History Grade 12 Paper 1 NSC June 2014 Memo (English)

eA basic education SN ig ae \ ) Department: N AG) / | Basic Education aw” REPUBLIC OF SOUTH AFRICA SENIOR CERTIFICATE EXAMINATION HISTORY P41 STANDARD GRADE 2014 MEMORANDUM MARKS: 150 This memorandum consists of 21 pages. | | Copyright reserved Please turn over |

Downloaded from hlayiso.com History/SG/P1 2 DBE/2014 SCE — Memorandum Global assessment of essays The essays will be assessed holistically (globally). This approach tequires 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 discussion/expianation; e the appropriate selection of factual evidence to support such argument. 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: e introduction, main aspects and conclusion not properly contextualised ® wrong statement ¢ irrelevant statement | e repetition R * analysis AV interpretation 4V 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). Cc LEVEL 3 Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P1 3 DBE/2014 SCE — Memorandum 5. The second reading of an essay will relate to the level (on the matrix) of presentation. Cc LEVEL 3 P LEVEL 1 6. Allocate an overall symbol and mark with the use of the matrix. Cc LEVEL 3 B+ P LEVEL 1 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 seven competency levels. Each with criteria that will be used to assess an essay. Copyright reserved Please turn over

History/SG/P4 Downloaded from hlayiso.com 4 SCE — Memorandum DBE/2014 PRESENTATION CONTENT LEVEL 7 Has employed analysis and historical explanation. Well planned and structured essay. LEVEL 2 Has employed analysis and historical explanation. Well planned and structured essay LEVEL 3 Has attempted analysis and historical explanation. Well planned and structured essay LEVEL 4 Has attempted analysis and historical explanation. Essay planned and structured to a certain extent. LEVEL 5 Applied analysis and historical explanation to a certain extent. Attempted a structure. LEVEL 6 LEVEL 7 Applied No analysis analysis and | and historical historical explanation explanation. No structure. Occasionally Mlogical (to a oF not at all No clear structure. certain extent). LEVEL 1 Question has been fully answered. Content selection fully relevant to line of argument. At 47-50 43-46 40-42 LEVEL 2 Question has been answered. Content selection relevant. 43-46 40-42 38-39 A: qamgog =QOR 120 ~150 105-119 90 - 104 75-89 60-74 50-59 45-49 38-44 30 - 37 0-29 LEVEL 3 Question answered to a great extent. Content adequately Covered and relevant. Bt 38-39 36-37 B. 35 C+ 33-34 LEVEL 4 Question posed is recognisable in answer. Slightly incomplete and mostly relevant. C+ 33-34 c 31-32 D+ 28-29 LEVELS Facts do relate to the question but do not answer it. Omissions in coverage (with occasional itrelevance). c- 30 26-27 E+ 23-24 LEVEL 6 Facts do relate to the question, but do not answer it. Sparse content (with occasional irrelevance). D- 25 E 21-22 E- 20 LEVEL 7 Question inadequately addressed or not at all. Sparse or inadequate content. Irrelevant to a great extent/totally irrelevant E- 20 F 13-19 G 7-12 H 0-06 Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P1 5 DBE/2014 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 CANDIDATES MAY HAVE ANY OTHER RELEVANT INTRODUCTION AND OR CONCLUSION THAN THOSE INCLUDED IN A SPECIFIC ESSAY MARKING GUIDELINES IN ASSESSING THE OPEN’ ENDED SOURCE-BASED QUESTIONS CANDIDATES SHOULD BE GIVEN CREDIT FOR ANY OTHER RELEVANT RESPONSE Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P1 6 DBE/2014 SCE - Memorandum SECTION A: ESSAY QUESTIONS QUESTION 1A: THE PERIOD 1924 TO 1948 Discuss the various factors which contributed to the formation and split of the United Party in 1939. SYNOPSIS Candidates need to outline the various factors that led to the formation of the United Party in 1934. A discussion on the reasons for Split in the United Party in 1939 needs to be highlighted. NB: The main aspects (bullets) must be used to address the requirements of the question and the given line of argument. A mere stating of ‘facts’ is inadequate. MAIN ASPECTS * Introduction: Should focus on the reasons for coalition and fusion in 