as the (gross national product/gross domestic product).
4.2.4 (IDZs/SDIs) are industrial estates which aim to encourage economic growth by attracting new investment for industrial development and increasing exports.
4.2.5 (Deciduous fruit/Sugar cane) is the dominant crop grown in KwaZulu-Natal.
4.2.6 (Socio-economic injustice/Land restitution) is when everybody does not have equal access to facilities, resources and services within a particular place.
4.2.7 The exchange of goods and services between countries for monetary gain is known as (tariffs/trade).
4.2.8 (Industrial centralisation/Industrial decentralisation) is the process when industries are located on the periphery or in rural areas away from the core urban areas. (8 x 1) (8)
4.3 Refer to FIGURE 4.3, an article about land reform.
4.3.1 Define the term land reform. (1 x 1) (1)
4.3.2 According to the article, why has the land reform programme failed? (1 x 1) (1)
4.3.3 Briefly discuss TWO factors that explain why land reform in South Africa is necessary. (2 x 2) (4)
4.3.4 In a paragraph of approximately EIGHT lines, discuss methods that the government can put in place to provide support to the people resettled on the land once land reform has taken place. (4 x 2) (8)
4.4 FIGURE 4.4 shows injustices associated with urbanisation.
4.4.1 Define the term injustice. (1 x 1) (1)
4.4.2 What type of injustice is depicted in the cartoon? (1 x 1) (1)
4.4.3 What evidence in the cartoon indicates that the poor are being unfairly treated? (2 x 1) (2)
4.4.4 Discuss what is meant by the phrase, 'the POOR … get their waste products'. (1 x 2) (2)
4.4.5 Explain the impact of waste products on the health and environmental well-being of the poor. (2 x 2) (4)
4.4.6 Suggest THREE ways in which to resolve the illustrated injustice in urban areas sustainably. (3 x 2) (6)
4.5 In terms of the contribution of mining to a country's GDP, South Africa is ranked fifth in the world.
4.5.1 Why is mining considered to be a primary activity? (1 x 1) (1)
4.5.2 Which mineral contributes the most to South Africa's GDP? (1 x 1) (1)
4.5.3 Discuss TWO physical factors that promote mining in South Africa. (2 x 2) (4)
4.5.4 Suggest ONE way in which South Africa can address labour issues, in order to improve its world ranking. (1 x 2) (2)
4.5.5 In a paragraph of approximately EIGHT lines, explain the economic importance of mining for infrastructure and industrial development in South Africa. (4 x 2) (8)
4.6 Refer to FIGURE 4.6 showing contributions to South Africa's GDP.
4.6.1 Which economic activity in FIGURE 4.6 contributed the most to South Africa's GDP? (1 x 1)  (1)
4.6.2 Which economic sector contributed the most to South Africa's GDP? (1 x 1)  (1)
4.6.3 Explain the low contribution of the primary economic sector to the South African economy. (2 x 2)  (4)
4.6.4 Why is it important to strengthen the secondary sector in South Africa? (2 x 2) (4)
4.6.5 Account for the low contribution made by electricity, gas and water to the tertiary sector. (2 x 2)  (4) [75]

GRAND TOTAL: 225

Published in Grade 12 2018 Feb/March Supplementary Exams, Past Papers with Memos

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Monday, 09 August 2021 09:59

GEOGRAPHY PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2018

GEOGRAPHY
PAPER 2
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2018

RESOURCE MATERIAL

An extract from topographical map 2627CD PARYS.
Orthophoto map 2627 CD 19 PARYS.
NOTE: The resource material must be collected by schools for their own use.

