History Grade 12 Paper 1 NSC June 2012 Memo

Downloaded from hlayiso.com 1 DBE/2012 History/SG/P1 SCE - Memorandum basic education Department: Basic Education REPUBLIC OF SOUTH AFRICA SENIOR CERTIFICATE EXAMINATION HISTORY P1 a STANDARD GRADE 2012 EMORANDUM BE MARKS: 150 L.E-P. SHARE LANTERN AL MIOBERATS R. U Joe/z oz. Copyright reserved

Downloaded from hlayiso.com 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 discussion/explanation; e the appropriate selection of factual evidence to support such argument. Assessment procedures of an essay i 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 e wrong statement e irrelevant statement « repetition R e analysis AV interpretation 4

Downloaded from hlayiso.com 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). [c LEVEL 3 [ o The second reading of an essay will relate to the level (on the matrix) of presentation. iui LEVEL3 | P | CLC 6. Allocate an overall symbol and mark with the use of the matrix. Cc LEVEL 3 B+ P LEVEL 14 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.

Downloaded from hlayiso.com PRESENTATION TEVEL7 LEVELZ LEVELS LEVELS EVEL S EVEL € TEVELT Has employed Has employed Has attempted Has attempted Applied analysis | Applied analysis No analysis andj analysis and analysis and analysis and analysis and and historical and historical historical Aistorical historical historical historical ‘explanation to a explanation ‘explanation, No explanation, Weil | explanation. Well | explanation. Wel | explanation. Essay | certain extent. ‘occasionally ornot | structure. logical planned and planned and planned and planned and Attempted 3 at ail. No clear (oa certain structured essay. | structuredessay | structured essay structured toa structure. structure. extent, certain extent. CONTENT ‘LEVEL 1 AD ‘Question has been fully answered. Content Aan) selection fully relevant to line of argument 7120 - 160 106-119 90-104 TEVELZ Question has been answered, Contant selection relevant. E 80-74 75-89 a S088 | A 4346 40-42 38-39 45-49 38-44 GG: 30-37 H 0-29 LEVEL 3 Question answered to a Be B. ce great extent. Content 9037 adequately covered and 38-39 38 33-34 relevant EVEL Question posed is ce c D+ recognisable in answer. Slightly incomplete and 33-34 31-32 28-28 mostly relevant, TEVELS Facts do relate to the question but do not answer it, Omissions in coverage (with occasional 30 26-27 23-24 lrrelevance). LEVEL 6 Facts do relate tc the question, but do not answer é it Sparse content 20 {with occasional 25 21~22 irrelevance). EVELT Question inadequately addressed or not at ai e ‘Sparse of inadequate Cole content. Irrelevant to a 5 great extenttolally # 00-06 Irrelevant F 13-19 red co] 4 eS “3 ro] Hl on rey PRIVATE BASS % 110 PRETORIA 0004 i 1 ares nase | cil

Downloaded from hlayiso.com 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 PRIV: | Hi § 7 { 7 i 2012 08-12 i E

Downloaded from hlayiso.com SECTION A: ESSAY QUESTIONS QUESTION 1A: THE PERIOD 1924 TO 1948 Discuss the steps taken by General JBM Hertzog from 1926 to 1934 to secure South Africa's constitutional independence from Britain. SYNOPSIS Candidates need to indicate the various steps that Hertzog took to secure South Africa's constitutional independence from Britain1926 and 1934. NOTE: 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 outline Hertzog's desire to secure South Africa's sovereign independence. ELABORATION The position of Dominions when Hertzog assumed office (legally they were subordinate to Britain) ¢ The Imperial Conference of 1926 (Hertzog wanted to clarify the status of SA and dominions) e The Balfour Declaration of 1926 (Defined the status of SA and other dominions) « The Department of Foreign Affairs (The establishment of this Department demonstrated SA's independence) e The Statute of Westminster, 1931 (Put into law the principles of the Balfour Declaration) e The Status and Seals Acts, 1934 (These protected South Africa's independence by writing into South African law the Statute of Westminster) e Conclusion: Candidates must tie up their argument by indicating that Hertzog was an integral part of the move towards sovereign independence by 1934. [50] ll

