grade 11 november 2015 history p2

NATIONAL SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2015

HISTORY P2

MARKS: 150 TIME: 3 hours

This question paper consists of 9 pages.

*IHISTE2*

2 HISTORY P2 (EC/NOVEMBER 2015)

Copyright reserved Please turn over

INSTRUCTIONS AND INFORMATION 1. This question paper consists of SECTION A and SECTION B based on the

prescribed content framework as contained in the CAPS document. 2. SECTION A consists of THREE source-based questions. Source material

that is required to answer these questions will be found in the ADDENDUM.

3. SECTION B consists of SIX essay questions. 4. Do NOT answer TWO essay questions from the same theme. 5. Answer THREE questions as follow: 5.1 At least ONE must be source-based question and at least ONE must

be an essay question. 5.2 The third question can either be a source-based question or an

essay question. 6. When answering questions, candidates should apply their knowledge, skill

and insight. 7. A mere rewriting of the sources as answers will disadvantage candidates. 8. Questions and subsections of questions must be numbered clearly and

correctly. 9. Write neatly and legibly.

(EC/NOVEMBER 2015) HISTORY P2 3


SECTION A: SOURCE-BASED QUESTIONS Answer at least ONE question from this section but not more than TWO questions. QUESTION 1: HOW DID AFRICAN NATIONALISM CONSCIENTISE BLACK

SOUTH AFRICANS TO RESIST OPPRESSION? Study sources 1A, 1B, 1C and 1D to answer the following questions. 1.1 Refer to Source 1A. 1.1.1 What problems did Africans experience according to “The African

Liberator”? (3 x 1) (3) 1.1.2 Use the source and your own knowledge to explain the aims of

the newspaper. (2 x 2) (4) 1.1.3 Extract evidence that suggests the view that African activities

needed the blessing of whites. (1 x 2) (2) 1.2 Consult Source 1B 1.2.1 Use the source and your own knowledge to explain what SANNC

stands for. (1 x 1) (1) 1.2.2 Use the source and your own knowledge to explain why the

SANNC called on black South Africans to unite. (2 x 2) (4) 1.2.3 Quote a sentence that indicate that the leadership of the SANNC

was intellectuals. (1 x 2) (2) 1.2.4 “Africans were treated as hewers of wood and drawers of water.”

With reference to the statement, explain how blacks were treated in South Africa. (2 x 2) (4)

1.2.5 Explain the reliability of this source to a historian studying

the rise of African nationalism. (1 x 2) (2)



1.3 Read Source 1C. 1.3.1 Define the following concepts in your own words: (a) Segregation (1 x 2) (2) (b) African nationalism (1 x 2) (2) 1.3.2 Use the source and your own knowledge to explain how the ANC

Youth League’s Programme of Action suggests a more militant approach towards oppression. (2 x 2) (4)

1.4 Study Source 1D. 1.4.1 Name the organisations that participated in the stay-away of

26 June 1950. (3 x 1) (3) 1.4.2 Identify how African nationalism is promoted by the ANC in this

poster. (1 x 3) (3) 1.4.3 Use the source and your own knowledge to identify the type of

African nationalism that is reflected in this poster. (1 x 2) (2) 1.4.4 With reference to the statement, “Freedom not Serfdom”, explain

the demands of the ANC. (2 x 2) (4) 1.4.5 Explain the usefulness of the poster to a historian studying the

changed approach of the ANC in becoming a mass-based organisation. (1 x 2) (2)

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

a paragraph of about SIX lines (60 words) explaining how African nationalism conscientised black South Africans to resist oppression. (6)

[50]



QUESTION 2: HOW DID THE SIX DAY WAR OF 1967 CONTRIBUTE TO

TENSION IN THE MIDDLE EAST? Study sources 2A, 2B, 2C and 2D to answer the following questions.

2.1 Read Source 2A. 2.1.1 Which country, according to the source was responsible for the Six

Day War? (1 x 1) (1) 2.1.2 Why, according to the source, did Israel decide to attack first?

(3 x 1) (3) 2.1.3 Use your own knowledge to identify the country that was governed

by Nasser. (1 x 2) (2) 2.1.4 Use the source and your own knowledge to explain the main

reasons why the Arab countries attacked Israel. (2 x 2) (4) 2.1.5 Use the source and your own knowledge to explain why

Israel was victorious in this conflict. (1 x 3) (3) 2.2 Study Source 2B. 2.2.1 Identify TWO territories that Israel gained after the Six Day War.

(2 x 1) (2) 2.2.2 Use the source and your own knowledge to explain the advantage

that the capturing of these territories had for Israel. (2 x 2) (4) 2.2.3 Identify TWO countries that fought against Israel during the Six Day

War. (2 x 1) (2) 2.2.4 Use the source and your own knowledge to explain the impact of the

Six Day War on Arab countries. (2 x 2) (4)



2.3 Consult Source 2C. 2.3.1 According to the source, how many Arabs were killed during

the Six Day War? (1 x 1) (1) 2.3.2 How does Source 2A complement (support), Source 2C with

regards to the outcome of the war? (2 x 2) (4) 2.4 Refer to Source 2D. 2.4.1 Who was the leader of the Palestine Liberation Organisation?

