# History Grade 11 P1 Eastern Cape November 2012 QP (Eng) > Grade 11 History Paper 1 question paper from the Eastern Cape November 2012 (English), 8 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/hist-p1-n12-qp-eng/89441aee-7596-4786-bda9-7bdfdd3373a6 - Updated: 2026-09-27 - Subject: History - Grade: Grade 11 - Document type: Question paper - Year: 2012 - 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 2012 QP (Eng)](https://www.hlayiso.com/library/hist-p1-n12-qp-eng/89441aee-7596-4786-bda9-7bdfdd3373a6) ## About this document History · Grade 11 · Eastern Cape November · 2012. Question paper, 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 Province of the EASTERN CAPE EDUCATION NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2012 HISTORY P1 MARKS: 150 TIME: 3 hours *HISTE1* This question paper consists of 8 pages and an addendum of 6 pages. ### Page 2 Downloaded from hlayiso.com 2 HISTORY P1 (NOVEMBER 2012) INSTRUCTIONS AND INFORMATION 1. This question paper consists of THREE questions based on the prescribed content as contained in the guideline document: QUESTION 1: CHALLENGES TO CAPITALISM QUESTION 2: THE CRISIS OF CAPITALISM QUESTION 3: COMPETING NATIONALISMS AND IDENTITIES IN AFRICA 2. Each question counts 75 marks, of which 45 marks are allocated for the source-based question and 30 marks for the extended writing question. 3. Candidates are required to answer TWO questions. 4. When answering questions, candidates should apply their knowledge, skills and insight. 5. A mere rewriting of the sources as answers will disadvantage candidates. 6. Write neatly and legibly. ### Page 3 Downloaded from hlayiso.com (NOVEMBER 2012) HISTORY P1 3 QUESTION 1 HOW DID THE FIVE YEAR PLANS TRANSFORM RUSSIA INTO A POWERFUL STATE? Study sources 1A, 1B, 1C and 1D to answer the questions. 1.1 Study Source 1A: 1.1.1 What according to the source were the reasons for Stalin collectivizing agriculture? (2x1) (2) 1.1.2 Use the source and your own knowledge to explain the following concepts: (a) Collectivisation (1x2) (2) (b) Mechanisation (1x2) (2) 1.1.3 Were the Russian peasants in favour of this collectivisation process? Quote TWO pieces of evidence from the source to support your answer. (2x1) (2) 1.2 Refer to Source 1B: 1.2.1 How would a teacher use this photo to explain the aims of the Five Year plans? (1x2) (2) 1.2.2 What is meant by the term “Kulak”? (1x2) (2) 1.2.3 Use your own knowledge to explain how the Kulaks reacted towards this policy of collectivisation. (2x1) (2) 1.2.4 Use your own knowledge to describe the impact of the Kulaks’ action on the Russian economy. (2x2) (4) 1.2.5 What was Stalin’s reaction towards the Kulaks? (2x1) (2) 1.2.6 How useful is this source to a historian studying the collectivisation of the Russian agriculture during the First Five Year Plan? (1x3) (3) ### Page 4 Downloaded from hlayiso.com 4 HISTORY P1 (NOVEMBER 2012) 1.3 Consult Source 1C: 1.3.1 According to the source, how did collectivisation contribute to the industrial development of Russia during the Five Year Plans? (2x1) (2) 1.3.2 What does the word “terrified” tell you about Stalin’s attitude towards the peasants? (1x2) (2) 1.3.3 How does Source A support Source C with regards to aims of Stalin’s Five Year Plans? (1x2) (2) 1.3.4 Explain the limitations of this source for students studying history. (2x2) (4) 1.4 Refer to Source 1D: 1.4.1 How would you account for the low economic figures in 1927? (1x2) (2) 1.4.2 Why was the pace of economic development between 1927 to 1933 so slow compared to the period 1933 to 1937? (1x2) (2) 1.4.3 Use the source and your own knowledge to explain why the Third Five Year Plan was never implemented. (1x2) (2) 1.5 Use all the sources and your own knowledge to write a paragraph of about SIX lines (60 words) explaining how the implementation of the Five Year Plans violated the human rights of the Russian population. (6) 1.6 EXTENDED WRITING (Your response should be about 2 pages in length). Answer ONE of the following questions: QUESTION 1.6.1 OR 1.6.2. 1.6.1 “The collectivisation of agriculture was meant to assist the rapid industrialisation of the Soviet Union in the years 1928 – 41”. Do you agree with this statement? Substantiate. (30) OR 1.6.2 Describe how Stalin transformed Russia from a backward country into a powerful super power by 1945. (30) [75] ### Page 5 Downloaded from hlayiso.com (NOVEMBER 2012) HISTORY P1 5 QUESTION 2 WHAT FACTORS CONTRIBUTED TO THE PERIOD OF ECONOMIC PROSPERITY IN THE U.S.A. IN THE 1920s? Study Sources 2A, 2B, 2C and 2D to answer the following questions. 