INSTRUCTIONS AND INFORMATION

Write your EXAMINATION NUMBER and CENTRE NUMBER in the spaces on the cover page.
Answer ALL the questions in the spaces provided in this question paper.
You are provided with a 1 : 50 000 topographical map (2627CD PARYS) and an orthophoto map (2627 CD 19 PARYS) of a part of the mapped area.
You must hand the topographical map and the orthophoto map to the invigilator at the end of this examination session.
You may use the blank page at the back of this question paper for all rough work and calculations. Do NOT detach this page from the question paper.
Show ALL calculations and use supplied formulae, where applicable. Marks will be allocated for these.
Indicate the correct unit of measurement in the final answer of calculations. NO marks will be allocated for answers with incorrect units.
You may use a non-programmable calculator and a magnifying glass.
The area demarcated in RED on the topographic map represents the area covered by the orthophoto map.
The following English terms and their Afrikaans translations are shown on the topographical map:
ENGLISH
- Aerodrome
- Caravan Park
- Diggings
- Golf Course
- Gap
- Holiday Resort
- Island
- Purification Plant
- River
- Sewage Works
- Woodlands

QUESTIONS

GENERAL INFORMATION ON PARYS

Parys is a town in the Free State in South Africa. It is located on the banks of the Vaal River approximately 115 km south of Johannesburg. The completion of the railway line to Parys in 1905 suddenly made Parys more accessible to the public and this, in turn, led to the growth of the town as a holiday resort and industrial centre. Many artists have settled in the town and the variety of new, interesting shops and attractions make it the ideal breakaway from Gauteng and other big centres. Parys lies within the Vredefort Dome World Heritage Site. The Vredefort Crater is the largest verified impact crater on Earth. The Vredefort Dome was added to the list of UNESCO World Heritage Sites for its geological interest.

Coordinates: 26°54'S 27°27'E

[Adapted from http://en.wikipedia.org/wiki/Parys, South Africa, Freestate]

QUESTION 1: MULTIPLE-CHOICE QUESTIONS
The questions below are based on the 1 : 50 000 topographical map (2627CD PARYS), as well as the orthophoto map of a part of the mapped area. Various options are provided as possible answers to the following questions. Choose the answer and write only the letter (A–D) in the block next to each question.
1.1 The provincial border found on the topographical map separates the Free State and …

Northern Cape.
Gauteng.
KwaZulu-Natal.
Mpumalanga.

1.2 The topographical map index south-east of Parys is …

2727AB. 2
727AD.
2627DC.
2727BA.

1.3 The difference in height between trigonometrical station 99 and spot height 1532 in block B9 is … metres.

1 433
1 685,3
153,3
1 532

1.4 The true bearing of the windpump in block F4 from spot height 1474 in block E6 is …

120°
240°
60°
200°

1.5 The general direction in which the non-perennial stream flows in block J8 is …

south.
east.
north.
west.

1.6 The grid reference/coordinates of the excavations in block J5 is …

26°56ʹ42ʺE 27°24ʹ30ʺS/26°56,7ʹE 27°24,5ʹS.
26°56ʹ30ʺS 27°24ʹ42ʺE/26°56,5ʹS 27°24,7ʹE.
26°56ʹ42ʺS 27°24ʹ30ʺE/26°56,7ʹS 27°24,5ʹE.
26°56ʹ30ʺE 27°24ʹ42ʺS/26°56,5ʹE 27°24,7ʹS.

1.7 The area at P in block H7 has a higher temperature than area Q in block J3 due to the …

artificial surfaces.
aspect of slope.
thermal belt.
river's influence.

1.8 The major primary activity in the mapped area is …

mining.
forestry.
fishing.
farming.

1.9 The landform indicated by line 8 on the orthophoto map is a …

gorge.
spur.
valley.
poort.

1.10 The national highway (N1) becomes … Street where it passes through the town of Parys.

Sciffier
Allenby
Breë
Eike

1.11 The man-made feature at 10 on the orthophoto map is a/an …

mine dump.
excavation.
dam.
quarry.

1.12 The main reason for the linear-shaped settlement at S in block I5 is the …

road.
fence.
boundary.
river.

