HISTORY
PAPER 1
GRADE 12 
NSC EXAMS PAST PAPERS AND MEMOS JUNE 2019

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:

1.3 Assessment procedures for source-based questions   

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

Paragraph question  
Paragraphs are to be assessed globally (holistically). Both the content and  structure of the paragraph must be taken into account when awarding a  mark. The following steps must be used when assessing a response to a  paragraph question:  

• Read the paragraph and place a bullet ( . ) at each point within the text  where the candidate has used relevant evidence to address the  question. 
• Re-read the paragraph to evaluate the extent to which the candidate has  been able to use relevant evidence to write a paragraph. 
• At the end of the paragraph indicate the ticks (√) that the candidate has  been awarded for the paragraph; as well as the level (1, 2 or 3) as  indicated in the holistic rubric and a brief comment e.g.  ___________ ˖ __________________________ ˖ _________________  _________________ ˖ __________________________ ˖ ___________  √√√√ Level 2 

Used mostly relevant evidence to write a basic paragraph  

• Count all the ticks for the source-based question and then write the mark on  the right-hand bottom margin e.g.  32/50
• Ensure that the total mark is transferred accurately to the front/back cover  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 contextualised (also indicated by bullets in the marking  guideline/memorandum) and a relevant conclusion (indicated by a  bullet in the marking guideline) e.g. in an answer where there are 5  main points there will be 7 ticks.  
2.4.3 Keep the PEEL structure in mind when assessing an essay.    

 2.4.4 The following symbols MUST be used when assessing an essay:  

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

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

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

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

MARKING MATRIC FOR ESSAY – TOTAL: 50  

*Guidelines for allocating a mark for Level 1:  

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

MEMORANDUM 

SECTION A: SOURCE-BASED QUESTIONS  
QUESTION 1: HOW DID THE CUBAN MISSILE CRISIS LEAD TO COLD WAR  TENSIONS BETWEEN THE USA AND USSR IN THE 1960s?  
1.1 1.1.1 [Extraction of evidence from Source 1A – L1]  

• Cuba (1 x 1) (1)   

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

• The armed bands that invaded the country were trained, equipped  and armed by the USA 
• The planes which bombarded the Cuban cities belong to the USA  ∙ The bombs they drop are supplied by the American government   (Any 2 x 1) (2)   

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

• Cuba was a communist state 
• Khrushchev wanted to expand communism in Latin America 
• He wanted to protect the independence of Cuba as a communist  state 
• Any other relevant response (Any 2 x 2) (4)   

 1.1.4 [Own knowledge of topic – L1]  

• Cuban exiles (1 x 1) (1)   

1.2 1.2.1 [Definition of historical concepts from Source 1B – L1]  

1. Communism 
2. Dictatorship (2 x 2) (4)   

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

• There has been evident and growing resistance to Castro’s  dictatorship 
• Refugees … are able to return and support their countrymen in the  continuing struggle for freedom 
• Where people are denied their right of choice, recourse to such  struggle is the only means of achieving their liberties (Any 2 x 1) (2)   

1.2.3 [Interpretation and analysis of evidence from Source 1B – L2] ∙ Kennedy supports capitalism and Khrushchev supports  communism  

• Source 1A is an American view and blames communism for the  invasion whereas Source 1B is a Russian view and blames the  USA as the mastermind behind the attack 
• Any other relevant response (Any 2 x 2) (4)  

1.2.4 [Comparison of sources to identify differences – L3] 

• Source 1A blames the USA for the attack while Source 1B  blames communism 
• Source 1A states that the USA trained, equipped and armed the  bands, whilst Source 1B states that the Cuban people disliked  Castro’s dictatorship 
• Source 1A states that America wanted to get rid of Castro  because he was communist, whilst Source 1B states that the  reason for the invasion was because Castro denied his citizens  the right of choice 
• Any other relevant response (Any 2 x 2) (4)    

1.2.5 [Own knowledge – L1]  