1934. ELABORATION The effects of Great depression on South Africa. The return of Advocate Tielman Roos to politics The withdrawal of Great Britain from gold standard NP was losing support Roos called for formation of non-party coalition government Feb 1933 Hertzog became Prime Minister, Smuts his deputy Dec 1934 United Party was formed 1938 elections United Party enjoyed support of the electorate Second World war in 1939 Outbreak of the war spilt the government South Africa declared war on Germany 6 Sept 1939 Smuts formed wartime coalition government Hertzog and supporters were now the opposition * Conclusion: Candidates should tie up their argument. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P1 7 DBE/2014 SCE - Memorandum QUESTION 1B: THE PERIOD 1924 TO 1948 Describe how the question of participation of South Africa in the Second World War led to the downfall of General JC Smuts in the 1948 general election. SYNOPSIS The candidates should explain how the question of participation in the Second World War led to the defeat of Smuts in the 1948 election. NB: The main aspects (bullets) must be used to address the requirements of the question and the given line of argument. A mere stating of facts' is inadequate. MAIN ASPECTS ¢ Introduction: Candidates need to focus on Smuts’ reasons for participation in the Second World War. ELABORATION e The 1943 general election (background) * Economic policy (the 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 Second World War) Urbanisation (effects of urbanisation) End of World War Il and demobilisation (treatment of returning soldiers) Post-war economic problems and labour unrest (strikes) White fears of losing power (Hofmeyr's 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 and the Afrikaner Party] Complacency of the UP By-elections (Smuts loses support) The 1948 general election Any other relevant point ¢ Conclusion: Candidates should tie up their argument, [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P1 8 DBE/2014 SCE — Memorandum QUESTION 2A: THE PERIOD 1948 TO 1976 Explain the role played by the various Prime Ministers of South Africa from 1948 to the attainment of republican status in 1961. SYNOPSIS The candidate, in answering this question, is expected to discuss the roles that the various prime ministers played in the establishment of a republic in South Africa between 1948 and 1961. NB: The main aspects (bullets) must be used to address the requirements of the question and the given line of argument. A mere Stating of ‘facts’ is inadequate. MAIN ASPECTS * Introduction: Candidates should focus on the reasons for establishment of a republic in South Africa. ELABORATION * Developments under D F Malan, 1948-1953 (focus on breaking ties with Britain) e Developments under JG Strijdom, 1953-1958 (highlight the symbolic changes introduced) ¢ Developments under H F Verwoerd, 1958-1961 (decision to create a republic and withdrawal from the Commonwealth) e Any other relevant point Conclusion: Candidates should tie up their argument. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P1 9 DBE/2014 SCE — Memorandum QUESTION 2B: THE PERIOD 1948 TO 1976 Discuss how the extra—parliamentary resistance against the apartheid regime intensified between 1960 and 1976. SYNOPSIS Candidates should explain how resistance against the apartheid regime intensified between 1960 and 1976. NB: The main aspects (bullets) must be used to address the requirements of the question and to develop a given line of argument. A mere Stating of ‘facts’ is inadequate. MAIN ASPECTS * Introduction : Candidates need to indicate the reasons for the intensified resistance against the apartheid government. ELABORATION ¢ Sharpeville anti pass campaign (1960) and its aftermath — brief outline * The banning of resistance movements and detentions of leaders * The formation of Umkhonto we Sizwe and Pogo ¢ — Lilliesleaf Farm and the Rivonia Trial e [The General Laws (Amendment) Act — show government's reaction to their choice] e [Rioutous Assemblies Act; further bannings; another State of Emergency] * The African Resistance Movement (ARM), the Black Consciousness Movement (BCM), the South African Students’ Organisation (SASO) etc ° Corobrick strike - 1973. e Soweto uprisings 1976 Any other relevant point * Conclusion: Candidates should tie up their argument. