# History Grade 11 P1 Eastern Cape November 2014 Addendum > Grade 11 History Paper 1 addendum from the Eastern Cape November 2014 (English), 8 pages. Read online or get the free PDF download. - Page: https://www.hlayiso.com/library/hist-p1-gr11-adden-nov2014-eng/5ddf8f2c-fe29-4161-a894-96bad484740b - Updated: 2026-09-27 - Subject: History - Grade: Grade 11 - Document type: Addendum - Year: 2014 - Exam period: Eastern Cape November - Paper: 1 - Curriculum: CAPS - Pages: 8 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 11](https://www.hlayiso.com/library/grade-11) › [History](https://www.hlayiso.com/library/grade-11/history) › [History Grade 11 P1 Eastern Cape November 2014 Addendum](https://www.hlayiso.com/library/hist-p1-gr11-adden-nov2014-eng/5ddf8f2c-fe29-4161-a894-96bad484740b) ## About this document History · Grade 11 · Eastern Cape November · 2014. Addendum, 8 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 NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2014 HISTORY P1 ADDENDUM MARKS: 150 TIME: 3 hours *IHISTE3* This addendum consists of 8 pages. ### Page 2 Downloaded from hlayiso.com 2 HISTORY P1 (ADDENDUM) (NOVEMBER 2014) SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: COMMUNISM IN RUSSIA, 1900 – 1940 HOW DID THE RUSSIAN REVOLUTION LEAD TO THE OVERTHROW OF THE TSARIST REGIME IN RUSSIA IN 1917? SOURCE 1A This source deals with the transformation of the influential Father Gapon from a police agent to the leader of the people demanding drastic reforms from the Tsar. Father George Gapon led a movement secretly created and guided by the police. The Assembly of Russian Workingmen aimed to immunise the workers against the plague of socialism and strengthened their attachment to the Orthodoxy and the Tsar. Sincere in his beliefs and carried away by the extravagance of his own speeches and fervour of his eager audiences, Gapon abandoned his role as police agent for that of popular leader and started a mass movement to petition the Tsar for reform. Denouncing ‘despotic and irresponsible government’ the petition attacked the ‘capitalistic exploiters, crooks and robbers of the Russian people’ and appealed to the Tsar to grant his people a parliament, the vote, universal education, a minimum wage, an eight-hour working day, an income tax system, separation of church and state, and amnesty (general pardon or forgiveness) for all political prisoners. [Source: Tames, R. – Last of the Tsars, London: Pan Macmillan] SOURCE 1B An extract from the petition that Father Gapon hoped to present to the Tsar on 22 January, 1905, the Bloody Sunday. “We, the workers, our children, our wives and our old, helpless parents have come, Lord, to seek truth and protection from you. We are impoverished and oppressed, unbearable work is imposed on us, we are despised and not recognised as human beings. We are treated as slaves, who must bear their fate and be silent. We have suffered terrible things, but we are pressed deeper into poverty, ignorance and lack of rights.” [Adapted from: www.spartacushistory.com] Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com (NOVEMBER 2014) HISTORY P1 (ADDENDUM) 3 SOURCE 1C This source deals with the March 1917 Revolution, also referred to as the February Revolution. The insurrection began almost unnoticed. Early in March 1917, a strike of workers of Petrograd’s great Pulitov Engineering Works turned thousands of men onto the streets, to demonstrate against the government and to appeal to the workers of other plants. March 8, International Women’s Day, regularly celebrated by the workers, brought thousands of women from the queues for bread to swell (drastically increase the size of) the crowds. Red flags and banners with the slogan “Down with the Aristocracy!” made their appearance. The police, however, had no great trouble in dispersing the crowds, and the unrest seemed no greater than on previous occasions. [Adapted from: Curtiss, JS, The Russian Revolutions of 1917. Princeton; Anvil Von Nostrand] SOURCE 1D This source deals with some of the challenges that were facing the Bolsheviks when they came to power in Russia. At the time of the October Revolution in Russia, Lenin and others had hoped that workers throughout Europe would overthrow capitalist governments and achieve socialist revolutions. But when that did not take place, the Soviet Union found itself economically isolated and attacked on all sides by the invading armies of imperialism. While the Soviet Union fought back and defeated the invading armies by the end of 1920, the damage was done. Industry and machinery, already largely destroyed by the capitalists who fled during the revolution, were in shambles, many of the best workers had been killed or maimed at the front; agriculture, already hurt by war and demoralisation of the farmers was further damaged by crop failures. The people in the cities were starving. To feed people in the cities, the Soviet government confiscated grain. As Lenin explained in his pamphlet, ‘The Tax in Kind’, “It was the war and the ruin that forced us into War Communism failure in 1920”. At the Tenth Congress of the Russian Communist Party in March 1921, Lenin called for a new policy: “Up to now we have been adapting ourselves to the tasks of war; we must now adapt ourselves to the conditions of peace.” [Adapted from http://sfr-21.org/war-communism.html] Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com 4 HISTORY P1 (ADDENDUM) (NOVEMBER 2014) QUESTION 2: CAPITALISM IN THE USA, 1900 – 1940 HOW DID ROOSEVELT’S NEW DEAL BRING ABOUT RELIEF, REFORM AND RECOVERY FOR THE AMERICANS? SOURCE 2A WRITTEN SOURCE Roosevelt’s approach to the crisis in the American economy. 