HISTORY
PAPER TWO (P2)
GRADE 12
NSC PAST PAPERS AND MEMOS
SEPTEMBER 2016

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

1.2 The following information below indicates how to 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 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 right hand bottom margin e.g. ³²/₅₀
  • Ensure that the total mark is transferred accurately to the front/back  cover of the answer script. 

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

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

2.2 Marking of essays questions 

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 learners 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’ opinion 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 essays. 
2.4.2 During the first reading of the extended writing, ticks need to be  awarded for a relevant introduction (indicated by a bullet in  memorandum) each of the main points/aspects that is properly  contextualised (also indicated by bullets in the memorandum) and a  relevant conclusion (indicated by a bullet in the 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 analytical matrix in the marking of essay 
In the marking of essays, with reference to page 5, the given criteria  shown in the matrix should be used. In assessing the extended  writing note should be taken of 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 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 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: 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: WHAT IMPACT DID THE PHILOSOPHY OF BLACK  CONSCIOUSNESS (BC) HAVE ON SOUTH AFRICAN  
STUDENTS IN THE 1970s? 
1.1

1.1.1 [Definition of historical concepts Source 1A–L1] 

• • Black people should be proud of themselves 
  • Black people should do things on their own without the help of  white people 
  • Aimed to conscientise many black South Africans about their  political, economic and cultural rights 
    Any other relevant response (Any 1 x 2) (2) 

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

• • SASM 
  • BPC 
  • SASO (Any 2 x 1) (2) 

1.1.3 [Interpretation of historical concepts Source 1A–L2] 

• • The book was biased because it shows blacks in an inferior light
  • Frustrating and humiliating 
  • Whites exploiting Blacks 
  • Any other relevant answer (Any 1 x 2) (2) 

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

• • They became aware of the philosophy of Black Consciousness 
  • They stood up for their rights and demanded equal education 
  • Defied the imposition of Bantu Education 
  • Coloured pupils boycotted the exams on the Swart Pelgrim
  • Influenced them to be self-reliant 
    Any other relevant response (Any 2 x 2) (4) 

1.1.5 [Engage with Source 1A to ascertain the usefulness of the source– L3] 

• • It shows the influence of Black Consciousness on the students 
  • It highlights the emergence of organisations that promoted 
    Black Consciousness’ 
    Any other relevant response (Any 2 x 2) (4) 

1.2

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

• • boldness 
  • dedication 
  • sense of purpose 
  • clarity of analysis of the situation (Any 4 x 1) (4)

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

• • Inferior education 
  • Cost of living was high 
  • Wanted some aim/direction in life 
  • Increased in rent 
  • High unemployment 
    Any other relevant response (Any 2 x 2) (4) 

1.3

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

• • The forced use of Afrikaans as a medium of instruction in all  subjects (1 x 2) (2) 

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

• • Shows that students were dissatisfied with Afrikaans as a  medium of instruction 
  • Shows learners embarking on a march 
  • Shows that students were united in their fight for better  education 
  • Any other relevant response (Any 1 x 2) (2) 

1.3.3 [Engage with the information to ascertain the reliability of  Source 1C–L3] 

• • Reliable – primary source 
  • That information can be corroborated 
  • The photo captures the event as it happened 
  • True reflection of the attitude of the students
    Any other relevant response (Any 2 x 2) (4) 

1.4

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

• • All people will be equal 
  • Country concerned about the humanity and welfare of its people
  • No one race more superior than the other
  • End of apartheid 
    Any other relevant response (Any 2 x 2) (4) 

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

• • Threat to the apartheid regime 
  • Influenced black people to revolt against apartheid 
  • Unified Blacks, Indians and coloureds 
  • He fulfilled the role of the ANC in exile 
  • Any other relevant response (Any 2 x 2) (4) 

1.4.3 [Extraction of evidence from the Source 1D–L1] 

• • the explosion of pride among the victims of apartheid (1 x 2) (2) 

1.4.4 [Extraction of evidence from the Source 1D–L1] 

• • unveiling a statue 
  • renaming the bridge
  • declaring his Ginsberg house a national monument (Any 2 x 1) (2)

1.5 [Interpretation and evaluation of evidence from relevant sources–L3]
Candidates must focus on the following: 

• BCM gave hope and impetus to the liberation struggle 
• Restored the confidence of the youth (Source 1A) 
• Promoted black pride (Source 1B) 
• BCM educated students to stand up for their rights (Source 1A) 
• Promoted unity in challenging the apartheid government 
• Through the BCM they were united to break the shackles of apartheid  and oppression (Source 1C) 
  Any other relevant response 