• No – they were defeated by Castro (1 x 1) (1)   

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

• Turkey 
• Italy 
• West Germany (Any 2 x 1) (2)    

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

• The USA had already surrounded the Soviet Union with its  bomber bases and missiles 
• America would not leave Cuba alone unless we did something 
• We had an obligation to do everything in our power to protect  Cuba’s existence as a socialist country 
• We wanted to give them a little of their own medicine (Any 1 x 1) (1)    

 1.3.3 [Interpretation and analysis of evidence from Source 1C – L2] 

• USA would be seen as an irresponsible country 
• USA would be seen as the aggressor 
• It could have led to a full-scale nuclear war between the USA and  Russia 
• Any other relevant response (Any 2 x 2) (4)    

1.4 1.4.1 [Determining bias of information from Source 1D – L3]  

• Khrushchev seen as an irresponsible leader
• Khrushchev seen as aggressive – sword 
• Khrushchev bringing the world on the brink of a nuclear war 
• Khrushchev seen as the cause of the Cuban missile crisis 
• Any other relevant response (Any 2 x 2) (4)  

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

• USA and Russia reached a compromise 
• Russia agreed to withdraw the missiles 
• USA agreed not to invade Cuba 
• USA secretly agreed to remove the missiles from Europe 
• Any other relevant response (Any 2 x 2) (4)   

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

• Khrushchev seen as weak by his own people 
• Khrushchev was sacked as president of Russia 
• Any other relevant response (Any 2 x 2) (4)    

1.5 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] 

• Tension started when Cuban exiles attacked Cuba (Source 1A) 
• USA was the mastermind behind the attack – supplied the weapons and  training (Source 1A) 
• Russia committed themselves to protect Cuba against American aggression  (Source 1A) 
• Tension increased when the USA denied their involvement and blamed  communism for the invasion (Source 1B) 
• Castro defeated the exiles and approached Russia for help 
• Russia supplied Cuba with nuclear weapons to protect herself from further  American aggression (Source 1C) 
• USA had already surrounded the USSR with their nuclear missiles (Source  1C) 
• USSR determined to protect communism in Latin America (Source 1C) 
• USA furious when they discovered the missiles – Excom options 
• USA imposed a blockade to prevent further missiles being shipped to Cuba 
• USA propaganda made Khrushchev the scapegoat for the crisis (Source 1D) 
• Khrushchev seen as a leader bringing the world to the brink of a nuclear war  (Source 1D) 
• Tension was eased when leaders reached a compromise 
• Any other relevant response  

(8)   [50] 

QUESTION 2: WHY DID CUBA BECOME INVOLVED IN THE ANGOLAN  CIVIL WAR? 
2.1 2.1.1 [Extraction of evidence from Source 2A – L1]  

• Cuba had expansionist aims 
•  Cuba was acting as a puppet of the Soviet Union (2 x 1) (2)   

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

• The only thing we have taken from Angola has been the  remains of our soldiers that died there 
• We don’t want any of Angola’s riches (2 x 1) (2)    

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

• He meant that they pulled out of Angola on request of the ruling  party 
• He meant that Cuba was not there to colonise but was there to  fulfil a duty on the request of the ruling party 
• Any other relevant response (2 x 2) (4)   

 2.1.4 [Interpretation and analysis of evidence from Source 2A – L2] 
No  

• Cuba decided on its own to support Angola 
•  Cuba did not consult Russia when it made the decision to  support Angola 
• Any other relevant response (Any 2 x 2) (4)   

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

• Many of our ancestors came as slaves from Africa to this land. 
• They fought as members of the liberating army of Cuba   (2 x 1) (2)   

 2.2.2 [Definitions of historical concepts from Source 2B – L1] 

1. Discrimination 
2. Imperialism (2 x 2) (4)   

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

• The USA was the mastermind behind the attack on the Angolan  government because they did not want a communist government 
• The USA used South African troops to overthrow the Angolan  government 
• Both the USA and SA were against the communist government  in Angola 
• Both the USA and SA wanted a pro-capitalist government in  Angola 
• Any other relevant response (Any 2 x 2) (4)  