(1 x 1) (1) 2.4.2 Explain in your own words what is meant by a “guerrilla

commando.” (1 x 2) (2) 2.4.3 Why do you think the Arabs changed their tactics in attacking

Israel? (1 x 2) (2) 2.4.4 “Palestine guerrillas attacked Israeli targets around the world.” With

reference to the statement identify the incident that happened in Germany in 1972. (1 x 2) (2)

2.4.5 How, according to the source did Israel respond to these guerrilla

attacks? (3 x 1) (3) 2.4.6 Use the source and your own knowledge to explain the impact

these attacks had on Arab-Israeli relations. (2 x 2) (4) 2.5 Using the information in the relevant sources and your own knowledge,

write a paragraph of about SIX lines (60 words) explaining how the Six Day War contributed to tension in the Middle East. (6)

[50]



QUESTION 3: HOW DID THE NATIONAL PARTY IMPLEMENT ITS IDEOLOGY

OF APARTHEID IN SOUTH AFRICA? Study sources 3A, 3B, 3C and 3D to answer the following questions. 3.1 Refer to Source 3A. 3.1.1 Name the party that implemented the policy of apartheid. (1 x 1) (1) 3.1.2 Which South African Prime Minister constructed the policy of

apartheid in 1948? (1 x 2) (2) 3.1.3 Use the source and your own knowledge to explain why the policy of

apartheid was implemented. (2 x 4) (4) 3.1.4 “Apartheid went further than segregation.” Use your own knowledge

to explain why this was done. (2 x 2) (4) 3.1.5 “Racial laws dictated where and how they could live, travel, work, go

to school, marry and socialise.” With reference to this statement, identify the laws that determined where:

(a) Blacks should live (1 x 2) (2) (b) Blacks should be schooled (1 x 2) (2) 3.2 Read Source 3B. 3.2.1 What was Harry Danes’ (a white resident) attitude towards

integration in Sophiatown? (Written source) (1 x 2) (2) 3.2.2 Explain why Harry Danes’ statement can be viewed as bias towards

blacks. (Written source) (2 x 2) (4) 3.2.3 Use your own knowledge to explain the reasons why non-whites

were removed from Sophiatown. (1 x 2) (2) 3.2.4 What, according to the source, was Sophiatown renamed to after the

forced removals? (1 x 1) (1) 3.2.5 What does the presence of the police in this photograph imply?

(Visual source) (1 x 2) (2) 3.2.6 Use the source and your own knowledge to explain the impact these

forced removals had on the lives of black South Africans. (1 x 2) (2)



3.3 Read Source 3C. 3.3.1 Define the concept democracy in your own words. (1 x 2) (2) 3.3.2 How, according to the source, did the apartheid government prevent

the growth of a united African nationalism? (1 x 1) (1) 3.3.3 Use the source and your own knowledge to explain whether South

Africa was a democratic country as it claimed at this point in time. Motivate your answer. (1 x 2) (2)

3.3.4 How, according to the source did the National Party government

justify the creation of its homeland policy? (1 x 2) (2) 3.4 Consult Source 3D. 3.4.1 Name any THREE independent homelands that were created by

the South African government. (3 x 1) (3) 3.4.2 What were the findings of the Tomlinson Commission? (1 x 2) (2) 3.4.3 Use your own knowledge to explain why the apartheid government

rejected the recommendations of the Tomlinson Commission. (2 x 2) (4)

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

write a paragraph of about SIX lines (60 words) explaining whether you agree with the statement: “The National Party adopted apartheid to ensure the survival of the Afrikaner nation at the expense of all other races.” (6)

[50]



SECTION B: ESSAY QUESTIONS Answer at least ONE, but not more than TWO questions from this section. QUESTION 4: AFRIKANER NATIONALISM QUESTION 4.1 Evaluate the reasons for the rise of Afrikaner nationalism from 1930 to 1948. Use relevant examples to support your answer. [50]

OR QUESTION 4.2 “Afrikaner nationalism was created and manipulated by a particular interest group who developed a new sense of cultural unity through symbols and institutions.” Do you agree with the statement? Validate. [50] QUESTION 5: NATIONALISM IN AFRICA QUESTION 5.1 Assess the role played by Kwame Nkrumah in Ghana’s struggle for independence. [50]

OR QUESTION 5.2 “It was Pan Africanism and the influence of Marcus Garvey that led to the transformation of the ‘Gold Coast’ to Ghana in 1957.” Critically assess the validity of this statement. [50] QUESTION 6: RESISTANCE IN SOUTH AFRICA – 1940s TO 1960s QUESTION 6.1 “The National Party government enforced its policy of apartheid so effectively that there was no opportunity for resistance.” Explain to what extent this statement is accurate by examining the resistance in South Africa in the 1950s. [50]

OR QUESTION 6.2 “By the 1960s apartheid was seen as an aberration (deviation) in the post-World War Two era and racism was condemned.” In the light of this statement, critically assess to what extent resistance to apartheid in the 1960s was successful. [50]

TOTAL: 150

NATIONAL SENIOR SERTIFICATE

GRADE 11

NOVEMBER 2015

HISTORY P2 ADDENDUM

This addendum consists of 12 pages.

*IHISTE4*

2 HISTORY P2 (ADDENDUM) (EC/NOVEMBER 2015)


QUESTION 1: HOW DID AFRICAN NATIONALISM CONSCIENTISE BLACK SOUTH AFRICANS TO RESIST OPPRESSION?

