SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS
|TABLE OF CONTENTS||PAGE|
|2.||Aims and Objectives of School-based Assessment||3|
|3.||Assessment Tasks as outlined in the CAPS||4|
|4.||Guidelines for School-based Assessment||5|
Assessment is a continuous, planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. School-Based Assessment (SBA) is a purposive collection of learners’ work that tells the story of their efforts, progress or achievement in a given area. The quality of SBA tasks is integral to learners’ preparation for the final examinations.
This booklet serves as a resource of exemplar SBA tasks for learners who study History. SBA marks are formally recorded for progression and certification purposes. The SBA component is compulsory for all learners. Learners who cannot comply with the requirements specified according to the policy may not be eligible to enter for the subject in the final National Senior Certificate (NSC) examination.
This publication comprises of several tasks that address the demands of the Grade 12 History curriculum. It is expected that this booklet will serve as a valuable resource for Grade 12 History learners. It provides useful information which will assist you in your preparation for the NSC examinations in History.
2. AIMS AND OBJECTIVES OF SCHOOL-BASED ASSESSMENT
The aim of this resource booklet is to assist you in your preparation for the Grade 12 examination from 2014 onwards. It contains crucial information on how to work with the prescribed content as contained in the Curriculum and Assessment Policy Statement (CAPS).
The booklet contains information on how to undertake a research assignment, work with sources and write a coherent essay. A step-by-step approach on how to undertake a research assignment is given. The Research Assignment forms a significant part of your SBA mark for History. Hence, you are encouraged to use these guidelines when preparing to submit your assignments for final assessment. In addition, exemplars of source
based questions and essays are also provided. It outlines clearly the format, style and cognitive levels of questions which learners will be required to answer in their SBA tasks in Grade 12 History.
Our objective is to help learners succeed in Grade 12 History. Therefore, you are encouraged to use this resource booklet to sharpen your skills in History in order to achieve a good mark.
3. ASSESSMENT TASKS AS OUTLINED IN THE CAPS
The final Grade 12 mark is calculated from the National Senior Certificate (NSC) examination that learners will write (out of 300 marks) plus school-based assessment (out of 100 marks). The curriculum policy document stipulates SEVEN formal tasks that comprise school-based assessment in History. The table below outlines the programme of assessment that needs to be completed in your Grade 12 year.
|Term 1||Term 2||Term 3||Term 4|
|3 tasks||2 tasks||2 tasks|
| || || || |
|25% of total year mark = 100 marks||75% of total year mark = 300 marks|
4. GUIDELINES FOR SCHOOL-BASED ASSESSMENT
4.1 RESEARCH ASSIGNMENT: Grade 12
To ensure that there is compliance with the requirements of SBA in History, an example of how to undertake research is given below.
The research assignment in Grade 12 accounts for 20% of the total school-based assessment (SBA). It is, therefore, essential that this be a significant piece of work. This assignment offers learners the opportunity to demonstrate their skills, knowledge and understanding of History which they have acquired during the course of the FET phase.
The research assignment can be written on any section of the Grade 12 curriculum. There are, however, two sections in the curriculum, which are not formally examined in the final Grade 12 examination:
- An overview of civil society protests
- Remembering the past: Memorials
It is recommended that one of these topics be investigated as a research project.
Some points to consider when planning a research assignment:
- The choice of research topic needs to be made, taking into consideration the context of your school and the available resources to which learners have access.
- This assignment provides learners with an opportunity to embark on a process of historical enquiry. Conducting original research involves the collection, analysis, organization and evaluation of information, and the construction of knowledge.
- Clear, written instructions with due dates and the assessment criteria must be given to learners at the beginning of the school year to allow adequate time for the preparation and completion of the assignment.
- The progress of learners, with regard to the research assignment, must be monitored on an on-going basis.
- It is essential that learners submit original work. To reduce the likelihood of plagiarism, the key question or research topic should be changed every year.
Learners are expected to fulfil the following requirements in their research assignment:
- Analyse and answer the key question.
- Identify a variety of relevant source materials to help answer the key question.
