History Grade 12 Paper 1 NSC June 2013 Memo

Downloaded from hlayiso.com basic education Department: Basic Education REPUBLIC OF SOUTH AFRICA SENIOR CERTIFICATE EXAMINATION HISTORY P1 HIGHER GRADE 2013 POSSIBLE ANSWERS MARKS: 200 This memorandum consists of 20 pages) Please turn over Copyright reserved

Downloaded from hlayiso.com History/HG/P1 2 DBE/2013 SCE - 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; e 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 iv Copyright reserved /

Downloaded from hlayiso.com History/HG/P1 SCE-i DBE/2013 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). 5. The second reading of an essay will relate to the level ( presentation. 6. Allocate an overall symbol and mark with the use of the matrix. The matrix c LEVEL 3 on the matrix) of LEVEL 3 LEVEL 1 c LEVEL 3 B+ LEVEL 1 39 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

Downloaded from hlayiso.com History/HG/P1 4 DBE/2013 SCE-. LEVEL 14 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 LEVEL 7 LEVEL 8 PRESENTATION | Has Has Has Attempts to | Attempts to Line of No line of No developed a developed developed a | sustaina sustain a argument argument. attempt to relevant a relevant relevant line | line of line of not No analysis | answer independent line of of argument. | argument. argument. sustained. and the line of argument. Has Has Applied Applied historical question. argument. Has attempted attempted analysis and | analysis and | explanation. Has employed | employed analysis and | analysis historical histoncal No structure. analysis and analysis historical and explanation explanation historical and explanation. historical to a certain occasionally explanation. historical Well planned | explanation. | extent. or not at all. Well planned | explanation. | and Essay Attempt a No clear and structured | Well structured planned structure, structure. essay. planned essay. and Technical Excellent and Structural structured flaws. technical skills | structured flaws. to a certain CONTENT and evidence. | essay. Higher order | extent Minor flaws. _| skills absent. a ane a A: 160-200 uestion has been 7 fully answered. A+ A A- B: 140 — 159 Content selection 47-50 | 43-46 | 40-42 C: 120-139 fully relevant to fine D: 100-119 of argument. E: 80-99 LEVEL 2 . Question has been ue : Si, answered. A A- B+ & 3 “3 Content selection 4 - relevant to line of 43-46 40-42 38-39 GG: 40-49 argument. H: 0-39 LEVEL 3 Question answered to a great extent. B+ B B- C+ Content adequately 38 - 39 36 - 37 35 33-34 covered and televant. LEVEL 4 Question posed is recognisable in answer. Ce c D+ nt and conte awed. 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- inadequatel addressed. 25 | 2-22 | 20 Sparse content. LEVEL 7 4 Question 7 q r inadequately 1 addressed or not at @ i N E e all. 20 13 - Inadequate content. 19 Irrelevant to a great 3 extent. LEVEL 8 F No relevant content PRIV, 16 G 7-12 selection. BRI Totally flawed PUGS TA ng pean ie H 0-6 Copyright reserved

Downloaded from hlayiso.com History/HG/P1 5 DBE/2013 SCE- I° 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 ae - - — amneaae Copyright reserve

Downloaded from hlayiso.com History/HG/P1 6 DBE/2013 SCE- SECTION A: ESSAY QUESTIONS QUESTION 1A: THE PERIOD 1924 TO 1948 Both economic and political challenges contributed to the formation of the United Party in South Africa in 1934. In the light of this statement, examine how both the economic and political challenges contributed to the formation of the United Party in 1934. SYNOPSIS Candidates should examine the economic and political challenges that contributed to the formation of the United Party in 1934. 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 need to focus on the reasons for the formation of the United Party in 1934. ELABORATION 1929 Wall Street-market crashed/worldwide economic depression South African economy declined after the Great Depression The government refused to abandon gold standard/affected economy The government lost support as a result of the declining economy Hertzog criticised by opposition and by members of his own party Tielman Roos’ reappearance in politics/insisted South Africa go off gold standard Government abandoned gold standard Hertzog believed a coalition government would solve problems/ talks with opposition (Smuts) Results of 1933 election indicated support for a coalition government Created a demand for a fusion government Coalition/fusion revealed ideological differences Groups opposed to fusion broke away/formed own parties Formation of United South African National Party/United Party Ideological differences remained within United Party after fusion Any other relevant response eeeeees e Conclusion: Candidates should conclude by referring to the various challenges that eventually contributed to the formation of the United Party in 1934. [50] Copyright reserved

