holycrosshigh.co.za 12... · 2 4. MODERATION OF THE ASSESSMENT TASKS 5 5. EXAMINATION GUIDELINES 6...

UMnyango WezeMfundo Lefapha La Thuto Department of Education Departement van Onderwys

HISTORY

SBA GUIDELINES

2020

1. EXTRACT FROM SUBJECT ASSESSMENT GUIDELINE: HISTORY SBA IN GRADE 12 2 2. GRADE 12 PROGRAMME OF ASSESSMENT (SBA) FOR HISTORY 4 3. REPORTING AND RECORDING ON THE PROGRAMME OF ASSESSMENT 5

GRADE 12 I N D E X

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4. MODERATION OF THE ASSESSMENT TASKS 5 5. EXAMINATION GUIDELINES 6 6. ASSESSING SOURCE – BASED QUESTIONS 13 7. ASSESSING ESSAY QUESTIONS 15 8. SOURCE – BASED/ ESSAY TASK 1: TERM 1 20 9. SOURCE – BASED/ ESSAY TASK 1: TERM 1 34 10. SOURCE – BASED/ ESSAY TASK 1: TERM 1 49 11. RESEARCH TASK: TERM 1 62 12. SOURCE – BASED/ ESSAY TASK 2: TERM 2 75 13. SOURCE – BASED/ ESSAY TASK 2: TERM 2 88 14. SOURCE – BASED/ ESSAY TASK 2: TERM 2 101 15. LEARNER DECLARATION FORM 115 16. PRE-MODERATION TEMPLATE 116 17. POST-MODERATION TEMPLATE 117 18. DISTRICT MODERATION TEMPLATE 119 19. DIAGNOSTIC ANALYSIS TEMPLATE 122

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1. EXTRACT FROM CURRICULUM AND ASSESSMENT POLICY STATEMENT. HISTORY SBA IN GRADE 12 What is history? History is the study of change and development in society over time. The study of History enables us to understand human actin affected the present and influenced our future, and it allow us to evaluate these effects. So, history is about learning how to think about the past, which affects the present, in a discipline way. History is a process of enquiry. Therefore, it is about asking question of the past: What happened? When did it happen? Why did it happen then? What were the short-term and long term results? It involves critical thinking about the stories people tell us about the past, as well as the stories we tell ourselves. The study of history also support the citizenship within a democracy by

• Understanding and upholding the values of the South African Constitution, and help other people to understand the same values;

• Reflecting the perceive of a broad social spectrum so that race, class, gender, and voices of ordinary people are represented;

• Encouraging civic responsibility and responsible leadership; including raising current social and environmental concerns;

• Promoting human rights and peace by challenging prejudices that involve race, class gender, ethnicity and xenophobia; and

• Preparing young people for local, regional, national, continental and global responsibility

The specific History Aims are to create:

• An interest in and enjoyment of the study of the past;

• Knowledge, understanding and appreciation of the past and the forces that shape it;

• The ability to undertake a process of historical enquiry based on skills; and

• An understanding of historical concepts, including historical sources and evidence.

Skills and Concepts

Skills

• Understand a range of sources of information available for studying the past.

• Extract and interpret information from the sources.

• Recognise that there is often more than one perspective of a historical event.

• Evaluate the useful ness of sources, including reliability, stereotype and subjectivity.

• Explain why there are different interpretations of historical events and people’s actions.

• Participate in constructive and focus debate through the careful evaluation of the evidence.

• Organise evidence to substantiate an argument, in order to create an original, coherent and balanced piece of historical writing.

• Engage critically with issues of heritage and public representations of the past, and conservation.

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Concepts

Historical sources and evidence: History is not the past itself. It is the interpretation and explanation of information from various sources. Evidence is created when sources are used to answer questions about the past. Multi - perceptivity: there many way of looking at the same thing. These perspectives may be the results of different points of view of people in the past according to their position in the society, the different ways in which historians have written about them, and the different ways in which people today see the actions and behavior of the people of the past. Cause and Effect: This is the reason for events and the results of them. The consequences of something drive future events and help explain human behavior. Change and continuity: Over a period of time, it is possible to contrast what has changed and what has remained the same. Closely related contrasts that are used to teach history are ‘similarity and difference’, ‘relate to then and now’, which help to make sense of the past and the present. Time and chronology: History is studied and written in the time sequence. It is important to be able to place events in the order in which they happened. Timelines are often used to develop this concept.

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2. GRADE 12 PROGRAMME OF ASSESSMENT FOR HISTORY

In Grade 12 the Programme of Assessment comprises of seven (7) tasks undertaken during the school year and counts 25% of the final Grade 12 mark. The other 75% is made up of externally set assessment tasks. The learner CASS portfolio is concerned with the 25% internal assessment of tasks.

NUMBER AND FORMS OF ASSESSMENT REQUIRED FOR THE PROGRAMME OF

ASSESSMENT (SBA) FOR HISTORY GRADE 12

The Programme of Assessment for History comprises of seven (7) tasks which are internally assessed. The following table presents the annual assessment plan for Grade 12.

TABLE 1: THE GRADE 12 ANNUAL ASSESSMENT PLAN

TERM 1 ( 3 tasks )

TERM 2 ( 2 tasks )

TERM 3 ( 2 tasks )

TERM 4

1. Source based task and/or Essay

task.

2. Research assignment. 3. Standardized test which include

both a source based and Essay task.

4. Essay task or Source-Based

5. Midyear-exam

6. Standardized test which

include both a source based and Essay task.

7. Prelim-exam

8.Final exam

25% of total year mark = 100 marks

75% of total year mark = 300 marks

From the table it is clear that the CASS Programme of Assessment for History in Grade 12 comprises of seven (7) tasks which are internally assessed. The weightings of the assessment tasks for Grade 12 are as follows:

TABLE 2: THE WEIGHTINGS OF THE ASSESSMENT TASKS

ASSESSMENT ACTIVITY

MARK

REDUCED MARK

Midyear examination

300

20

Prelim examination:

300

30

Two standardized tests

100

20

Research Assignment

100

20

Source based and essay writing task

100

10

Total CASS Mark = 100


3. REPORTING AND RECORDING ON THE PROGRAMME OF ASSESSMENT (SBA)

The marks achieved in each assessment task in the formal Programme of Assessment must be recorded and included in formal reports to parents and School Management Teams. These marks will be submitted as the internal continuous assessment mark.

The Programme of Assessment should be recorded in the educator’s portfolio. The following should be included in the educator’s portfolio:

4. MODERATION OF THE ASSESSMENT TASKS IN THE PROGRAMME OF ASSESS-MENT

All schools should have an internal assessment moderation policy in place which has guidelines for the internal moderation of all significant pieces of assessment. There should also be scheduled dates for the internal moderation of teacher portfolios and evidence of learner performance.

The Subject Head and the School Management Team are responsible for drawing up the moderation plan and for ensuring that school-based moderation happens on a regular basis.

Moderation of the assessment tasks should take place at the three levels tabulated on the next page

LEVEL

MODERATION REQUIREMENTS

School

The Programme of Assessment should be submitted to the Subject Head and School Management Team before the start of the academic year for moderation purposes. Each task which is to be used as part of the Programme of Assessment should be submitted to the Subject Head for moderation before learners attempt the task. Teacher portfolios and evidence of learner performance should be moderated twice a year by the Subject Head or his/her delegate.

Cluster/District/Region

Teacher file and a sample of evidence of learner performance must be moderated twice during the first three terms.

Provincial/National

Teacher file and a sample of evidence of learner performance must be moderated once a year.


5. 2020 EXAMINATION GUIDELINES

HISTORY

EXAMINATION GUIDELINES

GRADE 12

2017- 2020

These guidelines consist of 11 pages.


TABLE OF CONTENTS

PAGE

1. INTRODUCTION 3

2. ASSESSMENT IN GRADE 12 4

3. PRESCRIBED TOPICS 5

4. ASSESSING SOURCE-BASED QUESTIONS 7

5. ASSESSING ESSAY QUESTIONS 9

6. CONCLUSION 11


1. INTRODUCTION

The Curriculum and Assessment Policy Statement (CAPS) for History outlines the nature and purpose of the subject History. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12. The purpose of these Examination Guidelines is to:

• Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate (NSC) Examination in History.

• Assist teachers to adequately prepare learners for the examinations. This document deals with the final Grade 12 external examinations. It does not deal in any depth with the School-Based Assessment (SBA). These Examination Guidelines should be read in conjunction with:

• The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): History

• The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)

• The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R–12


2. ASSESSMENT IN GRADE 12

Assessment in the FET phase comprises essay and source-based questions.

The structure of the examination papers is as follows:

• In the September examination (preparatory) and final external examinations, Grade 12

learners will be required to write TWO question papers of a 3-hour duration each. Both

question papers consist of SECTION A and SECTION B.

• SECTION A consists of THREE source-based questions. Candidates will be required to

answer at least ONE SOURCE-BASED question in each question paper.

• SECTION B consists of THREE essay questions. Candidates will be required to answer at

least ONE ESSAY question in each question paper.

• Altogether a candidate will be required to answer THREE questions, which are as follows:

ONE source-based question and ONE essay question. The third question can be either a

source-based question or an essay question. Essay and source-based questions carry 50

marks each.

• The total mark for each question paper is 150.


The prescribed topics for 2017 to 2019 will be assessed as follows:

SECTION A: SOURCE-BASED QUESTIONS

PAPER 1

(ONE question per topic will be set)

SECTION B: ESSAY QUESTIONS

PAPER 1


1. Extension of the Cold War

Question focus: The Cuban Missile Crisis

• The roles of the USA and USSR in Cuba

• The Cuban Missile Crisis

• Containment and brinkmanship: Cuba as an

example

• Who was to blame for the Cold War in Cuba?

1. The Cold War

Question focus: Case Study: China

• Introduction: Establishment of Communist China

in 1949 (Background)

• Cultural revolution

• Chinese relations with the Soviet Union and the

USA from 1949 to 1973

• China's changing relationships with neighbouring

states: Tibet, India, Vietnam, Taiwan (in broad

outline)

• China as a superpower (in broad outline)

• China's economic liberalisation on relations with

the rest of the world since Mao's death

2. Independent Africa

Question focus: Africa in the Cold War:

Case study: Angola

• Angola: Colonialism and independence

• Outbreak of civil war in 1974 (MPLA and

UNITA)

• Reasons for and nature of involvement in

Angola (USSR, USA, Cuba, China, South

Africa); impact on regional stability

• Significance of the Battle of Cuito Cuanavale

1987 and 1988

2. Independent Africa

Question focus: Comparative case studies on the

Congo and Tanzania

• What were the ideas that influenced the

independent states?

• Political, economic, social and cultural successes

and challenges faced by the Congo and Tanzania

3. Civil society protests from the 1950s to the

1970s

Question focus: The Black Power Movement

• Reasons for the Black Power Movement

• Formation of the Black Panther Party

• Roles of Stokely Carmichael and

Malcolm X

• Short-term and long-term gains

3. Civil society protests from the 1950s to the

1970s

Question focus: The US Civil Rights Movement

• Reasons and origins of the Civil Rights

Movement in the USA

• Role, impact and influence of Martin Luther

King Jr

• Forms of protest through civil disobedience:

Montgomery bus boycott, sit-ins, marches,

including those to Lincoln Memorial,

Birmingham campaign and Selma-

Montgomery marches

• School desegregation

• Short-term and long-term gains


PAPER 2


PAPER 2


1. Civil Resistance, 1970s to 1980s: South Africa

Question focus: The challenge of Black

Consciousness to the apartheid state

• The nature and aims of Black Consciousness

• The role of Steve Biko

• Black Consciousness Movement (BCM)

• The challenge posed by the ideas of

Black Consciousness to the state

• The 1976 Soweto uprising–briefly, relating to the

influence of BCM on the

students

• The legacy of Black Consciousness on South

African politics

1. Civil Resistance, 1970s to 1980s: South Africa

Question focus: The crisis of apartheid in the

1980s

• Government attempts to reform apartheid

• International response

• International anti-apartheid movements

• Anti-Apartheid Movements in Britain and Ireland

• Activities of the Movements: sports boycott;

cultural boycott; academic boycott; consumer

boycott; disinvestment; sanctions; release

Mandela campaign

• Support for the anti-apartheid struggle in Africa:

Frontline states

2. The coming of democracy to South Africa and

coming to terms with the past

Question focus: The TRC

• Reasons for the TRC hearings

• The debates concerning the TRC

• Positive aspects of the TRC

• Amnesty and reparations

• Responses of political parties to the TRC and

the final report of the TRC

2. The coming of democracy to South Africa and

coming to terms with the past

Question focus: Negotiated settlement

and the Government of National Unity

• Beginning of negotiations 1990–1991

• Breakdown of negotiations

• Multiparty negotiation process resumes

• Ongoing violence

• Final road to democracy 1994

3. The end of the Cold War and a new order 1989

to the present

Question focus: New World Order

• What is globalisation?

• Emerging economies and different forms of

capitalism: BRICS

• South Africa's success in avoiding outright civil

war and President Mandela's policy of

reconciliation

• Responses to globalisation

3. The end of the Cold War and a new world

order

Question focus: The end of the Cold War: The

events of 1989

• Gorbachev's reforms in the Soviet Union

• The disintegration of the Soviet Union

• Turning point in South Africa (the collapse of the

Soviet Union and its impact on South Africa)


3. ASSESSING SOURCE-BASED QUESTIONS

In the assessment of learners' ability to work with historical sources, the cognitive levels, the

associated historical skills and the weighting of questions across grades must be taken into

account. An elaboration is contained in the following table.

COGNITIVE

LEVELS HISTORICAL SKILLS

WEIGHTING

OF

QUESTIONS

TYPICAL QUESTIONS

LEVEL 1

• Extract evidence from

sources

• Selection and organisation

of relevant information

from sources

• Define historical

concepts/terms

30%

(15)

• What information in the

source tells you about ...?

• Quote TWO reasons from

the source ...

• What do you understand

by the term ...?

LEVEL 2

• Interpretation of evidence

from sources

• Explain information

gathered from sources

• Analyse evidence from

sources

40%

(20)

• What message does the

cartoonist convey

regarding ...?

• Explain in your own

words ...

• Why do you think ...?

LEVEL 3

• Interpret and evaluate

evidence from sources

• Engage with sources to

determine its usefulness,

reliability, bias and

limitations

• Compare and contrast

interpretations and

perspectives presented in

sources and draw

independent conclusions

30%

(15)

• Explain to what extent the

evidence in Source 1A...

• Compare the evidence in

Sources 2A and 2B and

explain the differences...

• Comment on the

usefulness/

limitations/reliability of

the information in

Sources 3C and 3D ...


In the assessment of source-based questions, the following must be taken into account with regard

to the cognitive levels and the wording of typical questions:

• All Level 1 type questions require learners to extract information from sources and define

historical concepts. These questions will carry a maximum of 2 marks. Question verbs that

will be used to phrase these source-based questions include, amongst others, list, quote,

identify, name. Typical questions may be phrased for example: What information in the source

tells you about ...? Quote FOUR reasons why ... What do you understand by the term ...?

• All Level 2 questions require learners to interpret, analyse and engage with evidence from the

sources. These questions will carry a maximum of between 4 to 6 marks. Question verbs that

may be used to phrase these source-based questions include, amongst others, explain,

comment, describe and organise information logically from the sources. Typical questions

may be phrased for example: What message does the cartoonist convey about...? Explain in

your own words ... Why do you think...?

• All Level 3 questions require learners to explain, for example, the different perspectives in

sources (compare/contrast), draw conclusions about the reliability and usefulness of sources,

etc. These questions will carry a maximum of between 4 to 8 marks and may be assessed using

an analytical/holistic rubric. Question verbs that will be used to phrase these source-based

questions include, amongst others, compare or contrast, evaluate, assess, explain to what

extent you would agree/disagree, comment on the reliability of the evidence in a source,

explain the usefulness, comment on the consequences, explain the limitations, justify, etc.

Typical questions may be phrased for example: Explain to what extent ... Compare the

evidence in both Sources 1A and 1B and explain how you would account for the differences ...

Comment on whether...

• Paragraph questions will carry about 8 marks and will be assessed using an analytical/holistic

rubric. Questions will be phrased whereby learners would be required to answer questions on

Level 3 skills (compare/contrast; bias; usefulness; reliability). For example: explain the role,

impact, causes, effects or significance of a specific historical event that is related to the

respective key question. Typical questions may be phrased for example:

▪ Use the information in the relevant sources and your own knowledge and write a paragraph

explaining the impact/significance of ...

▪ Explain why a historian would consider the information in both Sources 1A and 1B useful

when studying the consequences of ...

▪ In what ways is the cartoonist's view (Source 2C) supported by the evidence presented in

the other two sources...

▪ Compare the evidence in Sources 3A and 3B and explain how the information in both

sources differ regarding the ...

▪ Explain why a historian might question the reliability of the evidence in Source 3C ...

▪ Comment on the limitations of Source 3D for a historian studying …


4. ASSESSING ESSAY QUESTIONS

In the writing of essays, learners must be able to structure their argument in a logical and coherent

manner. They need to select, organise and connect the relevant information so that they are able to

present a reasonable sequence of facts or an effective argument to answer the question posed. It is

essential that an essay has an introduction, a coherent and balanced body of evidence and a

conclusion. In responding to essay questions learners should be able to:

• Plan and structure an essay

• Demonstrate a thorough knowledge and understanding of the topic

• Select and use relevant information from their own knowledge to answer the question

• Develop and sustain a relevant line of argument

• Write logically and coherently

Typical questions may be phrased using the following descriptors, for example:

'Critically discuss ', 'Explain to what extent …', 'Comment on…', 'Evaluate …', 'Assess …'


5. CONCLUSION

This Examination Guidelines document is meant to articulate the assessment aspirations

espoused in the CAPS document. It is therefore not a substitute for the CAPS document

which educators should teach to.

Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised.


1. SOURCE-BASED QUESTIONS

1.1 The following cognitive levels were used to develop source-based questions:

Cognitive Levels

Historical skills Weighting of

questions

LEVEL 1

• Extract evidence from sources

• Selection and organisation of relevant information from sources

• Define historical concepts/terms

30% (15)

LEVEL 2

• Interpretation of evidence from sources

• Explain information gathered from sources

• Analyse evidence from sources

40% (20)

LEVEL 3

• Interpret and evaluate evidence from sources

• Engage with sources to determine its usefulness, reliability, bias and limitations

• Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions

30% (15)

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

• In the marking of source-based questions, credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples.

• In the allocation of marks, emphasis should be placed on how the requirements of the question have been addressed.

• In the marking guideline, the requirements of the question (skills that need to be addressed) as well as the level of the question are indicated in italics.

