GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE …...QUESTION 1: HOW DID THE DETECTION OF SOVIET MISSILES IN CUBA BY THE UNITED STATES OF AMERICA (USA) INTENSIFY COLD WAR TENSIONS IN THE

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MARKS: 150 TIME: 3 hours

This question paper consists of 10 pages and an addendum of 18 pages.

HISTORY P1

NOVEMBER 2013

NATIONAL SENIOR CERTIFICATE

GRAAD 12

GRADE 12

History/P1 2 DBE/November 2013 NSC


INSTRUCTIONS AND INFORMATION 1. This question paper consists of FOUR questions based on the prescribed content

as contained in the guideline document.

QUESTION 1: WHAT WAS THE IMPACT OF THE COLD WAR IN FORMING THE WORLD AS IT WAS IN THE 1960s?

• USSR/USA – Creating spheres of interest: Focus on Cuba

QUESTION 2: HOW WAS UHURU REALISED IN AFRICA IN THE 1960s

AND 1970s?

• Case study: Tanzania

QUESTION 3: WHAT FORMS OF CIVIL SOCIETY PROTEST EMERGED

FROM THE 1960s UP TO 1990?

• Focus 1960s: Civil Rights Movements in the USA

QUESTION 4: WHAT FORMS OF CIVIL SOCIETY PROTEST EMERGED

FROM THE 1960s UP TO 1990?

• Focus 1970s: Black Consciousness Movement in South Africa

2. Each question counts 75 marks, of which 45 marks are allocated to the source- based question and 30 marks to the extended writing question. 3. Candidates are required to answer any TWO questions. 4. When answering questions, candidates should apply their knowledge, skills and insight. 5. A mere rewriting of the sources as answers will disadvantage candidates. 6. Questions should be answered by referring to the ADDENDUM. 7. Write neatly and legibly.



QUESTION 1: HOW DID THE DETECTION OF SOVIET MISSILES IN CUBA BY

THE UNITED STATES OF AMERICA (USA) INTENSIFY COLD WAR TENSIONS IN THE 1960s?

Study Sources 1A, 1B and 1C to answer the questions that follow.

1.1 Study Source 1A.

1.1.1 1.1.2

1.1.3 1.1.4 1.1.5

Why do you think this photograph was taken? (1 x 2) Using the information in the photograph and your own knowledge, explain how the reputation (status) of the USSR was affected. (Visual source) (1 x 2) Explain the limitations of this photograph for a historian researching the Cuban Missile Crisis. (Visual source) (2 x 2) Why do you think the information in the written source may be regarded as biased? Support your answer by using relevant evidence from the source. (1 x 3) How does the written source support the visual source regarding the deployment of Soviet missiles in Cuba? Support your answer with relevant reasons. (2 x 2)

(2) (2) (4) (3) (4)

1.2 Refer to Source 1B.

1.2.1 1.2.2 1.2.3

Why do you think Kennedy and Dobrynin decided to talk? (2 x 2) Using the information in the source and your own knowledge, explain Dobrynin's reference to Turkey. (1 x 2) Explain why a historian would consider this telegram to be a reliable piece of evidence when researching the Cuban Missile Crisis. (2 x 2)

(4) (2) (4)

1.3 Consult Source 1C.

1.3.1

1.3.2

1.3.3

Explain the messages regarding the Cuban Missile Crisis that are conveyed in the cartoon. (2 x 2)

Refer to the caption in the cartoon: 'THIS HURTS ME MORE THAN IT HURTS YOU!' Why do you think Khrushchev responded in this manner? Use the visual clues in the cartoon to support your answer. (2 x 2)

Explain how the following persons would have reacted after viewing this cartoon:

(a) A communist living in Cuba

(b) A democrat living in the USA (2 x 2)

(4)

(4)

(4)



1.4 Using the information in the relevant sources and your own knowledge, write

a paragraph of about EIGHT lines (about 80 words) explaining which ONE of these sources you think would be most useful to a historian writing about the Cuban Missile Crisis.

(8)

1.5 EXTENDED WRITING (Your response should be about TWO pages long.) Answer ONE of the questions: QUESTION 1.5.1 OR QUESTION 1.5.2. 1.5.1 Discuss how the detection of Soviet missiles in Cuba by the USA

intensified Cold War tensions between the superpowers in the 1960s.

(30)

OR

1.5.2 The fear of the total destruction of humankind encouraged both

Khrushchev and Kennedy to search for a peaceful solution to the Cuban Missile Crisis. Critically evaluate this statement by using the information in the relevant sources and your own knowledge.

(30) [75]



QUESTION 2: HOW SUCCESSFUL WAS NYERERE'S POLICY OF AFRICAN

SOCIALISM IN TANZANIA DURING THE 1960s?

Use Sources 2A, 2B and 2C to answer the questions that follow. 2.1 Study Source 2A. 2.1.1

2.1.2 2.1.3 2.1.4 2.1.5

Why, according to the source, were villages established in Tanzania? (3 x 1) Explain how Nyerere initially embarked on rural development in Tanzania. (2 x 2) Why were Tanzanians persuaded to live in ujamaa villages? (1 x 2) Using the information in the source and your own knowledge, define the term nationalisation. (1 x 2) Explain how the principles of the Arusha Declaration were implemented in Tanzania. (2 x 2)

(3) (4) (2) (2) (4)

2.2 Refer to Source 2B. 2.2.1

2.2.2 2.2.3 2.2.4

What message does the reporter convey about Nyerere's personality? (1 x 2) As a historian, why would you regard the information in the written source as biased? (2 x 2) Explain why this photograph would have been used by Nyerere's government as propaganda for the implementation of the policy of ujamaa. (2 x 2) How does the visual source support the written source regarding Nyerere's implementation of his policy? Support your answer by using relevant evidence from the source. (2 x 2)

(2) (4) (4) (4)

2.3 Read Source 2C. 2.3.1

2.3.2

Explain why you think Nyerere believed in the policy of socialism. (2 x 2) According to James Adams, what impact did Nyerere's policy of ujamaa have on Tanzania? (2 x 2)

(4) (4)


a paragraph of about EIGHT lines (about 80 words) explaining the impact that the Arusha Declaration had on ordinary Tanzanians.

(8)



2.5 EXTENDED WRITING (Your response should be about TWO pages long.)

Answer ONE of the questions: QUESTION 2.5.1 OR QUESTION 2.5.2.

2.5.1 Discuss to what extent Nyerere's policy of African Socialism was

a success in Tanzania in the 1960s.

(30)

OR 2.5.2 Julius Nyerere stated: 'I would still write the Arusha Declaration.

I believe in it. It is right.' Critically evaluate this statement by using the information in the relevant sources and your own knowledge.

(30) [75]



Use Sources 3A, 3B and 3C to answer the questions that follow. 3.1 Refer to Source 3A. 3.1.1

3.1.2 3.1.3 3.1.4 3.1.5

Using the information in the source and your own knowledge, define the term segregation. (1 x 2) Why do you think the students from the North Carolina Agricultural and Technical College embarked on protest action? (1 x 2) Quote evidence from the source that suggests students were harassed. (1 x 1) Explain why the author refers to the 'South'. (1 x 2) How did the federal government respond to African Americans living in the 'Deep South of the USA'? Support your answer with relevant reasons. (2 x 2)

(2) (2) (1) (2) (4)

3.2 Use Source 3B. 3.2.1

3.2.2 3.2.3

Why do you think white Americans attacked the Freedom Riders? (Written source) (1 x 2) The photograph shows two civil rights activists displaying posters that make reference to the word 'freedom'. Comment on the significance of the word 'freedom' in the context of civil society protests. (1 x 3) How do you think the following people would have reacted after viewing this photograph (Visual source):

(a) African American activists

(b) Right-wing white Americans from the South (2 x 2)

(2) (3)

(4)

QUESTION 3: WHAT ROLE DID THE VARIOUS CIVIL SOCIETY PROTESTS PLAY IN BRINGING ABOUT CHANGE IN THE UNITED STATES OF AMERICA (USA) IN THE 1960s?



3.3 Consult Source 3C. 3.3.1

3.3.2 3.3.3 3.3.4 3.3.5

Explain the purpose of this poster. (2 x 2) State any TWO demands that appear on the poster. (Visual source) (2 x 1) Explain to what extent the march to Washington was a success. (Written source) (1 x 3) Comment on the significance of Martin Luther King Junior's 'I have a Dream' speech in the context of the Civil Rights Movement. (Written source) (2 x 2) In what ways does the visual source support the written source regarding the march to Washington in 1963? Support your answer with relevant reasons. (2 x 2)

(4) (2) (3) (4) (4)


a paragraph of about EIGHT lines (about 80 words) explaining which ONE of these sources you think would be the most useful for a student of history writing about the Civil Rights Movement.

(8)

3.5 EXTENDED WRITING (Your response should be about TWO pages long.) Answer ONE of the questions: QUESTION 3.5.1 OR QUESTION 3.5.2. 3.5.1 Explain how the Freedom Riders and other forms of civil society

protest contributed to bringing about change in the United States of America (USA) during the 1960s.

(30)

OR

3.5.2 The civil rights march to Washington in 1963 was regarded as a

significant turning point in the liberation of all Americans. Do you agree with this statement? Substantiate your answer by using the information in the relevant sources and your own knowledge.

(30) [75]



Use Sources 4A, 4B and 4C to answer the questions that follow. 4.1 Use Source 4A. 4.1.1

4.1.2 4.1.3 4.1.4 4.1.5

Who, according to Extract 1, were 'real black people'? (1 x 2) Use the information in the source (Extract 1) and explain, in your own words, the term Black Consciousness. (1 x 2) How did Steve Biko react to the threat of police interrogation and death? (Extract 2) Support your answer with relevant reasons. (2 x 2) Explain whether you agree with Steve Biko's attitude towards police interrogation and death. Use the information in the source and your own knowledge to support your answer. (2 x 2) Compare the information in Extracts 1 and 2. Explain how these extracts support each other regarding the philosophy of Black Consciousness. (2 x 2)

(2) (2) (4) (4) (4)

4.2 Read Source 4B. 4.2.1

4.2.2 4.2.3

Why, according to the source, was Biko arrested? (1 x 2) Describe how Steve Biko's human rights were violated. (1 x 2) What factors do you think might have influenced the doctors who examined Biko to make false diagnoses of his condition? (2 x 2)

(2) (2) (4)

4.3 Study Source 4C. 4.3.1

4.3.2 4.3.3

Explain the symbolism of the broken chain as shown in the poster. (Visual source) (1 x 3) What message does the slogan, One Azania: One Nation, convey? (1 x 2) Using the information in the source and your own knowledge, explain why this poster was considered to be symbolic/iconic by struggle activists. (2 x 2)

(3) (2) (4)

QUESTION 4: WHAT WERE THE ROLE AND IMPACT OF THE BLACK CONSCIOUSNESS MOVEMENT UNDER STEVE BIKO'S LEADERSHIP IN THE 1970s?


Copyright reserved

4.4 Refer to Sources 4A, 4B and 4C. Select and explain which ONE of these

sources you think would be most useful to a historian writing about the philosophy of Black Consciousness. (2 x 2)

(4)


a paragraph of EIGHT lines (about 80 words) explaining the reaction of the apartheid government to the popularity of the Black Consciousness Movement in the 1970s.

(8)

4.6 EXTENDED WRITING (Your response should be about TWO pages long.) Answer ONE of the questions: QUESTION 4.6.1 OR QUESTION 4.6.2. 4.6.1 Discuss the role and impact of the Black Consciousness Movement

under Steve Biko's leadership in the 1970s.

(30)

OR 4.6.2 Steve Biko played a significant role in unifying black South Africans

against the apartheid regime.

Assess the validity of this statement by using the information in the relevant sources as well as your own knowledge.

(30) [75]

TOTAL: 150


MARKS: 150

This memorandum consists of 31 pages.

HISTORY P1

NOVEMBER 2013

MEMORANDUM


GRADE 12

History/P1 2 DBE/November 2013 NSC – Memorandum


1. SOURCE-BASED QUESTIONS 1.1 The following Learning Outcomes and Assessment Standards will be assessed i n

this question paper:

LEARNING OUTCOMES

ASSESSMENT STANDARDS

THE ABILITY OF THE LEARNER TO:

Learning Outcome 1

(Historical enquiry)

1. Formulate questions to analyse concepts for investigation within the context of what is being studied. (Not for examination purpose). 2. Access a variety of relevant sources of information in order to carry out an investigation. (Not for examination purpose) . 3. Interpret and evaluate information and data from sources. 4. Engage with sources of information evaluating the usefulness of

the sources for the task, including stereotypes, subjectivity and gaps in the evidence available to the learners.

Learning Outcome 2

(Historical concepts)

1. Analyse historical concepts as social constructs.

2. Examine and explain the dynamics of changing power relations within the societies studied.

3. Compare and contrast interpretations and perspectives of events, people's actions and changes in order to draw independent conclusions about the actions or events.

Learning Outcome 3

(Knowledge construction and communication)

1. Identify when an interpretation of statistics may be controversial and engage critically with the conclusions presented by the data.

2. Synthesise information to construct an original argument using evidence to support the argument.

3. Sustain and defend a coherent and balanced argument with evidence provided and independently accessed.

4. Communicate knowledge and understanding in a variety of ways including discussion (written and oral) debate, creating a piece of historical writing using a variety of genres, research assignments, graphics, oral presentation.



1.2 The following levels of questions were used t o assess source -based questions:

LEVELS OF SOURCE-BASED QUESTIONS

LEVEL 1 (L1)

• Extract relevant information and data from the sources. • Organise information logically. • Explain historical concepts.

LEVEL 2 (L2)

• Categorise appropriate or relevant source of information provided to answer the questions raised. • Analyse the information and data gathered from a variety of sources. • Evaluate the sources of information provided to assess the appropriateness of the sources for the task.

LEVEL 3 (L3)

• Interpret and evaluate information and data from the sources. • Engage with sources of information evaluating the usefulness of the sources for the task taking into account stereotypes, subjectivity and gaps in the evidence available. • Analyse historical concepts as social constructs. • Examine and explain the dynamics of changing power relations within the aspects of societies studied. • Compare and contrast interpretations and perspectives of peoples' actions or events and changes to draw independent conclusions about the actions or events. • Identify when an interpretation of statistics may be controversial and engage critically with the conclusions presented by the data.

1.3 The following table indicates how t o assess source -based questions:

• 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.



2. EXTENDED WRITING 2.1 The extended writing questions focus on one of the following levels:

LEVELS OF QUESTIONS Level 1 • Discuss or describe according to a given line of argument set out in the extended writing question. • Plan and construct an argument based on evidence, using the evidence to

reach a conclusion. Level 2 • Synthesise information to construct an original argument using evidence to support the argument. • Sustain and defend a coherent and balanced argument with evidence. • Write clearly and coherently in constructing the argument.

2.2 Marking of extended writing

• 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 EXTENDED WRITING MARKING GUIDELINE FOR A SPECIFIC ESSAY.

• WHEN ASSESSING OPEN-ENDED SOURCE-BASED QUESTIONS, LEARNERS SHOULD BE CREDITED FOR ANY OTHER RELEVANT RESPONSES.

Global assessment of extended writing The extended writing will be assessed holistically (globally). This approach requires the educator 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 of 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 extended writing marking 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 and

• The learner's interpretation of the question



Assessment procedures of extended wr iting

1. Keep the synopsis in mind when assessing extended writing.

2. During the first reading of the extended writing ticks need to be awarded for a relevant introduction (indicated by a bullet in 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 marking guideline/ memorandum) e.g. in an answer where there are 5 main points there will be 7 ticks.

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√

4. The matrix 4.1 Use of analytical matrix in the marking of extended writing (refer to page 6)

In the marking of extended writing with reference to page 6 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. 4.1.1 The first reading of extended writing will be to determine to what extent the

main aspects have been covered and to determine the content level (on the matrix).

C LEVEL 4

4.1.2 The second reading of extended writing will relate to the level (on the matrix) of presentation .

C LEVEL 4 P LEVEL 5

4.1.3 Allocate an overall mark with the use of the matrix. C LEVEL 4

18-19 P LEVEL 5

4.2 Use of holistic rubric in the marking of extended writing (refer to page 7) The given rubric which takes into account both content and presentation should be used in the marking of extended writing.

C and P LEVEL 5 18 - 20



GRADE 12 ANALYTICAL MATRIX FOR EXTENDED WRITING: TOTAL MARKS: 30

LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

PRESENTATION CONTENT

Very well planned and structured. Good synthesis of information. Constructed an argument Well balanced argument. Sustained and defended the argument throughout.

Well planned and structured. Synthesis of information Constructed an original well - balanced, independent argument. Evidence used to defend the argument.