Downloaded from hlayiso.com History/HG/P1 7 DBE/2013 SCE-. QUESTION 1B: THE PERIOD 1924 TO 1948 Explain why the United Party was defeated in the 1948 general election. SYNOPSIS Candidates should explain why the United Party was defeated in the 1948 general election. 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 focus on the various factors that led to the defeat of the United Party in the 1948 general election. ELABORATION The 1943 general election — United Party victory [background] UP’s economic policy (economy was biased towards the war effort; Afrikaner nationalists anti-war stance) e Problems within the United Party (internal problems and declining popularity of Smuts after World War 11) End of World War 11and demobilisation (treatment of returning soldiers) Urbanisation and its effects Post-war economic problems and labour unrest (strikes) White fears of losing power (Hofmeyrs’ liberal views; demands of black nationalism) Race policy (UP’s lack of a clear racial policy versus the NP’s policy of apartheid) Disparity of the rural and urban vote The changing international situation (UNO) Coalition between the NP an the Afrikaner Party Results of by-elections (Smuts lost support) Significance of the 1948 general election Any other relevant response coeoeveeeveeee ee ¢ Conclusion: Candidates should tie up their argument. [50] Copyright reserved

Downloaded from hlayiso.com History/HG/P1 8 DBE/2013 SCE- QUESTION 2A: THE PERIOD 1948 TO 1976 Discuss to what extent the opposition to apartheid was successful in challenging the system of apartheid in South Africa in the period 1948 to 1958. SYNOPSIS The candidates should discuss to what extent the opposition to apartheid was successful in challenging the system of apartheid in South Africa in the period 1948 to 1958. 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 how the policy of apartheid was successfully challenged by the opposition. ELABORATION e Launch of Programme of Action — [1949] e The Defiance Campaign — [1952]/response of government e Dissatisfaction with Bantu education - Education boycott [1954] e Congress Alliance and The Freedom Charter — [1955)/response by government e The Treason Trial of 1956] e The Anti - Pass Campaign by Women to the Union Buildings — [1956] e Some might mention other actions after 1956 e.g. continuing protests against the extension of the pass laws, the bus boycotts, SACTU’s pound-a-day campaign e Any other relevant response e Conclusion: Candidates should tie up their arguments by showing how the policy of apartheid was successfully challenged by the opposition. [50] Copyright reserved

Downloaded from hlayiso.com History/HG/P1 9 DBE/2013 SCE-, QUESTION 2B: THE PERIOD 1948 TO 1976 After the Sharpeville massacre in 1960, the liberation movements decided that a more militant resistance against the apartheid regime was necessary. Do you agree with this statement? Support your answer by referring to relevant events from 1960 to 1976. SYNOPSIS Candidates need to indicate whether they agree or disagree with the statement. Most candidates would probably agree with the statement and in doing so must support their stance by referring to relevant events from 1960 to 1976. 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 point of view on why the liberation movements decided that a more militant resistance was necessary ELABORATION e {mpact of Sharpeville massacre on resistance strategies (why was it a turning point?) e Repression by the government (banning of ANC and PAC and detention of black political leaders) e Reaction of liberation movements (forming Umkhonto we Sizwe (MK) and POQO/blowing up electric pylons) e Government's reaction to the new strategies/raiding Liliesleaf Farm Rivonia Trial Further suppression of blacks/Government passed General Laws Amendment Act to contain resistance/State of Emergency e Increased government repression had an impact on resistance (e.g. the African Resistance Movement (ARM), the South African Students’ Organisation (SASO), Black Consciousness Movement, 1973 Durban Corobrick strikes etc) Involvement of the youth/Soweto Uprising 1976 Any other relevant response Conclusion: Candidates should tie up their arguments by indicating why the liberation movements decided that a more militant resistance was necessary. [50] Copyright reserved