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 outlined the main points of his New Deal programme. The programme had three general aims: relief, recovery and reform. Roosevelt called together a ‘brains trust’ of advisors from all walks of life to ensure that could call on the best possible advice. He also ensured that government was seen to act and Congress passed a number of measures in the first hundred days of its first session. [Adapted from: Brink, E et al, Solutions for All History, 2012, Macmillan] VISUAL SOURCE Newspaper headlines showing voter support for Roosevelt. [Source: www.historylearningsite.co.uk>.....> America 1918 – 1939] Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com (NOVEMBER 2014) HISTORY P1 (ADDENDUM) 5 SOURCE 2B The source details some of the initiatives and agencies of the New Deal. The New Deal provided large sums of federal money for direct payments to needy citizens through grants (rather than loans) to the states. It also established various new agencies to provide government-sponsored work for the unemployed. Through the Works Progress Administration (WPA) special projects were 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 goal of the New Deal was to raise both wages and prices, which had dropped lower and lower as the depression continued. The National Industrial Recovery Act called for the cooperation of labour and management in setting prices, minimum wages, and working hours within various industries. The act also gave workers the right to join unions without interference from employers. To increase the income of farmers, the Agricultural Adjustment Act was passed. It included provisions for paying farmers to reduce the acreage (area under cultivation) of certain crops and to limit livestock holdings. These measures were intended to reduce surpluses, which caused low prices. [From: history.howstuffworks.com/American-history/roosevelt’s-new-deal.htm] SOURCE 2C Was the New Deal a success? 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 November 1932, to many Americans it appeared as if Hoover, the Republican president, was either doing nothing or too little. “Too little, too late” was a frequent label pinned to the presidency of Hoover. That a president, Roosevelt, was actually doing something positive was a huge boost to the American public – they were not being left to fend for themselves. Some who had been badly affected by the Depression had labelled their cardboard box homes "Hoovervilles" in disgust of what Hoover was doing for them. The free food handouts they got were nick-named “Hoover Stew”. [Source: www.historylearningsite.co.uk>.....> America 1918 – 1939] Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com 6 HISTORY P1 (ADDENDUM) (NOVEMBER 2014) QUESTION 3: IDEAS OF RACE IN THE LATE 19th AND 20th CENTURIES HOW WERE THE HUMAN RIGHTS OF MINORITIES VIOLATED IN GERMANY AS A RESULT OF RACE THEORIES? SOURCE 3A The source below defines the Aryans and non-Aryans, especially the Jews who became the victims of the holocaust. Defining the non-Aryans was at times difficult, because the term Aryans actually refers to a language group, not a racial group. Broadly speaking, Aryans were tall, white, blond-haired, blue-eyed people of Northern Europe heritage, all others were non-Aryans. After some internal disagreement, the Nazis defined a Jew as someone who had three or four Jewish grandparents. A person was a ‘mischling’ (half-breed) if he or she had one or two Jewish grandparents. If a person had two Jewish grandparents, and was married to someone Jewish, or belonged to the Jewish religion, they were considered Jewish. The main purpose of these precise descriptions was to define the target for the discriminatory laws that the Nazis passed. [Adapted from: Brink, E et al, Solutions for All History, 2012, Macmillan] SOURCE 3B This source contains some of the discriminatory regulations against the Jewish people. The first sign of how Jewish people, in particular, were to be excluded from the state came shortly after the Nazis came into power. Within a few months, the Nazis had started anti-Semitic riots and a boycott of Jewish-owned businesses and shops. They quickly passed laws that violated Jewish people’s human rights: 1. Jewish people were dismissed from the civil service, public service, schools and public hospitals. 