SOURCE 1A This is an extract from the African newspaper The African Liberator that explains the ideas of African nationalism. The African Liberator teaches Africans to free themselves from the bondage of poverty, prejudice and injustice. It teaches them self-reliance and self-help not only in one essential, but in all those things that contribute towards happiness and well-being. There is no progress in African aping (imitating) Europeans and telling us that they represent the best in their race … Slave mentality still holds our people in chains and they firmly believed that they can only exist through the good graces of their ‘Masters.’ Before doing anything worthwhile, they must have the stamp of approval, from Europeans, otherwise they have no confidence in their work, thoughts and ideas. [Taken from: Making History by R Deftereos et al] SOURCE 1B A Zulu lawyer called Pixley ka Izaka Seme founded the SANNC. He organised and gave an address at a conference on 8 January 1912, the day on which the SANNC was founded. At this meeting he stated: Chiefs of royal blood and gentlemen of our race … we have discovered that in the land of their birth, Africans are treated as hewers (people who use axes to chop wood) and drawers of water. The white people of this country have formed what is known as the Union of South Africa – a Union in which we have no voice in the making of laws and no part in their administration. We have called you to this conference so that we can together devise ways and means of forming our union for the purpose of creating national unity and defending our rights and privileges. [Taken from: Spot On by B Cloete et al]

(EC/NOVEMBER 2015) HISTORY P2 (ADDENDUM) 3


SOURCE 1C This is an extract from the policy statement adopted at the ANC Annual Conference – 17 December 1949. The fundamental principles of the Programme of Action of the ANC are inspired by the desire to achieve national freedom. By national freedom we mean freedom from white domination and the attainment of political independence. This implies the rejection of the conception of segregation, apartheid, trusteeship or white leadership which are all, in one way or another, motivated by the idea of white domination or the domination of the whites over the blacks. Like all other people the African people claim the right of self-determination …To achieve these objectives the following Programme of Action is suggested … ● The abolition of all differential political institutions, the boycotting of which we accept … to employ the following weapons: immediate and active boycott, strike, civil disobedience, non-cooperation and such other means as may bring about the accomplishment and realisation of our aspirations …

[Taken from: Internet source: anc.org.za. Accessed on 8 October 2014.]



SOURCE 1D This is a poster published by the ANC inviting all anti-apartheid organisations to join a national day of protest on the 26 June 1950, after the killing of 18 protestors during the 1 May strike.

[Taken from: In Search of History by J Bottaro et al]




TENSION IN THE MIDDLE EAST? SOURCE 2A This extract focuses on the causes of the Six Day War. Israel’s invasion of Sinai in 1956 was the second major conflict between Arabs and Israeli’s. The third took place in1967 and is known as the Six Day War. As in 1956, the initiative again came from Israel, but as in 1956 Israel once again feared that if it did not attack first it would lose the advantage. Events during the early months of 1967 suggested that the Arab states were building up to a major attack. Syrian forces increased their shelling of Israel settlements on the Golan Heights. Nasser moved up troops to the Sinai border and asked the UN to remove its peacekeeping forces from both Sinai and the Gaza Strip. As in 1956, Israeli shipping was obstructed in the Gulf of Aqaba. Israel’s response, organised by its new Defense Minister, Moshe Dayan, was a series of lighting raids on all its enemies. Arab airfields were destroyed. Israeli forces advanced simultaneously against Egypt, Jordan and Syria. The Egyptians were driven right back across the Sinai desert as far as the east bank of the Suez Canal. Jordan lost the west bank of the River Jordan. Syria was driven out of the Golan Heights. Shattered by the overwhelming superiority of the Israeli forces, all three countries had agreed to ceasefires within six days of the original Israeli attack. [Taken from: People and Events in the Modern World by N Tate]



SOURCE 2B This map indicates the vast Arab territories that were occupied by Israel during the 1967 war.

[Taken from: In Search of History by J. Bottaro et al]



SOURCE 2C This source shows casualty figures of the Arab states in comparison to those of the Israelis in the 1967 war. ISRAELI Egyptian

Front Jordanian

Front Syrian Front TOTAL

Killed 275 299 115 689 Wounded 800 1 457 306 2 563 ARAB(estimated) Killed 10 000 1 000 2 500 13 500 Wounded 20 000 2 000 5 000 27 000

[Taken from: Questions of evidence: The Twenty Century World by P Mantin] SOURCE 2D This extract deals with the Israeli and Palestinian response to the 1967 war. After the formation of the Palestine Liberation Organisation, and under the leadership of Yasser Arafat, Palestinian guerrilla/commando/terrorist groups began a series of organised and increasingly violent attacks on Israel itself and on Israeli targets around the world. Israel responded in various ways, including commando raids of their own, assassinations of PLO leaders and operatives around the world, and, at times, full-scale invasions of neighbouring countries, such as Lebanon, which gave the PLO aid and sanctuary. [Taken from: http://www.historyguy.com/israeli - palestinian battles. htm]

http://www.historyguy.com/israeli



QUESTION 3: HOW DID THE NATIONAL PARTY IMPLEMENT ITS

IDEOLOGY OF APARTHEID IN SOUTH AFRICA? SOURCE 3A This extract deals with a definition of apartheid adapted from a South African history online education site. Translated from Afrikaans, apartheid means ‘apartness.’ The term is used to describe the legalised racist policy of the National Party (NP) between 1948 and (officially) 1994. Its roots can be found in South Africa’s earlier policies of segregation. Apartheid went further than segregation in formally regulating racial classification, relations and divisions. It saw black people as backward and uncivilised, and needed to be kept apart from white people. The only relationship that black people were allowed to have with white people was one in which they served them. Black people were discriminated against in almost every sphere of life. Racist laws dictated where and how they could live, travel, work, go to school, marry and socialise.

