History GR 12 Exam Guidelines 2021 Eng hlayiso.com

Downloaded from hlayiso.com HISTORY EXAMINATION GUIDELINES GRADE 12 2021 These guidelines consist of 11 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com History 2 DBE/2021 Examination Guidelines TABLE OF CONTENTS PAGE 1. INTRODUCTION 3 2. ASSESSMENT IN GRADE 12 4 . PRESCRIBED TOPICS 5 3. ASSESSING SOURCE-BASED QUESTIONS 7 4. ASSESSING ESSAY QUESTIONS 9 5. CONCLUSION 11 Copyright reserved Please turn over

Downloaded from hlayiso.com History 3 DBE/2021 Examination Guidelines 1. INTRODUCTION The Curriculum and Assessment Policy Statement (CAPS) for History outlines the nature and purpose of the subject History. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12. The purpose of these Examination Guidelines is to:  Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate Examination in History  Assist teachers to adequately prepare learners for the examinations This document deals with the final Grade 12 external examinations. It does not deal in any depth with the school-based assessment (SBA), performance assessment tasks (PATs) or final external practical examinations as these are clarified in a separate PAT document which is updated annually. These guidelines should be read in conjunction with:  The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): History  The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)  National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R to 12 Copyright reserved Please turn over

Downloaded from hlayiso.com History 4 DBE/2021 Examination Guidelines 2. ASSESSMENT IN GRADE 12 Assessment in the FET phase comprises of essay and source-based questions. The structure of the examination papers is follows:  In the September examination (preparatory) and final external examinations, Grade 12 learners will be required to write TWO question papers of 3 hours each. Both question papers will consist of SECTION A and SECTION B.  SECTION A consists of THREE (3) source-based questions. Candidates will be required to answer at least ONE SOURCE-BASED question in each question paper.  SECTION B consists of THREE (3) essay questions. Candidates will be required to answer at least ONE ESSAY question in each question paper.  A candidate will be required to answer THREE questions in total as follows: o ONE(1) source-based question o ONE(1) essay question o The THIRD question can be either a source-based question or an essay question Essay and source-based questions carry 50 marks each.  The total mark for each question paper is 150. Copyright reserved Please turn over

Downloaded from hlayiso.com History 5 DBE/2021 Examination Guidelines The prescribed topics for 2021 to 2023 will be assessed as follows: SECTION A: SOURCE-BASED QUESTIONS SECTION B: ESSAY QUESTIONS PAPER 1 PAPER 1 (ONE question per topic will be set) (ONE question per topic will be set) 1. The Cold War 1. The Extension of the Cold War – Case Study: Vietnam Question focus: The origins of the Cold War  End of Second World War (introduction); why Question focus: The stages in the war: did a Cold War develop?  1957–1965 Struggle in Vietnam between  The USSR and the USA and the creation of the South Vietnamese army and spheres of interest (Installation of Soviet- communist-trained rebels (also known as friendly governments in satellite states; USA's the Viet Cong) policy of containment; Truman Doctrine;  1965–1969 North Vietnamese–USA Marshall Plan; the Berlin Crisis 1949–1961; struggle (include the nature of the Opposing military alliances: NATO and the Vietnamese war against the USA) Warsaw Pact  The war from a Vietnamese and USA  Who was to blame for the Cold War? perspective  The war as a global issue  1969–1975 USA withdrawal from Vietnam (impact on USA political student movements) 2. Independent Africa 2. Independent Africa Question focus: Africa in the Cold War: Question focus: How was independence Case study: Angola realised in Africa in the 1960s and 1970s?  Angola: colonialism and independence Case study: The Congo  Outbreak of civil war in 1974 (MPLA, FNLA  What were the ideas that influenced the and UNITA) Congo?  Reasons for and nature of involvement in  Political (type of leader, legacies of Angola (USSR, USA, Cuba, China, South colonialism, type of government, political Africa); impact on regional stability stability and instability)  Significance of the Battle of Cuito Cuanavale  Economic (type of economy) 1987 and 1988  Social and cultural successes/challenges that the Congo faced (benefits of independence, education, Africanisation) 3. Civil society protests from the 1950s to 3. Civil society protests from the 1950s to the 1970s the 1970s Question focus: The US Civil Rights Movement Question focus: The Black Power Movement  Reasons and origins of Civil Rights Movement  Reasons for the Black Power Movement in the USA  Formation of the Black Panther Party  Role, impact and influence of Martin Luther  Roles of Malcolm X, Stokely Carmichael, King Jr; the influence of passive resistance Huey Newton and other African American (Gandhi) on Martin Luther King Jr activists  Forms of protest through civil disobedience:  Short-term and long-term gains Montgomery Bus Boycott; Sit-ins; Freedom Riders; campaigns and marches including Birmingham Campaign, the march to Lincoln Memorial, Freedom Summer and the Selma- Montgomery marches  School desegregation: case study Little Rock Arkansas (as part of forms of protests OR as a case study)  Short-term and long-term gains Copyright reserved Please turn over

