History Grade 10 North West June 2017 Addendum

1 HISTORY NSC ADDENDUM NW/MID YEAR 2017 NATIONAL SENIOR CERTIFICATE GRADE 10 HISTORY ADDENDUM MID YEAR EXAMINATION This addendum consists of 6 pages Demo NW/JUNE/HIST/ EMIS/6*******

2 HISTORY NSC ADDENDUM NW/MID YEAR 2017 QUESTION 1: HOW DIFFERENT WERE MING CHINA AND THE EUROPEAN SOCIETIES GOVERNED BETWEEN THE 14 TH AND 17TH CENTURIES? SOURCE 1A This is an extract on how the Ming China was governed during the 15th century Emperors in Ming China wielded despotic power at their courts and had personal secret police and prisons. They tortured even high government officials. Despite this, Chinese court officials were highly loyal and dedicated, following Confucian ethical codes. Ming China was governed by a vast bureaucracy of officials. To join the Chinese civil service, man had to pass the imperial examinations based on the teachings of Confucian. The examination system was an attempt to recruit man on the basis of merit rather than because of social position or political connections. This was a progressive step for the time. However, women could not sit for the examination nor join the civil service. The emperor was called the ‘Son of Heaven’ because he managed earthly affairs on behalf of the heavenly authority. The emperor made annual sacrifices for good harvests at the Temple of Heaven built in 1420 in Beijing. The Temple of Heaven was bigger than the Forbidden City to show respect to the authority of heaven. Adapted from Viva History Grade 10 Learners Book by K.L Angier et al, page14 SOURCE 1B This is an extract explaining the teachings of Confucius which were followed by Ming China during the 15th century … Confucius advocated ancestor worship and respect for ancient tradition and correct performance of rituals and ceremonies. Cultivating the self was most important. A man and especially a ruler must practise ‘virtue’, but also he must combine the qualities of a saint, scholar and gentleman. This was the teaching on which the civil service examinations were based. As everyone had to learn the same texts it helped to create a unity of ideas and ideals in this huge and culturally diverse country. The study required for the examinations created a literate scholarly class that theoretically was open to all – even a farmer’s son. Very few passed all three levels of the examinations. Confucianism was the glue that held the Ming Empire together no matter who was the emperor. This system put more importance on study and revering tradition than new ideas and technology. Adapted from Viva History, Grade 10 Learners Book by K.L Angier et al, page 20 Demo NW/JUNE/HIST/ EMIS/6*******

3 HISTORY NSC ADDENDUM NW/MID YEAR 2017 SOURCE 1C This source is about feudalism in Europe during the early 15 th century. WRITTEN SOURCE During the first half of the 15th century Europe was a feudal society. Kings, or royal families, were often weak and, because of poor roads, communication was difficult. However, the royal families owned much land. In order to govern it effectively, they gave some of their land to the nobles. This land became known as fiefs. In return for the land, the nobles had to swear allegiance to the royal family and go to war when the royal family called on them. This agreement was called a fealty. The nobles also divided these fiefs, giving a portion to a vassal. The vassal, in return for the land, had to swear allegiance to the noble. These vassals divided the land into farms and gave farms to the peasants. In return, the peasants also had to give allegiance to the vassal, as well as payment in the form labour or produce. The peasants did not own the land. There were some cities with tradesman and artisans. These grew as trade in Europe and across the world grew. This is a sketch showing feudal pyramid of European societies during the early 15 th century Demo NW/JUNE/HIST/ EMIS/6*******

4 HISTORY NSC ADDENDUM NW/MID YEAR 2017 SOURCE 1D This is an extract explaining the changes in feudalism and the growth of the middle class in the European societies during the late 15th century. By the late 15th century some larger kingdoms were emerging in Western Europe as kings claimed more power over feudal landowners. Two of these were France and England. In France and other parts of Europe, the rulers had absolute power. In England the king had to work with the leading landowners of the country, as well as some richer merchants. He did this on a regular basis in an institution known as parliament. This helped in the development of a middle class which began to have some political power. As trade developed and towns grew, the feudal system began to break down. A new class of merchants, bankers and skilled craftspeople developed in the towns. They became to be known as the middle class, and they were not under the control of the feudal rulers. In some parts of Europe this led to conflict with kings and feudal rulers. Adapted from In Search of History, Grade 10 Learners Book by J Bottaro et al, page 31 QUESTION 2: WHAT ROLE DID WOMEN PLAY DURING THE FRENCH REVOLUTION? SOURCE 2A The following extract is on the roles and contributions of women in the French Revolution. Women, just like the Sans-culottes or the peasantry or the bourgeoisie played a significant role in bringing about the French Revolution. Their participation in a number of uprisings prior to 1789 and even after the revolution had taken place is considered significant aspects of the French Revolution. However, it was the ‘March to Versailles’ to get the king to sign the declaration of the Rights of the man that is considered to be the most significant event that marked the culmination of the revolution. At the same time, women were participating in the revolution indirectly by promoting and propagating modern ideas through societies, journals, pamphlets, etc... From Ideas of History: R.G Collingwood: 1946, revised edition 1993. ISBN 0-19285306-6] Demo NW/JUNE/HIST/ EMIS/6*******

5 HISTORY NSC ADDENDUM NW/MID YEAR 2017 SOURCE 2B This extract focuses on the crucial role played by women in the early days of the French Revolution On the morning of 5 October the revolt started simultaneously in the central markets and the Faubourg Saint-Antoine; in both cases women were the leading spirits; and, from numerous and varying accounts, it appears that in the activities that followed women of every social class took part- both fishwives and stall-holders of the markets, working women of the Faubourg, smartly dressed bourgeoisies …The large crowd of women were shouting against the scarcity of bread…. Eventually, after many hours and endless comings and goings; four wet women secured an audience with the king and by the next morning there was a Royal Letter, authorising and commanding the freest ‘circulation of grains’. The women, now joined by thousands of man from the people’s National Guard (some estimated a full 20 000), determined that the King’s letter was not enough – they didn’t trust him and nor did they trust the wealthy nobility controlling the grain reserves. The King, they decided, should return under the people’s guard to the centre of Paris. … the King agreed to return with the crowd, bringing the contents of the court’s grain store with him. What celebration there was! The women marched and danced especially about the Royal Carriage and the Provision-wagons carrying grains. The people were triumphant (victorious) and the credit for the event was given entirely to the women. [Adapted from internet source: http//www.feminish.net/2006/10/05] SOURCE 2C Demo NW/JUNE/HIST/ EMIS/6*******

6 HISTORY NSC ADDENDUM NW/MID YEAR 2017 The following sketch depicts the Women’s March to Versailles to force the King and his family to return to Paris: The Royal Carriage: Carrying The King, Marie Antoinette and their son. They also brought with them grains Taken from: The French Revolution, 2005 by O.H Hufton SOURCE 2D This extract explains how women were excluded from political life during the French Revolution. When men were given the vote, women were excluded, The most active women’s club, the Revolutionary Republican Women, organised a petition to the convention to demand the enfranchisement (right to vote) of women, and found themselves disbanded. Robespierre and his Jacobins then set about driving women out of politics and back to their homes. The fateful November that ended the lives of de Gouges and Roland (women leaders during the revolution) saw also the suppression of all the women’s political clubs. From this point onwards, women’s active participation in French political life was effectively guillotined too …. [Adapted from The Women’s History of the World by Rosalind Miles] Demo NW/JUNE/HIST/ EMIS/6*******