# History Grade 11 Paper 2 Eastern Cape June 2025 Paper & Memo

> Grade 11 History Paper 2 question paper and memo from the Eastern Cape June Exam 2025, 33 pages. Read online or get the free PDF download.

- Page: https://www.hlayiso.com/library/ec-history-grade-11-june-2025-p2-and-memo/0051e460-14cf-43df-a19e-374c9f6a797a
- Updated: 2026-09-27
- Subject: History
- Grade: Grade 11
- Document type: Question paper and memo
- Year: 2025
- Exam period: Eastern Cape June Exam
- Paper: 2
- Curriculum: CAPS
- Pages: 33

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History · Grade 11 · Eastern Cape June Exam · 2025. Question paper and memorandum, 33 pages. Read online or download the PDF.

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adedyfrom Stanmorephysics.com

Spe 2 Province of the
\ ¥7
/ 4 ’ y

EASTERN CAPE

a) EDUCATION

DEPARTMENT OF EDUCATION
PROVINCE OF THE EASTERN CAPE

MID-YEAR EXAMINATIONS

TIME: 2 HOURS MARKS: 100

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INSTRUCTIONS AND INFORMATION

1. This question paper consists of SECTION A and SECTION B based on the
prescribed content framework in the CAPS document.

2. SECTION A: SOURCE-BASED QUESTIONS
QUESTION1: NATIONALISM IN SOUTH AFRICA: AFRICAN NATIONALISM

QUESTION 2: NATIONALISM IN SOUTH AFRICA: AFRIKANER
NATIONALISM.

3. SECTION B: ESSAY QUESTIONS
QUESTION 3: NATIONALISM IN SOUTH AFRICA: AFRICAN NATIONALISM

QUESTION 4: NATIONALISM IN SOUTH AFRICA: AFRIKANER
NATIONALISM.

4. SECTION A consists of TWO source-based questions. Source material that is
required to answer these questions may be found in the ADDENDUM.

5. SECTION B consists of TWO essay questions.

6. Answer TWO questions as follows: ONE Source-Based Question and ONE
Essay question.

7. You are advised to spend at least ONE hour per question.

8. When answering questions, candidates should apply their knowledge, skill
and insight.

9. Number the answers correctly according to the numbering system used in this
question paper.

10.Write neatly and legibly.

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SECTION A: ESSAY QUESTIONS

Answer ONE Source-Based Question.

QUESTION 1 | HOW DIDTHE RISE OF AFRICAN NATIONALISM IN SOUTH

AFRICA LEAD TO WORKING CLASS STRUGGLES IN THE
1920s TO THE 1940s?

| |

Study Sources 1A, 1B

and 1D to.answer the questions that follow.

When, according t e, were the two African miners arrested
at the East Rand Mines. (1x1) | (1)

Why, according

ce, were the two African miners arrested?
(1.x 2) | (2)

List TWO factors that triggered(activated) African resistance in other
major urban areas. (2.x 1) | (2)

Comment on why you think the Chamber of Mines stressed that the
1920 Mine workers’ strike was not a.riot.

How, according to the
strike as if itwas a

1.2

Refer to Source 1B

1.2.1

Define the concept ‘trade u

1.2.2

Quote a piece of evidence from th
workers conference of 1941
different races.

1.2.3

Use the information from the sourc
explain why the white people
conference. jenil=

1.2.4

Identify TWO reasons from the source which prove that the conference
of the Mine Workers was a success. (2x1) | (2)

1.3

Use Source 1C

1.3.1

Explain the messages that are conveyed in this photograph. Use
visual clues to support your answer. (2x2) | (4)

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1.3/2

Why, do you think, the government forbade (disallowed) the gathering

of more than twenty people on the mine property? (2 x 2) | (4)

1.3.3

Comment on the reliability of this source for the historian researching

about the 1946 Mine Workers’ strike. (2 x 2) | (4)

14

Read Source 1D

1.4.1

How did the 1946 Mineworkers Strike transform(change) African
politics overnight? (2 x 2)

(4)

1.4.2

Why did Dr. A.B. Xun i slegation of the South African Indian
Congress se (meeting) of the United Nations
General Assem (2 x 2)

(4)

1.4.3

Explain the concept the context of the struggle of the
(1x 2)

(2)

1.5

Use the information in the relevant sources and your own knowledge
to write a paragraph of about 6 lines (60 words) explaining how the
rise of African nationalism in South Africa lead to working-class
struggles in the 1920s to the 1940s.

