GEOGRAPHY
GRADE 12
PAPER 2 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

RESOURCE MATERIAL 

1.  An extract from topographic map 3219CA CITRUSDAL. 
2. Orthophoto map 3219CA 11 CITRUSDAL. 
3. NOTE: The resource material must be collected by the schools for their  own use. 

INSTRUCTIONS AND INFORMATION 

1.  Write your NAME in the space provided on the cover page. 
2. Answer ALL the questions in the spaces provided in this question paper. 
3. You are provided with a 1 : 50 000 topographic map (3219CA CITRUSDAL) and an orthophoto map (3219CA 11 CITRUSDAL), of a part of the mapped  area.
4. You must hand in the topographic map and the orthophoto map to the  invigilator at the end of this examination session. 
5. You must use the blank page at the back of this paper for all rough work. DO NOT detach this page from the question paper. 
6. Show ALL calculations and formulae, where applicable. Marks will be awarded for these. 
7. Indicate the unit of measurement in the final answer of calculations. Ensure  that units are maintained throughout ALL your calculations and final answer. 
8. You may use a non-programmable calculator. 
9. The area demarcated in RED on the topographic map, represents the area  covered by the orthophoto map. 
10. A glossary of some of the English and Afrikaans words that appear on the  topographic and their translations appears below. 

GLOSSARY 
(SOME OF THESE ENGLISH TERMS OR THEIR AFRIKAANS  TRANSLATIONS MAY APPEAR ON THE MAPS.)

QUESTIONS

QUESTION 1: MULTIPLE-CHOICE QUESTIONS 
The questions below are based on the 1 : 50 000 topographic map 3219CA CITRUSDAL, 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 map reference of the topographic map north of Citrusdal is … 

1. 1932AC.
2. 3218BC.
3. 3219AC.
4. 3219AD. 

1.2 The mean magnetic declination for the topographic map extract 3219CA  Citrusdal in 2007 is, … 

1. 32°30ʹ W of True North. 
2. 19°00ʹ W of True North.
3. 23°16ʹ W of True North. 
4. 24°22ʹ W of True North. 

1.3 The orthophoto map scale of 1 : 10 000 means that one centimetre on the  orthophoto map represents … kilometres on the ground. 

1.  0,01 
2. 0,1 
3. 0,5
4. 0,05 

1.4 The actual distance from number 4 to number 1 on the orthophoto map is  … km.  

1. 5
2. 5,3
3. 1,3 
4. 1 

1.5 The province labelled B on the General Information on Citrusdal on page 3  is the … 

1. Free State.
2. North West. 
3. Northern Cape. 
4. Eastern Cape.

1.6 To which mountain range does the Cederberg Mountains belong? 

1. Table Mountain 
2. Cape Fold 
3. Drakensberg 
4. Middelberg 

1.7 The town of Citrusdal will experience … winds during the night. 

1.  sea breeze 
2. katabatic 
3. anabatic 
4. land breeze  

1.8 An orthophoto map is a … aerial photograph. 

1.  vertical 
2. high oblique 
3. low oblique 
4. horizontal 

1.9 The farming activity being practiced in the area marked 2 on the orthophoto map is, …farming. 

1. pastoral 
2. fruit 
3. forestry 
4. crop 

1.10 The low lying landform found at H in block F8 on the topographic map is  a … 

1.  plain. 
2. saddle. 
3. spur. 
4. valley. 

1.11 The feature labelled 1 on the orthophoto map is a … 

1.  lake. 
2. dam. 
3. reservoir. 
4. river. 

1.12 The grid reference (co-ordinates) of the trigonometric station number 94 block G5 is … 

1. 19°04'60"S 32°36'55"E / 19°04,1'S 32°36,9'E. 
2. 32°36'43"S 19°04'08"E / 32°36,7'S 19°04,1'E. 
3. 19°04'10"S 32°36'40"E / 19°04,1'E 32°36,6'E. 
4. 32°37'55"S 19°05'06"E / 32°37,9'S 19°05,1'E.

1.13 The drainage pattern marked C in block C7 and C8 is … 

1. trellis.
2. dendritic.
3. radial. 
4. rectangular. 

1.14 The natural feature found at D in block G9, on the topographic map is a ... 

1.  non-perennial river. 
2. dry water course. 
3. marsh and vlei. 
4. non-perennial water. 

1.15 Crop farming is taking place at 8 on the orthophoto map. This type of  farming is identified by its … 

1. dark tone. 
2. coarse texture. 
3. fine texture. 
4. smooth tone. 

(15 x 1) (15) [15]

QUESTION 2: MAPWORK CALCULATIONS AND TECHNIQUES 
2.1 FIGURE 2.1 represents an incomplete cross section between points 4 and 5 on the orthophoto map. 

2.1.1 Complete the cross section. 
2.1.2 Label the position of spot height 203. 
(2 x 1) (2)
2.1.3 Why is there no intervisibility between points 4 and 5 on the cross  section? (1 x 1) (1) 
2.1.4 Calculate the vertical exaggeration of the cross section.  
Show ALL calculations. Marks will be awarded for calculations. 
Formula: VE = Vertical scale (VS)
                       Horizontal scale (HS)    (4 x 1) (4)
2.1.5 Provide ONE reason why the vertical scale in a cross section is  exaggerated (made bigger). (1 x 1) (1) 

2.2

2.2.1 Calculate the average gradient between the trigonometric station  (block G5), to trigonometric station (block H2) on the topographic map.  Show ALL calculations. Marks will be awarded for calculations. 
Formula: Gradient =       Vertical interval (VI)      
                                 Horizontal equivalent (HE)      (4 x 1) (4) 
2.2.2 With reference to the answer in QUESTION 2.2.1, is the gradient a true  reflection of the actual landscape?  Give a reason for your answer. (2 x 1) (2)

2.3

2.3.1 Refer to the demarcated area in RED on the topographic map, which  represents the orthophoto map, and calculate its area in km².  
Show ALL calculations. Marks will be awarded for calculations. 
Formula: area = length (L) x breadth (B)          (5 x 1) (5) 
2.3.2 Explain why the area covered by the orthophoto on the topographic map  looks smaller than the orthophoto itself. (1 x 1) (1) 

[20]

SECTION C 
QUESTION 3: APPLICATION AND INTERPRETATION 
3.1 Refer to the climate graph below. 

[Source: https://en.climate-data.org/location/23402/] 

3.1.1 Calculate the average monthly rainfall (mm) for Citrusdal. (1 x 1) (1) 
3.1.2 State the type of climate that this type of rainfall is associated with. (1 x 1) (1) 
3.1.3 Given the above rainfall data (graph) and Citrusdal’s location, suggest  ONE reason why there are many non-perennial streams in the area. (1 x 1) (1)

3.2 Grade 12 learners on a field trip to Citrusdal, discovered that the temperature  at 12:00 (midday), at the caravan park labelled A is a few degrees lower than  the temperature near the industrial area labelled G, on the topographic map.  Give reasons for the difference in temperature between the caravan park and  the industrial area. (2 x 2) (4) 
3.3 Provide TWO pieces of evidence to justify that the site of the Oliphant’s River  valley, situated on the west side of the topographic map, is ideal for agriculture. (2 x 2) (4) 
3.4 There are numerous dams in the agricultural region of the area covered by the  topographic map. Of what importance are these dams to the farmers during the  dry seasons? (1 x 2) (2) 
3.5 Refer to the Oliphant’s River in block I2 on the topographic map.

3.5.1 Identify the stream channel pattern. (1 x 1) (1)
3.5.2 Provide evidence from the topographic map to support your answer to  QUESTION 3.5.1. (2 x 2) (4) 

3.6 Refer to the town of Citrusdal. 

3.6.1 Is Citrusdal a recreation, mining or gap town? (1 x 1) (1) 
3.6.2 Give evidence from the topographic map to support your answer. (1 x 2) (2) 
3.6.3 Explain the economic advantage of Citrusdal’s’ location.  (2 x 2) (4) 

[25]

QUESTION 4: GEOGRAPHICAL INFORMATION SYSTEMS (GIS) 
4.1 During the 2008 floods, accessibility to the Oliphant’s River Valley was limited  to determine the extent of the damage. A GIS specialist used remote sensing  to access flooded areas along the Oliphant’s River Valley. 

4.1.1 Define the term remote sensing. (1 x 1) (1) 
4.1.2 State TWO reasons as to why the GIS specialist chose remote sensing. (2 x 1) (2) 
4.1.3 The GIS specialist also found that farming had a negative impact on the  Oliphant’s River. He/she suggested that buffering should take place  around the Oliphant’s River. Evaluate how this would prevent the  mismanagement of the river. (2 x 2) (4) 

4.2 Define the term spatial data. (1 x 1) (1) 
4.3 Classify each of the following spatial objects in block E5, as a point, line or  polygon (area). 

1. Non-perennial river / hiking trail:
2. Spot height 1328: 
3. Dam / cultivated lands:  (3 x 1) (3)

4.4 The diagram below illustrates the concept of data integration found in block  A10 on the topographic map. Study the diagram and answer the questions  below. 

[Source: Examiner’s sketch] 

4.4.1 Define the term data integration. (1 x 1) (1) 
4.4.2 Mention ONE problem that was experienced with data integration as  shown in the diagram / figure, prior to the introduction of GIS. (1 x 1) (1)
4.4.3 State TWO ways, in which data integration could have assisted the  farmer in making his farm at Kleinplaas, block E8, economically viable. (2 x 1) (2) 

[15] 
TOTAL: 75

GEOGRAPHY
GRADE 12
PAPER 1 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of four questions. 
2. Answer any THREE questions of 75 marks each. 
3. All diagrams are included in the ANNEXURE.
4. Number the questions correctly according to the numbering system used in  this question paper. 
5. Leave a line between subsections of questions answered.
6. Start EACH question on a NEW page.
7. Do NOT write in the margins of the ANSWER BOOK.
8. Illustrate your answers with labelled diagrams, where possible. 
9. The mark allocation is as follows:
   (2 x 1) (2) means that TWO facts are  required for ONE mark each.
   (2 x 2) (4) means that TWO facts are  required for TWO marks each.
10. If words/action verbs like name, identify, provide, classify, are used in a  question, ONE word answers are acceptable. If words/action verbs like discuss, define, explain, comment, evaluate,  justify, suggest and substantiate are used in a question, FULL sentences  or phrases are required. All paragraph questions must be answered in FULL sentences.
11. 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 from SECTION B. 
QUESTION 1 
1.1 FIGURE 1.1 shows synoptic weather features associated with a coastal low.  Various options are given as possible answers to the multiple-choice questions  below. Choose the correct answer and write only the letter (A–D) next to the  question number (1.1.1–1.1.8) in your ANSWER BOOK, E.g. 1.1.9 C 
1.1.1 The localised air flow that influences the temperature of Cape Town is  known as …  

1. a bergwind. 
2. onshore winds.
3. off shore winds.
4. Valley winds. 

1.1.2 The air pressure indicated by the isobar at B is ... hPa. 

1. 1004
2. 1006
3. 1010 
4. 1012 

1.1.3 Which synoptic weather map symbol would represent the precipitation  at Langebaan? 

1.1.4 The season that the synoptic weather map would most likely represent  is … 

1. winter.
2. spring. 
3. summer.
4. autumn.

1.1.5 Give the wind direction at C. 

1. North east
2. North west
3. South east 
4. South west 

1.1.6 The winds in the region of C will be … to/than the winds in the region  of E. 

1. stronger
2. weaker
3. similar 
4. equal 

1.1.7 The coastal low pressure system at D, will migrate in a … direction  along the coast. 

1. south west
2. north west
3. south east
4. north east (7 x 1) (7) 

1.2 Refer to FIGURE 1.2 showing drainage basin features. Use the letters in  FIGURE 1.2 to assist you to select the correct term/concept to answer the  questions below. 

1.2.1 The point at A, where two rivers/streams meet 
1.2.2 The area at B that separates tributaries of the same drainage basin
1.2.3 The upper surface of the zone of saturation of groundwater at C
1.2.4 The collective name for the mainstream and its tributaries at D
1.2.5 The high-lying area at E, which divides the two drainage basins 
1.2.6 The process which will cause the high-lying area at E to move in an  easterly direction 
1.2.7 A way of determining drainage density indicated by the number at F 
1.2.8 The process (indicated by the arrows) at G, which replenishes groundwater (8 x 1) (8)

1.3 FIGURE 1.3, depicts a tropical cyclone in its mature stage.  

1.3.1 Identify TWO factors from the diagram that were responsible for the  original development of this tropical cyclone. (2 x 1) (2) 
1.3.2 Refer to areas A and B on the diagram.  

1. 1. Identify areas A and B respectively. (2 x 1) (2) 
   2. Differentiate between the air movements at areas A and B respectively. (1 x 2) (2)
   3. Mention the reasons for the differences in air movements as  stated in QUESTION 1.3.2(b). (2 x 1) (2) 

1.3.3 Draw a labelled synoptic map representation of the stage of the  tropical cyclone being depicted by the diagram. (3 x 1) (3) 
1.3.4 Explain how the situation described at C on the diagram will have a  negative influence on the economy of the affected coastal regions.   (2 x 2) (4) 

1.4 FIGURE 1.4 shows a valley in the Northern hemisphere.  

1.4.1 Name the weather phenomenon indicated by X on the graph. (1 x 1) (1) 
1.4.2 Explain how the weather phenomenon X, mentioned in  QUESTION 1.4.1 developed. (2 x 2) (4)
1.4.3 Comment on the existence of thick vegetation on slope A. (1 x 2) (2) 
1.4.4 In a paragraph of approximately EIGHT lines, suggest reasons for the low temperature at site B, and evaluate how this temperature  influenced the oranges being cultivated at site B. (4 x 2) (8)

1.5 Refer to FIGURE 1.5, showing different drainage patterns. 

1.5.1 What is a drainage pattern? (1 x 1) (1)
1.5.2 Name the drainage patterns A and B in FIGURE 1.5. (2 x 1) (2) 
1.5.3 Explain the difference between drainage patterns A and B by referring  to their main streams and tributaries. (2 x 2) (4) 
1.5.4 Comment on how the underlying rock structure influenced the  formation of drainage pattern A. (2 x 2) (4) 
1.5.5 Explain how the varying resistance of the underlying rocks influencing drainage patterns A and B will determine the drainage densities of the  respective drainage basins. (2 x 2) (4) 

1.6 Refer to FIGURE 1.6, a photograph of a river in a high-lying area. 

1.6.1 Which stage of the fluvial cycle is depicted in the photograph? (1 x 1) (1)   
1.6.2 Describe the channel of the river in the photograph. (1 x 1) (1) 
1.6.3 Feature A is a rapid which causes the stream velocity (speed) to increase.  