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P1 10 DBE/2014 SCE - Memorandum QUESTION 3A: THE PERIOD 1976 TO 1994 Discuss the role played by trade union movement in resisting the apartheid regime in the 1980s. SYNOPSIS Candidates should focus on the role the trade union movement played in resisting the apartheid regime in the 1980s. NB: The main aspects (bullets) must be used to address the requirements of the question and the given line of argument. A mere stating of ‘facts’ is inadequate. MAIN ASPECTS ¢ Introduction: Candidates should indicate the reasons why unions decided to embark on resistance against the apartheid regime in the 1980s. ELABORATION For each of the following aspects the contributions of the black trade union movements in resisting the apartheid Tegime must be highlighted. Emergence of worker unionism after the Wiehahn Commission The Federation of South African Trade Unions (FOSATU) Council of Unions of South Africa (CUSA), National Council of Trade Unions (NACTU) Unaffiliated unions e.g. South African Allied Workers Union (SAAWU), General Workers Union (GWA) and The National Union of Mineworkers (NUM) Congress of South African Trade Unions (COSATU) Any other relevant point * Conclusion: Candidates should tie up their argument. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P1 11 DBE/2014 SCE - Memorandum QUESTION 3B: THE PERIOD 1976 TO 1994 Explain how the process of negotiations among the various political stakeholders led to the birth of a democratic South Africa in 1994. SYNOPSIS Candidates should describe how the process of negotiations paved the way for a democratic South Africa in 1994. NB: The main aspects (bullets) must be used to address the requirements of the question and the given line of argument. A mere Stating of ‘facts’ is inadequate. MAIN ASPECTS * Introduction: Candidates should focus on the reasons for negotiations and explain how the process unfolded until democracy was attained in 1994. ELABORATION ¢ The decision in favour of negotiations (why negotiations) — briefly ¢ The unbanning of political organisations ¢ The release of Mandela and other political prisoners e The role of different events and developments, e.g. Grootte Schuur Minute, the Pretoria Minute, CODESA | & II, the emergence of COSAG. violence in Boipatong, Natal and elsewhere, right wing activities, the role of APLA, the killing of Chris Hani etc. * Strengthening of negotiations, compromise and commitment The first democratic election of April 1994 (flag and the national anthem symbolised an allegiance to the new democracy) and the birth of a new nation ¢ Conclusion: Candidates must tie up their argument. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P1 12 DBE/2014 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. ¢ 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 Please turn over

Downloaded from hlayiso.com History/SG/P1 13 DBE/2014 SCE - Memorandum QUESTION 4: THE PERIOD 1924 TO 1948 41 WHAT CONSTITUTIONAL CHANGES DID THE PACT GOVERNMENT BRING ABOUT TO THE UNION OF SOUTH AFRICA BETWEEN 1924 AND 1934? 4.1.1 (a) (i) [Interpretation of evidence from source 4A L1] ¢ Britain could still intervene in South Africa's affairs if there were problems in the colonies. ¢ Foreign affairs were still controlled by Britain. e Any other relevant response (any 1 x 2) (2) (ii) [Extraction of evidence from source 4A L1 i] e Balfour Declaration confirmed equal status between mother country and the British dominions. * It paved way for the establishment of the Department of External Affairs. (1x2) (2) (b) [Interpretation of evidence from source 4A Lay * According to the Statute of Westminster dominions were no longer members of British Empire ¢ This meant no British law would have any authority in a dominion. * South Africa could now pass its own laws * Any other relevant response (any 2 x 2) (4) (c) [Interpretation of evidence from relevant sources and own knowledge — L3] To a large extent: South Africa