2. Jewish people could not vote or participate in politics. 3. Jewish scholars had to go to separate schools from Aryan children. 4. Jewish people had to wear a yellow Star of David to show that they were Jewish. Their shops had to display the same sign. [Adapted from: Brink, E et al, Solutions for All History, 2012, Macmillan] Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com (NOVEMBER 2014) HISTORY P1 (ADDENDUM) 7 SOURCE 3C However, during “Krystalnacht” in 1938 the Nazis had shown their desire to persecute the Jews and in the war Hitler had the opportunity to carry out his plan to rid Nazi-occupied Europe of all undesirables (from his point of view) and he concentrated his efforts in Eastern Europe. After the attack on Russia, murder squads from the SS moved behind the army and systematically wiped out towns and villages containing Russian people (the same people who had welcomed the German Army into Russia as liberators against the Russian leader Stalin). However, the process was slow and the head of the SS, Heinrich Himmler, was concerned that the men doing the evil deed were becoming demoralised shooting innocent civilians and he looked for another solution. This led to the Final Solution decided at the infamous Wannsee Conference in 1942 when it was ordered that all Jews in Europe be killed in extermination camps. With due speed, German industrialists were required to design and produce ovens and gas chambers that would enable the mass murders to be carried out quickly and cleanly without involving German personnel too much. The most infamous camps were at Auschwitz-Birkenau, Belzec, Sobibor and Treblinka. Here Jews, Eastern Europeans (many of whom were also Jewish), gypsies and the physically and mentally handicapped were brought and murdered. [From: www.spartacushistory.com] SOURCE 3D Deaths of Jews in the Holocaust Poland 3,000,000 90% of all Jews there Germany 210,000 90% of all Jews there Czech. 155,000 86% of all Jews there Holland 105,000 75% of al Jews there Hungary 450,000 70% of all Jews there Ukraine 900,000 60% of all Jews there Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com 8 HISTORY P1 (ADDENDUM) (NOVEMBER 2014) ACKNOWLEDGEMENTS Extracts and visual sources used in the addendum were taken or adapted from the following publications: Brink, E et al, Solutions for All History, 2012, MacMillan Curtis, JS, The Russian Revolutions of 1917, Princeton: Anvil Von Nostrand Tames, R, Last of the Tsars, London. Pan Macmillan History.howstuffworks.com/American-history/roosevelt’s-new-deal.htm www.historylearningsite.co.uk>.....>America 1918 – 1939 www.spartacushistory.com http://sfr-21.org/war-communism.html Copyright reserved Please turn over ## Related documents - [HIST P1 GR11 ADDEN NOV2014 AFR](https://www.hlayiso.com/library/hist-p1-gr11-adden-nov2014-afr/e65c9e3a-61c6-401b-9a0b-1a64356355ef) — History · Addendum · 2014 · Afr - [HIST P1 GR11 MEMO NOV2014 AFR](https://www.hlayiso.com/library/hist-p1-gr11-memo-nov2014-afr/1c5f843b-06f3-463b-b066-d0a2aed990c3) — History · Memo · 2014 · Afr - [HIST P1 GR11 QP NOV2014 ENG](https://www.hlayiso.com/library/hist-p1-gr11-qp-nov2014-eng/b1cec643-6cdf-4481-a0f8-22e963748ca0) — History · QP · 2014 · Eng - [HIST P1 GR11 QP NOV2014 AFR](https://www.hlayiso.com/library/hist-p1-gr11-qp-nov2014-afr/a09f1fcf-c7c7-4c25-b44d-20be2252eceb) — History · QP · 2014 · Afr - [HISTORY P1 GR12 ADDEN NOV2020 English](https://www.hlayiso.com/library/history-p1-gr12-adden-nov2020-english/b6ec1425-9b80-471e-989e-a75292731d09) — History · Addendum · 2020 · Eng - [HISTORY P1 GR11 ADDENDUM NOV2019 Afr D](https://www.hlayiso.com/library/history-p1-gr11-addendum-nov2019-afr-d/7cdbb4ed-ae5e-4925-bdbd-f00a9044145e) — History · Addendum · 2019 · Afr ## More from Grade 11 History - [Grade 11 History P1 November 2026 Mock Memo](https://www.hlayiso.com/library/grade-11-history-2026-november-mock-exam-memorandum-paper-1/9fdb86cf-1aac-4c90-9f22-a176bf0d4d37) — Memo · 2026 · Eng - [Gr 11 His ATP 2023-24](https://www.hlayiso.com/library/gr-11-his-atp-2023-24/4c199bf3-d253-42ae-b90d-b030dfc6ecc2) — ATP - [EC History Grade 11 June 2025 P1 only](https://www.hlayiso.com/library/ec-history-grade-11-june-2025-p1-only/555be0f1-39a3-47b5-8fec-f622076c09d3) — QP · 2025 - [EC History Grade 11 June 2025 P2 and Memo](https://www.hlayiso.com/library/ec-history-grade-11-june-2025-p2-and-memo/0051e460-14cf-43df-a19e-374c9f6a797a) — QP + Memo · 2025 - [GRADE 11 HISTORY P1 NOVEMBER 2025 MG watermark](https://www.hlayiso.com/library/grade-11-history-p1-november-2025-mg-watermark/15706ac6-5464-4f6c-87c6-1a03afff8695) — Memo · 2025 - [HISTORY P2 MEMO GR11 NOV 2025 ENG watermark](https://www.hlayiso.com/library/history-p2-memo-gr11-nov-2025-eng-watermark/13c2bd17-2125-463d-a4b3-95b539b0a7de) — Memo · 2025 · Eng ## Collection - [Grade 11 past papers](https://www.hlayiso.com/grade-11/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. When citing, link the page URL above, not a PDF or /api/ URL.