History Grade 12 Paper 1 NSC June 2012 Memo (English)

Downloaded from hlayiso.com basic education Department: Basic Education REPUBLIC OF SOUTH AFRICA SENIOR CERTIFICATE EXAMINATION HISTORY: P14 HIGHER GRADE 2012 “MEMORANDUM MARKS: 200 L.2.P. SHARE INTERNAL NIOAERATOR "oof zo12. Copyright reserved

Downloaded from hlayiso.com History/HG/P1 2 DBE/2012 SCE - Memorandum Global assessment of essays The essays will be assessed holistically (globally). This approach requires the educator to score the overall product as a whole, without scoring the component parts separately. This approach encourages the learner to offer an individual opinion through using selected factual evidence to support an argument .The learner will not be required to simply regurgitate ‘facts’ in order to achieve a high mark. It will also discourage learners to prepare 'model’ answers and reproduce them without taking into account the specific requirements of the question. Holistic essay marking credits learners’ opinions. Holistic assessment, unlike content based marking, does not penalise language inadequacies as the emphasis is on the following: . the construction of an argument; ° the appropriate selection of factual evidence to support such an argument; and ° the learner's interpretation of the question. Assessment procedures of an essay 1. Keep the synopsis in mind when assessing the essay. 2. During the first reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in marking guideline/ memorandum) each of the main points/aspects that is properly contextualised (also indicated by bullets in marking guideline/ memorandum) a relevant conclusion (indicated by a bullet in marking guideline/ memorandum) e.g. in an answer where there are 5 main points there will be 7 ticks. 3. The following additional symbols can also be used: . introduction, main aspects and conclusion not properly contextualised /\ . wrong statement ° irrelevant statement e repetition R ¢ analysis AV * — interpretation DEPARTH av I Copyright reserved 2612 -85- 12 | Please turn over BAG X 110 | FORMA GON t i az t-

Downloaded from hlayiso.com History/HG/P1 3 DBE/2012 SCE — Memorandum 4. The first reading of an essay will also be to determine to what extent the main aspects have been covered and to allocate the content level (on the matrix). T c LEVEL 3 5. The second reading of an essay will relate to the level (on the matrix) of presentation. Cc LEVEL 3 LEVEL 1 6. Allocate an overall symbol and mark with the use of the matrix. LEVEL3 | B+ P EEVEE i= | 39 The matrix The criteria according to which the essay will be assessed are organised within a matrix and the matrix will be used to allocate a symbol to an essay. Both the content and presentation axes are divided into eight competency levels. Each has criteria that will be used to assess an essay. Copyright reserved Please turn over

Downloaded from hlayiso.com History/HG/P1 4 DBE/2012 SCE — Memorandum LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL § LEVEL 6 LEVEL 7 LEVEL 8 PRESENTATION | Has Has Has Attempts to | Attempts to Line of No fine of No attempt developed a developed developed a | sustain a sustain a argument | argument. to answer relevant arelevant relevant line | line of line of not No analysis | the independent line of of argument. i argument. argument. sustained. | and question. line of argument. | Has Has Applied Applied historical argument. Has attempted attempted analysis and | analysis explanation. Has employed | employed analysis and ; analysis historical and No analysis and analysis historical and explanation | historical structure. / historical and explanation. | historical to a certain explanatio explanation. historical Well planned | explanation. | extent. n j Well planned =| explanation. | and Essay Attempt a occasional and structured | Well structured planned structure. ly or not at essay. planned essay. and Technical all. Excellent and Structural structured flaws. No clear technical skills | structured | flaws. toa certain structure. CONTENT and evidence. | essay. Higher order | extent Minor flaws. | skills absent. . Tee a A: 160 - 200 uestion has been : So fully answered. A+ A A- 7 ei tee Content selection 47-50 7 40 — 42 : = fully relevant to line D: 100-119 of argument. E: 80-99 LEVEL 2 F: 67-79 Question has been ' answered. A A. Bt ae ale Content selection - - 3 - relevant to line of a ee eke GG: 40-49 argument. H: 0-39 LEVEL 3 Question answered to a great extent. Bt B B- C+ Content adequately 38-39 36 - 37 36 33 - 34 covered and relevant. LEVEL 4 Question posed is recognisable in answer. , C+ Cc D+ Content selection and control flawed 33-34 31-32 28 - 29 Omissions and irrelevant content selections. LEVEL 5 Content selection does relate to the question, but do not c- D E+ answer it. 30 26 — 27 23-24 Omissions in coverage. Lacks control. LEVEL 6 Question D- E E. inadequately 7 addressed, 25 21-22 20 Sparse content. LEVEL7 Question inadequately addressed or not at E F all. 20 13-19 Inadequate content. Irrelevant to a great extent. LEVEL 8 No relevant content | G 07-12 selection. Oo a a Tot oy reemee Totally flawed reef OF BRSIC 7] H 0-6 — Copyright reserved Please turn over