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

• Soviet and Cuban intervention in Angola (1 x 2) (2)   

 2.3.2 Interpretation and analysis of evidence from Source 2C – L2] 

• SA did not want a communist state near its border 
• SA felt that Cuba would try to spread communism to SA 
• The Angolan communist government were sympathetic towards  the ANC 
• SA feared the ‘Swart Gevaar’ 
• Any other relevant response (Any 2 x 2) (4)   

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

• They have a tremendous advantage in any conventional war 
• They can get raw materials from Angola and other Southern  African countries 
• They will control the Cape sea route which is the lifeline of Europe   (Any 2 x 1) (2)   

2.4 [Comparison of evidence in Source 2B and Source 2C – L3]  

• Source 2B gives a communist perspective on the war in Angola whilst  Source 2C gives a capitalist perspective 
• Source 2B states that Cuba got involved to stop American imperialism  and racial discrimination whilst Source 2C states that Cuba got involved  to spread the communist ideology 
• Source 2B states that the USA and SA wanted to get rid of the legitimate  government of Angola – hence Cuba committed themselves to protect  the independence of Angola whilst Source 2C states that Cuba got  involved for material gain and to control the sea route 
• Any other relevant response (Any 2 x 2) (4)   

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

• Cuba and Angola have a very good relationship 
• Both Cuba and Angola are happy to share the communist  ideology 
• Cuba and Angola were allies 
• Any other relevant response (Any 2 x 2) (4)   

 2.5.2 [Ascertain the usefulness of the evidence in the Source 2D – L3]

• It is an original source, a photograph taken on the 19th  December 1988 
• It shows that Angola was appreciative of the Cuban support 
• It shows Cuba’s commitment towards helping Angola 
• It shows that Angola and Cuba have a strong communist bond 
• Any other relevant response (Any 2 x 2) (4)   

2.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3]  

• Cuba became involved in the Angolan Civil War at the request of the  ruling MPLA (Source 2A) 
• Cuba wanted to protect the independence of communist Angola  (Source 2A) 
• Cuba helped the MPLA because of their fight against racism and  imperialism (Source 2A) 
• Cuba decided on their own (independently) to support the MPLA  (Source 2A) 
• Cuba assisted Angola because many blacks fought on the side of Fidel  Castro during the Cuban Civil War (Source 2B) 
• Cuba fought against capitalism which brings discrimination and racism  (Source 2B) 
• Cuba decided to help Angola to prevent American imperialism and South  African racism (Source 2B) 
• Cuba did not get involved for any material gain; they only wanted to  protect communist Angola 
• USA and SA believe Cuba got involved to gain access to Angola’s natural  resources (Source 2C) 
• USA and SA believed that Cuba wanted to orchestrate a communist  takeover of the whole of Southern Africa (Source 2C) 
• USA and SA believed that Cuba and Russia wanted to control the Cape  sea route which is the lifeline of Europe. 
• In spite of these accusations, Cuba and the ruling MPLA had a very good  relationship (Source 2D) 
• The communist bond between Cuba and Angola was very strong as  depicted in the visual source (Source 2C) 
• Cuba believed that the USA was more interested in Angola’s natural  resources, especially oil 
• Any other relevant response  

(8)  [50]  

QUESTION 3: WHAT WERE THE REASONS FOR THE FORMATION OF THE  BLACK POWER MOVEMENT IN THE USA IN THE 1960s?  
3.1 3.1.1 [Extraction of evidence from Source 3A – L1]  

• Terror 
• Brutality 
• Murder 
• Repression (4 x 1) (4)   