Downloaded from hlayiso.com History/HG/P1 10 DBE/2013 SCE-! QUESTION 3A: THE PERIOD 1976 TO 1994 Evaluate the role played by the UDF between 1983 and 1990 in the ending of apartheid in South Africa. SYNOPSIS Candidates need to evaluate the role played by the UDF (1983-1990) in the ending of 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 refer to the role played by the UDF in the ending of apartheid in South Africa between 1983 and 1990. ELABORATION UDF non-racial, non-violent opposition to apartheid Served as umbrella body for resistance movements Formed as response to 1983 Constitution Dissuade voters to participate in tricameral system ‘Million Signature Campaign’ Promoted resistance e.g. rent boycotts, school protests, worker stayaways Intensified and sustained resistance to apartheid Demanded release of ANC leaders and political prisoners Government's reaction against UDF e.g. raided offices of UDF, banned UDF meetings, detained leaders UDF’s cooperation with COSATU — Mass Democratic Movement ¢ MDM launched civil disobedience campaigns to challenge segregated facilities/ organised Freedom Marches e Smaller organisations affiliated to UDF focussed on specific targets e.g. End Conscription Campaign e Townships became war zones (clashes between UDF supporters and police)/ State of Emergency e Any other relevant response Conclusion: Candidates should tie up their arguments by highlighting the role played by the trade unions in the ending of apartheid. [50] Copyright reserved

Downloaded from hlayiso.com History/HG/P1 11 DBE/2013 SCE - QUESTION 3B: THE PERIOD 1976 TO 1994 Explain the various challenges between 1990 and 1994 that South Africa faced on the toad to democracy. SYNOPSIS Candidates need to explain the various challenges that South Africa faced on the road to democracy. Their answer must be supported by relevant examples from 1990 to 1994. 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 indicate that challenges from 1990 to 1994 were overcome by negotiations between different parties and political leadership. ELABORATION Change in leadership/PW Botha to FW de Klerk De Klerk's policy of transformation Free Mandela/political prisoners Process of negotiations (e.g. Groote Schuur Minute, the Pretoria Minute, CODESA | & ll, Whites-only referendum, Record of Understanding, Transitional Executive Council) e Challenges during negotiation process [e.g. the emergence of COSAG, violence in parts of South Africa (Sebokeng, Boipatong, Natal, etc), right wing activities, 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 transition e Strengthening of negotiations (role of Cyril Ramaphosa and Roelf Meyer), compromise and commitment The first democratic election of April 1994 (end of apartheid) Any other relevant response oeee ¢ 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

Downloaded from hlayiso.com History/HG/P1 12 DBE/2013 SCE-. 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 In these marking guidelines the requirements of the question (skills that need to be addressed) as well as the level 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. Copyright reserved