Downloaded from hlayiso.com History/HG/P1 5 DBE/2012 SCE ~ Memorandum e MARKERS MUST BE AWARE THAT THE CONTENT OF THE ANSWER WILL BE GUIDED BY THE TEXTBOOKS IN USE AT THE PARTICULAR CENTRE e CANDIDATES MAY HAVE ANY OTHER RELEVANT INTRODUCTION AND OR CONCLUSION THAN THOSE INCLUDED IN A SPECIFIC ESSAY MARKING GUIDELINES e IN. ASSESSING THE OPEN ENDED SOURCE-BASED QUESTIONS, CANDIDATES SHOULD BE GIVEN CREDIT FOR ANY OTHER RELEVANT RESPONSE Copyright reserved Please turn over

Downloaded from hlayiso.com History/HG/P1 6 DBE/2012 SCE — Memorandum SECTION A: ESSAY QUESTIONS QUESTION 1A: THE PERIOD 1924 TO 1948 South Africa's sovereign independence was recognised during General JBM Hertzog's term of office as Prime Minister. Do you agree with this statement? Use relevant events from 1924 to 1934 to support your answer. SYNOPSIS The candidates can agree or disagree with the statement. Most candidates would most probably agree with the statement. They need to show how Hertzog used events during his term of office to move South Africa towards sovereign independence by 1934. Some learners may point out that Hertzog, in achieving his aim, used opportunities presented to him within the international environment. NB: The main aspects (bullets) must be used to address the requirements of the question and to develop a refevant line of argument. A mere stating of ‘facts’ is inadequate. MAIN ASPECTS « Introduction: Candidates must indicate their viewpoint. This should be about whether South Africa's sovereign independence was recognised by 1934. ELABORATION ¢ Position of dominions in 1924 when Hertzog assumed office (legally they were subordinate to Britain and Hertzog was determined to change this situation) e Hertzog used the Imperial Conference of 1926 to clarify the status of SA and dominions « The Balfour Declaration of 1926 (defined and uplifted the status of SA and other dominions: Hertzog played a major role in this regard) e The establishment of the Department of Foreign Affairs gave SA the opportunity to demonstrate its independence (Hertzog's involvement in the establishment was evident) e The Statute of Westminster, 1931 was a British law that put the principles of the Balfour Declaration into law (Hertzog was instrumental in pressurising the British government to turn the Balfour declaration into law) e The Status and Seals Acts, 1934 (Under the leadership of Hertzog these two South African laws were passed to protect SA's independence as defined by the Statute of Westminster) e Any other relevant point. e Conclusion: Candidates should tie up their argument by indicating whether SA's sovereign independence was recognised by 1934. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/HG/P1 / DBE/2012 SCE ~ Memorandum QUESTION 1B: THE PERIOD 1924 TO 1948 The split in the United Party government in 1939 over the question of South Africa's entry into the Second World War was not unexpected since coalition and fusion rested on a weak foundation of white political unity and solidarity. Examine this statement critically. SYNOPSIS Candidates should support their line of argument by providing evidence that coalition and fusion was based on a weak foundation. The various reasons that contributed to the ultimate split in the United Party in 1939 should also be highlighted. NB: The main aspects (bullets) must be used to address the requirements of the question and to develop a relevant line of argument. A mere stating of ‘facts’ is inadequate. MAIN ASPECTS * Introduction: Candidates should state how they intend answering the question by indicating the various reasons for coalition, fusion and ultimate split in 1939. ELABORATION Reappearance of Tielman Roos in politics (background to set the scene) Impact of South Africa leaving the gold standard Results in the 1933 election showed support for coalition Formation of the United South African National Party (United Party) Dr DF Malan and other Afrikaners believed that fusion would endanger the survival of Afrikaner nationalism (Formation of ‘Purified’ National Party) Colonel Stallard and his supporters formed the Dominion Party e Economic stability ensured confidence in the 1938 general elections Rise of Afrikaner Nationalism and the role of Broederbond; 1938 Great Trek centenary Neutrality vs. participation in the Second World War Impact of Second World War on SA politics Reasons for the split of the United Party Any other relevant point oe ee @ ° « Conclusion: Candidates should tie up their arguments by indicating how the United Party was formed on a weak foundation. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/HG/P1 8 DBE/2012 SCE - Memorandum QUESTION 2A: THE PERIOD 1948 TO 1976 On 31 May 1961 the National Party's dream of making South Africa a republic was finally achieved. Do you agree with this statement? Refer in your assessment to the part played by Dr DF Malan, Advocate JG Strijdom and Dr HF Verwoerd in realising this dream. SYNOPSIS The candidates can agree or disagree with the statement. Most candidates would most probably agree with the statement. They need to refer to the role played by the three prime ministers in realising the National Party's dream of making South Africa a republic. NB: The main aspects (bullets) must be used to address the requirements of the question and to develop a relevant line of argument. A mere stating of ‘facts’ is inadequate. MAIN ASPECTS e Introduction: Candidates should refer to the contributions made by Malan, Strijdom and Verwoerd in realising the National Party's dream of declaring a republic in 1961. ELABORATION e Long cherished dream of some Afrikaners [background] * Developments under Dr DF Malan (1948-1954) [focus on breaking ties with Britain through minor constitutional changes] e Developments under Advocate JG Strijdom (1954-1958) [highlight the symbolic changes e.g. flag, anthem, official terms used etc.] e Developments under Dr HF Verwoerd (1958-1961) [decision to create a Republic and the withdrawal from the British Commonwealth] e Any other relevant point e Conclusion: Candidates should tie up their arguments by showing how the contributions by the various NP prime ministers ensured that the long cherished dream was realised. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/HG/P1 9 DBE/2012 SCE ~ Memorandum QUESTION 2B: THE PERIOD 1948 TO 1976 The Defiance campaigns of the 1950s played a significant role in the struggle against apartheid. Evaluate this statement by referring to the period 1948 — 1958. SYNOPSIS Candidates should evaluate the role that the Defiance campaigns played in the struggle against apartheid. NB: The main aspects (bullets) must be used to address the requirements of the question and to develop a relevant line of argument. A mere stating of ‘facts’ is inadequate. MAIN ASPECTS e Introduction - Candidates should state their points of view on the role that the Defiance campaigns played in the struggle against apartheid. ELABORATION Launch of Programme of Action - 1949 The Defiance Campaign — 1952 [Education boycott — 1954] Congress Alliance and The Freedom Charter — 1955 The Treason Trial from 1956 The Anti - Pass Campaign by Women to the Union Buildings ~ 1956 The Alexandra bus boycotts — e.g. 1957 Some might mention other actions after 1956 e.g. continuing protests against the extension of the pass laws, SACTU pound-a-day campaign 1957 — 1958 Split in the ANC as a result of the adoption Freedom Charter e Any other relevant point @oeeee te os . e Conclusion: Candidates should tie up their arguments by indicating the role that the Defiance campaigns played in the struggle against apartheid. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/HG/P1 10 DBE/2012 SCE ~ Memorandum QUESTION 3A: THE PERIOD 1976 TO 1994 The trade unions played an important role in the ending of apartheid during the 1980s? Assess the validity of this statement by providing evidence from the period to support your answer. SYNOPSIS Candidates need to indicate throughout their answer the role played by the trade unions in the ending of apartheid during the 1980s. NB. The main aspects (bullets) must be used to address the requirements of the question and to develop a relevant line of argument. A mere stating of ‘facts’ is inadequate. MAIN ASPECTS e Introduction: Candidates should refer to the role played by the trade unions in the ending of apartheid during the 1980s. ELABORATION e Reasons for the formation of worker unions (protect worker rights, health and safety — background) e Emergence of worker unionism ajter the Wiehan Commission e Roles of the following worker unions in struggle for liberation e.g. the Federation of South African Trade Unions (FOSATU); Council of Unions of South Africa (CUSA); National Council of Trade Unions (NACTU); General Workers Union (GWA), National Union of Mine Workers (NUM); Unaffiliated Unions e.g. South African Allied Workers Union (SAAWU) « Reasons for the formation and impact of COSATU e Methods and strategies used (e.g. protest action, strikes, boycotts, etc against the apartheid government) e Impact of union action against the apartheid state (ungovernability in the work place, economic depression, international disinvestments, etc.) e Any other relevant point e Conclusion: Candidates should tie up their arguments by highlighting the role played by the trade unions in the ending of apartheid. [50] Copyright reserved Please turn over \.