1. 1. Give the type of river flow associated with rapids. (1 x 1) (1)
   2. Explain how rapids form. (2 x 2) (4) 

1.6.4 In a paragraph of approximately EIGHT lines discuss the processes  that will alter (change) the landscape of the river from the upper course, to the lower course. (4 x 2) (8) 

[75]

QUESTION 2 
2.1 FIGURE 2.1 represents TWO air pressure systems in South Africa. Answer  the following questions by choosing either A or B (except 2.1.1) to make the  statement TRUE. Write ONLY the letter/answer of your choice next to the  question number (2.1.1–2.1.8), for example 2.1.9 B. 

2.1.1 Air always moves from (A to B/B to A) on the earth surface. 
2.1.2 (A/B) forms part of the sub-tropical high pressure zone at 30° north  and south of the equator.  
2.1.3 The interior of South Africa is dominated by (A/B) during summer.  
2.1.4 The air movement of (A/B) is anticlockwise in the northern  hemisphere. 
2.1.5 (A/B) brings relatively dry, cool and stable air from the southwest to  the interior of South Africa.  
2.1.6 (A/B) is responsible for line thunderstorms experienced in the  northeast and eastern interior of South Africa.  
2.1.7 Ridging of air will occur at (A/B). 
2.1.8 (A/B) is causing onshore and offshore air flow along the coast of  South Africa during winter. (8 x 1) (8) 

2.2 Refer to FIGURE 2.2, showing the flow patterns of a river. Choose between  LAMINAR FLOW and TURBULENT FLOW to match the statement below.  Only write down the question number and either turbulent or laminar. 

2.2.1 The flow pattern where water flows in thin layers. 
2.2.2 The flow pattern that dominates the upper course of a river.
2.2.3 The flow pattern that occurs at the undercut slope of a meander. 
2.2.4 The flow pattern that occurs over an even and gently sloping  riverbed. 
2.2.5 The flow pattern where there is a high rate of erosion. 
2.2.6 The flow pattern that will mostly occur on an ungraded river profile. 
2.2.7 The flow pattern which will occur where deltas form. (7 x 1) (7)

2.3 FIGURE 2.3 shows a synoptic weather map and the weather forecast for  Cape Town. 

2.3.1 What season is represented on the synoptic weather map? (1 x 1) (1) 
2.3.2 Why are mid-latitude cyclones seen as part of cyclogenesis development? (1 x 1) (1) 
2.3.3 Refer to the day by day weather forecast for Cape Town. How does  the forecast indicate that a number of mid-latitude cyclones will  influence the weather of Cape Town in the upcoming week? (2 x 2) (4) 
2.3.4 Copy the incomplete weather station model to your ANSWER  BOOK and complete it by adding the precipitation and cloud cover for Sunday to the station information. (2 x 1) (2) 
2.3.5 Refer to the wind direction changes from Friday to Tuesday. 

1. 1. What term is used to describe the change in wind direction  from Friday to Tuesday? (1 x 1) (1)
   2. Explain the term you mentioned in QUESTION 2.3 5(a). (1 x 2) (2) 
   3. Why does the wind direction change from Friday to Tuesday?  (2 x 2) (4) 

2.4 Refer to FIGURE 2.4, which shows climatic contrasts (differences) between  urban and rural areas.  

2.4.1 Define the term insolation. (1 x 1) (1) 
2.4.2 Differentiate between the amount of insolation being received in the  urban areas in comparison to the rural areas. (1 x 2) (2) 
2.4.3 Account for the differentiation you mentioned in QUESTION 2.4.2, and explain why the urban areas have a higher mean annual  temperature than the rural areas. (2 x 2) (4) 
2.4.4 In a paragraph of approximately EIGHT lines, comment on the fact  that the precipitation is higher over urban areas, despite urban areas  experiencing a lower relative humidity. (4 x 2) (8)

2.5 Study the sketches in FIGURE 2.5 showing a river meander. 

2.5.1 What is feature A called? (1 x 1) (1)
2.5.2 Refer to the cross section. 

1. 1. Name the geomorphological processes that dominate at slopes X and Y respectively. (2 x 1) (2)
   2. Describe how the geomorphological process at X takes place.  (2 x 2) (4) 

2.5.3 Explain why the river in Stage 2 will overflow its banks more often  than the river in Stage 4. (2 x 2) (4) 
2.5.4 Comment on how feature B has become separated from the  mainstream as indicated in the sketches in FIGURE 2.5. (2 x 2) (4) 

2.6 Study FIGURE 2.6, which illustrates the process of river capture.

2.6.1 Name the features of river capture at A and B respectively. (2 x 1) (2)
2.6.2 Refer to feature C. 

1. 1. Name feature C. (1 x 1) (1) 
   2. Explain how feature C was altered (changed) by stream D over  time. (1 x 2) (2) 

2.6.3 Explain how resultant river capture may be seen as providing an  advantage for future transport purposes. (1 x 2) (2) 
2.6.4 In a paragraph of approximately EIGHT lines, evaluate how the  environment around the beheaded (misfit) stream at E will be  affected. (4 x 2) (8)

[75]

SECTION B: RURAL AND URBAN SETTLEMENTS AND ECONOMIC  GEOGRAPHY OF SOUTH AFRICA 
Answer at least ONE question from this section. If you answer ONE question from  SECTION B, you MUST answer TWO questions from SECTION A. 
QUESTION 3 
3.1 Use the information in FIGURE 3.1 to match the type of business district with the statements below. A particular business district may be referred to more  than once. 

3.1.1 Shops like garages that are found along important routes in the city.
3.1.2 The commercial heart of the city. 
3.1.3 This business centre occurs along highways and has a very large  sphere of influence. 
3.1.4 This small business district can be found in almost every suburban  area. 
3.1.5 The unplanned commercial business centre which is usually the most  accessible. 
3.1.6 An unplanned business district that occurs at important road crossings  or where there is a high population density. 
3.1.7 This planned business centre occurs mostly in suburban areas.  (7 x 1) (7) 

3.2 Match the term/concepts below to the statements that follow. Write ONLY the  term/concept next to the question number, e.g. 3.1.9 South Africa. 

3.2.1 The sum total of income earned in one year in a country. 
3.2.2 Where workers have no legal rights. 
3.2.3 The process where the economic value of ore is improved, so that it  results in higher export value.  
3.2.4 These industries do not have to be near raw materials or markets to  exist. 
3.2.5 When entrepreneurs produce products which was originally brought in from other countries.
3.2.6 When all people at all times have access to sufficient and nutritious  food. 
3.2.7 The process of redistributing functions, powers, people, etc. away  from a focal location. 
3.2.8 When one currency is changed for another. (8 x 1) (8)

3.3 Study the photo in FIGURE 3.3 showing a settlement pattern.

3.3.1 Why is this settlement regarded as a rural settlement? (1 x 1) (1)
3.3.2 Identify the settlement pattern in FIGURE 3.3. (1 x 1) (1) 
3.3.3 Explain how relief and water availability influenced the pattern of the  settlement in FIGURE 3.3. (2 x 2) (4) 
3.3.4 Provide evidence from FIGURE 3.3 to substantiate the fact that  extensive commercialised farming is practiced. (2 x 2) (4) 
3.3.5 Discus TWO economic advantages for the farmer living in this  settlement. (2 x 2) (4) 

3.4 Refer to FIGURE 3.4, A and B, which highlights the problem of traffic  congestion in modern cities.  

3.4.1 What is a traffic congestion? (1 x 1) (1) 
3.4.2 Provide TWO reasons for the traffic congestion in urban areas.  (2 x 1) (2) 
3.4.3 Comment on the irony (opposite) thoughts of the drivers in  FIGURE 3.4 A. (1 x 2) (2) 
3.4.4 Refer to FIGURE 3.4 B showing a consequence/effect of traffic  congestion. 

1. 1. Name the type of consequence/effect that is illustrated. (1 x 1) (1)
   2. Evaluate the social impact that this type of consequence/effect in FIGURE 3.4 B might have on drivers. (1 x 2) (2) 

3.4.5 In a paragraph of approximately EIGHT lines, suggest measures that  the local authorities can implement to reduce traffic congestion in  urban areas. (4 x 2) (8)

3.5 Study FIGURE 3.5 that illustrates key sectors of South Africa’s economy.

3.5.1 List the following from the data that is provided:  

1. 1. The year in which the first quarter shows a negative growth rate  (1 x 1) (1)
   2. The economic activity that shows a positive growth rate in the  secondary sector (1 x 1) (1) 

3.5.2 Refer to the second quarter economic growth rates from 2012 to  2015. 

1. 1. Mention the general trend in the economic growth rate from  2012 to 2015. (1 x 1) (1) 
   2. Calculate the difference in the economic growth rate between  the second quarter of 2014 and 2015. (1 x 1) (1)
   3. Using the data provided by the different economic sectors,  discuss the economic growth rate in the second quarter of 2015.  (2 x 2) (4) 

3.5.3 Suggest a reason why trade in the tertiary sector, may have recorded  a negative economic growth rate. (1 x 2) (2) 
3.5.4 Analyse the impact that the negative growth rate of agriculture might  have on the broader population of South Africa, if this trend continues. (2 x 2) (4) 

3.6 Refer to FIGURE 3.6, a map of the South Western Cape industrial region.  

3.6.1 Name the agricultural product being cultivated at Clanwilliam.  (1 x 1) (1) 
3.6.2 Refer to the nuclear power plant at A. 

1. 1. Name the nuclear power plant at A. (1 x 1) (1)
   2. Discuss how the nuclear power plant at A benefits industrial  development in the South Western Cape region. (1 x 2) (2) 

3.6.3 Comment on the influence of the cold Benguela current on  commercial fishing along the west coast in this region. (2 x 2) (4) 
3.6.4 In a paragraph of approximately EIGHT lines, discuss the main  factors that hinder industrial development in the South Western  Cape industrial region. (4 x 2) (8)

[75]

QUESTION 4 

4.1 Choose a term from COLUMN B that matches the description in COLUMN  A. Write only the letter (A–J) next to the question number (4.1.1–4.1.8), for  example 4.1.9 K.

(8 x 1) (8)
4.2 FIGURE 4.2 refers to TWO different sectors of employment in South Africa.  The questions below provide a description of the TWO sectors. Write your  choice of ONLY A or B next to the question number that matches the  statement (4.2.1–4.2.7).  

4.2.1 This sector fills the gap in the market by providing a wide variety of  low-cost goods 
4.2.2 This sector has employees that are regulated by government 
4.2.3 This sector usually provide job opportunities to people with very little  skills 
4.2.4 This sector has a lack of formal legal registration 
4.2.5 This sector contributes massively to the GDP of the country 
4.2.6 This sector can be found in the more developed settlements of the  country 
4.2.7 The government has limited control in this sector (7 x 1) (7)

4.3 FIGURE 4.3 is a case study on land restitution in Macleantown. 

4.3.1 Define the term land restitution. (1 x 1) (1)
4.3.2 State TWO purposes of land reform in South Africa. (2 x 1) (2) 
4.3.3 Provide THREE reasons why the people in the case study in  FIGURE 4.3 are unable to generate a ‘livelihood from agriculture’.  (3 x 1) (3) 
4.3.4 Explain what the author means by the statement, ‘The benefits of  land restitution appear to be more symbolic than material’. (1 x 2) (2) 
4.3.5 In a paragraph of approximately EIGHT lines, discuss how the  government could empower the beneficiaries of land restitution to help alleviate poverty in South Africa. (4 x 2) (8)

4.4 Study FIGURE 4.4, a photograph of a land use zone in an urban area.

4.4.1 Identify the land use zone illustrated in the photograph. (1 x 1) (1)
4.4.2 Provide a reason for your answer in QUESTION 4.4.1. (1 x 1) (1) 
4.4.3 Suggest TWO reasons why the factory owners chose this land  use zone (answer to QUESTION 4.4.1) in which to build a factory. (2 x 1) (2) 
4.4.4 Discuss TWO advantages that the farmer will have by locating in this  land use zone (answer to QUESTION 4.4.1). (2 x 2) (4) 
4.4.5 Why is it important for urban municipalities to restrict further urban  expansion in this land use zone (answer to QUESTION 4.4.1)? (3 x 2) (6) 

4.5 Refer to the extract in FIGURE 4.5 on manufacturing in South Africa. 

4.5.1 Define the term manufacturing. (1 x 1) (1)
4.5.2 Name the economic sector that manufacturing falls under. (1 x 1) (1) 
4.5.3 Give ONE specific outcome that the manufacturing sector can  achieve according to the extract. (1 x 1) (1) 
4.5.4 Explain the economic importance to South Africa if the  manufacturing sector can ‘compete in the global economy’. (2 x 2) (4) 
4.5.5 ‘… manufacturing presents an opportunity to significantly  accelerate the country’s growth and development.’ In a paragraph  of EIGHT lines, comment on how labour supply and international  competition may hinder any proposed acceleration in the  manufacturing sector. (4 x 2) (8)

4.6 Refer to FIGURE 4.6, which provides information about the Maputo  Development Corridor.  

4.6.1 What is a development corridor? (1 x 1) (1) 
4.6.2 Name ONE other neighbouring country (NOT Mozambique) that benefits from the Maputo Development Corridor. (1 x 1) (1) 
4.6.3 Provide a reason for the link between Johannesburg and Maputo.  (1 x 1) (1) 
4.6.4 Explain how the Maputo Development Corridor benefits the tourism  industry in the area. (1 x 2) (2) 
4.6.5 Discuss THREE key objectives of the Maputo Development Corridor  as a Spatial Development Initiative. (3 x 2) (6) 
4.6.6 Explain how the Mpumalanga Province has contributed to the  success of the Maputo Development Corridor. (2 x 2) (4)

[75] 
GRAND TOTAL: 225

HISTORY
GRADE 12
PAPER 2 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

ADDENDUM

SECTION A: SOURCE-BASED QUESTIONS 
QUESTION 1: WHAT CONTRIBUTION DID STEPHEN BANTU BIKO MAKE  TO THE FREEDOM STRUGGLE IN SOUTH AFRICA IN THE  1970s? 
SOURCE 1A 
The following extract focuses on the philosophy of Black Consciousness. It was  written by G. Bizos. 