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

• The American government was waging a racist war of  genocide in Vietnam  
• The concentration camps in which Japanese Americans were  interned during the Second World War are being renovated  and expanded 
• America has historically reserved the most barbaric treatment  for non-white people 
• The enslavement of black people from the very beginning of  this country 
• The genocide practiced on the American Indians 
• The savage lynching of thousands of black men and women
• The dropping of atomic bombs on Hiroshima and Nagasaki   (Any 2 x 1) (2)   

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

• Black people have used peaceful methods (begged, prayed) to  gain freedom and equality without any success 
• Blacks were subjected to more repression
• Authorities turned a deaf ear to the pleas of black people 
• Blacks had no option but to protect themselves from police  brutality  
• Any other relevant response (Any 2 x 2) (4)   

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

• If Blacks do not protect themselves, they will be totally  destroyed by whites as a race 
• If Black Americans are destroyed as a race they would live the  rest of their lives in servitude to whites 
• Any other relevant response (Any 1 x 2) (2)  

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

• When we started to grow so rapidly (1 x 1) (1)   

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

• My party was jumping by leaps and bounds 
• In a matter of six months, we swelled; in 1968, from 400  members to 5,000 members and 45 chapters and branches 
• Our newspaper swells to over 100,000 circulations ... by mid 1969, we had a 250,000 circulation. (Any 2 x 1) (2)   

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

• He meant that Black Power was not only restricted to Black  people per se, but to all people who were not white 
• He meant that power included all people of colour that were  oppressed by the American government 
• Any other relevant response (Any 1 x 2) (2) 

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

• No, they ran a Breakfast for Children Program 
• No, they ran Preventative Medical Health Care Clinics (2 x 2) (4)  

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

• Bloodshed (1 x 1) (1)   

3.3.2 [Definitions of historical concepts from Source 2B – L1]  

1. Revolution 
2. Desegregation (2 x 2) (4) 

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

• Malcolm X studied history and realised that revolution was the  only way to bring about change for Black Americans
• He believed that bloodshed was the only way for Black  Americans to achieve their freedom
• He believed that Black Americans must control their own  destiny
• He believed that violence was necessary because black  churches were bombed, and little Black girls were murdered 
• He believed that violence was the answer because Blacks had  exhausted all other avenues to achieve freedom and equality 
• Any other relevant response (Any 2 x 2) (4)   

3.4 [Comparison of evidence in Source 2B and Source 2C – L3]

• Source 3A states that the police are intensifying the terror, brutality,  murder, and repression of black people, whilst Source 3C states that  Black churches are being bombed and little black girls murdered 
• Source 3A states that the American government is waging a war against  people of colour whilst Source 3C states that America went to war  against Germany, Vietnam and Korea 
• Source 3A states that America ill-treated Blacks in the USA and this is  confirmed in Source 3C when blacks are murdered and attacked 
• Any other relevant response (Any 2 x 2) (4) 

3.5 3.5.1 [Interpretation and analysis of evidence from Source 3C – L2]

• Fidel Castro and Malcolm X had a very good relationship 
• Fidel Castro supported Malcolm X and the aims of the Black  Power Movement 
• Fidel Castro and Malcolm X perceived the US government as  their common enemy 
• Any other relevant response (Any 2 x 2) (4) 

3.5.2 [Ascertain the usefulness of the evidence in Source 2D – L3] 
Useful 

• Malcolm X and Castro were in favour of communism 
• Malcom X and Castro preached revolution against the USA 
• Castro’s presence shows his influence over the ideals of the  Black Power Movement 
• Both Castro and Malcolm X were seen as the enemy of the  USA 
• Any other relevant response (Any 2 x 2) (4) 

3.6 [Interpretation, evaluation and synthesis of evidence from relevant sources]