(6)

[ [50]

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QUESTION 2 WHAT WAS THE SIGNIFICANCE OF THE GREAT TREK
CENTENARY CELEBRATIONS TO THE AWAKENING OF
AFRIKANER NATIONALISM?

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

2.1.1. What, according to the source, were the reasons for the movement of
Dutch-speaking Colonists up into the interior of Southern Africa?

2.1.2 Define the term Afrikaner Nationalism in your own words.

2.1.3 Using the information” rth he source and your own knowledge, explain
why it was easy for the Voortrekkers to pack their worldly possessions
in ox-wagons and leave the colony forever.

2.1.4 Explain what is meant by the statement, ‘The Great Trek was a
landmark (milestone) in an era of expansionism and bloodshed, of land
seizure (appropriation) and labour coercion (pressure)”.

2.2 Consult Source 2B.

2.2.1 How, according to the source, was the Great Trek centenary
commemorated?

2.2.2 Quote THREE pieces of evidence from the source which suggest that
the Great Trek was an exceptional cultural and political threatre.

2.2.3. Why do you think the Great Trek centenary celebrations was significant
in shaping Afrikaner Nationalism?

2.2.4 Explain what is meant by the statement, ‘At the heart of the 1938
celebrations lay the perception that Afrikaners were strangers in their
own land.’

2.3. Study Source 2C

2.3.1 Identify the freedom that the forefathers of the Afrikaners wanted to
achieve, according to the source?

2.3.2 State THREE ways from the source in which Afrikanerdom discovers
itself again.

(1x 2)

(1x2)

(2x 2)

(2x 2)

(1 x 2)

(3x1)

(2 x 2)

(1x2)

(1 x 2)

(3 x 1)

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2.3.3

2.3.4

24

2.4.1

2.4.2

2.5

2.6

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Explain the concept Voortrekker in the context of the Afrikaners”
struggle towards Afrikaner Nationalism

Comment on why you think Malan encouraged Afrikaners to promote
Die Stem Van Suid-Afrika as the national anthem.

Refer to Source 2D.

Explain the messages conveyed by the photograph regarding the
celebrations of the Great Trek.

the Voortrekker school were all
dressed in whitebo and dresses?
Study Sources 2B a
supports the evid
celebrations of tht

), Explain how the information in Source 2B
urce 2D regarding the centenary

Trek. |

#1

Using the information in
write a paragraph of about SIX lines (about 60 words), explaining how
the Great Trek centenary celebrations contributed to the awakening of
Afrikaner Nationalism in the 1930s and 1940s.

e relevant sources and your own knowledge,

(1 x 2)

(2x 2)

(2 x 2)

(1x2)

(2x2)

(2)

(4)

(4)

(2)

(4)

(6)
[50]

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SECTION B: ESSAY QUESTIONS
Answer ONE Essay Question.
QUESTION 3: NATIONALISM IN SOUTH AFRICA: AFRICAN NATIONALISM

Explain to what extent various factors contributed to the growth of African
Nationalism in South Africa in the 1940s and the 1950s.

Use relevant historical evidence to support your line of argument. [50]
QUESTION 4: NATIONALISM IN SOUTH AFRICA: AFRIKANER NATIONALISM

Afrikaner nationalism was characterized by its focus not on the collective unification
of all Afrikaners in the 1940s and the 1950s, but rather on a distinct and select group
within this demographic.

Do you agree with the statement? Use relevant historical evidence to support your
line of argument. [50]

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QUESTION 1: HOW DIDTHE RISE OF AFRICAN NATIONALISM IN SOUTH
AFRICA LEAD TO WORKING CLASS STRUGGLES IN THE
1920s TO THE 1940s?

SOURCE 1A

This extract is taken from Illustrated History of South Africa: The real Story. It
outlines the grievances of the African workers during 1920 miners’ strike and the
police quelled the strike.

On 16 February 1920, two wee miners named Mobu and Vilikati were arrested at
The next day, 2 500 of | kers refused to work until their colleagues were
released, working co ed and they were given pay increases of 3
shillings a day to keep up ost of living...

In many respects, the s s in the same factors —
housing, poverty and m
in other major urban ar:
example, being forced to re 2p
several times a year. Moreover, the
the colour bar which retarded (sl
be able to earn better wages.
The Chamber of Mines reacted to the growil
that ‘this is not, as all previous native troub
organised on the European model’.
But then, having given this assurance, th
were indeed a riot: troops and police w: ‘j
‘ringleaders’ identified and arrelieaal r 1 bayonet
(weapon) point. Inevitably, clashes occurred, and in violence at two shafts 11 miners
were killed and another 120 injured. But the chamber had achieved what it set out to
do: by 28 February, the strike was over.

low wages, poor

[From: Illustrated History of South Africa; The Real Story by B.J. Barker et. Al].