Well planned and structured. Constructed a clear argument. Conclusions drawn from evidence. Evidence used to support argument. Reached independent conclusion. Evidence used to support conclusion.

Planned and constructed an argument. Evidence used to support argument. Conclusion reached based on evidence. Writing structured.

Shows some evidence of a planned and constructed argument. Some evidence used to support argument. Conclusion not clearly supported by evidence.

Attempts to structure the answer. Largely descriptive/ some attempt at developing an argument.

Little analysis and historical explanation. No structure in answer.

LEVEL 7 Question has been fully answered. Content selection fully relevant to line of argument.

27-30

24-26

LEVEL 6 Question has been answered. Content selection relevant to a line of argument.

24-26 23 21-22

LEVEL 5 Question answered to a great extent. Content adequately covered and relevant.

21-22 20 18-19

LEVEL 4 Question recognisable in answer. Some omissions/ irrelevant content selection.

18-19 17 15-16

LEVEL 3 Content selection does not always relate. Omissions in coverage.

15-16 14

12-13

LEVEL 2 Sparse content. Question inadequately addressed.

12-13 11 9-10

LEVEL 1 Question not answered. Inadequate content. Totally irrelevant.

9-10 0-8



GRADE 12 HOLISTIC RUBRIC TO ASSESS AN ESSAY USING SOURCES AND OWN KNOWLEDGE. TOTAL MARKS: 30

LEVEL If the candidate has demonstrated all or most of the sk ills listed in a particular level, she/he will be awarded a mark relevant to the category.

7 Outstanding 80 – 100% 24 – 30

[Excellent]

Consistently focuses on topic – demonstrates a logical and coherent progress towards a conclusion Clearly comprehends the sources Uses all or most of the sources and own knowledge Selects relevant sources Quotes selectively Groups sources (not essential but should not merely list sources) Demonstrates a setting of sources in background understanding If appropriate, deals fully with counter-argument Refers appropriately to relevancy, bias, accuracy, limitation of sources Expresses him/herself clearly Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion)

6 Meritorious 70 – 79% 21 – 23

[Very Good]

Makes a good effort to focus consistently on the topic but, at times, argument loses some focus Clearly comprehends the sources Uses all or most of the sources and own knowledge Selects relevant sources Quotes selectively Good use of relevant evidence from the sources. Good attempt to consider counter-argument Good attempt to refer to relevancy, bias, accuracy, limitation of source Expression good Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion)

5 Substantial 60 – 69% 18 – 20

[Good]

Makes an effort to focus on the topic but argument has lapses in focus Comprehends most of the sources Uses most of the sources and own knowledge Selects relevant sources Expression good but with lapses Perhaps, lacking some depth of overall-focus, or does not make reference to one or more relevant sources If appropriate, makes an attempt to consider counter-argument Rather superficial or no attempt to refer to relevancy, bias, accuracy, limitation of sources Makes an attempt to take a stand (focuses on limitations, etc.) in reaching an independent conclusion

4 Moderate 50 – 59% 15 – 17

[Satisfactory]

Makes some effort to focus on the topic but argument has many lapses in focus Moderate comprehension of most of the sources Moderate use of relevant evidence from the sources and own knowledge Moderate attempt to consider counter-argument Moderate attempt to refer to relevancy, bias, accuracy, limitation of sources Expression is satisfactory Makes an attempt to take a stand but there are serious inconsistencies with making links with the rest of the essay Essay might have a tendency to list sources and 'tag' on focus

3 Adequate 40 – 49% 12 – 14

[Fair]

Little attempt to focus on the topic Little comprehension of the sources Struggles to select relevant information and own knowledge from the sources No quotes – or generally irrelevant Makes little effort to consider counter-arguments Mainly characterised by listing of sources No attempt to refer to relevancy, bias, accuracy of sources Expression poor Makes a poor attempt to take a stand. (i.e. battles to reach an independent conclusion)

2 Elementary 30 – 39% 09 – 11

[Weak]

Unable to focus on the topic Unable to identify relevant sources and limited use of own knowledge No quotes – or generally irrelevant Makes no effort to consider counter-argument Essay characterised by listing of sources No attempt to refer to relevancy, bias, accuracy of sources Expression very poor Makes a very poor attempt to take a stand – if at all

1 Not Achieved 0 – 29% 0 – 8

[Poor]

No attempt to focus on the topic Uses no sources Does not use own knowledge Completely irrelevant Copies directly from the sources Answer extremely poor



QUESTION 1: HOW DID THE DETECTION OF SOVIET MISSILES BY THE

UNITED STATES OF AMERICA (USA) IN CUBA INTENSIFY COLD WAR TENSIONS IN THE 1960s?

1.1 1.1.1 [Extraction of evidence from Source 1A – L1 – LO1 (AS3); LO3 (AS2)] • To show the deployment of nuclear missiles in Cuba • To highlight the stockpiling of Soviet Missiles in Cuba • Any other relevant answer (any 1 x 2) (2) 1.1.2 [Interpretation of evidence from Source 1A – L2 – LO1 (AS3); LO3 (AS2)] • It portrays the USSR/Khrushchev as aggressive/violent • It exposed their intention to use Cuba as a pawn in the Cold War conflict • USSR/Khrushchev was regarded as a threat to peace • Any other relevant response (any 1 x 2) (2)

1.1.3 [Evaluating limitations from Source 1A - L3 - LO (AS3)] • This photograph could have been manipulated by the CIA since

it was labelled by them • Photograph lacked clarity and therefore was labelled by the CIA • The source depicts an American perspective of the deployment of missiles • The source reflects an American perspective • The source is produced by an American • Any other relevant response (any 2 x 2) (4)

1.1.4 [Ascertaining the bias of Source 1A – L3 – LO1 (AS3 and 4); LO3 (AS2)] • The source portrays the USSR as the aggressor • Information given by the CIA • Use of words such as 'Kremlin's duplicity' shows bias • Any other relevant response (any 1 x 3) (3) 1.1.5 [Comparing the evidence in the written and the visual sources from Source 1A – L3 – LO1 (AS4)] • The written source refers to evidence captured in the photos about

the deployment of missiles in Cuba • The written source indicates the captions such as ‘erector launcher equipment; missile trailers and tent areas while the visual source makes reference to missile erector, missile shelter tent’ etc. • Any other relevant response (any 2 x 2) (4)

1.2 1.2.1 [Extraction of evidence from Source 1B – L1 – LO1 (AS3); LO3 (AS2)] • They wanted to prevent a nuclear war/feared a nuclear war • They desired a peaceful settlement regarding the missile crisis • Any other relevant response (any 2 x 2) (4)



1.2.2 [Interpretation of evidence from Source 1B – L2 – LO1 (AS3); LO3 (AS2)] • Turkey is the country where the USA (NATO) deployed missiles

against the USSR • Khrushchev wanted US missiles in Turkey to be removed • These missiles posed a threat to the security and stability of the USSR • Any other relevant response (any 1 x 2) (2) 1.2.3 [Explain the reliability of Source 1B – L3 – LO 1 – (AS4) • The telegram is first hand information and an official document • It was written by Dobrynin the USSR ambassador • Telegram was written at the time when the Cold War tension

was at its peak • The information in the telegram can be corroborated by other sources • It captures the brinkmanship that existed between the superpowers i.e. the withdrawal of Russian missiles from Cuba vs. the withdrawal of USA (NATO) missiles from Turkey • Any other relevant response (any 2 x 2) (4)

1.3 1.3.1 [Interpretation of evidence from Source 1C – L2 – LO1 (AS3); LO3 (AS2)] • The USSR/Khrushchev removed the missiles from Cuba • USSR’s status as a super power was compromised/dented • Khrushchev was reluctant to remove the missiles from Cuba • Any other relevant response (any 2 x 2) (4) 1.3.2 [Interpretation of evidence from Source 1C – L2 – LO1 (AS3); LO3 (AS2)] • Khrushchev as a leader of a super power was not happy (reluctant)

to remove the missiles from Cuba • Khrushchev was forced to accede to the demands of the US to remove the missiles • Khrushchev has 'lost' this battle/prestige in Cold War conflict with the US • The removal of missiles will also 'hurt' Cuba (Castro would be toothless and

powerless) • It seems that Cuba had no choice in this matter (removal of missiles) • Any other relevant response (any 2 x 2) (4)

1.3.3 [Interpretation of evidence from Source 1C – L2 – LO1 (AS3); LO3 (AS2)] A mere statement of 'unhappy ' or 'happy ' for an answer would not suffice. It is expected of candidates to substantiate their answer. (a) • Resentment because of the removal of nuclear missiles from Cuba • Vulnerability because of a USA invasion • They could have felt that the Soviet Union has abandoned them • Alienated because the Soviet Union gave in too easily to the demands

of the USA • Any other relevant response (any 1 x 2) (2)



(b) • Relieved because the USA was able to stop the spread of

communism in Latin America • Satisfied that Kennedy was resolute in his demands that USSR missiles must be removed • Kennedy had stopped Cuba becoming a nuclear power • Proud the Americans were superior and outmanoeuvred the Russians in the context of the Cold War • Satisfied that a nuclear war between USA and Soviet Union was averted • Any other relevant response (any 1 x 2) (2)



1.4 [Interpretation, analysis and synthesis of evidence from all sources- L3 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]

Candidates can either choose Source 1A, 1B or 1C to explain usefulness : In answering this quest ion candidates need to show that the source is relevant to the investigation and reliable by interrogating the provenance (origin) and level of bias

SOURCE 1A • The source shows the manner in which the US gathered intelligence to protect its safety and security • The source shows that the US disregarded Cuban sovereignty by entering their airspace without approval • The source shows that the US had concrete evidence that missiles were deployed in Cuba • The source shows that the US tampered with the photograph (Visual Source) • The source shows that the US had proof of the origin (USSR) of these missiles • The source shows the US reaction towards the USSR's deployment of missiles • Any other relevant response

SOURCE 1B • The source shows the secrecy surrounding the negotiations between the US and

USSR • The source highlights that both the US and USSR were looking for a solution to prevent a nuclear war • The source shows the willingness of the US and USSR to make concessions • The source shows that Cold War tensions were not just confined to Latin America • The source shows the underlining reasons for the deployment of missiles • Any other relevant response

SOURCE 1C • The source shows that Khrushchev was reluctant to remove the missiles from

Cuba • The source shows that Khrushchev had 'lost' this confrontation with the US regarding the missile crisis in Cuba • The source shows that Cuba was a pawn in this conflict • The source shows that the removal of missiles will also 'hurt' Cuba • The source implied that Cuba could be vulnerable to US aggression • Any other relevant answer



Use the following rubric to allocate a mark:

LEVEL 1

• Uses evidence in an elementary manner e.g. shows little or no understanding of the usefulness of this source to a historian writing about the Cuban Missile Crisi s • Uses evidence partially to report on topic or cannot report on topic

MARKS: 0 –2

LEVEL 2

• Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding the usefulness of this source to a histori an writing about the Cuban Missile Crisi s • Uses evidence in a very basic manner

MARKS: 3 –5

LEVEL 3

• Uses relevant evidence e.g. demonstrates a thorough understanding of the usefulness of this source to a historian w riting about the Cuban Missile Crisi s • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic

MARKS: 6 –8

(8)



1.5 EXTENDED WRITING

1.5.1 [Plan and construct an argument based on evidence using analytical

and interpretative skills - L1 – LO1 (AS 3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]

SYNOPSIS Candidates need to discuss how the detection of Soviet missiles by the USA in Cuba led to intensified Cold War tensions between the superpowers during the 1960s. MAIN ASPECTS

Candidates should include the following aspects in their response: • Introduction: Candidates should indicate their line of argument and how

they intend to support their line of argument.

ELABORATION • Background - Reasons for the missile build-up in Cuba (Bay of Pigs; NATO missiles in Turkey and Italy; Spreading of communism in Latin America) • USA spy planes discovered missiles sites in Cuba (The American reaction- blockade, calls for removal, threatened invasion of Cuba) • The Soviet response (disobeyed blockade and gave its submarine commanders orders to take action against US ships) • At first the Soviet Union did not admit to missiles sites in Cuba (Later the Soviet Union admits, but claims it is for defensive purposes only) • Negotiations between the USA and Soviet Union intensified the Cold War (The Soviet Union agreed to remove missiles from Cuba only if the USA gave an undertaking not to invade Cuba) • The USA acceded to this demand (Undertook to remove missiles from Turkey but it should not be made public so that Kennedy is not portrayed as 'weak') • Tensions between the USA and USSR increased as an American spy plane is shot down over Cuban airspace, but the USA did not respond • The superpowers reached an agreement on the missile crisis (USA would not invade Cuba and will remove missiles from Turkey and Italy; The USSR would remove missiles from Cuba and would dismantle missiles under United Nations supervision) • A hotline was set up between the White House and the Kremlin/Nuclear Test Ban Treaty was signed/Through negotiations a 'Hot War' was averted • Any other relevant response • Conclusion: Candidates need to tie up the discussion with a relevant conclusion. (30)

Use the matrix on page 6 in this document to assess this extended writing



1.5.2 [Synthesise information to construct an original argument using evidence from the sources and own knowledge to support the argument -

L2 – LO1 (AS 3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)] SYNOPSIS

In answering this question, candidates should take an independent line of argument in showing how Khrushchev and Kennedy search for a peaceful solution to prevent total destruction of human kind MAIN ASPECTS • Introduction: Candidates should show their line of argument and indicate

how they intend answering the question.

ELABORATION • Reasons for the missile build-up in Cuba (Bay of Pigs; NATO missiles in Turkey and Italy; Spreading of communism in Latin America) • USA spy planes discovered missile sites in Cuba (Kennedy called for the removal of missiles, USSR refuses; Kennedy launched a blockade and quarantine; Kennedy did not attack Cuba, showed that he was searching for a peaceful solution) • Khrushchev showed he was also willing to give peace a chance by asking the USA to lift the blockade, not invade Cuba (Khrushchev left the door open for discussion on destruction and removal of missiles from Cuba) • Khrushchev also asked America to remove missiles from Turkey and Italy (Kennedy did not accede to this demand publicly, he

privately gave assurances that it will be removed after discussions with NATO) • Kennedy did not retaliate when an American spy plane was shot down over Cuban airspace (Kennedy demanded removal of missiles or America will be forced to attack) • Khrushchev finally agrees to remove missiles under UNO supervision • Both leaders emerge from the crises as victors • Any other relevant response

• Conclusion: Candidates should tie up their argument. (30) [75]




QUESTION 2: HOW SUCCESSFUL WAS NYERERE'S POLICY OF AFRICAN

SOCIALISM IN TANZANIA DURING THE 1960s?