• When assessing open-ended source-based questions, learners should be credited for any other relevant answers.

• Learners are expected to take a stance when answering ‘to what extent’ questions in order for any marks to be awarded.

1.3 Assessment procedures for source-based questions

• Use a tick (✓) for each correct answer. • Pay attention to the mark scheme e.g. (2 x 2) which translates to two

reasons and is given two marks each (✓✓✓✓); (1 x 2) which translates to one reason and is given two marks (✓✓).

• If a question carries 4 marks then indicate by placing 4 ticks (✓✓✓✓).


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

• Read the paragraph and place a bullet (.) at each point within the text

where the candidate has used relevant evidence to address the question.

• Re-read the paragraph to evaluate the extent to which the candidate has been able to use relevant evidence to write a paragraph.

• At the end of the paragraph indicate the ticks (√) that the candidate has been

awarded for the paragraph; as well as the level (1,2, or 3) as indicated in the holistic rubric and a brief comment e.g.

______________________________________ . _________________________

_________________ . ____________________________ . _________________

Level 2 √√√√√

Used mostly relevant evidence to write a basic paragraph

• Count all the ticks for the source-based question and then write the mark on the right hand bottom margin e.g. 32 50

• Ensure that the total mark is transferred accurately to the front/back cover of the answer script.


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

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

2.2 Marking of essay questions

• Markers must be aware that the content of the answer will be guided by the textbooks in use at the particular centre.

• Candidates may have any other relevant introduction and/or conclusion than those included in a specific essay marking guideline for a specific essay.

2.3 Global assessment of the essay

The essay will be assessed holistically (globally). This approach requires the teacher to assess the essay as a whole, rather than assessing the main points of the essay separately. This approach encourages the learner to write an original argument by using relevant evidence to support the line of argument. The learner will not be required to simply regurgitate content (facts) in order to achieve a level 7 (high mark). This approach discourages learners from preparing essays and reproducing them without taking the specific requirements of the question into account. Holistic marking of the essay credits learners' opinions that are supported by evidence. Holistic assessment, unlike content-based marking, does not penalise language inadequacies as the emphasis is on the following:

• The learner's interpretation of the question

• The appropriate selection of factual evidence (relevant content selection)

• The construction of an argument (planned, structured and has an independent line of argument)


2.4 Assessment procedures of the essay

2.4.1 Keep the synopsis in mind when assessing the essay. 2.4.2 During the reading of the essay, ticks need to be awarded for a

relevant introduction (which is indicated by a bullet in the marking guideline), the main aspects/body of the essay that sustains/defends the line of argument (which is indicated by bullets in the marking guideline) and a relevant conclusion (which is indicated by a bullet in the marking guideline). For example in an essay where there are five (5) main points there could be about seven (7) ticks.

2.4.3 Keep the PEEL structure in mind in assessing an essay.

P Point: The candidate introduces the essay by taking a line of argument/making a major point. Each paragraph should include a point that sustains the major point (line of argument) that was made in the introduction.

E Explanation: The candidate should explain in more detail what the main point is about and how it relates to the question posed (line of argument).

E Example: Candidates should answer the question by selecting content that is relevant to the line of argument. Relevant examples should be given to sustain the line of argument.

L Link: Candidates should ensure that the line of argument is sustained throughout and is written coherently.

2.4.4 The following additional symbols can also be used:

• Introduction, main aspects and conclusion not properly contextualised

^ • Wrong statement _________________

• Irrelevant statement |

| |

• Repetition R • Analysis A√

• Interpretation I√


• Line of Argument LOA 2.5 The matrix

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

(a) The first reading of the essay will be to determine to what extent the

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

C LEVEL 4

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

of presentation. C LEVEL 4

P LEVEL 3

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

C LEVEL 4 }26–27 P LEVEL 3

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MARKING MATRIX FOR ESSAY: TOTAL: 50 LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1*

PRESENTATION CONTENT

Very well planned and structured essay. Good synthesis of information. Developed an original, well balanced and independent line of argument with the use of evidence and sustained and defended the argument throughout. Independent conclusion is drawn from evidence to support the line of argument.

Very well planned and structured essay. Developed a relevant line of argument. Evidence used to defend the argument. Attempts to draw an independent conclusion from the evidence to support the line of argument.

Well planned and structured essay. Attempts to develop a clear argument. Conclusion drawn from the evidence to support the line of argument.

Planned and constructed an argument. Evidence used to some extent to support the line of argument. Conclusions reached based on evidence.

Shows some evidence of a planned and constructed argument. Attempts to sustain a line of argument. Conclusions not clearly supported by evidence.

Attempts to structure an answer. Largely descriptive or some attempt at developing a line of argument. No attempt to draw a conclusion.

Little or no attempt to structure the essay.

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

47–50 43–46

LEVEL 6

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

43–46 40–42 38–39

LEVEL 5

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

38–39 36–37 34–35 30–33 28–29

LEVEL 4

Question recognisable in answer. Some omissions or irrelevant content selection.

30–33 28–29 26–27

LEVEL 3

Content selection does relate to the question, but does not answer it, or does not always relate to the question. Omissions in coverage.

26–27 24–25 20–23

LEVEL 2

Question inadequately addressed. Sparse content.

20–23 18–19 14–17

LEVEL 1*

Question inadequately addressed or not at all. Inadequate or irrelevant content.

14–17 0–13

* Guidelines for allocating a mark for Level 1: • Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0

• Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6

• Question inadequately addressed and vague; little attempt to structure the essay = 7–13

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TERM 1: SOURCE BASED TASK 1

CASE STUDY: CUBAN MISSILE CRISIS

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjgrPe29-bRAhXIwBQKHeRdAukQjRwIBw&url=http://jdayhistory.weebly.com/the-berlin-wall-1961the-cuban-missile-crisis-1962.html&psig=AFQjCNEhkHKTesgnWsEWj21fmGPYJnZYsQ&ust=1485764764521948

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SBA TASK 1

SOURCE-BASED QUESTIONS

Answer the following questions

QUESTION 1: WHAT WAS THE REACTION OF THE SOVIET UNION AND THE

UNITED STATES OF AMERICA TO THE DEPLOYMENT OF

MISSILES IN CUBA IN 1962?

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

1.1 Use Source 1A.

1.1.1 Why, according to the source, did President Kennedy summon the

Executive Committee?

(1x1)

(1)

1.1.2 Define the concept quarantine in the context of the Cuban Missile

Crisis.

(1x2) (2)

1.1.3 Comment on how the deployment of the missiles in Cuba

intensified the Cold War tensions between the USA and the USSR.

(2x2)

(4)

1.1.4 List the TWO demands in the source that Khrushchev made on the

US government.

(2x1)

(2)

1.1.5 Name TWO ambassadors who negotiated for the removal of the

US missiles from Turkey?

(2x1)

(2)

1.2 Read Source 1B.

1.2.1 What suggestions, according to the source, did Khrushchev make

to resolve the Cuban Missile Crisis?

(2x1)

(2)

1.2.2 Identify any TWO promises in the source that the Soviet Union

made regarding the independence of Turkey.

(2x1)

(2)

1.2.3 Explain the significance of reaching a peaceful agreement on the

Cuban Missile Crisis for the Soviet Union and United States.

(2x2)

(4)

1.3 Refer to Source 1C.

1.3.1 What messages does the photograph convey about the Soviet

missiles? Use the evidence in the photograph to support your

answer.

(2x2)

(4)

1.3.2 Explain why you would regard the information in this source as

reliable when researching the Cuban Missile Crisis.

(2x2)

(4)

21

1.4 Consult Source 1D

1.4.1 Give THREE conclusions that the US government reached

regarding information provided in the aerial photograph.

(3x1)

(3)

1.4.2 Comment on why the US government was using aerial surveillance

to check the withdrawal of Soviet missiles from Cuba

(2x2)

(4)

1.4.3 Using the information in the source and your own knowledge,

explain the impact the Cuban Missile Crisis had on the following

leaders:

(a) Kennedy

(b) Khrushchev

(1x2)

(1x2)

(2)

(2)

1.5 Refer to Sources 1B and 1C. Explain how the evidence in Source 1B

supports the information in Source 1C regarding the withdrawal of Soviet

missiles from Cuba.

(2x2)

(4)

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

write a paragraph of about EIGHT lines (about 80 words) explaining the

reaction of the Soviet Union and the United States of America to the

deployment in missiles in Cuba in 1962.

(8)

[50]

OR

ESSAY TASK

CASE STUDY: HOW DID CHINA RISE AS A WORLD POWER AFTER 1949?

Answer the following question.

Your essay should be about THREE pages long

Explain to what extent Mao Zedong’s policies of the ‘Great Leap Forward’ and the ‘Cultural Revolution’ were successful in modernising the economy of the Peoples Republic of China between 1957 and 1969. [50]

22 | P a g e

QUESTION 1: WHAT WAS REACTION OF THE SOVIET UNION AND THE UNITED STATES OF

AMERICA TO THE DEPLOYMENT OF MISSILES IN CUBA IN 1962?

SOURCE 1A

The source below explains how President JF Kennedy and President N Khrushchev

reacted to the deployment of missiles in Cuba.

President Kennedy summoned a crisis management team, the Executive Committee

(ExComm), to deal with the threat of missiles in Cuba. Kennedy rejected calls from the

military for an immediate air strike followed by an invasion of Cuba and ordered instead

a naval quarantine (blockade) of the island. Khrushchev ignored the quarantine and

Soviet ships containing missiles headed for Cuba. However, on 24 October, six Soviet

ships turned back towards the Soviet Union. At this point Dean Rusk, the US Secretary

of State, commented, 'We're eyeball to eyeball and I think the other fellow just blinked.'

Nevertheless, the crisis continued as the missile sites still remained in Cuba.

On 26 October, Khrushchev sent a telegram to Kennedy saying that the Soviet Union

would remove the missiles in return for a US pledge not to invade Cuba. At this point,

he was convinced that the United States was on a verge of attacking Cuba. Before

Kennedy could respond to this telegram, Khrushchev sent a second, more demanding

letter to the US government insisting on the inclusion of the removal of Turkish missiles

in any deal over Cuba …

Kennedy continued to see military action as a last resort and on the advice of Llewellyn

Thompson, who had been the US ambassador to the Soviet Union, he decided to

accept Khrushchev's first offer and ignore the second. At the same time, however,

Kennedy's brother and then Attorney General, Robert Kennedy, met with Anatoly

Dobrynin, the Soviet ambassador, in Washington DC to agree that the United States

would remove missiles from Turkey.

[From History 20th Century World, The Cold War by K Rogers and J Thomas]

23 | P a g e

SOURCE 1B

The source below is part of a speech that President Khrushchev delivered on Radio

Moscow on 27 October 1962. It focuses on his decision to remove Soviet missiles from

Cuba.

I therefore make this proposal: We are willing to remove the missiles from Cuba which

you regard as offensive. We are willing to carry this out and to make this pledge (promise)

to the United Nations. Your representatives will make a declaration to the effect that the

United States, for its part, considering the uneasiness and anxiety of the Soviet State, will

remove similar missiles from Turkey.

We, in making this pledge, in order to give satisfaction and hope to the peoples of Cuba

and Turkey and to strengthen their confidence in their security, will make a statement

within the framework of the Security Council to the effect that the Soviet government gives

a solemn assurance (promise) to respect the inviolability (safety) of the borders and

sovereignty of Turkey, not to interfere in its internal affairs, not to invade Turkey, not to

make available our territory as a bridgehead (position) for such an invasion …

The United States government will make a similar statement within the framework of the

Security Council regarding Cuba.

Why would I like to do this? Because the whole world is now apprehensive (worried) and

expects sensible (workable) actions of us. The greatest joy for all peoples would be the

announcement of our agreement and of the eradication (suppression) of the controversy

that has arisen. I attach great importance to this agreement in so far as it could serve as a

good beginning and could in particular make it easier to reach agreement on banning the

tests of nuclear weapons.

These are my proposals, Mr President.

Respectfully yours,

N Khrushchev

[From https://www.marxistorg/archive/khrushchev/1962/10/27.htm. Accessed on 20 September 2017.]

https://www.marxistorg/archive/khrushchev/1962/10/27.htm



24 | P a g e

SOURCE 1C

The aerial photograph below shows a convoy of trucks transporting the dismantled

Soviet missiles to a cargo ship that was docked at Port of Mariel, Cuba, in November

1962.

25 | P a g e

SOURCE 1D

The following is part of a speech that JF Kennedy, the President of the United States of

America (USA), delivered from the White House on 2 November 1962. It focuses on the

removal of Soviet missiles from Cuba.

My fellow citizens: I want to take this opportunity to report on the conclusions which

this government has reached on the basis of yesterday's aerial photographs, which will

be made available tomorrow, as well as other indications, namely that the Soviet missile

bases in Cuba are being dismantled, their missiles and related equipment are being

crated (put in boxes), and the fixed installations at these sites are being destroyed.

The United States intends to follow closely the completion of this work through a variety

of means, including aerial surveillance, until such a time as an equally satisfactory

international means of verification (proof) is affected.

While the quarantine (blockade) remains in effect, we are hopeful that adequate

procedures can be developed for international inspection of Cuba-bound cargoes. The

International Committee of the Red Cross, in our view, would be an appropriate agent in

this matter.

The continuation of these measures in air and sea, until the threat to peace posed by

these offensive weapons is gone, is in keeping with our pledge to secure their

withdrawal or elimination (removal) from this hemisphere. It is in keeping with the

resolutions of the Organisation of American States (OAS), and it is in keeping with the

exchange of letters with Chairman Khrushchev of 27 and 28 October.

Progress is now being made towards the restoration of peace in the Caribbean and it is

our firm hope and purpose that this progress will go forward. We will continue to keep

the American people informed on this vital matter.

[From Thirteen Days: A Memoir of the Cuban Missile Crisis by RF Kennedy]

26 | P a g e

SBA TASK 1

MARKING GUIDELINES

QUESTION 1: WHAT WAS THE REACTION OF THE SOVIET UNION AND THE

UNITED STATES OF AMERICA TO THE DEPLOYMENT OF MISSILES IN

CUBA IN 1962?

1.1.1 [Extraction of evidence from Source 1A- L1]

• To deal with the threat of missiles in Cuba (1 x 1) (1)

1.1.2 [Definition of the historical concept from Source 1A – L1]

• The US imposed a blockade to prevent the Soviet ships carrying missiles

from entering Cuba

• To physically prevent Soviet vessels from carrying missiles to Cuba

• Any other relevant response (1 x 2) (2)

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

• Both USA and USSR were in direct confrontation

• The two super powers came closest to the nuclear war

• Both super powers were armed with nuclear weapons and practiced brinkmanship

during the crisis

• USSR threatened the USA by deploying the Soviet missiles in Cuba and USA

responded by blockading Cuba

• Any other relevant response (any 2 x 2) (4)

1.1.4 [Extraction of evidence in Source 1A – L1]

• ‘a US pledge not to invade Cuba’

• ‘The removal of the Turkish missiles’ (2 x 1) (2)

1.1.5 [Extraction of evidence in Source 1A – L1]

• Robert Kennedy- USA (Attorney General)

• Anatoly Dobrynin- Soviet Union (Soviet Ambassador) (2 x 1) (2

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

• ‘We are willing to move the missiles from Cuba’

• ‘We are willing to make this pledge/promise in the United Nations’

• ‘United States … will remove similar missiles from Turkey (any 2 x 1) (2)

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

27 | P a g e

• ‘To respect the inviolability (safety) of the borders’

• ‘To respect the sovereignity of Turkey’

• ‘Not to interfere in its internal affairs’

• ‘Not to invade Turkey’

• ‘Not to make available our territory as bridgehead (position) for such an invasion’

(any 2 x 1) (2)

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

• Peaceful agreement would end the nuclear threat between the USA and USSR

• It would avert the outbreak of the nuclear war between the USA and USSR

• It would avert the crisis between the USA and USSR


1.3.1 [Interpretation of information from Source 1C – L2]

• To confirm that nuclear missiles were dismantled and transported out of Cuba

• To show how the missiles would be shipped out from Cuba onto a Soviet cargo

ship

• To confirm the Soviet Union’s commitment to the removal of the nuclear missiles

from Cuba

• To show that the USA was monitoring the removal of missiles from Cuba


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

• They USA did not trust the Soviet Union regarding the removal of all the missiles

from Cuba

• To ensure that the Soviet Union missiles were removed from Cuba so that it does

not pose a threat to the USA’s security

• The USA wanted to maintain the upper hand in this crisis/ power struggle with the

Soviet Union

• Any other response (2x2) (4)

1.4.3 [Interpretation of information in Sources 1D – L2]

(a) Kennedy became popular because he stood up against the Soviet Union

• His reputation was enhanced

• He was calm and in control of the missile crisis

• Any other relevant response (1x2) (2)

(b) Khrushchev claimed victory over the missile crisis because he got the USA to

promise that it would not invade Cuba

• He lost his credibility at home for backing down to the USA

• The leaders of USSR and Cuba were angry because they were not consulted

about the final deal regarding the removal of missiles

• Any other relevant response (1x2) (2)

28 | P a g e

1.5 [Comparison of evidence in Sources 1B and 1C – L3]

• Source 1B states that Khrushchev promised to remove the missiles from Cuba and

Source 1 C shows the trucks transporting dismantled Soviet missiles to cargo ships

• Source 1B states that the world expects a workable solution to the missile crisis and

Source 1 C shows the removal of the Soviet missiles from Cuba

• Source 1B makes reference to the dismantling of the Soviet missiles and Source 1

C shows the Soviet cargo ship waiting to be loaded with the Soviet missiles from

Cuba


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

• Kennedy regraded the deployment of Soviet missiles in Cuba as an immediate

threat to the US (Source 1A)

• The Soviet Union defended the deployment of missiles as a defence of Cuba (own

knowledge)

• Kennedy summoned ExComm which discussed different options regarding the

Soviet missiles in Cuba (Source 1A)

• Kennedy announced a blockade which led to the withdrawal of Soviet ships that

were on route to Cuba (Source 1A)

• Banning of all nuclear tests by the US and Soviet Union (Source 1B)

• Correspondence between Kennedy and Khrushchev show co-operation between

the leaders to avoid a nuclear war (Sources 1A,1B and 1C)

• The withdrawal of the Soviet missiles from Cuba- Russian image damaged

(Sources 1C and 1D)

• Oversight by the Red Cross was welcomed by both US and Soviet Union to assist

with the removal of missiles from Cuba (Source 1D)

• The US used aerial surveillance to monitoring and verify the withdrawal of missiles

from Cuba (Sources 1C and 1D)

• Establishment of the ‘hot line’ between Kennedy and Khrushchev (own knowledge)

• Any other relevant response.