Downloaded from hlayiso.com History/HG/P1 11 DBE/2012 SCE - Memorandum QUESTION 3B: THE PERIOD 1976 TO 1994 The establishment of a democracy in South Africa in May 1994 could only be achieved through political negotiations. Do you agree? Substantiate your answer with relevant evidence from the period 1990 to 1994. SYNOPSIS Candidates should discuss how political negotiations between 1990 and 1994 finally led to the birth of democracy in South Africa. NB: The main aspects (bullets) must be used to address the requirements of the question and to develop a relevant line of argument. A mere stating of ‘facts’ is inadequate. MAIN ASPECTS ¢ Introduction: Candidates should indicate how they intend addressing the question. They need to indicate the role that political negotiations played from 1990 to 1994 in bringing about a democracy in South Africa. ELABORATION De Klerk's reasons for negotiations Process of negotiations - bringing together adversaries (e.g. Groote Schuur Minute, the Pretoria Minute, CODESA ! & Il, Whites-only referendum) e Transitional Executive Council Transition not peaceful for e.g. the emergence of COSAG, violence in parts of South Africa (e.g. Boipatong, Natal, Bhisho etc), right wing activities and the role of APLA, death of Chris Hani e Political power play; clash of personalities (Mandela; De Klerk; Buthelezi; right-wing organisations) — impact on the process of negotiations Majority/minority rule - one man one vote Strengthening of negotiations - emergence of democracy (role of Cyril Ramaphosa and Roelf Meyer), compromise and commitment The first democratic election of April 1994 (long march to freedom achieved) e Any other relevant point e Conclusion: Candidates should tie up their arguments by showing how political negotiations between 1990 and 1994 paved the way for a democratic South Africa. [50] Copyright reserved Please turn over a

Downloaded from hlayiso.com History/HG/P1 12 DBE/2012 SCE — Memorandum SECTION B: SOURCE-BASED QUESTIONS MARKING SOURCE-BASED QUESTIONS e In marking all source-based questions credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples. e Inthe allocation of marks emphasis should be placed on addressing the requirements of the question. e Inthese marking guidelines the requirements of the question (skills that need to be addressed) as well as the tevel of the question are indicated in italics. LEVELS OF SOURCE-BASED QUESTIONS LEVEL 1 (L 1) Extract evidence from sources Straightforward interpretations by using evidence from LEVEL 2 (L 2) one source and broader knowledge to show an understanding of the period/event/issue. Straightforward interpretations by using evidence from LEVEL 3 (L 3) more than one source and broader knowledge to show an understanding of the period/event/issue. Complex interpretations often involving more than one source. These questions look at aspects such as bias, reliability, usefulness, the use of organising concepts (similarity and difference; cause and consequence; LEVEL 4 (L 4) chronology; change and continuity) to explain contrasts, comparisons, differing points of view and as a last step using these insights to write a paragraph or.in other words, to write a piece of history based on the evidence [ in the sources. e BASE hae Copyright reserved Please turn over