2.1 2.1.1 [Extraction of evidence from Source 2A – L1 – LO1 (AS3); LO2 (AS2)]

To ensure: • Freedom • Development • Discipline (3 x 1) (3)

2.1.2 [Interpretation and evaluation of Source 2A – L2 – LO1 (AS3)] • Spent a huge amount of money on settlements • Supplied modern equipment • Ensured the supply of social services e.g. health; education • Good management • Promise of a better life/rich • Any other relevant response (any 2 x 2) (4)

2.1.3 [Interpretation and evaluation of Source 2A – L2 – LO1 (AS3)] • To fulfil Nyerere's idea of Villagisation/African Socialism • To develop Tanzania • Easier for the government to supply equipment if people stayed together • To increase agricultural production • Any other relevant response (any 1 x 2) (2)

2.1.4 [Explanation of a concept from Source 2A – L1 – LO2 (AS1)] • Government/state takes control of institutions like banks, schools, etc • Government/state control on behalf of the people • All means of production are controlled by the state/state ownership • Any other relevant response (any 1 x 2) (2)

2.1.5 [Evaluation of Source 2A – L2 – LO1 (AS3)] • Ujamaa villages were established • People worked together • Government provided health services/education etc. • Government provided equipment • To build a classless society • Firms were nationalised • No government officials were allowed to enrich themselves • Any other relevant response (any 2 x 2) (4) 2.2 2.2.1 [Analysing Source 2B – L2 – LO1 (AS4); LO2 (AS2)] • Dedicated to the masses • Nyerere mixed with the people • Nyerere was approachable • Nyerere was not detached or arrogant • Nyerere was committed to the poor • Any other relevant response (any 1 x 2) (2)



2.2.2 [Evaluating bias of the written source in Source 2B – L3 – LO1 (AS4)]

It could be biased because: • The extract was written by a Tanzanian national citizen • It was written by a news reporter who supported Nyerere • The writer worked as an information officer for Nyerere's government • It could have been used for propaganda purposes • It portrays the positive aspects of Nyerere • Any other relevant response (any 2 x 2) (4)

2.2.3 [Analysing of a visual source from Source 2B – L3 – LO1 (AS3); LO2 (AS2)] • The government wanted support/promote the policy of ujamaa • The government wanted to show that Nyerere was committed to

agriculture and development • Depicted Nyerere as a good leader who was caring and committed to the people of Tanzania • It shows people supporting the policy of ujamaa • Any other relevant response (any 2 x 2) (4)

2.2.4 [Comparing the evidence in the written and the visual sources from Source 2B – L3 – LO1 (AS4)] • Visual source shows him in company of people which is referred to in the

written source as his dedication and identification with the masses • Visual source shows him in plain simple clothes and in the written source, he mingled with peasants (shows simplicity) as one of them/ one of us • Both sources show his involvement in the policy of ujamaa • Both sources show that they supported the policy of ujamaa • Any other relevant response (any 2 x 2) (4)

2.3 2.3.1 [Interpretation and evaluation of Source 2C – L2 – LO1 (AS3)] • Wanted a clean break from colonialism • General upliftment of all Tanzanians • Believed in government providing social services e.g. to schools and clinics • He was against capitalism • He wanted to eradicate a class based society created by capitalism • Any other relevant response (any 2 x 2) (4) 2.3.2 [Interpretation and evaluation of Source 2C – L2 – LO1 (AS3)] • Essential supplies were unavailable e.g. gasoline • World Bank granted more loans • Stores were empty • Medicine unavailable • Any other relevant response (any 2 x 2) (4)



2.4 [Interpretation, analysis and synthesis of evidence from all sources – L3 – LO1 (AS 3 and 4), LO2 (AS1, 2 and 3) LO3 (AS 1, 2, 3 and 4)]

Candidates must focus on the following aspects: It had a positive impact: • There were many co-operative activities in rural areas • Improved education and health • He made Tanzanians work together • The policy of African Socialism became a reality • Ordinary Tanzanians could see their president mixing with them • Through the Leadership Code Tanzanians would experience no corruption

It had a negative impact: • Many Tanzanians were not prepared to live in ujamaa villages • The government spent too much money on unsuccessful projects and therefore had to borrow money • State-owned enterprises were insufficient and became bankrupt • Agricultural production declined and affected food security • Food shortages led to serious problems • Any other relevant response


LEVEL 1

• Uses evidence in an elementary manner e.g. shows no or little understanding of explaining the impact that the Arusha Declaration had on ordinary Tanzanians • Uses evidence partially to report on topic or cannot report on topic

MARKS: 0 –2

LEVEL 2

• Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some understanding of explaining the impact that the Arusha Declaration had on ordinary Tanzanians • Uses evidence in a very basic manner

MARKS: 3 –5

LEVEL 3

• Uses relevant evidence e.g. that shows a thorough understanding of explaining the impact that the Arusha Declaration had on ordinary Tanzanians • Uses evidence very effectively in an organized

paragraph that shows an understanding of the topic

MARKS: 6 –8

(8)




2.5.1 [Plan and construct an argument based on evidence using analytical and interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]

SYNOPSIS Candidates should discuss to what extent Nyerere's policy of African Socialism was a success. Candidates should substantiate their line of argument with relevant examples.

MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates should indicate their line of argument and state

to what extent they agree with the statement. ELABORATION To a great extent: • Nyerere's vision for Tanzania was set out in the Arusha Declaration • Nyerere introduced the policy of Ujamaa (self-reliance, African Socialism, reducing the gap between rich and poor) • Rural development was important (increased agricultural productivity, implemented his villagisation programme, communities worked together) • Tanzania became a one-party state with TANU as ruling party (A Leadership Code was introduced, politicians were prohibited to hold company shares, Swahili was made the national language, the rights of workers were encouraged • Nyerere proposed a sound system of education (literacy rose and many people could read and write) • Nyerere improved good social services, people had access to clean water To a lesser extent: • Tanzania owed huge amounts of money to the World Bank • Basic needs like soap and oil had to be imported • Workers were unhappy with the conditions of work and embarked on strikes • Nyerere admitted that ujamaa had failed • Any other relevant response

• Conclusion: Candidates should tie up their argument with a relevant conclusion. (30)





L2 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]

SYNOPSIS Candidates should critically evaluate the statement and discuss the Arusha Declaration and why Nyerere believed in it. MAIN ASPECTS Candidates should include the following points in their response. • Introduction: Candidates should indicate their line of argument and

give relevant examples of what was outlined in the Arusha Declaration.

ELABORATION Nyerere believed in the Arusha Declaration because: • It set out his vision of African Socialism • Policy of Ujamaa was outlined – focus on African Socialism • Tanzania would become self-reliant through ujamaa • Tanzania will be built up through Socialism • Class distinction was eliminated – everybody became a worker • Nationalisation of key sources of production occurred e.g. banks, Insurance companies, sisal plantations, farming companies and shops • Corruption was prevented through his Leadership Code • A one-party state was set up in Tanzania under TANU • Education became a great success because literacy rose, compulsory education for children was introduced • Health services improved and Tanzanians had access to piped water • The Arusha Declaration failed because of a lack of trained/ experienced

officials but he still believed in it because it was his vision • Nyerere admitted that his policy had failed but it was still his vision • Any other relevant response • Conclusion: Candidates should tie up their argument with a relevant

conclusion. (30) [75]




3.1.1 [Definition of concepts – L1 – LO2 (AS1)] Segregation • Separation of people on the basis of race, colour, religion, etc. • African Americans were segregated in terms of schooling, jobs,

housing, etc. • Any other relevant response (any 1 x 2) (2) 3.1.2 [Interpretation of evidence from Source 3A – L2 – LO1 (AS3 and 4), LO3 (AS2)] • Were against segregation • Against unfair treatment • Wanted an end to discrimination • Any other relevant response (any 1 x 2) (2) 3.1.3 [Extraction of evidence from Source 3A – L1 – LO1 (AS3)] • Increasingly hostile treatment (1 x 1) (1) 3.1.4 [Interpretation of evidence from Source 3A – L2 – LO1 (AS3 and 4), LO3 (AS2)] • The South practised racial discrimination • The majority of whites from the ‘South’ felt they were superior to

African Americans • Any other relevant response (any 1 x 2) (2)

3.1.5 [Interpretation of evidence from Source 3A – L2 – LO1 (AS3 and 4), LO3 (AS2)] • Took action to protect African Americans • Guaranteed their rights • Legislation was passed that ensured facilities were desegregated • African Americans gained access to polling booths (any 2 x 2) (4) 3.2 3.2.1 [Interpretation of evidence from Source 3B – L2 – LO1 (AS3); LO3 (AS2)] • They were racist • Against desegregation – reluctant to embrace non-racialism • Any other relevant response (any 1 x 2) (2) 3.2.2 [Interpretation and evaluation of evidence from Source 3B – L3 – LO1 (AS3); LO3 (AS2)] • Freedom symbolised an end to racism and segregation • Freedom symbolises that their protests were successful • Freedom fighters desired equal opportunity for all citizens • Any other relevant response (any 1 x 3) (3)

QUESTION 3: WHAT ROLE DID THE VARIOUS CIV IL SOCIETY PROTESTS PLAY IN BRINGING ABOUT CHANGE IN THE UNITED STATES OF AMERICA (USA) IN THE 1960s?



3.2.3 [Interpretation and evaluation of information from Source 3B – L2– LO1 (AS3 and 4); LO2 (AS2 and 3)]

(a) • Relieved • Happy • Proud • Any other relevant response (any 1 x 2) (2)

(b) • Angry • Disappointment • Shock • Any other relevant response (any 1 x 2) (2)

3.3 3.3.1 [Interpretation of evidence from Source 3C – L2 – LO1 (AS3); LO3 (AS2)] • It advertised the march on Washington • It outlined reasons for the march • It gave information about speakers who were expected to speak at the

march on Washington • Any other relevant response (any 2 x 2) (4) 3.3.2 [Extraction of evidence from Source 3C – L1 – LO1 (AS3); LO3 (AS2)] • Civil rights legislation • Federal Works Program • Employment • Decent Housing • Right to vote • Integrated Education (any 2 x 1) (2) 3.3.3 [Interpretation and evaluation of evidence from Source 3C – L3 – LO1 (AS3); LO3 (AS2)] The march on Washington was successful: • Quarter of a million people were involved in the march • Interracial march • Peaceful march • Pressure was put on the US administration to pass civil rights laws • Any other relevant response (any 1 x 3) (3) 3.3.4 [Interpretation and evaluation of evidence from Source 3C – L3 – LO1 (AS3); LO3 (AS2)] • Speech united most black and white Americans • Speech became catalyst for change/inspirational speech that

brought about change • Put pressure on the US government to introduce the Civil Rights Acts of 1964 • Any other relevant response (any 2 x 2) (4)



3.3.5 [Comparing evidence from Sources 3C – L3 – LO1 (AS3); LO2 (AS3); LO3 (AS2)] The visual source supports the written source in the following way s: • The visual source appeals for support for the march while the written source

mentions the number of people who attended the march • The demands made in the visual source are repeated in the written source • Any other relevant response (any 2 x 2) (4) 3.4 [Interpretation, analysis and synthesis of evidence from all sources - L3- LO1 (AS3 and 4), LO2 (AS1, 2 and 3) LO3 (AS 1, 2, 3 and 4)] Candidates must focus on the following aspects:

Candidates can select either Source 3A or Source 3B or Source 3C and indicate why it is useful. In answering this question candidates need to show that the source is relevant to the investigation and reliable by interrogating the provenance (origin) and level of bias

SOURCE 3A is useful because: • It highlights the rise and aims of the Civil Rights Movement • It highlights the strategies used by the Civil Rights Movement • It explains the resistance and methods used by the people of the South • It highlights the successes of the Civil Rights Movement • Any other relevant response

SOURCE 3B is useful because: • Shows that both black and white in Americans opposed segregation (Written

Source) • Highlights the experiences of the Freedom Riders (Written Source) • Highlights the attitude and behaviour of those who were opposed to desegregation (Written Source) • It shows that on 4 May 1961 the Freedom Riders embarked on protest action • Provides evidence that the incident did occur by showing protesters riding the bus (Visual Source) • Highlights the demands of the Freedom Riders (Visual Source) • Any other relevant response

SOURCE 3C is useful because: The visual source: • Informs the readers who the leaders were • Informs the reader of the reasons for the march • Informs the reader about the contact details for bus reservations

and the organising committee



The written source: • Explains the march to Washington • Highlights the number of people who attended the march • Highlights the reason for the march • Shows the protestors were united / multi-racial • Informs the reader about Martin Luther King Jr's – 'I have a dream' speech • Explains the effects of the speech • Any other relevant response


LEVEL 1

• Uses evidence in an elementary manner e.g. shows no or little understanding of the usefulness of th is source to a student of

history about the Civil Rights Movement • Uses evidence partially to report on topic or cannot report on topic

MARKS: 0 –2

LEVEL 2

• Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some understanding of the usefulness of this source to a student of history writing about t he Civil Rights Movement Uses evidence in a very basic manner

MARKS: 3 –5

LEVEL 3

• Uses relevant evidence e.g. shows a thorough understanding of the usefulness of this source to a student of history writing about the Civil Rights Movement • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic

MARKS: 6 –8

(8)




3.5.1 [Plan and construct an argument based on evidence using analytical and interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]

SYNOPSIS

Candidates should discuss how the Freedom Riders and other forms of civil society protests contributed to bringing about change in the USA during the 1960s.

MAIN ASPECTS

Candidates should include the following aspects in their response: • Introduction: Candidates should indicate the reasons for the formation

Civil Rights Movement.

ELABORATION • Brief background of the Montgomery Bus boycott and the reasons for the Civil Rights Movement (discrimination / segregation) • Demands for the abolition of racial discrimination (e.g. Greensboro sit-ins in 1960) • Reasons for the Freedom Riders embarking on protest action and consequences • Other protests included, Birmingham and Alabama protests etc. • Segregation in public schools e.g. (Georgia) • Selma-Montgomery marches e.g. role of Bull Connor • The march on Lincoln Memorial and Martin Luther Jr's 'I have a Dream speech' - impact • Freedom Summer • This led to a significant realignment of US policies • These included reforms such as, Civil Rights Act, Voting Rights Act, Fair Housing Act, etc. • Banning of discrimination in employment practices in public

accommodation • Dignity and respect regained especially for African Americans • [Other Civil society protests] • Any other relevant response

Conclusion: Candidates should tie up their argument by referring to the significant changes that the Civil Rights Movement was responsible for. (30)

Use the matrix on page 6 in this document to assess this extended writing.



3.5.2 [Synthesise information to construct an original argument using evidence from the sources and own knowledge to support the argument - L2 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]

SYNOPSIS Candidates can either agree or disagree with the statement. In agreeing with the statement candidates should discuss how the march to Washington was regarded as a significant turning point for the liberation of all Americans. In disagreeing with the statement candidates must substantiate their response with relevant evidence. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates should indicate whether they agree or disagree

with the statement and substantiate their line of argument.

ELABORATION In agreeing with the statement, candidates should discuss the following : • Commitment to end segregation and racial discrimination by embarking on

protest action • Role played by Martin Luther King Junior in terms of better education; better housing; fighting for equal rights • The march on Washington • Support received during the march from white Americans • Unity among black and white Americans during the march • Civil Rights Movement gained confidence • Significance of the march - 'I have a Dream' speech - impact • Changes to legislation in the USA e.g. Civil Rights Act of 1964 • Segregatory laws were gradually repealed • African Americans now enjoyed the fruits of Martin Luther King Jr's role • Any other relevant response

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

If candidates disagree with the statement, they need to support their argument wi th relevant evidence (30)

[75]




4.1 4.1.1 [Extract relevant information from Extract 1 (Source 4A) – L1 – LO1(AS3)] • Those who can manage to hold their heads high in defiance rather

than willingly surrender their souls to the white man • Those who rid themselves of the shackles that bind themselves of perpetual servitude (any 1 x 2) (2)

4.1.2 [Explanation of the historical concept from Extract 1 from Source 4A – L1 – LO1 (AS3)] • Acceptance of oneself as black, with pride and self esteem • Having a strong mental attitude • Working together to achieve liberation/self development • Any other relevant answer (any 1 x 2) (2)

4.1.3 [Analyse the information gathered from Source 4A – L2 – LO1 (AS3);

LO3 (AS2 and 3)] • Was not afraid of death/prepared to die for his beliefs/fearless • He would only hit back (respond) if he was tortured during interrogation • Would not co-operate with his interrogators • Any other relevant response (any 2 x 2) (4)

4.1.4 [Interpret and evaluate information from Source 4A L3 – LO1 (AS3)] Candidates must indicate whether they AGREE or DISAGREE with Biko 's attitude towards police interrogation and death. AGREE • Citizens/people should not be scared of the police because they (police) must

defend peace and the constitution • Police did not have to beat people when they questioned them • Police should have a professional way of collecting information from political activists • The apartheid police were too harsh which made Biko's attitude towards equally harsh • One cannot run away from death – Biko was ready to die for a just cause • He was challenging the system and was not willing to be intimidated • Any other relevant answer

DISAGREE • An unarmed individual cannot fight against armed police • Police defended the constitution • Interrogation was a way of getting information from political activists that were

arrested • Any other relevant answer (any 2 x 2) (4)

QUESTION 4: WHAT WERE THE ROLE AND IMPACT OF THE BLACK CONSCIOUSNESS MOVEMENT UNDER STEVE BIKO'S LEADERSHIP IN THE 1970s?