1.13 Parys can be regarded as a/an … settlement.

mining
gap
educational
bridge

1.14 The drainage pattern in block J3 is a … pattern.

trellis
dendritic
rectangular
radial

1.15 Where the stream in block J8 flows into the dam at X, it is a …-order stream.

first
second
third
fourth (15 x 1) [15]

QUESTION 2: MAP CALCULATIONS AND TECHNIQUES
2.1 Calculate, in km², the area highlighted in RED on the topographical map, which indicates the area covered by the orthophoto map. Show ALL calculations. Marks will be awarded for calculations.
Formula: Area =length ×breadth
(5 x 1) (5)
2.2 Refer to lines 11–12 on the orthophoto map, which loosely follow a hiking trail.
2.2.1 Calculate the average gradient between 11–12. Show ALL calculations. Marks will be awarded for calculations.
Formula: Gradient = vertical interval (VI)
horizontal equivalent (HE) (5 x 1) (5)
2.2.2 Give evidence from the orthophoto map to show that the average gradient calculated in QUESTION 2.2.1 is NOT a true reflection of the real landscape.  (2 x 1) (2)
2.2.3 The hiking trail is recommended for novice (first-time) hikers. Give ONE reason evident in your answer to QUESTION 2.2.1 to support this statement. (1 x 1) (1)
2.3 Refer to the information about the magnetic declination of Parys found on the topographical map.
2.3.1 Calculate the magnetic declination of Parys for 2018. Show ALL calculations. Marks will be awarded for calculations.

Difference in years: ______________________________________

Mean annual change: ______________________________________

Total change: ______________________________________

Magnetic declination for 2018: ______________________________ (5 x 1) (5)

2.3.2 Compare the magnetic declination for 2018 to the magnetic declination for 2011 and indicate which one is bigger. (1 x 1) (1)
2.3.3 Give ONE reason for your answer to QUESTION 2.3.2. (1 x 1) (1) [20]

QUESTION 3: APPLICATION AND INTERPRETATION
3.1 Refer to block B2.
3.1.1 State the climatological factor that affected the location of the woodlands (plantation) in block B2 (1 x 1) (1)
3.1.2 Explain how the climatological factor stated in QUESTION 3.1.1 benefits the growth of the trees in the woodlands. (2 x 2) (4)
3.1.3 Evaluate how topography influenced the location of the woodlands in block B2. (1 x 2) (2)
3.2 Refer to the meander and slopes 13 and 14 on the orthophoto map. 3.2.1 Name the slopes of meanders 13 and 14 respectively.

Slope 13: ________________________________________________

Slope 14: ________________________________________________ (2 x 1) (2)

3.2.2 Explain how slope 13 could have increased the size of Grooteiland. (1 x 2) (2)
3.2.3 Discuss why the geomorphological activity at slope 14 may cause the inhabitants of the settlements along the river to take precautionary measures to protect their properties in the future. (1 x 2) (2)
3.3 Refer to the street patterns at P and at T in blocks H7 and I9.
3.3.1 Name the predominant street patterns at P and T.

P: ______________________________________________________

T: ______________________________________________________ (2 x 1) (2)

3.3.2 Would area P or area T experience more traffic congestion? Give a reason for your answer.

Answer: _________________________________________________

Reason: _________________________________________________ (1 + 2) (3)

3.4 Refer to blocks E1, F1 and F2 on the topographical map. Explain the role of the trees found along the banks of the Vaal River.   (1 x 2) (2)
3.5 The Vredefort Dome and Crater are tourist attractions associated with the town of Parys. Evaluate the positive economic impact of the Vredefort Dome and Crater on the economy of Parys.  (2 x 2) (4)
3.6 Refer to industrial area U in block I8.
3.6.1 Is industrial area U a heavy or light industrial zone?  (1 x 1) (1)
3.6.2 Give ONE reason for your answer to QUESTION 3.6.1.  (1 x 1) (1) [25]