Downloaded from hlayiso.com History/HG/P1 13 DBE/2012 SCE —- Memorandum QUESTION 4: THE PERIOD 1924 TO 1948 41 4.1.1 Copyright reserved HOW SIGNIFICANT WAS THE CENTENARY CELEBRATIONS _ IN STRENGTHENING AFRIKANER NATIONALISM IN THE 1930s? a) [Extraction of evidence from Source 4A - L1] To unite against black South Africans To preserve the aspirations of the white race To make South Africa a white man's land (any 2 x 1) (b) [Interpretation of evidence from Source 4A — L2] e Closer contact between blacks and whites e Competing in the same labour market e Fear of losing out to blacks- fear of losing Afrikaner identity (any 2 x 2) (c) [Extraction of evidence from Source 4A —L1] e Naming of streets after Voortrekker heroes e Demanding that Die Stem van Suid-Afrika be recognised as the only national anthem e Celebrating/commemoration of Afrikaner history to assure the preservation of the Afrikaner race (any 2 x 1) (d) {interpretation of evidence from Source 4A ~ L2] e Black South Africans would oppose (resist or protest) « Black South Africans would feel offended and reject the idea as racist (any 1 x 2) (a) [Extraction of evidence from Source 4B — L2] « Ox wagons modelled on those used during the battle e Men and women dressed in Voortrekker clothing e Trekked from the Cape to Pretoria (any 2 x 2) (b) [Interpretation of evidence from Source 4B — L4] e Served to unite Afrikaners e« Symbolised their hardship and endurance e Resembled their struggle during the trek « Any other relevant answer (any 2 x 2) Please turn over

Downloaded from hlayiso.com History/HG/P1 14 DBE/2012 SCE ~ Memorandum 4.1.3 [Interpretation of evidence from Sources 4A and 4B — L3] e Both sources highlights Afrikaner Nationalism Both sources mentions a wave of patriotism Both sources indicates the importance of history in the life of the Afrikaner Any other relevant answer (any 3 x 2) 4.1.4 (a) [Extraction of evidence from Source 4C - L1] « Wanted the Garment Workers Union to be represented at the celebrations * Most of the members were Afrikaner women 2x1 (b) (i) [interpretation of evidence from Source 4C — L2] They were bitter They refused to allow them to attend Unwilling to work with Jews and Communists Were angry because of the union's association with Africans Any other relevant answer (any 1 x 2) eooeecae (ii) [Interpretation of evidence from Source 4C — L2] e They believed in a closed Afrikaner nationalist heritage and therefore did not want their history and heritage to be shared by other groups (Africans) e They did not want to be associated with communists e Rejected Afrikaner women who were part of the Garment Worker's Union and under Sach's influence « He was known for his opposition to racial segregation (any 2 x 2) (c) [Interpretation of evidence from Source 4C ~ L4] e Does not give ample information on the reasons for the centenary Lacks information on what other people felt about the centenary celebrations e Gives a one-sided and biased perspective e Source limited to Sach’s letter and response by organisers e Any other relevant answer (any 3 x 2) 4.15 [Extract evidence from sources and together with own knowledge interprets and analysis information in order to write a paragraph — L4] The candidates need to focus on the following aspects in their response: Celebration served to unite Afrikaners Preserve Afrikaners as white race National pride and patriotism Celebrate their rich heritage Several organisations established promoted Afrikaner unity e.g. ‘Reddingsdaadbond' e Any other relevant answer eoonee Copyright d \ ne Please turn over ‘opyright reserve 2619 -05- 12 p tum ove

Downloaded from hlayiso.com History/HG/P1 15 SCE - Memorandum Use the following to allocate a mark: DBE/2012 LEVEL 1 Cannot extract evidence Extracts evidence from the sources in a very elementary manner Uses evidence partially to report on topic cannot report on topic Marks: 0-4 LEVEL 2 Extracts evidence from the sources that is mostly relevant Relates to a great extent fo the topic Uses evidence from sources in a basic manner Marks: 5-8 LEVEL 3 eeelee Extracts relevant evidence from the sources Extracts evidence that relates well to the topic Uses evidence from sources very effectively in an organised paragraph that shows an understanding of the topic Marks: 9-12 Copyright reserved Aewanch anunennaeermnmmnane sina (12) [50] Please turn over