- Select relevant examples from the source material which can be used to substantiate the line of argument.
- Organise relevant information in order to write a coherent and logical answer to the key question.
- Write an original piece of work, using your own words.
- Correctly contextualize all sources, including Illustrations and maps, which have been included.
- Reflect upon the process of research and consider what has been learnt.
- Include a bibliography of all the resources which have been consulted in the course of researching and writing the assignment.
Some suggestions of what can be done with the research assignments when they are completed:
- The research assignments should be displayed at your school, community hall or local library. Exhibiting the learners’ work is very important. It gives learners a sense of purpose and shows them that their ideas and efforts are of value to their school and community.
- Learners could give an oral presentation of their research projects to the class, grade, school or local community. This gives learners the opportunity to speak about their research and share their ‘new-found’ knowledge.
- Organize a class debate on the key question.
- Hold a History evening at which learners could be given an opportunity to present their work to friends, family and members of the community. Further, this will be an ideal platform to showcase the work of the school’s History department in an endeavour to promote the subject History at the FET level.
|STRUCTURE OF A RESEARCH ASSIGNMENT||SUGGESTIOND ON HOW TO CARRY OUT YOUR RESEARCH|
| Hint 1 |
Before you start your research
|Cover Page|| |
(Write approximately ½ - 1 page)
| Background |
(Write approximately 1 - 2 page)
| Hint 2 : |
During the research process
| Body of Essay |
(Write approximately 2-3 pages)
(Write approximately ½–page)
(Write approximately ½–1 page)
|Hint 3: |
Before you submit your research assignment
ANNEXURE A: EXAMPLE OF A COVER PAGE FOR A RESEARCH ASSIGNMENT:
|GRADE 12 RESEARCH ASSIGNMENT: HISTORY|
|NAME OF SCHOOL|
|NAME OF LEARNER|
STATEMENT OF AUTHENTICITY:
I hereby declare that ALL pieces of writing contained in this research assignment, are my own original work and that if I made use of any source, I have duly acknowledged it.
ANNEXURE B: AN EXAMPLE OF A MONITORING LOG
|January||Commencement||Learners are given the instructions, guidelines and key question for the research assignment.|
ANNEXURE C: LIST OF SUGGESTED RESOURCES WITH A SYNOPSIS (IN ITALICS)
Berger, I., Threads of solidarity: Women in South African industry, (Indiana University Press, 1991).
This book details women’s changing place in formal and casual work. It explores the relationship between women across the colour lines as workers and members of trade unions.
Bernstein, H., For their triumphs and for their tears. Women in Apartheid South Africa. (IDAF, 1985).
This booklet gives a great deal of very useful information about how women lived, worked, struggled and survived in apartheid South Africa.
Bozzoli, B. with Nkotsoe, M., Women of Phokeng (Ravan Press, 1991).
This book traces the life histories and experiences of 22 black women from the small town of Phokeng.
Cock, J., Colonels and cadres. War and gender in South Africa, (OUP, 1991).
This book contains interviews with women who served in both the SADF and MK and analyses their experiences.
Cock, J., Maids and madams. A study in the politics of exploitation, (Ravan Press, 1989).
An investigation into experiences of women domestic workers during apartheid.
Du Preez Bezdrob, A.M. Winnie Mandela a life. (Paarl: Paarl Printers. 2003).
Gordon, S., A talent for tomorrow. Life stories of South African servants (Ravan Press, 1985).
A book that contains the life stories of 23 people, most of whom are women, who worked as domestic labourers under apartheid.
Human, M.; Mutloatse, M. & Masiza, J. The Women’s Freedom March of 1956. (Pan McMillan (Pty Ltd), 2006).
Luthuli, A., Let my people go, The Autobiography of Albert Luthuli. (Paarl Printers, 2006).
Mashinini, E., Strikes have followed me all my life (The Women’s Press, 1989).
The autobiography of Emma Mashinini who was secretary of one of South Africa’s biggest black Trade Unions, the CCAWUSA (the Shop and Distributive Workers’ Union).
Naidoo, P., Footprints in Grey Street. (Ocean Jetty Publishing, 2002).