[Taken from: Internet source: http://www.sahistoryonline.org.za]



SOURCE 3B This source consists of a written and a visual source and deals with the implementation of the Group Areas Act in Sophiatown. WRITTEN SOURCE: This source explains different viewpoints of life in Sophiatown. The non-racial suburb of Sophiatown was bulldozed and replaced by Triomf, triumph of apartheid. But memories have never died, and many people still call the area by its old name. Harry Danes (a white resident) 54, lived in Hursthill, a nearby suburb. He watched the removals and commented, “We saw riots and people burning homes, the army and police often had to close off the area and teach these guys a lesson.” The memory of black residents is different. They remember vividly being “forced at gunpoint to get into trucks and move to Meadowlands. They also remember that we were such happy people – “it was safe and fun being in Sophiatown.” Their homes were bulldozed. Marion Kahn states: “I am still haunted by one question: Why did the government do this? It was the most heart-breaking experience.” [Taken from: Sunday Independent, 9 June 1996, Johannesburg] VISUAL SOURCE: Shows the forced removal of people from Sophiatown

[Taken from: Top Class by P. Ellis et]



SOURCE 3C This extract focuses on some of the reasons for the implementation of the homeland policy. At the heart of the issue were the political rights of Africans and the question of democracy. The white government wanted to convince the world that South Africa was a democracy in which everyone had the right to vote. They explained that Africans would have the right to vote for their own political leaders in their homelands, but would have no political rights in South Africa. By dividing Africans into ten different cultural, political and ethnic groups, the nationalist government could claim that there was no African majority living in South Africa. Moreover, by highlighting the ethnic identities of Africans, the government hoped to create divisions among them and prevent the growth of a united African nationalism that could threaten the apartheid state. The homelands were meant to become politically and economically independent. In truth, they never were … [Taken from: New Generations by F Frank et al]



SOURCE 3D This map shows the situation of the homelands and the recommended adjustments of the Tomlinson Commission.

[Taken from: Spot On by B Cloete et al]



ACKNOWLEDGEMENTS Visual sources and other historical evidence were taken from the following: Bottaro, J. et al. 2012. In Search of History (Oxford University Press) Cloete, B. et al. 2012 Spot On (Heinemann) Deftereos, R. et al. 2006. Making History (Heinemann publishers) Ellis, P. 2012. Top Class (Shuter & Shoorter) Frank. F. 2012. New Generations (New Generations Publishers) http://www.historyguy.cm/israeli − palestinian battle.htm Internet source: anc.org.za – Accessed on 8 October 2014. Internet source: http.//www.sahistoryonline.org.za Mantin, P. 2012. Questions of evidence: The Twenty Century World Sunday Independent newspaper Tate, N. 2012. People and Events in the Modern World (Maskew Miller Longman)

http://www.historyguy.cm/israeli

NATIONAL SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2015

HISTORY P2 MEMORANDUM

MARKS: 150

This memorandum consists of 24 pages.



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

questions: LEVELS OF SOURCE-BASED QUESTIONS. COGNITVE

LEVELS HISTORICAL SKILLS WEIGHTING OF

QUESTIONS LEVEL 1 (L1) x Extract evidence from

sources. x Selection and

organisation of relevant information from sources.

x Define historical concepts/terms.

30% (15)

LEVEL 2 (L2) x Interpretation of

evidence from sources. x Explain information

gathered from sources. x Analyse evidence from

sources.

50% (25)

LEVEL 3 (L3) x Interpret and evaluate

evidence from the sources.

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

x Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions.

20% (10)

1.2 The following information below indicates how to source-based

questions are assessed: x In the marking of source-based questions, credit needs to be given to

any other valid and relevant viewpoints, arguments, evidence or examples.

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

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



2. ESSAY QUESTIONS 2.1 The essay questions require candidates to: x 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 x Markers must be aware that the content of the answer will be guided by

the textbooks in use at the particular centre. x Candidates may have any other relevant introduction and/or conclusion

than those included in a specific essay marking guideline for a specific essay.

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

2.3 Global assessment of the essay The essay will be assessed holistically (globally). This approach requires the

teacher to score the overall product as a whole, without scoring the component parts separately. This approach encourages the learner to offer an individual opinion by using selected factual evidence to support an argument. The learners will not be required to simply regurgitate ‘facts’ in order to achieve a high mark. This approach discourages learners from preparing ‘model’ answers and reproducing them without taking into account the specific requirements of the question. Holistic marking of the essay credits learners’ opinion supported by evidence. Holistic assessment, unlike content-based marking, does not penalise language inadequacies as the emphasis is on the following: x The construction of argument x The appropriate selection of factual evidence to support such

argument x The learner’s interpretation of the question

2.4 Assessment procedures of the essay 2.4.1 Keep the synopsis in mind when assessing essays. 2.4.2 During the first reading of the extended writing, ticks need to be

awarded for a relevant introduction (indicated by a bullet in memorandum) each of the main points/aspects that is properly contextualised (also indicated by bullets in the memorandum) and a relevant conclusion (indicated by a bullet in the memorandum) e.g. in an answer where there are 5 main points there will be 7 ticks.



2.4.3 The following additional symbols can also be used: x Introduction, main aspects and conclusion not

contextualised x Wrong statement x Irrelevant statement x Repetition R x Analysis A√ x Interpretation I√

2.5 The Matrix 2.5.1 Use of analytical matrix in the marking of essay

In the marking of essays, with reference to page 5, the given criteria shown in the matrix should be used. In assessing the extended writing note should be taken of both the content and presentation. At the point of intersection of the content and presentation based on the seven competency levels, a mark should be awarded.