Downloaded from hlayiso.com History 6 DBE/2021 Examination Guidelines PAPER 2 PAPER 2 (ONE question per topic will be set) (ONE question per topic will be set) 1. Civil Resistance, 1970s to 1980s: 1. Civil Resistance, 1970s to 1980s: South Africa South Africa Question focus: The crisis of apartheid in the Question focus: The challenge of Black 1980s Consciousness to the apartheid state  Government attempts to reform apartheid  The nature and aims of Black (the 1982 Urban Bantu Authorities Act; Consciousness the tri-cameral system)  The role of Bantu Stephen Biko  Internal resistance to reforms  Black Consciousness Movement (BCM)  Growing power of the Trade Union Movement  The challenge posed by the ideas of Black from 1973 Consciousness to the state  Response to Botha's 'reforms' – new methods  The 1976 Soweto uprising – briefly, relating of mobilisation (labour's 'rolling mass action', to the influence of the BCM on the students roles of civics, UDF, Mass Democratic  The legacy of Black Consciousness on Movement and End Conscription Campaign South African politics and Black Sash) 2. The coming of democracy to South Africa 2. The coming of democracy to South and coming to terms with the past Africa and coming to terms with the past Question focus: The Truth and Reconciliation Question focus: Negotiated settlement Commission (TRC) and the Government of National Unity  Reasons for the TRC: Establishment and  Beginning of negotiations 1989–1991 formations of sub-committees  Breakdown of negotiations  Various forms of justice (retributive and  Multi-party negotiation process resumes restorative)  Ongoing violence: attempts to derail  The debates concerning the TRC negotiations o Positive aspects of the TRC  Final road to democracy in 1994 o Amnesty provisions and problems with (27 April 1994 election; the Government of amnesty National Unity [GNU]) o Focus on gross human rights violations of the 1980s o Reparations  Responses of political parties to the TRC and the final report of the TRC  Focus on various case studies, victims and perpetrators 3. The end of the Cold War and a new order 3. The end of the Cold War and a new world 1989 to the present order Question focus: A new world order Question focus: The impact of Gorbachev's  What is globalisation? reforms on the Soviet Union and South Africa  Balance of power and impact on Africa  Gorbachev's reforms in the Soviet Union  Dominance of global capitalism  Eastern Europe (overview or in broad  Emerging economies and different forms of outline): (events in Poland; significance of capitalism: BRICS these events on the Soviet Union's  Responses to globalisation influence in Eastern Europe; Germany; the fall of the Berlin Wall)  The disintegration of the Soviet Union  Turning point in South Africa (the collapse of the Soviet Union and its impact on South Africa) Copyright reserved Please turn over

Downloaded from hlayiso.com History 7 DBE/2021 Examination Guidelines 3. ASSESSING SOURCE-BASED QUESTIONS In the assessing of learners' ability to work with historical sources, the cognitive levels, the associated historical skills and the weighting of questions across grades must be taken into account. An elaboration is contained in the following table. COGNITIVE WEIGHTING OF TYPICAL QUESTIONS HISTORICAL SKILLS LEVELS QUESTIONS  Extract evidence from  What information in the sources source tells you about ...?  Selection and  Quote TWO reasons from organisation of relevant 30% the source ... LEVEL 1 information from (15)  What do you understand sources by the term ...?  Define historical concepts/terms  Interpretation of  What message does the evidence from sources cartoonist convey  Explain information 40% regarding ...? LEVEL 2 gathered from sources (20)  Explain in your own  Analyse evidence from words ... sources  Why do you think ...?  Interpret and evaluate  Explain to what extent evidence from sources the evidence in  Engage with sources to Source 1A ... determine the  Compare the evidence in usefulness, reliability, Sources 2A and 2B and bias and limitations explain how you would 30% LEVEL 3  Compare and contrast (15) account for the interpretations and differences ... perspectives presented  Comment on the in sources and draw usefulness/limitations/ independent reliability of the conclusions information in Sources 3C and 3D ... Copyright reserved Please turn over