29 | P a g e

Use the following rubric to allocate marks

LEVEL 1 • Uses evidence in an elementary manner e.g. shows little or

no understanding of the reaction of the Soviet Union and

United States of America to the deployment of missiles in

Cuba in 1962?

• Uses evidence partially or cannot write a paragraph

MARKS 0 - 2

LEVEL 2 • Evidence is mostly relevant and relates to a great extent to

the topic e.g. show some understanding of the reaction of

the Soviet Union and United States of America to the

deployment of missiles in Cuba in 1962?

• Uses evidence in a very basic manner to write a paragraph

MARKS 3 - 5

LEVEL 3 • Evidence is mostly relevant and relates to a great extent to

the topic e.g. demonstrates a thorough understanding of

the reaction of the Soviet Union and United States of

America to the deployment of missiles in Cuba in 1962?

• Uses evidence very effectively in an organised paragraph

that shows an understanding of the topic

MARKS 6 - 8

(8) [50]

30 | P a g e

ESSAY TASK 1

MARKING GUIDELINES

CASE STUDY: HOW DID CHINA RISE AS A WORLD POWER AFTER 1949?

Explain to what extent Mao Zedong’s policies of the ‘Great Leap Forward’ and the ‘Cultural Revolution’ were successful in modernising the economy of the Peoples Republic of China between 1957 and 1969 SYNOPSIS

The learners should explain to what extent Mao Zedong’s policies of the ‘Great Leap Forward’ and the ‘Cultural Revolution’ were successful in modernising the economy of the Peoples Republic of China between 1957 and 1969 MAIN ASPECTS

The learners should include the following aspects in their response:

Introduction: The learners need to take a stand by indicating the extent to which the Mao Zedong’s policies of the ‘Great Leap Forward’ and the ‘Cultural Revolution’ were successful in modernising the economy of the Peoples Republic of China between 1957 and 1969.

ELABORATION

The Great Leap Forward What was the Great Leap Forward?

• This was the name given to the Second Five-Year Plan, starting in 1958. It had two

main aims:

• First, it was a plan to modernise China’s industry and make it into a powerful

Industrial country within fifteen years.

• Second, it was meant to modernise China’ agriculture so that enough food

could be grown to feed its growing population. What happened during the Great Leap Forward?

• Mao believed the key to its success was to use the millions of peasants in China to do

the work rather than relying on machinery and experts, who he distrusted.

• Instead of building big factories in cities, the CCP encouraged peasants to set up

small-scale industries in the countryside (called the ‘industrialisation of the countryside/

backyard industries’). For example, they had to make steel in backyard blast furnaces.

• To improve agriculture, massive schemes of irrigation and dams were planned to be

built by a large number of labourers/peasants.

• People were forced to live in Communes which consisted of about 30,000 peasants. In

a Commune, peasants lived in barracks, ate in canteens and gave up their small plots

of land.

31 | P a g e

• Targets were set for every village, commune and factory. These targets were

extremely high and people were often too scared to argue with them.

How successful was the Great Leap Forward?

• The Great Leap Forward was a dismal failure.

• The peasant industries did not work properly. Nobody had the expertise to run them

properly, for example, the steel produced in the backyard furnaces was of very poor

quality that it could not be used.

• People lied about the amount of steel they had produced because they were scared of

what would happen to them if they did not meet their targets. This meant that even

bigger targets were set.

• Foolish ideas like ploughing deep, planting crops too closely together contributed to

poor harvests.

• Most peasants neglected their farms and focused their attention on industrial

production which led to a disastrous famine from 1959 to 1961. It was estimated that

about 16 million people died of starvation.

• Nobody dared criticise the plan for fear of being labelled a ‘rightist’ or a ‘counter-

revolutionary’.

What effect did the failure of the Great Leap Forward have on Mao and the CCP?

• Mao eventually admitted that mistakes had been made and resigned as President of

China but kept his job as Chairman of the CCP.

• In 1962 Mao handed over responsibility for the economy to President Liu Shaoqi and

CCP General Secretary Deng Xiaoping and withdrew from the political scene. Liu and

Deng were both more moderates. In 1962 Deng Xiaoping and Liu Shaoqui took over

the running of the economy and transformed it. They for example, allowed peasants to

have their private plots of land again so that agricultural productivity could increase.

The Cultural Revolution Why did Mao start the Cultural Revolution in 1966?

• Mao said he started the Cultural Revolution because he thought that China was

becoming too westernised (following the capitalist road) and that CCP leaders were

better off than ordinary people.

• There were too many experts in China and they were damaging the country.

• However, the real reasons he started it were:

- To regain the power, he lost after the failure of the Great Leap Forward (he

complained he was being treated like a ‘dead ancestor’).

- To get rid of Deng Xiaoping and Liu Shaoqui.

- His wife Jiang Qing influenced him.

What happened during the Cultural Revolution?

• Mao knew that ordinary Chinese citizens, especially the young, idolised him so he

set up the Red Guards. These were groups of young people who studied his ideas

that were contained in the Little Red Book and worshipped Mao almost like a god or

emperor

32 | P a g e

• Huge demonstrations were held in Tiananmen Square, Beijing and posters

and pictures of Mao were put up everywhere

• The Red Guards were told to attack anyone in authority e.g. teachers, parents,

intellectuals, scientists, civil servants and doctors. They were forced to confess to

being ‘class enemies’ or ‘capitalist raiders’. Many were tortured and killed

• Deng Xiaoping and Liu Shaoqui were removed from office. Liu died in prison in

1969. Many local CCP leaders and officials were attacked and killed.

• Anything to do with traditional China was attacked and often destroyed (e.g.

temples, art, tea houses).

• In addition, anything western was attacked (e.g. western music, plays, writing).

• New operas and plays were commissioned to glorify the revolution instead.

What were the effects of the Cultural Revolution?

• Schools and universities closed for more than two years, this resulted in a lost

generation.

• Industry suffered and production almost stopped by 1968, the economy was in ruins.

• Rival gangs of Red Guards began to clash and many old scores were settled. Law and

order virtually broke down between 1966 and 1968

• Many CCP leaders were arrested and sent into the countryside to work as

peasants. Others were tortured and killed.

• At least a million people died as a result of the Cultural Revolution

How did the Cultural Revolution end?

• Mao ordered the Red Guards to stop their attacks in 1969 and restored law and order.

Mao announced that the Cultural Revolution was over, but it took years to bring

everything back to normal in factories, schools and farms.

Did communist rule benefit the Chinese people at all?

• Yes, in some ways, despite disasters such as the Great Leap Forward and the Cultural

Revolution.

• Their lives were tightly controlled (e.g. jobs were allocated by the government),

resulting in a reduction in unemployment.

• Workers had eight-hour days and a week's paid holiday a year.

• Pensions, health services and education were introduced for all.

• Housing, electricity, water and transport costs were all subsidised.

• Women had improved quality of life and had greater equality.

• Any other relevant response

Conclusion: The learners should tie up their argument with a relevant conclusion

33 | P a g e

TERM 1: SOURCE-BASED TASK 1 CASE STUDY: ANGOLA

34 | P a g e

QUESTION 2: HOW DID THE INTERVENTION BY FOREIGN POWERS INTENSIFY

COLD WAR TENSIONS IN ANGOLA BETWEEN 1974 AND 1976?

Study Sources 2A,2B,2C and 2D and answer the questions that follow.

2.1 Use Source 2A

2.1.1 Name the THREE leaders of the liberation movements in the source that were incorporated in the transitional government.

(3x1)

(3)

2.1.2 Explain the concept civil war, in context of the Cold War tensions in Angola in the 1970’s.

(1x2)

(2)

2.1.3 List TWO major outside powers from the source that assisted the Angolan military liberation movements.

(2x1)

(2)

2.1.4 Explain why you think the African countries criticised the intervention of South Africa in the Angolan civil war?

(1x2)

(2)

2.1.5 Explain what is implied by the statement ‘the reaction was thus caught up in the general milieu (background) of ideological differences within Africa and globally’.

(2x2)

(4)

2.2 Refer to Source 2B

2.2.1 Mention TWO countries from the source, which supported the FNLA in the Angolan civil war.

(2x1)

(2)

2.2.2 Using the information in the source and your own knowledge explain why the United States of America supported Jonas Savimbi in 1975?

(2x2)

(4)

2.2.3 Quote any TWO strategies from the source, that America intended using to ensure that a favourable government to them came to power in Angola.

(2x1)

(2)

2.3 Consult Source 2C

2.3.1 Identify an ally of Russia that embraced the MPLA.

(1x1)

(1)

2.3.2 Why do you think China denounced its participation in the extended Cold War in Angola?

(2x2)

(2)

2.3.3 How, according to the source, were the 6000 Katangese mercenaries used?

(2x1)

(2)

2.3.4 Comment on the usefulness of the source to a historian researching the intervention of the foreign countries in Angola.

(2x2)

(4)

2.4 Use Source 2D

35 | P a g e

Using the visual clues explain the messages that are conveyed in

the cartoon regarding the intervention of the foreign countries in the Angolan Cold War.

(a) The Soviet Union’s involvement in Angola.

(b) The United States of America’s reaction to the Soviet Union’s involvement in Angola.

(2x2) (2x2)

(4) (4)

2.5 Compare Sources 2C and 2D. Explain how the information in Source 2C is similar to the evidence in Source 2D regarding the involvement of foreign powers in the Angolan civil war.

(2x2)

(4)

2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how the intervention by foreign powers intensified the Cold War tensions in Angola between 1974 and 1976.

(8)

[50]

36 | P a g e

OR

ESSAY TASK

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA Answer the following question.


Explain to what extent Tanzania was more successful than the Congo in addressing the political, economic and social challenges that confronted them after attaining independence in the early 1960s. Support your line of argument with relevant evidence.

[50]

37 | P a g e

TASK 1

ADDENDUM



SOURCE 2A

The source below focuses the role played by foreign countries in the Angolan civil war.

Portugal’s efforts to establish an effective self-government in Angola prior to the

designated (chosen) date for the independence on 11 November 1975, ended in failure.

The transitional government incorporating leaders from the three liberation movements

Jonas Savimbi (UNITA), Holden Roberto (FNLA) and Agostinho Neto (MPLA) which

functioned only briefly in the early months of the year. By November each movement had

established itself in the part of the country where its ethnic base was strongest and

sporadic fighting between the armed forces had been taking place for several months.

Portugal’s withdrawal on 10 November 1975 without turning over power to anyone meant

that civil war was inevitable. Substantial external intervention in support of the various

parties had already begun and rapidly escalated. The major outside assistance to Angolan

military liberation movements came from the major powers the United States, China and

USSR, the neighbouring African states of Zaire, Zambia and South Africa as well as Cuba.

South Africa’s intervention was the most direct and dramatic. By mid-year, well in advance

of independence, South Africa had moved troops across the Namibian border into

southern Angola, a bold move by a government whose radical policies were vehemently

opposed throughout Africa. Pretoria’s intervention elicited (caused) varying reactions

among African leaders. Progressive governments denounced it in the strongest possible

language. Others took a more conservative stance and were less critical, stressing

Communism and Soviet expansionism policy in Africa as the greatest danger. The reaction

was thus caught up in the general milieu (background) of ideological differences within

Africa and globally.

[From https://www.jsort.org/anylist Accessed 01.09.2019]

https://www.jsort.org/anylist

38 | P a g e

SOURCE 2B

The source below focuses on the intervention of the United States of America in Angola.

The United States of America and South Africa hedged its wagers (bets) in Angola by

supporting FNLA with funds for political and logistical purposes. This was part of policy

decision to improve relations with the white regimes in Southern Africa.

In the early spring of 1975, President Gerald Ford made the decision to also fund the

National Union for the Total Independence of Angola (UNITA), which was founded in 1966

by Jonas Savimbi. The 40 Committee, a body in the Executive branch that approves large

scale covert operations (chaired by Kissinger), approved $300,000 in secret subsidies for

UNITA. Both President Ford and Secretary Kissinger were aware that bringing UNITA to

the American side constituted a major step-close to a commitment that the United States

would not allow MPLA to control Angola. In addition to the arms and munitions, the United

States flew artillery spotter planes, piloted by Americans, into the Angolan battle zones.

Mercenaries were either trained or paid for with funds from the United States. The South

Africa-United States-UNITA-FNLA military objective of pushing the MPLA back from most

of the provinces in southern Angola was an attainable goal.

Many African nations that had adhered to the OAU's call for a government of national unity

sided with MPLA. Nigeria, Tanzania, Ghana and others recognized the government of the

People's Republic of Angola as a direct result of the South African offensive. South Africa,

if the trend continued, would be isolated and 41 vulnerable. To retard the forces of

Liberation.

A four-part strategy was advanced by United States to be certain that only a government

favourable to them would come to power in Angola. Firstly, South Africa would not take an

overt belligerent (aggressive) stance toward Mozambique; instead South Africa would try to

strangle Mozambique economically. Secondly, Rhodesia should be given majority rule

under a responsible government to South Africa to forestall revolutionary armed struggle.

Thirdly, South Africa would try to end its diplomatic isolation through its detente efforts.

Fourthly, South Africans, through loans and other incentives, would split Africa's hostility to

its apartheid regime.

[From

https://dh.howard.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1067&cont

ext=newdirections accessed 01.09.2019]

https://dh.howard.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1067&context=newdirections

https://dh.howard.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1067&context=newdirections

39 | P a g e

SOURCE 2C

The source below is a report from the Peking Review which focuses on the reasons why

the Cubans intervened in the Angolan civil war.

In September 1975, large groups of Cuban troops were dumped in Caxito, northern Angola. From Sept. 25 to Oct. 23 Moscow sent five shiploads of weapons and over 2400 mercenaries into the country, more than 750 Cuban soldiers were transported into Angola. All this vastly expanded the civil war, with Russians and Cubans supporting the MPLA.

Taking advantage of the situation, racist South Africa and United States of America made its move. On October 23, it sent several thousand of its troops deep into Angola territory. China denounced this aggression. The South African racist regime attempts to obstruct the victorious advance of the national liberation movement in Southern Africa to continuously maintain its reactionary rule. The Soviet social-imperialists, claimed that the Russian and Cuban intervention in Angola did not take place until after South Africa’s invasion and then only to counter the invasion.

Apparently not even the Cubans brought, commanded and paid for by the USSR were enough. The Russians also made use of some 6000 Katangese mercenaries exiled in Angola after the fall of Tshombe in what is now Zaire. These troops had been used to overthrow and murder Patrice Lumumba, and the Portuguese had employed them against all three liberation movements in Angola. While the Soviet-Cuban force continued to grow, including bombings by Soviet planes and shelling from Soviet ships, the South Africans withdrew their troops into Namibia in March 1976.

[From http://www.massline.org/PekingReview/ Accessed 01.09.2019]

http://www.massline.org/PekingReview/

40 | P a g e

SOURCE 2D

This cartoon by Bob Connolly was published in the Rand Daily Mail on 27 November 1975.

It is titled 'Knuckle-rapping' and depicts Henry Kissinger (the US Secretary of State)

slapping the Russian hand with an 'olive branch'.

https://www.nytimes.com

https://www.nytimes.com/

41 | P a g e

TASK 1 MEMO



2.1.1 [Extraction of evidence from Source 2A - L1]

• Jonas Savimbi (UNITA)

• Holden Roberto (FNLA)

• Agostinho Neto (MPLA)

(3x1)

(3)

2.1.2 [Explanation of a historical concept from Source 2A - L1]

• A war fought within a country by citizens belonging to different political organisations to gain control and power and control, in the case of Angola the FNLA, MPLA and UNITA fought each other to govern Angola after liberating it from colonialism


(1x2)

(2)

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

• United States

• China

• USSR

(2x1)

(2)


• The South African regime wanted to prevent the spread of communism and exert its apartheid policy to benefit a white-minority thus the African countries criticised the intervention of S.A. in Angola

• South Africa was supporting USA which was preventing the spread of its ideology, thus African countries which had adopted communism criticised the intervention of S.A.


(1x2)

(2)


• The superpowers provided military training and equipment to the liberation movements in the Angolan Civil War thus contributing to the tension in Angola

• Both the USA and the USSR fuelled civil war by supporting their preferred allies with military aid

• The super powers used the civil war in Angola to exploit its natural resources

• Both the USA and the USSR wanted to promote their ideologies


(2x2)

(4)

2.2.1 [Extraction of evidence from Source 2B - L1]

• United States of America

• South Africa

(2x1)

(2)

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

42 | P a g e

• UNITA controlled the major towns which had good routes for transporting the military supplies to FNLA, it was therefore imperative for USA to have a good working relationship with Savimbi

• UNITA would also be able to assist the FNLA which was weakened by the intervention of the SADF


(2x2)

(4)

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

• South Africa would not take an overt belligerent (aggressive) stance toward Mozambique; instead South Africa would try to strangle Mozambique economically

• Rhodesia should be given majority rule under a responsible government to South Africa to forestall revolutionary armed struggle

• South Africa would try to end its diplomatic isolation through its detente efforts

• South Africans, through loans and other incentives, would split Africa's hostility to its apartheid regime.

any (2x1)

(2)

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

• Cuba

(1x1)

(1)

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

• China choose to focus on domestic issues such as leadership succession amid the political turmoil of the waning Cultural Revolution and the possibility of a Soviet invasion

• China refused to reinvest itself in the Angolan conflict after American intervention in Angola proved unpopular domestically

• The Senate ended up passing legislation that blocked further U.S. action in Angola thus China withdrew itself

• Any other relevant answer

(2x2)

(2)

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

• These troops had been used to overthrow and murder Patrice Lumumba

• Portuguese had employed them against all three liberation movements in Angola.

(2x1)

(2)

2.3.4 [Ascertaining the usefulness of Source 2C – L3] The source is USEFULNESS because:

• The source explains how Cuba was coerced to intervene in Angola.

• The source reflects the various external countries that intervened in Angola, for instance China, Cuba, South Africa and Russia

• The source also the military support given by Cuba to MPLA

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• The source also shows how mercenaries were deployed in various countries to fight the proxy wars in Africa


(2x2)

(4)

2.4 (a) [Interpretation of evidence from Source 2D – L2]

• The Soviet Union had tight control over Angola (the large Russian hand gripping Angola)

• The Soviet grip on Angola symbolises Soviet/communist control

• The Soviet Union used Angola as a pawn in the Cold War against the USA

• The Soviet Union was physically present in Angola (depicted by the hand reaching inside Angola)


(2x2)

(4)

(b) [Interpretation of evidence from Source 2D – L2]

• The USA is portrayed as using ineffective methods to prevent Soviet control of Angola (Kissinger is seen slapping Russia's hand lightly on the knuckles with an olive branch)

• The USA is not willing to get fully involved in Angola (standing outside the country's borders)

• The USA seems powerless as compared to the Soviet Union (relative size of Kissinger compared with the Soviet Union hand) Kissinger is carrying an olive branch which symbolises peace and that he wanted to resolve the conflict peacefully


(2x2)

(4)

2.5 [Comparison of evidence in Sources 2C and 2D - L3]

• In Source 2C states that Moscow sent weapons and mercenaries to Angola Source 2D portrays the Soviet Union as having a very tight grip on Angola.