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

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

C LEVEL 4

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

matrix) of presentation. C LEVEL 4 P LEVEL 5

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

C LEVEL 4 30 – 33 P LEVEL 5



MARKING MATRIX FOR ESSAY: TOTAL MARKS: 50

PRESENTATION CONTENT

LEVEL 7 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.

LEVEL 6 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.

LEVEL 5 Well planned and structured essay. Attempts to develop a clear argument. Conclusion drawn from the evidence to support the line of argument.

LEVEL 4 Planned and constructed an argument. Evidence used to some extent to support the line of argument. Conclusions reached based on evidence.

LEVEL 3 Shows some evidence of a planned and constructed argument. Attempts to sustain a line of argument. Conclusions not clearly supported by evidence.

LEVEL 2 Attempts to structure an answer. Largely descriptive or some attempt at developing a line of argument. No attempt to draw a conclusion.

LEVEL 1 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 not 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



SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID AFRICAN NATIONALISM CONSCIENTISE

BLACK SOUTH AFRICANS TO RESIST OPPRESSION? 1.1 1.1.1 [Extraction of information from source – L1] (a) x Imitating Europeans

x Slave mentality still holds them in chains x They could only exist through the good graces of their

‘Masters’ (3 x 1) (3) 1.1.2 [Interpretation of evidence from source – L2] x To make Africans aware to stop depending on whites

x Africans should become independent x Stop letting whites make decisions for them x Any other relevant response (2 x 2) (4)

1.1.3 [Extraction of evidence from source – L1] x “Before doing anything worthwhile, they must have the

stamp of approval from some Europeans.” (1 x 2) (2) 1.2 1.2.1 [Straightforward interpretation of evidence from source – L1]

x South African Native National Congress (1 x 1)

(1)

1.2.2 [Interpretation of evidence from source – L2]

x When the Union of South Africa was formed blacks were

excluded from the government x Black South Africans had no political rights x Black South Africans had no say in the making of the laws

and administration of South Africa x To mobilise Africans to form nationalist organisations and to

promote unity x Any other relevant response (Any 2 x 2) (4)

1.2.3 [Extraction from evidence from source – L1]

● “Chiefs of royal blood and gentleman of our race …”(1 x 2) (2)


x Not regarded as citizens of South Africa x Subjected to hardship x Any other relevant response. (2 x 2) (4)



1.2.5 [Engage with sources to determine its usefulness, reliability, bias

and limitations – L3] RELIABLE x Primary source − Assert yourself x The speech can be collaborated with other sources x Formed SANNC to promote unity amongst black South

Africans and to restore their dignity and rights x Any other relevant response. (Any 1 x 2) (2)

1.3 1.3.1 [Define historical concepts – L1] (a) x A policy of keeping groups of people separately within

society x Any other relevant explanation (1 x 2) (2)

(b) x An ideology that united blacks in the struggle against

colonial and racial oppression to achieve freedom and independence

x Any other relevant response (1 x 2) (2) 1.3.2 [Interpretation of evidence from source – L2]

x It shows determination to bring about reform x More demanding tone x Openly rejected white domination x It supported mass action, i.e. strikes, boycotts and mass

civil disobedience to achieve self-determination x Any other relevant response. (Any 2 x 2) (4)

1.4 1.4.1 [Extraction of information from source – L1]

x ANC x South African Indian Congress x African People’s Organisation (3 x 1) (3)


x They called on all South Africans to unite and support the

stay-away. x Any other relevant response (1 x 3) (3)


x Inclusive nationalism/Chartirist (1 x 2) (2)




x The people wanted political and economic rights x They wanted their human rights to be promoted x Wanted to be active citizens in their own country x They did not want to be treated as slaves with no rights x Any other relevant response (Any 2 x 2) (4)


and limitations – L3] USEFUL x The poster shows that action will be taken against the

apartheid regime x It was the beginning of the all-out struggle for freedom x It called on all South Africans to participate in stay-away x It shows the co-operation of various races x Any other relevant response

NOT USEFUL x It is visually unappealing x Many people who were illiterate would not understand all the

vocabulary on this poster x Any other relevant response (Any 1 x 2) (2)

1.5 [Interpretation, comprehension and synthesis of evidence from sources –

L3] Candidates should include some of the following: x Made Africans aware to free themselves of the bondage of poverty,

prejudice and injustice (Source 1A) x Made Africans aware to become self-reliant (Source 1A) x To stop depending on whites (Source 1A) x Stop seeing themselves as inferior x Led to the formation of the SANNC (Source 1B) x Called on black South Africans to unite and fight for their rights

(Source1 B) x Inspired black South Africans to achieve national freedom

(Source 1C) x Formation of ANC Youth League that stimulated nationalism x Drew up Programme of Action – calls for mass action to resist racial

policies − sense of urgency, more militant (Source 1C and 1D) x National stay-away called (Source 1C and 1D) x Any other relevant response (6)



Use the following rubric to allocate a mark: LEVEL 1 x Uses evidence in an elementary manner,

e.g. show little or no understanding on how African nationalism conscientised black South Africans to resist oppression.

x Uses evidence partially to report on topic or cannot report on topic.

Marks: 0 – 2

LEVEL 2 x Evidence is mostly relevant and relates to a

great extent to the topic, e.g. shows an understanding of how African nationalism conscientised black South Africans to resist oppression

x Uses evidence in a very basic manner.

Marks: 3 – 4

LEVEL 3 x Uses relevant evidence, e.g. demonstrates

a thorough understanding of how African nationalism conscientised black South Africans to resist oppression.

x Evidence relates well to the topic. x Uses evidence very effectively in an

organised paragraph that shows an understanding of the topic.