SOURCE 1B 
The following source outlines the interaction between Donald Woods and the  Minister of Justice, J.T. Kruger, on the death of Steve Biko. 

SOURCE 1C 
This extract by Nadine Gordimer, an ANC member, pays tribute to Steve Biko. 

SOURCE 1D 
This cartoon by Zapiro commemorates the legacy of Black Consciousness leader,  Stephen Bantu Biko. 

[From: The Sowetan, 12 September 1997]

QUESTION 2: DID THE TRUTH AND RECONCILIATION COMMISSION (TRC)  BRING ABOUT PEACE AND RECONCILATION IN SOUTH  AFRICA? 
SOURCE 2A 
The following extract describes the composition and work of the Truth and  Reconciliation Commission (TRC). 

SOURCE 2B 
This source is an extract of Lerato Mbele’s interview that she conducted with  F.W. De Klerk and Cyril Ramaphosa on SABC 3 on 30 April 2006. 

SOURCE 2C 
The following is part of a testimony that Mamanki Sepei (mother of Stompie Sepei)  gave at the TRC hearings. 

SOURCE 2D 
The photograph below shows members of the ANC Women’s League carrying  posters supporting Winnie Mandela during the TRC hearing. 

[From: http://www.gettyimages.com/detail/news-photo/may-2004-women-show-their-support-for winnie-madikizela-news-photo/107145359#may-2004-women-show-their-support-for-winnie madikizelamandela-a-picture-id107145359. Accessed on 23 March 2017]

QUESTION 3: WHAT WAS THE IMPACT OF GLOBALISATION ON THE  ECONOMIES OF DEVELOPING COUNTRIES AFTER 1989? 
SOURCE 3A 
This source deals with the impact that global change had on agriculture and how it  affected the international economy. 

SOURCE 3B 
This poster by the South African Social Protection Experts Network (SASPEN) outlines  how poor communities in Southern African countries can improve their living conditions. 

[From: http://www.fao.org/3/a-c0012e.pdf. Accessed on 15 November 2016]

SOURCE 3C 
This source outlines the viewpoints of two students on the effects of globalisation. 

SOURCE 3D 
This source explains the negative effects that globalisation had on developing  countries. 

ACKNOWLEDGEMENTS 
Visual sources and other historical evidence were taken from the following:

1. Bernstein, H. 1978 No.46 ‘Steve Biko’, London International Defence and Aid Fund. 
2. Bizos, G. 1998 ‘Steve Biko’ in No one to blame? In pursuit of justice in South Africa  (New Africa Books)
3. Every Step of the Way, HSRC Report 2004 (Department of Education)
4. Gordimer, N. 2015 ‘A resource to inform us our present and future’ in Steve Biko 25  Years On 
5. http://www.fao.org/3/a-c0012e.pdf 
6. http://www.gettyimages.com/detail/news-photo/may-2004-women-show-their support-for-winnie-madikizela-news-photo/107145359#may-2004-women-show their-support-for-winnie-madikizelamandela-a-picture-id107145359 
7. http://www.justice.gov.za/trc/media 5C1996 5C9605/s960508d.htm http:/www.buzzle.com/articles/negative effects of globalisation.html 
8. https://laboureconomics.wordpress.com/2012/05/14/causes-and-effects-of globalization-6/
9. Leichenko and O’Brien 2002 Mitigation and Adaptation Strategies for Global  Change (Springer Link)
10. Nkurayija, C.J. de la Croix 2011 The Impact of Globalisation on Africa’s  development (National University of Rwanda)
11. The Sowetan, 12 September 1997
12. Villa-Vicencio C & du Toit F 2006 Truth and Reconciliation in South Africa 10 years  on (David Philip, Claremont)

HISTORY
GRADE 12
PAPER 1 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

ADDENDUM 

SECTION A: SOURCE-BASED QUESTIONS 
QUESTION 1: HOW DID THE CUBAN MISSILE CRISIS CONTRIBUTE TO  COLD WAR TENSIONS BETWEEN THE SOVIET UNION AND  THE UNITED STATES OF AMERICA IN THE 1960s? 
SOURCE 1A 
The following source is the viewpoint of N. Khrushchev, president of the Soviet  Union, of the Cuban Missile Crisis. 

SOURCE 1B 
This source is part of a speech that JF Kennedy, president of the United States of  America, delivered on 16 October 1962. In this address he talks about the Soviet  Union's deployment of missiles to Cuba and how the US government intended to  deal with the crisis.

SOURCE 1C 
The following source is a telegram (written message) sent by Anatoly Dobrynin of  the Soviet Union to the USSR Foreign Ministry on 27 October 1962. 

SOURCE 1D 
This cartoon by E Valtman appeared in The Hartford Times, on 30 October 1962.  The caption states: 'THIS HURTS ME MORE THAN IT HURTS YOU!'. 

[From: The Editorial Cartoons of Edmund, 1961–1991 by S Valtman and E Valtman] 
QUESTION 2: HOW DID FOREIGN COUNTRIES BECOME INVOLVED IN THE  ANGOLAN CIVIL WAR AFTER 1975? 
SOURCE 2A 
This source shows the involvement of foreign countries in the Angola after 1975. 

SOURCE 2B 
This source outlines the role that the United States of America played in supporting  UNITA. 

SOURCE 2C 
This photograph shows two Cuban military pilots (seated second and third from the left)  who were captured by UNITA in 1988. 

[From: www.pinterest.com/pin. Accessed on 24 September 2016.]

SOURCE 2D 
This source describes the impact that the Battle of Cuito Cuanavale had on the  Southern African region. 

QUESTION 3: WHY WAS THE BLACK POWER MOVEMENT FORMED IN  THE UNITED STATES OF AMERICA DURING THE 1960s? 
SOURCE 3A 
This source is an extract from Stokely Carmichael and George Hamilton’s book,  Black Power. It focuses on the need for equality amongst African Americans.  

SOURCE 3B 
The following is an extract from a speech that Malcolm X delivered in Cleveland,  Ohio on 3 April 1964. The speech was referred to as, ‘The Ballot or the Bullet’. 

SOURCE 3C 
This source explains the philosophy, goals and achievements of the Black Power  Movement. 

SOURCE 3D 
This photograph shows the founding members of the Black Panther Party. Bobby  Searle is on the left-hand side if the photograph and Huey Newton is on the right-hand  side of the photograph. 

[From: The Hutton Getty picture collection of the 1960s by N. Yapp]

ACKNOWLEDGEMENTS 
Visual sources and other historical evidence were taken from the following:  

1. Lebow, RN and Stein, JG, 1994, We All Lost the Cold War, Princeton University Press,  Princeton, NJ
2. Shi, DE and Mayer HA, For the Record: A Documentary History of America, Volume  Two,1999
3. Talbott, S, 1974, Khrushchev Remembers, Boston, Little Brown
4. Valtman, S and Valtman, E, The Editorial Cartoons of Edmund, 1961–1991
5. Yapp, N, The Hutton Getty picture collection of the 1960s 
6. https://hidtory.state.gove/milestones/1969-1976/angola 
7. www.digitalarchive.wilsoncenter.org/collection/31/cuba-missile-crisis
8. http://www.famousquotes.me.uk/speeches/John_F_Kennedy/2.htm
9. http://law.jrank.org/pages/4776/Black-Power-Movement.html 
10. www.malcolm-x.org/quotes.ttm
11. www.pinterest.com/pin
12. www.sahistory.org.za/topic/battle-cuito-cuanavale-1988
13. https.//en.wikipedia.org/wiki/Angolan_Civil_War#War_intensifies

HISTORY
GRADE 12
PAPER 2 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

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

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

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

1.3 Assessment procedures for source-based questions 

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

Paragraph question  
Paragraphs are to be assessed globally (holistically). Both the content and  structure of the paragraph must be taken into account when awarding a mark. The  following steps must be used when assessing a response to a paragraph question: • Read the paragraph and place a bullet (.) at each point within the text where  the candidate has used relevant evidence to address the question. 

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

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

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

2.2 Marking of essay questions 

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

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

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

2.4 Assessment procedures of the essay 

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

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

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

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

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

GLOBAL ASSESSMENT OF ESSAYS: TOTAL MARKS: 50

* Guidelines for allocating a mark for Level 1: 

• Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0 
• Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6
• Question inadequately addressed and vague; little attempt to structure the essay = 7–13

MEMORANDUM 

SECTION A: SOURCE-BASED QUESTIONS 
QUESTION 1: WHAT CONTRIBUTION DID STEPHEN BANTU BIKO MAKE  TO THE FREEDOM STRUGGLE IN SOUTH AFRICA IN THE  1970s? 
1.1 1.1.1 [Extraction of information from Source 1A – L1] 

• Welfare work 
• Medical programmes 
• Programmes of self-help (3 × 1) (3) 

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

• To uplift the black community (1 × 2) (2) 

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

•  Black people had to live under white domination all their lives
• Black people lived to make a meagre living
• They were living according to their means and affordability
  Any other relevant response (Any 2 × 2) (4) 

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

• Black man will not be alienated 
• He will have some dignity
• He will uplift his community 
•  To do things for himself
• To stand up for his rights
  Any other relevant response (Any 1 × 2) (2) 

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

• Humorous about the interrogation sessions
• He had a far closer understanding of his interrogators’ fears
• He had a far closer understanding of his interrogators’ motivations than they will ever know (3 × 1) (3) 

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

• Biko was prepared to die for what he believed in but he was not  a man of violence
• Biko was prepared to fight for equality but at the same time he  advocated racial peaceful co-existence
  Any other relevant response (Any 1 × 2) (2) 

1.2.3 [Interpretation of evidence from Source – L2] 

• He wanted to deny police involvement into the killing
• It was a closed case
• The state was not responsible for Biko’s death
  Any other relevant response (Any 2 × 2) (4)

1.2.4 [Determining the usefulness of Source 1B – L3] 

• Shows that Biko died while in police custody 
• Shows that Biko was resilient in his efforts to gain equality for  blacks
• Gives insight into how political activists were interrogated and  tortured in prison
• Gives insight into how police tried to cover up their involvement  in the killing of Biko
• Shows that Biko was widely supported by political activists
  Any other relevant response (Any 2 × 2) (4)

1.3 1.3.1 [Definition of historical concepts from Source 1C – L1] 

1. Apartheid
   • Political, economic and social separation of races based  on colour
     Any other relevant response (Any 1 × 2) (2)
2. Oppression 
   • Unfair/unjust treatment of people of different races
     Any other relevant response (Any 1 × 2) (2) 

1.3.2 [Interpretation and evaluation of evidence from Source 1C – L2]

• Biko was dedicated to freedom, justice and equality
• Biko’s bravery became the symbol of the resistance to all blacks  who were suffering under apartheid 
• He was able to fight the evil system of apartheid instead of  being absorbed by the system
• Biko’s ideas helped to shape the new SA 
• Biko would have made a big contribution to the new South  Africa by ensuring that social justice was implemented  effectively
  Any other relevant response (Any 2 × 2) (4) 

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

• His clear mindedness about the country and its people 
• His deep knowledge of the country and the people’s real needs (2 × 1) (2) 

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

• Biko’s legacy lives on
• Steve Biko served as an inspiration for most South Africans 
•  Steve Biko’s ideas had a huge impact on South Africa 
  Any other relevant response (Any 2 × 2) (4) 

1.5 [Comparing information in Source 1C and D to identify similarities – L3] Both sources: 

• honour Biko as a national hero 
• show the influence of the Biko on South Africa 
• show that Biko sacrificed his life for the new democratic South Africa Any other relevant response (Any 2 × 2) (4)

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

• Engaging in welfare work and programmes of self-help run by Blacks for  Blacks (Source 1A)
• Instill a sense of dignity within the Black man (Source 1A)
• We believed that we teach people leading by example (Source 1A) 
• Steve Biko was a man of peace. He was militant in standing up for his  principles, yes, but his abiding goal was a peaceful reconciliation of all  South Africans (Source 1B)
• Believed in humanity and equal rights for all (Source 1C) 
• Dedicated to fight for the removal of oppression (Source 1C)
• Dedicated to freedom, justice and bravery (Source 1C)
• His clear-mindedness and deep knowledge of the country’s and its  people’s real needs would have contributed to South Africa (Source 1C)
• Inspired black Africans to achieve national freedom (Source 1D)
  Any other relevant response 

Use the following rubric to allocate a mark: 

(8) 

[50]

QUESTION 2: DID THE TRUTH AND RECONCILIATION COMMISSION (TRC)  BRING ABOUT PEACE AND RECONCILATION IN SOUTH  AFRICA? 
2.1 2.1.1 [Extraction of evidence from Source 2A – L1] 

• Archbishop Desmond Tutu
• Alex Boraine (2 × 1) (2) 

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

•  Examine human rights abuses on all sides between 1960 and  1994
• Hear testimony from victims and perpetrators
• Grant perpetrators amnesty from prosecution/civil action where  there was full disclosure and political motivation was clearly  presented
• Suggest how victims could be compensated (Any 2 × 1) (2) 

2.1.3 [Explanation of concepts from Source 2A – L1] 

• Official pardon for people who had been convicted of political  offences during apartheid era
  Any other relevant response (Any 1 × 2) (2) 

2.1.4 [Assessing usefulness of Source 2A – L3] 
Useful 

• TRC’s aim was to overcome the past through confession and  forgiveness
• South Africans could be reconciled to each other to build a new  nation
• The new constitution supported the idea of national unity based  on reconciliation and the reconstruction of society
  Any other relevant response 

Not useful 

• Perpetrators felt the TRC was biased and favoured one group of  people over the other
• Some perpetrators did not want to face the TRC and ask for  forgiveness
• They felt they could live as individuals rather than unite as South  Africans
  Any other relevant response (Any 2 × 2) (4) 