(8) 
[50]

Use the following rubric to allocate a mark: 

QUESTION 2: HOW DID THE TRUTH AND RECONCILIATION COMMISSION  (TRC) DEAL WITH THE PAST? 
2.1

2.1.1 [Extraction of evidence Source 2A–L1] 

• • terrors 
  • the pains 
  • miseries 
  • vexations (worries) 
  • lassitudes (state of physical or mental weariness)
    (Any 2 x 1) (2) 

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

• • They wanted to help the society move forward (1 x 1) (1) 

2.1.3 [Interpretation of information from Source 2A–L1] 

• • Wanting for others what you want for yourself 
  • To foster national unity 
  • To be human 
  • We cannot live in isolation 
  • I am who I am because of who we all are 
    Any other relevant response (Any 2 x 2) (4) 

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

• • Provide help to victims so that they could move on 
  • Help through grants, bursaries, social pension, housing 
  • An amount of R30 000 for the victims of human rights violations
  • Compensation for the loss of their loved ones
     Any other relevant response (Any 1 x 2) (2) 

2.2

2.2.1 [Interpretation of evidence Source 2B–L2] 

• • She wanted to hear the truth about her son’s death
  • She wanted to see the perpetrators 
  • She wanted closure 
    Any other relevant response (Any 2 x 2) (4) 

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

Related Items

• • She did not have his body to bury but only the hair 
  • Only remembrance she had of her son 
  • She needed to know who did this to her son 
  • The hair would be used as proof if needed
  • Any other relevant answer (Any 1 x 2) (2) 

2.3

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

• • Shot at the back of the head/ 
  • Put on the pyre to burn (Any 1 x 1) (1) 

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

• • Col. du Plessis
  • Gen. van Rensburg (2 x 1) (2)

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

• • Harms commission was appointed by the National Party  government 
  • He felt what he did was right 
  • He did not expect to give evidence before the TRC 
  • He wanted to get amnesty 
  • He lied to the Commission because he knew that they would not  pursue the matter further/not going to jail 
    Any other relevant response (Any 2 x 2) (4) 

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

• • Admitted to the abduction and shooting of Mr Madaka and  Mr Mtimkulu on April 14, 1982 (1 x 2) (2) 

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

• • When her son died her hair was black 
  • After 20 years her hair turned grey/white 
  • It shows that it took 20 years to find some closure 
    Any other relevant answer (Any 2 x 2) (4) 

2.4 [Comparison of evidence of from sources 2A and 2C–L3] 

• 2A – talks about pains, terror miseries that victims suffered
  2C – supported when Mrs Mtimkulu collapsed at the hearing as a result  of re-living the pain at the hearing
• 2A – perpetrators asking for amnesty by showing remorse
  2C – this is supported by Gen. van Rensburg when he admits before the  amnesty committee to the killing of Siphiwo 
  Any other relevant response (Any 2 x 2) (4) 

2.5

2.5.1 [Extracting evidence from Source 2D–L1] 

• • South African Security Branch bomb hidden in the earphones of  Walkman tape player exploded (1 x 2) (2) 

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

• • He is the bread winner, and when he died their hopes also died
  • They cannot continue with their lives without him, even though  he is dead 
    Any other relevant response (Any 1 x 2) (2) 

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

• • “What can they do for me now” (1 x 2) (2) 

2.5.4 [Evaluation of evidence to determine justification from the  Source 2D–L3] 
Useful 

• • Shows the impact on the lives of family who survived 
  • It shows how and why activists were killed during apartheid 
  • It reveals that survivors needed some form of compensation 
    Any other relevant response (Any 2 x 2) (4)

2.6 [Interpretation, analysis and synthesis of evidence from sources and using  own knowledge to construct own argument–L3] 
Learners are expected to evaluate the TRC process and say that it was  successful, unsuccessful or both in obtaining their outcomes. 
The TRC process was successful in dealing with the past. 

• Improved race relations between black and white South Africans  (Source 2A) 
• Some victims received reparations as compensation for their loss ∙ Helped with the process of nation building (Source 2B) 
• Helped with reconciliation
• Granting of amnesty (Source 2C) 
• Both sides of the conflict came to testify 
• Many unaccounted victims were identified, graves located and exhumed  and given to families for reburial 
• Victims came to know what really happened during the apartheid years  (Source 2C) 
  Any other relevant response

The TRC process was less successful in dealing with the past. 