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SOURCE 1B

The source deals with the formation of African Mine Workers’ U

Many unsuccessful attempts were made to form a t
that year, on 3 August, a very representative miners fe
Transvaal Provincial Committee of the African National Congr
attended not only by workers from many mines, but also b)
African, Indian, Coloured and white organisations, as well a
number of black unions e

ons gave their mi
Paramount Chief of Zu ouraging message. 4
fifteen was elected to “pre means it thoustttae
Mine Workers’ Union in ¢
Africanmineworkers."

From the first, the con e

miners were ready to listen to their speakers, but the employers and the authorities
were determined to prevent organisational meetings. Speakers were arrested and
meetings broken up.

Time and again, provisional shaft and compound union(complex) committees were
established, only to end in the victimisation and expulsion from the mines of the
officials and committee members.

Nevertheless, the organising campaign progressed
reached where a very representative conference
Conference formally established the African Mine V
committee under the presidency of J. B. Marks, W
President of the Transvaal African National Congress a

[From: https://www.sahistory.org.za/article/birth-african-mine-work

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SOURCE 1C

This photograph is taken from illustrated History of South Africa, edited by Professor
Colin Bundy. Workers listen to trade union organisers during a meeting in the 1940s.
Many of the workers are inside the factory behind the fence because the government
forbade(banned) gatherings of more than 20 people on the Mine property.

From: Illustrated History of South Africa by B.J. Barer et. Al.

A trade union leader

addressing workers Workers disallowed to be
part of the meeting

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SOURCE 1D

act of the 1946 Mineworkers strike that

one of those historic events that, in a flash of
‘eveal what has been hidden and destroy lies and
insformed African politics overnight. It spelt the end
sion-begging tendencies that dominated African politics.
The timid ind servile(proud) begging for favours disappeared
ive Representative Council which, in a sense,
on’Thursday, 15 August, in Pretoria, decided to
reach of faith towards the African people".

They met again.
Dr. A. B. Xuma, Presidet the African National Congress, joined a
delegation of the South C ian Congress (SAIC) sent to the 1946 session of
the United Nations Gener n the question of the treatment of Indians in
South Africa was raised by th ment of India. He, together with the SAIC

representatives - H. A. Naidoo and Sorabjee Rustomjee - and Senator H. M. Basner,
a progressive white "Native Representative" in the South African Senate, used the
occasion to appraise Member States of the United Nations of the strike of the African
miners and other aspects of the struggle for equality in South Africa.

[From: https://www.sahistory.org.za/article/1946-african-mineworkers-strike. Accessed on 05-10-2025]

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HE GREAT TREK CENTENARY CELEBRATIONS
E TO THE AWAKENING OF AFRIKANER
IN THE 10930S AND 1940S IN SOUTH

The Great Trek was a m
Africa in search of lan

rule. The determinatio
element in the folk me

-speaking colonists up into the interior of southern
establish their own homeland, independent of British
f these pioneers have become the single most important
er Nationalism. The Great Trek caused a tremendous

seizure (appropriation) ion (pressure). Threatened b
new colonial administration, insecure about conflict on the eastern front
by their burgeoning population, the Voortrekkers hoped to restore econ
political unity independent of British power. The only way they saw open to
the colony. Many of the Voortrekkers were trekboers (semi-nomadic paste
lifestyle made it relatively easy for them to pack their worldly possession:
leave the colony forever.

The trekkers, dressed in traditional doppercoats (short coats buttoned from top to
bottom), kappies (bonnets) and hand-made riempieskoene (leather thong shoes), set out in
wagons which they called kakebeenwoens (literally, jawbone wagons, because the shape and
sides of a typical trek wagon resembled the jawbone of an animal)

[From:https://www.sahistory.org.za/article/great-trek-1835-1846. Accessed 16 May 2025]

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SOURCE 2B

The extract below is taken from Turning Points in History Book 4 : Industrialisation,
Rural Change and Nationalism by Nasson, Bill et al. It highlights the significance of
the Eeufees in Afrikaner Nationalism.

The Great Trek, was commemorated by nine oxwagons slowly making their way from Cape
Town to the north. It turned out to be unprecedented (extraordinary) cultural and political
theatre-excited crowds dressed in Voortrekker dress welcomed the procession as it
approached towns and cities. Streets were renamed after Voortrekker heroes; men and
women were moved to tears by the spectacle.