4.1.5 [Compare evidence from Source 4A, Extracts 1 and 2 – L3 – LO1 (AS3);

LO3 (AS2)] Extracts 1 and 2 support each other in the following way:

• In Extract 1 reference is made to real black South Africans as those who can hold their heads high which in Extract 2 is addressed by the word proud • Extract 1 indicates that a real black South African would not surrender to a white man and Extract 2 supports that by indicating that he did not fear death and would not allow the police to beat him • Both extracts refer to black South Africans as being proud and holding

their heads high • Any other relevant answer (any 2 x 2) (4) 4.2 4.2.1 [Extraction of evidence from Source 4B – L1 – LO1 (AS3)] • For distributing pamphlets 'inciting blacks to cause riots' • Elluded the police for a year • Arrested because he was seen as a ‘terrorist’ (any 1 x 2) (2)

4.2.2 [Analyse information gathered from Source 4B – L2 – LO1 (AS3); LO3 (AS2 & 3)] • Was arrested and put in indefinite detention through Section 6 of Terrorism Act • Was stripped naked and humiliated • Was rammed against a wall during his interrogation • Driven for 1 600 km, naked and unconscious at the back of a

police van without any medical attention • He was murdered • He was denied legal representation • Any other relevant answer (any 1 x 2) (2)

4.2.3 [Analysis and interpretation of evidence from Source 4B Extract 2 – L2 –

LO1 (AS 3); LO3 (AS 2) • To protect the apartheid government against the crimes they had committed • Concealed police brutality and unprofessionalism by state doctors • To cover-up the conditions that lead to Biko's death so that the state's sinister motives were not exposed • Doctors were put under pressure/intimidated • Any other relevant answer (any 2 x 2) (4)

4.3 4.3.1 [Interpretation and evaluation of information from Source 4C (Visual Source)

– L3 – LO 1 (AS3)] • Chain of oppression against white/ apartheid domination was broken • Symbolises freedom from ideas of oppression/servitude • Biko's death exposed and broke down the oppressive nature of the apartheid regime • Any other relevant answer (any 1 x 3) (3)



4.3.2 [Interpretation of evidence from Source 4C – L2 - LO1 (AS3); LO3 (AS2)] • One human race • One country of South Africa with one South African nation • No racial division in South Africa • No apartheid in South Africa • Unity for all Africans • Any other relevant answer (any 1 x 2) (2)

4.3.3 [Analysis of information from source 4C – L2 – LO1 (AS3 & 4); LO3 (AS2)] • Biko was regarded as a political martyr • Biko's death contributed to liberating black South Africans from a

life of servitude • Biko sacrificed his life for the liberation of black South Africans • Biko's death left a legacy of having broken the chains of oppression and marginalisation • To show how powerful Biko was • Provided a catalyst for change • Any other relevant answer (any 2 x 2) (4)

4.4 [Evaluate the usefulness of Sources 4A, 4B and 4C on the philosophy of Black

Consciousness L3 – LO 1 – (AS4)] In answering this question , candidates need to show that the source is relevant to the investigation and reliable by interrogating the provenance (origin) and level of bias

SOURCE 4A is useful because • It is first-hand information/gives Biko’s definition of Black Consciousness • Extract 1 was taken from a paper presented by Biko in an official SASO leadership

Conference in 1971 • Extract 2 is also first - hand information, as an extract from an interview • It is made up of words presented by Biko, the leader of Black Consciousness philosophy • It was presented at the time when the BCM was very active • Any other relevant answer

SOURCE 4B is useful because • It gives you information on how Biko was arrested • Tells us how Biko was interrogated and eventually murdered • The information can be corroborated by other sources • The source shows Biko and Black consciousness was seen a threat • Any other relevant answer



SOURCE 4C is useful because • It is a poster by the Black People's Convention • It is a viewpoint of the BPC to their leader • It was used at the time of his funeral • Any other relevant answer (any 2 x 2) (4)

4.5 [Interpretation, analysis and synthesis of evidence from all sources - L3- LO1 (AS3 and 4), LO2 (AS1, 2 and 3) LO3 (AS 1, 2, 3 and 4)]

Candidates must focus on the following aspects: • BPC was seen as a threat • Arrest and detention of Biko • Government’s alleged involvement in his death • Collusion of state doctors and police in concealing reasons for his death • Banning of 18 political organisations associated with BCM/leaders were

decimated • Banning of the newspapers: The World and The Weekend World, considered supportive to BCM • Any other relevant response


LEVEL 1

• Uses evidence in an elementary manner e.g. shows no or little understanding of the reaction of the apartheid government to the popularity of the Black consciousness Movement in the 1970s. • Uses evidence partially to report on topic or cannot

report on topic

MARKS: 0 -2

LEVEL 2

• Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some understanding of the reaction of the apartheid government to the popularity of the Black consciousness Movement in the 1970s. • Uses evidence in a very basic manner

MARKS: 3 –5

LEVEL 3

• Uses relevant evidence e.g. shows thorough understanding of the reaction of the apartheid government to the popul arity of the

Black consciousness Movement in the 1970s. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic

MARKS: 6 -8

(8)



4.6 EXTENDED WRITING 4.6.1 [Synthesise information to construct an original and independent

argument using evidence from the sources and own knowledge to support the argument - L1- L3 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)] SYNOPSIS Candidates should discuss the role and impact of the Black Consciousness Movement under Steve Biko's leadership in the1970s. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates should state their viewpoint regarding the role and impact

of the Black Consciousness Movement under Steve Biko in the 1970s.

ELABORATION • The role and influence of Biko's philosophy (BCM) - instilling feeling of black dignity and self-esteem, rising up against poor living conditions and fighting unemployment • On the establishment of other movements and organisations supporting Black Consciousness (BPC, SASO, SASM, SSRC) • On students: (Biko broke away from NUSAS -1968 and established SASO 1969), and impact on the Soweto Students Representative Council in rejecting the use of Afrikaans as medium of instruction (1976) • On workers: (Biko influenced the 1973 strikes mainly in Durban and the East Rand because of the uncertainty created by the world oil crisis) • On the communities: (Biko established Black Community Projects to uplift lives of blacks) • Impact of the Soweto Uprising • Reaction of the apartheid government: arrest anti-apartheid activists like Biko; Collusion by state doctors and police over reasons for Biko's death; banned 18 organisations associated with Black Consciousness philosophy; banned newspapers that were considered supportive to the spread of the philosophy • Any other relevant response




Copyright reserved

4.6.2 [Plan and construct an essay according to a given line of argument - L1 – L3 –LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]

SYNOPSIS Candidates need to assess Biko's role in unifying black South Africans and the reaction to his untimely death in detention. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates should assess the statement and indicate whether

they agree with it or not and state how they intend supporting their line of argument.

ELABORATION • The role and influence of Biko's philosophy on Black Consciousness

Movement - instilling feeling of Black dignity and self-esteem/ rising up against poor living conditions and fighting unemployment/ blacks rallying together • On the establishment of other movements and organisations supporting Black Consciousness (BPC, SASO, SASM, SSRC) • On students: (Biko broke away from NUSAS -1968 and established SASO 1969), and impact on the Soweto Students Representative Council in rejecting the use of Afrikaans as medium of instruction(1976) • On workers: (Biko influenced the 1973 strikes mainly in Durban and the East Rand because of the uncertainty created by the world oil crisis) • On the communities: (Biko established Black Community Projects to uplift lives of blacks) • Reaction to his death: Black People's Convention (BPC) reacted strongly to his death - BPC had made Biko their honorary president and regarded him as their martyr, Many black communities responded with anger over his death; School boycotts increased • His funeral was attended by 20 000 mourners • Many foreign countries had representatives at his funeral • Biko's death in detention made headlines locally and internationally and it exposed the brutality of the apartheid regime • Any other relevant response


[75]



This addendum consists of 17 pages.

GRAAD 12

HISTORY P2

NOVEMBER 2013

ADDENDUM


GRADE 12

History/P2 2 DBE/November 2013 NSC – Addendum


QUESTION 1: HOW DID THE FALL OF COMMUNISM IN THE USSR

INFLUENCE POLITICAL CHANGES IN SOUTH AFRICA IN THE 1990s?

SOURCE 1A This source focuses on the consequences of Mikhail Gorbachev's reform policies for the USSR and Eastern Europe after 1985.

Mikhail Gorbachev was elected General Secretary of the Communist Party of the Soviet Union (CPSU) on 11 March 1985 and within weeks introduced the world to two new Russian words, 'glasnost' and 'perestroika'. Glasnost ended the Cold War. Gorbachev admitted the past mistakes of Soviet foreign policy, announced a Soviet withdrawal from Eastern Europe and offered major concessions to end the arms race. President Reagan and the West were at first hesitant and wary of a new Soviet propaganda offensive, but over the course of four summits between 1985 and 1988 Reagan and Gorbachev ended the Cold War. Perestroika was less successful and by 1988 the reforms of the economy and Communist Party had failed to win the confidence of the Soviet people. In January 1989 George Bush became President of the United States. Along with the rest of the West he watched in astonishment as the Soviet Union, against all expectations, imploded (collapsed) between 1989 and 1991. During 1989 the states of Eastern Europe split from Soviet influence and set in motion the procedure to elect democratic governments. On 9 November 1989 the Berlin Wall was demolished as the German people, impatient for reunification, moved faster than the politicians.

[From: The Cold War by B Lightbody]



SOURCE 1B This cartoon by E Valtman was published in The Waterbury Republican on 31 August 1991.

Gorbachev beholds a crushed hammer an d sickle

[From: The Best Editorial Cartoons of the Year by ES Valtman]



SOURCE 1C The source by J Daniel below highlights how the fall of the Berlin Wall paved the way for change in South Africa.

It should be clear … that by the time of the events around the Berlin Wall the momentum (drive) for change in South Africa was gathering pace. What the fall of the wall did was not to create the conditions for change but to push them forward and speed up the whole process. What it did was lessen the obstacles confronting those promoting a new way forward. It was, for example, now possible for FW de Klerk, under intense pressure from the United States and facing the prospect of intensified sanctions, to tell his critics that the Cold War was over. That 'we' had won and the Soviets had lost and that this in turn, weakened the ANC in that it lost its main sponsor. Consequently, he could argue it was now possible for the National Party to confront them politically and on a more even playing field. The ANC, he could argue, now had no choice but to negotiate … ... while De Klerk and his top aides in the National Intelligence had read the Cold War signals post-1985 correctly, they were never able to understand the true realities of the nationalist struggle in Southern Africa where it was not the Soviet Union that was the problem. What was the problem for the white minorities were the legitimate (rightful) aspirations (hopes) of the black majority.

[From: The Impact of the Cold War and the Fall of the Berlin Wall on Southern Africa by J Daniel]



SOURCE 1D This source consists of two extracts.

Extract 1 : The following contains part of a speech that FW de Klerk delivered to parliament on 2 February 1990. With the steps the government has taken it has proven its good faith and the table is laid for sensible leaders to begin talking about a new dispensation, to reach an understanding by way of dialogue (discussion). The agenda is open and the overall aims to which we are aspiring should be acceptable to all reasonable South Africans. Among other things, those aims include a new democratic constitution; universal franchise; no domination; equality before an independent judiciary (court); the protection of minorities as well as of individual rights; … I wish to put it plainly that the government has taken a firm decision to release Mr Mandela unconditionally. I am serious about bringing this matter to finality without delay. The government will take a decision soon on the date of his release.

[From: The Argus, 6 February 1990] Extract 2 : This extract focuses on W Esterhuyse's interpretation of FW de Klerk's 2 February 1990 speech. The speech had a dramatic impact on the ANC, and not only because the organisation had insisted on prior notification of matters such as Nelson Mandela's release and unbannings. There had been expectations on the part of the ANC leaders that De Klerk would create a climate for negotiations in an incremental (growing) fashion. Many Afrikaners had thought so too. I, for one, had believed that De Klerk, given his political cautiousness and conservative roots, would not have the courage to take what Terre'Blanche referred to as a quantum (big) leap. De Klerk proved the ANC and many other people wrong. In particular, he proved that he did not fear the rightists and would not allow them to dictate politics. With a single speech he brought about everything that was required to create a climate for negotiations: the unconditional release of Nelson Mandela, the unbanning of organisations, and the return of exiles. Mbeki, too, was caught off guard by the timing and magnitude (importance) of De Klerk's announcement. There was nothing in the speech from which the ANC or the United Democratic Front (UDF) could extract any political gain. De Klerk was the man of the moment. The ANC also did not know exactly when Mandela would be released. De Klerk kept the ANC guessing ... He might have been wrong-footed by the timing and scope of the announcement, but he was by no means uncertain. Indeed, in October 1989 I had already returned from England with a message from Thabo Mbeki to the National Intelligence Service: 'Unban one, unban all.'

[From: Secret Talks and the End of Apartheid, Endgame by W Esterhuyse]



QUESTION 2: WHAT IMPACT DID THE FALL OF COMMUNISM HAVE ON

ANGOLA IN RE -IMAGINING ITSELF AFTER THE 1990s?

SOURCE 2A The account below was written by a former Angolan citizen. He outlines how Angola was influenced by Cold War tensions between the USA and the USSR.

Even into the 1980s, Angola was a country in which the United States and the Soviet Union used proxy (alternative) forces to compete for influence and supremacy. While the Soviets and Cubans continued to prop up the Marxist regime (MPLA) in the capital city of Luanda, the Americans, along with the South Africans, sustained (maintained) Jonas Savimbi's rebel group, UNITA ... The overall cost of this civil war was enormous, both economically and physically, for the people of Angola. During the 1980s alone, more than four hundred thousand of Angola's population died, and many more were maimed (wounded/hurt), as well as about three million more were uprooted from their rural areas and their homes.

The first glimpse of peace in Angola's interminable (endless) civil war came in 1990, as the Cold War drew to a close. Portugal, the United States, and even Russia, began talks to bring peace to Angola. Finally in May of 1991, at a meeting between President Dos Santos and Jonas Savimbi, an agreement was signed to end sixteen years of warfare between these two leaders. But suspicion and mistrust, the sign of the day, would never change. In reality, the MPLA and its president had built a culture of corruption and an authoritarian party in the hands of a small elite group, long accustomed to wielding power ... This kind of power grabbing has proved disastrous. For fifteen years Angola's government had enforced a Soviet-inspired system of centralised planning and nationalisation, causing the collapse of both industrial and agricultural production … When Jonas Savimbi rejected the election results of 1992 all of his loyal friends across America and South Africa were dismayed with his refusal to accept his election defeat … War had restarted again and it looked like Dos Santos, the president of Angola, was not one for negotiations by peaceful means …

[From: Angola, Land of Shattered Dreams by Z Santana]



SOURCE 2B This cartoon by Zapiro appeared in the Sowetan on 17 November 1994. It depicts the impact of the civil war on Angolan citizens.

[From: Zapiro: The Madiba Years by J Shapiro] Angola worst

amputee nation



SOURCE 2C This source consists of a written and a visual source on the effects of civil war on Angola.

Written Source: The following extract focuses on the devastation that the years of civil war had on Angola's infrastructure. It is almost impossible to describe the devastation (destruction) produced by more than 30 (thirty) years of continuous conflict. Everything needs to be reconstructed: bridges, streets and roads, communications systems, airstrips, hospitals and schools. Hundreds of thousands of people live in shantytowns of utmost squalor (dirtiness) and misery on the outskirts of the capital. Luanda now has four million inhabitants, but only about 20 000 (twenty thousand) of them have running water or modern toilets. Whole sections – always the poorer – of its capital are a vision of hell, 'ringed by mountains of garbage' and 'soaked by rivulets (rivers) of human waste'. As far back as 1994 it was estimated that it would require 22 000 (twenty-two thousand) dump trucks to remove Luanda's accumulated refuse, and that was when the city was just half its current population of 4,5 million. The government could easily afford to build a sewage treatment plant and pipe drinking water from nearby rivers to the city. In the absence of such services, millions of Luanda's poor pay up to 10 000 (ten thousand) times more for drinking water – transported by expensive private delivery trucks – than the elite, who merely open a tap.

[From: Africa 2007 by C Cutter]

Please turn over for the Visual Source.



Visual Source: This photograph was taken by LJ Bothma in October 2010. It shows bridge s over the Cuchi River .

[From: Anderkant Cuito, 'n Reisverhaal van die Grensoorlog by LJ Bothma]

Temporary bridge New bridge Old bridge



QUESTION 3: HOW DID THE PROCESS OF NEGOTIATIONS AMONG THE

VARIOUS POLITICAL ORGANISATIONS PAVE THE WAY FOR SOUTH AFRICA'S FIRST DEMOCRATIC ELECTIONS IN 1994?

SOURCE 3A

This source consists of a written and a visual source.

Written Source : This source outlines the reasons for De Klerk's 2 February 1990 speech. However, 2 February 1990 was possibly the most remarkable day in the history of white minority rule for being the moment at which the inevitability of its own failure was openly admitted. When De Klerk unbanned the ANC, the PAC and the South African Communist Party; announced that Nelson Mandela would soon be released uncondi-tionally; lifted emergency restrictions on organisations such as the UDF and Cosatu; released scores of political prisoners; lifted media restrictions; and declared that the time had come to create a 'totally new and just dispensation' based on equality, the scope and nature of national politics changed for good. By the admission of the government itself, the days of white rule were numbered. His 2 February speech arguably restored the confidence of both South Africa and the international world. Without 'drastic change', he warned, there would be nothing but 'growing violence, tension and conflict'. It was time to talk openly and freely about reshaping the character of the South African state. Reaction to the speech was immediate and acclamatory (full of praise). Archbishop Desmond Tutu declared that De Klerk 'has taken my breath away'. Newspaper headlines such as 'South Africa and the World Rejoice' and 'South Africa breaks through the political sound barrier' were typical. It was, Nelson Mandela later wrote: 'a breathtaking moment, for in one sweeping action [De Klerk] had virtually normalised the situation in South Africa. Our world had changed overnight.' The lone voice of despair and outrage was that of the white right. Conservative Party leader Dr Andries Treurnicht declared De Klerk's speech – probably accurately – as 'the most revolutionary speech I have ever listened to in this parliament during the last 19 years'. Unbanning the ANC, the PAC and the Communist Party was 'absolutely outrageous' (shocking).