Downloaded from hlayiso.com QUESTION 1B: THE PERIOD 1924 TO 1948 Explain the factors since 1929 which contributed to a coalition and fusion of government in South Africa in 1934. SYNOPSIS Candidates should discuss the various factors that led to the fusion and coalition in South Africa in 1934. 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 e Introduction: Candidates need to outline the various reasons for the fusion and Coalition in South Africa in 1934. ELABORATION e Brief background to the factors leading to a coalition government i.e ( role of Tielman Roos and Great Depression) e Hertzog's government started to lose support as a result of 1929 Great Depression e Hertzog believed political re alignment will solve South Africa's problems e Formation of the coalition e Fusion was considered best option as whites will still dominate the politics of South Africa Reasons for and the subsequent effects of fusion (formation of splinter groups) ¢ Political realignment (link to personality clashes; Afrikaner vs. English) e Conclusion: Candidates should tie up their arguments by indicating how the various factors led to the coalition and fusion in South Africa in 1934. [50]

Downloaded from hlayiso.com QUESTION 2A: THE PERIOD 1948 TO 1976 Explain the successes of the passive resistance campaigns in the struggle against the apartheid government between 1948 and 1958. SYNOPSIS Candidates should explain the success of the various passive resistance campaigns in resisting the apartheid government between 1948 to 1958. NOTE: The main aspects (bullets) must be used to address the requirements of thequestion and to develop a relevant line of argument. A mere stating of ‘fact' is inadequate. MAIN ASPECTS e Introduction: Candidates should highlight the successes of the passive resistance campaigns against the apartheid government between 1948 and 1958. ELABORATION Launch of Programme of Action - 1949 The Defiance Campaign — 1952 [Education boycott — 1954] Congress Alliance and The Freedom Charter — 1955 The Treason Trial from 1956 The Anti - Pass Campaign by Women to the Union Buildings — 1956 The Alexandra bus boycotts ~ e.g. 1957 Some might mention other actions after 1956 e.g. continuing protests against the extension of the pass laws, SACTU pound-a-day campaign 1957 — 1958 Any other relevant point Conclusion: Candidates should tie up their argument by explaining the successes of the passive resistance campaigns. 202 -08- 4

Downloaded from hlayiso.com QUESTION 2B: THE PERIOD 1948 TO 1976 Discuss how the extra-parliamentary organizations intensified resistance against the apartheid government in South Africa from 1960 — 1976. SYNOPSIS Candidates need to highlight how resistance against the apartheid government intensified from 1960 Sharpeville Massacre to the 1976 Soweto uprising. NOTE: 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 how resistance intensified against the apartheid government between 1960 and 1976. ELABORATION eeeeeve The Sharpeville massacre (1960) and its aftermath The banning of resistance movements and detentions The formation of Umkhonto we Sizwe and POQO Lilliesteaf Farm and the Rivonia Trial Bombings of government buildings and installations The role of the African Resistance Movement (ARM), the Black Consciousness Movement (BCM), the South African Students’ Organisation (SASO), etc. 1973 strikes e.g Corobrick strike 1976 Soweto uprising Conclusion: Candidates must tie up their argument by highlighting how resistance was intensified from 1960 to 1976. [50]

Downloaded from hlayiso.com QUESTION 3A: THE PERIOD 1976 TO 1994 Explain how the Constitution of 1983 increased the resistance against the apartheid government in the 1980s. SYNOPSIS Candidates should focus on the 1983 constitution and explain how it intensified resistance against the apartheid government. 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 e Introduction: Candidates should introduce the topic by describing events that led to introduction of the new constitution. ELABORATION e Repression and reform (1983 constitution) as setting the scene for resistance within the country « Resistance ~ the formation and role of the UDF and rolling mass action in resisting PW Botha's government Call for consumer boycotts and disinvestments in South Africa Rent boycotts, demands of living wages campaigns Ungovernability of townships Mass mobilization by MDM The imposition of states of emergency Reaction of the UDF to the states of emergency « Conclusion: Candidates should tie up their argument, indicating how the introduction of the 1983 constitution accelerated the programme of resistance against the apartheid government. [50]