• Some perpetrators did not appear before the TRC (Source 2D) 
• Some victims wanted the perpetrators to face prosecution 
• Some regarded the TRC as a witch hunt (Source 2A) 
• Amnesty was controversial (Source 2D) 
• Reopened painful wounds (Source 2B) 
  Any other relevant response 

(8) 
[50]

Use the following rubric to allocate a mark: 

QUESTION 3: WHAT WAS THE IMPACT OF GLOBALISATION ON THE  LIVES OF ORDINARY PEOPLE IN THE NEW WORLD ORDER? 
3.1

3.1.1 [Explanation of concepts from Source 3A–L1] 

• • Operating at an international level with regard to trade, economy  and technology of national and cultural resources
  • Processes that promote world-wide exchanges 
    Any relevant response (Any 1 x 2) (2) 

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

• • Gain from trade 
  • Grow economically 
  • Grow socially 
  • Higher income 
  • Higher GDP
    Any relevant response (Any 3 x 1) (3)

3.1.3 [Usefulness of evidence from Source 3A–L3] 

• • Every country can gain from trade 
  • Countries will expand and achieve higher incomes 
  • Raise the GDP 
  • Both rich and poor globalised countries will show increase 
    Any relevant response (Any 2 x 2) (4) 

3.1.4 [Interpretation of Source 3A–L2] 

• • Incomes of the rich increased compared to the poor 
  • The rich remained richer and the poor remained poorer
  • The industrialised countries benefit more because they sell the  finished product and the poor countries extract the raw materials 
    Any relevant response (Any 2 x 2) (4) 

3.2

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

• • Provided financial aid to poor or underdeveloped countries 
  • Provided economic aid to poor or underdeveloped countries 
  • These countries will be able to survive and compete
     Any other relevant answer (Any 2 x 2) (4) 

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

• • Aid/help would not solve the problems of the poor
  • The IMF/World Bank should make aid available to all poor  countries 
  • The IMF/World Bank should not have any rules/restrictions for  poor countries to apply for loans 
  • When loans are given to poor countries they cannot pay the  loan amount, but rich countries when receiving loans become  richer
    Any other relevant response (Any 2 x 2) (4)

3.3

3.3.1 [Extraction of the evidence from the source 3C–L1] 

• • IMF 
  • World Bank 
  • WTO (3 x 1) (3) 

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

• • To carry the plan of privatisation 
  • Deregulation 
  • Free trade (Any 2 x 1) (2) 

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

• • If you export, generate more income to pay off your loan and no  money for your own use 
  • Cultivate luxury crops for export 
  • Protection of their own people were compromised to attract  foreign investment 
    Any other relevant response (Any 2 x 2) (4) 

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

• • The countries were in debt
    Any other relevant response (Any 1 x 2) (2) 

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

• • To attract foreign investment (1 x 2) (2) 

3.4

3.4.1 [Extraction of information in the Source 3D–L1] 

• • lack of shelter 
  • poor clothing 
  • poor living conditions 
    Any other relevant answer (Any 2 x 1) (2) 

3.4.2 [Interpretation of relevant information from Source 3D–L2] 

• • Global economy dominated by the rich 
  • The world economy is dominated by industrial nations
  • Created debts among the poor countries
  • Cannot compete with rich countries 
  • Exported unprocessed material to rich countries which in turn  sold it as finished products 
    Any other relevant response (Any 1 x 2) (2) 

3.5 [Comparison of information in Sources 3C and 3D–L3] 

• 3C – countries were not producing for local consumption
  3D – supports this because it shows people are underfed 
• 3C – poor countries were paying their loans
  3D – evidence of poor clothing and inadequate housing 
  Any other relevant response (Any 2 x 2) (4)

3.6 [Interpretation, analysis and synthesis of evidence from all sources and own  knowledge to construct own original argument] 
Candidates should either take a stance or focus on both positive and  negative aspects of globalisation. 
Candidates should focus on the following aspects in their response. 
Positive 

• Brought advancement in fast food chains (Source 3A) 
• Advancement in communication, transport and infrastructure 
• Exchange of culture made possible (Source 3D) 
• Produce more export, bring in more money. etc. (Source 3C) 
• Global market much more developed than previously. (Source 3C)
• Through IMF and WTO managed to standardised international economic  policies (Source 3C) 
  Any other relevant response 