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

• Numerous atrocities (killings) of the past have not been properly  investigated
• There was an over-emphasis on the role of the former security  forces 
• The assassination of about 400 top IFP leaders has not been  thoroughly probed
• There has not been an in-depth analysis of what many would  call ‘black-on-black’ violence (Any 2 × 1) (2)

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

• We must now live in the spirit of the Constitution
• We must have Ubuntu instead of vengeance
• We should have reparation instead of retaliation 
• Prosecutions must be even handed
• Any other relevant response (Any 2 × 1) (2) 

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

• We are an emerging democracy, accustomed to justice
• If crimes were committed in the past by whomever and no  application for amnesty was made, then justice must prevail (Any 1 × 1) (1) 

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

• De Klerk not in favour of the TRC/Ramaphosa in favour of the  TRC
• De Klerk viewed the TRC as a witch-hunt/Ramaphosa saw the  TRC as a tool that promotes reconciliation
• De Klerk saw the TRC as a ANC method to prosecute former  NP officials/Ramaphosa emphasised TRC as a nation building  exercise
• De Klerk suggested that the TRC was in favour of blanket  amnesty/Ramaphosa stated that amnesty is open to anyone  who committed political crimes during the apartheid rule
  Any other relevant response (Any 2 × 2) (4) 

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

• He was an informer (1 × 1) (1) 

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

• She wanted to know how her son died 
• She wanted to know why were they calling her son an informer
• She wanted to know who did this to her son 
• She wanted perpetrators to come forward
  Any other relevant response (Any 2 × 2) (4) 

2.3.3 [Interpretation of information from Source 2B – L2] 
Yes: 

• In 1997 the TRC reached a verdict that Madikizela-Mandela was  guilty and had played a role in the killing of Stompie Sepei
• The crime was committed by her bodyguards of the Mandela  United Football Club
• Jerry Richardson, one of Winnie Mandela’s bodyguards, was  convicted of the murder
• Winnie Mandela was convicted of kidnapping and being an  accessory to the assault of Stompie
• Her six-year jail sentence was reduced to a fine and a two-year  suspended sentence on appeal
  Any other relevant response (Any 2 × 2) (4)

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

• Cebekulu
• Felati (2 × 1) (2) 

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

•  They believed that Winnie Mandela was innocent
• Stompie was a traitor to the liberation struggle 
• Stompie was a casualty of war because he betrayed his own  people by collaborating with the white government
• Any other relevant response (Any 2 × 2) (4) 

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

•  Informants disclosed the operations of the freedom struggle  organisations
• Informers disclosed the names of the leaders of the liberation  struggle
• Informers disclosed the hideouts/places that struggle leaders  were hiding at 
  Any other relevant response (Any 2 × 2) (4) 

2.5 [Comparison of sources 2C and 2D to identify similarities – L3]

• Both sources show that he was an informer 
• Both sources show that Winnie Mandela was involved in the killing of  Stompie
  Any other relevant response (Any 2 × 2) (4)

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

• To foster post-apartheid reconciliation (Source 2A)
• To build a culture of human rights (Source 2A)
• To prevent further human rights abuses (Source 2A)
• Offered perpetrators the chance to reveal the truth regarding political  killings (Source 2A)
• Amnesty given to perpetrators (Source 2A)
• The TRC eradicated the hatred between black and white South Africans  (Source 2B)
• F.W. De Klerk wanted the TRC to be unbiased (Source 2B)
• Ramaphosa reaffirmed that the TRC was not a witch hunt but was  committed to justice (Source 2B) 
• Offered victims to find closure (Source 2C) 
• Victims given a chance to tell their side of the story (Source 2C) ∙ TRC was a healing process (Source 2D) 

No 

• Many perpetrators refused to testify
• Leading figures in the NP did not testify
• ANC perceived the TRC as an attempt to criminalise the liberation  struggle
• Atrocities of the IFP were not investigated
• NP perceived the TRC as a witch-hunt
  Any other relevant response 

Use the following rubric to allocate a mark: 

(8) 

[50]

QUESTION 3: WHAT WAS THE IMPACT OF GLOBALISATION ON THE  ECONOMIES OF DEVELOPING COUNTRIES AFTER 1989? 
3.1 3.1.1 [Extraction of information from Source 3A – L1] 

• Climate change 
• Globalisation (2 × 1) (2) 

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

•  The combination of global and national economic changes (1 × 2) (2) 

3.1.3 [Interpretation of evidence from Source 3A – L2] 
Climate change 

• Climate change is a long-term continuous change to average  weather conditions e.g. more frequent and severe extreme  storms
  Any other relevant response 

Climate variability 

• It is the way climate fluctuates yearly above or below a long term average
  Any other relevant response (Any 2 × 2) (4) 

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

• Poverty
• Hunger (2 × 1) (2) 

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

• Hard work by digging the ground/planting the crops/feeding the  animals (lady on the left - agriculture)
• Reap the benefits by selling the crops/animals for money (lady  on the right - social protection)
  Any other relevant response (Any 1 × 2) (2) 

3.2.3 [Reliability of evidence from Source 3B – L3] 
NOT RELIABLE  

• It focuses only on agriculture and social work
• Speaks of farmers as subsistence farmers (farming for  themselves)
• Does not show the impact of weather on agriculture
• Does not show the impact of globalisation on African farmers
  Any other relevant response (Any 2 × 2) (4) 

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

• It can alleviate credit constraints 
•  Poor small famers can engage in small scale scientific farming  methods that would increase production and profit
• Productive farming could increase demand and therefore create  jobs
  Any other relevant response (Any 1 × 2) (2)

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

• Trade 
• Aid (2 × 1) (2) 

3.3.2 [Interpretation of differences of information from Source 3C– L2]
Domschu 

• Low income countries could not easily integrate into global  economy because of their chosen policies
• Many countries experienced high levels of poverty 
• All countries should participate in the world economy
• Financial help should be given to poor countries
  Any other relevant response 

Kalytta 

• Positive effect
• Global market for companies to trade their products
• Communication between countries allows for better  understanding and broader vision
• European businesses could be outsourced to Asia as labour is  cheaper
  Any other relevant response (Any 2 × 2) (4) 

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

• Low cost labour in Asian countries compared to other countries
• High rate of profit for the companies 
• Europeans felt the pressure because they could not compete  with cheap labour
  Any other relevant response (Any 2 × 2) (4) 

3.4 [Comparison of Sources 3B and 3C to identify similarities – L3]

• Both sources indicate that even the poorest countries could benefit from  globalisation 
• Both sources state that all countries should be included in the world  economy even with the financial help of the international community
• Both sources show that globalisation could reduce poverty 
• Both sources state that countries could sell their products anywhere if  they participate in the world economy
  Any other relevant response (Any 2 × 2) (4)

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

• Cities were reduced to garbage-dumps where all industrial  waste is accumulated
• Pollution levels went sky-high (Any 1 × 2) (2) 

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

• McDonalds
• KFC (2 × 1) (2) 

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

• Restaurants and eateries prepare and sell any meat products  without considering the local people’s religious beliefs
• They are only interested in making money
• In India the cow (beef) is considered a sacred animal and  therefore cannot be eaten
  Any other relevant response (Any 2 × 2) (4) 

3.5.4 [Extraction of information from Source 3D – L2] 

• Corporate greed
• Corrupt government (2 × 1) (2)

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

•  Climate change had an impact on food systems and agricultural  production (Source 3A)
• Developing countries were less vulnerable to climate change as a result  of globalisation
• Globalisation exposed farmers to new and unfamiliar conditions  (Source 3A)
• Government support had a direct effect on poor farmers (Source  3A and 3B) 
• Globalisation could reduce poverty and create jobs (Source 3B and 3C)
• Globalisation could assist developing countries with trade and aid  (Source 3C)
• Low income countries cannot integrate into the global economy because  of their policies (Source 3C)
• Kalytta viewed globalisation having a positive effect (Source 3C)
• Communication allowed for better understanding and broader vision  (Source 3C)
• Globalisation led to migration of labour to Asia 
• Cities in developing countries become the dumping ground of junk food  outlets
• The rich are getting richer and the poor are getting poorer (Source 3D)
  Any other relevant response 

Use the following rubric to allocate a mark: 

(8) 

[50]

SECTION B: ESSAY TYPE QUESTIONS 
QUESTION 4: CIVIL RESISTANCE IN SOUTH AFRICA: 1970s TO 1980s 
[Plan and construct an original argument based on relevant evidence using analytical  and interpretative skills] 

SYNOPSIS 
Candidates need to state whether they agree with the statement or not and explain the  reasons for their stance. 

MAIN ASPECTS 
Candidates should include the following aspects in their essays: 
INTRODUCTION: Candidates should agree or disagree and explain why 

ELABORATION 

• The Anti-Apartheid Movement (AAM) in Britain aimed to end apartheid through  boycotts and isolating South Africa from the international community 
• They held demonstrations outside: the South African Embassy in Britain and against  companies who did business with South Africa
• The result of this action: Barclays Bank sold their holdings in South Africa
• They held a concert in Wembley to demand the release of Mandela
• (AAM) initiated sport, cultural, academic and economic boycotts that isolated South  Africa internationally
• Sport Boycott: 
  •  AAM prevented South Africa from participating in international competitions:
  • The Gleneagles Agreement called on Commonwealth countries to cut all sporting  ties with South Africa 
  •  South Africa was expelled from the International Olympics 
• Cultural Boycotts: 
  • British and American musicians refused to perform in South Africa
• Academic Boycotts:
  • South African academics were barred from attending international academic  conferences
• Consumer Boycotts: 
  • The general public were urged to boycott South African products
• Disinvestment - Chase Manhattan Bank cut its links with SA
• The European Economic Community banned new investments in South Africa in  1985
• In 1986 America banned all new loans and investments in SA
• Large companies like General Electric, Pepsi Cola, IBM General Motors and Mobil  closed their operations in South Africa 
• Sanctions: 
• The USA refused to buy South African agricultural products, iron and steel
• The USA banned direct air travel between the countries
• International trade unions called on the Anti-Apartheid movements to boycott South  African goods and to support sanction and disinvestment initiatives
• The Frontline states allowed ANC to establish bases and military training camps in  their countries
• From here the ANC was able to step up MK raids and intensify the armed struggle
• By the late 1980s the South African economy was on the verge of collapse
• Sanctions and disinvestment led to increased unemployment and poverty
• This led to increased internal resistance
• All this made it very difficult for the NP to survive in power 
• It was external pressures that eventually led to the downfall of Apartheid Any other relevant answer 

CONCLUSION:Candidates should tie up their argument with a relevant conclusion Use the matrix on page 6 to assess this essay. [50]

QUESTION 5: THE COMING OF DEMOCRACY IN 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 demonstrate how the release of Nelson Mandela in 1990 was a  turning point South Africa’s history. 

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

INTRODUCTION: Candidates need to indicate how the process of negotiations  paved the way for the establishment of a democratic South Africa  in 1994 

ELABORATION 

• De Klerk comes to power in 1989 – brief background (De Klerk’s speech)
• The unbanning of political & civic organisations such as the ANC and SACP
• De Klerk’s decision to release Mandela from prison on 11 February 1990 which paved  the way for negotiations 
• Violence that erupted in Sebokeng – April 1990 
• Groote Schuur Minute – 2 May 1990 (ANC and NP met, ANC delegation led by Nelson  Mandela, NP delegation led by F.W. De Klerk) 
• Pretoria Minute –August 1990 (ANC agreed to suspend the armed struggle)
• Third force violence in Natal between Inkatha, the ANC and the apartheid government
• CODESA 1 (19 political parties minus AZAPO, CP and PAC/300 delegates)
• Violence erupts in some parts of the country i.e. Transvaal and Natal
• White’ s only referendum and its impact (March 1992) 
• CODESA 2 (2 May 1992) collapsed. Parties failed to agree on a new constitution making body and interim government 
• NP wanted minority veto while ANC wanted an interim government for no longer than  18 months and simple majority rule
• Boipatong massacre and its consequences (17 June 1992)
• Bisho massacre nearly derailed the process of negotiations (7 September 1992)
• Record of Understanding signed on 26 September 1992 between Roelf Meyer (NP)  and Cyril Ramaphosa (ANC) 
•  Assassination of Chris Hani (10 April 1993) and its impact on South Africa
• Right-wing (AWB) attack on World Trade Centre and its consequences
• Multiparty negotiating Forum 
• Sunset Clause introduced by Joe Slovo broke the negotiations deadlock
• Shell House massacre and its consequences – March 1994
• Election date – 27 April 1994 announced
• ANC won elections and Mandela first black South African President Any other relevant response 

CONCLUSION: Candidates should tie up their argument with a relevant conclusion Use the matrix on page 6 to assess this essay. [50]

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

SYNOPSIS 
Candidates should critically discuss the impact that the collapse of the Soviet Union had  on South Africa’s political landscape. 

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

INTRODUCTION: Candidates need to indicate how the collapse of the Soviet  Union in 1989 contributed to the political transformation that  occurred in South Africa and substantiate their line of argument 

ELABORATION 

• Economic conditions in Russia in the late 1980s
• Gorbachev’s policies of Glasnost and Perestroika
• Gorbachev ends the nuclear arms race with the USA 
• Gorbachev ends the war in Afghanistan 
• USSR relinquishes her dominance over Eastern Europe
• The fall of the Berlin Wall 
• Changes in the world contributed to the end of apartheid
• The collapse of the USSR deprived the ANC of its main source of support
• The ANC could not depend on the USSR to support it economically or with weapons  anymore
• Gorbachev was also in favour of a peaceful transition of power in South Africa
• The National Party’s claim that it was acting as a ‘bulwark’ against communist  expansion in southern Africa became unrealistic
• The National Party’s claim that it was protecting South Africa from a communist take over was naïve
• Western world powers supported the move that South Africa resolved its problems  peacefully and democratically
• It became clear that the National Party could no longer maintain white supremacy rule  in South Africa anymore 
• Influential National Party members started to realise that apartheid was not the  answer to the needs of white capitalist development
• The Battle of Cuito Cuanavale and the independence of Namibia
• There was no doubt that the continued repression of black South Africans would not  ensure political stability
• P.W. Botha suffered a stroke and was succeeded by F.W. De Klerk ∙ F.W. De Klerk started to accept that the black South Africans struggle against  apartheid was not a conspiracy directed from Moscow 
• This enabled De Klerk to engage in discussions with the liberation organisations
• On 2 February 1990 De Klerk announced ‘a new and just constitutional dispensation’
• This signalled the end of apartheid rule
  Any other relevant answer 

CONCLUSION: Candidates should tie up their argument with a relevant conclusion Use the matrix on page 6 to assess this essay. [50]

TOTAL: 150

HISTORY
GRADE 12
PAPER 1 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

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

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

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

1.3 Assessment procedures for source-based questions 

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

Paragraph question  
Paragraphs are to be assessed globally (holistically). Both the content and  structure of the paragraph must be taken into account when awarding a mark. The  following steps must be used when assessing a response to a paragraph question: • Read the paragraph and place a bullet (⚫) at each point within the text where  the candidate has used relevant evidence to address the question. 