Platzky, L. & Walker, C., The surplus people. Forced removal in South Africa (Ravan Press, 1985).
The creation of racially separate areas was the cornerstone of apartheid policy. The majority of people who were forcibly removed in order to create this artificial separation were women and children. This book documents their experiences and their struggle to survive.
Vahed, G. & Waetjen,T., Gender modernity and Indian delights. The Women’s Cultural Group of Durban 1954- 2010 (HSRC, 2010).
Part social history part biography, this book shows how the women in the Durban Cultural Group creating an identity for themselves in the context of apartheid.
Walker, C., Women and gender in Southern Africa to 1945. (New Africa Books, 1990). Gives valuable background information about the experience of women in South Africa. It sets the scene for a discussion of the 1950s–1970s.
Walker, C., Women and resistance in South Africa. (Onyx Press, 1991).
This remains the most detailed historical account of women’s resistance during apartheid. Walker has chapters on the Federation of South African Women, Anti-Pass protests, the Women’s Charter of 1954, among others.
South African History Online, ‘For freedom and equality’, Celebrating women in South African history (DBE, no date).
This booklet contains information about women’s involvement in the liberation struggle. There are a number of biographical profiles of great South African women. It can be downloaded from the South African History Online website at: http://www.sahistory.org.za/aids-resources/freedom-and-equality-celebrating-women-south-african history-booklet
Malibongwe Igama Lamakhosikama. Praise be to women. Remembering the role of women in South Africa through dialogue (Nelson Mandela Foundation, 2007).
The text in this booklet is the edited version of the Malibingwe Dialogue which took place on 30 May 2007 at the Nelson Mandela Foundation.
It can be downloaded from the following website: http://www.nelsonmandela.org/uploads/files/Malibongwe_WEB.pdf
Full digital texts of the Black Sash publication Sash is available from 1960-1990.
South African History Online. This site has a wide range of information about women’s struggles in South Africa 1900-1994.
This site, maintained by the ANC, has documents concerning women in the liberation struggle
There is a saying in Mozambique that ‘our old people are our libraries’. If you are living in an area where it is difficult to access the Internet, or do not have a local library, then remember that the people living in your community have a wealth of information in their memories. You may consider conducting interviews with women and men in your community and recording their stories as evidence to answer your key question.
ANNEXURE D: EXAMPLE OF A TEMPLATE FOR NOTE-TAKING DURING RESEARCH
FULL REFERENCE OF RESOURCE
EVIDENCE (This could be used to support your argument)
‘During the 1980s hundreds of thousands of black women were forced to move and were dumped in remote rural areas called Bantustans or ‘homelands’: These forced removals mainly affected women’ (p 23). This extract could be used as evidence that women’s role in the struggle against apartheid was different to men’s role.
ANNEXURE E: GUIDELINES ON HOW TO WRITE A BIBLIOGRAPHY
- For a book:
Author (last name, initials). Title of book (Publishers, Date of publication).
Dahl, R. The BFG. (Farrar, Straus & Giroux, 1982).
- For an encyclopaedia:
Encyclopaedia Title, Edition Date. Volume Number, ‘Article Title’, page numbers.
Encyclopaedia Britannica. 1997. Volume 7, ‘Gorillas’, pp. 50-51.
- For a magazine:
Author (last name first), ‘Article Title’. Name of magazine. Volume number, (Date): page numbers.
Jordan, Jennifer, ‘Filming at the top of the World’. Museum of Science Magazine. Volume 47, No 1, (Winter 1998): p 11.
- For a newspaper:
Author (last name first), ‘Article Title’. Name of Newspaper. City, state publication. (Date): edition if available, section, page number(s).
Powers, Ann, ‘New Tune for the Material Girl’. The New York Times. New York, NY. (3/1/98): Atlantic Region, Section 2, p 34.
- For a person:
Full name (last name first). Occupation, date of interview.
Smeckleburg, Sweets. Bus Driver. 1 April 1996.
- For a film:
Title, Director, Distributor, Year.
