History Grade 11 Paper 1 Eastern Cape June 2025 Question Paper

Testpapers.co.za ¥ Province of the {EASTERN CAPE NATIONAL SENIOR CERTIFICATE JUNE 2025 . HISTORY P1 This question paper consists 8 of pages.

Testpapers.co.za INSTRUCTIONS AND INFORMATION 4. This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: COMMUNISM IN RUSSIA, 1900 — 1940s QUESTION 2: CAPITALISM IN THE USA — 1900 — 1940s QUESTION 3: IDEAS OF RACE IN THE LATE 19" AND 20" CENTURIES SECTION B: ESSAY QUESTIONS © QUESTION 4: COMMUNISM IN RUSSIA, 1900 — 1940s QUESTION 5: CAPITALISM IN THE USA — 1900 — 1940s QUESTION 6: IDEAS O RACE IN THE LATE 19" AND 20" CENTURIES SECTION A consists of ONE source-based questions. Source material that is required to answer these questions may be found in the ADDENDUM SECTION B consists of THREE essay questions. Answer TWO questions as follow: At least ONE must be source-based question and at least ONE must be an essay question. Candidates can answer a source-based from any topic and any essay question from any topic. You are advised to spend at least ONE hour per question. When answering questions, candidates should apply their knowledge, skill and insight. You will be disadvantaged by merely rewriting the sources as answers. Number the answers correctly according to the numbering system used in this question paper. Write neatly and legibly.

Testpapers.co.za SECTION A: SOURCE BASED QUESTIONS Answer at least ONE Question in this Section. Source material that is required to answer these Questions is contained in the ADDENDUM. QUESTION 1 HOW DID THE INTRODUCTION OF WAR COMMUNISM IN 1917 BY LENIN AFFECT THE LIVES OF THE RUSSIAN PEOPLE. Study Sources 1A, 1B, 1C and 1D to answer the questions that follow. 11 Study Source 1A imunisim in your own words. (1.x 2) | (2) 1.1.1 | Define the concept War Co. 1.1.2 | Why, according urce ar communism introduced? (1x2) (2) 1.1.3 | Using the informa’ why Lenin implem starvation among P\ and your own knowledge, explain unism although it led to widespread kers in Russia. (2.x 2) | (4) 1.2 | Consult Source 1B 1.2.1 | Select TWO pieces of evidence from the source confirming that food was strictly rationed. (2x1) | (2) 1.2.2 | What evidence in the source suggested that soldiers often used force to force Peasants to handover their grain to the State. (1x2) | (2) 1.2.3 | Comment on why the Government sent soldiers to force Peasants to handover any grain they had stored away. (2 x 2) | (4) 1.2.4 | How according to the source, did the Peasants resist handing over their grain surplus to the State. (2x1) | (2) rn 1.2.5 | Name THREE effects that the years, of War | Mines in Russia. Lees x1) | (3) 1.3 | Use Source 1C 1.3.1 | Explain the messages that are conveyed in | the effects of war communism. (2) 1.3.2 | Explain the implication of using young child (4) 1.4 | Compare Source 1B and Source 1C. Explain how the information in source 1B supports the evidence in Source 1C regarding the effects of War Communism on the people of Russia in the 1920s. (2 x 2) | (4)

Testpapers.co.za 1.5 | Read Source 1D rr evidence from the source that explain why the erthrow of Communist government. (3 x 1) | (3) 1.52y4 Li ‘atement “We are barely hanging on” _(1 x 2) | (2) =f 1.48) you Bolsheviks decided to change their policies. ik 1.5.4 | Comment on why the gla at Kronstadt decided to turn against the Bolsheviks gove enin (2x2) | (4) 1.6 | Using the informa sources and your own knowledge write a paragraph o nes (60 words) explaining how the introduction of war in 1917 by Lenin affected the lives of (6) the Russian people e7 jorephysies:com [50]