• Re-read the paragraph to evaluate the extent to which the candidate has  been able to use relevant evidence to write a paragraph. 
• At the end of the paragraph indicate the ticks (✔) that the candidate were  awarded for the paragraph as well as the level (1, 2 or 3), as indicated in the  holistic rubric and a brief comment, e.g. 
  
• Used mostly relevant evidence to write a basic paragraph. 
  Count all the ticks for the source-based question and then write the mark in the  bottom right-hand margin, e.g. 32/50 
• Ensure that the total mark is transferred accurately to the front/back cover of  the answer script. 

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

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

2.2 Marking of essay questions 

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

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

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

2.4 Assessment procedures of the essay 

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

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

2.5. The matrix 

2.5.1 Use of the matrix in the marking of essays  
In the marking of essays, the criteria as provided in the matrix should be used.  When assessing the essay note both the content and presentation. At the point of  intersection of the content and presentation based on the seven competency  levels, a mark should be awarded. 

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

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

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

MARKING MATRIX FOR ESSAY: TOTAL MARKS: 50 

* Guidelines for allocating a mark for Level 1: 

• Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0 
• Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6
• Question inadequately addressed and vague; little attempt to structure the essay = 7–13

MEMORANDUM 

QUESTION 1: THE COLD WAR – THE CUBAN MISSILE CRISIS HOW DID THE CUBAN MISSILE CRISIS CONTRIBUTE TO COLD WAR TENSIONS  BETWEEN THE SOVIET UNION AND THE UNITED STATES OF AMERICA IN THE  1960s? 
1.1 1.1.1 [Extraction of evidence from Source 1A – L1] 

• United States of America (USA) (1 x 1) (1)

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

• If Cuba fell, other Latin-American countries would reject the Soviet  Union
• Loss of Cuba would be a blow for Marxism-Leninism
• The stature of the Soviet Union would be diminished if Cuba had to  be invaded by the USA (3 x 1) (3) 

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

•  That Cuba would not be invaded by the USA (1 x 2) (2)

1.1.4 [Explanation of a historical concept from Source 1A – L2] 

• The naval blockade of Cuba that prevented the Soviet Union ships  carrying missiles to Cuba.
• Any other relevant response (1 x 2) (2)

1.1.5 [Ascertaining the usefulness of Source 1A – L3] 

• The source highlights the fears of the Soviet Union if Cuba were to fall  to capitalism
• The source reveals the possible threat to Marxism-Leninism 
• It highlights strategies of the Soviet Union to deal with the USA. 
• Any other relevant response. (2 x 2) (4)

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

• There was a Soviet military build-up in Cuba.
• here was evidence of missile sites in Cuba. (1 x 2) (2)

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

• To stop the deployment of Soviet missiles to Cuba.
• To ensure that the safety and security of the USA.
• To prevent the spread of communism to Latin America.
• To send a message to the Soviet Union that the USA would not  tolerate Soviet aggression in the Western Hemisphere. 
• Any other relevant response. (2 x 2) (2)

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

• The missiles were a threat to the security of the USA. 
• To prevent the outbreak of a nuclear war.
• To stop the spread of communism to Latin America. 
• Any other relevant response. (2 x 2) (4)

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

• The USA regarded Cuba as a country where the human rights of people were violated.
• It refers to the view that was held by many in the USA that many  Cubans were kept there against their will.
• Refers to the lack of democracy in Cuba.
• The USA had kept stringent economic and diplomatic sanctions against  Cuba.
• Any other relevant response. (2 x 2) (4)

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

• To keep the diplomatic channels of engagement open.
• To prevent the escalation of hostilities between the USA and Soviet  Union
• To find a solution to the missiles crisis
• To prevent an outbreak of a nuclear war 
• Any other relevant response. (2 x 2) (4)

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

• The USA had missiles in Turkey which were a threat to the Soviet  Union. (1 x 2) (2)

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

• In Source 1C contains evidence of US missiles near the Soviet Unions border  and as a consequence the Soviet Union deployed missiles to Cuba as shown  in Source 1A
• In Source 1A the Soviet Union stated that they would withdraw missiles from  Cuba, if the sovereignty of Cuba would not be threatened by the USA. In Source  1C the USA commits to withdraw missiles from Turkey.
• Both sources show the brinkmanship that characterised the missile crisis. ∙ Any other relevant response. (2 x 2) (4) 

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

• Fidel Castro
• Nikita Khrushchev (2 x 1) (2)

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

• By withdrawing the missiles from Cuba, the Soviet Union had suffered  considerable reputational harm.
• Even though Cuba might have felt a sense of loss, the biggest  negative impact was on the Soviet Union. 
• Khrushchev knew that he could lose the respect and support of the  military.
• He anticipated that his position in the Soviet Union would be  threatened and he might lose political power.
• Any other relevant response. (2 x 2) (4) 

1.6 [Paragraph – interpretation, analysis and synthesis of evidence/information from  relevant sources – L3] 

• The USA deployed Jupiter missiles near the Soviet Union borders in 1959 in  order to have a military advantage over the USSR.
• The USA knew of the Soviet missiles that were deployed to Cuba through  their surveillance (Source B)
• USA imposed a naval and air blockade to stop the Soviet Union from  transporting missiles to Cuba (Source 1B)
• Kennedy demanded that Khrushchev withdraw the missiles from Cuba  (Source 1B)
• In October 1962 Anatoly Dobrynin and Robert Kennedy of USA held  discussions on how to resolve the missile crisis impasse (Source 1C).
• The world was on the brink of a nuclear war. 
• Both leaders realised the threat of a nuclear war (Source 1C).
• The USSR removed her missiles from Cuba (Sources 1A and 1C)
• The USA reciprocated by removing her missiles from Turkey (Source 1C).
• The delicate balance of power was nevertheless maintained.
• Any other relevant response. (8)

Use the following rubric to allocate a mark. 

(8) 

[50]

QUESTION 2: INDEPENDENT AFRICA 
HOW DID FOREIGN COUNTRIES BECOME INVOLVED IN THE ANGOLAN CIVIL  WAR AFTER 1975? 
2.1 2.1.1 [Explanation of a historical concept – L1] 

• Ideological war between the USA and the USSR.
• Competition for ideological supremacy between capitalism and  communism
• War of positions, in which there is no actual or military engagement  between the main adversaries.
• Any other relevant answer (1 x 2) (2)

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

• USA 
• China
• USSR/Soviet Union
• Cuba
• Zaire
• South Africa (Any 4 x 1) (4)

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

• To end the use of Angola as a base for rebels fighting for the  independence of Namibia (1 x 2) (2)

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

• To further their respective ideologies
• To make Angola a base to enhance capitalism/or communism in Africa
• To influence the political ideology that took route in post independence Angola
• To support different factions in the civil war
• Any other relevant answer (Any 2 x 2) (4)

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

• One billion dollars in aid
• Additional 2 000 troops (2 x 1) (2)

2.2.2 [Asserting the usefulness of evidence from Source 2B – L3] 
This source is useful because:

• The USA was very keen to support UNITA
• USA saw UNITA as a tool to counter the spread of communism in  Angola and Africa
• Cuba was a long-standing ally of MPLA and offered support to the  MPLA government
• Cuba deployed troops and military equipment in Angola
• The involvement of USA and Cuba prolonged the Angolan conflict.
• Any other relevant response. (Any 2 x 2) (4)

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

• That all foreign troops must withdraw from Angola and Namibia.  (1 x 2) (2)

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

• To guarantee the sovereignty of Angola.
• Cuba wanted to ensure that all foreign powers left Angola.
• To ensure that the MPLA government would not be at a  disadvantage or at risk once Cuba had left Angola.
• Any other relevant response (Any 2 x 2) (4)

2.3 [Comparison and interpretation of evidence from Sources 2A and 2B – L3] 

• In Source 2A the USA provides aid and training for FAPLA and UNITA and  in Source 2B Savimbi is regarded as a key ally of the USA.
• Both sources show the Soviet Union’s support for the MPLA government
• Source 2A gives evidence of South Africa’s direct support of UNITA, while  Source 2B shows Cuban financial and military support for the MPLA.
• Any other relevant answer. (2 x 2) (4)

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

• To show that they were making advances in the war and were the  conquering enemy.
• t was used for propaganda purposes.
• To dampen the morale of the government forces and at the same time boost the morale of UNITA.
• Any other relevant response. (Any 2 x 2) (4)

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

• UNITA (1 x 2) (2)

2.5 2.5.1 [Interpretation and evaluation of evidence from Source 2D – L2] 

• The Battle was the last major battle in the Angolan Civil War which  had the direct involvement of foreign powers
• The direct confrontation between Cuban forces and the South  African Defence Force regiments, led to the withdrawal of foreign  forces in Angola
• The independence of Namibia was achieved through the  implementation of UN Resolution 434.
• The SADF’s military were exposed by Cuba in Cuito Cuanavale 
• Any other relevant response. (Any 2 x 2) (4)

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

• ifferent countries entered the Angolan war with different objectives  to achieve. 
• Each country or group does not want to be seen as having been  defeated.
• As part of the Cold War, the Angolan Civil War was an ideological  contestation that occurred in Africa.
• Any other relevant response. (Any 2 x 2) (4) 

2.6 [Interpretation, analysis and evaluation of evidence/information from relevant  sources – L3] 

• Foreign involvement in the civil war confirmed Angola as a site of the Cold  War (Source 2A).
• The involvement of SA, Cuba, USA, China and the USSR internationalised  the Angolan Civil War (Source 2A).
• The USA and SADF supported UNITA which became a strong fighting force  in Angola (Source 2A) 
• China sent military instructors to train FAPLA (Source 2A)
• Due to their long-standing relations with the MPLA, Cuba gave significant  support to the MPLA government (Source 2A)
• The USA gave unquestioning support to Jonas Savimbi and UNITA (Source  2B)
• As a result of the USA’s involvement the civil war was prolonged and it lead  to the defeat of the SADF.
• Cuba tilted the scale in favour of Angolan government forces (Source 2C).
• Cuba deployed hi-tech weaponry during the Battle of Cuito Cuanavale  (Source 2D)
• The SADF were embarrassed and outclassed (Source 2D) 
• The military frailties of the SADF were exposed by the Cuban regiments at Cuito Cuanavale.
• Cuito Cuanavale was the last straw for the SADF (Source 2D).
• Any other relevant response. (8)

Use the following rubric to allocate a mark. 

(8) 

[50]

QUESTION 3: CIVIL SOCIETY PROTESTS IN USA, 1950s TO 1970s 
WHY WAS THE BLACK POWER MOVEMENT FORMED IN THE UNITED STATES  OF AMERICA DURING THE 1960s? 
3.1 3.1.1 [Extraction of evidence from Source 3A – L1] 

• They are poor.
• They are black. (2 x 1) (2)

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

• Blacks must organise themselves in the black community.
• Black people must do things for themselves.
• Create black consciousness that will provide the basis for political  strength.
• Only black people must speak for black people. (Any 3 x 1) (3)

3.1.3 [Interpretation and evaluation of evidence from Source 3A – L2] 

• Africans were able run their own affairs without the involvement of  whites.
• Black people were able to show the world that they can stand on  their own. 
• It debunks the belief that without the white man blacks cannot  progress.
• Blacks in other parts of the world were encouraged to fight for  equality.
• ny other relevant response. (Any 2 x 2) (4) 

3.1.4 [Interpretation, evaluation and analysis of usefulness of evidence from  Source 3A – L3] 
USEFUL 

• The source explains the challenges that blacks faced in the USA – that they were poor and that they are black
• Provides a philosophical and political justification for the  advancement for black people
• The source appeals to black communities to fight their own battles.
• The source encourages self-determination among blacks
• Africa is seen as a shining example of how blacks can run their own  countries.
• Any other relevant response. 