Downloaded from hlayiso.com History 8 DBE/2021 Examination Guidelines In the assessment of source-based questions, the following must be taken into account with regard to the cognitive levels and the wording of typical questions:  All Level 1 type questions require learners to extract information from sources and define historical concepts. These questions will carry a maximum of 2 marks. Question verbs that will be used to phrase these source-based questions include, among others, list, quote, identify, name. Typical questions may be phrased for example: What information in the source tells you about ...? Quote FOUR reasons why ... What do you understand by the term ...?  All Level 2 questions require learners to interpret, analyse and engage with evidence from the sources. These questions will carry a maximum of between 4 to 6 marks. Question verbs that may be used to phrase these source-based questions include amongst others: explain, comment, describe and organise information logically from the sources. Typical questions may be phrased, for example: What message does the cartoonist convey about ...? Explain in your own words ... Why do you think ...?  All Level 3 questions require learners to explain, for example, the different perspectives in sources (compare/contrast), draw conclusions about the reliability and usefulness of sources, etc. These questions will carry a maximum of between 4 to 8 marks and may be assessed using an analytical/holistic rubric. Question verbs that will be used to phrase these source- based questions include, among others: compare or contrast, evaluate, assess, explain to what extent you would agree/disagree, comment on the reliability of the evidence in a source, explain the usefulness, comment on the consequences, explain the limitations, justify, etc. Typical questions may be phrased for example: Explain to what extent ... Compare the evidence in both Sources 1A and 1B and explain how you would account for the differences ... Comment on whether ...  Paragraph questions will carry about eight (8) marks and will be assessed using an analytical/ holistic rubric. Questions will be phrased where learners will be required to answer questions at Level 3 skills (compare/contrast; bias; usefulness; reliability). For example, explain the role, impact, causes, effects or significance of a specific historical event that is related to the respective key question. Typical questions may be phrased for example: o Using the information from the relevant sources and your own knowledge, write a paragraph explaining the impact/significance of ... o Explain why a historian would consider the information in both Sources 1A and 1B useful when studying the consequences of ... o In what ways is the cartoonist's view (Source 2C) supported by the evidence presented in the other two sources ... o Compare the evidence in Sources 3A and 3B and explain how the information in both sources differ regarding the ... o Explain why a historian might question the reliability of the evidence in Source 3C ... o Comment on the limitations of Source 3D for a historian studying … Copyright reserved Please turn over

Downloaded from hlayiso.com History 9 DBE/2021 Examination Guidelines 4. ASSESSING ESSAY QUESTIONS In the writing of essays, learners must be able to structure their argument in a logical and coherent manner. They need to select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an effective argument to answer the question posed. It is essential that an essay has an introduction, a coherent and balanced body of evidence and a conclusion. In responding to essay questions learners should be able to:  Plan and structure an essay  Demonstrate a thorough knowledge and understanding of the topic  Select and use relevant information from their own knowledge to answer the question  Develop and sustain a relevant line of argument  Write logically and coherently Typical questions may be phrased using the following descriptors, e.g. 'Critically discuss', 'Explain to what extent …', 'Comment on…', 'Evaluate …', 'Assess …'. Keep the PEEL structure in mind when assessing an essay. P Point: The candidate introduces the essay by taking a line of argument/ making a major point. Each paragraph should include a point that sustains the major point (line of argument) that was made in the introduction. E Explanation: The candidate should explain in more detail what the main point is about and how it relates to the question posed (line of argument). E Example: The candidates should answer the question by selecting content that is relevant to the line of argument. Relevant examples should be given to sustain the line of argument. L Link: Candidates should ensure that the line of argument is sustained throughout the essay and is written coherently. Copyright reserved Please turn over

Downloaded from hlayiso.com History 10 DBE/2021 Examination Guidelines GLOBAL ASSESSMENT OF ESSAYS: TOTAL MARKS: 50 LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 PRESENTATION Very well planned Very well Well planned Planned and Shows some Attempts to Little or no and structured planned and and constructed an evidence of a structure an attempt to Good synthesis of structured structured argument. planned and answer. structure information. essay. essay. Evidence is constructed Largely the essay. Developed an Developed a Attempts to used to some argument. descriptive, or original, well relevant line of develop a extent to Attempts to some attempt balanced and argument. clear support the sustain a line at developing CONTENT independent line of used to argument. line of of argument. a line of argument with the defend the Conclusion argument Conclusions argument. use of evidence, argument drawn from Conclusions not clearly No attempt to sustained and Attempts to the evidence reached based supported by draw a defended the draw an to support the on evidence. evidence. conclusion argument independent line of throughout. conclusion argument. Independent from the conclusion is drawn evidence to from evidence to support the support the line of line of argument. argument. LEVEL 7 Question has been fully answered. 47–50 43–46 Content selection fully relevant to line of argument. LEVEL 6 Question has been answered. 43–46 40–42 38–39 Content selection relevant to the line of argument. LEVEL 5 Question answered to a great extent. 38–39 36–37 34–35 30–33 28–29 Content adequately covered and relevant. LEVEL 4 Question is recognisable in answer. 30–33 28–29 26–27 Some omissions or irrelevant content selection. LEVEL 3 Content selection does relate to the question, but does not answer it, or 26–27 24–25 20–23 does not always relate to the question. Omissions in coverage. LEVEL 2 Question inadequately 20–23 18–19 14–17 addressed. Sparse content. LEVEL 1 Question inadequately addressed or not 14–17 0–13 at all. Inadequate or irrelevant content. * Guidelines for allocating a mark for Level 1  Question not addressed at all/totally irrelevant content; no attempt to structure essay = 0  Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6  Question inadequately addressed and vague; no attempt to structure the essay = 7–13 Copyright reserved Please turn over

Downloaded from hlayiso.com History 11 DBE/2021 Examination Guidelines 5. CONCLUSION This Examination Guidelines document is meant to articulate the assessment aspirations contained in the CAPS document. It is therefore not a substitute for the CAPS document which educators should teach to. Qualitative curriculum coverage as enunciated in the CAPS cannot be overemphasised. Copyright reserved