Testpapers.co.za QUESTION 2: HOW DID ROOSEVELT ATTEMPT TO SOLVE THE CRISIS AMERICANS FACED IN THE 1930’s? Study Sources 2A, 2B, 2C and 2D to answer the following questions. 2.1 2.2 2.3 2.4 Study Source 2A. 2.1.1. Define the concept Great Depression in your own words. (1 x 2) 2.1.2 Identify THREE reasons why the crops were damaged during the 1930's. (3x 1) 2.1.3 ing system collapsed in the USA in the ; (2 x 2) 2.1.4 1929 was termed ‘Black Friday.’ (1 x 2) Read Source 2B. 2.2.1 Define the co in the context of the Great Depression. (1x2) 2:2.2 i it by the “dark realities of the moment” vill act swiftly (2 x 2) was established to create work for (2x 1) 2.24 W é\ rdi e information in the source, did | \ tional Industrial Recovery Act? (4x 1) ink farmers were encouraged to produce less? (1x 2) Use Source 2C. 2.3.1. Explain why this cartoon was made regarding the promises Roosevelt made to the American people. (2 x 2) 2.3.2 | Who was the president that implemented the New Deal? (1x 1) Explain how Source 2B support the evidence in Source 2C regarding Roosevelt's New Deal. (2 x 2) (2) (3) (4) (2) (2) (4) (2) (4) (2) (4) (1) (4)

2.5 2.6 Testpapers.co.za Consult Source 2D 2.5.1 Explain why you will regard the New Deal as successful. (2 x 2) 2.5.2 Comment on the reasons for the differences in approach by Roosevelt and Hoover in handling the challenges of the Great Depression. (2 x 2) 2.5.3 Name the two phases that were used to negatively refer to Hoover's reaction to the Great Depression. (2x 1) ources and your own knowledge, write 60 words) explaining how Roosevelt s faced in the 1930s. Using the information a paragraph of about S attempted to solve ft (4) (4) (2) (6) [50]

Testpapers.co.za QUESTION 3: HOW DID PSEUDO-SCIENTIFIC IDEAS ABOUT RACE INFLUENCE NAZI POLICIES IN THE 1930s and 1940s? Study Sources 3A, 3B, 3C, and 3D and answer the following questions. 3.1 Refer to Source 3A 3.1.1 Define the term prejudice in your own words. (1x2) (2) REE I Mention the year, according to the source, when the Nuremberg Race Laws were introduced. (1x1) (1) 3.1:3 Comment on why the Nazis believed that the Jewish ai e most dangerous. (2x2) (4) Jentified in the source that would weaken ed Aryan ‘master race’. (2x1) (2) 3.2 Read Source 3B. 32:1 Identify a belie om Social Darwinism. (1x2) (2) 3.2.2 Why do you think people with inherited defects (faults) were killed in the context of the Nazis racial policy. (2x2) (4) 3.2.3. Comment on why the ‘euthanasia programme’ can be regarded as misleading. (2x2) (4) 3.2.4 How, according to the source, were ‘impaired” adults killed in the ‘Aktion T4 programme? (1x1) (1) is photographer took this (2x2) (4) by the uniforms worn by these (2x2) (4) this photograph have on German (2x2) (4) 1.3.4 | Comment on why you would regard this source useful for someone studying how the Nazis purified the German race during Hitler's reign. (2x2) (4)

Testpapers.co.za re 3.4 Considaiiaarce 3D. de in the context of the Nazis (1x2) (2) dence from the source, on how uced? (2x1) (2) ating laws and decrees that Jews in 1939. (4x1) (4) 3.6 Using the information in the relevant sources and your own knowledge, write a paragraph of abo Jt SIX lines (about 60 words) explaining how pset ideas about race influence Nazi policies in the 1930 \ (6) [50] QUESTION 4 | COMM SSIA 1900 TO 1940: STALIN’S FIVE-YEAR Critically evaluate Stalin’s five-year plan policy from 1928 to 1938 in transforming Russia from a backward Agricultural State into an Industrialized State by 1939. Use relevant historical evidence to support your line of argument. [50] QUESTION 5 The Great Depression caused many Americans to become unemployed and to live in poverty. Do you agree with the statement? Use relevant historical evidence to support your argument. [50] QUESTION 6: IDEAS OF RACE IN THE 19th AND 20th CENTURIES: CASE STUDY — HITLER AND THE JEWS To what extent did different people and groups regarded as ‘undesirable’ or ‘inferior’ suffer persecution because of racial ideologies and eugenics programmes in Nazi Germany between 1933 and 1945? Use relevant historical evidence to support your line of argument. [50] TOTAL: 100

