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

> Grade 12 History Paper 1 memorandum from the NSC June 2014 (English), 21 pages. Read online or get the free PDF download, question paper linked when available.

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- Updated: 2026-09-27
- Subject: History
- Grade: Grade 12
- Language: English
- Document type: Memorandum
- Year: 2014
- Exam period: NSC June
- Paper: 1
- Curriculum: CAPS
- Pages: 21

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## About this document

History · Grade 12 · NSC June · 2014 · English. Memorandum, 21 pages. Read online or download the PDF.

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## Matching paper and memo

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### Page 1

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. |

|
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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

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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.

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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

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History/SG/P1 5 DBE/2014
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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

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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]

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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]

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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]

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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]

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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]

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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]

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History/SG/P1 12 DBE/2014
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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.

¢ 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

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)

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(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)

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[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

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(4)

(10)
[50]

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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

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(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)

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History/SG/P1

5.1.3

5.1.5

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(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)

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[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

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(10)
[50]

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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)

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History/SG/P1

6.1.3

6.1.4

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(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)

### Page 21

History/SG/P1

21
SCE — Memorandum

Use the following to allocate a mark:

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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

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