• In Source 2C states that U.S.A. and S.A. made their move to Angola in Source 2D the USA (Kissinger) is shown as not being fully involved in Angola (standing outside the country) but preventing the spread of communism in Angola

• The map in Source 2D depicts Southern Africa and the intervention of superpowers in Angola and Source 2C states that USSR, USA, South Africa and Cuba were involved in the Angolan civil war


(2x2)

(4)

2.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response.

• Russia, China and the USA provided aid to different liberation

44 | P a g e

movements (MPLA, FNLA and UNITA) in Angola

• The Super powers delivered military assistance to their allies after independence

• The USA supplied aid and training to the FNLA and UNITA

• The USA viewed the Soviet Union as a major threat to Angolan's stability

• The MPLA requested military help from Cuba

• Cuban military personnel were responsible for the training of MPLA soldiers

• Cuba provided military personnel and equipment


(8)

Use the following rubric to allocate marks:

LEVEL 1

• Uses evidence in an elementary manner e.g. shows

no or little understanding of explaining how the

intervention by foreign powers intensified cold

war tensions in Angola between 1974 and 1976.

• Uses evidence partially or cannot write a paragraph.

MARKS (0 – 2)

LEVEL 2

• Evidence is mostly relevant and relates to a great

extent on the topic e.g. shows an understanding

of explaining how the intervention by foreign

powers intensified cold war tensions in Angola

between 1974 and 1976.

• Uses evidence in a very basic manner to write a

paragraph.

MARKS (3 – 5)

LEVEL 3

• Uses relevant evidence e.g. demonstrates a

thorough understanding of explaining how the

intervention by foreign powers intensified cold

war tensions in Angola between 1974 and 1976.

• Uses evidence very effectively in an organised

paragraph that shows an understanding of the topic.

MARKS (6 – 8)

(8) [50]

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE

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CONGO AND TANZANIA Explain to what extent Tanzania was more successful than the Congo in addressing the political, economic and social challenges that confronted them after attaining independence in the early 1960s. Support your line of argument with relevant evidence. Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should indicate to what extent Tanzania was more successful than the Congo in addressing the political, economic and social challenges that confronted them after attaining independence in the early 1960s. MAIN ASPECTS Candidates could include the following aspects in their response: Introduction: Candidates should take a line of argument by indicating to what extent Tanzania was more successful than the Congo in addressing political, economic and social challenges that confronted them after attaining independence in the early 1960s. ELABORATION Candidates must take a stance as to whether the Tanzania was more successful than the Congo in addressing the various challenges Political challenges:

• Both the Congo and Tanzania were under European colonial rule until the early 1960s

• After holding multi-party elections both countries became one-party-states within the first five years of attaining independence

• The qualities of a good leadership: included the upholding rule by law, looking after the interests of all citizens, holding free and fair multi-party elections, protecting the civil and human rights of all people, promoting political stability and national coherence

• Mobutu Sese Seko (Congo) came into power by a military coup while Julius Nyerere (Tanzania) was elected

• Both Mobutu Sese Seko and Nyerere introduced one-party states in their respective countries

• Neither country held free and fair multi-party elections. Both argued that this form of government was more appropriate to Africa than western style democracy

• In both countries opposition parties were silenced and there was evidence of imprisonment and human rights violations for those who spoke up

• The period after independence in the Congo was characterised by violence and political upheaval while in Tanzania there was little conflict after independence and the country remained politically stable

• The Congo was highly fragmented along ethnic lines with leaders competing with each other; Under Nyerere's leadership, Tanzania was unified as a single country, he encouraged a national identity and there was very little ethnic conflict

• Both leaders emphasised the importance of Africanisation of their political systems (they regarded democracy as 'un-African' and a western imposition)

• Both Mobutu Sese Seko and Nyerere took pride in building their nations and vigorously promoted the pride of being Zairian or Tanzanian

• The leaders of both countries remained as 'presidents for life' between the 1960s and 1970s

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• In both countries opposition leaders were silenced, imprisoned and in some cases killed to maintain 'stability'

• Mobutu Sese Seko created a kleptocracy where a group of appointed public officials abused their position for financial gain whereas Nyerere introduced the 'Leadership Code' in the Arusha Declaration which demanded high levels of integrity from public officials

• Mobutu Sese Seko was extravagant and enjoyed expensive clothes and built palaces while Nyerere's leadership style was one of personal integrity and humbleness

• Mobutu Sese Seko aligned himself with the West while Nyerere adopted a policy of non-alignment with either capitalist or communist countries

• Any other relevant response Economic challenges:

• The Congo and Tanzania inherited single-product economies from their respective colonisers

• At independence, the Congo and Tanzania lacked a vibrant manufacturing sector

• The Congo and Tanzania had a few qualified technicians and engineers

• Mobutu Sese Seko and Nyerere nationalised land and industry to distribute wealth equally among its people

• Neither the Congo nor Tanzania had oil reserves so both suffered economic crisis when oil prices rose in the 1970s

• Both Mobutu Sese Seko (1970s) and Nyerere (1980s) decided to privatise sectors of the economy due to an economic crisis

• Both the Congo and Tanzania took loans from foreign countries and organisations: From the 1960s the Congo received financial aid from the capitalist west; while from the 1980s Tanzania was forced to take a loan from the World Bank and was subjected to structural adjustment policies

• Neither the Congo nor Tanzania succeeded in developing a significant manufacturing industry

• Both the Congo and Tanzania remained reliant on the export of agricultural products and minerals

• Both the Congo and Tanzania struggled to develop economically

• The Congo embraced a capitalist economic system; whereas Tanzania adopted a socialist economic model

• The Congo relied heavily on foreign aid and expertise from the early 1960s; whereas Tanzania attempted to be self-sufficient and rejected neo-colonialism

• The Congo aimed to industrialise the economy and develop a manufacturing base whereas Tanzania built its agricultural base through its policies of villagisation and Ujaama

• The Congo's economy was characterised by elitism and nepotism whereas Tanzania made attempts to reduce corruption of government officials through the 'Leadership Code'

• The economy of the Congo produced vast differences in wealth between the rich and poor while Tanzania attempted to minimise economic inequality

• Any other relevant response Social challenges: Education:

• Both countries inherited colonial education systems that promoted Eurocentric values

• Both countries were challenged by skills shortages, only a few technicians and engineers were available

47 | P a g e

• Both countries were taught European history and languages; African content was regarded as inferior and not taught

Tanzania:

• Promoted Swahili (local language) over English

• Introduced a massive literacy campaign that saw illiteracy drop drastically (from 80% to 20%) between 1961 and 1981

• Nyerere produced, 'Education for Self-Reliance' (1967) which promoted basic literacy in primary schools in all rural areas

Congo:

• Inherited only 14 university graduates

• Expanded its higher education system

• Increased primary education from 1.6 million to 4.6 million people between 1960 and 1974

• Unlike Swahili in Tanzania, French remained the language of instruction in Congo

• Africanisation:

• Villagisation (Ujamaa) in Tanzania embraced traditional community values based on self-reliance

• Zairianisation in Congo replaced experienced Belgian human resource with local people and replaced European names with local names, e.g. Congo to Zaire

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

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TERM 1: SOURCE-BASED TASK 1 CASE STUDY: THE BLACK POWER MOVEMENT

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SOURCE-BASED TASK 1

QUESTION 3: WHAT WERE THE REASONS FOR THE EMERGENCE OF THE BLACK

POWER MOVEMENT IN THE USA IN 1960’S?

Study the Sources 3A, 3B, 3C and 3D to answer the following questions.

3.1. Use Source 3A

3.1.1 What was the legislation that improved the position of the blacks

in the USA? (1x1) (1)

3.1.2. Quote evidence from the source that shows that conditions of Blacks remained

terrible by the end of the 1960’s. (2x1) (2)

3.1.3. Using the information in the source and your own knowledge, explain

why some blacks rejected Martin Luther King ‘s philosophy of non-

non-violence. (2x2) (4)

3.1.4. Name TWO Black Power organisations in the source that were opposed to co-

operation with the white liberals. (2x1) (2)

3.1.5. Why do you think that these organisations were opposed to co-operation with the

liberals? (2x2) (4)

3.1.6. Comment on what is the implied by the statement, ‘the American way of life

was under threat’. (2x2) (4)

3.2. Read Source 3B

3.2.1. Give TWO pieces of evidence that suggests that Malcolm X was critical of

Martin Luther King’s philosophy of non-violence. (2x1) (2)

3.2.2. Using the information in the source and your own knowledge, explain why Malcolm

X was opposed to the singing ‘We shall overcome’. (2x2) (4)

3.2.3. What, according to the source, was an essential revolution? (2x1) (2)

3.2.4. Explain the concept Black Nationalism in the context of the struggle for equal rights

in the USA (1x2) (2)

3.3 Refer to Source 3C

3.3.1. Mention THREE demands of the Black Panther Party from the US

50 | P a g e

government. (3x1) (3)

3.3.2. Comment of usefulness of this source to a historian researching the emergence of

the Black Power Movement. (2x2) (4)

3.4. Consult Source 3D

3.4.1. What messages are conveyed in this photograph? Use the visual clues in the

photograph to support your answer. (2x2) (4)

3.5. Refer to Sources 3C and 3D. Explain how the evidence in Source 3C supports the

information in Source 3D regarding the reasons for the emergence of the Black Power

Movement. (2x2) (4)

3.6. Using the information in the relevant sources and your own knowledge, write a

paragraph of about EIGHT lines (about 80 words) explaining the reasons for the

emergence of the Black Power Movement in the USA in the 1960s. (8)

[50]

51 | P a g e

OR

ESSAY TASK

ESSAY: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s

Answer the following question.


The different forms of civil protests that were used by the Civil Rights Movement were

successful in bringing about equality in the United States of America during the 1960s.

Do you agree with this statement? Support your answer with relevant historical evidence

[50]

52 | P a g e

ADDENDUM


POWER MOVEMENT IN THE USA IN 1960s?

SOURCE 3A

The excerpt below deals with the issues that motivated the Black Power Movement.

By the end of the 1960s the position of the blacks had improved substantially due to the 1964 Civil Right Act. In other ways, however, things had not changed. Blacks were still, on average, very much poor than whites. They lived in worse houses and were more likely to be unemployed or in low paid jobs. Some blacks felt that peaceful agitators like Martin Luther King Junior had achieved very little and that much more radical and violet protests were needed. During the 1960’a number of militant blacks organisations sprung up. Groups such as the Nation of Islam and the Black Panthers were opposed to cooperation with the white liberals. They also believed that a violent struggle was inevitable. During the mid and late 1960’s riots were common in black’s areas throughout the USA, especially during the hot summer months. There were often spontaneous, although militant groups were also partly responsible. Coinciding as they did with a big increase in crime and anti-Vietnam protests, these riots alarmed many white Americans (and indeed many black Americans). It seemed at the time as if the whole American way of life was under threat. [From: People and Events in the modern world by N Tate]

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SOURCE 3B

The extract below is from Malcom X ’s message to the Grassroots speech. In this speech,

he rejects non-violent protest.

You don’t have a peaceful revolution. You don’t have a turn-the other-check revolution. There is no such thing as a non-violent revolution. The only kind of that’s non-violent is the Negro revolution. The only revolution based on loving your enemy is the Negro revolution …Revolution is bloody, revolution is hostile, revolution knows no comprise, revolution overturns and destroys everything that gets in its way. And you, sitting around here like a knot on the wall, saying,” I’m going to love these folks no matter how much they hate me; No, you need a revolution. Whoever heard of a revolution where they lock arms…singing “We shall overcome? you don’t do that in revolution. You don’t do singing; you are too busy swinging. It’s based on land. A revolutionary wants land so he can set up his own nation, an independent nation. These Negroes aren’t asking for any nation they “re trying to crawl back on revolution…If you’re afraid of black nationalism, you’re afraid of revolution. And if you love revolution, you love black nationalism. [From: htpt://teachingamericanhistory.org/library/index.asp?document=1145]

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SOURCE 3C

The extract below is from the Ten Point Plan that was adopted by the Black Panther Party

in October 1966. It outlines the goals and aims.

October 1966 Black Panther Party Platform and Program What we want What we Believe 1.We want freedom. We want power to determine the destiny of our Black community. We believe that black people will not be free until we are able to determine our destiny. 2. We want full employment for our people. We believe that the federal government is responsible and obligated to give every man employment or a guaranteed income. We believe that if the white American businessman will not give full employment, then the means of production should be taken from businessmen and placed in the community so that the people of the community can organise and employ all of its people and give a high standard of living. 3.We want all Black men to be exempt from military service. We believe that black people should not be forced to fight in the military service to defend a racist government that does not protect us. We will not fight and kill other people of colour in the world who, like Black people, are having victimized by the white racist government of America. We will protect ourselves from the force and violence of the racist police and the racist military; by whatever means necessary. 4.We want immediate end murder of Black people. We believe we can end police brutality in our Black community by organizing Black self-defence groups that are dedicated to defending our Black community from racist police oppression and brutality. The second amendment to the constitution of the United States gives a right to bear arms. We, therefore believe that all Black people should arm themselves for self-defence. [From:https://www.google.co.za/serch?q=black+power+movement&tbm]

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SOURCE 3D

This photograph shows a protest action against police brutality in the United States of

America in the 1960s.

[From: https://www.freedomarchives.org]

HOW MANY PEOPLE OF COLOR HAVE TO BE KILLED BY COPS BEFORE YOU VOTE

56 | P a g e


POWER MOVEMENT IN THE USA IN 1960’S?

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

• Civil Rights Act of 1964 (1x1) (1)


• Blacks were still, on average, very much poorer than whites.

• They lived in worse houses and

• Were more likely to be unemployed

• In low paid jobs.

(2x1) (2)


• Non-violence brought little change.

• Some people were against ‘turn-the-other-chick’ philosophy.

• They wanted radical and violent protest.


(2x2) (4)


• Nation of Islam

• Black Panthers (Black Panther Party for Self-Defence.

(2x1) (2)


• White liberals were hypocrites

• They made fuss over the South, only to blind them to what was

happening in the north

• Unlike Blacks, they enjoyed privileges

• Some Blacks believed in self-determination

• They wanted a complete separation of blacks and whites


(2x2) (4)


• Americans were used to non-violent protest

• Then militant groups emerged

• Riots broke out and that distressed both blacks and whites.


(2x2) (4)

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• You don’t have a peaceful revolution

• You don’t have a turn-the-other cheek revolution

• There’s no such thing as a non-violent revolution

(2x1) (2)


• Singing was a non-violent strategy.

• It had failed to bring freedom for blacks.


(2x2) (4)


• A revolution based on land.

• A revolutionary that wanted land so to set up an independent

nation

(2x1) (2)

3.2.4 [Definition of Concepts – L1]

• Black nationalism is a belief in black separation and self-

determination, rather that ultimate integration with whites.


(1x2) (2)

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

• Freedom

• Full employment

• Exemption from military service

• An end to murder of Black People.

(3x1) (3)

3.3.2 [Evaluation of evidence from Source 3C – L3]

• It highlights that Black Americans were oppressed/ racial

discrimination

• It highlights the demands of Blacks from government

• It highlights a shift from non-violent protest to radical and violent

protest


(2x2) (4)

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

• Police were killing black people.

• People demonstrated against police killings.

• Both blacks and whites condemned these killings.

• People were influenced to act against police activities


(2x2) (4)

3.5 [Comparison of information from Source 3A and 1B – L3]

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• Both sources show police brutality.

• Both sources show that victims were blacks

• In both sources blacks are urged to act against police brutality


2x2) (4)

3.6 [Interpretation, evaluation and synthesis of evidence from relevant

sources – L3]

• Blacks were poor than whites/ Poor conditions in the ghettos –

(Source 3A)

• They lived in worse houses (3A & Own knowledge)

• They were either unemployed or paid low wages. (Source 3A)

• Civil Rights Movement had achieved very little (Source 3A)

• There was a need for a more radical and violent protest. (Source

3A)

• Groups like Nation of Islam and Black Panthers were opposed to

integration of different races. (Source 3B)

• Police and white racists brutality (Sources 3C & 3D)

• Need for self-defence (Own knowledge)

• Inequalities in society (Own knowledge)

• 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 reasons for the emergence of the

Black Power Movement in the USA in 1960’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 of the reasons for the

emergence of the Black Power Movement in the USA in

1960’s?

• Uses evidence in a basic manner

Marks: 3 – 5

LEVEL 3

• Uses relevant evidence e.g. demonstrates a thorough

understanding of the reasons for the emergence of the

Black Power Movement in the USA in 1960’s?

• Uses evidence very effectively in an organized paragraph that

shows an understanding of the topic

Marks: 6 – 8

(8)

[50]

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ESSAY: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s The different forms of civil protests that were used by the Civil Rights Movement were

successful in bringing about equality in the United States of America during the 1960s.

Do you agree with this statement? Support your answer with relevant historical evidence.

SYNOPSIS

Candidates should indicate whether they agree or disagree with the statement that

different forms of civil society protests were successful in bringing achieving freedom and

equality for blacks in the United States of America

MAIN ASPECTS

Candidates should include the following aspects in their response:

Introduction: Candidates must indicate if they agree or disagree with the statement, they

should discuss the processes that the Civil Rights Movement engaged in their struggle and

say whether these achieved freedom and equality for blacks in the US. Candidates must

also highlight the influence that the leadership of Dr King had on the movement .

ELABORATION

• Brief background of segregation/ Jim Crow law

Montgomery 1956: Rosa Parks incident

• Montgomery bus boycott (lasts one year)

• Supreme court rules against segregated buses

• Bus company desegregates buses

School desegregation

• Little Rock Arkansas Governor refuses to desegregate schools ( Central High)

• Federal troops are deployed to Arkansas to enforce desegregation

• Central High School desegregated

• Sit-ins: Four black students at North Carolina sat down in a white diner and were

told that they would not be served (First). Sit ins became a new way to protest

segregation of public facilities

60 | P a g e

Freedom rides:

• Test the federal government’s willingness to enforce that segregation on interstate

buses was illegal (Boynton v. Virginia 1960), En route, they defied segregation

codes

• In Alabama firebombed one bus and attacked the riders of the second bus-

leadership of King

• March on Washington: To put pressure on Congress to pass the new civil rights

bill , it drew more than 200,000 people, MLK-”I have a dream” One of the largest

political demonstrations, a model for peaceful protest

• Civil Rights Act of 1964: The act banned segregation in public accommodations,

gave the federal government the ability to desegregate schools, prosecute

individuals who violated people’s civil rights, outlawed discrimination in

employment, established the Equal Employment Opportunity Commission (EEOC)

• Voting Rights Act of 1965: Spurred by actions of protesters and the President,

Congress passed the act, it banned literacy tests and empower the federal

government to oversee voting registration, Black participation jumped from 7% in

1964 to 70% in 1986.