NOT USEFUL 

• The source may be seen as promoting racial segregation.
• The source may lead to racial polarisation of the American society.
• Whites may all be viewed as supporting racism.
• Any other relevant response. (Any 2 x 2) (4)

3.2 3.2.1 [Explanation of a historical concept from Source 3B – L1] 

• Pride that one has of belonging to a nation and a commitment to  promote the interest of that nation.
• The Black Power Movement encouraged pride among black people.
• Any other relevant response. (1 x 2) (2) 

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

• They wanted freedom immediately. (Any 1 x 1) (1)

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

• Black people have had long been demanding freedom without success.
• Freedom will not come until blacks fought for their freedom.
• Blacks must reject white domination in all of its forms.
• Blacks must take charge of their communities and economic activities.
• Any other relevant answer. (Any 2 x 2) (4) 

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

• Blacks must fight until they attained their freedom.
• Malcolm X rejected the philosophy of non-violence.
• Blacks must protect themselves against white brutality.
• Any other relevant response. (Any 2 x 2) (4) 

3.3 [Comparing, interpreting and evaluating information from Sources 3A and 3B – L3] 

• Both sources refer to the demand for freedom for African Americans.
• Both sources encourage blacks to take responsibility for their destiny
• Both sources emphasise self-determination for blacks.
• Source 3A refers that black people being poor, this can be linked to Source  3B that talks about the need for blacks to be in charge of the economy in their  communities 
• Any other relevant response. (Any 2 x 2) (4)

3.4 3.4.1 [Extraction of information from Source 3C – L1] 

• The term ‘Negro’ is associated with the years of slavery in America.  (1 x 2) (2)

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

• It addressed their political exclusion from mainstream African life
• It promoted African identity and culture
• It demanded racial equality.
• Blacks could identify with the political ideals of the Black Power  Movement
• Any other relevant response. (Any 2 x 2) (4)

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

• Charged a higher rate for a mortgage.
• Paid less than whites, while doing the same job.
• Faced violence from whites. (Any 2 x 1) (2)

3.5 3.5.1 [Interpretation of evidence from the visual source; Source 3D – L2] 

• The militancy of the members of the party – uniform and military  pose.
• The party was armed its members with weapons that are visible
• The party was not afraid to use violence to achieve its goals.
• Any other relevant response. (2 x 2) (4)

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

•  To defend African Americans from police brutality (1 x 2) (2) 

3.6 [Interpretation, analysis and synthesis of information from relevant sources to  evaluate the extent of the success of desegregation of schools – L3] 

• Black Power Movement was formed to fight for the political, social and  economic rights of black Americans (own knowledge)
• To address the problems poverty and racism (Source 3A)
• The movement sought to highlight the need for psychological equality  (Source 3A)
• To ensure that black people developed on their own and in their  communities (Source 3A)
• To advocate that black people must do things for themselves (Source 3A)
• To adopt a new stance to fight for freedom and use violence if necessary  (Source 3B)
• Blacks were encouraged to reject white domination (Source 3B)
• Blacks to take charge of the economy in their communities (Source 3B)
• To instil pride and esteem in blacks (Source 3C) 
• To promote African culture and identity (Source 3C)
• Despite some achievements of the Civil Rights Movement, black people were  still victims of racism (Source 3C). 
• Any other relevant response. (8)

Use the following rubric to allocate a mark. 

(8) 

[50]

SECTION B: ESSAY QUESTIONS 
QUESTION 4: EXTENTION OF THE COLD WAR – CHINA 
[Plan and construct an original argument based on relevant historical evidence using  analytical and interpretative skills] 

SYNOPSIS 
The candidate should take a stance as to whether they agree or disagree with the  statement. Having taken a stance, the candidate must use relevant historical content  to support their line of argument. 

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

• Introduction: Candidates must indicate how Mao Zedong built up the Chinese  economy but at a heavy cost to China politically and socially. They must then show  whether or not China became a superpower by 1976. Do you agree or disagree 

ELABORATION 

• Rise of Mao Zedong and declaration of the Peoples’ Republic of China in 1949 ∙ First Five-Year Plan, 1953 – 1958
• Great Leap Forward, 1958: Mao’s programme of China’s hasty transition into  industrialised socialism
• Rural collectivisation – huge communes
• Private property was seized by the state and people were forced to eat in  communal dining halls. 
• Demand for increased steel production was a feature of the Great Leap Forward
• All citizens mobilised in the production of steel through the use of backyard  furnaces. This programme was a failure, producing useless steel and stripping the  countryside of fuel. 
• Failed agricultural experimentation.
• Production figures were unreliable – manipulated by officials 
• Great Chinese famine – 30 million dead (1959–1962)
• This resulted in the Great Leap Forward being a failure
• Mao eventually admitted that mistakes had been made and resigned as president  of China but kept his position as the Chairman of the Communist Party of China.
• In 1962 Mao handed over the responsibility for the economy to President Liu  Shaoqi and CCP General Secretary Deng Xiaoping, and withdrew from the  political scene.
• The Cultural Revolution was launched by Mao in 1966.
• In his view China was becoming too westernised.
• He set up the Red Guards – these were groups of young people who ideolised  Mao
• The Red Guards were told to attack anyone in authority e.g. teachers, parents,  intellectuals, scientists, etc. These people were forced to confess to be ‘working  class enemies’ or ‘capitalist raiders.’ Many were tortured and killed.
• Huge demonstrations were held in Tiananmen Square, Beijing. Posters and  pictures of Mao were put up everywhere.
• Xiaoping and Liu Shaoqi were removed from office. Liu died in prison in 1969. ∙ Closure of schools and universities for more than two years
• Industry suffered and production almost stopped by 1968, the economy was in  ruins.
• At least a million people died as a result of the Cultural Revolution. ∙ Mao ordered the Red Guards to stop their attacks in 1969 and restored law and  order. Mao announced that the Cultural Revolution was over, but it took years to  bring everything back to normal in factories, schools and farms.
• Any other relevant response. 

CONCLUSION 

• Candidates should tie up the argument with a relevant conclusion. [50]

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE  CONGO AND TANZANIA 
[Plan and construct an original argument based on relevant historical evidence using  analytical and interpretative skills.] 

SYNOPSIS 
Candidates must conduct a critical discussion on the successes and challenges that  faced Tanzania and the Congo with special reference to the political, economic,  cultural and social spheres of both countries. A proper contextualisation of the  candidate’s response is expected. The candidates must give detailed comparison of  the two countries with relevant supporting examples. The candidate may discuss both  countries under one category or separately. 

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

•  Introduction: Candidates should focus on the challenges faced by the Congo and  Tanzania after independence, with particular reference to political and economic challenges. 

ELABORATION 
The Congo – Political challenges 

•  Congo gained independence from Belgium in 1960.
• Patrice Lumumba was elected prime minister of the coalition government – very  close to Russia.
• West unhappy with Lumumba’s political posture – planned to take him down. ∙ Political instability reigned.
• Political ambitions of Kasavubu, Tshombe, Mobutu.
• USA and Belgium conspired with Kasavubu and Mobutu.
• Lumumba’s fall from power and assassination.
• Mobutu assumption of power.
• Congo under Mobutu’s dictatorship.
• Change of name to Zaire 
• Mobutu’s removal from power.
• Any other relevant response.

The Congo – Economic challenges: Zairianisation of economy 

• Replacement of foreigners with inexperienced Congo nationals
• Lack of skills led to neglect and decay of key infrastructure
• Congo has substantial natural resources – remained a poor country
• Mismanagement of the economy under Mobutu
• Corruption and theft of state resources
• One-product economy not viable 
• Government unable to service its foreign debts
• In the 1970s the inflation rate reached 100%
• Poor infrastructure 
• Development of elite classes
• Kleptocracy – government by thieves 
• Any other relevant response 

The Congo – social and cultural 

• Suits outlawed – replaced by local clothing.
• Maoist influence in dressing 
• Political instability led to poverty and low life expectancy.
• Any other relevant response 

Tanzania – political achievements and challenges 

• Nyerere believed in African socialism
• Adoption of the leadership code
• One-party state 
• Unity with Zanzibar 
• TANU adopted the Arusha Declaration in 1967 
• Adoption of ujamaa as content for Arusha Declaration ∙ African unity
• Any other relevant response 

Tanzania – economic challenges 

• Implementation of ujamaa
• Compulsory movement to ujamaa villages
• Resistance to ujamaa by the peasants 
• Concept of familyhood and communal farming. 
• Limited economic achievements 
• Constraints – failures of ujamaa and the economic impact ∙
• The impact of IMF and World Bank loans on Tanzania 
• Reliance on cash-crops and decrease in food security
• Nyerere’s admission of the failures of ujamaa.
• Any other relevant response.

Tanzania – social and cultural challenges 

• Illiteracy eradicated – improvements in education
• Schools, clinics and hospitals built
• Improved primary healthcare
• Improved life expectancy 
• Housing challenges 
• Tap provisioning water
• Africanisation 
• Any other relevant response 

CONCLUSION 

• Candidates should tie up the argument with a relevant conclusion. [50]

QUESTION 6: CIVIL SOCIETY PROTESTS IN USA, 1950s TO 1960s: THE CIVIL RIGHTS MOVEMENT 
[Plan and construct an original argument based on relevant historical evidence using  analytical and interpretative skills] 

SYNOPSIS 
Candidates must take a stance and use relevant historical evidence to support their  point of view. The various campaigns and the respective achievements should be  discussed 

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

INTRODUCTION 

• Introduction: The introduction should focus on the stance assumed and the basis  for such. The candidate must introduce the approach to be taken to maintain a line  of argument. 

ELABORATION 

• Inequalities between black and white Americans.
• The role of Martin Luther King Junior and the policy of non-violence.
• Sit-ins
• Freedom rides 
• The Birmingham Campaign, April 1963 
• March to the Lincoln Memorial in Washington, DC
• The 1964 Civil Rights Act
• The Selma-Montgomery Marches 
• Voting Rights Act, 1965 

CONCLUSION 

• Candidates should tie up the argument with a relevant conclusion that takes into  account the stance taken in the introduction. [50] 

TOTAL: 150

HISTORY
GRADE 12
PAPER 2 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 

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

QUESTIONS 

SECTION A: SOURCE-BASED QUESTIONS 
Answer at least ONE question, but not more than TWO questions, in this section.  Source material that is required to answer these questions is found in the  ADDENDUM. 
QUESTION 1: WHAT CONTRIBUTION DID STEPHEN BANTU BIKO MAKE  TO THE FREEDOM STRUGGLE IN SOUTH AFRICA IN THE  1970s? 
Study Sources 1A, 1B, 1C and 1D and answer the questions that follow.
1.1 Refer to Source 1A. 

1.1.1 Identify THREE programmes from the source that the Black  Consciousness Movement was engaged in. (3 × 1) (3) 
1.1.2 What, according to the information in the source, was the purpose of  the Black Community Programmes? (1 × 2) (2) 
1.1.3 Explain what Biko implied by the statement ‘the Black man is made  to live all the time concerned with matters of existence, concerned  with tomorrow’ in the context of the philosophy of Black  Consciousness. (2 × 2) (4) 
1.1.4 What impact did Biko expect the philosophy of Black Consciousness  to have on the Black man? (1 × 2) (2) 

1.2 Consult Source 1B. 

1.2.1 What attributes, according to Donald Woods, made Biko tough while  in detention? (3 × 1) (3) 
1.2.2 Comment on what you think Woods meant by this statement: ‘Biko  was a militant in standing up for his principles, yes, but his abiding  goal was peaceful reconciliation of all South Africans.’ (1 × 2) (2) 
1.2.3 Explain why you think Kruger denied the accusations that were  contained in the preliminary report on how Steve Biko died. (2 × 2) (4) 
1.2.4 Comment on the usefulness of the information in the source to a  historian studying about the circumstances under which Biko was  murdered. (2 × 2) (4)

1.3 Read Source 1C. 

1.3.1 Using the information in the source and your own knowledge, define  the following concepts: 

1. 1. Apartheid (1 × 2) (2) 
   2. Oppression (1 × 2) (2)

1.3.2 Explain why you think Gordimer regarded Biko as a hero. (2 × 2) (4) 
1.3.3 What attributes, according to the source, would have enabled Biko  to have made a meaningful contribution to the ‘new’ South Africa. (2 × 1) (2) 

1.4 Refer to Source 1D. What messages does the cartoon convey? (2 × 2) (4) 
1.5 Compare Sources 1C and 1D. Explain how the information in Source 1C  supports the evidence in Source 1D regarding the impact that Biko had on  South African politics. (2 × 2) (4) 
1.6 Using the information in the relevant sources and your own knowledge, write  a paragraph of about EIGHT lines (80 words) explaining the contribution that  Stephen Bantu Biko made to the freedom struggle in South Africa in the  1970s. (8)

[50]

QUESTION 2: DID THE TRUTH AND RECONCILIATION COMMISSION (TRC)  BRING ABOUT PEACE AND RECONCILATION IN SOUTH  AFRICA? 
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Read Source 2A. 

2.1.1 Identify the TWO leaders of the TRC from the source. (2 × 1) (2) 
2.1.2 According to the information in the source, what were the main tasks  of the TRC? (2 × 1) (2) 
2.1.3 Define the concept amnesty in the context of the TRC. (1 × 2) (2) 
2.1.4 Explain the usefulness of the information in the source to a historian  studying about the reasons for the formation of the TRC. (2 × 2) (4) 

2.2 Study Source 2B.  

2.2.1 Quote TWO pieces of evidence from the source that suggests  F.W. De Klerk found the TRC process flawed. (2 × 1) (2) 
2.2.2 What, according to F.W. De Klerk, were the solutions to the flaws in  the TRC? (2 × 1) (2) 
2.2.3 Why, according to the evidence in the source, did Cyril Ramaphosa  support the TRC? (1 × 1) (1) 
2.2.4 Using the information in the source and your own knowledge,  explain the different views that De Klerk and Ramaphosa had about  the TRC process. (2 × 2) (4) 

2.3 Consult Source 2C. 

2.3.1 Why, according to the source, was Stompie Sepei killed? (1 × 1) (1) 
2.3.2 Comment on why you think Mamanki appeared before the TRC. (2 × 2) (4) 
2.3.3 Explain whether the TRC was able to reveal the truth about the  circumstances around how Stompie Sepei died. (2 × 2) (4)

2.4 Use Source 2D. 

2.4.1 Quote TWO names from the poster that were identified as informers  (mpimpis). (2 × 1) (2) 
2.4.2 Comment on why you think the ANC Women’s League supported  Winnie Mandela during the TRC hearings. (2 × 2) (4) 
2.4.3 Explain in your own words the role that informers played during  South Africa’s liberation struggle. (2 × 2) (4) 

2.5 Compare Sources 2C and 2D. Explain how the information in Source 2C  supports the evidence in Source 2D regarding the death of Stompie Sepei. (2 × 2) (4) 
2.6 Using the information in the relevant sources and your own knowledge, write  a paragraph of about EIGHT lines (80 words) explaining whether the TRC  was successful in bringing about peace and reconciliation in South Africa. (8)

[50]

QUESTION 3: WHAT WAS THE IMPACT OF GLOBALISATION ON THE  ECONOMIES OF DEVELOPING COUNTRIES AFTER 1989? 
Study Sources 3A, 3B, 3C and 3D and answer the questions that follow.
3.1 Read Source 3A. 