Downloaded from hlayiso.com History/HG/P1 16 DBE/2012 SCE - Memorandum QUESTION 5: THE PERIOD 1948 TO 1976 5.1 HOW WAS THE DEATH OF HECTOR PIETERSEN IN THE 1976 SOWETO UPRISING REPORTED IN THE NEWSPAPERS? 5.1.1 (a) [Extract evidence from Source 5A - L1] e To indicate he was not part of the crowd ¢ To indicate he was a photographer for the The World Newspaper ° Prevent police taking action against him (any 2 x 2) (b) [Extract evidence from Source 5A - L1] « Police commander warned the students that he is going to shoot e He pulled out his gun e Pointed gun at students e Fired two shots at students ° Gave the signal (command) to fire (any 4 x 1) (c) [Interpretation of evidence from Source 5A — L2] e Wanted to prevent police from confiscating the film Wanted to ensure that the photo's of what has happened to be printed « Wanted to ensure that South Africa should see what was happening e Wanted to expose brutality of police « Wanted the world to see what has happened e Any other relevant point (any 2 x 2) 5.1.2 (a) [comparison of Sources 5B and 5C to determine difference — L4] Photos taken at different times e Angle from which the photo's was taken e Background — resulting from the different angle * Hector's face not visible from photo 5B/ his face is visible on photo 5C e Photo 5B shows crowd in background while /photo 5C does not show crowd in background « Actions of the sister in the background crying in 5B and hands up in 5C ¢ 5B normal photograph and 5C newspaper photograph e Any other relevant answer (any 2 x 2) (b) {Interpretation to show understanding L2] Candidates could choose either Photograph 5B or 5C. In each case they should explain why they have chosen a particular photograph. Photograph 5B ¢ Indicates the depth of emotion on the face of Antoinette Pietersen and Mbuyisa Makhubu e Shows the crowd in the back ground e Shows the lame body of Hector Pietersen Copyright reserved

Downloaded from hlayiso.com History/HG/P1 7 DBE/2012 SCE ~ Memorandum e Any other relevant answer {any 2 x 2) OR Photograph 5C e Indicates the anguish (emotion) on the face of Antoinette Pietersen and Mbuyisa Makhubu « Shows houses in the back ground e Shows the whole lame body of Hector Pietersen e Any other relevant answer (any 2 x 2) (c) [Use evidence in sources to make a decision about reliability of sources — L4] Candidates should state why the photographs are reliable. Source 5A confirms that photos were taken The photo's illustrate events described in the other source Evidence in source 5A confirms to a certain extent evidence in photo's Photographers takes photo's with a specific purpose in mind Any other relevant point (any 3 x 2) 5.1.3 [Complex interpretation - L4] « Viewpoint must be properly substantiated The point of view was correct duty to report and film events He cannot stop to help all participants It was important that such news events must go out Had it not been captured , he would have failed his moral obligation He should have tried to help Reference to the suffering of people Any other relevant point (3 x 2) 5.1.4 [Extract and use evidence from sources to come to a conclusion — L4] YES He was acknowledged as he was interviewed after the period of 22 years Photo (5C) acknowledged as Best Feature of the Year Award in 1977 Enlarged copy hangs in United Nations Photo was used to sculpt a statue in London NO Photo did not bring him (photographer) money In Time magazine he was not even mentioned when they used this photo e Any other relevant point (any 3 x 2) 5.1.5 [Extract evidence from sources and together with own knowledge interprets and analysis information in order to write a paragraph ~ L4] The paragraph needs to focus on the topic: Soweto 1976 ~ Never again Shooting of children e Suffering experienced by people e Police brutality e Police were not called to account for their brutality Copyright reserved

Downloaded from hlayiso.com History/HG/P1 18 SCE - Memorandum e Language issue was a cause and should not have happened e Spread to other schools and the outside world e This terrible things should be an example of what should have not have happened and should never happen again Use the following to allocate a mark: DBE/2012 LEVEL 1 Cannot extract evidence « €xtracts evidence from sources in a very elementary manner. e Uses evidence partially to report on topic or cannot report on topic. Marks: 0-4 LEVEL 2 e Extracts evidence from sources that is mostly relevant. Relates to a great extent to the topic. Uses evidence from sources in a basic manner. Marks: 5-8 LEVEL 3 Extracts relevant evidence from sources eevlee Uses evidence from sources very effectively in an organised paragraph which shows an understanding of the topic. Extracts evidence that relates very well to the topic. Marks: 9-12 Copyright reserved o avi eo (12) [50] Please turn over