• Black Americans were subjected to brutality and repression (Source 3A) 
• America waged a war against all people of colour (Source 3A) 
• Blacks begged, prayed, petitioned and demonstrated without any  success (Source 3A) 
• Blacks decided to form the Black Panther Party for self-defence  (Source 3A) 
• Blacks had to protect themselves from total destruction (Source 3A) 
• Black Power Movement grew after the assassination of Martin Luther  King (Source 3B) 
• Black Power Movement sought solidarity with all other oppressed and  marginalised groups in America (Source 3B) 
• Black Power Movement also ran self-help schemes to uplift Black  communities without the assistance of Whites (Source 3B) 
• BPM drew inspiration from the history of American and French  revolutions (Source 3C) 
• Malcolm X preached bloodshed to achieve goals of freedom and  equality (Source 3C) 
• Constant violence against blacks was the catalyst for the formation of  the BPM (Source 3C) 
• Revolution and bloodshed is the only way to achieve freedom and  equality (Source 3C) 
• BPM also supported by Castro Source 3D) 
• Castro and Malcolm X shared the same view on revolution and hence  they became the enemy of the US government (Source 3D) 
• Any other relevant response    

(8)  [50]   

SECTION B: ESSAY QUESTIONS 
QUESTION 4: CASE STUDY – CHINA 
[Plan and construct an original argument based on relevant evidence using  analytical and interpretative skills.] 
SYNOPSIS 
Candidates need to ascertain to what extent Mao Zedong’s policies of the Great  Leap Forward Movement (1958–1961) and the Cultural Revolution (1966–1976)  were successful in strengthening communism and transforming China into a  superpower. 
MAIN ASPECTS 
Candidates should include the following aspects in their essays: 
Introduction: Candidates should critically discuss Mao Zedong’s reasons for  implementing the Great Leap Forward in relation to his aim of transforming China  into a powerful communist state. 
ELABORATION 

• The purpose of Great Leap Forward was to produce more crops very quickly to  overtake the capitalist countries in a short period of time. 
• Mao insisted that Industrialisation should take place on the farms and not in the  urban areas. 
• For this purpose, he collectivised the peasant's cooperative farms to form large  communes. 
• The private ownership of land and property was removed and the commune had  to provide the families with everything they needed. 
• Many peasants became involved in agriculture, whilst others were involved in  the manufacturing of steel in backyard furnaces. 
• By 1958 nearly all the Chinese belonged to one of the forty thousand  communes. 
• The quality of the steel was very weak and could not be used. 
• Furthermore, many peasants were reluctant to produce because they lost their  farms. 
• Those who spoke out against Mao were arrested and millions were sent to  prison. 
• Accordingly, the production of coal and the output of industries declined.
• In 1960 Mao had an argument with Khrushchev – Russia withdraw their experts  from China resulting in the collapse of China’s Russian controlled projects.
• In the same year China suffered one of the worst droughts leading to a drop in  agricultural production. 
• This has led to a widespread famine in which 30 million Chinese died. 
• Mao was forced to resign as president of China. 
• After the failure of the Great Leap Forward, Mao resigned as president of China  but stayed on as Chairman of the Communist Party 
• The moderates that took over introduced capitalist reforms. 
• Mao was opposed to this and called on the Chinese public to get rid of all whom  he deemed anti-revolutionary 
• Mao's call was answered by the students who organised themselves as the Red  Guards 
• In 1966 Mao launched the ‘Cultural Revolution’, which was Mao’s strategy to  take control of the country 
• Mao used the Cultural Revolution to eliminate his opposition and to regain  control 
• The Red Guards were requested to destroy the ‘Four Olds’: Old Ideas, Old  Customs, Old Culture, Old Habits – even with violence if necessary 
• Gangs of young Red Guards, dressed in uniform, roamed in towns with their  little red books. 
• The first targets were Buddhist temples, churches and mosques, which were  destroyed to the ground 
• The Red Guards began to prosecute people who were regarded as anti revolutionary 
• Schools and universities were closed and churches, temples, libraries, shops  and private houses were rifled or destroyed as the attack on the ‘feudal’  traditions began 
• Party officials, teachers and intellectuals were publicly humiliated, beaten and in  some cases killed or driven to suicide 
• The chaos spread quickly and China was immersed in a state of civil war. 
• Almost a million people were killed 
• By 1968 Mao realised that his revolution was out of control. In an effort to stop  the violence, he enlisted the army to restore law and order. Millions of urban  young people were sent to the countryside for ‘re-education’ 
• The Cultural Revolution officially ended in 1976 
• The Cultural Revolution had a negative impact on China. The economy was in a  crisis – agriculture yield decreased 
• Historical buildings, especially churches and monasteries, were burned.  ∙ For the entire decade of the Cultural Revolution, there was no teaching in  schools, and this led to an entire generation who had not received a formal  education 
• The Chinese population lost confidence in the Communist Party 