3.1.1 Quote TWO factors from the source that exposed farmers to new  and unfamiliar conditions in their economies. (2 × 1) (2) 
3.1.2 What, according to the source, affected the way Southern African  farmers coped with climate variability? (1 × 2) (2) 
3.1.3 Using the information in the source and your own knowledge,  explain the relationship between climate change and climate  variability in the context of globalisation. (2 × 2) (4)

3.2 Consult Source 3B.  

3.2.1 Identify TWO problems, from the source, that poor small family  farmers faced. (2 × 1) (2) 
3.2.2 What message does the poster convey regarding the two women in  the field? (1 × 2) (2) 
3.2.3 Comment on why this source is not a reliable piece of historical  evidence when studying about the impact of globalisation. (2 × 2) (4) 
3.2.4 Explain how social protection would have helped poor small family  farmers to improve their living conditions. (1 × 2) (2) 

3.3 Read Source 3C. 

3.3.1 According to the information in the source, list the TWO factors that  helped the poorest countries to grow faster and reduce poverty. (2 × 1) (2) 
3.3.2 Explain how the views of Domschu and Kalytta differ regarding the  impact of globalisation. (2 × 2) (4) 
3.3.3 Using the information in the source and your own knowledge,  explain why globalisation was responsible for improved job  opportunities in Asian countries. (2 × 2) (4) 

3.4 Compare Sources 3B and 3C. Explain how the information in Source 3B  supports the evidence in Source 3C regarding the effects that globalisation  had on southern African countries. (2 × 2) (4)
3.5 Consult Source 3D. 

3.5.1 According to the information in the source, why did developing  nations complain about the conditions of their cities? (1 × 2) (2) 
3.5.2 Name the TWO fast food chains that opened stores in developing  countries. (2 × 1) (2) 
3.5.3 Explain why India was critical about McDonalds. (2 × 2) (4) 
3.5.4 According to the information in the source, explain how poverty  could be reduced through globalisation. (2 × 1) (2) 

3.6 Using the information in the relevant sources and your own knowledge, write  a paragraph of about EIGHT lines (80 words) explaining the impact that  globalisation had on the economies of developing countries after 1989. (8)

[50] 

SECTION B: ESSAY TYPE QUESTIONS 
Answer at least ONE, but not more than TWO questions from this section.

QUESTION 4: CIVIL RESISTANCE IN SOUTH AFRICA: 1970s TO 1980s 
‘The international anti-apartheid movements call for boycotts, disinvestment and  sanctions contributed significantly towards the downfall of the apartheid regime in  South Africa in the 1980s.’ 
Do you agree with the statement? Substantiate your answer with relevant historical  evidence. [50] 

QUESTION 5: THE COMING OF DEMOCRACY IN SOUTH AFRICA AND  COMING TO TERMS WITH THE PAST 
‘The release of Nelson Mandela in 1990 was a turning point in South Africa’s history.’ 
Evaluate this statement by explaining how the process of negotiations amongst the  various political role players led to the first democratic election in 1994. [50] 

QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER:  1989 TO THE PRESENT 
‘The collapse of communism and the fall of the Soviet Union paved the way for  negotiations between the ANC and the apartheid government after 1989.’ 
Critically discuss this statement by analysing the impact that the collapse of the  Soviet Union had on South Africa’s political landscape. [50] 

TOTAL: 100

HISTORY
GRADE 12
PAPER 1
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of SECTION A and SECTION B based on the  prescribed content framework in the CAPS document.
   • SECTION A: SOURCE-BASED QUESTIONS
     • QUESTION 1: THE COLD WAR: THE CUBAN MISSILE CRISIS
     • QUESTION 2: INDEPENDENT AFRICA: CASE STUDY – ANGOLA 
     • QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE  1970s – BLACK POWER MOVEMENT IN THE USA
   • SECTION B: ESSAY QUESTIONS
     • QUESTION 4: CASE STUDY – CHINA
     • QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA.
     • QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE  1970s: THE CIVIL RIGHTS MOVEMENT 
2. SECTION A consists of THREE source-based questions. Source material  that is required to answer these questions will be found in the accompanying  ADDENDUM of sources.
3. SECTION B consists of THREE essay questions.
4. Answer THREE questions as follows:
   4.1 At least ONE (1) must be a source-based question and at least ONE  (1) must be an essay question.
   4.2 The THIRD question can either be a source-based question or an  essay question. 
5. Candidates are advised to spend about an hour on each question. 
6. When candidates answer questions, they are required to demonstrate  application of knowledge, skills and insight. 
7. Merely rewriting of the sources as answers will be to the disadvantage of  candidates. 
8. Questions and subsections of questions must be numbered clearly and  correctly using the same numbering system used in the question paper. 
9. Write neatly and legibly.

QUESTIONS 

SECTION A: SOURCE-BASED QUESTIONS 
Answer at least ONE question, but not more than TWO questions from this  section. 
Source material to be used to answer these questions is contained in the  accompanying ADDENDUM. 

QUESTION 1: HOW DID THE CUBAN MISSILE CRISIS CONTRIBUTE TO  COLD WAR TENSIONS BETWEEN THE SOVIET UNION AND  THE UNITED STATES OF AMERICA IN THE 1960s? 
Study Sources 1A, 1B, 1C and 1D and answer the questions that follow.
1.1 Refer to Source 1A. 

1.1.1 According to information in the source, which country was a threat to  Cuba? (1 x 1) (1) 
1.1.2 Why did Khrushchev choose to assist Cuba? Give THREE reasons for your answer from the source. (3 x 1) (3) 
1.1.3 What, according to the information in the source, was the pre condition for the removal of missiles from Cuba by the Soviet Union?  (1 x 2) (2) 
1.1.4 Explain the concept quarantine in the context of the Cuban Missile  Crisis. (1 x 2) (2) 
1.1.5 Comment on the usefulness of the information in this source to a  historian studying the Cuban Missile Crisis. (2 x 2) (4) 

1.2 Use Source 1B. 

1.2.1 Why, according to the information in the source, was the USA  keeping a close watch of the activities that unfolded in Cuba? (1 x 2) (2) 
1.2.2 Explain why it was necessary for Kennedy to impose a quarantine on Soviet missiles that were deployed to Cuba. (2 x 2) (4) 
1.2.3 Why, in your opinion, was the USA against the installation of Soviet  missiles in Cuba? (2 x 2) (4) 
1.2.4 Comment on what you think Kennedy meant by the statement, ‘I call  upon Chairman Khrushchev … to transform the history of man.’  (2 x 2) (4)

1.3 Consult Source 1C. 

1.3.1 Explain why you think Robert Kennedy and Dobrynin decided to talk.  (2 x 2) (4)
1.3.2 Using the information in the source and your own knowledge,  explain Dobrynin’s reference to Turkey. (1 x 2) (2) 

1.4 Explain how the information in Source 1C supports the evidence in  Source 1B regarding the deployment of Soviet missiles to Cuba. (2 x 2) (4) 
1.5 Study Source 1D. 

1.5.1 Identify the two leaders that are portrayed in the cartoon. (2 x 1) (2) 
1.5.2 Explain what is implied by the words, ‘THIS HURTS ME MORE  THAN IT HURTS YOU’ in the context of the Cuban Missiles Crisis.  (2 x 2) (4) 

1.6 Using the information from the relevant sources and your own knowledge,  write a paragraph of about EIGHT lines (about 80 words) explaining how the  Cuban Missile Crisis contributed to Cold War tensions between the United  States of America and the Soviet Union in the 1960s. (8)

[50]

QUESTION 2: HOW DID FOREIGN COUNTRIES BECOME INVOLVED IN THE  ANGOLAN CIVIL WAR AFTER 1975? 
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow.
2.1 Consult Source 2A. 

2.1.1 Using the information in the source and your own knowledge define  the concept, Cold War, in the context of the Angolan Civil War.(1 x 2) (2) 
2.1.2 Quote any FOUR countries from the source that became involved in  the Angolan Civil War. (4 x 1) (4) 
2.1.3 Why, according to the information in the source, did the apartheid  government support UNITA? (1 x 2) (2) 
2.1.4 Explain why you think a number of countries became involved in the  Angolan Civil War. (2 x 2) (4) 

2.2 Refer to Source 2B. 

2.2.1 What direct support, according to the source, did the MPLA  government receive from the Soviet Union and Cuba? (2 x 1) (2) 
2.2.2 Comment on the usefulness of the information in this source to a  historian studying the roles that Cuba and the USA played in the  Angolan Civil War. (2 x 2) (4) 
2.2.3 What, according to the source, was Cuba’s pre-condition to withdraw from Angola? (1 x 2) (2) 
2.2.4 Explain why, in your opinion, Cuba decided to prescribe pre conditions before withdrawing from Angola. (2 x 2) (4)  

2.3 Explain how the information in Source 2A supports the evidence in  Source 2B, regarding the involvement of foreign powers in the Angolan  Civil War. (2 x 2) (4) 
2.4 Use Source 2C. 

2.4.1 Explain why you think this photograph was published. (2 x 2) (4) 
2.4.2 Identify the Angolan political party that published this photograph.   (1 x 2) (2)

2.5 Study Source 2D. 

2.5.1 Why was the Battle of Cuito Cuanavale regarded as a turning point in  the Angolan Civil War? (2 x 2) (4) 
2.5.2 Explain why you think there were different views as to who won the  Battle of Cuito Cuanavale. (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  countries became involved in the Angolan Civil War after 1975. (8)

[50]

QUESTION 3: WHY WAS THE BLACK POWER MOVEMENT FORMED IN THE  UNITED STATES OF AMERICA DURING THE 1960s? 
Study Sources 3A, 3B, 3C and 3D and answer the questions that follow.
3.1 Consult Source 3A. 

3.1.1 What, according to the information in the source, were the TWO basic  problems that African Americans faced? (2 x 1) (2) 
3.1.2 How should black people affirm themselves as ‘worthy’? Provide  THREE pieces of evidence from the source. (3 x 1) (3) 
3.1.3 Explain why, in your opinion, blacks were inspired by black Africans ruling their own countries. (2 x 2) (4) 
3.1.4 Comment on the usefulness of the information in this source to a  historian studying the philosophy of the Black Power. (2 x 2) (4) 

3.2 Read Source 3B. 

3.2.1 Define the concept nationalism in the context of the emergence of the  Black Power Movement. (1 x 2) (2) 
3.2.2 What, according to the information in the source, was the basic  demand of black people living in the USA? (1 x 1) (1) 
3.2.3 Using the information in the source and your own knowledge, explain  the message that Malcolm X communicated to African Americans.  (2 x 2) (4) 
3.2.4 Explain what you think was implied by the statement, ‘We’ve got to  fight until we overcome’, in the context of the strategies that were used  by the Black Power Movement. (2 x 2) (4) 

3.3 Explain how the information in Source 3B supports the evidence in Source 3A regarding the philosophy of the Black Power Movement. (2 x 2) (4) 
3.4 Refer to Source 3C. 

3.4.1 Why, according to the information in the source, was the term ‘Negro’  replaced with ‘black’? (1 x 2) (2) 
3.4.2 Explain why, in your opinion, the philosophy of Black Power appealed to many African Americans. (2 x 2) (4) 
3.4.3 Mention TWO pieces of evidence from the source that show that  African Americans were still victims of racism. (2 x 1) (2)

3.5 Use Source 3D. 

3.5.1 Explain the messages that are conveyed in this photograph. (2 x 2) (4)
3.5.2 Why do you think the Black Panther Party was established? (1 x 2) (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 why the Black  Power Movement was formed in the United States of America during the 1960s. (8)

[50]

SECTION B: ESSAY QUESTIONS 
Answer at least ONE question, but not more than TWO questions from this  section. 

QUESTION 4: CASE STUDY – CHINA 
By the late 1960s the Chinese Communist Party (CCP) realised that Mao  Zedong’s policies of the Great Leap Forward and the Cultural Revolution were a  big mistake. 
Do you agree with this statement? Support your line of argument with relevant  evidence. [50] 

QUESTION 5: INDEPENDENT AFRICA: CASE STUDY – THE CONGO 
Critically discuss the political, economic, social and cultural successes and  challenges the Congo and Tanzania experienced after they attained independence from colonial rule. [50] 

QUESTION 6: CIVIL SOCIETY PROTESTS IN THE 1950s TO THE 1960s: THE  CIVIL RIGHTS MOVEMENT 
Explain to what extent the various forms of civil society protests were successful in  ensuring that African Americans attained equality and fairness in the United States  of America in the 1960s. [50] 

TOTAL: 150

ECONOMICS
GRADE 12
PAPER 1
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 

1. Answer FOUR questions as follows in the ANSWER BOOK: 
   • SECTION A: COMPULSORY 
   • SECTION B: Answer TWO of the three questions.
   • SECTION C: Answer ONE of the two questions. 
2. Number the answers correctly according to the numbering system used in  this question paper. 
3. Write the number of the question above each answer. 
4.  Read the questions carefully and start each question on a NEW page.
5. Leave 2–3 lines between subsections of questions. 
6. Answer the questions in full sentences and ensure that the format, content  and context of your responses comply with the cognitive requirements of  the questions. 
7. Answer only the required number of questions. Answers in excess of the  required number will NOT be marked. 
8. Use only black or blue ink. 
9. Non-programmable pocket calculators may be used.
10. Write neatly and legibly.

QUESTIONS 

SECTION A (COMPULSORY) 
QUESTION 1 30 MARKS – 20 MINUTES 
1.1 Various options are provided as possible answers to the following questions.  Choose the correct answer and write only the letter (A–C) next to the question  number (1.1.1–1.1.8) in the ANSWER BOOK, for example 1.1.9 A. 
1.1.1 Money withdrawn from the circular flow is called ...  

1. money flow.
2. injections.
3. leakages.
4. deposits. 

1.1.2 Aggregate supply can be stimulated through a government policy of …  

1. lowering the productivity of the factors of production.
2. reducing production cost.
3. limiting the efficiency of inputs. 
4. limit the efficiency of markets. 

1.1.3 A reason for the existence of a public sector is to …  

1. provide merit goods.
2. determine the prices of consumer goods.
3. provide private goods
4. leave the management of the economy to the private sector. 

1.1.4 An official ban on trade or other activities with a particular country is  known as …  

1. sanctions.
2. disinvestment.
3. withdrawal.
4. an embargo. 

1.1.5 An argument in favour of the protection of local industries is …  

1. the prevention of dumping.
2. few jobs opportunities are created.
3. unstable wage levels are experienced.
4. less revenue to government. 

1.1.6 Taxes used to finance development expenditure, to benefit the poor is  called ... 

1. cash benefits.
2. progressive personal income.
3. benefits in kind. 
4. wealth.