Downloaded from hlayiso.com . History/HG/P1 19 DBE/2012 SCE ~ Memorandum QUESTION 6: THE PERIOD 1976 TO 1994 6.1 HOW DID THE RIGHT WING REACT TO THE WHITES ONLY REFERENDUM OF MARCH 1992? 6.1.1 (a) [Extraction of evidence with own knowledge from Source 6A ~ L 1] e Homelands referred to geographic areas for each of the 'tribes' wherein they could exercise their political rights, separate from ‘white’ South Africa/policy of separate development e Any other relevant answer (any 1 x 2) (b) [interpretation of evidence from Source 6A - L 2] e Wanted to show that the whites have nothing to fear Wanted to show that the relationship was based on equality Wanted to assure that negotiations would be carefully planned Commitment to peaceful negotiations Any relevant answer (any 3 x 2) eccee (c) [Interpretation of evidence from Source 6A — L2] e The relationship was dominated by Treurnicht Treurnicht is giving instructions to the homeland leaders on what to do (reference to 'Vastrap' which is complicated for the homeland leaders to follow ‘Vastrap’ - wanted homeland leaders to follow his instructions By using the term ‘outjie’ Treurnicht shows that he has no respect for Dr Buthelezi Cartoonist depicts an unequal relationship They were against negotiations They wanted to maintain the status quo Any relevant answer (any 3 x 2) eeees 6.1.2 (a) [Extraction of evidence from Source 6B with own knowledge — L 1] e Areferendum takes place when a government requests its voter's to vote either Yes, or No on something that they (government) wants to implementinitiate (b) Interpretation of evidence from Source 6B — L2] He described it as nonsense Based on history, he was convinced it was doomed to fail Negative attitude/ bad attitude It was impractical to have a separate homeland from whites (c) [Interpretation of evidence from Source 6B — L2] * To negotiate or to face the threat of war and distinction | i) (d) [interpretation of evidence from Source 6B — L2] « He implies that politicians are only concentrating on doomsday prophecies’ ir order to convince the electorate to vote 'NO' e The politicians were propagating the negative opinion about the negotiations e Any other relevant answer Copyright reserved Please turn over \.

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Downloaded from hlayiso.com History/HG/P1 21 DBE/2012 SCE —- Memorandum 6.1.3 (a) [Extraction of evidence from Source 6C - L14] « They would convince shift bosses not to go underground « They would tell Eskom controllers to switch off the lights « They would destroy CODESA (3 x 2) (b) [Interpretation of evidence from Source 6C ~— L1] e Implied that 'Ystergarde’ would do anything to preserve white self determination (1x 2) 6.1.4 [Analysis and Interpretation of evidence from Sources 6B and 6C - L.3] « Treurnicht was prepared to negotiate with selected black homeland leaders, whereas Terre Blanche was not interested e This willingness meant that Treurnicht was prepared to co-exist in separate homelands whereas Terre Blanche was not interested e Treurnicht was peaceful in his approach, whereas Terre Blanche was prepared to use violence (3 x 2) 6.1.5 [Extract evidence from sources and together with own knowledge interprets and analysis information in order to write a paragraph — L4] The candidate should include the following points in their response: Could have led to the destruction of South Africa That the threat of violence needs to be taken seriously That there was a pact between homeland leaders and Treurnicht That this pact will be dominated by Treurnicht That the AWB, CP and HNP could convince the white electorate to vote NO and that this would not be realised. the white electorate knew apartheid would fail it was important for the future of white people to negotiate They would negotiate from a position of power The negotiations would lead to a peaceful settlement The armed forces were on alert Any other relevant point eoceeoe Use the following to allocate a mark: | | « Cannot extract evidence « Extracts evidence from sources in a very elementary manner. Uses evidence partially to report on topic or cannot report on topic. Extracts evidence from sources that is mostly relevant Relates to a great extent to the topic. Marks: 5-8 Use evidence from sources in a very basic manner Extracts relevant evidence from the sources Extracted evidence - relates very well to the topic. Use evidence from sources very effectively in an Marks: 9-12 organised paragraph that shows an understanding of the topic. a tte (12) cATION Marks: 0-4 LEVEL 1 LEVEL 2 LEVEL 3 Copyright reserved

Downloaded from hlayiso.com History/HG/P1 22 DBE/2012 SCE ~ Memorandum TOTAL: 200 Copyright reserved