became an autonomous country Had its own Department of Foreign Affairs South Africa could make its own laws South Africa’s independence entrenched Any other relevant response (any 2 x 2) (4) 4.1.2 (a) [Interpretation of evidence from the Source 4B - L 2] ¢ Source 4B shows good and cordial relationship between General Smuts and General Hertzog * It shows General Smuts and General Hertzog in caring and loving relationship (1x2) (2) Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P1 14 DBE/2014 SCE - Memorandum (b) [interpretation of evidence from the Source 4B — L 2] e General Smuts is shown as a woman because woman were treated as less important at the time ¢ The cartoonist shows General Smuts seducing Hertzog Any other relevant response (2 x 2) (4) (c ~ [Interpretation of evidence from Source 4B —L 2] * Die Burger newspaper promoted / supported Afrikaner nationalism e The editorial encouraged talks and partnership between Smuts and Hertzog e Any other relevant (2 x 2) (4) (d) [interpretation of evidence from Source 4B -L 2] ¢ Effects of the Great Depression forced the two leaders to work together e Political climate and the state of the economy in the 1930s also forced the two leaders to work together * Any other relevant response (2 x 2) (4) 4.1.3 (a) [Extraction of information from Source 4C — L 1 J « They were not happy with the fusion ¢ It illustrates a fallout which led to the formation of new political parties e Any other relevant response (any 2 x 2) (4) (b) [Interpretation of evidence from Source 4C — La] e It shows that Colonel Stallard was an ardent supporter of British Empire. e Any other relevant response (1x2) (2) (c) [Interpretation of evidence from Source 4C — L2] e Source 4C is useful as it shows the dominant political figures of the time * Tension existed between political parties are illustrated It accurately present political situation of the time e Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over

History/SG/P1 4.15 Downloaded from hlayiso.com 15 SCE - Memorandum DBE/2014 [Comparison and Interpretation of information from Sources 4B and 4C-L 3] e Source 4B shows the two leaders in a cordial relationship e Source 4C shows the political tension that came up between the two leaders e The cartoonist depicted the relationship as one of convenience Any other relevant response (any 2 x 2) [Evaluation and synthesis of information from all the sources — L3] The candidates need to focus on the following aspects in their responses: e Afrikaans was introduced The status of colonies enacted through Balfour Declaration e e Department of External Affairs established e South African laws no longer needed approval from the Commonwealth Department of Foreign Affairs Status and Seals Act Any other relevant answer Use the following to allocate a mark: LEVEL 1 Cannot extract (relevant) evidence from sources Extracts evidence from sources in a very elementary manner or cannot write on the topic Uses evidence and /or own knowledge partially to report on the topic Cannot report on the topic Marks: 0-3 LEVEL 2 Extracts evidence from sources that is mostly relevant Extracts evidence that relates to a great extent to the topic Uses evidence from sources in a very basic manner Marks: 4-7 LEVEL 3 Extracts relevant evidence from sources Extracted evidence relates very well to the topic Uses evidence from sources very effectively in an organised and logical paragraph Paragraph shows a thorough understanding of the topic Marks: 8-10 Copyright reserved Please turn over (4) (10) [50]

History/SG/P1 Downloaded from hlayiso.com 16 DBE/2014 SCE - Memorandum QUESTION 5: THE PERIOD 1948 TO 1976 5.1 WHAT ROLE DID EXTRA — PARLIAMENTARY ORGANISATIONS PLAY IN INTENSIFYING RESISTANCE AGAINST APARTHEID REGIME AFTER 1949? 