Downloaded from hlayiso.com QUESTION 3B: THE PERIOD 1976 TO 1994 Describe the important political events between 1990 and 1994, which led to South Africa's peaceful transition to democracy. SYNOPSIS Candidates should describe the important political events between 1990 and 1994 that led to peaceful transition in South Africa. 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: It should focus on the political events that led to South Africa’s peaceful transition to democracy between 1990 and 1994. ELABORATION e The decision for negotiations (why negotiations) — background e The unbanning of political organisations e The release of Mandela and other political prisoners e The process of negotiations, e.g. Grootte Schuur Minute, the Pretoria Minute, CODESA | & Il, the emergence of COSAG e Violence in various parts of South Africa e.g Boipatong, Natal, Bhisho and elsewhere, right wing activities, the role of APLA etc. e Strengthening of negotiations, compromise and commitment e The first democratic election of April 1994 and the birth of a new nation. e Conclusion: Candidates must tie up their arguments by indicating how the process of negotiations made possible the new order in South Africa. [50]

Downloaded from hlayiso.com SECTION B: SOURCE-BASED QUESTIONS MARKING SOURCE-BASED QUESTIONS * In marking all source-based questions credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples. e In the allocation of marks emphasis should be placed on addressing the requirements of the question. e Inthese 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.

Downloaded from hlayiso.com QUESTION 4: THE PERIOD 1924 TO 1948 41 WHY DID THE CO-OPERATION BETWEEN GENERAL JC SMUTS AND GENERAL JBM HERTZOG COLLAPSE AT THE BEGINNING OF THE SECOND WORLD WAR? 4.1.1 4.1.2 (a) {Interpretation of Source 4A — L 2] e Source 4A shows good and cordial relationship between Smuts and Hertzog e Shows Smuts and Hertzog in an amorous and loving relationship (1x 2) (b) [Interpretation of Source 4A — L 2] e Smuts is shown as a woman (less. dominant/weaker) because during that period men were perceived as dominant/stronger figures e Smuts is seen as seducing/manipulating Hertzog Any other relevant point (any 2 x 2) (4) (c) [Explanation of evidence from Source 4A —L 2] Die Burger newspaper supported Afrikaner nationalism The editorial encouraged talks and partnerships between the two parties e To inform the reader e Any other relevant point (2 x 2) (4) (d) [Interpretation of Source 4A - L 2] e The effects of the Great Depression on the economy forced the two leaders to work together e The political climate in the country and many changes in the early 1930s forced the two leaders to compromise Any other relevant response (2 x 2) (a) [Interpretation of information from Source 4A — L 2] e They are not happy/disgruntled with the fusion that took place between Hertzog and Smuts e It illustrates a break-way and the formation of new political parties e Any other relevant point (2 x 2) (4) (b) [Interpretation of Source 4B - L1] e Britain (1x2) (2) (4) (2)

Downloaded from hlayiso.com (c) [interpretation of evidence from Source 4B — L2] Source 1B is useful because it shows the dominant figures during the period In the source the cartoonist portrays the tension that existed within the political formations It accurately captures the political situation in the early 1930s (any 2 x 2) 4.1.3 [Comparing and explanation of evidence from sources 4A and 4B L3} « Source 4A shows the cordial relationship between Smuts en Hertzog e Source 4B shows Smuts and Hertzog leaning against each other showing political tension/distress Any other relevant response (any 2 x 2) 4.1.4 (a) [Interpretation of information from Source 4C —L 3] (b) (c) He was invoking Afrikaner Nationalism by saying that WW2 was a foreign war Generally Afrikaners did not support the war effort Any other relevant point (2 xX 2) (4) [Interpretation of information from Source 4C L2] No — shows anti-war sentiments Hertzog was influencing voting members to vote against the war Any other relevant response (2 x 2) [Selection of information from Statements 1 and 2 from Source 4C-L 2] It split the political thinking regarding South Africa's neutrality It split the United Party and it led to the formation of new political alignments Hertzog resigned It divided white South Africans (Afrikaners vs English speaking) Smuts became Prime Minister South Africa participated in World War Two (any 2 x 2) ee tee? bere PUBLIC £3 (4) (4)