Testpapers.co.za ¥ Province of the W\s/EASTERN CAPE eS EDUCATION NATIONAL SENIOR SERTIFICATE ~_ GRADE 11 JUNE 2025 HISTORY P1 ADDENDUM This addendum consists of 12 pages.

Testpapers.co.za QUESTION 1 | HOW DID THE INTRODUCTION OF WAR COMMUNISM IN 1917 BY LENIN AFFECT THE LIVES OF THE RUSSIAN PEOPLE? SOURCE 1A The extract below describes the introduction of War Communism in Russia by Lenin the 1st Communist Leader of the Bolsheviks government. During the Civil War Lenin introduced a policy of war Communism. The government took control of the economy. It was vital that the Red Army was supplied with the weapons and food which it needed to fight the war effectively. War communism was very effective in keeping tt ] , but it led to widespread starvation among the peasants and worke Lenin set up the supreme Private trading was bann Factories with more tha al Economy to introduce war Communism. ejexploitation. and strict I peasants encouraged to work hard ke government to feed the factory workers and thea this. They had won the right to own their land wanted to profit from it by selling their crops. The’ give surplus produce to the government. The charges on such services as railways and po: r his was I he use of bartering (exchanging) instead of money. _ inflatic le almost worthless, many peasants did swap(exchange) good J aper money. Id have to [From Russia and the USSR1905-1956, Heinemann, 1956 by N Kelly]

Testpapers.co.za SOURCE 1B This extract below describes the effects of War Communism Policy on the people of Russia. Under War Communism, factories were taken over by the government. Workers were ordered into whatever jobs the government felt were needed at the time. Nobody was allowed to make or sell goods for his/her own profit. The scarce supplies of food were strictly rationed(limited), for instance, seven kilos (+7 loaves) of bread, 450 grams of sugar and 225 grams of imitation butter had to last a worker a month - and many people got less. To keep the army and workers fed, the government send soldiers to the countryside. The soldiers forced peasants to hand over any grain they had stored away. Often, they even beat and killed them: But the peasants heat back. One Bolshevik observer described hoy a (severe) peasants would split open a Commissar’s belly, pat ave him by the roadside as a lesson to all’. War Communism kept t was a disaster. The pe taken by the governme! families. In industry things machines smashed, factorie y only one-seventh of its pre-war level. In 1920 and epidemic diseases swept Russia. Millions died with 3,5 milli alone.

Testpapers.co.za SOURCE 1C Idren because of The photograph below shows starving Russian chi Yh —— War Communism. [From: Making History by C. Culpin]

Testpapers.co.za SOURCE 1D The following extract focuses on the circumstances which forced War Communism in Russia in the 1920 to be abandoned and replaced with the New Economic Policy (NEP). The result of this War Communism was chaos. Peasants refused to hand over the food, or failed to plant crops that they knew would be taken. Many people did not receive enough rations to live on. The situation in the factories was just as chaotic with managers fleeing abroad and workers refusing to work for starvation. wages By 1921 famine had broken out. Industrial prod 3 one sé th of the 1913 level. It is estimated, that 3,5 maiog people d ypho ith the economy in ruins, inflati eC | i ne, the peasants called for the ov C DIT ism. against army and the CHEKA (secrete pol hanging on”. Again, the Be rounding up villages and s : ag ISO Sent into exile. However, they had 2 seri It \ ¢ ailors at Kronstadt mutinied (revolted) ore political and economic freedom. They had always been regard: yal supporters of the Bolsheviks. Although Trotsky and the Red Army put down the revolt, the Party realised that if even their most loyal supporters were revolting against them, then it was time to change the policies that were driving them into revolt. [From Russia and the USSR 1905 — 1995, Oxford University Press, 2000 by T Downey]