[From: Every Step of the Way: The Journey To Freedom In South Africa by the Ministry of Education]




Visual Source : This cartoon by Gorrel l is dated April 1994. It depicts 'White Rule' releasing black South Africans .

[From: Nelson Mandela: A Life in Cartoons by H Dugmore et al.]



SOURCE 3B The source below consists of a written and a visual source.

Written So urce : This is an extract of the meetings that were held between the National Party and the African National Congress in 1990. On 2 May 1990 the NP and the ANC began a two-day series of 'talks about talks' at the historic Groote Schuur homestead in Cape Town. It was at this grand former residence of South African heads of government that the two parties sat across a large dining-room table and identified the obstacles to negotiations and ways of overcoming them. The meeting was very tense – both sides were highly suspicious of each other.

During this meeting, the ANC refused to accede to the NP's key demand to disband MK (Umkhonto we Sizwe). De Klerk needed this concession to allay fears in the white community. Although the NP had made important shifts, it still saw the protection of white 'group' interests as its core mission and wanted to keep tight control over the process of transition. Neither party, however, had a clear plan as to how it would proceed. They found themselves on uncharted waters and both, on reflection, saw the need to remain as flexible and open as possible.

The meeting ended with what De Klerk and Mandela described as a 'broad agreement' between the parties, in the form of the historic Groote Schuur Minute. This compromise, labelled a 'historic truce', allowed the process of negotiations to continue in good faith. Final agreement was then reached on the issues of the release of political prisoners and the return of political exiles. The government also agreed to review security legislation in order to ensure free political activity and end the state of emergency in Natal. The Pretoria Minute concluded: 'We are convinced that what we have agreed upon today can become a milestone on the road to true peace and prosperity for our country. The way is now open to proceed towards negotiations on a new constitution. Exploratory talks in this regard will be held before the next meeting, which will be held soon.'

[From: One Law, One Nation: The Making of the South African Constitution by L Segal]




Visual Source : The following was the main headline that appeared in the Sunday Times on 6 August 1990. It focuses on the Pretoria talks that were held between the ANC and the NP.

[From: One Law, One Nation: The Making of the South African Constitution by L Segal]

SOURCE 3C This source focuses on the reaction of right-wing political parties to the process of negotiations.

Mr Terre'Blanche warned that the right-wing was uniting to destroy CODESA (Convention for a Democratic South Africa). 'We will form a joint offensive with the Conservative Party and the Herstigte Nasionale Party to do so,' he told about 1 200 supporters ... Earlier in the week a South African Police officer investigating right-wing activity said the right-wing threat was being viewed 'in a serious light'. 'They tend to link their attacks to specific events, and CODESA II is likely to produce a new spate of bombings,' he said.

[From: An extract from The Sunday Times, 2 February 1992]



QUESTION 4: WHAT ROLE DID THE TRUTH AND RECONCILIATION

COMMISSION (TRC) PLAY IN HEALING SOUTH AFRICA FROM ITS DIVIDED PAST?

SOURCE 4A This is an extract by Desmond Tutu which stipulates the conditions for the granting of amnesty.

The only conditions for gaining amnesty were: • Human rights violations which occurred between 1960, the year of the Sharpeville

massacre, and 1994, when President Mandela was inaugurated as the first democratically elected South African head of state. • The act must have been politically motivated. Perpetrators did not qualify for amnesty if they killed because of personal greed, but they did qualify if they committed the act in response to an order by, or on behalf of, a political organisation, such as the former apartheid state and its satellite Bantustan homelands, or a recognised liberation movement such as the ANC or PAC. • The applicant had to make full disclosure of all the relevant facts relating to the offence for which amnesty was being sought.

If those conditions were met, the law said that amnesty 'shall' be granted. Victims had the right to oppose applications for amnesty by trying to demonstrate that these conditions had not been met, but they had no right of veto over amnesty.

[From: No Future Without Forgiveness by D Tutu]

SOURCE 4B This extract by former President Thabo Mbeki focuses on the importance of telling the truth at the TRC hearings.

The great crevices (gaps) in our society which represented the absence of a national consensus about matters that are fundamental to the creation of the new society are also represented by the controversy which seems to have arisen around the work of the Truth and Reconciliation Commission. The hatred and animosity (hostilities) of the past will not go away unless the truth is told about what happened. The telling of the truth is painful to all of us. Where gross violations of human rights have occurred on either side of the conflict, they cannot but diminish anyone of us who were the perpetrators. We are diminished by the acts which occurred, and not by their recounting to the Commission and the nation. Something of what we are worth will be restored by the courage we show by telling the truth and admitting that a wrong was done where it was done.

[From: The Life And Times Of Thabo Mbeki by A Hadland and J Rantao]



SOURCE 4C This source consists of two extracts.

Extract 1 : This extract highlights Matthews Phosa's opinion of why the ANC should not apply for amnesty. Phosa was the premier of Mpumalanga at the time and was speaking at the launch of Mpumalanga Times newspaper (date unknown). 'There is an unbecoming tendency developing which seeks to equate the struggle against apartheid with those who enforced it despite the fact that apartheid was declared a crime against humanity by the UN,' he said. On ANC members applying for amnesty to the TRC, he said: 'I hope not to be misunderstood as this has previously happened.' If the ANC members acted outside the organisation's policies and committed human rights violations, they definitely had to apply for amnesty. Similarly, if the TRC's investigation found any human rights violations then 'we should apply for amnesty', Phosa said. However, the ANC would not apply for amnesty for legitimate acts against apartheid. Extract 2 : This source focuses on the Conservative Party's response to the TRC's refusal to grant amnesty for two of its supporters. The CP said on Wednesday it was 'shocked' that two right-wing political prisoners, Jean du Plessis and Jean van Wyk, had been refused amnesty. CP leader, Dr Ferdi Hartzenberg, claimed the refusal confirmed the bias of the TRC and that its sole intention was the 'destruction of the Afrikaners'. Hartzenberg said Du Plessis and Van Wyk qualified for amnesty on all criteria but were being refused amnesty by a 'clearly subjective commission'. The alleged crimes in question occurred in 1991, long before the cut-off date for amnesty. In the case of Mr du Plessis, no one was injured or died in the action. 'This is in stark contrast to, for instance, the happenings at Shell House, in which case the attorney general recently decided that there would be no prosecution,' Hartzenberg said. 'This confirms the total partiality of the so-called TRC and that it has only one objective, namely the destruction of the Afrikaners. This left no doubt that there was no benefit in Afrikaners applying for amnesty and that Afrikaners should lend no credence (credibility) to the Commission,' Hartzenberg said.

[From: http://www.TRC/SAPA_11december1996_ CP_shocked_. Accessed on 30 January 2013]



SOURCE 4D This cartoon is Dr Jack's view of the TRC report that was presented to President Nelson Mandela by the TRC chairperson Archbishop Desmond Tutu in 1998. The word 'ELUSIVE' means 'difficult to catch'.

[From: Nelson Mandela – A life in Cartoons by H Dugmore]


Copyright reserved

ACKNOWLEDGEMENTS Visual sources and other historical evidence were taken from the following: Bothma, LJ. 2011. Anderkant Cuito, 'n Reisverhaal van die Grensoorlog (ABC Press, Epping) Cutter, C. 2007. Africa 2007 (Stryker-Post Publications, USA) Daniel, J. 2009. The Impact of the Cold War And The Fall Of The Berlin Wall on Southern Africa Dugmore, H et al. 1999. Nelson Mandela: A Life In Cartoons (David Philip Publishers, Johannesburg) Esterhuyse, W. 2012. Secret Talks And The End Of Apartheid, Endgame (Tafelberg, Cape Town) Hadland A and Rantao J. 1999. The Life And Times Of Thabo Mbeki (Zebra Press, Rivonia) http://www. TRC/SAPA_11december1996_ CP_shocked_ Lightbody, B. 1999. The Cold War (Routledge, London) Ministry of Education. 2004. Every Step of the Way: The Journey To Freedom In South Africa (HSRC Press, Cape Town) Santana, Z. 2009. Angola Land of Shattered Dreams (Xlibris Corporation, USA) Segal, L et al. 2011. One Law, One Nation: The Making of the South African Constitution (Jacana Media) Shapiro, J. 1996. Zapiro: The Madiba Years (David Philip Publishers, Johannesburg) The Argus (6 February 1990 edition) The Sunday Times (2 February 1992 edition) Tutu, D. 2000. No Future Without Forgiveness (Juta Gariep) Valtman, ES. 1991. The Best Editorial Cartoons Of The Year (Baltimore)


MARKS: 150 TIME: 3 hours

This question paper consists of 10 pages and an addendum of 1 7 pages.

HISTORY P2

NOVEMBER 2013


GRAAD 12

GRADE 12



INSTRUCTIONS AND INFORMATION 1. The question paper consists of FOUR questions based on the prescribed

content as contained in the guideline document.

QUESTION 1: WHAT WAS THE IMPACT OF THE COLLAPSE OF THE USSR IN 1989?

• On ending apartheid in South Africa

QUESTION 2: WHAT WAS THE IMPACT OF THE COLLAPSE OF THE USSR IN 1989 ON AFRICA?

• Case Study: Angola

QUESTION 3: HOW DID SOUTH AFRICA EMERGE AS A DEMOCRACY FROM THE CRISES OF THE 1990s?

QUESTION 4: DEALING WITH THE PAST AND FACING THE FUTURE:

THE WORK OF THE TRUTH AND RECONCILIATION COMMISSION

2. Each question counts 75 marks, of which 45 marks are allocated to the source-based question and 30 marks to the extended writing question.

3. Candidates are required to answer any TWO questions.

4. When answering questions, candidates should apply their knowledge, skills and insight. 5. A mere rewriting of the sources as answers will disadvantage candidates.

6. Questions should be answered by referring to the ADDENDUM. 7. Write neatly and legibly.




INFLUENCE POLITICAL CHANGES IN SOU TH AFRICA IN THE 1990s?

Study Sources 1A, 1B, 1C and 1D to answer the questions that follow. 1.1 Refer to Source 1A. 1.1.1

1.1.2 1.1.3

What reforms did Gorbachev introduce when he came to power in the USSR in 1985? (2 x 1) Explain the term Cold War in your own words. (1 x 2)

State TWO consequences of Gorbachev's reforms for Eastern Europe. (2 x 1)

(2) (2) (2)

1.2 Study Source 1B. 1.2.1

1.2.2

Explain the messages the cartoonist conveys. Use the visual clues in the cartoon to support your answer. (2 x 2) Comment on how the US government would have reacted after viewing this cartoon. (2 x 2)

(4) (4)

1.3 Using the information in Sources 1A and 1B as well as your own knowledge,

explain how these sources support each other regarding political changes in the Soviet Union. (2 x 2)

(4)

1.4 Read Source 1C. 1.4.1

1.4.2

Why did the fall of the Berlin Wall force the NP and the ANC to start negotiations? Support your answer with relevant reasons. (2 x 2) Using the information in the source and your own knowledge, explain what J Daniel implied by the following statement: '... the problem for white minorities was the legitimate aspirations of the black majority.' (1 x 3)

(4) (3)



1.5 Consult Source 1D. 1.5.1

1.5.2 1.5.3 1.5.4

According to De Klerk, why was it necessary to begin with dialogue and discussion with 'sensible leaders'? (1 x 2) How do you think the following would have reacted to De Klerk's decision to release Nelson Mandela: (a) The majority of black South Africans (b) Conservative white South Africans (2 x 2) Explain the usefulness of this source (Extract 1) to a historian studying the factors that led to the end of apartheid in South Africa. (2 x 2) Explain whether you agree with Esterhuyse's view that the African National Congress was caught off-guard with regard to De Klerk's 2 February 1990 parliamentary address. (1 x 2)

(2) (4) (4) (2)


a paragraph of about EIGHT lines (about 80 words) explaining the effects that Gorbachev's policies had on both the National Party government and the African National Congress.

(8)



1.7.1 Discuss how the fall of communism in the USSR influenced South

Africa to embark on political changes in the 1990s.

(30)

OR 1.7.2 'The collapse of the Soviet Union was the single most important

factor that led to the demise of apartheid.' Critically evaluate this statement by using the information in the relevant sources and your own knowledge.

(30) [75]





Study Sources 2A, 2B and 2C to answer the questions that follow. 2.1 Study Source 2A. 2.1.1

2.1.2 2.1.3 2.1.4 2.1.5

Name the TWO superpowers that used Angola as a pawn during the Cold War. (2 x 1) Quote THREE examples from the source that suggest that Angola was affected by the civil war. (3 x 1) Explain the concept Marxism in your own words. (1 x 2) Using the information in the source and your own knowledge, explain what the words: 'This kind of power grabbing has proved disastrous' tell you about the relationship between Savimbi and Dos Santos. (2 x 2) Comment on the political situation in Angola after the peace agreement was signed in May 1991. (2 x 2)

(2) (3) (2) (4) (4)


2.2.2

What messages does Zapiro convey regarding the devastation caused by the civil war in Angola? (2 x 2) What do the words: 'I'd give an arm and a leg for the war to end!' tell you about the attitude of Angolans to the civil war? Support your answer with relevant reasons. (2 x 2)

(4) (4)

2.3 Refer to Source 2C. 2.3.1

2.3.2 2.3.3 2.3.4

According to the written source, how did Angola attempt to reconstruct itself after years of civil war? (2 x 2) Explain what the words 'it would require 22 000 dump trucks to remove Luanda's accumulated refuse' tell you about the effects of the civil war on Angolans living in this city. (1 x 2) Explain whether the visual source gives a fair depiction of how Angola re-imagined itself after the 1990s. (2 x 2) Compare the information in both the written source and the visual source. How do these sources support each other regarding the civil war in Angola? (2 x 2)

(4) (2) (4) (4)




a paragraph of about EIGHT lines (about 80 words) explaining which ONE of the sources you think would be most useful to a historian writing about the effects of the civil war in Angola.

(8)



2.5.1 Explain how the end of communism in the USSR contributed to

Angola re-imagining itself after the 1990s.

(30)

OR 2.5.2 After the death of Jonas Savimbi the following question was raised:

'Does his death mark the dawn of healing and relief for the traumatised Angolans?' Critically discuss this statement by using the information in the sources and your own knowledge.

(30) [75]





Study Sources 3A, 3B and 3C to answer the questions that follow. 3.1 Refer to Source 3A. 3.1.1

3.1.2 3.1.3 3.1.4 3.1.5 3.1.6 3.1.7

Why, according to the written source, was 2 February 1990 regarded as a remarkable day for South Africa? (1 x 2) State TWO announcements that De Klerk made in his parliamentary address. (Written source) (2 x 1) Explain why it was necessary for De Klerk to bring about 'drastic change'. (Written source) (1 x 2) How did the following leaders react to De Klerk's speech: (Written source): (a) Desmond Tutu (b) Andries Treurnicht (2 x 1) Explain the message being conveyed in this cartoon. (1 x 2) What do the words: 'YOU'RE FREE! … MIGHTY BIG OF ME, ISN'T IT', tell you about the attitude of 'white rule' in South Africa? (Visual source) (2 x 2) Compare the written and visual sources. Explain how these sources support each other regarding the release of Nelson Mandela. (2 x 2)

(2) (2) (2) (2) (2) (4) (4)

3.2 Study Source 3B. 3.2.1

3.2.2 3.2.3 3.2.4

Why was it necessary for leaders of the NP and the ANC to meet at Groote Schuur? (Written source) (1 x 2) Comment on why you think both the NP and the ANC were highly suspicious of each other. (Written source) (2 x 2) Why, according to the source, did De Klerk demand that the ANC disband MK? (Written source) (1 x 2) Explain whether the newspaper headline confirms what occurred at the Pretoria talks between the ANC and the NP. (2 x 2)

(2) (4) (2) (4)



3.3 Consult Source 3C. 3.3.1

3.3.2 3.3.3

How did Mr Terre'Blanche respond to the multi-party talks that were held at CODESA? (1 x 2) Using the evidence in the source and your own knowledge, explain why you think both the Conservative Party and the Herstigte Nasionale Party wished to 'destroy' CODESA. (1 x 2) Explain whether you agree with the South African police officer's view that the right-wing threat should be viewed 'in a serious light'. (1 x 3)

(2) (2) (3)


a paragraph of about EIGHT lines (about 80 words) explaining the significance of both the Groote Schuur Minute and the Pretoria Minute for the process of negotiations.

(8)

3.5 EXTENDED WRITING (Your response should be about TWO pages long.) Answer ONE of the questions: QUESTION 3.5.1 OR QUESTION 3.5.2. 3.5.1 Explain to what extent the process of negotiations between various

political organisations paved the way for South Africa's first democratic election in 1994.