2.1 Refer to Source 2A: 2.1.1 What, according to the source, was the main aim of the Fordney- McCumber Tariff? (1x2) (2) 2.1.2 Use the source and your own knowledge to explain how this tariff protected American businesses. (2x2) (4) 2.1.3 Why did agriculture not benefit from this tariff? (2x2) (4) 2.1.4 Was the tariff successful in creating prosperity in the US economy? Quote from the source to support your answer. (1x3) (3) 2.1.5 Why do you think the USA prospered as a result of post-war conditions abroad? (2x2) (4) 2.2 Study Source 2B: 2.2.1 How, according to the source, could ordinary people afford to buy consumer goods? (1x1) (1) 2.2.2 Which financial institutions gave people credit? (1x1) (1) 2.2.3 Use the source and your own knowledge to explain how financial institutions made money from giving credit. (1x2) (2) 2.2.4 Use the source and your own knowledge to explain how credit contributed to the period of prosperity in the 1920s. (2x2) (4) 2.2.5 How does this source support the American Dream? (1x2) (2) ### Page 6 Downloaded from hlayiso.com 6 HISTORY P1 (NOVEMBER 2012) 2.3 Study Source 2C: 2.3.1 According to the source, how could ordinary people enrich themselves? (1x1) (1) 2.3.2 Explain how people made money from investing in shares. (2x1) (2) 2.4 Study Source 2D: 2.4.1 Name any TWO industries that were stimulated as a result of the motor industry. (2x1) (2) 2.4.2 With reference to the source; which car was produced in the USA in 1926? (1x1) (1) 2.4.3 Use the source and your own knowledge to explain how the motor industry stimulated economic growth. (2x1) (2) 2.4.4 How does Source 2D differ from Source 2A with regards to the origin and impact of the “Boom”. (2x2) (4) 2.5 Use all the sources and your own knowledge to write a paragraph of about SIX lines (60 words) explaining their usefulness to a historian studying the economic prosperity of people in the USA in the 1920s. (6) 2.6 EXTENDED WRITING (Your response should be about 2 pages in length). Answer ONE of the following questions: QUESTION 2.6.1 OR 2.6.2. 2.6.1 Describe the factors that contributed to the American period of prosperity In the 1920s. (30) OR 2.6.2 “Prosperity in the USA in the 1920s was created mainly by Republican policies”. Discuss the validity of this statement by referring to the factors that led to the economic boom of the 1920s. (30) [75] ### Page 7 Downloaded from hlayiso.com (NOVEMBER 2012) HISTORY P1 7 QUESTION 3 WHAT WERE THE CAUSES AND NATURE OF COLOURED AND INDIAN NATIONALISM? Study sources 3A, 3B and 3C to answer the following questions. 3.1 Refer to Source 3A: 3.1.1 Use the source and your own knowledge to explain the following terms: (a) Coloureds (1x2) (2) (b) Apartheid (1x2) (2) 3.1.2 How, according to the source, did the National Party address the Coloured issue? (2x1) (2) 3.1.3 What was the impact of the Separate Representation of Voter Act of 1951 on Coloured people? (2x2) (4) 3.1.4 Quote evidence from the source to show that Coloureds were against the National Party. (2x2) (4) 3.1.5 Why, do you think, did Coloured people join the Defiance campaign? (2x2) (4) 3.2 Study Source 3B: 3.2.1 Why, do you think, did the National Party move the Coloureds out of District Six? (1x2) (2) 3.2.2 Name TWO places where Coloureds were moved to as a result of these forced removals. (2x1) (2) 3.2.3 Can the forced removal of Coloured people be justified? Explain your answer. (2x2) (4) 3.2.4 How does the visual source support the written source with regards to the living conditions of Coloureds? (1x2) (2) 3.2.5 What social evils were born from these forced removals that still hinder Coloured people today? (2x2) (4) ### Page 8 Downloaded from hlayiso.com 8 HISTORY P1 (NOVEMBER 2012) 3.3 Consult Source 3C: 3.3.1 What law prevented Indians from acquiring more land in Natal after 1943? (1x1) (1) 3.3.2 “… was rejected by Indian leaders” What does this tell us about the attitude of Indians towards the Apartheid government? (1x2) (2) 3.3.3 Assess the usefulness of this source for historians researching the Indian contribution in the liberation struggle of South Africa. (2x2) (4) 3.4 Use all the sources and your own knowledge to write a paragraph of about SIX lines (60 words) explaining why Coloureds and Indians identified themselves with the Black resistance movement. (6) 3.5 EXTENDED WRITING (Your response should be about 2 pages in length). Answer ONE of the following questions: QUESTION 3.5.1 OR 3.5.2. 3.5.1 Explain why Coloureds and Indians decided to join forces with the Black liberation movement in South Africa. (30) OR 3.5.2 “Minority groups had no option but to join forces with the ANC”. Do you agree with this statement? Substantiate by referring to the role played by Coloureds and Indians in South Africa’s liberation struggle. 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