# History Grade 12 P2 EC June 2016 Question Paper (English) > Grade 12 History Paper 2 question paper from the EC June 2016 (English), 8 pages. Read online or get the free PDF download, memo linked when available. - Page: https://www.hlayiso.com/library/hist-p2-qp-eng/23a48f72-2ccf-4a9d-a24a-e2aafa097f64 - Updated: 2026-09-27 - Subject: History - Grade: Grade 12 - Document type: Question paper - Year: 2016 - Exam period: EC June - Paper: 2 - Curriculum: CAPS - Pages: 8 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 EC June 2016 Question Paper (English)](https://www.hlayiso.com/library/hist-p2-qp-eng/23a48f72-2ccf-4a9d-a24a-e2aafa097f64) ## About this document History · Grade 12 · EC June · 2016. 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 NATIONAL SENIOR CERTIFICATE GRADE 12 JUNE 2016 HISTORY P2 MARKS: 100 TIME: 2½ hours *HISTE2* This question paper consists of 7 pages and an addendum of 7 pages. ### Page 2 Downloaded from hlayiso.com 2 HISTORY P2 (EC/JUNE 2016) INSTRUCTIONS AND INFORMATION 1. This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the Grade12 Examination Guideline. 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 SECTION B: ESSAY QUESTIONS QUESTION 3: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s QUESTION 4: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST: NEGOTIATED SETTLEMENT AND THE GNU 2. SECTION A consists of TWO source-based questions. Source material that is required to answer these questions will be found in the ADDENDUM. 3. SECTION B consists of TWO essay questions. 4. Answer TWO questions as follows: 4.1 At least ONE must be a source-based question and at least ONE must be an essay. 5. When answering questions, candidates should apply their knowledge, skills and insight. 6. A mere rewriting of the sources as answers will disadvantage candidates. 7. Number the answers correctly according to the numbering system used in this question paper. 8. Write neatly and legibly. Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com (EC/JUNE 2016) HISTORY P2 3 SECTION A: SOURCE-BASED QUESTIONS Answer ONE question from this section. Source material to be used to answer these questions are in the ADDENDUM. QUESTION 1: HOW DID STEVE BIKO AND THE PHILOSOPHY OF BLACK CONSCIOUSNESS INFLUENCE THE STUDENT UPRISING OF 1976? Use Sources 1A, 1B, 1C and 1D to answer the following questions. 1.1 Refer to Source 1A. 1.1.1 According to Biko, identify any THREE reasons why it was necessary for ‘the black man’ to change? (3 x 1) (3) 1.1.2 List any THREE ideas that Biko considered as the first step which must be taken in order for black people to regain their ‘personality’. (3 x 1) (3) 1.1.3 What do you understand by the concept ‘Black Consciousness’? (1 x 2) (2) 1.1.4 In your own words, explain why Biko believed that black solidarity was so important in the struggle against oppression. (2 x 2) (4) 1.2 Use Source 1B. 1.2.1 Why did the African Student Movement (ASM) change its name to the South African Student Movement (SASM)? (1 x 2) (2) 1.2.2 Explain the strategies used by SASM leadership to build support among school students during the mid-1970s. (2 x 2) (4) 1.2.3 What evidence is there to support the claim that school students in Soweto were already ‘highly politicised and militant’ by the end of 1974? (1 x 2) (2) 1.2.4 Evaluate the usefulness of Source 1B for a historian researching the influence of the philosophy of Black Consciousness on the student uprising of 1976. (2 x 2) (4) Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com 4 HISTORY P2 (EC/JUNE 2016) 1.3 Consult Source 1C. 1.3.1 List any TWO pieces of evidence which support the claim that there was a ‘new militancy’ amongst school students in the mid-1970s.(2 x 1) (2) 1.3.2 Why do you think that the 1976 uprising continued even when the Minister agreed to drop the requirement that African learners be taught in Afrikaans? Support your answer with evidence from the source. (2 x 2) (4) 1.3.3 Use the evidence in the source and your own knowledge to explain why students in the ‘coloured townships’ in Cape Town joined the uprising of 1976. (2 x 2 ) (4) 1.4 Refer to Source 1D. 1.4.1 Why do you think this photograph was titled ‘The young lions of Soweto’? Use visual clues to support your answer. (2 x 2) (4) 1.4.2 Discuss the limitations of this photograph, as a piece of historical evidence, for a historian researching the student uprising of 1976. (2 x 2) (4) 1.5 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) in which you explain how the philosophy of Black Consciousness influenced the student uprising of 1976. (8) [50] Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com (EC/JUNE 2016) HISTORY P2 5 QUESTION 2: WHAT WERE THE CHALLENGES FACING THE TRC? Study Sources 2A, 2B, 2C and 2D to answer the following questions. 2.1 Study Source 2A. 2.1.1 Explain the following concepts: (a) Human Rights violations (give examples) (1 x 2) (2) (b) Amnesty (1 x 2) (2) 2.1.2 List the aims of the TRC as contained in the source. (3 x 1) (3) 2.1.3 Why were the public hearings important for the reconciliation process? (1 x 2) (2) 2.1.4 With relevance to the statement:’ The TRC’s objective was not to prosecute people”, what kind of justice was the TRC advocating (in favour of)? (1 x 2) (2) 2.1.5 Use the source and your own knowledge to explain the pre- conditions for the granting of amnesty. (2 x 2) (4) 2.2 Refer to Source 2B. 2.2.1 Explain what Krog, regarded as significant about the process of the TRC. (Perspective 1) (2 x 2) (4) 2.2.2 What according to Tutu’s view was the main aim of the TRC? (Perspective 2) (1 x 2) (2) 2.3 Consult Source 2C. 2.3.1 What message is the cartoonist trying to convey with regards to the NP submission before the TRC? (1 x 2) (2) 2.3.2 Use the source and your own knowledge to explain how De Klerk viewed the work of the TRC. (2 x 2) (4) 2.3.3 Why, do you think, many NP ministers did not apply for amnesty? (2 x 2) (4) 2.3.4 Why is this source not reliable to historians researching the attitude of the NP towards the work of the TRC? (2 x 2) (4) Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com 6 HISTORY P2 (EC/JUNE 2016) 2.4 Read Source 2D. 2.4.1 With reference to opinion 1, explain whether or not you believe that the principle of reconciliation was achieved by the TRC. (2 x 2) (4) 2.4.2 How does opinion 2 differ from opinion 1 with regards to the reconciliation process? (1 x 2) (2) 2.4.3 According to opinion 3, what was revealed during the TRC process? (1 x 1) (1) 2.5 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (80 words) in which you assess the successes and the failures of the TRC. (8) [50] Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com (EC/JUNE 2016) HISTORY P2 7 SECTION B Answer ONE question from this section. QUESTION 3: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s “PW Botha’s political reforms were met with increased internal resistance during the 1980s.” Do you agree with this statement? Substantiate your answer with relevant historical evidence. [50] QUESTION 4: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST: NEGOTIATED SETTLEMENT AND THE GNU “The coming of democracy to South Africa was a STOP-START journey because of the conflict along the way.” Critically assess this statement with reference to the process of negotiation in South Africa between 1990 and 1994. 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