Testpapers.co.za QUESTION 2: HOW DID ROOSEVELT ATTEMPT TO SOLVE THE CRISIS AMERICANS FACED IN THE 1930’s? SOURCE 2A This source focuses on the impact of the Great Depression on the American economy. The Great Depression is known as the worst and longest economic crisis to have ever hit the western economies. During the 1930s, almost the entire plains of the US were experiencing drought. A lot of crops were damaged due to high temperatures, insufficiency in rainfall, high winds and the infestation by insects on the crops. It is argued that this depression.in the agricultural sector played a huge role in bringing about the Great Depression «3 — The depression began in the United States immediately after the crash of the New York stock market in 1929. The crisis lasted till 1939. By the year 1932, the values of stock had fallen very fast | ind 20% from their original value, and in 1933, around 11 000 out of the 25 anks and financial institutions in the United States had collapsed due to a number of reasons that included a decline in the value of property, lack of customers due to the panic that arose and loan defaults. As indicated above, this was the period when the highest unemployment rates and lowest incomes were experienced. The depression led to factories, banks and major business entities collapsing leaving thousands of citizens both jobless and with no money to put food on the table. ... The drop in the stocks that took place on 24 October 1929 was termed as Black Thursday. [From www.ukessays.com> essays> economics>economic-impact-of-the-great-depression- economics-essay. Accessed on 15 May 2025.]

Testpapers.co.za SOURCE 2B This source below describes Roosevelt's approach to the crisis in the American economy and details some of the initiatives and agencies of the New Deal. Roosevelt promised the people of America a ‘New Deal’ if they elected him. In his inaugural speech he called on the American people to face the future with courage. His famous words to the American people were, “The only thing we have to fear is fear itself.” He promised that he would act swiftly (quickly) to face the “dark realities of the moment” and assured Americans that he would wage a war against the emergency.” His speech gave many people confidences that they have elected a man who was not afraid.to take bold steps to solve the nation’s problems. , He outlined the main poi three general aims: relief, sums of federal money for than loans) to the states. It programme. The programme had and reform. The New Deal provided large yments to needy citizens through grants (rather stablished various new agencies to provide government-sponsored wo! unemployed. Through the Works Progress Administration (WPA) spe: Ss" devised to provide employment for skilled and unskilled labour and for such persons as writers, artists, actors, and musicians. A vast program of public works — the construction of public buildings, highways, dams, and similar projects - was begun under the Public Works Administration (PWA). Young men were employed by the Civilian Conservation Corps (CCC) to work on conservation projects. A basic iowraise both wages and prices, which had dropped lowe! ion continued. The National Industrial Recove a or the coc ] labour and management in setting prices, mit ts within various industries. The act also gave workers the’ 0 joi ions \ peut interference from employers. To increase the icultural Adjustment Act was passed. It included provisic duce the acreage (area under cultivation) of to i vestock holdings. These measures were intended to’redt s, whic sed low prices. [From: history.howstuffworks.com/American-history/roosevelt’s-new-deal.htm Accessed on 15 May 2025)

Testpapers.co.za SOURCE 2C This cartoon was taken from the Basil O’ Connor Collection and shows the implementation of the New Deal that gave Americans hope. AL If FLOP IE Saat ~~]

Testpapers.co.za SOURCE 2D This source below considers whether the New Deal was a success or failure. Whether the New Deal was a success or not, depends on the definition of success. Did the New Deal eliminate unemployment and turn America around? No. Did the New Deal eliminate poverty? No. It would be easy to run off questions such as these with an economic bent and come up with the answer no. However, an analysis of whether the New Deal was a success or failure requires a larger scope of questioning than simply looking at economic statistics. Rather than look at the New Deal from 1933 on, an analysis of what America was like in the aftermath of the Wall Street Crash is important. What exactly had Roosevelt inherited in March 1933? From,the.collapse of Wall Street in October 1929 to the presidential election in No) ember 1852 19 any Americans it appeared as if Hoover, the Republican presi 3 too late” was a frequent lal president, Roosevelt, was ac the American public — they w : her doing nothing or too little. “Too little, d to the presidency of Hoover. That a oing something positive was a huge boost to being left to fend for themselves. Some who had been badly affected bi pression had labelled their cardboard box homes "Hoovervilles" in disgi what Hoover was doing for them. The free food handouts they got were nick-named “Hoover Stew”. [From www.historylearningsite.co.uk>.....> America 1918 — 1939 Accessed on 15 May 2025]