QUESTION 4: GEOGRAPHICAL INFORMATION SYSTEMS (GIS)
4.1 Refer to the protected area in block H7.
4.1.1 Is the process during which an area is demarcated known as data layering or buffering?  (1 x 1) (1)
4.1.2 Give reasons, evident on the topographical map, for the location of the protected area.  (2 x 2) (4)
4.2 Attribute data provides useful information in a GIS.
4.2.1 Define the term attribute data. (1 x 1) (1)
4.2.2 Discuss TWO attributes that influenced the location of the hospital in block G9. (2 x 2) (4)
4.3 Refer to the orthophoto map.
4.3.1 The orthophoto map has a medium resolution. Does this mean that the orthophoto map has a high level of clarity? (1 x 1) (1)
4.3.2 Explain your answer to QUESTION 4.3.1.   (1 x 2) (2)
4.3.3 Suggest ways in which data manipulation can improve the quality of the orthophoto map. (1 x 2) (2)

[15]
TOTAL: 75

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Monday, 09 August 2021 09:58

GEOGRAPHY PAPER 2 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2018

GEOGRAPHY
PAPER 2
GRADE 12
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2018

RESOURCE MATERIAL

An extract from topographical map 2627CD PARYS.
Orthophoto map 2627 CD 19 PARYS.
NOTE: The resource material must be collected by schools for their own use.

INSTRUCTIONS AND INFORMATION

Write your EXAMINATION NUMBER and CENTRE NUMBER in the spaces on the cover page.
Answer ALL the questions in the spaces provided in this question paper.
You are provided with a 1 : 50 000 topographical map (2627CD PARYS) and an orthophoto map (2627 CD 19 PARYS) of a part of the mapped area.
You must hand the topographical map and the orthophoto map to the invigilator at the end of this examination session.
You may use the blank page at the back of this question paper for all rough work and calculations. Do NOT detach this page from the question paper.
Show ALL calculations and use supplied formulae, where applicable. Marks will be allocated for these.
Indicate the correct unit of measurement in the final answer of calculations. NO marks will be allocated for answers with incorrect units.
You may use a non-programmable calculator and a magnifying glass.
The area demarcated in RED on the topographic map represents the area covered by the orthophoto map.
The following English terms and their Afrikaans translations are shown on the topographical map:
ENGLISH
- Aerodrome
- Caravan Park
- Diggings
- Golf Course
- Gap
- Holiday Resort
- Island
- Purification Plant
- River
- Sewage Works
- Woodlands

MEMORANDUM

QUESTION 1: MULTIPLE-CHOICE QUESTIONS

1.1
1.2 D
1.3 C
1.4 B
1.5 A
1.6 C
1.7 A
1.8 D
1.9 B
1.10 C
1.11 B/D
1.12 D
1.13 D
1.14 B
1.15 B (15 x 1) [15]

QUESTION 2: MAP CALCULATIONS AND TECHNIQUES
2.1 Calculate, in km2, the area highlighted in RED on the topographical map, which indicates the area covered by the orthophoto map. Show ALL calculations. Marks will be awarded for calculations.
Formula: Area =length ×breadth

= (9.9 ✔ cm x 0.5 km) (7.4 ✔ cm x 0.5 km) [9.8 – 10] [7.3 – 7.5]
= 4.95 ✔ km x 3.7✔ km [4.9 km – 5.0 km] [3.65 km – 3.75 km]
= 18.32 km² ✔
Range: [17.89 km² – 18.75 km²] (5 x 1) (5)

2.2 Refer to lines 11–12 on the orthophoto map, which loosely follow a hiking trail.
2.2.1 Calculate the average gradient between 11–12. Show ALL calculations. Marks will be awarded for calculations.

VI = 1 400 m – 1 380 m V = 1 400 m – 1 380 m
= 20 m ✔ = 20 m ✔
HE = 10.3 cm ✔ x 100 OR HE = 10.3 cm x 10 000
100
= 1 030 m ✔ = 1 030 m ✔
[Measurement range: 10.2 cm – 10.4 cm]
[Distance range: 1 020 m – 1 040 m]
G = 20 (For correct substitution) G = 20
1 030 ✔ 1 030 ✔
= 1 = 1
51.5 51.5
= 1 : 51.5/1 in 51.5✔ = 1 : 51.5/1 in 51.5 ✔
Range [1 : 51 – 1 : 52] (5 x 1) (5)

2.2.2 Give evidence from the orthophoto map to show that the average gradient calculated in QUESTION 2.2.1 is NOT a true reflection of the real landscape.