• Dr. Martin Luther King, Jr., was assassinated by a sniper on April 4, 1968, creating

national mourning as well as riots in more than 100 cities.

• The Riots: Frustration over discrimination and poverty, worst in Newark, New

Jersey and Detroit, Michigan in the summer of 1967, Blacks using violence against

police and white business owners in black neighbourhoods

• Dignity and respect regained


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

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TERM 1: TASK 2 (RESEARCH ASSIGNMENT)

CASE STUDY: THE RISE OF COMMUNIST CHINA

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TERM 1: TASK 2 (RESEARCH ASSIGNMENT)

INSTRUCTIONS AND INFORMATION 1. This SBA Task consists of TWO research questions based on the following key question: KEY QUESTION 1: HOW DID CHINA RISE AS A WORLD POWER AFTER 1949?

KEY QUESTION 2: WHAT WAS THE NATURE OF THE INTERNATIONAL

RESISTANCE TO APARTHEID IN THE 1960s to 1980s?

2. Answer ONE research question

3. You are advised to use the list of resources and the guidelines provided in structuring your research essay 4. Learners will be assessed on their ability to:

• demonstrate thorough knowledge and understanding of the research question

• use relevant information to answer the question

• plan and structure the research essay

• use evidence to support a line of argument

• develop and sustain an independent and well-balanced line of argument

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KEY QUESTION 1: HOW DID CHINA RISE AS A WORLD POWER AFTER 1949?

BACKGROUND

Mao Zedong's impact upon the Chinese people was monumental during his lifetime—and for many years after his death, as well. Many would argue that effects of his leadership continue to be felt today.

In the context of the above background, investigate the following research question:

How have Mao’s policies impacted on the economic development and political

changes in China from the 1950s to 1960s.

LIST OF SUGGESTED RESOURCES Amin, Samir. "What Maoism Has Contributed." Monthly Review Commentary.September 2006. (Accessed February 3, 2009.)

CNN In-Depth Profiles. "Flawed Icon of China's Resurgence: Mao Tse-Tung." 2001. (Accessed February 3, 2009.)

Hutton, Will. "Mao Was Cruel - But Also Laid the Ground for Today's China." The Guardian. January 18, 2007. (Accessed February 3, 2009.)

Oxford Reference. Mao Zedong From The Oxford Companion to Politics of the World. 2009. (Accessed February 3, 2009.)

Zedhttps://www.history.com/topics/china/cultural-revolutionong, Mao. Quotations From Mao Zedong. April 24, 1945. (Accessed February 3, 2009.)

http://acienciala.faculty.ku.edu/communistnationssince1917/ch10.html https://schoolshistory.org.uk/topics/world-history/mao-china-c-1930-1976/

http://www.monthlyreview.org/0906amin.htm

http://www.cnn.com/SPECIALS/1999/china.50/inside.china/profiles/mao.tsetung/

http://www.guardian.co.uk/commentisfree/2007/jan/18/comment.china

http://oxfordindex.oup.com/view/10.1093/acref/9780195117394.013.0459

http://oxfordindex.oup.com/view/10.1093/acref/9780195117394.013.0459

http://www.marxists.org/reference/archive/mao/works/red-book/ch31.htm

http://www.marxists.org/reference/archive/mao/works/red-book/ch31.htm

http://acienciala.faculty.ku.edu/communistnationssince1917/ch10.html

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KEY QUESTION 2: WHAT WAS THE NATURE OF THE INTERNATIONAL


BACKGROUND

Internationally, the response to Apartheid was phenomenal. Influencal world leaders

expressed their vocal disapprovement regarding Apartheid and constantly encouraged

South Africans as well as people all over the world to fight Apartheid.

In the context of the above statement, explain to what extent the various forms of international resistance by the anti-apartheid movement forced the South African government to abandon its apartheid policy in the late 1980s. Support your line of argument with relevant evidence

LIST OF SUGGESTED RESOURCES

Arianna Lisson, The Anti-Apartheid Movement, Britain and South Africa, 2000

C. Gurney, “A Great Cause: The Origins of the Anti-Apartheid Movement”, Journal

of Southern African Studies, Vol 26, No. 1

E. S. Reddy, “AAM and UN: partners in the international campaign against

apartheid” The Anti-Apartheid Movement, 2007

C. Barnes, Power of persuasioon: Incentives, sanction and conditionality in

peacemaking

“The Anti-Apartheid Movement” South Africa House, London

WEBSITES:

https://www.sahistory.org.za/article/apartheid-and-reactions-it

https://www.jstor.org/stable/723827

www.anc.org.za/content/united-nations-india-and-boycott-apartheid-sport

https://www.bu.edu/africa/files/2013/10/The -US-Responds-to-Apartheid

https://www.sahistory.org.za/article/apartheid-and-reactions-it

https://www.jstor.org/stable/723827

http://www.anc.org.za/content/united-nations-india-and-boycott-apartheid-sport

https://www.bu.edu/africa/files/2013/10/The

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ANNEXURE D: GUIDELINES ON HOW TO WRITE A BIBLIOGRAPHY

• For a book:

Author (last name, initials). Title of book (Publishers, Date of publication). Example: Dahl, R. The BFG. (Farrar, Straus & Giroux, 1982).

• For an encyclopaedia:

Encyclopaedia Title, Edition Date. Volume Number, ‘Article Title’, page numbers. Example: Encyclopaedia Britannica. 1997. Volume 7, ‘Gorillas’, pp. 50-51.

• For a magazine:

Author (last name first), ‘Article Title’. Name of magazine. Volume number, (Date): page numbers. Example: Jordan, Jennifer, ‘Filming at the top of the World’. Museum of Science Magazine. Volume 47, No 1, (Winter 1998): p 11.

• For a newspaper:

Author (last name first), ‘Article Title’. Name of Newspaper. City, state publication. (Date): edition if available, section, page number(s). Example: Powers, Ann, ‘New Tune for the Material Girl’. The New York Times. New York, NY. (3/1/98): Atlantic Region, Section 2, p 34.

• For a person:

Full name (last name first). Occupation, date of interview. Example: Smeckleburg, Sweets. Bus Driver. 1 April 1996.

• For a film:

Title, Director, Distributor, Year. Example: Braveheart, Director Mel Gibson, Icon Productions, 1995.

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TABLE SHOWING HOW TO STRUCTURE AND CARRY OUT RESEARCH KEY QUESTION:

STRUCTURE OF A RESEARCH ASSIGNMENT

SUGGESTIONS ON HOW TO CARRY OUT RESEARCH

Hint 1: Before you start your research

✓ Analyse the key question and make sure that you fully understand what is being asked. ✓ You need to take a stance or stand on the research question

Cover Page ✓ Use the 'Cover Page for a Research Assignment' and 'Monitoring Log'. [Annexure A and Annexure B

✓ Write the table of contents to present your argument in a structured manner

Introduction (Write approximately ½–1 page)

✓ Explain the approach that will be taken in your research assignment ✓ Indicate the line of argument that will be taken to answer the key question.

Background (Write approximately 1–2 pages)

✓ Explain the historical context of the question. ✓ Give some background information about the question.

Hint 2: During the research process

✓ Ensure that you have a plan so that your time is used effectively to meet deadlines. ✓ Refer to the list of resources that may be consulted. ✓ At all times keep the key question in mind. Keep asking yourself whether the information you are gathering is relevant to the question. ✓ Use the template to help structure your note-taking. [Annexure D]

Body of Essay (Write approximately 2–3 pages)

✓ In this section you present and substantiate your argument. ✓ Select evidence from your readings which could be used to substantiate your line of argument in answering the key question.

Conclusion (Write approximately ½–page)

In this paragraph you should sum up the argument that was sustained and developed in the body of your research assignment.

Reflection (Write approximately ½–1 page)

✓ In this section you should discuss what you have learnt from the research assignment. ✓ Explain what insights, skills and knowledge you have acquired while undertaking the research.

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Bibliography ✓ List ALL the resources that you used during the preparation of your research assignment. ✓ An example of how to correctly format a bibliography is included [Annexure E].

Hint 3: Before you submit your research assignment

✓ Check that you have complied with the following requirements: 1. Front Cover 2. Introduction 3. Background 4. Body of evidence 5. Conclusion 6. Reflection 7. Bibliography ✓ Proofread your work thoroughly to check for coherence, spelling and grammatical errors.

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Assessment rubric: SURNAME AND NAME: ________________________ DATE: _________ CRITERIA

Criterion 1 Planning (10)

8 – 10 5 – 7 3 – 4 0 – 2

Shows thorough/ excellent understanding of planning on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows adequate understanding of planning on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows some evidence of planning on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows little or no evidence of planning on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Criterion 2 Identify and access a variety of sources of information (20)

16 – 20 10 – 15 5 – 9 0 – 4

Shows thorough/ excellent understanding of identifying and accessing sources of information on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows adequate understanding of identifying and accessing sources of information on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows some understanding of identifying and accessing sources of information on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows little or no understanding of identifying and accessing sources of information on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Criterion 3 Knowledge and understanding of the period (10)

8 – 10 5 – 7 3 – 4 0 – 2

Shows thorough/ excellent knowledge and understanding of the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows adequate knowledge and understanding of the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows some knowledge and understanding of the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows little or no knowledge and understanding of the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Criterion 4 Historical enquiry interpretation & communication (Essay) (30)

23 – 30 14 – 22 7 – 13 0 – 6

Shows thorough/ excellent understanding of how to write a coherent argument from the evidence collected on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows adequate understanding of how to write a coherent argument from the evidence collected on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows some understanding of how to write a coherent argument from the evidence collected on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Shows little or no understanding of how to write a coherent argument from the evidence collected on the impact of Mao’s policies on the economic development and political changes in China from the 1950s to 1960s.

Criterion 5 Presentation (10)

8 – 10 5 – 7 3 – 4 0 – 2

Shows thorough/ excellent evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)

Shows adequate evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)

Shows some evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)

Shows little or no evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)

Criterion 6 Evaluation & reflection (10)

8 – 10 5 – 7 3 – 4 0 – 2

Shows thorough/ excellent understanding of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)

Shows adequate understanding of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)

Shows some evidence of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)

Shows little or no evidence of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)

Criterion 7

Acknowledgement of sources (10)

8 – 10 5 – 7 3 – 4 0 – 2

Shows thorough/ excellent understanding of acknowledging sources (e.g. footnotes, references, plagiarism)

Shows adequate understanding of acknowledging sources (e.g. footnotes, references, plagiarism)

Shows some evidence of acknowledging sources (e.g. footnotes, references, plagiarism)

Shows little or no evidence of acknowledging sources (e.g. footnotes, references, plagiarism)

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Assessment rubric:

CRITERIA

Criterion 1 Planning (10)

8 – 10 5 – 7 3 – 4 0 – 2

Shows thorough/ excellent understanding of planning (clear research schedule provided)

Shows adequate understanding of planning

Shows some evidence of planning

Shows little or no evidence of planning

Criterion 2 Identify and access a variety of sources of information (20)

16 – 20 10 – 15 5 – 9 0 – 4

Shows thorough/ excellent understanding of identifying and accessing sources of information

Shows adequate understanding of identifying and accessing sources of information

Shows some understanding of identifying and accessing sources of information

Shows little or no understanding of identifying and accessing sources of information

Criterion 3 Knowledge and understanding of the period (10)

8 – 10 5 – 7 3 – 4 0 – 2

Shows thorough/ excellent knowledge and understanding of the period

Shows adequate knowledge and understanding of the period

Shows some knowledge and understanding of the period

Shows little or no knowledge and understanding of the period

Criterion 4 Historical enquiry , interpretation & communication (Essay) (30)

23 – 30 14 – 22 7 – 13 0 – 6

Shows thorough/ excellent understanding of how to write a coherent argument from the evidence collected

Shows adequate understanding of how to write a coherent argument from the evidence collected

Shows some understanding of how to write a coherent argument from the evidence collected

Shows little or no understanding of how to write a coherent argument from the evidence collected

Criterion 5 Presentation (10)

8 – 10 5 – 7 3 – 4 0 – 2

Shows thorough/ excellent evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)

Shows adequate evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)

Shows some evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)

Shows little or no evidence on how to present researched information in a structured manner (e.g. Cover page, table of contents, research topic etc.)

Criterion 6 Evaluation & reflection (10)

8 – 10 5 – 7 3 – 4 0 – 2

Shows thorough/ excellent understanding of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)

Shows adequate understanding of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)

Shows some evidence of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)

Shows little or no evidence of evaluating and reflecting on the research assignment process (e.g. what has a candidate learnt from undertaking research)

Criterion 7

Acknowledgement of sources (10)

8 – 10 5 – 7 3 – 4 0 – 2

Shows thorough/ excellent understanding of acknowledging sources (e.g. footnotes, references, plagiarism)

Shows adequate understanding of acknowledging sources (e.g. footnotes, references, plagiarism)

Shows some evidence of acknowledging sources (e.g. footnotes, references, plagiarism)

Shows little or no evidence of acknowledging sources (e.g. footnotes, references, plagiarism)

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MARKING GUIDELINES KEY QUESTION 1: HOW DID CHINA RISE AS A WORLD POWER AFTER 1949?

SYNOPSIS

The learners should explain the impact Mao’s policies on the economic development and

political changes in China from the 1950s to 1960s.

MAIN ASPECTS

• Introduction: Learners should take a line of argument. Provide a reason for their line of

argument and state how they will support their line of argument with relevant evidence.

ELABORATION (NB: Main points should be used as evidence to support a line of

argument)

• The intention of China’s Communist Party (practical policies to improve economy,

authoritarian form of government, empower landless peasant farmers, land reform process

and nationalisation of heavy industries)

• Classless society (focused on improving conditions of peasants and workers, educate all

Chinese to work together for a better China)

• First Five Year Plan (collectivisation of agriculture and industrialization)

• Hundred Flower campaign (free expression, opinions and criticism of the regime)

The Great Leap Forward What was the Great Leap Forward?

• This was the name given to the Second Five-Year Plan, starting in 1958. It had two main aims:

• First, it was a plan to modernise China’s industry and make it into a powerful Industrial country within fifteen years.

• Second, it was meant to modernise China’ agriculture so that enough food could be grown to feed its growing population. What happened during the Great Leap Forward?

• Mao believed the key to its success was to use the millions of peasants in China to do the work rather than relying on machinery and experts, who he distrusted.

• Instead of building big factories in cities, the CCP encouraged peasants to set up small-scale industries in the countryside (called the ‘industrialisation of the countryside/ backyard industries’). For example, they had to make steel in backyard blast furnaces.

• To improve agriculture, massive schemes of irrigation and dams were planned to be built by a large number of labourers/peasants.

• People were forced to live in Communes which consisted of about 30,000 peasants. In a Commune, peasants lived in barracks, ate in canteens and gave up their small plots of land.

• Targets were set for every village, commune and factory. These targets were extremely high and people were often too scared to argue with them.

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How successful was the Great Leap Forward?

• The Great Leap Forward was a dismal failure.

• The peasant industries did not work properly. Nobody had the expertise to run them properly, for example, the steel produced in the backyard furnaces was of very poor quality that it could not be used.

• People lied about the amount of steel they had produced because they were scared of what would happen to them if they did not meet their targets. This meant that even bigger targets were set.

• Foolish ideas like ploughing deep, planting crops too closely together contributed to poor harvests.

• Most peasants neglected their farms and focused their attention on industrial production which led to a disastrous famine from 1959 to 1961. It was estimated that about 16 million people died of starvation.

• Nobody dared criticise the plan for fear of being labelled a ‘rightist’ or a ‘counter-revolutionary’. What effect did the failure of the Great Leap Forward have on Mao and the CCP?

• Mao eventually admitted that mistakes had been made and resigned as President of China but kept his job as Chairman of the CCP.

• In 1962 Mao handed over responsibility for the economy to President Liu Shaoqi and CCP General Secretary Deng Xiaoping and withdrew from the political scene. Liu and Deng were both more moderates. In 1962 Deng Xiaoping and Liu Shaoqui took over the running of the economy and transformed it. They for example, allowed peasants to have their private plots of land again so that agricultural productivity could increase. The Cultural Revolution Why did Mao start the Cultural Revolution in 1966?

• Mao said he started the Cultural Revolution because he thought that China was becoming too westernised (following the capitalist road) and that CCP leaders were better off than ordinary people.

• There were too many experts in China and they were damaging the country.

• However, the real reasons he started it were: - To regain the power, he lost after the failure of the Great Leap Forward (he complained he was being treated like a ‘dead ancestor’). - To get rid of Deng Xiaoping and Liu Shaoqui. - His wife Jiang Qing influenced him. What happened during the Cultural Revolution?

• Mao knew that ordinary Chinese citizens, especially the young, idolised him so he set up the Red Guards. These were groups of young people who studied his ideas that were contained in the Little Red Book and worshipped Mao almost like a god or emperor

• Huge demonstrations were held in Tiananmen Square, Beijing and posters and pictures of Mao were put up everywhere

• The Red Guards were told to attack anyone in authority e.g. teachers, parents, intellectuals, scientists, civil servants and doctors. They were forced to confess to being ‘class enemies’ or ‘capitalist raiders’. Many were tortured and killed

• Deng Xiaoping and Liu Shaoqui were removed from office. Liu died in prison in 1969. Many local CCP leaders and officials were attacked and killed.

• Anything to do with traditional China was attacked and often destroyed (e.g. temples, art,

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tea houses).

• In addition, anything western was attacked (e.g. western music, plays, writing).

• New operas and plays were commissioned to glorify the revolution instead. What were the effects of the Cultural Revolution?

• Schools and universities closed for more than two years, this resulted in a lost generation.

• Industry suffered and production almost stopped by 1968, the economy was in ruins.

• Rival gangs of Red Guards began to clash and many old scores were settled. Law and order virtually broke down between 1966 and 1968

• Many CCP leaders were arrested and sent into the countryside to work as peasants. Others were tortured and killed.