Negative 

• Domination of economies of the world by big companies (Source 3D)
• Poor countries have no access to shelter, dress and living conditions  (Source 3D)
• Indigenous culture suffer due to universal culture(Source 3C) 
• Exploitation of natural resources/Prices of raw material kept low/do not  benefit from company profits (Source 3A) 
• Exploitation of labour (Source 3D) 
• Accumulation of debts by poor countries (Source 3A) 
  Any other relevant response 

(8) 
[50]

Use the following rubric to allocate a mark: 

SECTION B: ESSAY QUESTIONS 
QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA THE CRISIS  OF APARTHEID IN THE 1980s 
SYNOPSIS 
Candidates need to take focus on the adaptation of the apartheid policy; the measures  Botha introduced to further divide and rule the non-white people. They need to show that  this had the opposite effect and led to massive internal resistance that will ultimately lead to  the destruction of apartheid. 
MAIN ASPECTS 
Candidates should include the following aspects in their essays: 
Introduction: Candidates should indicate the extent to which internal resistance  movements challenged the apartheid regime in the 1980s. 
Elaboration: 
To a large extent 

• Botha’s policy of Total Onslaught/Total Strategy 
• Reform measures (1983 Constitution, Tricameral Parliament 1984)
• Formation and role of the UDF (‘Don’t vote’ campaign, ‘Million Signature’ campaign
• Mass protests in Black South African townships in 1984/5 
• Protest marches (e.g. Langa township in the Western Cape) 
• School boycotts led mainly by COSAS in 1983 and 1985 
• Communities embarked on rent boycotts e.g. Vaal Triangle and Soweto in 1984
• Formation and impact of COSATU and other unions in workers struggles
• Stay-away campaigns in May Day 1986 and NUM strike in 1987 
• Declaration of the State of Emergency 1985 to1986 by the PW Botha government
• Emergence of the Mass Democratic Movement in1989 and the Defiance campaign
• The role of the Black Sash 
• SACC 
• End Conscription Campaign 
  Any other relevant response 

Conclusion: Candidates should tie up their argument with a relevant conclusion. 
If candidates should indicate to a lesser extent, they need to substantiate their  argument with relevant examples.

[50]

QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING  TO TERMS WITH THE PAST 
SYNOPSIS 
Candidates need to focus on the roles of the NP and the ANC as the key role players but  should also take into account the roles played by Inkhata, AWB, CP and the Communist  Party. 
MAIN ASPECTS 
Candidates should include the following aspects in their essays: 
Introduction: Candidates should indicate whether they agree with the statement or not  and elaborate. 
Elaboration: 
Candidates should include: 

• The process of negotiations (i.e. Groote Schuur Minute, Pretoria Minute)
• Commitment of the ANC to review the armed struggle 
• CODESA I – signing the Declaration of Intent aimed at the creation of a non-racial,  non-discriminatory South Africa
• Whites only referendum gives a clear mandate for De Klerk to continue negotiations
• CODESA II collapses 
• Increased violence (i.e. Boipatong, Bhisho, etc.) 
• Record of Understanding restarted the negotiation process/Role of Ramaphosa and  Meyer 
• Death of Hani but Mandela asks for calmness 
• Sunset Clause 
• Storming of the World Trade Centre by right wingers 
• Final agreement reached 
• 1994 election 
  Any other relevant point 

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

[50]

QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER:  THE EVENTS OF 1989 
SYNOPSIS 
Candidates need to agree or disagree with the statement and elaborate on how the  collapse of communism forced both the ANC and National Party to negotiate for a better  future for all South Africans. 
MAIN ASPECTS 
Candidates should include the following aspects in their response: 
Introduction: Candidates must focus on the collapse of communism, the impact on the  ANC, impact on the National party, the independence of Namibia and  independence of Angola. 
Elaboration: 
In agreeing with the assertion, candidates should have the following points in their  elaboration: 

• Policy of Glasnost and Perestroika paved the way for both the ANC and NP to reform
• There was pressure from major powers to work towards a peaceful settlement
• The ANC had to redefine its position and began to seek recognition from western  countries 
• Disappearance of Marxist-Leninist states and the fall of the Berlin Wall affected the  ANC 
• De Klerk desired reform 
• USSR economy unable to support/sustain aid to Africa and the ANC
• South Africa’s economy took a downturn in 1989 
• The ANC struggle for self-determination began 
• The ANC and the apartheid government had to find a peaceful and workable solution
• The apartheid government took the opportunity to negotiate with the ANC because  there was no longer a threat from the Soviet Union 
• Both the NP and the ANC took cognisance of internal factors to save the country’s  future 
• Independence of Namibia and Angola 
• Any other response 

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

[50]
TOTAL: 150