# History Grade 12 P2 Gauteng Mock 2020 Question Paper (Eng) > Grade 12 History Paper 2 question paper from the Gauteng Mock Exam 2020 (English), 9 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-12-history-p2-english-2020-preparatory-question-paper/d5b9ce63-c207-4f1f-b271-115be279eb94 - Updated: 2026-09-27 - Subject: History - Grade: Grade 12 - Language: English - Document type: Question paper - Year: 2020 - Exam period: Gauteng Mock Exam - Paper: 2 - Curriculum: CAPS - Pages: 9 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [History](https://www.hlayiso.com/library/grade-12/history) › [History Grade 12 P2 Gauteng Mock 2020 Question Paper (Eng)](https://www.hlayiso.com/library/grade-12-history-p2-english-2020-preparatory-question-paper/d5b9ce63-c207-4f1f-b271-115be279eb94) ## About this document History · Grade 12 · Gauteng Mock Exam · 2020 · English. Question paper, 9 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com GAUTENG DEPARTMENT OF EDUCATION PREPARATORY EXAMINATION 2020 10792 HISTORY PAPER 2 TIME: 3 hours MARKS: 150 9 pages + an addendum of 14 pages P.T.O. ### Page 2 Downloaded from hlayiso.com HISTORY 2 (Paper 2) 10792/20 INSTRUCTIONS AND INFORMATION 1. 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: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST QUESTION 3: THE END OF THE COLD WAR AND A NEW WORLD ORDER, 1989 TO THE PRESENT SECTION B: ESSAY QUESTIONS QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s – SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989 2. SECTION A consists of THREE source-based questions. The source material that is required to answer these questions can be found in the ADDENDUM. 3. SECTION B consists of THREE essay questions. 4. Answer THREE questions as follows: 4.1 At least ONE must be a source-based question and at least ONE must be an essay question. 4.2 The THIRD question can be either a source-based question or an essay question. 5. You are advised to spend at least ONE hour per question. 6. When answering questions you should apply your knowledge, skills and insight. 7. You will be disadvantaged by merely rewriting the sources as answers. 8. Number the answers correctly according to the numbering system used in this question paper. 9. Write clearly and legibly. P.T.O. ### Page 3 Downloaded from hlayiso.com HISTORY 3 (Paper 2) 10792/20 SECTION A SOURCE-BASED QUESTIONS Answer at least ONE question, but not more than TWO questions, from this section. The source material to be used to answer these questions is contained in the addendum. QUESTION 1: HOW DID THE BLACK CONSCIOUSNESS MOVEMENT EMPOWER BLACK PEOPLE THROUGH BLACK COMMUNITY PROGRAMMES IN THE 1970s? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Read Source 1A. 1.1.1 Define the concept Black Consciousness in your own words. (1 x 2) (2) 1.1.2 Why did the Black Consciousness Movement engage in ‘programmes of self-help run by blacks for blacks’? (1 x 2) (2) 1.1.3 Identify THREE problems of the black man, which the Black Community Programmes were supposed to solve. (3 x 1) (3) 1.1.4 Name any TWO organisations that emerged within the Black Consciousness Movement in the 1970s. (2 x 1) (2) 1.2 Refer to Source 1B. 1.2.1 What, according to the source, did the Black Community Programmes under Khoapa seek (want) to do in black communities?(2 x (2)1) 1.2.2 List TWO community projects run by the BCP mentioned in the source. (2 x 1) (2) 1.2.3 Explain what is meant by the phrase, ‘the BCP gave practical expression to Black Consciousness ideals’. (2 x 2) (4) 1.2.4 Why would you say that the Black Review publication contributed to the Black Consciousness philosophy? (1 x 2) (2) 1.2.5 Comment on the usefulness of the source to a historian researching the Black Community Programmes of the BCM. (2 x 2) (4) P.T.O. ### Page 4 Downloaded from hlayiso.com HISTORY 4 (Paper 2) 10792/20 1.3 Use Source 1C. 1.3.1 What, according to the source, were the community-upliftment projects that were carried out by students to assist the squatters in Durban? (2 x 1) (2) 1.3.2 Explain how the students’ projects upheld the aims of the BCM. (1 x 2) (2) 1.3.3 Why do you think students rejected the Christianity of the White electorate (voter)? (1 x 2) (2) 1.3.4 How did the BCM students collect information that was needed for community development? (2 x 2) (4) 1.4 Compare Sources 1B and 1C. Explain how the information in the two sources support each other regarding the impact of the Black Community Projects on black communities. (2 x 2) (4) 1.5 Study Source 1D. 1.5.1 Identify the community project that is depicted in the photograph. (1 x 1) (1) 1.5.2 In what way would you say the community health centre supported the philosophy of Black Consciousness? (2 x 2) (4) 1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words), explaining how the Black Consciousness Movement empowered black people through black community programmes in the 1970s. (8) [50] P.T.O. ### Page 5 Downloaded from hlayiso.com HISTORY 5 (Paper 2) 10792/20 QUESTION 2: HOW DID THE TRUTH AND RECONCILIATION COMMISSION (TRC) DEAL WITH PERPETRATORS OF HUMAN RIGHTS VIOLATIONS (HRV), SUCH AS WOUTER BASSON? Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Refer to Source 2A. 2.1.1 Select TWO pieces of evidence from the source that explains the objectives of the TRC. (2 x 1) (2) 2.1.2 Define the concept amnesty in the context of the TRC. (1 x 2) (2) 2.1.3 Explain how the TRC dealt with the following in its investigations of human rights violations: (a) Perpetrators (1 x 2) (2) (b) Anti-apartheid activists (1 x 2) (2) 2.1.4 List TWO committees of the TRC from the source. (2 x 1) (2) 2.2 Study Source 2B. 2.2.1 Why, according to the source, did Wouter Basson appear before the TRC? (1 x 2) (2) 2.2.2 Identify TWO charges, from the source that Wouter Basson faced on 4 October 1999. (2 x 1) (2) 2.2.3 Why do you think Basson refused to seek amnesty from the TRC? (1 x 2) (2) 2.2.4 Comment on the reasons judge Hartzenberg dismissed some charges against Basson. (1 x 2) (2) 2.2.5 Explain the usefulness of the information in this source to a historian researching how the TRC dealt with the granting of amnesty to Basson. (2 x 2) (4) P.T.O. ### Page 6 Downloaded from hlayiso.com HISTORY 6 (Paper 2) 10792/20 2.3 Consult Source 2C. 2.3.1 What messages are conveyed in Source 2C? Use the visual clues to support your answer? (2 x 2) (4) 2.3.2 Why was there a reference to the African National Congress (ANC) during the Wouter Basson trial? (1 x 2) (2) 2.4 Compare Sources 2B and 2C. Explain how the information in Source 2B supports the evidence in Source 2C regarding the involvement of Basson in human rights violations. (2 x 2) (4) 2.5 Use Source 2D. 2.5.1 What, according to the source, was the intention of the HPCSA? (1 x 2) (2) 2.5.2 Quote TWO statements from the source that suggest that Dr Basson was guilty of human rights violations. (2 x 1) (2) 2.5.3 Using the information in the source and your own knowledge, explain why activists’ families wanted the bodies of their loved ones dug up. (1 x 2) (2) 2.5.4 Explain Basson’s attitude towards the victims’ families. (1 x 2) (2) 2.5.5 Comment on what is implied by the statement, “But Basson’s trials have cost millions that they pay without question.” (1 x 2) (2) 2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words), explaining how the Truth and Reconciliation Commission (TRC) dealt with perpetrators of human rights violations, such as Wouter Basson. (8) [50] P.T.O. ### Page 7 Downloaded from hlayiso.com HISTORY 7 (Paper 2) 10792/20 QUESTION 3: WHAT IMPACT DID GLOBALISATION HAVE ON THE CITRUS INDUSTRY IN SOUTH AFRICA? Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Refer to Source 3A. 3.1.1 What, according to the source, were the tough conditions faced by the citrus industry in South Africa? (1 x 2) (2) 3.1.2 Quote evidence from the source which suggests that there is growth in the citrus sector in South Africa. (1 x 2) (2) 3.1.3 Using the source and your own knowledge, explain the negative implications that globalisation has had for the citrus industry. (2 x 2) (4) 3.1.4 Define the concept globalisation in your own words. (1 x 2) (2) 3.1.5 Name the company that represents the black citrus growers. (1 x 1) (1) 3.1.6 Explain the obstacles that black citrus growers experienced in South Africa. (2 x 2) (4) 3.2 Study Source 3B. 3.2.1 Which union, mentioned in the source, felt threatened by the South African Citrus industry? (1 x 1) (1) 3.2.2 List THREE agricultural initiatives established by the Citrus Growers’ Association to contribute to the development of the citrus industry. (3 x 1) (3) 3.2.3 Using the information in the source and your own knowledge, explain the negative impact of restitution initiatives on the citrus industry. (1 x 2) (2) 3.2.4 Comment on the usefulness of this source to a historian studying transformation in the citrus industry in South Africa. (2 x 2) (4) 3.3 Consult Sources 3A and 3B. Explain how the information in these sources support each other regarding the challenges experienced in the citrus industry in South Africa. (2 x 2) (4) P.T.O. ### Page 8 Downloaded from hlayiso.com HISTORY 8 (Paper 2) 10792/20 3.4 Use Source 3C. 3.4.1 Explain the messages that are conveyed in the cartoon. Use the visual clues in the source to support your answer. (2 x 2) (4) 3.4.2 What was the impact of the Spanish ban of South African oranges on the citrus industry? (2 x 2) (4) 3.5 Refer to Source 3D. 3.5.1 Which province, according to the source, is the powerhouse of the South African citrus industry? (1 x 1) (1) 3.5.2 Explain how the Citrus Growers Association has benefited citrus growers in South Africa. (1 x 2) (2) 3.5.3 What evidence in the source shows that transformation in the citrus industry is slower than expected? (1 x 2) (2) 3.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining the impact of globalisation on the citrus industry in South Africa. (8) [50] P.T.O. ### Page 9 Downloaded from hlayiso.com HISTORY 9 (Paper 2) 10792/20 SECTION B: ESSAY QUESTIONS Answer at least ONE question, but not more than TWO questions, in this section. Your essay should be about THREE pages long. QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s – SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s Sport, cultural and academic boycotts were the most significant forms of international resistance to apartheid which put pressure on the National Party government to end apartheid in the 1980s. Critically discuss this statement. Support your line of argument with relevant evidence. [50] QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST Explain to what extent leadership, negotiation and compromise among various leaders ensured that South Africa became a democratic state in 1994. Use relevant evidence to support your line of argument. [50] QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989 It was the demise (downfall) of communism that was largely responsible for the political changes that occurred in South Africa after 1989. Do you agree with this statement? Substantiate your line of argument with relevant evidence. 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