Downloaded from hlayiso.com History/HG/P1 13 SCE - QUESTION 4: THE PERIOD 1924 TO 1948 44 4.1.1 4.1.2 DBE/2013 WHAT IMPACT DID THE 1946 MINEWORKERS’ STRIKE HAVE ON THE WORKERS’ STRUGGLE IN SOUTH AFRICA? (a) [Explanation of concept Source 4A — L1] e Astrike takes place when workers refuse to work e Any other relevant response (b) [Extraction of evidence from Source 4A - L1] e Stubborn attitude of the Transvaal Chamber of Mines e Demands for a minimum wage were ignored e Demands for better working conditions ignored e Challenging the basis of cheap labour system (c) [Extraction of evidence from Source 4A — L1] « Workers must be prepared for repression e Be prepared to sacrifice for the right to live as human beings (d) [interpretation of evidence from Source 4A — L2] ° Agree — government's intolerance to strikes e Possibility of police violence e Any other relevant response (e) [Interpretation of evidence from Source 4A — L2] Poor conditions on the mines had already ‘killed’ them They had nothing to lose/risk factor Threats of violent repression did not scare them Any other relevant response eee (f) [Extraction of evidence from Source 4A - L1] e The words ‘thousands of miners’ e 32 out of 45 mines affected by strike e Strike lasted for whole week (a) [Interpretation of evidence from Source 4B — L2] To demonstrate support for the mineworkers union To show JB Marks as their leader/reporting back (any 1 x 2)(2) (any 2 x 2)(4) (2 x 1)(2) (any 2 x 2)(4) e To indicate that Market Square was meeting place for mine workers e Any other relevant response (b) [interpretation of evidence from Source 4B — L3] e Ahistorian should use more than one source Photograph could have been staged No evidence of when the photograph was taken Any other relevant response Copyright reserved (any 2 x 2)(4) Not clear from photograph that it is JB Marks addressing the meeting (any 2 x 2)(4)

Downloaded from hlayiso.com History/HG/P1 14 DBE/2013 SCE - 4.1.3 [Interpretation of evidence from Sources 4A and 4B — L3] e Both sources refer to the meeting place in Newtown Market Square e Both sources refer to JB Marks, President of the AMWU addressing the miners e Any other relevant response (ANY 2 X 2A) eamnnn, 4.1.4 (a) [Interpretation of evidence from Source 4C — L2] e itis used ina sarcastic way ¢ To link JB Marks with Communism (Karl Marx) (atiyz| x 2)@) (b) [Interpretation of evidence from Source 4C — L2] e Itwas anti-communist e It was anti-workers in its reporting e lItused derogatory words to refer to strikers such as ‘foolish’ ¢ Any other relevant answer (aries x 2)(2) a (c) [Interpretation of evidence from Source 4C — L4] « He wasn't too concerned about the strike « The government will take steps to put matters right e They will have to protect the natives from people like JB Marks (any 1 x 2)(2) 4.1.5 [Extract evidence from relevant sources and together with own knowledge interprets and analyse information in order to write a paragraph — L4] The candidates need to focus on the following aspects in their response: The strike transformed African politics The start of resistance campaigns which was to follow in the 1950s It brought unity amongst workers and workers’ unions It exposed the repression of workers by the SA government It called for international support for the labour movement in SA Any other relevant answer Use the following rubric to allocate a mark: * Cannot extract evidence » Extracts evidence from the sources in a very elementary manner LEVEL 1 * Uses evidence partially to report on topic cannot report Marks: 0-4 on topic « Extracts evidence from the sources that is mostly LEVEL 2 relevant Relates to a great extent to the topic Marks: 5-8 Uses evidence from sources in a basic manner 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 Marks: 9-12 the topic eevelee LEVEL 3 (12) [50], Copyright reserved