Marks: 5 – 6

[50]




TENSION IN THE MIDDLE EAST? 2.1 2.1.1 [Extraction of evidence from source – L1]

x Israel (1 x 1) (1)

2.1.2 [Extraction of evidence from source – L1]

x Syrian forces increased their shelling of Israeli settlements

on the Golan Heights x Nasser moved up troops to the Sinai border x Nasser asked the UN to remove its peacekeeping forces

from both Sinai and the Gaza Strip x Israeli shipping was obstructed in the Gulf of Aqaba

(Any 3 x 1) (3) 2.1.3 [Interpretation of evidence from source – L2]

x Egypt (1 x 2) (2)


x Did not recognise the state of Israel x Arab countries supported the Arab Palestinians who

believed that Palestine belonged to them x Israel’s invasion of Sinai in 1956 x Any other relevant response (Any 2 x 2) (4)


x Launched a series of lighting attacks x Israeli army was superior x Strategies of attacks were well planned x Any other relevant response (Any 1 x 3) (3)


x Gaza Strip x West Bank x Golan Heights (Any 2 x 1) (2)


x This meant that the whole of the area that had been

Palestine was now part of Israel x Israel gained military and politically from the Arabs x Any other relevant response (2 x 2) (4)



2.2.3 [Extraction of evidence from source – L1]

x Egypt x Jordan x Syria (Any 2 x 1) (2)


x Egyptian military power and status in the Arab world were

damaged x Arab nationalism suffered a humiliating defeat x Any other relevant response. (2 x 2) (4)


x 13 500 (1 x 1) (1)

2.3.2 [Comparison of sources – L3]

x Shows Israeli’s were victorious x Had less casualties x Better organised x Israel determined to fight for their independence x Any other relevant answer. (Any 2 x 2) (4)

2.4 2.4.1 [Extraction of evidence from source – L1]

x Yasser Arafat (1 x 1) (1)

2.4.2 [Define historical concept – L1]

x An armed fighter with political objectives who is not part of a

regular army x Any other relevant explanation (1 x 2) (2)


x Conventional war has failed; the Arabs were resorting to

more extreme violent tactics x Any other relevant response (1 x 2) (2)


x At the Olympic Games in Munich − 11 Israeli athletes were

assassinated x Hijacked Israeli aircrafts (Any 1 x 2) (2)



2.4.5 [Extraction of information from source – L1]

x Commando raids of their own x Assassinated PLO leaders x Full-scale invasion of neighbouring countries (3 x 1) (3)


x Increased tension in the Middle East x Solution to the conflict seem distant x Any other relevant response (2 x 2) (4)

2.5 [Interpretation, comprehension and synthesis of evidence from sources –

L3] Candidates should include some of the following: x Arabs lost territory to Israel (Source 2A and 2B) x Israel victorious; boost for Jewish nationalism (Source 2A, 2B and

2C) x Egyptians were defeated in the Gaza Strip and Sinai Peninsula

(Source 2B) x Israel also occupied the Golan Heights which was strategically

Important (Source 2A and 2B) x Jordan was defeated and the old city of Jerusalem was now in Israeli

hands (Source 3B) x Destroyed self-esteem and nationalism of Arab countries x Israel had less casualties; better organised (Source 2C) x Israel gained politically and economically from the war (Source 2B) x Palestinian Arabs formed guerrilla commando’s – El-Fatah and PLO

(Source 2D) x Determined to destroy Israel and regain lost territory x Any other relevant response. (6)



Use the following rubric to assess this paragraph. LEVEL 1 x Uses evidence in an elementary manner, e.g.

shows no or little understanding on how the Six Day War contributed to tension in the Middle East

x Uses evidence partially to report on topic or cannot report on topic.

Marks: 0 – 2


great extent to the topic, e.g. shows an understanding on how the Six Day War contributed to tension in the Middle East


Marks: 3 – 4

LEVEL 3 x Uses relevant evidence, e.g. demonstrates a

thorough understanding on how the Six Day War contributed to tension in the Middle East.

x Evidence relates well to the topic. x Uses evidence very effectively in an organised

paragraph that shows an understanding of the topic.

Marks: 5 – 6

[50]



3.1.5 [Interpretation of evidence from source – L1] (a) Group Areas Act (1 x 2) (2) (b) Bantu Education Act (1 x 2) (2)

QUESTION 3: HOW DID THE NATIONAL PARTY IMPLEMENT ITS IDEOLOGY OF APARTHEID IN SOUTH AFRICA?


x National Party (1 x 1) (1)


x D.F. Malan (1 x 2) (2)

3.1.3 [Extraction and interpretation of evidence from source – L1]

x To ensure that white South Africans retained power

permanently x To protect the interest of the white voters x Black people were seen as backward and uncivilised and

needed to be kept apart from whites x Whites would be protected from competition for jobs by

black South Africans x Any other relevant response (Any 2 x 2) (4)


x Segregation was more loosely enforced x Although Africans were told where to live and work they still

had some freedom x Under segregation multi-racial areas like District Six and

Sophiatown thrived x With the segregation policy they were still allowed to marry

any person of their choice x Any other relevant response. (Any 2 x 2) (4)



3.2 3.2.1 [Interpretation of evidence from source – L2] x Did not support non-racism/integration x Viewed non-racism as trouble that needed police

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


and limitations – L3]

BIAS x He did not physically live in Sophiatown, but in a

neighbouring suburb x He was white and had little understanding of the culture in

