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

> Grade 12 History Paper 1 memorandum from the NSC June 2012 (English), 22 pages. Read online or get the free PDF download, question paper linked when available.

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- Updated: 2026-09-27
- Subject: History
- Grade: Grade 12
- Language: English
- Document type: Memorandum
- Year: 2012
- Exam period: NSC June
- Paper: 1
- Curriculum: CAPS
- Pages: 22

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## About this document

History · Grade 12 · NSC June · 2012 · English. Memorandum, 22 pages. Read online or download the PDF.

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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.

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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

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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.

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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

—

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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

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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]

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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]

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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]

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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]

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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]

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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]

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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

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SCE —- Memorandum

QUESTION 4: THE PERIOD 1924 TO 1948

41

4.1.1

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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)

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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

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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

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Aewanch anunennaeermnmmnane sina

(12)
[50]

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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

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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

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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

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o

avi

eo

(12)
[50]

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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

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SCE - Memorandum

(any 1 x 2)

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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

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History/HG/P1 22 DBE/2012
SCE ~ Memorandum
TOTAL: 200

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