(30)

OR

3.5.2 FW de Klerk's landmark speech on 2 February 1990 'was possibly

the most remarkable day in the history of white minority rule in South Africa'. Assess the validity of this statement by using the information in the relevant sources and your own knowledge.

(30) [75]





Study Sources 4A, 4B, 4C and 4D to answer the questions that follow. 4.1 Refer to Source 4A. 4.1.1

4.1.2 4.1.3

Define the concept amnesty in your own words. (1 x 2) Quote any TWO conditions from the source under which amnesty was granted to perpetrators. (2 x 2) Use the information in the source and your own knowledge about the conditions for amnesty and explain whether the perpetrators would have voluntarily chosen to apply for amnesty. (1 x 3)

(2) (4) (3)


4.2.2

According to Mbeki, why was the formation of the TRC regarded as controversial? (1 x 2) Explain why you think it was important for people who appeared before the TRC to 'tell the truth'. (1 x 2)

(2) (2)

4.3 Study Source 4C. 4.3.1

4.3.2 4.3.3 4.3.4

What, according to Phosa, was 'an unbecoming tendency'? (1 x 1) Explain to what extent the evidence in Extract 1 can be regarded as one-sided. (1 x 3) Ferdi Hartzenberg stated that the TRC was out to destroy Afrikaners. Comment on whether you consider his view to be fair. (2 x 2) Compare Extracts 1 and 2. Explain how these extracts are similar regarding the amnesty process of the TRC. (2 x 2)

(1) (3) (4) (4)

4.4 Consult Source 4D. 4.4.1

4.4.2 4.4.3

Explain why the cartoonist depicted both Nelson Mandela and Desmond Tutu as looking surprised. (2 x 2) 'Truth' has been portrayed as an ugly fish. Explain what the cartoonist wants you to think about the TRC process. (2 x 2) Comment to what extent you would consider the cartoonist's depiction of the TRC process as being biased. (2 x 2)

(4) (4) (4)


Copyright reserved

4.5 Using the information in the relevant sources and your own knowledge,

explain in a paragraph of about EIGHT lines (about 80 words) the role of the amnesty committee during the TRC process.

(8)

4.6 EXTENDED WRITING (Your response should be about TWO pages long.) Answer ONE of the questions: QUESTION 4.6.1 OR QUESTION 4.6.2. 4.6.1 Discuss to what extent the TRC was successful in reconciling

South Africa with its divided past. Use relevant examples to support your answer.

(30)

OR

4.6.2 The perpetrators who appeared before the TRC lacked the

courage to reveal the truth. Do you agree with this statement? Critically discuss by using the evidence in the relevant sources and your own knowledge.

(30) [75]

TOTAL: 150


This memorandum consists of 32 pages. MARKS: 150

This memorandum consists of 3 3 pages.

HISTORY P2

NOVEMBER 2013

MEMORANDUM


GRADE 12



1. SOURCE-BASED QUESTIONS 1.1 The following Learning Outcomes and Assessment Standards will be assessed i n

this question paper:

LEARNING OUTCOMES

ASSESSMENT STANDARDS

THE ABILITY OF THE LEARNER TO:

Learning Outcome 1 (Historical enquiry)

1. Formulate questions to analyse concepts for investigation within the context of what is being studied. (Not for examination purpose). 2. Access a variety of relevant sources of information in order to carry out an investigation. (Not for examination purpose) . 3. Interpret and evaluate information and data from sources. 4. Engage with sources of information evaluating the usefulness of

the sources for the task, including stereotypes, subjectivity and gaps in the evidence available to the learners.

Learning Outcome 2 (Historical concepts)

1. Analyse historical concepts as social constructs.

2. Examine and explain the dynamics of changing power relations within the societies studied.

3. Compare and contrast interpretations and perspectives of events, people's actions and changes in order to draw independent conclusions about the actions or events.

Learning Outcome 3 (Knowle dge construction and communication)

1. Identify when an interpretation of statistics may be controversial and engage critically with the conclusions presented by the data.

2. Synthesise information to construct an original argument using evidence to support the argument.

3. Sustain and defend a coherent and balanced argument with evidence provided and independently accessed.

4. Communicate knowledge and understanding in a variety of ways including discussion (written and oral) debate, creating a piece of historical writing using a variety of genres, research assignments, graphics, oral presentation.



1.2 The following levels of questions were used to assess source -based questions.

LEVELS OF SOURCE-BASED QUESTIONS

LEVEL 1 (L1)

• Extract relevant information and data from the sources. • Organise information logically. • Explain historical concepts.

LEVEL 2 (L2)

• Categorise appropriate or relevant source of information provided to answer the questions raised. • Analyse the information and data gathered from a variety of sources. • Evaluate the sources of information provided to assess the appropriateness of the sources for the task.

LEVEL 3 (L3)

• Interpret and evaluate information and data from the sources. • Engage with sources of information evaluating the usefulness of the sources for the task taking into account stereotypes, subjectivity and gaps in the evidence available. • Analyse historical concepts as social constructs. • Examine and explain the dynamics of changing power relations within the aspects of societies studied. • Compare and contrast interpretations and perspectives of peoples' actions or events and changes to draw independent conclusions about the actions or events. • Identify when an interpretation of statistics may be controversial and engage critically with the conclusions presented by the data.

1.3 The following table indicates how to assess source -based questions.

• 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.



2. EXTENDED WRITING 2.1 The extended writing questions focus on one of the following levels:

LEVELS OF QUESTIONS Level 1 • Discuss or describe according to a given line of argument set out in the extended writing question. • Plan and construct an argument based on evidence, using the evidence to

reach a conclusion. Level 2 • Synthesise information to construct an original argument using evidence to support the argument. • Sustain and defend a coherent and balanced argument with evidence. • Write clearly and coherently in constructing the argument.

2.2 Marking of extended writing

• 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 EXTENDED WRITING MARKING GUIDELINE FOR A SPECIFIC ESSAY.

• WHEN ASSESSING OPEN-ENDED SOURCE-BASED QUESTIONS, LEARNERS SHOULD BE CREDITED FOR ANY OTHER RELEVANT ANSWERS.

Global assessment of extended writing

The extended writing will be assessed holistically (globally). This approach requires the educator 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 of 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 extended writing marking 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 and • The learner's interpretation of the question



Assessment procedures of extended writing 1. Keep the synopsis in mind when assessing extended writing. 2. During the first reading of the extended writing ticks need to be awarded for a relevant introduction (indicated by a bullet in 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 marking guideline/memorandum) e.g. in an answer where there are 5 main points there will be 7 ticks. 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√

4. The matrix

4.1 Use of analytical matrix in the marking of extended writing (refer to page 6)

In the marking of extended writing with reference to page 6 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. 4.1.1 The first reading of extended writing will be to determine to what extent the main

aspects have been covered and to determine the content level (on the matrix). C LEVEL 4

4.1.2 The second reading of extended writing will relate to the level (on the matrix) of presentation .

C LEVEL 4 P LEVEL 5

4.1.3 Allocate an overall mark with the use of the matrix. C LEVEL 4 18-19 P LEVEL 5



GRADE 12 ANALYTICAL MATRIX F OR EXTENDED WRITING: TOTAL : 30

LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

PRESENTATION CONTENT

Very well planned and structured. Good synthesis of information. Constructed an argument Well balanced argument. Sustained and defended the argument throughout.

Well planned and structured. Synthesis of information Constructed an original well - balanced, independent argument. Evidence used to defend the argument.

Well planned and structured. Constructed a clear argument. Conclusions drawn from evidence. Evidence used to support argument. Reached independent conclusion. Evidence used to support conclusion.

Planned and constructed an argument. Evidence used to support argument. Conclusion reached based on evidence. Writing structured.

Shows some evidence of a planned and constructed argument. Some evidence used to support argument. Conclusion not clearly supported by evidence.

Attempts to structure the answer. Largely descriptive/ some attempt at developing an argument.

Little analysis and historical explanation. No structure in answer.

LEVEL 7 Question has been fully answered. Content selection fully relevant to line of argument.

27-30

24-26

LEVEL 6 Question has been answered. Content selection relevant to a line of argument.

24-26 23 21-22

LEVEL 5 Question answered to a great extent. Content adequately covered and relevant.

21-22 20 18-19

LEVEL 4 Question recognisable in answer. Some omissions/ irrelevant content selection.

18-19 17 15-16

LEVEL 3 Content selection does not always relate. Omissions in coverage.

15-16 14

12-13

LEVEL 2 Sparse content. Question inadequately addressed.

12-13 11 9-10

LEVEL 1 Question not answered. Inadequate content. Totally irrelevant.

9-10 0-8



GRADE 12 HOLISTIC RUBRIC TO ASSESS AN ESSAY USING SOURCES AND OWN KNOWLEDGE. TOTAL MARKS: 30 LEVEL If the candidate has demonstrated all or most of the skills listed in a particular level, she/he will

be awarded a mark relevant to the category. 7 Outstanding 80 – 100% 24 – 30

[Excellent]

Consistently focuses on topic – demonstrates a logical and coherent progress towards a conclusion Clearly comprehends the sources Uses all or most of the sources and own knowledge Selects relevant sources Quotes selectively Groups sources (not essential but should not merely list sources) Demonstrates a setting of sources in background understanding If appropriate, deals fully with counter-argument Refers appropriately to relevancy, bias, accuracy, limitation of sources Expresses him/herself clearly Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion)

6 Meritorious 70 – 79% 21 – 23

[Very Good]

Makes a good effort to focus consistently on the topic but, at times, argument loses some focus Clearly comprehends the sources Uses all or most of the sources and own knowledge Selects relevant sources Quotes selectively Good use of relevant evidence from the sources. Good attempt to consider counter-argument Good attempt to refer to relevancy, bias, accuracy, limitation of source Expression good Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion)

5 Substantial 60 – 69% 18 – 20

[Good]

Makes an effort to focus on the topic but argument has lapses in focus Comprehends most of the sources Uses most of the sources and own knowledge Selects relevant sources Expression good but with lapses Perhaps, lacking some depth of overall-focus, or does not make reference to one or more relevant sources If appropriate, makes an attempt to consider counter-argument Rather superficial or no attempt to refer to relevancy, bias, accuracy, limitation of sources Makes an attempt to take a stand (focuses on limitations, etc.) in reaching an independent conclusion

4 Moderate 50 – 59% 15 – 17

[Satisfactory]

Makes some effort to focus on the topic but argument has many lapses in focus Moderate comprehension of most of the sources Moderate use of relevant evidence from the sources and own knowledge Moderate attempt to consider counter-argument Moderate attempt to refer to relevancy, bias, accuracy, limitation of sources Expression is satisfactory Makes an attempt to take a stand but there are serious inconsistencies with making links with the rest of the essay Essay might have a tendency to list sources and 'tag' on focus

3 Adequate 40 – 49% 12 – 14

[Fair]

Little attempt to focus on the topic Little comprehension of the sources Struggles to select relevant information from the sources and own knowledge No quotes – or generally irrelevant Makes little effort to consider counter-arguments Mainly characterised by listing of sources No attempt to refer to relevancy, bias, accuracy of sources Expression poor Makes a poor attempt to take a stand. (i.e. battles to reach an independent conclusion)

2 Elementary 30 – 39% 09 – 11

[Weak]

Unable to focus on the topic Unable to identify relevant sources and limited use of own knowledge No quotes – or generally irrelevant Makes no effort to consider counter-argument Essay characterised by listing of sources No attempt to refer to relevancy, bias, accuracy of sources Expression very poor Makes a very poor attempt to take a stand – if at all

1 Not Achieved 0 – 29% 0 – 8

[Poor]

No attempt to focus on the topic Uses no sources Does not use own knowledge Completely irrelevant Copies directly from the sources Answer extremely poor




INFLUENCE POLITICAL CHANGES IN SOUTH AFRICA IN THE 1990s?

1.1 1.1.1 [Extraction of information from Source 1A– L1 – LO1 (AS3 and 4)] • Glasnost/allowing political transparency/open to criticism • Perestroika/economic restructuring (2 x 1) (2)

1.1.2 [Explanation of historical concepts from Source 1A – L1 – LO2 (AS1) • A state of international tension and hostility between the Soviet Union and

the United States of America/ideological war • A war that relied on propaganda and the threat of nuclear warfare rather than fighting • Any other relevant response (any 1 x 2) (2)

1.1.3 [Extraction of information from Source 1A– L1 – LO1 (AS3 and 4)] • Eastern European countries split from the Soviet Union • Demolished of the Berlin Wall • Eastern European countries prepared for democracy • Any other relevant response (any 2 x 1) (2) 1.2 1.2.1 [Interpretation of evidence from the cartoon in Source 1B – L2 –LO1 (AS3 and 4), LO2 (AS2); LO3 (AS2)] • Soviet Union had disintegrated as shown by the disintegrated hammer and

sickle • Gorbachev is powerless to stop this disintegration as seen through his body language • The Eastern bloc countries splitting from the Soviet Union as implied by the disintegrated hammer and sickle • The introduction of new reforms led to the fall of communism • Any other relevant response (any 2 x 2) (4)

1.2.2 [Interpret and evaluate Source 1B – L2 - LO1(AS3)]

A mere statement of 'unhappy ' or 'happy ' for an answer would not suffice for full marks as candidates need to substantiate their answer

• The US could have been happy because it signalled the end of Communism • The struggle for world domination between US and USSR came to an end with the USA in a dominant position • The US claimed a moral victory as communism in the USSR

was defeated • The US was happy because it opened the possibility for new trade and political relations with Eastern Bloc countries • Any other relevant response (any 2 x 2) (4)



1.3 [Comparing how the written and the visual sources support each other L3 – LO2 (AS3)] • Both Sources (1A and 1B) refer to the disintegration of the Soviet Union • Both Sources (1A and 1B) refer to the end of communism in the USSR and

Eastern Bloc countries • Any other relevant response (any 2 x 2) (4) 1.4.1 [Interpret and evaluate Source 1C- L2 - LO1(AS3)] Candidates can refer that the fall of the Berlin Wall influenced both the ANC and National Party to seek for a political solution (a) ANC • The ANC was forced to abandon its armed struggle because of a lack of funding • The training of ANC personnel in the Soviet Bloc countries came to an end • The ANC realised that the political landscape in South Africa had changed • The ANC realised that change was inevitable in South Africa • That negotiations with the NP was inevitable • Any other relevant response (any 1 x 2) (2) (b) National Party • The NP could no longer claim that it acted as a 'bulwark (acted in

defence) against communism' • They could not claim that South Africa countered 'Soviet expansionism' • The NP realised that the political landscape had changed • That political change in South Africa was inevitable • That a new political dispensation in South Africa was inevitable • Negotiations with the liberation movements was inevitable • It lost support from the western powers • Any other relevant answer (any 1 x 2) (2) 1.4.2 [Interpret and evaluate Source 1C- L3 - LO1(AS3)] • Blacks wanted their full political and economic rights/white minorities

had a problem of giving power to black majority • Any other relevant response (any 1 x 3) (3) 1.5 1.5.1 [Interpretation of evidence from Source 1D – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • To have an inclusive peaceful political settlement in South Africa • To end white minority rule while protecting white interests • To establish a democratic constitution • To promote economic and political equality amongst all South Africans • To control the process of negotiations • Any other relevant response (any 1 x 2) (2)



1.5.2 [Interpretation of evidence from Source 1D– L2 –LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)]

(a) The majority of black South Africans : • They would have been happy because it signalled the end of apartheid rule • Discrimination/dehumanisation of the majority of South Africans would come to an end • Would now enjoy full political and economic rights/freedom • Any other relevant response (any 1 x 2) (2)

(b) Conservative white South Africans • Unhappy because according to them De Klerk did not have a mandate to

transform the political landscape of South Africa • Not prepared to relinquish their economic privileges and social positions • White superiority was under threat • Opposed the reforms of De Klerk • Any other relevant response (any 1 x 2) (2)

1.5.3 [Explain the usefulness of Source 1D - L3 – LO1 (AS4)] When answering this question on usefulness , candidates need to show that the source is relevant to the investigation and reliable by interrogating the provenan ce (origin) and level of bias

• The source showed that FW De Klerk's speech was a watershed moment in the history of South Africa • Speech would lead to the irreversible transformation of the political

landscape of South Africa • Apartheid was coming to an end • Any other relevant response (any 2 x 2) (4) 1.5.4 [Interpretation and evaluation of evidence from Source 1D – L3 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2) Candidates could either choose AGREE or DISAGREE with Esterhu yse's view and support their response with relevant evidence. AGREE • Members of the ANC national executive committee had different

responses to De Klerk's speech • Walter Sisulu was shocked by the opposing views within the ranks of the ANC about De Klerk's speech • They received no prior notice about De Klerk’s intentions • They were surprised by the speed at which De Klerk announced changes • The ‘doves’ like Thabo Mbeki was encouraged • The ‘hawks’ like Chris Hani was suspicious • Any other relevant response (any 1 x 2) (2)



DISAGREE • The ANC was involved in secret talks with the NP prior to 1990 • The ANC expected some success after the struggle for freedom • Some political prisoners were already released • Any other relevant response (any 1 x 2) (2)



1.6 [Interpretation, analysis and synthesis of evidence from all sources – L3 – LO1 (AS3); LO2 (AS2 and 3); LO3 (AS2)]

Candidates could include the following aspects in their response: Candidates should make reference to how Gorbachev's policies had an effect on BOTH the NP and the ANC in order to reach Level 3: Effects of Gorbachev 's policies on the Nationa l Party • Gorbachev's policy of glasnost and perestroika paved the way for the NP to reform • There was pressure on the NP from the western powers to work towards a peaceful settlement in South Africa • After the fall of the Berlin Wall the apartheid government could not claim it acted as a 'bulwark against communism' • South Africa's claim that they countered 'Soviet expansionism' became irrelevant • Apartheid government had to find a peaceful and workable solution for South Africa • Any other relevant response

Effects of Gorbachev 's policies on the African National Congress • The ANC could no longer depend on the USSR for funding • Training of ANC members in the Soviet Union came to an end • It became difficult for the ANC to function as a movement in exile • There was pressure from major powers on the ANC to work towards a peaceful settlement in South Africa • The ANC indicated that it was in favour of a negotiated settlement • The armed struggle will only be used as a last resort and began to seek recognition from western countries • Any other relevant response


LEVEL 1

• Uses evidence in an elementary manner e.g. shows no or little understanding of the effects of Gorbachev 's policies on both the National Party government and the African National Congress • Uses evidence partially to write on the topic or cannot write on topic

Marks: 0 –2

LEVEL 2

• Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding of the effects of Gorbachev 's policies on both the National Party government and the African National Congress • Uses evidence in a very basic manner

Marks: 3 –5

LEVEL 3

• Uses relevant evidence e.g. demonstrates a thorough understanding of the effects of Gorbachev 's policies on both the National Party government and the African National Congress • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic

Marks: 6 –8

(8)




1.7.1 [Plan and construct an argument based on evidence using analytical and interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 in addition 4)]

SYNOPSIS Candidates should explain how the fall of communism influenced South Africa to embark on political changes in the 1990s.