• At least a million people died as a result of the Cultural Revolution How did the Cultural Revolution end?

• Mao ordered the Red Guards to stop their attacks in 1969 and restored law and order. Mao announced that the Cultural Revolution was over, but it took years to bring everything back to normal in factories, schools and farms. Did communist rule benefit the Chinese people at all?

• Yes, in some ways, despite disasters such as the Great Leap Forward and the Cultural Revolution.

• Their lives were tightly controlled (e.g. jobs were allocated by the government), resulting in a reduction in unemployment.

• Workers had eight-hour days and a week's paid holiday a year.

• Pensions, health services and education were introduced for all.

• Housing, electricity, water and transport costs were all subsidised.

• Women had improved quality of life and had greater equality.


Conclusion: The learners should reaffirm their line of argument, highlight some main points

and sum up their findings briefly.

[100]

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MARKING GUIDELINES KEY QUESTION 2: WHAT WAS THE NATURE OF THE INTERNATIONAL


SYNOPSIS

Learners should explain to what extent the various forms of international

resistance by the anti-apartheid movement forced the South African government

to abandon its apartheid policy in the late 1980s.

MAIN ASPECTS

• Introduction: Learners should take a line of argument. Provide a reason for

their line of argument and state how they will support their line of argument

with relevant evidence.

ELABORATION (NB: Main points should be used as evidence to support a

line of argument)

• Government’s attempt to reform apartheid – brief discussion

• The role of the international community on South Africa’s State of

Emergency

• Expectations regarding Botha’s” Rubicon Speech”

• Anti-Apartheid movements in Britain and Ireland

• Activities of the movements – Boycotts, sanctions

• Support for the struggle in South Africa

• The role of the international financiers

• The role of the British common wealth

• Sanctions against South Africa

• The role of the common wealth countries

• The banning of South Africa from world sports

• The impact of the sanctions and disinvestment in South Africa


Conclusion: Learners should reaffirm their line of argument, highlight some main

points and sum up their findings briefly. [100]

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TERM 2: SOURCE-BASED TASK 2 THE CHALLENGE OF THE BLACK CONSCIOUSNESS TO THE APARTHEID STATE

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QUESTION 1: WHAT IMPACT DID THE FORMATION OF THE SOUTH AFRICAN

STUDENTS ORGANISATION (SASO) HAVE ON BLACK SOUTH

AFRICAN STUDENTS IN THE 1970s?

Study Sources 1A, 1 B, 1 C, and 10 to answer the questions that follow. 1.1 Read Source 1A. 1.1.1 Why, according to the information in the source, was SASO formed? (2 x 1) (2) 1.1.2 Explain why Bantu Stephen Biko wanted black South Africans to 'take matters in their own hands'. (2 x 2) (4) 1.1.3 Identify any TWO ways from the source on how Biko wanted

Black South Africans to take matters in their own hands. (2 x 1) (2) 1.2 Refer to Source 1B. 1.2.1 Name the TWO student organisations that are depicted in the

cartoon. (2 x 1) (2) 1.2.2 Explain the messages that are conveyed in the cartoon. Use the visual

clues in the source to support your answer. (2 x 2) (4)

1.2.3 Comment on the usefulness of this source to a historian studying SASO's role in

mobilising black South African students in the 1970s. (2 x 2) (4) 1.3 Study Sources 1A and 1 B. Explain how the information in Source

1A supports the evidence in Source 1 B regarding SASO. (2 x 2) (4)

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1.4 Study Source 1C. 1.4.1 List THREE forms of protests, from the source, that students at

Turfloop campus embarked on. (3 x 1) (3)

1.4.2 Explain why you think Tiro was critical about the implementation

of Bantu Education at the Turfloop campus. (2 x 2) (4) 1.4.3 Using the information in the source and your own knowledge comment

on the reasons students from black South African campuses decided to boycott classes. (2 x 2) (4) 1.5 Use Source 1D. 1.5.1 Why, according to the source, did SASO embark on community based

projects? (2 x 1) (2)

1.5.2 Comment on how SASO defined itself as a powerful force in the 1970s. (2 x 2) (4)

1.5.3 What prompted Minister Petrus Petser to ban SASO in 1973?

Give THREE reasons? (3 x 1) (3) 1.6 Using the information in the relevant sources and your own knowledge, write

a paragraph of about EIGHT lines (about 80 words) explaining the impact that the formation of the South African Students Organisation

(SASO) had on Black South African students in the 1970s. (8) [50]

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OR

ESSAY TASK

QUESTION: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA Answer the following question. Your essay should be about THREE pages long

Sanctions and disinvestment by the international community were the two most important strategies that they used to plot the demise of Apartheid. Do you agree with this statement? Substantiate your line of argument with relevant historical evidence to assess the role of international resistance against Apartheid.

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QUESTION 1: WHAT IMPACT DID THE FORMATION OF THE SOUTH AFRICAN

STUDENTS ORGANISATION (SASO) HAVE ON BLACK SOUTH AFRICA

STUDENTS IN THE 1970s? SOURCE 1A This extract outlines the reasons for the formation of SASO.

By 1969 African university students were especially frustrated and unhappy with their deteriorating (worsening) situation and broke away from the multi-racial National Union of South African Students' (NUSAS) to form their own group, the South African Students' Organisation (SASO). Objecting to the fact that the openly anti-apartheid NUSAS still adhered to apartheid laws in his daily practice (for example requiring that black and white students occupy segregated dormitories (rooms) at its national convention), the founder of SASO, Bantu Stephen Biko, argued that blacks should take matters into their own hands in the following ways:

Firstly, they needed their own representative organisations. Blacks should work

themselves into a powerful group so as to go forth and stake their rightful claim in the

open society rather than to exercise that power in some obscure part of the Kalahari.

Secondly, they should not rely on whites, no matter how well meaning, as allies in the

struggle against apartheid. White liberals vacillate (move) between the two worlds [of

black and white] verbalising (speaking about) all the complaints of blacks beautifully

while skilfully extracting what suits them from the exclusive pool of white privileges.

Thirdly, blacks had to remake themselves psychologically: as long as blacks are suffering from an inferiority (second-rate) complex - a result of 300 years of deliberate oppression. What is necessary is a very strong grass-roots build-up of black consciousness such that blacks can learn to assert themselves and stake (demand) their rightful claim

[From South Africa: The Rise And Fall of Apartheid by NL Clark]

.

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SOURCE1B

The following cartoon depicts how SASO responded to NUSAS. The cartoonist is unknown.

From Biko: The Quest for A True Humanity by the Ministry of Education

NUSAS

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SOURCE 1C

The source below is a speech that was delivered by Anne Heffernen on Onkgopotse

Tiro (member of SASO) at Turfloop University 1972. It focuses on how members of

SASO felt about Bantu Education.

... By the early 1970s, thanks to SASO's organisation on the campus, Turfloop was a hotbed (centre) of activism. Boycotts, demonstrations and marches became a regular feature of protest action that students embarked on. In 1972 the rural campus came to national attention. At the university's graduation that year, Onkgopotse Tiro, a SASO member and former president of the SRC, gave a fiery (powerful) speech condemning Bantu Education and its implementation at Turfloop. Tiro attacked the fact that a supposedly black university was controlled by white leadership, that white companies received contracts to supply the campus and that the white dignitaries took seats from black parents who came to see their children graduate. The speech sparked controversy (debate) at Turfloop and beyond. The all-white council of the university expelled Tiro. Black academic staff walked out of the meeting when that decision was announced, in protest. In response to Tiro's expulsion, Turfloop students boycotted classes until administrators shut down the university and sent all the students home. Meanwhile, students from other black campuses around the country participated in solidarity protests and boycotts. SASO strengthened its national links between campuses through this process.

[From http://aidc.orq/turfloop-soweto-back-dialetic-1976/ Accessed 18 March 2019.]

http://aidc.orq/turfloop-soweto-back-dialetic-1976/

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SOURCE 1D

The extract below focuses on the reasons for the banning of the South African Student Organisation (SASO).

In the 1970s SASO embarked on several community-based projects to spread ideas of self-reliance and Black Consciousness. These projects were aimed at schools and black communities. Political projects at schools quickly became SASO's most important programme. This led to the emergence of a new breed of youth leaders, ready to confront the challenges faced by Black South Africans. Most importantly the 1970s was a period when the organisation began to define itself as a powerful force opposing the apartheid regime.

SASO also called on homeland leaders to withdraw from Apartheid structures and

stop being 'ambassadors of oppression'. On the subject of education, SASO adopted

a more radical and a clear position rejecting the apartheid educational system for

black people (Bantu education system).

In response the apartheid regime responded by banning eight SASO leaders on 26

February 1973. The Minister of Justice, Petrus Petser justified his action by arguing

that he was preventing SASO from spreading its messages of a 'black revolution',

'violence' and 'anarchy'. SASO was banned from 1973 until 1977 and state

repression increased. This led to the radicalisation of black South African students in

order to attain their freedom.

[From https://www.sahistorv.org.za/topic/south-african-student-organisation-saso. Accessed 21 March 2019.]

http://https/www.sahistorv.org.za/topic/south-african-student-organisation-saso.

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QUESTION 1: WHAT IMPACT DID THE FORMATION OF THE SOUTH AFRICAN STUDENTS ORGANISATION (SASO) HAVE ON BLACK SOUTH AFRICANS IN THE 1970s?

1.1


• African university students were frustrated

• African university students were ‘unhappy’ (2 x 1) (2)


• NUSAS still wanted to abide by the laws of apartheid in South Africa • The leaders of NUSAS still wanted to retain ‘white’ privileges at

the expense of the ‘black’ majority



• ‘They needed their own representative organisation’

• ‘They should not rely on whites’

• ‘Blacks had to remake themselves psychologically’ (any 2 x 1) (2)

1.2


• ‘NUSAS’

• ‘SASO’ (2 x 1) (2)


• Black South African Students broke away from NUSAS and formed their own organisation SASO

• SASO rejected the leadership of NUSAS (kicking of a white sheep) • SASO became a powerful organisation that represented the

interests of black South African students (SASO is portrayed big)

• Any other relevant response (any 2 x 2)

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1.2.3 [Evaluate the usefulness of the evidence in Source 1B – L3]

The Source is USEFUL because:

• It shows that SASO has strength and power in mobilising black South African students

• It shows how black South African students left NUSAS to form SASO


1.3 [Compare information in Sources 1A and 1B – L3]

• Source 1A shows that black South Africans felt that NUSAS was not serving their needs and therefore formed their own organisation and Source 1B highlights the formation of SASO

• Source 1A indicates how Biko encouraged black South African students to be independent and Source 1B depicts that black South African students did not want to be led by white South Africans students (NUSAS)

• In Source 1A Biko stressed the need for black South African students to free themselves from white domination and Source 1B shows how black South African students rid themselves of white influence and domination


1.4

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

• ‘Boycotts’

• ‘Demonstrations’

• ‘Marches’ (3 x 1) (3)


• Tiro felt that Bantu Education was an oppressive system • He felt that Bantu Education served to undermine Black South

Africans • It served the interests of the apartheid system


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1.4.3 [Interpretation of evidence from Source 1C- L2]

• To show solidarity and unity amongst black South African students

• To show their anger about Tiro’s expulsion • To encourage a new generation of youth to challenge the strength of

the apartheid regime


1.5

1.5.1 [Extraction of information from Source 1D – L1]

• ‘To spread ideas of self-reliance’

• ‘To spread ideas of Black Consciousness (2 x 1) (2)

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

• SASO embarked on several community projects such as having political education at schools

• SASO rejected the Bantu Education system • SASO encouraged homeland leaders not to support

apartheid regime


1.5.3 [Extraction of information from Source 1D – L1]

• ‘black revolution’

• ‘violence’

• ‘anarchy’ (3 x 1) (3)

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1.6 [Interpretation, evaluation and synthesis of evidence from relevant sources- L3]

Candidates could include the following aspects in their responses:

• SASO emphasised that Black South African students should have their own organisations; they should be independent; they should remake themselves psychologically (Source 1A)

• Black South African students demonstrated their power and strength by leaving NUSAS and forming SASO (Source 1B)

• SASO encouraged black South African students to embark on protest action against Bantu Education (Source 1C)

• Leaders from SASO such as Tiro challenged the system of Bantu Education (Source 1C)

• SASO influenced students from other campuses to be united in their fight for better quality education (Source 1C)

• Students belonging to SASO embarked on several community projects to uplift Black South African communities (Source 1D)

• Several leaders from SASO conscientised Black South African students about the philosophy of Black Consciousness (own knowledge)

• SASO played an important role in the formation of the Black Peoples Convention (BPC) (own knowledge)

• SASO affiliated organisations in high schools influenced African students to reject Afrikaans (own knowledge)


Use the following rubric to allocate marks:

• Uses evidence in an elementary manner, e.g. shows no or

LEVEL 1 little understanding of the impact that the formation of MARKS

SASO had on Black South Africans in the 1970s. 0–2

• Uses evidence partially or cannot write a paragraph.

• Evidence is mostly relevant and relates to a great extent on

the topic, e.g. shows some understanding of the impact MARKS

LEVEL 2

that the formation of SASO had on Black South

3–5

Africans in the 1970s.

• Uses evidence in a very basic manner to write a paragraph.

• Uses relevant evidence, e.g. demonstrates a thorough

understanding of the impact that the formation of SASO MARKS

LEVEL 3

had on Black South Africans in the 1970s.

• 6–8

Uses evidence very effectively in an organised paragraph

that shows an understanding of the topic.

(8)

[50]

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ESSAY TASK

QUESTION: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates needs to state whether they agree with the statement or not. They need to show if sanctions and disinvestment by the international community were the only two strategies that were used to bring about the fall of apartheid.

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

• Introduction: Candidates should indicate whether they agree with the statement and show how they intend supporting their line of argument.

ELABORATION

• The role of Anti-Apartheid Movement (AAM) in Britain (demanded sanctions to be implemented against Apartheid South Africa)

• The AAM used boycotts and isolation of South Africa from the international community

• The AAM campaign against detention without trial

• Economic Boycott: AAM pressurised Barclays Bank to sell its investments in South Africa

• Encouraged British consumers to boycott South African products (fruits and wines)

• In 1986 the US Congress passed a law which banned all new investments and loans to South Africa

• South African Airways were not allowed to land at US airports

• Large corporations such as General Electric, IBM, General Motors, Coca Cola, Mobil and Kodak closed their operations in South Africa

•

• Chase Manhattan Bank cut ties with South Africa-created a financial crisis, the rand dropped by 35%

• Role of the International Defence Fund: fund paid legal cost of activist awaiting trials for anti-apartheid activities

• Made funds available for all those involved in the Rivonia trials

• The fund paid the legal cost of most anti-apartheid trialist for more than 25 years

• Sport Boycott: South African Non-Racial Olympic Committee took the lead to isolate South Africa from international sport

• South Africa suspended from FIFA, African Football Confederation and all other football organisations

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• International Cricket Council suspended all cricket tours to and from South Africa

• The International Rugby Federation suspended all rugby contact with South Africa

• South African Council on Sport demanded no normalisation of sporting ties with South Africa

• Their slogan ‘No normal sport in an abnormal society’, was effective

• Cultural Boycott: Equity banned all its programmes from being screened on SABC

• Its members were banned from touring South Africa

• Dali Tambo and Jerry Dammers establish ‘Artist against Apartheid’

• The ‘Freedom Concert’ in London called for an end to Apartheid

• Academic Boycott: was initiated by the ANC in exile

• Academics were encouraged not to travel to South Africa or invite South African academics abroad

• International publishing houses refused to publish South African academic journals

• Degrees of South African universities were not recognised by many international universities

• International academic bodies prevented South Africans from attending their conferences


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

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TERM 2: SOURCE-BASED TASK 2 TRUTH AND RECONCILIATION COMMISSION

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QUESTION 2: DID THE TRUTH AND RECONCILIATION COMMISSION (TRC) BRING CLOSURE TO THE KRIEL FAMILY? Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Refer to Source 2A. 2.1.1 Why was Nelson Mandela determined that human rights violations

committed during apartheid to be investigated by a truth commission? (2 x 1) (2)

2.1.2 Identify TWO gross human rights violations that the TRC were

allowed to investigate according to the information in the source. (2 x 1) (2)

2.1.3 Explain the requirement perpetrators had to meet to be

granted amnesty (1 x 2) (2)

2.1.4 Define the concept amnesty in your own words in the context of the TRC hearings (1 x 2) (2)

2.2 Study Source 2B. 2.2.1 Why do you think the 9th of July was significant to the

Kriel family? (1 x 2) (2) 2.2.2 Quote evidence from the source that indicate that the police

admitted that they killed Ashley Kriel. (1 x 2) (2) 2.2.3 Name the policeman according to the source who was responsible

for the killing of Ashley Kriel? (1 x 1) (1) 2.2.4 How according to the policeman did Ashley Kriel die? (1 x 2) (2)


explain whether the policeman’s statement of how Ashley Kriel died can be accepted as reliable. (2 x 2) (4)

2.2.6 What evidence from the information in the source made

Melanie Adams suspicious that her brother’s death was not an accident. (3x 1) (3)

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2.3 Use Source 2C.

2.3.1 Explain the messages that the photograph convey regarding the purpose of the TRC. (2 x 2) (4)

2.3.2 Why do you think did Michelle Assure, sister of Ashley Kriel appeared

before the TRC? (2 x 2) (4) 2.4 Refer to Source 2B and 2C. Explain how the information in both

sources are similar regarding the TRC hearings (2 x 2) (4) 2.5 Consult Source 2D. 2.5.1 Comment on why you think the Kriel family were happy that the

Hawks were reopening the investigation on how Ashley Kriel died. (2 x 2) (4)

2.5.2 What evidence did forensic investigator David Klatzow reveal

that indicate that Ashley Kriel was not shot accidently? (1 x 2) (2) 2.5.3 Why was it a relief to Michelle Assure that the Hawks reopened the

case of Ashley Kriel? (1 x 2) (2) 2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining whether the Truth and Reconciliation Commission (TRC) brought about closure to the

KRIEL family? (8) [50]

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OR

ESSAY TASK Answer the following essay question. Your essay should be about THREE pages long.

QUESTION: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST Leadership, cooperation and confrontation were the main reasons (factors) that forced the leaders of the different political parties to search for a political settlement. In the context of the above statement, critically discuss how South Africans reached a political settlement between 1990 and 1994. [50]

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QUESTION 2: DID THE TRUTH AND RECONCILIATION COMMISSION (TRC) BRING CLOSURE TO THE KRIEL FAMILY? SOURCE 2A The following extract by M Meredith focusses on the reasons for the establishment of the Truth and Reconciliation Commission in 1995.