Braveheart, Director Mel Gibson, Icon Productions, 1995.
4.2 SOURCE- BASED QUESTIONS
WHY DID SOUTH AFRICA BECOME INVOLVED IN THE ANGOLAN CIVIL WAR IN THE 1980s?
The following extract was written by Joseph Hanlon, a journalist, in the mid-1980s. It describes why South Africa became involved in the Angolan civil war and eventually decided to retreat.
[From: Beggar Your Neighbours: Apartheid Power in Southern Africa by J Hanlon]
The following is a cartoon by British cartoonist, Leslie Gilbert. It depicts the Soviet Union as Santa Claus on his sleigh, delivering presents in the form of weapons to the MPLA which were used in the civil war against UNITA and the FNLA. The cartoon was entitled ‘Slay Bells’. ‘Slay’ means to kill.
This is part of an interview that was conducted with the former South African Prime Minister, BJ Vorster, by Clarence Rhodes of UPITN-TV (United Press International Television News) on 13 February 1976.
Rhodes: President Kaunda of Zambia described the Soviet and the Cuban intervention in Angola. I think the quote is ‘a plundering (thieving) tiger and its deadly cub’. … Would you say that this then poses a bigger threat than the emergence of yet another independent black African nation on South African borders?
[Internet site: http://www.sahistory.org.za/archive/interview-south-african-prime-minister-mr-b-j-vorster-mr-clarence rhodes-upitn-tv-13-february. Accessed on 13 May 2013.
The following is a transcript of a news bulletin that was presented by the South African Broadcasting Corporation (SABC) on 10 August 1982.
Good evening. Another 113 SWAPO terrorists have been killed in continuing Security Force operations aimed at SWAPO bases in southern Angola. The Prime Minister and Minister of Defence have expressed the gov ernment’s sympathy with families of the fifteen South African airmen and soldiers killed. They said events like this shook the people of South Africa, but comfort could be drawn from the fact that the deaths were incurred maintaining civilisation. They sacrificed their lives in the preservation of the norms and values of a Christian community. In the modern world, the barbarian* at the gates is the terrorist**…
[From: South Africa: A Different Kind of War by J Frederikse]
*Barbarian: a negative word used by the apartheid regime to refer to activists from the liberation movements which operated in exile.
** Terrorist: a word used by the apartheid regime to refer to freedom fighters.
HOW SUCCESSFUL WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) IN HEALING OUR PAST?
This is a photograph of the first Truth and Reconciliation Commission hearing that took place in East London on 15 April 1996.
[Internet site: http://qu301southafrica.com/tag/reconu. Accessed on 3 May 2013]
The following extract focuses on the assassination of anti-apartheid activist and attorney, Griffiths Mxenge, on 20 November 1981.
On 20 November 1981, Mr Griffiths Mxenge was found dead in a cycling stadium at Umlazi. Three Vlakplaas operatives namely, Commander Dirk Coetzee and askaris (spy/sell-out) Almond Nofemela and David Tshikilange were charged and convicted of the killing. Coetzee, Nofemela and Tshikilange applied for amnesty for Mxenge’s killing.
[Internet site: www.justice.gov.za/trc/report/. Accessed on 3 May 2013]
The following statement was issued by the Amnesty Committee of the TRC. It focuses on the reasons for the granting of amnesty to Dirk Coetzee, Almond Nofemela and David Tshikilange for the murder of Griffiths Mxenge.
The Amnesty Committee of the Truth and Reconciliation Commission today granted amnesty to Dirk Coetzee, David Tshikalange and Butana Almond Nofomela in respect of the murder of Durban attorney, Mr Griffiths Mxenge, in November 1981.
[Internet site: www.info.gov.za/speeches/1997/08050w13297.html. Accessed on 3 May 2013]
The following report by the South African Press Association (SAPA) outlines the reasons for the Mxenge family’s opposition to the process of amnesty.
DURBAN 5 November 1996 — SAPA
The family of slain human-rights lawyer, Griffiths Mxenge, on Tuesday said the granting of amnesty to former policeman Dirk Coetzee, who has confessed to ordering Mxenge’s murder, would be a travesty (mockery) of justice ...