MAIN ASPECTS Candidates could include the following aspects in their response: • Introduction: Candidates should explain how the fall of communism influenced

the political future of South Africa and how it paved the way for negotiations. ELABORATION • Gorbachev's reforms: Glasnost and Perestroika and its role in ending communism • The democratisation of the Soviet Bloc countries and fall of the Berlin Wall • The impact of the political transformation in Soviet Bloc countries on the apartheid

government and the ANC • De Klerk used the fall of communism as an opportunity to initiate reforms • His willingness to open talks was welcomed by the ANC in terms of its longstanding principles • The ANC had to abandon the armed struggle to begin the process of negotiations • Opened the way for negotiations with the ANC leading to the release of political prisoners and unbanning of political parties • USSR's economic stagnation influenced political changes in South Africa between the NP and ANC • The USA's abandonment of support for the NP – affected South Africa's political future • Any other relevant response • Conclusion: Candidates should tie up their argument with a relevant

conclusion (30) Use the matrix on page 6 in this document to assess this extended writing



1.7.2 [Synthesise information to construct an original argument using evidence from the sources and own knowledge to support the argument - L2 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]

SYNOPSIS Candidates must show how political changes in the Soviet Union had a profound effect on the reform process in South Africa. They need to indicate how the collapse of the Soviet Union left the National Party and the ANC with no alternative to negotiate on the political future of South Africa.

MAIN ASPECTS Candidates could include the following aspects in their response: • Introduction: Candidates should indicate why the collapse of communism was/was not the most important factor that led to the demise of apartheid.

ELABORATION • The collapse of the Soviet Union contributed to the emergence of democracy movements including South Africa • South Africa was no longer significant in Cold War politics • The policy of Glasnost/Perestroika paved the way for the ANC and NP to reform (Disappearance of Marxist-Leninist states and fall of the Berlin Wall affected both the ANC and National Party; Gorbachev favoured a negotiated settlement) • De Klerk was aware of the implications of the political changes in Eastern Europe (He realised that communism was a spent force in world affairs; This made de Klerk open for negotiations; de Klerk's government saw the ANC's loss of support as an opportune time to dictate change) • Improving relations between the USA and USSR meant that the NP could no longer use the Cold War to win support of the west; South Africa's status as an anti-communist champion lost its appeal) • The ANC could no longer depend on the USSR for funding/ It became difficult for the ANC to function as an exile movement • There was pressure from major powers for both the National Party and ANC to work towards a peaceful settlement in South Africa (The ANC indicated that it was in favour of a negotiated settlement (The armed struggle will only be used as a last resort and began to seek recognition from western countries) • The ANC and the NP had to find a peaceful 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 (economic stagnation, unrest, financial crisis, States of Emergency, etc.) to save the country's future • Any other relevant response

• Conclusion: Candidates should tie up their argument with a relevant conclusion. (30) Use the matrix on page 7 in this document to assess this extended writing [75]





2.1 2.1.1 [Extraction of evidence from Source 2A – L1- LO1 (AS3)] • United States of America • Soviet Union (2 x 1) (2) 2.1.2 [Extraction of evidence from Source 2A – L1 –LO1 (AS3 and 4) • More than four hundred thousand war victims died due to the collapse of

food security and health services • 3 million were uprooted • Many more were maimed (wounded/hurt) (any 3 x 1) (3) 2.1.3 [Explanation of concept from Source 2A – L1 – LO2 (AS1)] • Based on Karl Marx's belief in collective, socialist and communist

practices for a state • Karl Marx believed in a classless society • Any other relevant response (any 1 x 2) (2) 2.1.4 [Interpretation and evaluation of evidence from Source 2A – L3 –LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • They mistrusted/ were very suspicious of each other • They were not prepared to negotiate with each other/refused to compromise • Power struggle between them because they desired total control of

Angola • Any other relevant answer (any 2 x 2) (4) 2.1.5 [Interpretation of evidence from Source 2A – L2 –LO1 (AS3 and 4) • Agreed to election • Savimbi lost the elections and rejected the results • UNITA resumed war • Angola was politically unstable because of the power struggle between

Dos Santos and Savimbi • Any other relevant response (any 2 x 2) (4) 2.2 2.2.1 [Interpretation of evidence from Source 2B – L2 –LO1 (AS3 and 4); LO3 (AS2)] • Angola had many landmine victims • Many Angolans became amputees • Angolans desired peace • Any other relevant response (any 2 x 2) (4)



2.2.2 [Interpretation and analysis of evidence from Source 2B – L3 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2 and 3)] • Angolans were tired of the war because it affected their lives • Angolans wanted an end to war • Angolans desired peace and stability • Any other relevant response (any 2 x 2) (4) 2.3 2.3.1 [Interpretation of evidence from Source 2C – L2 –LO1 (AS3 and 4); LO3 (AS2)] • Reconstruction of bridges, streets, hospitals, schools and other infrastructure • Ensure access to running water and other services • Rebuilt sewage treatment plants • Any other relevant response (any 2 x 2) (4) 2.3.2 [Interpretation of evidence from Source 2C - L2 – LO1(AS4) • Lots of waste because all systems came to a standstill during the war • Unhealthy/poor living conditions after years of non-collection of refuse • The infrastructure was destroyed such as bridges, roads, hospitals etc • Any other relevant response (any 1 x 2) (2)

2.3.3 [Interpretation of evidence from Source 2C – L2 – LO1 (AS4)] Candidates can either AGREE or DISAGREE that the visual source gives a fair depiction of Angola re -imagining itself and support their response with relevant evidence.

AGREE: • Temporary plans that were made to use roads/new bridge built • The rebuilding of bridges as depicted in the visual source • Shows government involved in the re-building of infrastructure • Any other relevant response

DISAGREE: • The photographer could be biased/government propaganda • It only shows one aspect of the rebuilding process • Any other relevant response (any 2 x 2) (4) 2.3.4 [Comparing the written and the visual sources in Source 2C - L3 – LO2 (AS3)] • Both sources refer to the damaged infrastructure/bridges • Both sources indicate the effect that the civil war had on Angola • Both sources refer to the reconstruction of Angola • Any other relevant response (any 2 x 2) (4)



2.4 [Interpretation, analysis and synthesis of evidence from all sources – L3 – LO1 (AS 3 and 4), LO2 (AS1,2,3) LO3 (AS 1,2,3,4)] Candidates must focus on the following aspects: Candidates must select one source (2A, 2B or 2C ) and indicate why it is USEFUL .

When answering this question , candidates need to show that the source is relevant to the investigation and reliable by interrogating the provenance (ori gin) and level of bias.

SOURCE 2A is useful because: • It gives information about how the two rivals Jonas Savimbi and

Dos Santos fought to gain total control of Angola • Provides statistical information on the deaths of Angolans/duration of the war • It give information about the power struggle between Savimbi and Dos Santos • The information in the source confirms what other sources state about the war in Angola • Any other relevant response

SOURCE 2B is useful because : • It depicts Angolans desire for peace • It depicts the devastation that the civil war had on ordinary Angolans • It depicts the effects that the landmines had by showing the amputees • It was drawn at the time of civil war in Angola • The visual elements in the cartoon confirms the atrocities of the civil war

in Angola • Any other relevant response SOURCE 2C is useful because: • Provides statistical information about the lack of running water and toilets • Gives evidence about the effects of the war • The written source gives information about Angola and how it could re-imagine

itself • It gives evidence of the destruction of the civil war/need for reconstruction • Photograph shows Angola re-imagining itself • Gives information about the outcome of a research done in Angola about the effects of the civil war • Any other relevant response




LEVEL 1

• Uses evidence in an elementary manner e.g. shows no or little understanding of explaining which ONE of the sources would be most useful to a historian writing about the effects of the civil war on Angola • Uses evidence partially to write on the topic or cannot write on topic

MARKS: 0 –2

LEVEL 2

• Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some understanding of explaining which ONE of the sources would be most useful to a historian writing about the effects of the civil war on Angola • Uses evidence in a very basic manner

MARKS: 3 –5

LEVEL 3

• Uses relevant evidence e.g. shows a thorough understanding of explaining which ONE of the sources would be most useful to a historian writing about the effects of the civil war on Angola • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic

MARKS: 6 –8

(8)




2.5.1 [Plan and construct an argument based on evidence using analytical and Interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3(AS1, 2, 3 and 4)]

SYNOPSIS Candidates should explain how Angola re-imagined itself after the collapse of communism in 1989 and support their line of argument with relevant evidence. Candidates need to make constant reference to the role of the fall of communism on the re-imagining. MAIN ASPECTS Candidates could include the following aspects in their response. • Introduction: Candidates need to state their line of argument and state how they will support it and explaining how Angola became a pawn in the Cold War. ELABORATION • End of the Cold War and the fall of communism in 1989 • Angola was now free of foreign influence and could re-imagine itself

and negotiate her own future without outside influence (In June 1989 Savimbi of UNITA and Dos Santos of the MPLA met for the first time) • The Bicesse Accord was signed on 31 May 1991 by Dos Santos and Savimbi which led to temporary peace and easing of hostilities • The 1992 elections – Dos Santos's MPLA was victorious • Savimbi rejected the election results • UNITA went back to the bush leading to the resumption of the Angolan Civil war • In 1994 the Lusaka Accord was signed but was unsuccessful • War resumed again in 1998 because UNITA was dissatisfied • UN imposed sanctions on UNITA by banning officials from international travel, prohibiting aircrafts flying into UNITA controlled areas and closing UNITA offices abroad • Death of Savimbi in February 2002 – created new possibilities for

peace in Angola; a ceasefire came into effect in March 2002 • Luena Memorandum of Understanding in April 2002 brought about peace in Angola – 13 years after the collapse of communism in 1989 • Angola was now able to reconstruct itself after 30 years of civil war • Any other relevant response • Conclusion: Candidates should tie up their argument with a

relevant conclusion. (30)

Use the matrix on page 6 in this document to assess this extended wr iting



2.5.2 [Synthesise information to construct an original argument using evidence from the sources and own knowledge to support the argument - L2 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4]

SYNOPSIS

Candidates should critically discuss how Savimbi's death marked the dawn of healing and relief for the traumatised Angolans and support their line of argument with relevant information.

MAIN ASPECTS

Candidates should include the following aspects in their response: • Introduction: Candidates need to state their line of argument and state how They intend supporting their argument.

ELABORATION In answering the question candidates need to give a brief background

about Angola before Savimbi’s death • Power struggle between Dos Santos and Savimbi • The Bicesse Accord was signed on 31 May 1991 by Dos Santos and

Savimbi which led to temporary peace and easing of hostilities • The 1992 elections – Dos Santos's MPLA was victorious • Savimbi rejected the election results • UNITA went back to the bush • In 1994 the Lusaka Accord was signed but was unsuccessful • War resumed again in 1998 because UNITA was dissatisfied • Death of Savimbi in 2002 brought an end to civil war in Angola • Savimbi's death brought some political stability • New era in the history of Angola only came after the death of Savimbi through the Luena Memorandum of Understanding • Many war victims, others killed and many others displaced • Devastation caused by landmines • Damage to infrastructure e.g. bridges, roads, schools etc • Angola is slowly trying to re-imagine itself • Angola starts rebuilding bridges, roads and other infrastructure • Angola's rich resources e.g. diamonds, oil • Any other relevant response • Conclusion: Candidates should tie up their argument with a relevant conclusion. (30)

If candidates disagree with the statement, they need to support their argument s with relevant evidence. Use the matrix on page 7 in this document to assess this extended writing [75]





3.1 3.1.1 [Extraction of evidence from Source 3A – L1 – LO1 (AS3)] • The NP's own failure was openly admitted • De Klerk decided to unban political organisations and release Mandela • Any other relevant response (any 1 x 2) (2)

3.1.2 [Interpretation of evidence from Source 3A – L1 – LO1 (AS3)] • Led to the unbanning of the ANC, CPSA and PAC • Scrapping of the Separate Amenities Act • Media restrictions • Suspension of the death penalty • Release of Nelson Mandela and other political prisoners • Ending of apartheid • Lifted emergency restrictions (any 2 x 1) (2)

3.1.3 [Interpretation of evidence from Source 3A – L2 – LO1 (AS3)] • To prevent violence, tension and conflict • To reshape the character of South Africa • De Klerk was under pressure to transform • The NP could no longer continue to rule as a minority • Morally incorrect for a minority rule to continue • Local and international pressure • Any other relevant response (any 1 x 2) (2) 3.1.4 [Interpretation of evidence from Source 3A – L2 – LO1 (AS3)]

Tutu • Surprised • Shocked/Disbelief • Happy • Any other relevant response Andries Treurnicht • Shocked • Outraged/angry • Any other relevant response (2 x 1) (2)

3.1.5 [Interpretation and analysing of a visual source from Source 3A – L2 – LO1 (AS3 and 4)] • Depicts the release of Nelson Mandela/black South Africans • The NP has finally surrendered white rule • South Africa was being exposed to major political changes • Irony of the white South Africans being big hearted/magnanimous at freeing black

South Africa • Size contrast between the black South African to the white South African • Any other relevant response (any 1 x 2) (2)



3.1.6 [Interpretation of evidence from Source 3A – L2 – LO1 (AS3)] • De Klerk (white rule) takes full credit for the release of Mandela • Despite opposition to Mandela's release/black South Africans, De Klerk

took the bold step to release him • Any other relevant response (any 2 x 2) (4)

3.1.7 [Comparing of evidence from Sources 3A –Written and Visual Sources – L3 – LO3 (AS4)]

Candidates need to identify how the written source and the visual source support each other • Both sources mention the release of Nelson Mandela • Both sources highlight the need for white minority rule to start negotiating

with the black majority • Both sources reflect the boldness of De Klerk (white rule) • Any other relevant response (any 2 x 2) (4)

3.2 3.2.1 [Interpretation of evidence from Source 3B – L2 – LO1 (AS3)] • To identify obstacles to negotiations • To overcome the obstacles to negotiations • To pave the way for negotiations • It was the President’s residence • Any other relevant response (any 1 x 2) (2)

3.2.2 [Interpretation of evidence from Source 3B – L3 – LO1 (AS3)] • It was the first meeting of both the NP and ANC • Both did not know what to expect • Both had come to the meeting with their own ideals • Both had to protect the constituency of their own interests • Both parties did not know how the negotiations would unfold • Long history of an acrimonious relationship • Any other relevant response (any 2 x 2) (4)

3.2.3 [Interpretation of evidence from Source 3B – L2 – LO1 (AS3)] • To allay fears in the white community • Wanted to protect the interests of the white minority • Wanted to keep control over the process of transition and how the future of South Africa would be governed • Any other relevant response (any 1 x 2) (2)



3.2.4 [Interpretation of evidence from Source 3B – L3 – LO1 (AS3)] Candidates could either state that the newspaper CONFIRMS or DOES NOT CONFIRM the statement and support their response with relevant evidence.

