# History Grade 12 Paper 1 NSC June 2013 Memo

> Grade 12 History Paper 1 memorandum from the NSC June 2013, 20 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
- Document type: Memorandum
- Year: 2013
- Exam period: NSC June
- Paper: 1
- Curriculum: CAPS
- Pages: 20

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## About this document

History · Grade 12 · NSC June · 2013. Memorandum, 20 pages. Read online or download the PDF.

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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

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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

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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.

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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

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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

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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]

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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]

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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]

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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]

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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]

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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]

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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.

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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

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(any 2 x 2)(4)

Not clear from photograph that it is JB Marks addressing the meeting

(any 2 x 2)(4)

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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],

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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

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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

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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

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(12)
[50]

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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)

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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

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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

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(12)
[50]

TOTAL: 200

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