The contour lines between 11 and 12 are not equally spaced/equal distance apart ✔
The changes in the spacing between the contour lines show changes in the gradient ✔
From 11 it starts of extremely gentle and thereafter it gets steeper as we move to 12/Contour lines at 11 are far apart and close together at 12✔
Between 11 and 12 the slope is concave ✔
[Any TWO] (2 x 1) (2)

2.2.3 The hiking trail is recommended for novice (first-time) hikers. Give ONE reason evident in your answer to QUESTION 2.2.1 to support this statement.

The average gradient is gentle/not steep/1 : 51.5 ✔
For every 51.5 m moving forward you only rise by 1 m ✔
[Any ONE] (1 x 1) (1)

2.3 Refer to the information about the magnetic declination of Parys found on the topographical map.
2.3.1 Calculate the magnetic declination of Parys for 2018. Show ALL calculations. Marks will be awarded for calculations.

Difference in years: 2018 – 2011 = 7 years ✔
Mean annual change: 2' W ✔
Total change: 7 x 2' W = 14' W ✔
Magnetic declination for 2018: 18 º52' W + ✔ 14' W
= 19 º06' West of True North (5 x 1) (5)

2.3.2 Compare the magnetic declination for 2018 to the magnetic declination for 2011 and indicate which one is bigger.

2018 is bigger ✔
19⁰ 06’W is bigger than 18⁰ 52’W ✔
[Any ONE] (1 x 1) (1)

2.3.3 Give ONE reason for your answer to QUESTION 2.3.2.

The mean annual change is westwards ✔
The angle between the true and the magnetic north has increased since 2011 ✔
As the years increase, we add to the magnetic declination ✔
The mean annual change since 2011 must be added which makes it bigger ✔
[Any ONE] (1 x 1) (1) [20]

QUESTION 3: APPLICATION AND INTERPRETATION
3.1 Refer to block B2.
3.1.1 State the climatological factor that affected the location of the woodlands (plantation) in block B2

Aspect of slope/South facing slope ✔ (1 x 1) (1)

3.1.2 Explain how the climatological factor stated in QUESTION 3.1.1 benefits the growth of the trees in the woodlands.

Less evaporation from the soil ✔✔
Soil moisture content is higher ✔✔
Less direct sunlight (shadow zone) ✔✔
Slope is cooler ✔✔
[Any TWO] (2 x 2) (4)

3.1.3 Evaluate how topography influenced the location of the woodlands in block B2.

Woodlands/plantations can be located on steep slopes ✔✔
The felling of trees can occur on steep slopes ✔✔
[Any ONE] (1 x 2) (2)

3.2 Refer to the meander and slopes 13 and 14 on the orthophoto map. 3.2.1 Name the slopes of meanders 13 and 14 respectively.

Slope 13: Slip-off/convex/depositional slope ✔
Slope 14 Undercut/concave/erosional slope ✔ (2 x 1) (2)

3.2.2 Explain how slope 13 could have increased the size of Grooteiland.

At slope 13/the slip-off slope deposition occurred which has increased the size of Grooteiland ✔✔
The constant building up of sediments on slope 13 ✔✔
[Any ONE] (1 x 2) (2)

3.2.3 Discuss why the geomorphological activity at slope 14 may cause the inhabitants of the settlements along the river to take precautionary measures to protect their properties in the future.

At slope 14/the undercut slope we have erosion/undercutting and the river bank is in danger of collapsing into the river ✔✔ (1 x 2) (2)

3.3 Refer to the street patterns at P and at T in blocks H7 and I9.
3.3.1 Name the predominant street patterns at P and T.

P Grid iron/Rectangular✔
T: (Planned) Irregular ✔ (2)

3.3.2 Would area P or area T experience more traffic congestion? Give a reason for your answer.

Answer: T ✔
- Reason: The accessibility in and out of T is limited ✔✔
- Only a few roads link area T to the surrounding areas ✔✔
- Many roads intersecting over very short distances✔✔
- There are a more intersections in area T ✔✔
- P is more accessible ✔✔
- More roads linking area P to the surrounding areas ✔✔
- Roads intersecting over greater distances with one another✔✔
- There are fewer intersections in area P✔✔
  [Any ONE] (1 + 2) (3)

3.4 Refer to blocks E1, F1 and F2 on the topographical map. Explain the role of the trees found along the banks of the Vaal River.