Conclusion: Tie up argument with a relevant conclusion. [50]   

QUESTION 5: INDEPENDENCE IN AFRICA IN THE 1960’s AND 1970’s:  COMPARATIVE STUDY ON THE CONGO AND TANZANIA 
[Plan and construct an original argument based on relevant evidence using  analytical and interpretative skills.] 
SYNOPSIS 
Candidates are expected to evaluate whether Mobutu Sese Seko (Congo) and  Julius Nyerere (Tanzania) were successful in their aims of attaining economic  independence and self-reliance by comparing their social, economic and political  developments. 
MAIN ASPECTS 
Candidates should include the following aspects in their response:

• ntroduction: Candidates should state whether the leaders were successful in  their ideals and critically analyse the reasons for their success or failures. 

ELABORATION 
Political transformation of the Congo and Tanzania 
Similarities: 

• Both the Congo and Tanzania were under European colonial rule until the early  1960s
• After holding multi-party elections at independence, both countries became one party states within the first five years after gaining independence
• Both countries continued to hold elections 
• Both leaders emphasised the importance of Africanisation of their political systems  (they regarded democracy as ‘un-African’ and a western imposition)
• The leaders of both countries (Mobutu Sese Seko and Julius Nyerere) remained  ‘president for life’ between the 1960s and 1970s 
• In both countries opposition leaders were silenced, imprisoned and in some cases  killed 
• Both Mobutu Sese Seko and Julius Nyerere took pride in building their nations and  vigorously promoted the pride of being Zairian or Tanzanian 

Differences: 

• Mobutu Sese Seko created a kleptocracy, a group of appointed public officials who  abused their position for financial gain whereas Julius Nyerere introduced the  'Leadership Code' in the Arusha Declaration which demanded high levels of  integrity from public officials 
• Mobutu Seso Seko was extravagant and enjoyed expensive clothes and built  extravagant palaces for himself while Julius Nyerere's leadership style was one of  personal integrity and humility 
• Mobutu Sese Seko aligned himself with the West while Julius Nyerere adopted a  policy of non-alignment with either capitalist or communist countries. 

Economic transformation of the Congo and Tanzania 
Similarities: 

• Both countries relied heavily on agriculture and mineral extraction and neither country  was able to develop a credible manufacturing sector 
• Neither country saw a significant increase in the standard of living for the majority of its  people
• Both countries experienced economic crises and therefore had to rely on foreign  aid/assistance 

Differences: 

• Mobutu Sese Seko initially nationalised industry with his policy of Zairianisation but when  this failed he adopted a capitalist model; Julius Nyerere adopted an African socialist  model (as outlined in the Arusha Declaration) which led to the nationalisation of  businesses and land 
• Mobutu accepted aid, investment and financial support from the West (especially USA  and France); Nyerere was initially opposed to acceptance of foreign aid (saw it as neo colonialism) 
• Mobutu created a new class of elite supporters; Nyerere attempted to rid Tanzania of  class divisions 
•  Any other relevant answer 

SOCIAL AND CULTURAL  
Education and language  

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

Education in Tanzania 

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

Education in the Congo 

• At independence in the Congo there were 14 university graduates and therefore after  independence, the higher education system was expanded 
• From 1960–1974 primary education in the Congo rose from 1,6 million to 4,6 million  ∙ French remained the language of instruction in the Congo  

Africanisation  

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

CLOTHING 

• Mobutu and Nyerere adopted Kwame Nkrumah and Maoist style of dressing.  