This symbolic trek; paralleled the economic trek of Afrikanerdom from a debilitating
(uncapacitating) depression which had reduced large numbers to the ranks of poor whites.
For many former platteland Afrikaners who now found themselves in an urban environment,
the centenary Trek, symbolically\rooted in an ideal and heroic rustic past, gave powerful
expression to longings for a better. more prosperous future.
y ,

At the heart of the 1938 celebrations Jay the perception that Afrikaners were strangers in
their own land, victims of British-rooted capitalism and an alien (foreign)political culture, and
that the solution lay in economic, political and cultural action.

[From Turning Points in History Book 4 : Industrialisation, Rural Change and Nationalism by Nasson, Bill et
al]

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SOURCE 2C

The speech below by DF Malan delivered at At the celebration held at Blood River, in
northern Natal is taken from the ideology of a chosen people: Afrikaner nationalism
and the Ossewa Trek, 1938 by J. Alton Templin. It highlights Malan’s views on the
significance of the Great Trek centenary celebrations in awakening Afrikaner
Nationalism.

The groaning (sound) of the ox wagon evokes (arouses) clearly again the stars
which held your forefathers on course through the darkest night. Their star of
freedom shines brighter on your path as well. Their freedom was the freedom to
preserve themselves as a white race. As you could never otherwise have realized,
you realize today their t e South Africa a white man's land is ten times
more your task.

There is a power which i

lot.In this Centennial y
dust of humility and scorn (dis!
noble ancestors and for its descendants. You clai

our new national pride and your self-confidence, take’
Voortrekker leaders to yourself and choose “Die Stem \
acknowledged song of your people.. ee 4

ask each of you here today, and each Afrikaner: Praise Andries Pretorius with
your words; but praise him the more highly by means of your deeds, and follow his
example.

[The Ideology of a chosen people: afrikaner nationalism and the ossewa trek, 1938 by J. Alton
Templin]

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SOURCE 2D

The photograph below shows daughters with white kappies(bonnets) and white
dresses from the Voortrekker School in Pietermaritzburg celebrate the arrival of the
ox wagons." The "blanke The photograph was taken between 18 and 20 November
1938 by Henry Murray. Scanned by Robert Uys from Dirk Mostert’s ‘Gedenkboek’)

(Foto: Henry Murray)

BLANKE SKOONHIEID: Dogters van Voortrekkerskool juig die koms van die ossewaens toc.

[From The lives and deaths of memorials: the changing symbolism of the 1938 voortrekker centenary
monuments by Robert Benjamin Uys]

BLANKE SKOONHEID = WHITE PURITY

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g from Stanmorephysics.com
rovince of the

Neds) EASTERN CAPE

ge) EDUCATION

—. DEPARTMENT OF EDUCATION

MARKING GUIDELINES

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1. SOURCE-BASED QUESTIONS

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

Seeultive Historical skills Weighting
Levels of questions
e Extract evidence from sources 30%
LEVEL 1 | @ Selection and organization of relevant information from
sources (15)
e Define ictorical comeenig/terms
LEVEL? |° mee from sources 50%
° ered from sources
: (25)
° ) dence from sources
e a ‘o determine its usefulness, 20%
LEVEL3 : ahi frie
J hy (10)
e ya d erpretations and perspectives
presented i in sources and draw independent conclusions

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

e Inthe marking of source-based questions, credit needs to be given to any other valid

and relevant viewpoints, arguments, evidence or examples.

e In the allocation of marks, emphasis should be placed on how the requirements of

- oS been n oie

ents of the question (skills that need to be
estion are indicated in italics.

x 2) which translates to two reasons and

is given marks eac f | x 2) which translates to one reason and is

e If a question carries 4 marks, then indicate by placing 4 ticks (VVVV)

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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:

e 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

e the ticks (V) that the candidate has been
as the level (1,2, or 3) as indicated in the
e.g.

Wi
Level 2
Used mostly relevant evidence to write a basic paragraph

e Count all the ticks for the source-based question and then write the mark on the right-
hand bottom margin e.g.
e Ensure that the total mark is transferred accurately to the front/back cover of the

answer script.