CONFIRM • The Pretoria Meeting led to further compromise and negotiations which paved the way for further talks • The Pretoria Meeting led the NP government to review the security legislation and end the State of Emergency in Natal • The delegates concluded that the Pretoria Meeting was a milestone on the road to true peace and prosperity for South Africa • Any other relevant response (any 2 x 2) (4)

3.3 3.3.1 [Interpretation of evidence from Source 3C – L2 – LO1 (AS3)] • Negatively • Wanted to destroy CODESA • Formed a joint offensive with the CP and HNP to oppose CODESA • Any other relevant response (any 1 x 2) (2) 3.3.2 [Interpretation of evidence from Source 3C – L2 – LO1 (AS3)] • CODESA paved the way for a democratic South Africa • CODESA meant the end of minority rule • Black majority rule would be established in South Africa • Feared about major changes to their lifestyle • Any other relevant response (any 1 x 2) (2) 3.3.3 [Evaluation and interpretation of evidence from Source 3C – L2 – LO1 (AS3)]

Candidates could either AGREE or DISAGREE with the statement and support their response with relevant evidence. AGREE • At CODESA 1 the right-wing invaded the World Trade Centre • The right-wing openly opposed CODESA • The right-wing were not in favour of majority rule • Any other relevant response DISAGREE • Not a real force to be reckoned with • Did not have the military support to derail the process of negotiations • Any other relevant response (any 1 x 3) (3)



3.4 [Interpretation, analysis and synthesis of evidence from all sources - L3- LO1 (AS3 and 4), LO2 (AS1, 2 and 3) LO3 (AS 1, 2, 3 and 4)]

Candidates could include the following aspects in their response: Candidates should make reference to both the Groote Schuur Minute and the Pretoria Minute in order to reach Level 3:

Groote Schuur Minute • A broad agreement was reached • Final agreement was reached on issues of the release of political

prisoners and the return of political exiles • The NP agreed to review security legislation and end the State of Emergency • Any other relevant response

Pretoria Minute • It paved the way towards negotiations on a new constitution • It paved the way for exploratory talks between various political role players • Set the tone for further talks • Negotiations could continue • Any other relevant response Use the following rubric to allocate a mark:

LEVEL 1

• Uses evidence in an elementary manner e.g. shows no or little understanding of the

significance of both the Groote Schuur Minute and the Pretoria Minute to the process of negotiations • Uses evidence partially to write on the topic or cannot write on topic

MARKS: 0–2

LEVEL 2

• Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some

understanding of the significance of both the Groote Schuur Minute and the Pretoria Minute to the process of negotiations • Uses evidence in a very basic manner

MARKS: 3 –5

LEVEL 3

• Uses relevant evidence e.g. Uses relevant evidence that shows a thorough understanding of the significance of both the Groote Schuur

Minute and the Pretoria Minute for the process of negotiations • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic

MARKS: 6 –8

(8)



3.5 EXTENDED WRITING 3.5.1 [Plan and construct an argument based on evidence using analytical and interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]

SYNOPSIS Candidates should explain to what extent the process of negotiations between the various political organisations paved the way for South Africa's first democratic election in 1994. MAIN ASPECTS Candidates could include the following aspects in their response: • Introduction: Candidates should indicate the extent to which the process of

negotiations between the various political organisations paved the way for South Africa's first democratic election in 1994. .

ELABORATION • Significance of De Klerk's speech • Release of Mandela • Process of negotiations and reform • Talks between major stakeholders begin in 1990 • Groote Schuur Minute • Pretoria Minute • Violence in Boipatong, Natal and Vaal Triangle • Cosag Group and Freedom Alliance • The role and significance of CODESA 1 • Referendum • The role and significance of CODESA 2 • Negotiations boycotted by PAC; AZAPO; etc • Bhisho massacre – impact on negotiations • Assassination of Chris Hani - impact on negotiations • AWB storming of World Trade Centre - effects • Bophuthatswana coup - effects • Role of Record of Understanding • Sunset Clause and Multi-Party Negotiating Forum • 1994 elections • Any other relevant point • Conclusion: Candidates should tie up their argument with a relevant

conclusion. (30)




3.5.2 [Synthesise information to construct an original argument using

evidence from the sources and own knowledge to support the argument L2 – LO1 (AS 3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]

SYNOPSIS

Candidates need to assess the validity of De Klerk's 2 February 1990 speech as the most remarkable day in the history of white minority rule. They need to support their line of argument with relevant evidence.

MAIN ASPECTS

Candidates could include the following aspects in their response: • Introduction: Candidates should assess the statement and indicate how they

intend supporting their argument.

ELABORATION • De Klerk's announcement changed the social, economic and political landscape of South Africa - Was willing to negotiate with any political party to make South Africa a democracy • De Klerk announced the release of political prisoners and Mandela • Right-wing groups opposed the political direction taken by De Klerk/

right-wing prepared to use violence to protect their political interests • National Party and African National Congress began with 'talks about talks' in March 1990 • Pretoria Minute and Groote Schuur Minute paved the way • In September 1991 CODESA 1 started - 26 Political organisations formed the Multi-Party Negotiating Process • National Peace Accord signed • Referendum • CODESA 2 met in May 1992 and its significance • Record of Understanding • Role of Record of Understanding • Sunset Clause and Multi-Party Negotiating Forum • Election date set: 27 April 1994 • Fears of civil war and violence did not happen • Despite differences all had same concerns and aspirations • Mandela first Black President of democratic South Africa • Any other relevant point • Conclusion: Candidates should tie up their argument with a relevant conclusion. (30)


[75]





4.1 4.1.1 [Explanation of concept from Source 4A – L1 – LO2 (AS1)] • Official or general pardon/forgiveness on condition of full disclosure

of politically motivated human rights violations before the TRC • Any other relevant response (any 1 x 2) (2)

4.1.2 [Interpretation of evidence from Source 4A – L2- LO1 (AS3)] • The act for which amnesty was required should have happened between 1960 and 1994 • The act must have been politically motivated • Applicants should make full disclosure • Any other relevant response (any 2 x 2) (4)

4.1.3 [Interpretation and evaluation of reliability of Source 4A – L3 –LO1 (AS3 and 4)] Candidates could either choose YES or NO and support their response with relevant evidence YES: • They were guaranteed amnesty if they satisfied the requirements • They would avoid prosecution on atrocities that were committed • Any other relevant response

NO: • Their actions were secrets and unknown and they would not openly come out and

confess • Public confessions could be embarrassing for them and undermining the apartheid state/liberation movements • Any other relevant response (any 1 x 3) (3)

4.2 4.2.1 [Analysis and Interpretation of evidence from Source 4B – L2 –LO1 (AS3 and 4); LO3 (AS2)] • There was no national consensus/absence of national consensus • It was not accepted by all South Africans/great gaps in our society • Any other relevant response (any 1 x 2) (2) 4.2.2 [Interpretation of evidence from Source 4B – L2 – LO1 (AS3); LO3 (AS2)] • Hatred and animosities of the past would go away/heal the wounds of the past • It would restore the respect (worth) of the South African nation • It would be an admission that something wrong was done • Bring about reconciliation/unity • Any other relevant response (any 1 x 2) (2)



4.3 4.3.1 [Extraction of evidence from Source 4C – L1- LO1 (AS3)] • Equating the struggle against apartheid with those who enforced it

despite the fact that apartheid was declared a crime against humanity by the UN • Any other relevant response (any 1 x 1) (1)

4.3.2 [Evaluating the evidence in perspective 1 from Source 4C to detect bias – L3 –

LO1 (AS3); LO3 (AS2)] • Written from the ANC's point of view • Mathew Phosa was a member of the ANC/and an ANC premier • Alternate views from other political parties were not included • Any other relevant response (any 1 x 3) (3) 4.3.3 [Interpretation of evidence from Source 4C – L2 –LO1 (AS3 and 4); LO3 (AS2)] Candidates should indicate whether Hartzenberg 's view is FAIR or UNFAIR and support their response with relevant eviden ce

In answering this question candidates need to show that the source is relevant to the investigation and reliable by interrogating the provenance (origin) and level of bias.

FAIR: • Two right-wing political prisoners J du Plessis and J v Wyk were denied

amnesty even though they qualified • Hartzenberg viewed the TRC as a witch hunt against the Afrikaners • Hartzenberg viewed the TRC as being biased against the Afrikaners • Any other relevant answer

UNFAIR: • He was biased against the TRC • Application for amnesty did not guarantee that it would be granted • Some Afrikaners were granted amnesty • The TRC looked at all organisations that applied for amnesty • Any other relevant answer (any 2 x 2) (4)

4.3.4 [Comparing extracts 1 and 2 from Source 4C to evaluate their similarity – L3 – LO2 (AS3)] • Both Extracts 1 & 2 blamed the TRC, though for different reasons • Both Extracts 1 & 2 highlight the idea that the TRC was controversial • Both Extracts 1 & 2 are for different reasons, biased against the TRC • Any other relevant answer (any 2 X 2) (4)



4.4 4.4.1 [Interpretation of evidence from Source 4D – L2 –LO1 (AS3 and 4); LO3 (AS2)] • Mandela was not satisfied with the TRC report because it did not achieve its

intended aims (TRC was controversial)/incomplete work of the TRC • Tutu looks surprised because Mandela doesn't look happy with the TRC report • Tutu expected Mandela to accept the report unconditionally • Mandela was surprised at the ugly truth as depicted as a fish • Both Tutu and Mandela expected reconciliation as well and not only the truth • Any other relevant answer (any 2 X 2) (4)

4.4.2 [Interpretation of evidence from Source 4D – L2 –LO1 (AS3 and 4); LO3 (AS2)] • The TRC did not achieve its intended aims • The truth that was uncovered was ugly, painful without reconciliation • The TRC report did not show that reconciliation was achieved • The TRC was a failure and did not necessarily accomplish its mandate • Any other relevant answer (any 2 x 2) (4) 4.4.3 [Interpretation and evaluation of bias in the cartoon (Source 4D) – L3 –LO1 (AS3 and 4); LO3 (AS2)] Candidates should indicate BIASED to a great extent or BIASED to a less extent and support the ir response with relevant evidence . In answering this question candidates need to show that the source is relevant to the investigation and reliable by interrogating the provenance (origin) and level of bias. BIASED TO A GREAT EXTENT: • Depicted the TRC as a failure • The TRC unearthed ugly and painful truth and did not realise reconciliation and nation

building • Mandela not happy with the final report of the TRC • Any other relevant answer

BIASED TO LESS EXTENT: • The TRC faced many challenges • The TRC did not achieve reconciliation • The TRC did not bring about healing and nation building • Any other relevant answer (any 2 x 2) (4)



4.5 [Interpretation, analysis and synthesis of evidence from all sources – L3 – LO1 (AS 3 and 4), LO2 (AS1, 2 and 3) LO3 (AS 1, 2, 3 and 4)] • One of the aims of the TRC was to grant amnesty to those guilty of human rights

offences – for the sake of reconciliation • Conditions for being granted amnesty: Application for actions committed within stipulated time (1960 and 1994); Offences committed should have been politically motivated; Applicants should make full disclosure • Did not operate like a court of law • Focused on bringing the truth through public confessions and not justice • Provided a platform for perpetrators to disclose atrocities committed so they could be set free from feeling of guilt • The Committee had to treat perpetrators of the liberation struggle movements and the apartheid government similarly • Any other relevant answer


LEVEL 1

• Uses evidence in an elementary manner e.g. shows no or little understanding of the role of the Amnesty Committee during the TRC process • Uses evidence partially to write on the topic or cannot write on topic

MARKS: 0 –2

LEVEL 2

• Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some understanding

of the role of the Amnesty Committee during the TRC process • Uses evidence in a very basic manner

MARKS: 3 –5

LEVEL 3

• Uses relevant evidence e.g. shows a thorough understan ding of the role of the Amnesty Committee during the TRC process • Uses evidence very effectively in an organised

paragraph that shows an understanding of the topic

MARKS: 6 –8

(8)




4.6.1 [Plan and construct an argument based on evidence using analytical and Interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)]

SYNOPSIS Candidates should discuss to what extent the TRC was successful in reconciling South Africa from its divided past

MAIN ASPECTS Candidates could include the following aspects in their response.

• Introduction: Candidates need to indicate to what extent the TRC was successful in reconciling South Africa from its divided past.

ELABORATION SUCCESSFUL TO A GREAT EXTENT • Aims of the TRC: investigate the causes and extent of human rights violations

under apartheid; recommended compensation to victims and to grant amnesty to those guilty of human rights offences under set conditions • The TRC hoped that the telling of truth, to promote national reconciliation through its three committees. Committee on Human Rights Violations; Committee on Reparation and Reconciliation and Committee on Amnesty – to grant amnesty from prosecution to perpetrators of gross human rights violations, if they met the set conditions – make full disclosure of what exactly happened for their politically motivated human rights abuses that happened between 1960 and 1994. • TRC moved across South Africa listening to stories by both victims and perpetrators; National unity was promoted through hearings in East London,

Queenstown, Nelspruit etc; both sides of the conflict came to testify i.e. activists from liberation movement and members from the apartheid government and security agency • Listening to testimonies of perpetrators helped victims to reconcile and bring about healing e.g. Mrs Calata in East London; Many unaccounted victims were identified, graves located and bodies exhumed and given to families for reburial e.g. Jabulani Ndaba, Oscar Maleka, Reginald Kekana, the Mamelodi 10 etc. • Reparations paid to families of victims e.g. R30 000 once-off payment of

an individual grant, R15 000 once-off grants for reburial etc. • Any other relevant answer

SUCCESSFUL TO A LESSER EXTENT • Members of the old regime e.g. Eugene de Kock, Adriaan Vlok and Dirk Coetzee came forward to apply for amnesty but complained of having been sold by their leaders. (Vlok and Coetzee were granted amnesty) • Amnesty led to perpetrators willingness to testify. (Only after former security forces appeared or testified, did others for fear of implication,

also come forward/De Kock's testimony encouraged many others to apply but he was not granted amnesty himself)



• The Conservative Party regarded the TRC's objective as to destroy the Afrikaners (their members who applied for amnesty were not granted) • SADF members did not co-operate with the Commission • Some offenders, e.g. P.W. Botha refused to give evidence; FW de Klerk took legal action to prevent publication of a paragraph implicating him in 'third force' activities • The Biko, Hani and Mxenge families and Azapo did not support the process adopted by the TRC – without justice • Late payments of reparations • Any other relevant response




Copyright reserved


L2 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4]

SYNOPSIS

Candidates should indicate whether the statement is accurate or not. If they agree, candidates should provide evidence to show how perpetrators lacked the courage to reveal the truth. If they disagree, they must substantiate their line of argument.

MAIN ASPECTS

Candidates should include the following aspects in their response: • Introduction: Candidates should indicate their viewpoint.

ELABORATION

AGREE • The Promotion of National Unity and Reconciliation Act – laid down conditions for gaining amnesty (action that took place between 1960 and 1994/ political motivated/ full disclosure) • Some offenders, e.g. P.W. Botha refused to give evidence; F.W. de Klerk took legal action to prevent publication of a paragraph implicating him in

'third force' activities; Conservative Party regarded TRC a witch hunt for Afrikaners • Applications for amnesty did not willingly come forward, they availed themselves when implicated: e.g. Dirk Coetzee, after being implicated by Almond Nofemela killing Griffiths Mxenge • General amnesty preferred by members of previous government and security

forces • Liberation movements were not willing to apply for amnesty for legitimate acts against apartheid; ANC did appear before the TRC but tried unsuccessfully to prevent the publication of the whole report • Difficult to achieve reconciliation • Any other relevant response

DISAGREE • Two right-wing political prisoners Du Plessis and Van Wyk were denied amnesty even though they qualified • Members of the old regime e.g. Eugene de Kock, Adriaan Vlok and

Dirk Coetzee came forward to apply for amnesty (Vlok and Coetzee were granted amnesty) • Conservative Party regarded TRC a witch hunt for Afrikaners • Any other relevant answer • Conclusion: Candidates should tie up their argument with a relevant

conclusion. (30) Use the matrix on page 7 in this document to assess this extended writing. [75]

TOTAL: 150

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