5.1.1 Copyright reserved (a) (b) (c) (a) (b) (c) (d) [Extraction of evidence from Source 5A —L1 7 e Many racist legislations were passed during the early 1950s to give effect to social apartheid (1x 2) [Interpretation of evidence from Source 5A — Lay e Limited their use of public facilities e Were jailed if found e Any other relevant point (2 x 2) [Interpretation of evidence from Source 5A — L2] e They were arrested for failure to Carry passes. ¢ Limited the movement of black South Africans e Any other relevant point (1x2) [Extraction of evidence from Source 5B — L 2] e It marked a shift from deputation and petitions. (1x2) [interpretation and explanation of evidence from Source 5B - L2] ¢ The impact of the passing of Suppression of Communism act To mark the beginning of the defiance campaign To demonstrate a sense of unity ¢ Any other relevant response (any 2 x 2) [interpretation and explanation of evidence from Source 5B — L2] ¢ The National Executive Committee held a series of meetings where a decision of form of protests was taken ¢ Any other relevant response (1x2) [interpretation of evidence from Source 5B — Lay ¢ There was a need to demonstrate against the government ¢ To show unity and demonstrate strength of the protesters (2 x 2) Please turn over (2) (4) (2) (2) (4) (2) (4)

History/SG/P1 5.1.3 5.1.5 Copyright reserved Downloaded from hlayiso.com 17 DBE/2014 SCE —~ Memorandum (e) [interpretation of limitations of evidence from Source 5B -L3] e It might be biased as it was written by Govan Mbeki who was a member of the Mkhonto WeSizwe and Robben Islander e Itneed a lot collaboration of evidence from different perspectives e Any other relevant responses (2 x 2) (a) [Extraction of evidence from Sources 5C —L1 7 e In order to provide documentary evidence that such a march occurred. e Any other relevant response (1x2) (b) [Interpretation of evidence from Source 5C — La] e The crowd seems to be attentive/ listening. e Any other relevant response (1x 2) (c) [Interpretation of evidence from Source 5C — L2] * The police would have dispersed the protesters violently ¢ The police would have to check if permission to hold such a meeting was granted * They would have given them notice of three minutes to disperse ¢ Any other relevant response (1x 2) [Extraction of evidence from Source 5D — L.1 J (a) Employers learnt they could not exploit workers (1x 2) (b) Traders learnt that they could not treat workers with disrespect especially regarding wages and working conditions (1x 2) (c) Masses of the people realised the ANC was determined to fight for their rights (1x 2) [Comparison and synthesis of information from Sources 5A and 5D knowledge — L.3] Source 5A tables laws that marked the beginning of the apartheid policies e Source 5D shows the response of the ANC to apartheid legislation . The period before the coming of the National Party in 1948, ANC used deputations and delegations . The 1949 Programme of Action brought an end to the peaceful delegations. . Any other relevant response (2 x 2) Please turn over (4) (2) (2) (2) (2) (2) (2) (4)

History/SG/P14 5.1.6 Downloaded from hlayiso.com 18 SCE - Memorandum DBE/2014 [Evaluation and synthesis of information from all the sources and use of own knowledge — L3] The paragraph must be based on your own knowledge and evidence from the sources and needs to focus on the following aspects: ANC mobilised the people Drew up Programme of Action Led the defiance campaign Shared platform with the communists Defied apartheid laws Any other relevant answer Use the following to allocate a mark: Cooperated with coloureds and Indian Congresses to protest Demonstrated to people their support for equal rights LEVEL 1 Cannot extract (relevant) evidence from sources Extracts evidence from sources in a very elementary manner or cannot write on the topic Uses evidence and /or own knowledge partially to report on the topic Cannot report on the topic Marks: 0-3 LEVEL 2 Extracts evidence from sources that is mostly relevant Extracts evidence that relates to a great extent to the topic Uses evidence from sources in a very basic manner Marks: 4-7 LEVEL 3 Extracts relevant evidence from sources Extracted evidence relates very well to the topic Uses evidence from sources very effectively in an organised and logical paragraph Paragraph shows a thorough understanding of the topic Marks: 8-10 Copyright reserved (10) [50] Please turn over