The honeymoon period came to an end over differences of how to deal with South Africa’s violent past. Mandela was determined that human rights violations during the apartheid era should be investigated by a truth commission, not for the purpose of exacting retribution (revenge) but to provide some form of public accounting and to help purge the injustices of the past. Unless past crimes were addressed, he said, they would ‘live with us like a festering sore’. De Klerk, a deputy president in Mandela’s government of national unity, denounced (criticised) the whole idea, arguing that a truth commission would result in a ‘witch hunt’ focusing upon past government abuses while ignoring African National Congress crimes. It was he said likely to ‘tear the stitches of wounds that are beginning to heal’… The Truth and Reconciliation Commission (TRC) that emerged in 1995 was born inevitably of compromise. Its scope was limited to the investigation of gross violations of human rights-murder, abduction and the use of torture-in the thirty-four-year period from 1960, starting with the massacre at Sharpeville.… The TRC was given powers of subpoena and of search and seizure and it was supported by its own investigative unit. It was required to pay as much attention to violations committed by the liberation movement as by the security police. But it was not a judicial body or a court of law. It could not carry out prosecutions or hand out punishment. Its aim was not so much to reach a judgment about culpability (blame) as to establish a process of disclosure. In exchange for telling the truth, perpetrators who came forward were granted amnesty from prosecution on an individual basis provided the commission was satisfied that they had made full disclosure of their crimes and their actions had been carried out with a political objective. If they fail to come forward, they would remain at risk of prosecution. [From: The State Of Africa by M Meredith]

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SOURCE 2B

This is part of the testimony by Melanie Adams, sister of Ashley Kriel at the Truth and Reconciliation Commission hearings. The hearing took place on 5 August 1996 at the University of the Western Cape. The aim of the testimony was to determine if Captain Benzien spoke the truth on how Ashley Kriel died on 9 July 1987.

…and the night of the 9th of July 1987 my mother was on her way back from work, and she read in a fellow commuters newspaper about a 23-year old man that was killed in Athlone, not knowing that it was her own son that she was reading about. The police were aware of the fact that they had actually killed Ashley Kriel, but they didn't have the decency to come and inform the family. The next day the 10th of July they had come knocking on our door, my mother and myself had gone to work and my sister Michelle was at home and they had actually come to search the house and then asked her to sit down, and yes - they wanted to know where my mother was. She said my mother was at work and in fact what they said ‘jou ma wil mos nie gehoor het nie, nou het ons hom vrek geskiet’. (Your mother did not want to listen and now we have shot him dead)…

That was the most terrible experience because we as the family were treated as the perpetrators. Benzien, this is the guy who actually killed Ashley; according to his statements it was an accidental death. But what came about in the inquest was that Ashley's jersey had hooked on the trigger and the shot went off accidentally. But at the same time while I was at this briefing workshop of the TRC, something new came to light, which was very disturbing. That's why I would like to get to the truth of this matter. Someone said that, according, to Benzien and Abels they had come, posed as water works council people, to get into the house. Ashley recognized them, drew a gun, they tried to disarm him and in that process the shot went off. Now according to Benzien it happened as he said in Afrikaans, in “ 'n omesientjie”, (in a split second). But according to witnesses again, they've heard screaming for about an hour as if someone is being tortured

When we got home, what we discovered there was blood all over the show, the kitchen walls were splattered with blood, there was a thick trail of blood on the kitchen floor, the bathroom was full of blood, and you could see that someone was dragged because of the marks - the blood marks, someone was dragged from one area to another, from - I think from the front room to the kitchen. We discovered clothing that was soaked in blood, a towel that was - also soaked in blood, you could see it was like as if it was stuck into a hole, bleeding hole like we suspected it could have been the gash on his head.

[From: http://www.justice.gov.za/trc/hrvtrans%5Chelder/ct00611.htm Assessed on 5 August 2017]

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SOURCE 2C This photograph depicts aTruth and Reconcilliation Commissioner that comforts M Assure, the sister of Ashley Kriel at his Truth and Reconcilliation hearing at the University of the Western Cape, Cape Town 1996.

From: http://www.gettyimages.com/detail/news-photo/commission- Accessed on 8 August 2017

SOURCE 2D

http://www.gettyimages.com/detail/news-photo/commission-

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This article by G Abbas appeared in the Cape Argus on 16 March 2016 under the heading Hawks reopen Ashley Kriel case.

Cape Town - Ashley Kriel’s family shed tears of joy when they were informed that the Hawks were reopening the investigation into the young Umkhonto we Sizwe guerrilla’s death, after evidence strongly suggesting he was murdered came to light.

Brigadier Hangwani Mulaudzi said there was a possibility that Jeffrey Benzien, the police captain who was granted amnesty for Kriel’s death by the Truth and Reconciliation Commission (TRC) in the 1990s, could be charged with murder, pending the outcome of investigations.

Kriel was killed on July 9, 1987 in a house in Hazendal, Athlone. Security police officers had told the TRC that Kriel was shot while resisting arrest. During the course of the arrest, Kriel was said to have produced a .22 pistol. Benzien told the TRC he had tried to take the gun away from Kriel. A scuffle ensued, during which Kriel’s own pistol went off and he was shot in the back.

Earlier this month, forensic investigator David Klatzow concluded that the young Struggle hero was murdered by security police who fabricated a story to the TRC to cover up their involvement in Kriel’s death. Klatzow said Kriel was shot from behind, ‘from a distance’, while his wrists were handcuffed behind his back.

Kriel’s sister, Michelle Assure said news of the investigation came as welcome relief because the family had twice been denied closure – first by the police inquiry into her brother’s death at the time, and then by the TRC which granted amnesty to Benzien.

[From Cape Argus 16 March 2016]

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QUESTION 2: DID THE TRUTH AND RECONCILIATION COMMISSION (TRC) BRING CLOSURE TO THE ASHLEY KRIEL FAMILY? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1]

• Not for extracting revenge

• To provide some form of public accounting

• To help purge the injustices of the past (any 2 x 1) (2)


• Murder

• Abduction

• Torture

• Massacres (Sharpeville) (any 2 x 1) (2)


• Perpetrators had to reveal the truth with regard to political motivated crimes committed during apartheid in order to be set free by the TRC


2.1.4 [Definition of a historical concept from Source 2A – L1]

• The granting of official pardon for people that committed politically related crimes


2.2 2.2.1 [Interpretation of evidence from Source 2B – L2]

• This was the night that the police shot and killed Ashley Kriel

• This was the night that Ashley Kriel’s mother read that a 23 year old man was killed without knowing that it was her son

• This was the night that Ashley Kriel was shot and killed in Athlone

• This is the night the police show no decency to inform the Kriel family of the tragedy



• Jou ma wil mos nie gehoor het nie, nou het ons hom vrek geskiet (Your mother did not want to listen and now we have shot him dead) (1 x 2) (2)


• Benzien (1 x 1) (1) 2.2.4 [Extraction of evidence from Source 2B – L1]

• Two policeman approach Ashley, he recognized them, drew a gun, they tried to disarm him and in that process the shot went off.

• Ashely’s death according to the police was an accident (any 1 x 2) (2)

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2.2.5 [Evaluating the reliability of Source 2B – L3] Candidates need to indicate Reliable or Not Reliable and support their answer with relevant historical evidence Reliable

• The police (Benzien and Abels ) was the last people to have seen Ashley Kriel and their explanation is plausible

• The police statement of how Ashley Kriel died was done at an inquest and they were expected to speak the truth

• Benzien and Abels were high ranking officers in the police force and there should be no reason not to trust their version of the events of how Ashley Kriel died

• At the inquest of how Ashley Kriel died, Benzien was under oath and it is expected of him to speak the truth

• Any other relevant response OR Not Reliable

• The police in South Africa had a history of lying under oath

• The police had a history of murdering activist who opposed apartheid

• The police had a history of physically abusing activist who opposed apartheid

• Witnesses said that they heard screams coming from the house where the police corned Ashley Kriel

• Any other relevant response (2 x 2) (4) 2.2.6 [Extraction of evidence from Source 2B – L1]

• She discovered blood all over the show

• The kitchen walls splattered with blood

• Thick blood trail on the kitchen floor

• The bathroom was full of blood

• It seem as if Ashley Kriel was dragged across the floor

• Ashley Kriel’s clothing was soaked in blood

• Towel was soak with blood (any 3 x 1) (3)

2.3 2.3.1 [Interpretation of evidence from Source 2C – L2]

• The photograph depicts that M Assure appeared before the TRC inquest with regard to the death of her brother Ashley Kriel

• The photograph depicts that M Assure are being comforted at the TRC inquest into the death of her brother Ashley Kriel

• The photograph depicts M Assure are emotional at the TRC inquest into the death of her brother Ashley Kriel

• The photograph depicts M Assure giving evidence at the TRC inquest into the death of her brother Ashley Kriel


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• She wanted the truth of how her brother Ashley Kriel died

• She wanted to get closure on how her brother Ashley Kriel died

• She wanted the perpetrators responsible for her brother’s death to come forward and speak the truth

• Any other relevant response (any 2 x 2) (4) 2.4 [Comparison of Sources 2B and 2C to ascertain similarities – L3]

• In both source the M Adams (Assure) are giving evidence with regard to the death of her brother Ashley Kriel

• In both sources the Kriel family wanted the truth to be revealed of how their brother Ashley Kriel died

• In both deals with the in the TRC hearings of the circumstances of how Ashley Kriel Died

• In both sources the Kriel family wanted closure on the death of their brother Ashley Kriel

• Any other relevant response (any 2 X 2) (4) 2.5 2.5.1 [Interpretation of evidence from Source 2D – L2]

• The Kriel family are happy because new evidence from the Hawks investigation Revealed that Ashley Kriel was murdered

• The Hawks revealed that Benzien would be charged with murder

• The Kriel family are happy because the Hawks has the power to prosecute those found guilty of murder

• The Kriel’s are happy because too many perpetrators were granted amnesty without revealing the whole truth

• The Hawks investigation could sent a message to all those perpetrators who lied before the TRC to get amnesty that they will be prosecuted

• Any other relevant response (any 2 x 2) (4) 2.5.2 [Interpretation of evidence from Source 2D – L2]

• Klatzow revealed that Ashley Kriel was murdered by the security police

• Klatzow revealed that security police fabricated the story of how Ashley Kriel died to get amnesty

• Klatzow revealed that Ashley Kriel was shot from behind

• Klatzow revealed that Ashley Kriel was shot ‘from a distance’

• Klatzow revealed that Ashley Kriel while his wrist were handcuffed behind his back (any 1 x 2) (2)

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

• The family was twice denied closure

• The investigation by the police inquiry found no one was to blame for Ashley Kriel’s Death

• The TRC granted Benzien amnesty (any 1 x 2) (2)

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2.6 [Interpretation, evaluation and synthesis from relevant sources – L3] Candidates could include the following aspects in their response:

• The TRC was established to investigate human rights abuses that were committed during the apartheid era (Source 2A)

• The TRC travelled the country to gather information about human rights abuses (Own Knowledge)

• Both victims and perpetrators were subpoena to appear before the TRC (Own knowledge)

• Perpetrators were granted amnesty if they told the truth regarding political motivated crimes (Source 2A)

• M Adams appeared before the TRC on behalf of her family regarding the death of her brother Ashley Kriel (Source 2B)

• M Adams testimony revealed that she is suspicious that Benzien did not tell the truth of how Ashley Kriel died (Source 2B

• The Kriel family was unhappy with the TRC decision to grant Benzien amnesty for the death of Ashley Kriel (Source 2B)

• The Hawks decided to reopen the Ashley Kriel case based on new evidence (Source 2D)

• Any other relevant response Use the following rubric to allocate marks:

LEVEL 1

• Uses evidence in an elementary manner, e.g. shows no or little understanding of whether the Truth and Reconciliation Commission (TRC) brought closure to the Ashley Kriel family.

• Uses evidence partially or cannot write a paragraph on the topic.

MARKS 0–2

LEVEL 2

• Evidence is mostly relevant and relates to a great extent on the topic, e.g. shows some understanding of whether the Truth and Reconciliation Commission (TRC) brought closure to the Ashley Kriel family.

• Use evidence in a very basic manner to write a paragraph.

MARKS 3–5

LEVEL 3

• Uses relevant evidence that, e.g. demonstrates a thorough understanding of whether the Truth and Reconciliation Commission (TRC) brought closure to the Ashley Kriel family.

• Uses evidence very effectively in an organised paragraph that shows an understanding of the topic

MARKS 6–8

(8)

[50]

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ESSSAY TASK

QUESTION: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills]

SYNOPSIS Candidates need to critically discuss how leadership, cooperation and confrontation were the main reasons that forced the leaders of the different political parties to search for a political settlement.


• Introduction: Candidates need to discuss the statement and show how they intend supporting their line of argument.

ELABORATION

• De Klerk's speech in parliament – 2 February 1990 (leadership)

• The unbanning of political and civic organisations such as the ANC and SACP

• The release of Mandela from prison on 11 February 1990 which paved the way for negotiations

• Mandela speech in Cape Town, willing to negotiate with the National Party (leadership)

• Groote Schuur Minute – 2 May 1990 (ANC and NP met, ANC delegation led by Nelson Mandela, NP delegation led by F.W. De Klerk)

• Both groups committed themselves to end violence and work towards a process of negotiations (leadership and cooperation)

• Pretoria Minute – 6 August 1990; ANC agreed to suspend the armed struggle and National Party would lift the state of emergency (leadership and cooperation)

• CODESA 1 (19 political parties excluding AZAPO, CP and PAC/300 delegates)

• The ANC and the National Party worked towards a process of a peaceful political settlement (leadership and cooperation)

• Declaration of Intent signed which ensured a united SA, independent. Judiciary, constitution, multiparty democracy (cooperation)

• White's only referendum-Whites support De Klerk’s negotiations with Black South Africans (leadership)

• CODESA 2 (2 May 1992) collapsed. Parties failed to agree on a new constitution- making body and interim government

• NP wanted minority veto while ANC wanted an interim government for no longer than 18 months and simple majority rule

• Boipatong massacre and its consequences (17 June 1992) (confrontation)

• Bhisho massacre derailed the process of negotiations (7 September 1992) (confrontation)

• Record of Understanding signed on 26 September 1992 between Roelf Meyer (NP) and Cyril Ramaphosa (ANC) (leadership and cooperation)

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• Assassination of Chris Hani (10 April 1993) and its impact on South Africa (confrontation)

• Mandela calls for calm; Hani’s death generated urgency amongst political leaders to find a peaceful political solution

• Multiparty negotiating Forum (leadership and cooperation (confrontation)

• Right-wing(AWB) attack on World Trade Centre and its consequences

• Sunset Clause introduced by Joe Slovo broke the negotiations deadlock (leadership and cooperation

• Election date – 27 April 1994 announced

• ANC won elections and Mandela became the first black South African President and NP were kept on in a power-sharing role with FW De Clerk as second deputy president


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

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TERM 2: SOURCE-BASED TASK 2 A NEW WORLD ODER

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QUESTION 3: HOW DID THE NIKE CLOTHING COMPANY EXPLOIT ORDINARY FACTORY WORKERS? Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Study Source 3A. 3.1.1 List ONE reason why according to the source Transnational

Companies relocated to developing countries. (1 x 1) (1) 3.1.2 Define the term neo-liberal capitalism in the context of

globalisation (1 x 2) (2) 3.1.3 Identify ONE factor that led to a growing awareness

regarding the unequal relationship between workers and consumers (1 x 1) (1)

3.1.4 Name the sport clothing company that was involved in

sweat-shop labour practices (1 x 1) (1) 3.2 Consult Source 3B. 3.2.1 The government aligned union leader was taunting (threatening)

striking workers. What according to the source should be the concerns of worker

centred union leaders? (2 x 1) (2) 3.2.2 Give ONE reason why workers went on strike at the Kukdong

factory (1 x 2) (2) 3.2.3 Using the information in the source and your own knowledge

explain why workers at the Kukdong factory were justified to demand the right to have their own union. (2 x 2) (4)

3.2.4 List TWO Labour Law violations that the factory bosses

allowed in the Kukdong factory according to the Workers’ Rights Consortium (2 x 1) (2)

3.3 Use Source 3C.

3.3.1 What messages does the photograph convey regarding Civil society response against Nike exploiting workers at the Kukdong factory? (2 x 2) (4)


explain how workers at the Kukdong factory could have responded upon viewing of this photograph? (2 x 2) (4)

3.4 Read Source 3D. 3.4.1 How did the management react to the cafeteria boycott of

workers at the Kukdong factory? (1 x 1) (1)

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3.4.2 Using the source and your own knowledge, explain what

Marcela Muñoz meant with ‘Eyes around the world have been focussed on us’ (2 x 2) (4)

3.4.3 How did Nike respond to the campaigning of the Workers

Rights Consortium that threaten their image? (1 x 2) (2) 3.4.4 Comment on how workers’ conditions at the Kukdong factory were

affected by the sustained strike action and the campaigning of the Workers’ Rights Consortium (2 x 2) (4)

3.4.5 Explain why you think this source is useful to a historian

researching the Kukdong workers action against Nike. (2 x 2) (4) 3.5 Compare Sources 3D and 3B. How are these sources similar with regard to the workers strike at the Kukdong factory in Mexico? (2 x 2) (4) 3.6 Using the information in the relevant sources and your own knowledge

write a paragraph of about EIGHT lines (about 80 words) explaining how the Nike clothing company the exploited the ordinary factory workers.

. (8) [50]

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OR

ESSAY TASK Answer the following essay question. Your essay should be about THREE pages long.

QUESTION: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989 Explain to what extent Gorbachev’s policies of Glasnost and Perestroika in the Soviet Union contributed to political changes in South Africa after 1989. Support your line of argument with relevant evidence. [50]

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QUESTION 3: HOW DID THE NIKE CLOTHING COMPANY EXPLOIT ORDINARY FACTORY WORKERS?

SOURCE 3A This extract focuses on how civil society reacted against Transnational Corporations (TNCs) that have exploited ordinary workers. In an increasingly globalised world Transnational Corporations (TNCs) have acquired unprecedented levels of power and autonomy. Spurred on by neo-liberal economic ideology, deregulation of markets and increasing international flows of capital, TNCs are relocating manufacturing to developing countries where labour costs are cheapest as a means of maximizing profits at the expense of social welfare… Greater global interdependence and advancing communication and transportation technology has augmented (increased) relations between people across vast geographical divides leading to a growing awareness regarding the unequal relationship between the workers who produce goods and those that consume them. Resultant concerns amongst participants in international civil society about the lack of effective regulations controlling the activities of TNCs and the associated negative societal and environmental ramification (effect) are finding expression in forms of globalised resistance against the hegemonic forces of neo-liberal capitalism. Consequently, increasing numbers of cross-border coalitions consisting of workers, activists and non-governmental organisations (NGOs) are stepping into the void left by the retrenchment of nation-state power. The international campaign mounted against Nike Inc., the world’s leading athletic shoe and sports-apparel (clothing) company, to protest its involvement in sweatshop labour practices provides a useful example of the foundations, processes and difficulties that transnational social movement coalitions face when advocating for workers rights and greater corporate social responsibility.