1.1.7 The key rate of interest in South Africa is the … 

1. exchange rate.
2. zero rate.
3. repo rate.
4. inflation rate. 

1.1.8 With globalisation countries become economically more … 

1. isolated. 
2. interdependent.
3. independent. 
4. ineffective. (8 x 2) (16) 

1.2 Choose a description from COLUMN B that matches an item in  COLUMN A. Write only the letter (A–I) next to the question number  (1.2.1–1.2.8) in the ANSWER BOOK, for example 1.2.9 K. 

(8 x 1) (8)
1.3 Identify the concept described in each of the following statements. Write  only the term next to the question number (1.3.1–1.3.6) in the ANSWER  BOOK. 

1.3.1 Value of all spending by household on goods and services 
1.3.2 Factors that originate outside the market system. 
1.3.3 The rate at which a currency can be exchanged for another 
1.3.4 The track of land that forms a passageway allowing access  from one area to another 
1.3.5 A deliberate decrease in the value of a country’s currency  
1.3.6 The policy implemented in 1994 in S.A to redress the inequality  of the past. (6 x 1) (6) 

TOTAL SECTION A: 30

SECTION B 
Answer TWO of the three questions from this section in the ANSWER BOOK.
QUESTION 2: MACROECONOMICS 40 MARKS – 30 MINUTES 2.1
Answer the following questions: 
2.1.1 Name the TWO periods in a business cycle. (2 x 1) (2) 
2.1.2 What is the impact of the multiplier, if the equilibrium income  increases by more than the increase in initial expenditure?  (1 x 2) (2) 
2.2 Study the table below and answer the questions that follow. 

[Source: Quarterly Bulletin, March 2017] 

2.2.1 Which source was used to compile the data in the above table? (1) 
2.2.2 Which year is currently used as the base year by the Reserve  Bank? (1) 
2.2.3 Briefly explain the difference between nominal GDP and real  GDP. (2 x 2) (4) 
2.2.4 Calculate the deflator for 2016. Show all your calculations. (4)

2.3 Study the graph below and answer the questions that follow.  
 

2.3.1 At which point will the government maximise revenue? (1)
2.3.2 What curve is depicted above? (1)
2.3.3 What effect will point C have on government revenue? (2)
2.3.4 What are the dangers of high personal income tax rates? (2) 
2.3.5 How can the South African government avoid public-sector  failure? (2 x 2) (4) 

2.4 Briefly explain how a deficit on a balance of payment will automatically be  corrected under a free floating exchange rate system. (4 x 2) (8) 
2.5 How does the entry of domestic businesses into foreign markets benefit  South Africa? (4 x 2) (8) \

[40] 

QUESTION 3: MACROECONOMICS 40 MARKS – 30 MINUTES
3.1 Answer the following questions. 

3.1.1 Name TWO instruments that the SARB can use to influence the  economy. (2 x 1) (2) 
3.1.2 What effects will a huge increase in electricity costs have on  smaller businesses in South Africa? (1 x 2) (2) 

3.2 Study the following extract below and answer the questions that follow. 

3.2.1 What does the abbreviation IPAP stand for? (1)
3.2.2 Name ONE focus area of this policy for 2017/18. (1)
3.2.3 Explain ONE reason for industrial development. (2) 
3.2.4 How successful is industrial development policies in South  Africa? (2) 
3.2.5 What impact might IPAP have on industrial development in the  private sector of South Africa? (2 x 2) (4)

3.3 Study the table below and answer the questions that follow. 

[Source: http: Wikipedia.Org.,January 2014] 

3.3.1 Name the method used to measure the economic  development of a country. (1) 
3.3.2 Which country has the highest HDI according to the table  above? (1) 
3.3.3 Explain the term human development. (2) 
3.3.4 Why is South Africa’s economic development under performing? (2) 
3.3.5 How can the South African government help to improve  economic development? (2 x 2) (4) 

3.4 Compare the standard of living between the North-South countries.  (2 x 4) (8) 
3.5 How successful is Black Economic Empowerment in the South African  economy? (8)

[40]

QUESTION 4: MACROECONOMICS AND ECONOMIC PURSUITS   40 MARKS – 30 MINUTES 
4.1 Answer the following questions. 

4.1.1 List TWO problems of public sector provisioning. (2 x 1) (2) 
4.1.2 How does economic growth relate to economic development?  (1 x 2) (2) 

4.2 Study the graph below and answer the questions that follow. 

4.2.1 What international trade policy is reflected in the graph above? (1) 
4.2.2 What happens to the supply when the country engages in free  trade? (1) 
4.2.3 Describe the term free trade. (2) 
4.2.4 Explain why trade protocols are necessary for the economy. (2) 
4.2.5 How does the society experience an increase in welfare  through free trade? (2 x 2) (4)

4.3 Study the extract below and answer the questions that follow. 

4.3.1 What economic problem is illustrated in the picture above? (1)
4.3.2 How might inflation affect the consumer’s buying power? (1)
4.3.3 Briefly describe the term inflation. (2)
4.3.4 How would an investor be influenced by inflation? (2) 
4.3.5 Why is important for the South African government to monitor  the performance of the economy? (2 x 2) (4) 

4.4 Briefly explain the critical infrastructure and skill support programme as  the incentives used by S.A. government, to improve industrial  development. (2 x 4) (8) 
4.5 How can climate changes influence international trade? (8)

[40] 
TOTAL SECTION B: 80

SECTION C 
Answer ONE of the two questions from this section in the ANSWER BOOK. 

QUESTION 5: MACROECONOMICS 40 MARKS – 40 MINUTES 
The business cycle plays a key role in enabling economists to make educated  guesses about the future growth of the economy.  

• Discuss indicators as features underpinning forecasting business cycles. (26 marks) 
• Why is it important that the Reserve Bank maintains price stability in the South  African economy? (10 marks)

[40] 

QUESTION 6: ECONOMIC PURSUITS 40 MARKS – 40 MINUTES 
Many people are interested in the performance of an economy, such as ordinary  citizens, businesses, investors and the government  

• Discuss the following social indicators:
  • Nutrition and health (16 marks) 
  • Demographics (10 marks) (26 marks)
• How can economic development be improved through the use of these social  indicators? (10 marks)

[40] 
TOTAL SECTION C: 40 
GRAND TOTAL: 150

ECONOMICS
GRADE 12
PAPER 2 
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2017

INSTRUCTIONS AND INFORMATION 

1. Answer FOUR questions as follows in the ANSWER BOOK: 
   • SECTION A: COMPULSORY
   • SECTION B: Answer TWO of the three questions.
   • SECTION C: Answer ONE of the two questions. 
2. Number the answers correctly according to the numbering system used in  this question paper. 
3. Write the number of the question above each answer. 
4. Read the questions carefully and start each question on a NEW page.
5. Leave 2–3 lines between subsections of questions. 
6. Answer the questions in full sentences and ensure that the format, content  and context of your responses comply with the cognitive requirements of the  questions. 
7. Answer only the required number of questions. Answers in excess of the  required number will NOT be marked. 
8. Use only black or blue ink. 
9. A non-programmable pocket calculator may be used. 
10. Write neatly and legibly.

QUESTIONS 

SECTION A (COMPULSORY) 
QUESTION 1 30 MARKS – 20 MINUTES 
1.1 Various options are provided a possible answers to the following questions.  Write down the question number (1.1.1–1.1.8), choose the correct answer and  make a cross over the letter (A–D) of your choice in the ANSWER BOOK.  
1.1.1 With cost-benefit analysis a project will be accepted when … 

1. social costs exceed social benefits.
2. private benefit exceeds private cost.
3. private costs exceed private benefit.
4. social benefits exceed social costs. 

1.1.2 Actual expenditure of a business on inputs required for production is  called … costs.  

1. implicit
2. explicit
3. total
4. average 

1.1.3 Minimum returns required by the owners of a firm can be referred to as  an/a … profit. 

1. pure 
2. economic 
3. supernormal
4. normal  

1.1.4 When average revenue is lower than average cost, the firm is … 

1. suffering an economic loss.
2. making a normal loss.
3. reaching break-even point.
4. receiving excessive revenue. 

1.1.5 Foreign tourists visiting South Africa are also called … tourists. 

1. domestic
2. outbound 
3. inbound
4. local

1.1.6 Headline inflation is also known as …inflation. 

1. adjusted core 
2. unadjusted CPI 
3. core 
4. PPI  

1.1.7 Stagflation is associated with ... 

1. high unemployment, high growth and low inflation.
2. low prices, high unemployment and high growth.
3. low growth, high unemployment and high inflation.
4. high growth, low unemployment and low inflation. 

1.1.8 The market mechanism usually fails to … pollution. 

1. reduce
2. control
3. eradicate
4. correct (8 × 2) (16) 

1.2 Choose a description from COLUMN B that matches an item in COLUMN A.  Write only the letter (A–I) next to the question number (1.2.1–1.2.8) in the  ANSWER BOOK. 

1.3 Give the correct concept for each of the following descriptions. 

1.3.1 A legally established price floor on wages that is determined by the  government 
1.3.2 The variety of plant and animal life in a particular habitat 
1.3.3 Carbon dioxide (CO2) gas that is released into the atmosphere due to  different economic activities 
1.3.4 An arrangement that occurs when sellers enter into an agreement to  limit competition 
1.3.5 Prices that are set by government or controlled by government through  appointed authorities 
1.3.6 Firms that have no influence on price (6 × 1) (6)

[30] 
TOTAL SECTION A: 30

SECTION B 
Answer any TWO of the three questions from this section in your ANSWER BOOK.
QUESTION 2: MICRO ECONOMICS 40 MARKS – 30 MINUTES
2.1 Answer the following questions. 

2.1.1 Name any TWO characteristics of oligopolistic markets. (2 × 1) (2) 
2.1.2 Why is it only possible in the long run to vary all factors of production?  (1 × 2) (2) 

2.2 Study the graph below and answer questions that follow. 

2.2.1 Which market structure is depicted in the graph above? (1)
2.2.2 Identify profit maximisation point in the above graph. (1)
2.2.3 Briefly describe the demand curve in the graph above. (2)
2.2.4 Briefly explain the output level of a perfect competitor. (2) 
2.2.5 Calculate the profit/loss of the individual firm above. Show ALL  calculations. (4)

2.3 Read the extract below and answer the questions that follow. 

2.3.1 What is the official unemployment rate in South Africa? (1)
2.3.2 Identify a reason for market failure mentioned in the extract above. (1) 
2.3.3 Explain why more labourers are being excluded from the labour  market. (2 × 2) (4) 
2.3.4 How can the market failure mentioned in the extract above be  resolved? (2 × 2) (4) 

2.4 Explain free competition and nature of the product as characteristics of perfect  markets. (2 × 4) (8) 
2.5 With the aid of a diagram explain why oligopolists are reluctant to participate in  price competition. (8)

[40]

QUESTION 3: CONTEMPORARY ECONOMIC ISSUES                40 MARKS – 30 MINUTES 
3.1 Answer the following questions. 

3.1.1 Name TWO positive effects that tourism will have on our economy. (2 × 1) (2) 
3.1.2 How does air pollution effect the environment? (1 × 2) (2)

3.2 Study the information below and answer questions that follow. 

3.2.1 What type of tourism is portrayed in the picture above? (1)
3.2.2 At what rate is cultural tourism growing worldwide? (1)
3.2.3 Briefly describe the term Indigenous Knowledge Systems. (2)
3.2.4 Explain ONE reason for growth in the tourism industry. (2) 
3.2.5 How can South Africa use its world heritage sites more effectively to  promote tourism? (2 × 2) (4)

3.3 Study the information below and answer questions that follow. 

3.3.1 Who is the number one enemy for our economy depicted in the  cartoon above? (1) 
3.3.2 What happens to the economy according to the cartoon above? (1)
3.3.3 Briefly describe the term hyperinflation? (2)
3.3.4 How can taxation be used to reduce inflation? (2)
3.3.5 What is the relation between inflation and wage demands? (2 × 2) (4) 

3.4 Discuss income and infrastructure as benefits of tourism to households.  (2 × 4) (8) 
3.5 What role does South Africa play in alleviating the negative effects of global  warming? (8)

[40]

QUESTION 4 MICROECONOMICS AND CONTEMPORARY ECONOMIC  ISSUES 40 MARKS – 30 MINUTES 
4.1 Answer the following questions. 

4.1.1 Name TWO examples of renewable resources. (2 × 1) (2)
4.1.2 What is the purpose of inflation targeting? (1 × 2) (2)

4.2 Study the extract below and answer the questions that follow. 

4.2.1 Which serious problem is currently experienced in the Eastern Cape? (1)
4.2.2 Why is food security threatened in the country? (1) 
4.2.3 How can the public sector use education to ensure environmental  sustainability? (2 × 2) (4) 
4.2.4 What can the government do to solve the water crisis in the country? (2 × 2) (4)

4.3 Study the extract below and answer questions that follow. 

4.3.1 Who was the first economist to identify monopolistic competition? (1)
4.3.2 Give an example of a business operating in a monopolistic market. (1) 
4.3.3 Briefly describe the hybrid structure as a feature of monopolistic  competition. (2 × 2) (4) 
4.3.4 How can restaurants use differentiated strategies to attract more  customers? (2 × 2) (4) 

4.4 Explain externalities as a cause of market failures without a graph. (4 × 2) (8) 
4.5 How has the implementation of minimum wages benefited workers in South  Africa? (8)

[40] 
TOTAL SECTION B: 80

SECTION C 
Answer ONE of the two questions from this section in the ANSWER BOOK. 

 QUESTION 5: MICROECONOMICS 40 MARKS – 40 MINUTES 
A monopoly is one of the extreme ends of our market structures and is an integral part  of our economy. 

• Examine the characteristics of a monopoly as a market structure. (26)
• Why, in your opinion, is a monopoly an undesirable type of market structure? (10) 

QUESTION 6: CONTEMPORARY ECONOMIC ISSUE       40 MARKS – 40 MINUTES 
In today’s declining economic climate, all the sectors of the economy are adversely  affected by the negative effects of inflation. 

• Analyse the causes of cost push inflation. (26)
• What impact does inflation have on the households? (10) 

TOTAL SECTION C: 40 
GRAND TOTAL: 150