ESSAY QUESTIONS

2.1 The essay questions require candid

e Be able to structure their argumen'
select, organize and connect the relevant i
a reasonable sequence of facts or an eff
posed. It is essential that an essay has
body of evidence and a conclusion.

uid

to present
e question
d balanced

2.2. Marking of essay questions

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

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

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2.5

2.4

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

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 learner will not be required to simply
regurgitate 'facts' in order to achieve a high mark. This approach discourages learners
from preparing ‘uodel 2 answers aga reproducing them without taking into account the
specific require ion. Holistic marking of the essay credits learners!
opinions support stic assessment, unlike content-based marking,
does not penalizi es as the emphasis is on the following:

e The constructio
e The appropriate selectio actual evidence to support such argument
e@ = The learner's int e e question.

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

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

P Point: The candidate introduces
making a major point.

argument/

Each paragraph should lin point (line

of argument) that was made in t!

at the main

E Explanation: The candidate sh
point is about and how it relates:

E Example: Candidates should an

4 ould 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.

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The following additional MUST be used when assessing an essay:

* Introduction, main aspects and conclusion not properly contextualized

A

+ Wrong statement

+ Analysis AV

+ Interpretation lV

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2.5

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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)

1 be to determine to what extent the main aspects have
he content level (on the matrix).

a)
He fimorephvsics cam

(b) The second reading of essays will relate to the level (on the matrix) of presentation.
(6) LEVEL 4
Vd LEVEL 3
(c) Allocate an overall mar
GC
P

wa

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LEVEL 6 LEVEL 5

Very well planned Well planned and

and structured structured essay.
synthesis of information. | essay. Attempts to
‘Developed an original, Developed a develop a clear
»well balanced and relevant line of argument.
| independent line of argument. Conclusion drawn
} | argument with the use of | Evidence usedto | from the evidence
evidence and sustained defend the to support the line
CONTENT | and defended the argument. Attempts | of argument. reached based
argument throughout. to draw an on evidence.

Independent conclusion | independent
is drawn from evidence conclusion from the
to support the line of sevidence to suppo

argument.

LEVEL 7
Question has been

fully answered. 47-50

Content selection
fully relevant to line
of argument.
LEVEL 6

Question has been 4

eed. 43-46 timorephysics.cc\m
Content selection 3 4 BS
relevant to a line of

argument.
LEVEL 5

LEVEL 3
Content selection
does relate to the
question, but does
not answer it, or
does not always
relate to the
question.
Omissions in

20-23

18-19 | 14-17

14-17 | 0-13

all Inadequate or
irrelevant content.
* Guidelines for allocating a mark for Level 1:

Question not addressed at all/totally irrelevant content; no attempt to structure the essay =0
e 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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QUESTION 1 HOW DID THE WORKING-CLASS STRUGGLES LEAD TO THE
RISE OF AFRICAN NATIONALISM IN SOUTH AFRICA IN THE
1920s TO THE 1940s?

1.1

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

132)

24

1.2.2

e 16 February 1920

[Extraction of evidence from Source 1A — L1]
e For trying to organise a strike

[Extraction of evidence from Source 1A — L1]

¢ lowwages

e poor housing

e poverty

¢ mounting inflation

[Interpretation of evidence from Source 1A — L2]

e The grievances of the miners were legitimate.

e The strike was conducted in a peaceful fashion.
e The strike was organised on the European model
e To calm the concerned whites

e Any other relevant response

[Extraction of evidence from Source 1A — L1]

e Troops and police were called in

e Compounds surrounded

e ‘ringleaders’ identified and arrested

e Miners forced back to work at bayonet point
e 11 miners were killed

120 injured

[Definition of concept from Source 1B — L1]

(1x 1)

(1 x 2)

(any 2 x 1)

(any 2 x 2)

(any 3 x 1)

e Atrade union is an organization of workers that negotiate for

improved working conditions of workers.
e Any other relevant response

[Extraction of evidence from Source 1B — L1]

(1x2)

e ... delegates from a large number of African, Indian, Coloured and
white organisations, as well as representatives from a number of

black unions

(1x 2)

(1)

(2)

(2)

(4)

(3)

(2)

(2)

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1.2.3. [Interpretation of evidence from Source 1B — L2]
«To show solidarity with the black workers.
e Opposed to colour bar laws in the workplace
e Any other relevant response (2x 2)

1.2.4. [Extraction of evidence from Source 1B — L1]
e African Mineworkers Union was formed.

e J.B.Marks was elected the president (2 x1)
1.3
1.3.1 purce 1C - L2]

e Workers J meeting.

e Meeting was i é

e Most workers we 1 inside a factory

e Any other reley (any 2 x 2)
1.3.2 [Interpretation of evidenc Source 1C — L2]

e To keep the w

e To prevent workers from engaging in mob activities

e That was in line with the law that barred meetings of more than 20
black people.