[From Nikehttp://educheer.com/transnational-social-movements-and-the-campaign-against-nike/ Accessed on 8 August 2017]

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SOURCE 3B

This extract by L Van Ham entitled Workers Struggle at a Nike Factory in Kukdong, Puebla, Mexico highlights the exploitive measures that factory bosses enforced on workers at the Nike Clothing factory. ‘Are you frightened yet’

This was what the leader of government-backed union asked workers at the Kukdong factory in the state of Puebla, Mexico, last month. This ‘union leader’ wasn’t making a concerned inquiry about job security or safety regulations - he was taunting the workers as he helped coordinate a raid by state police on the building that workers had seized to protest their working conditions. The police ousted them from the building with excess violence that hospitalised a number of the workers, who are mostly women.

Maybe it’s a question we need to be asking each other: Are you frightened yet?

If you want a snapshot of globalisation and ‘the new economy’ at work, look no further than the struggle at this very factory in Atlixco in the state of Puebla, Mexico - a sweatshop owned by the Korean company Kukdong, which produces a variety of university-licensed goods for both Reebok and Nike. The workers struck on January 9, occupying the factory in response to numerous abuses and violations of Mexican labour law, and demanding the right to have their own union, not a company union. Two days later, riot police stormed the building and forced the workers out. Production resumed on January 13, but Kukdong refused to hire back about 250 workers who were recognized as participants in the strike.

The following weekend, a fact-finding mission by the Worker Rights Consortium (WRC) visited Atlixco and gathered information on the factory conditions. The WRC findings were issued as a report on January 24 and included the following:

• Child Labour: the factory has unlawfully employed 13–15 year olds • Low Wages: many workers are being paid below the national minimum wage • Abuse: Korean managers admit to attacking employees with hammers and insulting

them with racial epithets • No Freedom of Association: workers trying to form an independent union have been

intimidated and fired.

[From http://www.laborstandard.org/New_Postings/Kukdong_Puebla.htm Accessed on 8 August 2017]

http://www.laborstandard.org/New_Postings/Kukdong_Puebla.htm

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SOURCE 3C This photograph depicts Penn State university students in the United States protesting against Nike exploitive measures in the Kukdong factory in Puebla, Mexico

[From: www.collegian.psu.edu/archives/article_80650d26-bf39-591e-8c1f-9768eaf9a577.html. Accessed on 8 August 2017]

http://static1.businessinsider.com/image/518bb0b4ecad04f65d00001a-960/how-nike-solved-its-sweatshop-problem.jpg

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SOURCE 3D The following is a report G Thomson entitled Mexican Labor Protest Gets Results on the outcome of workers action against Nike Clothing Manufactures in the Kukdong Pueblo Mexico

About 900 workers at Mexmode, Kukdong factory, which produces sweatshirts for colleges in the United States, boycotted the company cafeteria because they were fed up with finding worms in their salads. Their defiance set off a combustible (explosive) chain of protests that led to negotiations from the wealthiest corners of the first world to the most impoverished depths of the third world. Marcela Muñoz, 23, a seamstress turned labour leader, still seems amazed by all the attention. 'Eyes around the world have been focused on us,’ she said. Hearing that Mexmode, Kukdong factory workers were fired for their cafeteria boycott, leaders of an activist coalition supported by students and administrators from about 85 American colleges and universities rushed here to investigate.

The group, the Workers Rights Consortium, heard complaints about low wages, verbal abuse and corruption among union officials, then began a high-profile campaign that threatened the image of the Nike swoosh. Nike, the world's largest athletic shoe and clothing manufacturer, had already come under fire for similar conditions at Asian plants. Nike officials pressed Mexmode managers to abide by corporate codes of conduct that guarantee fair conditions for workers.

As a result, workers at Mexmode Kukdong factory, most of them single mothers in their 20's with elementary school educations and no prior work experience, have received two raises this year. The cafeteria food now seems safe for human consumption. Some employees even say it tastes good.

Child labourers have been removed from production lines. The 450 seamstresses and machine operators at Mexmode recently won the right to kick out corrupt labour leaders and form their own union.

[From https://business.nmsu.edu/~dboje/AA/kuk_dong_story.htm.Accessed on 8 August 2017]

https://business.nmsu.edu/~dboje/AA/kuk_dong_story.htm

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QUESTION 3: HOW DID THE NIKE CLOTHING COMPANY EXPLOIT ORDINARY

FACTORY WORKERS 3.1 3.1.1 [Extraction of Evidence from Source 3A – L1]

• Labour cost are cheaper

• To maximise profits

• TNC’s does not take responsibility for social welfare expenses (1 x 1) (1) 3.1.2 [Definition of a historical concept in Source 3A – L1]

• A modified form of liberalism tending to favour free market capitalism

• The control of economic factors to the private sector from the public sector

• Any other relevant response (any 1 x 2) (2) 3.1.3 [Extraction of Evidence from Source 3A – L1]

• Greater global interdependence

• Advance communication

• Transportation technology (any 2 x 1) (2) 3.1.4 [Extraction of Evidence from Source 3A – L1]

• Nike (1 x 1) (1) 3.2 3.2.1[Extraction of Evidence from Source 3B – L1]

• Job security

• Safety regulations (2 x 1) (2) 3.2.2 [Extraction of Evidence from Source 3B – L1]

• Abuses

• Violations of Mexican labour law

• Demanding the right to have their own union (1 x 1) (1) 3.2.3 [Interpretation of evidence from Source 3B – L2] Justified because:

• The current union leader represented the interest of the government

• The current union leader was not concern about the welfare of the factory workers

• The current help the police to evacuate workers from the factory

• The current union leader allowed abuses and violations of Mexican labour law

• Any other relevant response (2 x 2) (4) 3.2.4 [Extraction of Evidence from Source 3B – L1]

• Child labour

• Low wages

• Abuse

• No freedom of association (2 x 1) (2)

3.3 3.3.1 [Interpretation of evidence from Source 3C – L2]

• The photograph show students protesting against Nike’s business practices

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• The photograph show that students are urging consumers not to buy Nike products

• Any other relevant response (2 x 2) (4) 3.3.2 [Interpretation of evidence from Source 3C – L2]

• They would have been happy because these students are making the public aware of Nike’s exploitation measures

• They would have been happy because this awareness could pressurise Nike to stop exploitation measures

• Any other relevant response (2 x 2) (4) 3.4. 3.4.1 [Extraction of evidence from Source 3D – L1]

• Fired (1 x 1) (1) 3.4.2 [Interpretation of evidence from Source 3D – L2]

• The strike action drew the world’s attention to their plight

• The strike action drew the world’s attention to poor working conditions that they had to endure

• The strike action drew the world attention on the exploitation measures of Nike

• Any other relevant response (2 x 2) (4) 3.4.3 [Extraction of evidence from Source 3D – L1]

• Nike pressed managers to abide by corporate codes of conduct that guarantees fair conditions for workers (1 x 2) (2)


• Two pay rises

• Cafeteria food had improved

• Child labourers have been removed

• Corrupt labour leaders have been kicked out

• Workers have formed their own union (2 x 2) (4) 3.4.5 [Evaluating the usefulness of Source 3D – L3] Useful because:

• The source is useful because it show how civil society intervened in the labour strike in Kukdong to support ordinary workers

• The source is useful because civil society gathered evidence of exploitation at the Kukdong factory

• The source is useful because civil society support for the ordinary workers forces Nike to change its business practices at Kukdong

• The source is useful because it show that ordinary workers won a victory against Nike


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3.5 [Comparison of source from Sources 3B and 3D –L3]

• Both sources show that workers are striking because of poor working conditions

• Both sources show that workers were laid of (sacked) by management because of their strike action

• Both sources show that WRC went to Kukdong to investigate workers complaints

• Both sources show that Kukdong management contravened Mexican labour laws

• Any other relevant response (2 x 2) (4) 3.6 [Interpretation, evaluation and synthesis from relevant Sources – L3] Candidates could include the following aspects in their response:

• Transnational corporations relocate to developing counties where labour cost are the cheapest (Source 3A)

• Factory workers went on strike in Kukdong over abuses and violations of Mexican labour law International (Source 3B)

• Government backed union leaders acted against factory workers (Source 3B)

• WRC stepped in to support workers at the Kukdong factory (Source 3B)

• WRC highlighted various transgressions (Child labour, Low wages, abuse and no freedom of association (Source 3B)

• University students held demonstrations in support of factory workers in Kukdong (Source 3C)

• Nike forced management at the Kukdong factory to adhere to fair labour practices (Source 3D)

• Working conditions at the Kukdong factory improved for workers (better pay, improve in food, no more child labourers (Source 3D)

• Workers have their own workers union (Source 3D)


LEVEL 1

• Uses evidence in an elementary manner, e.g. shows no or little understanding of how Nike clothing company exploited the ordinary factory workers.

• Uses evidence partially or cannot write a paragraph on the topic.

MARKS 0–2

LEVEL 2

• Evidence is mostly relevant and relates to a great extent on the topic, e.g. shows some understanding of how Nike clothing company exploited the ordinary factory work.

• Use evidence in a very basic manner to write a paragraph.

MARKS 3–5

LEVEL 3

• Uses relevant evidence that, e.g. demonstrates a thorough understanding of how Nike clothing company exploited the ordinary factory workers.

• Uses evidence very effectively in an organised paragraph that shows an understanding of the topic

MARKS 6–8

(8) [50]

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ESSAY TASK

QUESTION: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989

[Plan, construct and discuss an argument based on evidence using analytical and interpretative skills]

SYNOPSIS Candidates should explain to what extent they agree with that Gorbachev’s policies of Glasnost and Perestroika contributed to political changes in South Africa.


• Introduction: Candidates need to show how Gorbachev’s policies contributed to political changes that occurred in South Africa after 1989.

ELABORATION In agreeing with the assertion, candidates should include the following points in their answer.

• Gorbachev's policy of Perestroika and Glasnost and its impact on South Africa

• By the end of 1989 the Soviet Union was disintegrating and the communist regimes in Eastern Europe were collapsing

• Most of South Africa's neighbouring states had attained independence

• The Berlin Wall had fallen which led to far reaching consequences for South Africa

• Changes in the world contributed to the end of apartheid

• The collapse of the USSR deprived the ANC of its main economic and military support

• Socialism was no longer a serious option for the ANC

• The National Party's claim to be protecting South Africans from a communist onslaught became unrealistic

• The National Party could no longer pretend to be a bulwark against the spread of communism in Africa

• The National Party’s claim that it was protecting the Cape sea route against a communist take over became unrealistic

• Western world powers supported the move that South Africa resolve its problems peacefully and democratically

• It became evident that the National Party government could not maintain white supremacy indefinitely

• South Africa’s defeat at Cuito Carnavale made it easier for them to negotiate with communist and the liberation movements

• Influential National Party members started to realise that apartheid was not the answer to the needs of white capitalist development

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• There was no doubt that the continued repression of black South Africans would not ensure political stability

• The government started to believe that reform needed to include the development of a strong black middle class which would act as a 'bulwark against revolution'

• This enabled De Klerk to engage in discussions with the liberation organisations. • Mandela was elected the firs back President of South Africa.


• Conclusion: Candidates need to tie up their argument with a relevant conclusion. [50]

1.

LEARNER DECLARATION FORM

SCHOOL: _____________________________________________

NAME OF LEARNER: _____________________________________________

EDUCATOR’S NAME: ______________________________________________

I hereby declare that all pieces of writing in this portfolio are my own, original work and that if I have

made used of any sources, I have acknowledged this.

I agree that if it is determined by competent authorities that I have engaged in any fraudulent

activities whatsoever in connection with my SBA mark then I shall forfeit completely the marks

gained for this assessment.

_____________________________ ________________

CANDIDATES SIGNATURE DATE

SCHOOL

STAMP

____________________________ __________________

EDUCATOR’S SIGNATURE DATE

PRE - MODERATION TOOL

NAME OF THE SCHOOL:

SUBJECT NAME OF EDUCATOR (S)

GRADE NAME OF HOD

DISTRICT DATES

MARKS DURATION

CRITERIA FOR MODERATION YES NO REMARKS

1. SUBMISSION

Was the question paper, addendum and memo submitted on time?

2.QUESTION PAPER

2.1 Is there a cover page with relevant information?

2.2 Are the instructions clear?

2.3 Are the pages numbered correctly?

2.4 Is the key question the same in the question paper, addendum and memo?

2.5 Are the questions numbered correctly?

2.6 Is the language used appropriate to the grade level?

2.7 Are all cognitive levels addressed?

2.8 Are all questions allocated appropriate marks in question paper and memo?

2.9 Are total marks calculated correctly in the question paper and memo?

2.10 Is the proper format of the followed: Source-based, Paragraph, Essay writing

3. ADDENDUM

3.1 Are chosen sources relevant to the key questions?

3.2 Are sources properly contextualised and acknowledged?

3.3 Are sources numbered correctly and visual sources clearly labelled?

3.4 Is the length of the sources acceptable?

3.5 Did the source clarify difficult words?

3.6 Is variety in sources considered?

4. MEMORANDUM

4.1 Do answers correspond with the questions?

4.2 Are all alternative and relevant responses provided in the memo?

4.3 Does the mark allocation indicated on the memo correspond with the marks on the question paper?

4.4 Is there evidence of the symbols used in marking of paragraphs and essays?

4.5 Are rubric / matrix for paragraphs and essays included?

4.6 Is the analysis grid included?

117

CHALLENGES

RECOMMENDATIONS

____________________ ___________________ ___________ HOD/ SUBJECT HEAD SIGNATURE DATE ____________________ ___________________ ___________ EDUCATOR SIGNATURE DATE

SCHOOL STAMP

118

DISTRICT OFFICE:

SUBJECT

GRADE

NAME OF SCHOOL

NAME OF EDUCATOR (S)

NAME OF HOD

DATES

1. MARKING YES NO COMMENTS

1.1 Is the task marked according to the memo?

1.2 Are all questions in the task properly marked?

1.3 Are all alternative responses considered in the

marking process?

1.4 Are the marks correctly added?

1.6 Did the marker submit all the scripts for

moderation?

1.7 Did the HOD/ Subject Head moderate 10% of

learners’ scripts?

1.8 Was the marking fair, consistent and acceptable?

1.9 Are the marks approved for recording?

2.ASSESSMENT TOOLS YES NO COMMENTS

2.1 Did the teacher use paragraph rubric to mark the

paragraph question?

2.2 Is there evidence of comment at the end of the

paragraph?

2.3 Did the teacher use essay matrix to mark the essay?

2.4 Is there evidence of comment at the end of the

essay?

2.5 Is there evidence of total for both source-based

and/or essay questions?

3.RECORDING YES NO COMMENTS

Is there evidence of task being recorded after

moderation?

Are the learners’ marks corresponding with the marks

in the mark sheet?

Are the marks correctly converted according to the

CAPS document?

Is there moderation feedback?

Where time frames on marking and moderation of the

task adhered to?

119

Names of learners whose tasks were moderated

Name and Surname Mark obtained Moderated Mark

CHALLENGES

RECOMMENDATIONS

____________________ ___________________ ___________ HOD/ SUBJECT HEAD SIGNATURE DATE ____________________ ___________________ ___________ EDUCATOR SIGNATURE DATE

SCHOOL STAMP

120

SBA MODERATION

HISTORY

NAME OF SCHOOL DISTRICT

MODERATOR

NAME

SIGNATURE

DATE

PART 1: TEACHER’S FILE

Quality Indicators Y N Comment

1.1 Is the teacher’s file submitted?

1.2 The teacher’s file is neat, organised and

accessible, and contains all the required

documents. ( PoA, mark sheets, moderation reports

(school, district), tasks, memos)

1.3 Is there a diagnostic analysis of all task

1.4 School moderation reports: Are they effective?

1.5 Moderation reports: Was feedback given to the

teacher/s?

1.6 Moderation reports: Were recommended changes

actioned by the school from previous moderation

Working mark sheets/Marklists/ sasams records

1.7 Was there correct transfer of marks from the

learners’ evidence to the working mark sheet?

1.8 Was there evidence of extended opportunities to

learners who did not submit tasks with valid reason

reason?

121

PART 2: LEARNER EVIDENCE OF WORK

CRITERION 3- DAIGNOSTIC REPORTS

Quality Indicators Y N Comments

3.1

3.2

3.3

Is there evidence of diagnostic reports in the file?

Is there breakdown of learner performance per

level?

Is there narrative feedback and intervention

plan?

3.4 Any room for improvement from diagnostic report

CRITERION 1 - QUALITY OF MARKING


1.1 Is marking consistent with and adheres to the

marking guideline?

1.2 Were all tasks dated and signed by the educator?

State your observations in this regard.

1.3 Are the totalling of marks and transfer of marks to

the mark sheet accurate?

CRITERION 2 - INTERNAL MODERATION


2.1 Is there evidence that the learners’ work has been moderated at the following

levels?

2.1.1 School: Pre and Post

2.1.2 District

2.2 Is there evidence of feedback from moderator?

122

CRITERION 4- MODERATOR’S FEEDBACK

Good Practice:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

__________

Challenges:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________

Recommendations:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

____________________________

_____________________ ______________________

Signature Date

123

HISTORY

DIAGNOSTIC ANALYSIS TEMPLATE

NAME OF

SCHOOL

TASK TERM

Gra

de

Total number

80

%

-

10

0%

70

%

-

79

%

60

%

-

69

%

50

%

-

59

%

40

%

-

49

%

30

%

-

39

%

0 -

29

%

% p

ass

ed

av

era

ge

wro

te

pas

s

Fai

l

Mention topics which were answered well.

Question

Topic

Question

Topic

Question

Topic

124

HISTORY QUESTION PAPER ANALYSIS

TEACHER

TASK

GRADE

DIAGNOSTIC ANALYSIS PER QUESTION Report on common error / high frequency errors, or any other commets etc

Question 1 - Topic

Question 2 - Topic

Question 3 - Topic

Question 4 - Topic

Question 5 - Topic

Question 6 - Topic

125

Remedial measures / suggestions for improvement (State what is going to be done to remedy weaknesses, common errors, misconceptions, etc)

_______________________ ______________________ ________________ Teacher Signature Date _______________________ ______________________ ________________ HOD Signature Date

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