The trees stabilise the river banks ✔✔
Trees trap soil and prevent soil erosion ✔✔
The trees assist in the development of a levee which reduces flooding ✔✔
The trees act as a buffer zone ✔✔
Creates shade for camping, fishing, picnicking, etc. ✔✔
Windbreak to protect cultivated lands ✔✔
[Any ONE] (1 x 2) (2)

3.5 The Vredefort Dome and Crater are tourist attractions associated with the town of Parys. Evaluate the positive economic impact of the Vredefort Dome and Crater on the economy of Parys.

It is a World Heritage Site which will bring international tourists to the area and this will increase the business in Parys ✔✔
Tourism and an increase in business (accept examples) will increase employment opportunities✔✔
The farmers will benefit because they will provide more farming products to the hospitality industry ✔✔
The buying power and standard of living of the local people will improve because they earn more money ✔✔
There will be an increase in the accessibility due to the development of infrastructure ✔✔
Will give Parys international recognition, bringing in more foreign investment✔✔
[Any TWO] (2 x 2) (4)

3.6 Refer to industrial area U in block I8.
3.6.1 Is industrial area U a heavy or light industrial zone?

Heavy✔ (1 x 1) (1)

3.6.2 Give ONE reason for your answer to QUESTION 3.6.1.

It is near the bulk transport/railway line ✔
(Less pollution) on the outskirts of the town ✔
It is situated on flat land✔
There is sufficient space for expansion ✔
It is situated near the low income area for labour supply ✔
Situated close to the market ✔
Close to power source/electricity line ✔
Close to raw material/diggings ✔
[Any ONE] (1 x 1) (1) [25]

QUESTION 4: GEOGRAPHICAL INFORMATION SYSTEMS (GIS)
4.1 Refer to the protected area in block H7.
4.1.1 Is the process during which an area is demarcated known as data layering or buffering?

Buffering ✔ (1 x 1) (1)

4.1.2 Give reasons, evident on the topographical map, for the location of the protected area.

It forms a buffer between the sewerage works and the built up area at W ✔✔
It forms a buffer between the bad odours of the sewerage works and the built up area at W ✔✔
It forms a buffer between the built up area at W and the cemetery/ It forms a buffer between the built up area at W, which can be noisy and the cemetery ✔✔
Prevents urban sprawl into the rural-urban fringe ✔✔
[Any TWO] (2 x 2) (4)

4.2 Attribute data provides useful information in a GIS.
4.2.1 Define the term attribute data.

It is descriptive information of any feature/object ✔
[Concept] (1 x 1) (1)

4.2.2 Discuss TWO attributes that influenced the location of the hospital in block G9.

It is near the arterial route making it more accessible ✔✔
It is on the outskirts of the city/in the rural urban fringe where it is relatively quiet ✔✔
It is built on flat land and there is space for further expansion ✔✔
[Any TWO] (2 x 2) (4)

4.3 Refer to the orthophoto map.
4.3.1 The orthophoto map has a medium resolution. Does this mean that the orthophoto map has a high level of clarity?

No ✔ (1 x 1) (1)

4.3.2 Explain your answer to QUESTION 4.3.1.

Fewer pixels have been used thus the orthophoto map is not very clear ✔✔
The features on the orthophoto map are not very clear/fuzzy ✔✔
[Any ONE] (1 x 2) (2)

4.3.3 Suggest ways in which data manipulation can improve the quality of the orthophoto map.

Making it lighter so features can be identified ✔✔
Making it smaller so features can be clearer ✔✔
Add more descriptive labels ✔✔
Making the image sharper in order to make it clearer ✔✔
[Any ONE] (1 x 2) (2) [15]

TOTAL: 75

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