e Any other relevant response (any 2 x 2)

1.3.3. [Ascertaining reliability of evidence from Source 1C — L3]
e The information is taken from a book, //lustrated History of South
Africa edited by a well-known historian, Professor Colin Bundy
e The information can be corroborated with the information from
Source 1B and Source 1D with regards to union activities of the
mine workers in the 1940.
e Any other relevant response (2 x 2)

1.4

1.4.1 Source 1D — L2]

nin their demands for rights.

tive Representative Council were
(any 2 x 2)
1.4.2 rpr on ¢ i Source 1D-L2]

ations General Assembly the plight of

the African oe in South Africa.
e Any other relevant response (any 2 x 2)

(4)

(2)

(4)

(4)

(4)

(4)

(4)

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1.4.3. [Explanation of concept from Source 1D — L2]

Equal treatment of different races in the mines of South Africa

Any other relevant explanation (1x 2)

1.5. [Interpretation, analysis and synthesis of the information from all
sources and own knowledge — L3]

The working-class struggles led to the rise of African nationalism in

South Africa in the 1920s to the 1940s.

African mineworkers embarked on a strike in 1920 demanding
better working conditions

In 1941 representatives of African mineworkers attended a
conference called by the Tr $vaal Provincial Committee of the
African National ongress.

The Conference established the African Mine Workers’
Union and elected:
Workers attended
The African mini
overnight
Workers developed a sense of radicalism in their demands for
workers’ rights

Workers took the plight of the African and Indian workers to the
General Assembly of the United Nations,

Any other relevant response

tings organised by union leaders.
‘strike of 1946 transformed African politics

Use the following rubric to allocate marks:

mittee under the presidency of J. B. Marks

(2)

(6)

LEVEL 1 |e Uses evidence in an elementaryymanner e.g. shows no 0-2
or little understanding in ¢ ing how the rise of Marks
x g- class struggles
le 1940s.
e a paragraph
LEVEL 2 ant and lates to a great extent 3-4
to the topic, €.g S some understanding Marks
explaining ho se of African Nationalism led to
workin: ing- class struggles in South Africa in the 1920s
to the 1940s. ia
e Uses evidence in a basic manner to write a paragraph
LEVEL 3 Uses relevant evidence e.g. demonstrates a thorough 5-6
understanding in explaining how the rise of African Marks

Nationalism led to working- class struggles in South
Africa in the 1920s to the 1940s.

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

(6)
[50]

### Page 26

Testpapers.co.za

QUESTION 2: WHAT WAS THE SIGNIFICANCE OF THE GREAT TREK

2.1
2.1.1

2.1.2

2:2
2.2.1

IN THE AWAKENING OF AFRIKANER NATIONALISM IN
THE 1930s and 1940s?

[Extraction of evidence from Source 2A — L1]
In search of land where they could establish their own homeland. (1 x 2) (2)

[Definition of term from Source 2A — L1]

It's a feeling of unity and solidarity and sense of belonging to the same nation

Any other releve se (1 x 2) (2)
[Interpretation of evi ’ Source 2A — L2]

The Voortrekkers li ife with few possessions

Many Voorttrekkers sed toa semi-nomadic farming lifestyle

Moving from place to place was part of their way of life

They wanted to move away from British control

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

[Interpretation of evidence from Source 2A — L2]

The Great Trek was not just a movement, but it was part of a violent colonial
process

The Voortrekkers moved into new territories beyond the Cape and claim more
land for themselves

As the Voortrekkers moved into areas.o
broke out and led to bloodshed

The Voortrekers took the land by force

Any other relevant response

[Extraction of evidence from Source 2B —

a ‘

By Nine(9) Oxwagons slowly making their way from Cape Town to the North.

(1x 2) (2)

### Page 27

2208,

Testpapers.co.za

[Extraction of evidence from Source 2A — L1]
Excited crowds dressed on Voortrekker dress welcomed the procession
Streets were renamed after Voortrekker heroes

Men and women were reduced to tears (3 x 1) (3)

2.2.3 [Interpretation of evidence from Source 2A — L2]

People were reminded of their history

Afrikaners united

Any other relevant p (any 2 x 2) (4)
[Interpretation of evidence irce 2A—L2]
In 1938 the Afrikaners were under control of the British.

They were victims of the British.

They had to experience a foreign political culture.