[Internet site: www.justice.gov.za/trc/media/1996/9611/s961105h.html. Accessed on 3 May 2013]
The following is part of an interview that Shaun de Waal, reporter from the Mail and Guardian, conducted with Mahmood Mamdani about South Africa’s TRC process. Mamdani is an African academic and current director of the Makerere Institute of Social Research.
|Shaun de Waal: So you’re saying the TRC was the performative extension of the settlement reached at Codesa and, for all that, it did help to produce a political solution ... |
Mamdani: … Yet the TRC defined victims as though no apartheid had ever existed – simply as individuals whose bodily integrity had been violated. That is to put apartheid on the same plane as any dictatorship anywhere in the world. But apartheid affected the entire society, not just isolated individuals. Its cutting edge was legislation that defined the whole population into groups it called races, then it passed laws that enabled a minority and disabled the majority ...
[From: Mail and Guardian, 3–9 May 2013
WHAT IMPACT DID GLOBALISATION HAVE ON THE NEW WORLD ORDER?
The following extract focuses on the phenomenon of globalisation.
Globalisation is the system of interaction among the countries of the world in order to develop the global economy. Globalisation refers to the integration of economics and societies all over the world. Globalisation involves technological, economic, political, and cultural exchanges made possible largely by advances in communication, transportation and infrastructure.
[Internet site: http://hubpages.com/hub/Definition-of-Globalization. Accessed 3 May 2013]
The following source is a diagrammatic representation of the different features of globalisation.
The following article by the World Economic Forum Survey focuses on how people from 25 countries viewed globalisation.
People around the world increasingly favour globalisation but worry about jobs, poverty and environment
The largest-ever public opinion poll on globalisation, covering countries with 67 per cent of the world’s population, shows that people increasingly favour economic globalisation, but they have high expectations in some areas that will be difficult to satisfy. Citizens also have concerns about what they see as the damaging impacts of globalisation.
The World Economic Forum poll involved 25 000 in-person or telephone interviews across mainly ‘Group of 20’ countries and was conducted between October and December 2001 ... Majorities of people in 19 of 25 countries surveyed expect that more economic globalisation will be positive for themselves and their families. While over six in ten citizens worldwide (62 per cent) see globalisation as positive ... The strongest supporters are found in northern Europe, North America, and poorer countries in Asia ...
[Internet site: www.globescan.com/news_archives/press_inside.htm. Accessed 3 May 2013]
The following article by Prabhakar Pillai is entitled ‘The Negative Effects of Globalisation’. It focuses on his views about globalisation.
In order to cut down costs, many firms in developed nations have outsourced their manufacturing and white-collar jobs to ‘Third-World’ countries like India and China, where the cost of labour is low. The most prominent among these have been jobs in the customer-service field as many developing nations have a large English-speaking population – ready to work at one-fifth of what someone in the developed world may call ‘low-pay’ ...
[Internet site: http://www.buzzle.com/articles/negative-effects-of-globalization.html. Accessed 03 May 2013]
A photograph showing activists protesting against the World Trade Organisation (WTO) in Washington in 1999.
WHY DID SOUTH AFRICA BECOME INVOLVED IN THE ANGOLAN CIVIL WAR?
Study Sources 1A, 1B, 1C and 1D to answer the questions that follow.
1.1 Refer to Source 1A.
1.1.1 Which organisation did the apartheid government support during the Angolan civil war? (1 x 1) (1)
1.1.2 List FOUR Angolan economic installations that were targeted by the South African Defence Force. (4 x 1) (4)
1.1.3 Using the information in the source, explain THREE reasons why the apartheid government felt threatened by the MPLA leadership in Angola. (3 x 2) (6)
1.1.4 In the context of the Angolan civil war, explain why the MPLA requested assistance from Cuba and the USSR. (1 x 3) (3)
1.2 Study Source 1B.
1.2.1 What message does the cartoon convey regarding the Soviet Union’s support for the MPLA in Angola? Explain your answer using the visual clues in the cartoon. (2 x 2) (4)