Testpapers.co.za QUESTION 3: HOW DID PSEUDO-SCIENTIFIC IDEAS ABOUT RACE INFLUENCE NAZI POLICIES IN THE 1930s and 1940s? SOURCE 3A This extract explains how the Nazis used racist laws and beliefs to target Jews and people with disabilities. It is now clear that the Nazi party's prejudice against certain groups stemmed from pseudo-scientific views regarding race. Thinking that these views were backed by science made it easier for them to believe it and also to defend their discrimination. Two years after the Nazis took power, the German government introduced the Nuremberg Race Laws in 1935. These-laws created a so-called scientific definition of who was considered Jewish. The Nazis believed that the Jewish "race" was inferior, but also the most dangerous. They claimed that Jews had a natural ability to influence other similar "weaker races" to rise up against stronger ones, like the Germans. It was therefore important not to allow any marriage or intimate contact between Germans and Jews, as it was believed that this would ‘weaken’ the German population. Nazi leaders also believed that people with mental or physical disabilities weakened the so-called Aryan "master race." Because some of these people could still have children, the Nazis saw them as a threat to racial purity. [Taken from https://encyclopedia.ushmm.org/content/en/article/racism-in-depth?series=28] SOURCE 3B This source below discusses the background and effects of euthanasia programmes in Nazi Germany. The German evolutionist Ernst Haeckel actively promoted Social Darwinism, especially the beliefs that “central European races were the most highly developed” and that “because of their abilities, they would triumph over all other races and dominate the entire world”. He argued for the killing of those persons with inherited defects, including cripples, the deaf and ‘mentally retarded’, to name a few examples. This view led to Hitler launching the programme called ‘Aktion T4’. Misleadingly called a ‘euthanasia’ program, this agency actually had the mandate to kill anyone considered to have a ‘life unworthy ofiliving’. It led to the involuntary euthanasia of hundreds of thousands of mentally ill, elderly and disabled people. In his research of this period, historian Jonathan Sacks writes: “The transition from academic ideas tovactual killing was almost seamless (perfect), beginning with the compulsory. sterilization” of unwanted types, then the killing of ‘impaired children’ in hospitals, then the killing of ‘impaired’ adults (the mentally and physically handicapped) in special centres by carbon monoxide gas. Later this also extended to the concentration and extermination camps. The programme was carried out by doctors and psychiatrists. It is a shame that almost none of them objected to it.” [Taken from https://creation.com/darwinism-central-in-the-holocaust]

Testpapers.co.za SOURCE 3 C This image shows German officers outside a Jewish department store in 1939. One of their signs is translated into English to show what it means. Denutide: Y SWepet Guw: [Taken from https://aish.com/the-nazi-boycott-86-years-ago-today/]

Testpapers.co.za SOURCE 3D This extract details some of the measures taken by the Nazi government to exclude Jewish citizens from everyday German life. Hitler wanted to make Nazi Germany Judenrein (f policy of Judenrein did not include genocide. Rather, 4 were slowly introduced to exclude Jews from all aspects laws went hand in hand with state violence and terror. By 15 decrees grew longer and longer and included the follow « Jewish businesses were boycotted. MOrepr All Jews had to wear a yellow Star of David toider n' Jews were dismissed from the civil service. Jews were expelled from.all choo s and universities. Jews were strip Ss; < in Jews and ‘Aryans’ was forbidden. es (for example, Jews were forced to use separate benches, lic facilities, travel on trams, or attend opera, theatre or cinema, wer d to restaurants, hotels, shops or hospitals). « Insome places bake even sell bread to Jews. Jews were forbid -Sahistory.org.za/article/hitlers-racial-state-