They were subordinate to the British
Any other relevant response (any1 x 2) (2)
[Extraction of evidence from Source 2C — L1]

Freedom to preserve themselves as a white race (1 x 2) (2)

(any 3 x 1) (3)

### Page 28

2.3.3.

2.4
2.4.1

Testpapers.co.za

[Explanation of concept in the context from Source 2C — L2]

Disgruntled group of farmers who did not want to stand under
the British rule and then moved away from the Cape symbolising their
struggle for independence

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

[Interpretation of evidence from Source 2C — L2]
Wanted to establish the Afrikaner identity.

Wanted to confin nce and national pride.

To symbolise a British connections and symbols

Any other releva (any 2 x 2) (4)

[Interpretation of evidence from Source 2D — L2]

Show the Centenary celebrations of the Great Trek as a symbolism of
Afrikaner triumph

Show how they are welcomed by the crowd.

The girls are dressed in Voortrekker clothing (hoods) in white to symbolise
white Afrikaner nationalism

The lives and deaths of pioneers are commemorated. (any 2 x 2) (4)

[Interpretation of evidence from Source 2D — L2]
They show how the pioneers were dressed.

Show their pride, for their ancestors.

To symbolise white Afrikaner Nationalism (any 1 x 2) (2)
( L3]

ation in the form of the ox-wagons.
rations through the arrival of ox-wagons.

essed in voortrekkers dresses welcomed
e 2D shows the crowds dressed in
processions

(2 x 2) (4)

### Page 29

Testpapers.co.za

2.6 [Interpretation, evaluation and synthesis of evidence from relevant sources-L3]

Candidates could include the following aspects in their response.

Emergence of Afrikaner nationalism-The great migration symbolising pride of
the Afrikaners (Source 2A)

Great Trek is commemorated by nine ox-wagons that leave through Cape
Town (Source 2B).

Cultural and political culture was promoted (Source 2B)
The Great Trek was welcomed.in every town by huge crowds (Source 2B)
Streets were renamed after Voortrekkers leaders (Source 2B)

DF Malan emphasizes the significance of the great move for Afrikaner
nationalism (Source 2C

Even before the NP won the election, its campaign was based on the issue of
race relations A

Girls with white hoods symbolize the pioneer dress (Source 2D)

Any other relevant response

Use the following rubric to allocate marks

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

Level 1 the great trek in the awakening of Afrikaner 0-2

nationalism in the 1930s and 1940s.
e Uses evidence partially to write on the topic or cannot
report on topic

Level 2 the great trek in the awakening of Afrikaner

e Evidence is mostly relevant and relates to the topic e.g. | MARKS
shows some understanding of the significance of 3-4

nationalism in the 1930s and 1940s.
Uses evidence in a very basic manner

Level 3 in the awakening of Afrikaner nationalism in the

Uses relevant evidence e.g. shows a thorough MARKS
understanding of the significance of the greattrek | 5-6

1930s and 1940s
e Uses evidence effectively in an organized paragraph
that shows an understanding of the topic

### Page 30

Testpapers.co.za

SECTION B: ESSAY QUESTIONS
QUESTION 3: NATIONALIS AFRICAN NATIONALISM

[Plan and construct an original argument based on relevant evidence using
analytical and interpretative skills]

SYNOPSIS

Candidates need to explain to what extent the various factors contributed to the
growth of African Nationalism in-South African from 1943 to 1959. Candidates need
to support their argument with relevant historical evidence.

MAIN ASPECTS
Candidates should include the following aspects in their essays.

Introduction: Candidates should take a stance by indicating to what the various
factors contributed to the growth of African Nationalism in South African from 1945 to
1959. They should also indicate how they intend to support their line of argument.

ELABORATION

e The influence of the Second World War

e Black South Africans volunteered to participate in the war

e They were opposed to Hitler’s Nazi Party's philosophy based on segregation
and racial discrimination.

e They carried out non-combatant roles.

e Blacks who fought in the war hoped that discrimination and oppression would
end after the war.

e The Atlantic Charter

e Allied leaders, Roosevelt and Churchill issued the Atlantic Charter promising
support for self-determination.

e ANC under Xuma embraced the Atlantic Charter.

African Claims in South Africa

In 1943 the ANC drew up a document called African Claims in South Africa.

Called for vote for all adults and other rights for Africans in South Africa.

Young members of the ANC formed the ANC Youth League in 1944.

e Wanted to turn the ANC into a more active nationalist organisation.

e Wanted to take the lead in bringing about change for South Africans of all
classes and races.

e The returning soldiers from the World War Two

e The Black South African soldiers who fought in the World War Two returned
home.

e They had been inspired by the war with the ideas of freedom and democracy

### Page 31

Testpapers.co.za

The desire for freedom gave rise to a growth in African nationalism.