Downloaded from hlayiso.com History/SG/P1 19 DBE/2014 SCE - Memorandum QUESTION 6: THE PERIOD 1976 TO 1994 6.1 WHY DID PW BOTHA DECIDE TO RELEASE NELSON MANDELA FROM PRISON IN THE 1980s? 6.1.1 (a) [Explanation of information from Source 6A — L1 7 ¢ Eminent Persons' Group put pressure on Botha ¢ President PW Botha is being urged to negotiate with Nelson Mandela. e Any other relevant response (2x2) (4) (b) [Interpretation of evidence from Source 6A — La] e Mandela was regarded as the authentic Black people's leader. e Prevent a full blown revolution in South Africa (any1x2) (2) (c) [Interpretation of evidence from Source 6A — L2] ¢ Botha viewed Mandela as a ‘terrorist’ e Botha realised the popularity of Mandela and probably feared the consequences if he was released ¢ Any other relevant response (2x2) (4) (a) [Interpretation and analysis of evidence from Source 6B ~ La] e International pressure * Country became made ungovernable by protesters. * Economy of South Africa experienced decline e Any other relevant response (any 1 x 2) (2) (b) [Interpretation and analysis of evidence from Source 6B — La] e The call for sanctions and disinvestment was being considered by many western countries * South Africa was ungovernable by ordinary legislation State of emergency was in operation in about 14 magisterial district * — President PW Botha knew that his speech was awaited by many people. « Any other relevant response (any 2 x 3) (6) (c) [Interpretation of evidence from Source 6C — L2] e PW Botha was sceptical about the majority rule ¢ Botha was reluctant to negotiate with legitimate south African leaders e Feared majority rule (any2x2) (4) Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P1 6.1.3 6.1.4 Copyright reserved (d) (a) (b) (c) (d) 20 DBE/2014 SCE - Memorandum [interpretation of evidence from Source 6C — La] e Botha wanted to protect the rights of minority groups ¢ Without whites and minority groups the country will drift to anarchy and poverty ¢ Botha did not trust the Black majority government e Any other relevant response (any 2 x 2) [Extraction and of evidence from Source 6C- Li ¢ | am a member of the ANC | have always been and will remain a member until | die. (1 x 2) [Interpretation of evidence from Source 6C — L2] ¢ Conditions were not viable and practical ¢ Conditions were against the tenets of democracy e Any other relevant response (2 x 2) [interpretation of evidence from Source 6C — L2] e Mandela was self-less leader he is not talking for himself ¢ He says he is in prison as a representative of masses e He was concerned about the wellbeing of all South Africans e — Any other relevant response (any 2 x 2) [interpretation of evidence from Source 6C — La] ¢ His wife banished to Brandford He cannot live with his family His citizenship not respected Any other relevant response (any 2 x 1) [Evaluation and synthesis of information from all the sources and use of knowledge — L3] The paragraph must be based on your own knowledge and the evidence from the sources and needs to focus on the following aspects: Many towns were governed through the state of emergency South Africa was losing international friends/supporters Disinvestment and sanctions were gaining support Economic outlook of the country was not healthy Mandela was getting old and the Nationalist party feared the consequences of his death Negotiations was seen as only way to avoid violence Any other relevant response Please turn over (4) (2) (4) (4) (2)

History/SG/P1 21 SCE — Memorandum Use the following to allocate a mark: Downloaded from hlayiso.com DBE/2013 LEVEL 1 Cannot extract (relevant) evidence from sources Extracts evidence from sources in a very elementary manner or cannot write on the topic Uses evidence and /or own knowledge partially to report on the topic Cannot report on the topic Marks: 0-3 LEVEL 2 Extracts evidence from sources that is mostly relevant Extracts evidence that relates to a great extent to the topic Uses evidence from sources in a very basic manner Marks: 4-7 LEVEL 3 Extracts relevant evidence from sources Extracted evidence relates very well to the topic Uses evidence from sources very effectively in an organised and logical paragraph Paragraph shows a thorough understanding of the topic Marks: 8-10 Copyright reserved TOTAL: (10) [50] 150