Sophiatown x Any other relevant response. (Any 2 x 2) (4)


x It was in line with the government’s policy of separate

development x It was one pillar of the government’s apartheids policy x Triomf was reserved for whites only x Any other relevant response (Any 1 x 2) (2)


x Triomf (1 x 1) (1)


x People were forcefully removed x The presence of army trucks and police suggests that the

move was anything, but voluntary x People did not want to leave x Any other relevant response (Any 1 x 2) (2)


x Heart-breaking experience x They lost the sense of belonging to a community x Separated from loved ones x Any other relevant response (Any 1 x 2) (2)



3.3 3.3.1 [Define historical concepts from source – L1] x Government elected by the people x Any other relevant explanation (1 x 2) (2)


● Divided Africans into ten different cultural, political and ethnic

groups (1 x 1) (1) 3.3.3 [Interpretation of evidence from source – L2]

NO x Black South Africans had no voting rights in South Africa x Black South Africans had no political rights x Any other relevant response. (Any 1 x 2) (2)


x They wanted to convince the world that South Africa was a democracy, in which everyone had the right to vote

x That black South Africans would have the right to vote for their own political leaders in their homelands (Any 1 x 2) (2)

3.4 3.4.1 [Extraction of evidence from source – L1]

x Transkei x Ciskei x Venda x Bophuthatswana x KwaZulu x KwaNdebele x Gazankulu x KaNgwane x QwaQwa x Lebowa (Any 3 x 1) (3)


x The homelands needed to be enlarged to become economically self-sufficient

x The homeland areas were too fragmented and needed to be consolidated

x It also stated that more economic investment was required to make them to be truly independent (Any 1 x 2) (2)


x The National Party did not want the homelands to be truly independent or economically viable because they needed cheap labour

x They were also not willing to give up any of the land included in ‘white’ South Africa

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



3.5 [Interpretation, comprehension and synthesis of evidence from sources – L3] Candidates should include some of the following: AGREE x Apartheid – explain ideology (Source 3A) x Nothing but the survival of the Afrikaner was important (Source 3A) x Segregation and discriminatory laws were passed

(Source 3B, 3C and 3D) x Blacks had no political rights in South Africa (Source 3C) x Apartheid laws discriminated against all races except the white race

(Source 3B, 3C, and 3D) x Could not use certain facilities (Source 3A) x Group Areas Act – led to forced removals (Source 3B) x It caused disruption, discomfort and heartache to many

(Source 3B and 3C) x Ensure white domination x Homeland Policy – to preserve white supremacy in South Africa

(Source 3C and 3D) x Ensure a cheap labour market for mines and white farmers x Any other relevant response.

DISAGREE x Black South Africans were given their own facilities to use x “Non-whites” were given specially set aside areas to stay

(Source 3C) x Created homelands to live in and where they could enjoy rights

(Source 3D) x Had voting rights in their homelands x Any other relevant response (6)



Use the following rubric to allocate a mark. LEVEL 1 x Uses evidence in an elementary manner, e.g.

shows no or little understanding of whether or not the NP adopted apartheid to ensure the survival of the Afrikaner nation at the expense of everything else.

x Uses evidence partially to report on the topic or cannot report on topic.

Marks: 0 – 2


great extent to the topic, e.g. shows an understanding of whether or not the NP adopted apartheid to ensure the survival of the Afrikaner nation at the expense of everything else.


Marks: 3 – 4

LEVEL 3 x Uses relevant evidence, e. g. shows a

thorough understanding of whether or not the NP adopted apartheid to ensure the survival of the Afrikaner nation at the expense of everything else.

x Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

Marks: 5 – 6

[50]



SECTION B: ESSAY QUESTIONS QUESTION 4: NATIONALISM IN SOUTH AFRICA: AFRIKANER NATIONALISM. 4.1 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Candidates should focus on the factors that led to the rise of Afrikaner nationalism from 1930 to 1948 MAIN ASPECTS Introduction: Introduction should focus on the reasons for the rise of Afrikaner

nationalism ELABORATION x Constitutional independence from Britain−but still part of the British Empire x Recognition of Afrikaans and flag question − in 1924 when Hertzog, leader

of the NP became Prime Minister who were a fierce fighter for Afrikaner nationalism

x South Africa’s sovereign independence − with the Balfour Declaration at the Imperial Conference in 1926

x Role of the “Volk” − promoted the exclusive interest of “true” Afrikaners “highlighted” events of volks-history

x Centenary celebration − bind and strengthen Afrikaner nationalism − led to formation of Ox- wagon sentinel

x Second World War − South Africa fought on the side of Britain – many Afrikaner nationalists did not support this and use violent methods to block South Africa’s participation

x 1948 elections − Afrikaner nationalists appealed to Afrikaner voters to vote for the NP − Apartheid

x Any other relevant answer Conclusion: Candidates should tie up their argument with a relevant conclusion

[50] Use the matrix on page 5 to assess this essay.