ART  

• Promotion of African art in literature as well as in handcraft 
• Any other relevant response  

Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]  

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s:  CIVIL RIGHTS MOVEMENT 
[Plan and construct an original argument based on relevant evidence using analytical  and interpretative skills.] 
SYNOPSIS 
Candidates should either agree or disagree with the statement and explain why. The  emphasis should be on the successes of the different protest actions in relation to the  given statement. 
MAIN ASPECTS 
Candidates should include the following aspects in their response: ∙ Introduction: Candidates must indicate if they agree or disagree with the statement 
ELABORATION 

• In 1955, Rosa Parks refused to give her seat on the bus to a white passenger 
• She was subsequently arrested and sentenced to imprisonment. Martin Luther  King and the black community then responded with a boycott against the city  buses. 
• They refused to use the buses until passengers were completely integrated. 
• Although the high court declared segregation on buses illegal, many southern  States still refused to integrate their bus services 
• In 1961 CORE organised the Freedom Rides where both black and white  Americans drove southward to test the effectiveness of the Court's desegregation  decision 
• In Alabama, one of the buses was burned and a few activists assaulted. This  violence was broadcast on national television and resulted in national attention  for the Freedom Rides. 
• This forced the Federal Government to step in to protect the activists and to  enforce the Supreme Court decision. In this way, the Freedom Rides led to the  desegregation of more bus services in the southern States 
• In 1960 a small group of black students started a sit-in at a restaurant in  Greensboro that refused to serve black people 
• They occupied the ‘Whites only’ seats and placed their orders; but were not  served. Within two months the sit-ins spread to 54 cities in 9 states 
• The students were physically and verbally abused but they followed King's non violent strategy of not fighting back 
• The campaign was successful and a few weeks later six restaurants in Nashville  desegregated and started to serve all people regardless of their skin colour 
• This was followed by successful campaigns against segregated transport,  restaurants, swimming pools, theatres, libraries, beaches and public parks 
• The Civil Rights Movement now moved their focus to gaining voting rights for  Blacks in Mississippi through a strategy called ‘Freedom Summer’   
• Blacks in America could only vote if they could pass a literacy test. Black and white  students from the North visited churches and schools in the South and taught Blacks  how to read and write 
• They were abused and harassed and at least three activists were killed. In spite of  this, the Freedom Summer campaign continued and was a success because many  more Blacks could now pass the literacy test 
• In this way more Blacks were now able to vote 
• Birmingham was a strong KKK fortress and described as America’s most racist city. 
• In April 1963 King led a march to protest against segregation and unfair employment  in the city 
• He was arrested. He consequently used children to continue the campaign in  Birmingham. The police suppressed the march with violence 
• The images of children being sprayed with high-pressure water pipes and being  attacked by dogs and police, caused international news and condemnation. 
• The media had once again shown America what life was like for African Americans  in the South 
• The march was ended through a compromise. The protest action was stopped and  the city's facilities were desegregated and more Blacks were employed in the city’s  departmental stores 
• On 28 August 1963, King led a march of more than 200 000 Americans in  Washington for jobs and freedom 
• He wanted to emphasise the political and social challenges that black Americans  faced each day. The march tried to address the unemployment of Blacks and to gain  full racial equality 
• It culminated in Martin Luther King Jr.'s ‘I have a dream’ speech, a spirited call for  racial justice and equality 
• This led to the Federal Government passing the Civil Rights Act of 1964 that banned  segregation in public accommodation and discrimination in education and jobs 
• This was followed up by the Voting Rights Act of 1965, which removed all restrictions  on voting rights 
• Literacy tests and extra taxes would no longer be allowed to prevent African  Americans from voting 
• Any other relevant answer.  

Conclusion: Candidates should tie up their argument by mentioning the success of the  Civil Rights Movement in effecting changes in the United States of  America. [50]

TOTAL: 100