1.2.2 Explain to what extent this cartoon may be regarded as biased. (2 x 2) (4)
1.3 Consult Source 1C.
1.3.1 According to Kaunda, which TWO communist countries supported the MPLA? (2 x 1) (2)
1.3.2 Define the term communism in your own words. (1 x 2) (2)
1.3.3 Explain why Prime Minister Vorster did not consider Angola as ‘an independent black African country’. (2 x 2) (4)
1.3.4 Comment on Prime Minister Vorster’s reference to the word ‘communists’ in the context of the Angolan civil war. (1 x 2) (2)
1.4 Use Source 1D.
1.4.1 Quote TWO negative words that were used to describe the South West Africa People’s Organisation (SWAPO) on the SABC news bulletin. (2 x 1) (2)
1.4.2 How did the SABC justify the deaths of the 15 SADF airmen and soldiers who were killed in Angola? (2 x 2) (4)
1.4.3 Explain to what extent the information in Source 1D would be useful for a historian researching the use of propaganda during South Africa’s participation in the Angolan civil war. Use relevant examples from the source to support your answer. (2 x 2) (4)
1.5 Use the information in the relevant sources and your own knowledge, to write a paragraph of about 8 lines (about 80 words) explaining why South Africa became involved in the Angolan civil war. (8)
HOW SUCCESSFUL WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) IN HEALING OUR PAST?
Study Sources 2A, 2B, 2C and 2D to answer the questions that follow.
2.1 Study Source 2A.
2.1.1 When and where was South Africa’s first TRC hearing held? (2 x 1) (2)
2.1.2 Define the concept reconciliation in your own words. (1 x 2) (2)
2.1.3 Explain why the TRC chose to use the slogan ‘Healing Our Past’ during its hearings, as shown in the photograph. (1 x 2) (2)
2.1.4 Comment on why you think the TRC was considered to be a significant event in South Africa’s history. (1 x 3) (3)
2.2 Consult Source 2B.
2.2.1 Name the THREE apartheid operatives who were charged with the murder of Griffiths Mxenge. (3 x 1) (3)
2.2.2 How, according to Nofemela, was Griffiths Mxenge murdered? (2 x 2) (4)
2.2.3 Why, do you think, were the three apartheid operatives found guilty of the killing of Mxenge but not sentenced? Support your answer with relevant evidence. (2 x 2) (4)
2.3 Use Source 2C.
2.3.1 Explain why the THREE apartheid operatives were granted amnesty. (1 x 2) (2)
2.3.2 ‘It will not be necessary for the trial court to proceed with the question of sentence.’ Why, do you think, was this statement made? (1 x 2) (2)
2.4 Refer to Sources 2B and 2C. Explain to what extent an historian would consider the information in Sources 2B and 2C useful when writing about the granting of amnesty to those responsible for the death of Griffith’s Mxenge. (2 x 2) (4)
2.5 Read Source 2D.
2.5.1 How did Griffiths Mxenge’s family react to the application for amnesty of the three apartheid operatives? (1 x 2) (2)
2.5.2 Explain why the Mxenge family responded in this manner to the granting of amnesty to the three apartheid operatives. (2 x 2) (4)
2.6 Consult Source 2E.
2.6.1 How does Mamdani view the manner in which the TRC dealt with the victims of apartheid? (1 x 2) (2)
2.6.2 Mamdani suggests that the TRC process was flawed. What change did he propose that might have made the TRC more successful in its attempt to ‘heal’ the past? (1 x 2) (2)
2.6.3 Comment on the meaning of Mamdani’s statement: ‘The TRC was only interested in, ‘Did you give the orders in this case, that case?’ ‘ (2 x 2) (4)
2.7 Use the information in the relevant sources and your own knowledge, to write a paragraph of about 8 lines (about 80 words), explaining to what extent the TRC was successful in healing our past. (8)
WHAT IMPACT DID GLOBALISATION HAVE ON THE NEW WORLD ORDER?
Study sources 3A, 3B, 3C, 3D and 3E and answer the questions that follow.