OR



4.2 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Candidates must focus on whether Afrikaner nationalism was the ‘awakening’ of an ancient Afrikaner identity or created and manipulated by a particular interest group. MAIN ASPECTS Introduction: Candidates should evaluate the statement and indicate their line

of argument. ELABORATION x Afrikaners only arose as a distinct group after the mixing and forging of

various European nationalists at the Cape x Not all Afrikaners were extreme nationalists. It was a drive by extreme

nationalists to unite Afrikaners throughout the country. x The intense nationalism of the 1940s resulted from a specific drive that

gained momentum after the 1938 centenary celebrations of the Great Trek. x Role of Hertzog’s Pact government (sovereign independence from Britain,

role of Afrikaans language, etc.) x Consolidation of constitutional issues such as the flag, Balfour Declaration x Role of Broederbond / FAK in ensuring the preservation and preparation of

Afrikaner language, culture and finances x Century celebration of the Great Trek led a surge in Afrikaner nationalism x Formation and impact of the Ossewa Brandwag and New Order x The Volk, a chosen people became the cornerstone of Afrikaner nationalism x Nasionale Pers – published Afrikaner nationalist newspapers – Die Burger x Creation of SANTAM and SANLAM x Volkskas Bank x Volkskongres held to promote and grow − of Afrikaner businesses x The impact and role of World War Two − consolidation of Afrikaner

nationalism x The run up to the 1948 elections and its aftermath x Any other relevant answer Conclusion: Candidates should tie up their argument with a relevant conclusion. [50] Use the matrix on page 5 to assess this essay question.



QUESTION 5: NATIONALISM IN AFRICA − GHANA 5.1 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Candidates must evaluate the role played by Kwame Nkrumah in Ghana’s struggle for independence MAIN ASPECTS Introduction: Focus on the Gold Coast as a British colony and the role of Kwame

Nkrumah is attaining independence of Ghana. ELABORATION x Kwame Nkrumah was invited to become secretary of the UGCC in 1945 x UGCC became a dynamic political movement x 1948-boycotts and strikes x Violence, unrest and riots in February 1948 x Nkrumah left the UGCC in 1948 to form a move radical nationalist party,

Conventions People Party (CPP) whose goal was self-government now x The CPP attracted a mass following x British proposal of new constitution in 1951 rejected x Nkrumah was arrested and after his release formed a new government x Continued protest until independence date set for March 1957 x Any other relevant response. Conclusion: The Gold Coast became independent on 6 March 1957 and

became known as Ghana. Nkrumah became the first president x Any other relevant conclusion. [50] Use the matrix on page 5 to assess this essay.

OR

5.2 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Candidates must assess the link between Pan Africanism and the independence movement in Ghana. They should take a specific line of argument and support their answer with relevant evidence. MAIN ASPECTS Introduction: Can define Pan-Africanism; ideas promoted by Marcus Garvey; The Gold Coast was a British colony.



ELABORATION

x Nkrumah exposed to Pan-Africanist ideas in the USA x Pan-Africanism condemned colonial rule and demanded independence of

African states x Nkrumah − attended the 5th Pan-Africanist Congress in Manchester, 1945 x African nationalism was influenced by the ideas coming from the

diaspora, especially with regard to the common heritage, identity and culture that they shared

x Also believed in economic self-reliance and the use of socialist ideas and worker action was promoted

x African nationalism also influenced the Pan Africanist movement because they were more assertive and militant

x After the Manchester conference, the Pan Africanist became more militant

x In Ghana, African nationalism was strong because of the vocal and strong middle class

x The western concepts of democracy and self-determination were strongly promoted in Ghana

x Nkrumah, a powerful and self-assured leader influenced people through his writings and effective speeches

x He pressed for self-determination and for the creations of a united states of Africa

x Actions by workers, trade union and intellectuals all contributed to the growth of African nationalism and resulted in independence

x Any other relevant answer. Conclusion: Candidates either agree or disagree that Pan-Africanist ideas

were responsible for the transformation of the Gold Coast into an independent Ghana.

x Any other relevant conclusion. [50] Use the matrix on page 5 to assess this essay.



QUESTION 6: APARTHEID SOUTH AFRICA – 1940s to 1960s 6.1 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Candidates need to explore whether the National Party government enforced its policy so effectively that there was no opportunity for resistance. MAIN ASPECTS Introduction: As soon as apartheid laws were passes there was opposition to

them. Protests in the 1950s having been of a non-violent nature and included people of all races and was in the urban and rural areas. It was successful in raising people’s awareness of the oppressive nature of apartheid but was not successful in ending the regime’s control, or any other relevant introduction.

ELABORATION

x ANC’s programme of action x May Day Strike x Defiance campaign x Congress Alliance (Kliptown) x Freedom Charter x Woman’s march to Pretoria x Treason TRIAL

Conclusion: The protestors did not succeed in ending apartheid. This is

when violent strategies were adopted. Through the protests of the 1950s however the people had shown their solidarity in opposing injustice, and organise on a national basis, committed themselves to a non-racial democratic future which was laid out on the Freedom Charter, or any other relevant conclusion [50]

Use the matrix on page 5 to assess this essay.

OR



6.2 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Learners should discuss how the government violently suppressed the resistance of the 1960s by the resistance movements. Introduction: The resistance adopted a more aggressive and violent form of

resistance in the 1960s to bring the apartheid government to its knees.

ELABORATION x Split in the ANC x Formation of the PAC x March 1960 − the ANC and PAC organised anti-pass campaigns x Planned to burn passes and be arrested x Protest in many townships x 21 March 1960 − 69 protestors shot at Sharpeville x Government ordered state of emergency x ANC and PAC banned x Thousands detained x ANC and PAC members went in exile x Adopted armed struggle x ANC formed MK (Spear of the Nation) x PAC formed Poqo x Government introduced harsher laws to crush the opposition x Police raid on MK headquarters in Rivonia x Rivonia trail of MK leaders (e.g. Mandela) x Sentenced to life in prison Conclusion: The government attempts to crush opposition seemed

successful, but the resistance to apartheid did not stop or any other relevant conclusion. [50]

Use matrix on page on page 5 to assess the essay.

TOTAL: 150

grade 11 november 2015 history p2

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