The ANC, SACP and Trade Union Movement participated in the victory
celebration march after the end of World War Two.

Many were felt that their role in the war was undervalued.

Africanism of the ANC Youth League

The Youth League members turned the ANC into a militant organisation

The Youth League’s philosophy of nationalism was Africanist in outlook.
Based on the assertion of an African identity, unity of all Africans.

Opposed to communism, they saw as foreign ideology.

Wanted a society free of racial discrimination and segregation.

The split in the ANC ond the lal of the Pan Africanist Congress in
1959. .

The Africanist in the ANC were Mibosed to multi-racialism.

Their slogan was ‘Africa. for Africans.

Strongly opposed to the influence of communism.

In 1959, they formed the PAC.

The PAC adopted a militant approach against government.

One of their campaigns against the government was the anti-pass campaign
Any other relevant point

Conclusion: Candidates tie up their argument with a relevant conclusion. [50]

### Page 32

Testpapers.co.za

QUESTION 4: NATIONALISM IN SOUTH AFRICA - THE RISE OF AFRIKANER
NATIONALISM

[Plan and construct an original argument based on relevant evidence using
analytical and interpretative skill]

SYNOPSIS
Candidates should explain whether they agree or disagree with the statement.
Candidates need to explain if Afrikaner nationalism was characterized by its focus
not on the collective unification of all Afrikaners in the 1940s and the 1950s, but
rather on a distinct and select group within this demographic.
MAIN ASPECTS
Candidates should include the following aspects in their essays
Introduction: Candidates need to indicate whether they agree or disagree that
Afrikaner nationalism was characterized by its focus not on the collective unification
of all Afrikaners in the 1940s and 1950s but rather on a distinct and select group
within this demographic. If they disagree with this statement, they need to
substantiate their argument with relevant historical evidence.
ELABORATION 4

e Afrikaners saw themselves as a people chosen by God

e Divisions between the two white population groups before and after the

formation of the Union,

e English/Afrikaner social and economic status -by way of comparison

e Afrikaner fear and mistrust Britons

e Competitions that existed between the two-white population groups

e The NP promise to the Volk

e The idea of a volk became the cornerstone of Afrikaner nationalism

e Nationalist were determined to protect the volk from dominated by other

ethnic and language groups
e Afrikaner identity had to be preserved
e Afrikaners had to remain united as a nation

¢ Dutch Reformed Church andithe egrstian National Education (CNE) were the
custodians of Afrikaner heritage

Children would receive mother-tongue education

e Education and religion guided Afrikaner thinking and kept their language and

culture alive i) 4
e The Broederbond [promoted Afrikaner nationalism and prevent the exploitation
of Afrikaner workers —

e Wealth and Opportunity tended to concentrate among those connected to the
ruling political class and the Broederbond.

e Poor Afrikaners were often left behind or used to justify nationalist policies
that ultimately served the elite

e First Afrikaans building society called Saambou

e Afrikaner businesses promoted — Naspers, Die Burger, Santam, Sanlam,
Volkskas Bank

### Page 33

Testpapers.co.za

The Redddingsdaadbond ensured Afrikaner businesses are supported by
Afrikaners

Poor white problem was solved by creating jobs at the railway and harbours
but high paying jobs were given to the elite

The National Party emerged as a dominant political force in promoting
Afrikaner nationalism

The NP put forward the demand for ‘apartheid’ as the central slogan in their
campaign

White supremacy had to be maintained at all costs

Nationalists frightened the whites with the idea of a ‘swart gevaar’

Afrikaner nationalist policy appealed to rich white farmers who were against
the movementlof Africans to cities —

The NP promised voi srs thattHair jobs would be protected through the
enforcement of the jo rvation laws

Afrikaans-speaking —* voted the NP into power in the 1948 elections

The NP leader, D:R. Malan became the new prime minister

While the party claimed to represent the Afrikaner volk (people), in practice, it

catered primarily to the middle and upper-class Afrikaners, especially those

aligned with Calvinist values and conservative politics.

Afrikaners who were poor, less educated, or politically liberal did not benefit

equally. Many working-class Afrikaners continued to live in poverty and were

used as political pawns through nationalist propaganda rather than being truly

empowered.

Apartheid legislation was introduced

Any other relevant response

Conclusion; Candidates should tie up their argument with a relevant
Conclusion [50]

Total : 100

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