3.1 Use Source 3A.
3.1.1 Define the term globalisation in your own words. (1 x 2) (2)
3.1.2 Quote the TWO types of integration mentioned in the source in the context of globalisation. (2 x 1) (2)
3.1.3 According to the information in the source, what might be the negative effects of removing tariffs on the economies of developing countries situated on the African continent? (2 x 2) (4)
3.2 Study Source 3B.
3.2.1 Using the information in the source, identify THREE features of globalisation. (3 x 1) (3)
3.2.2 Explain whether you think these changes (as identified in QUESTION 3.2.1) have had a positive or a negative impact on the various countries of the world. Support your answer with relevant evidence. (3 x 2) (6)
3.3 Refer to Source 3C.
3.3.1 According to the information in the source, why did an increasing number of people favour economic globalisation? (1 x 2) (2)
3.3.2 Quote any TWO positive aspects that the global survey revealed about globalisation. (2 x 1) (2)
3.3.3 As a historian, explain the limitations of using this source when researching the effects of globalisation. (1 x 3) (3)
3.4 Consult Source 3D.
3.4.1 Identify FOUR negative effects of globalisation. (4 x 1) (4)
3.4.2 Explain how globalisation contributed to the negative effects (as identified in QUESTION 3.4.1). Support your answer with a valid reason. (1 x 2) (2)
3.5 Refer to Sources 3C and 3D. Explain how the information in these sources would be useful to a historian studying globalisation. (2 x 2) (4)
3.6 Refer to Source 3E.
3.6.1 What TWO factors, do you think, prompted activists to embark on protest action? (2 x 1) (2)
3.6.2 Comment on the significance of the words, ‘Global Injustice’, as shown on the banner, in the context of globalisation. (1 x 2) (2)
3.7 Consult Source 3D and Source 3E and explain how the information in these sources support each other regarding the negative effects of globalisation. (2 x 2) (4)
3.8 Use the information from the relevant sources and your own knowledge, to write a paragraph of about 8 lines (about 80 words), explaining how globalisation has created a new world order from 1989 to the present. (8)
6. ASSESSMENT TASKS: ESSAY QUESTIONS
1. TOPIC 1: CHINA OR VIETNAM
QUESTION 1A: CHINA
Discuss to what extent Mao transformed China from an underdeveloped country to a super power between 1949 and 1976. 
QUESTION 1B: VIETNAM
‘ ... All the military might of a superpower could not defeat a small nation of peasants.’
Critically discuss this statement in the light of United States of America’s involvement in Vietnam between 1965 and 1975. Use relevant examples to support your answer. 
2. TOPIC 2: INDEPENDENT AFRICA
QUESTION 2: CONGO AND TANZANIA
Write a comparative essay on the political successes and challenges that post-colonial leaders of both the Congo and Tanzania faced between the 1960s and the 1980s. 
3. TOPIC 4: CIVIL RESISTANCE IN SOUTH AFRICA: 1970S TO 1980S
QUESTION: 4: THE CRISIS OF APARTHEID IN THE 1980S
Explain how internal mass civic resistance and international pressure contributed to the demise (fall) of the apartheid regime in the 1980s. 
4. TOPIC 5: THE COMING OF DEMOCRACY IN SOUTH AFRICA AND THE COMING TO TERMS WITH THE PAST
QUESTION: 5: THE NEGOTIATED SETTLEMENT AND THE GOVERNMENT OF NATIONAL UNITY
Allister Sparks argues that the process of negotiation ‘was always a crisis-driven process’.
Critically assess Allister Spark’s statement with reference to the process of negotiation in South Africa between 1990 and 1994. 
Visual sources and other historical evidence were taken from the following:
Angier, K. (et al), Viva History Grade 12: Learner’s Book. (Johannesburg: Vivlia, 2013).
Frederikse, J. South Africa: A different kind of war. (London: James Currey, 1987).
Hanlon, J . Beggar your neighbours: Apartheid power in Southern Africa. (London: James Currey, 1986).
Pillay, G. (et al), New Generation History Grade 12: Learner’s book. (Durban: Interpak Printers, 2013).