Downloaded from hlayiso.com History/HG/P1 15 DBE/2013 SCE - QUESTION 5: THE PERIOD 1948 TO 1976 5.1. WHAT EFFECT DID THE GROUP AREAS ACT HAVE ON BLACK SOUTH AFRICANS IN THE 1950s AND 1960s? 5.1.1.a) [Explanation of concept from Source 5A -L1] (i) Separate areas were set aside where each racial group could live and own property (Any other relevant response) (1 x 2)(2) (ii) Separation of races according to colour/people (Any other relevant response) (1 x 2)(2) (b) [Interpretation of evidence from Source 5A — L2] ¢ To prevent ‘natives’ from owning land among white people e To prevent ‘natives’ and ‘coloureds’ to live in white areas e To create separate residential areas for ‘natives’ and ‘coloureds’ e Any other relevant response (any 2 x 2)(4) 5.1.2 (a) [Interpretation of evidence from Source 5B — L2] e Did not care about what the world thought about the Group Areas Act Van Vuuren’s was not concerned about the effects of the Group Areas Act Wants to justify the Group Areas Act Any other relevant point (any 2 x 2)(4) (b) [Interpretation of evidence from Source 5B ~ L2] e They would not agree e They would be outraged e Any other relevant response (any 1 x 2)(2) (c) [Extraction and interpretation of evidence from Source 5B ~ L2] e Total segregation would lead to economic chaos e Territorial segregation will create decent living areas e Various businesses and other services use of Indian and ‘coloured’ labourers (any2x2)(4) 0 5.1.3 (a) [Interpretation of evidence from Source 5C — L2] e To prevent people from meeting and organising e To quell the possibility of resistance or reaction against the government’s forced removals e Any other relevant response — (any FF5E4)(2) (b) [interpretation of evidence from Source 5C — L3] Candidates need to indicate accurate or not accurate. They. need to support their answer with relevant evidence. i. Inaccurate The police evicted people Their homes were destroyed Government used brutal means to enforce the Group Areas Act Government acted before protest could happen — they came three Copyright reserved

Downloaded from hlayiso.com History/HG/P1 16 DBE/2013 5.1.4 5.1.5 SCE -i days earlier Accurate Candidates must support their answer with relevant evidence (any 2 x 2)(4) (c) [Interpretation of evidence from Source 5C — L2] e Human rights was affected - ‘Natives’ were forced to move out of their homes in the pouring rain e The ‘shanties’ (homes) were demolished e Any other relevant response (any 2 x 2)(4) (a) [Interpretation of evidence from Source 5D — L3] ¢ To indicate that the people refused to move from Sophiatown ¢ To show people casually sitting/playing some game (no intention to leave) e Any other relevant response (any 1 x 2)(2) (b) [interpretation evidence from Source 5D — L3] Fairly reliable because: e Most South Africans were against the Group Areas Act e The Group Areas Act disrupted people’s lives e The Group Areas Act drove many people from the areas where they grew up/lived e Any other relevant response (any 2 x 2)(4) [Comparison of evidence from Source 5D — L3] Candidates need to refer to both sources in their answer e In Source 5C it is indicated how people were evicted from their homes e In Source 5D the attitude towards the Group Areas Act is written on the wall e Any other relevant response (2 x 2)(4) [Extract evidence from relevant sources and together with own knowledge interprets and analyse information in order to write a paragraph — L4] The candidates need to focus on the following aspects in their response: e ‘Natives’ not allowed to own land amongst white people ° ‘Natives' confined to ‘native’ reserves e Separate residential areas for the different race groups e Black were removed to areas far away from their places of work e Affected blacks financially e Lost properties e Disrupted communities e Any other relevant response Copyright reserved

History/HG/P1 Downloaded from hlayiso.com 17 SCE - Use the following rubric to allocate a mark: DBE/2013 LEVEL 1 Cannot extract evidence Extracts evidence from sources in a very elementary manner. Uses evidence partially to report on topic or cannot report on topic. Marks: 0-4 LEVEL 2 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 eecolee Extracts relevant evidence from sources Extracts evidence that relates very well to the topic. Uses evidence from sources very effectively in an organised paragraph which shows an understanding of the topic. Marks: 9-12 Copyright reserved (12) [50]

Downloaded from hlayiso.com History/HG/P1 18 DBE/2013 SCE - QUESTION 6: THE PERIOD 1976 TO 1994 6.1 WHY WERE TALKS BETWEEN THE NATIONAL PARTY AND NELSON MANDELA REGARDED AS SIGNIFICANT FOR THE PROCESS OF NEGOTIATIONS IN THE 1980s? 6.1.1 (a) [Interpretation of evidence from Source 6A - L2] PW Botha is reluctant to talk to Mandela Negative attitude e He was not willing to be forced into talks with Mandela e Any other relevant response (any 2 x 2)(4) (b) [interpretation of evidence from Source 6A — L3] Accurate e The cartoon shows that Botha had a negative attitude towards talks (he was not only pushed from behind/his facial expression shows discomfort) He is forced by the Eminent Persons Group and he is unwilling to talk Any other relevant answer (any 2 x 2)(4) (c) [Interpretation of evidence from Source 6A — L3] e Wanted to ensure release of Mandela e To achieve a democratic/freedom negotiated settlement e To bring an end to apartheid e Sanctions against South Africa also affected the economy of the Commonwealth ¢ Any other relevant answer HARK) 6.1.2. (a) [Interpretation of evidence from Source 6B — L2] e To ease economic sanctions e To end international isolation b) [Interpretation of evidence from Source 6B — L3] e Mandela must not plan and instigate violence e Mandela must unconditionally reject violence _ —_ e Mandela must conduct himself in such a way that he will not have to be arrested e Any other relevant response (any 2 x 2)(4) 6.1.3 (a) [interpretation of evidence from Source 6C — L3] e Mandela had tried the road of negotiations before e Mandela was surprised that Botha thought that he would endorse apartheid e Mandela was surprised that the government expected him to renounce violence when in fact they (government) perpetuate violence against the majority of South African e Any other relevant response (any 2 x 2)(4) Copyright reserved

Downloaded from hlayiso.com History/HG/P1 19 DBE/2013 SCE -— (b) [Extraction of evidence from Source 6C —L1] Mandela rejected conditional release because: Apartheid was still in place Political organisations were still banned The banishment and imprisonment of political activists continued (W Mandela) Oppressed people were still being harassed because of the pass law Oppressed people not regarded as South Africans No equal rights Any other relevant response (any 4 x 1)(4) ©eeecoceee (c) [interpretation of evidence from Source 6C — L2] e Mandela wants to highlight he will only consider freedom if all South Africans are free Freedom is not applicable to one group of people Freedom is applicable to every citizen of a country, regardless of race and colour e Any other relevant response (any 2 x 2)(4) (d) [Comparison of views within Source 6C — L3} e The source implies that Botha was offering ‘individual freedom’ e Freedom to Mandela meant freedom of everybody in the country, freeing of political prisoners, return of exiles, freedom of movement, freedom of political activities e Any other relevant response (any 2 x 2)(4) 6.1.4 [Compare evidence from Sources 6B and 6C - L4] e Both sources focus on the conditions for the release of Nelson Mandela e Both sources focus on Mandela's freedom e Any other relevant response (any 2 x 2)(4) 6.1.5 [Extract evidence from sources and together with own knowledge interprets and analyse information in order to write a paragraph — L4] The candidate should focus on the following points in their response: Could lead to the release of Nelson Mandela from prison To relieve political tension in South Africa Contribute to better relations between different race groups Improve South Africa’s status abroad Reduce financial sanctions against South Africa Reduce cultural boycotts against South Africa Any other relevant point Copyright reserved

History/HG/P1 Downloaded from hlayiso.com 20 SCE - Use the following rubric to allocate a mark: DBE/2013 LEVEL 1 T Cannot extract evidence Extracts evidence from sources in a very elementary manner. Uses evidence partially to report on topic or cannot teport on topic. Marks: 0-4 LEVEL 2 Extracts evidence from sources that is mostly relevant Relates to a great extent to the topic. Use evidence from sources in a very basic manner Marks: 5-8 LEVEL 3 Extracts relevant evidence from the sources Extracted evidence - relates very well to the topic. Use evidence from sources very effectively in an organised paragraph that shows an understanding of the topic. Marks: 9-12 Copyright reserved (12) [50] TOTAL: 200