Downloaded from hlayiso.com [Evaluation and synthesis of information from all the sources — L4] The paragraph must be based on your own knowledge and the _ evidence from the sources and needs to focus on the following aspects that refer to the impact of World War Two on South African politics: e World War Two created tension between Smuts and Hertzog « Unity that was fostered by fusion crashed/split « Old wounds between Afrikaner and English re-opened by Wwwe2 Hertzog resigned, Smuts took over Smuts joined the war on the side of the allies Afrikaners looked for new political party to consider nationalism Any other relevant answer Use the following to allocate a mark: « Cannot extract (relevant) evidence from sources e Extracts evidence from sources in a very elementary manner or cannot write on the Marks: 0-3 LEVEL 1 topic , e Uses evidence and /or own knowledge partially to report on the topic « Cannot report on the topic « Extracts evidence from sources that is mostly relevant LEVEL 2 e Extracts evidence that relates to a great Marks: 4-7 extent to the topic e Uses evidence from sources in a very basic manner e Extracts relevant evidence from sources e Extracted evidence relates very well to the topic LEVEL 3 « Uses evidence from sources very Marks: 8-10 effectively in an organised and logical paragraph e Paragraph shows a thorough understanding of the topic (10) [50]

Downloaded from hlayiso.com QUESTION 5: THE PERIOD 1948 TO 1976 5.4 WHY WAS THE CONGRESS OF THE PEOPLE REGARDED AS THE FIRST DEMOCRATIC ‘PARLIAMENT’ OF THE PEOPLE OF SOUTH AFRICA? 511 (a) (b) 5.1.2 (a) (b) 5.14.3 (a) [Extraction of evidence from Source 5A - L 1] Better houses Freedom of speech Free education Ending of Bantu education Equal pay Votes for all Down with passes (4 x 1)(4) [Interpretation of evidence from Source 5A — L2] ¢ It shows real people who gathered at Kliptown « Demands that were real and affected them personal made can be checked and verified . Any other relevant response (2 x 2) (4) {Extraction and Interpretation of evidence from Sources 5A and 5B —L1] « Source 5B narrates how the demands were read item by item while Source 5A shows items on placards (1x2) [Extraction of evidence from Source 5B — L1] « Aband from Johannesburg sang for the crowd « Women's league rendered items for the crowd « ANC guys played the guitar (3x 1) [Interpretation of evidence from Source 5C — L2] e Sibande’s banning orders expired just before the Congress e The disguise was to avoid re banning (2 x 1) [Extraction of evidence from Source 5C — L.1] e Muller knew how powerful Sibande was e The police would have been attacked (2 x 2) 2012 -08- 12 PRIVATE BAG X 410 (2) (3)

Downloaded from hlayiso.com (c) (a) (b) (c) (d) (e) [Extraction of evidence from Source 5C - L 1] « Everybody was given a chance to come forward with demands « All demands raised were discussed openly by all (2 x 1) [Interpretation of evidence from Source 5D — L3] e Inorder to strengthen their campaign ¢ To demonstrate their non -racialism they had to associate with other races Any other relevant response (2 x 2) [Interpretation of evidence from Source 5D — L2] e Others pretended to be on their way to weddings « Others used devious routes (2x 1) [interpretation of evidence from Source 5D — L2] « Aphotograph of every white delegate was taken e Notes of the speeches were taken e Police remove banners or posters (3 x 1) [interpretation and analysis of evidence from Source 5D — L3] e The principle threatened the very existence of the government of the day e Whites wanted to rule exclusively e Any other relevant point (2 x 2) (4) [Extraction of evidence from Source 5D — L1] e There should be work and security e The land should be shared among those who work it e Any other relevant response from the Freedom Charter (any 2 x 1) (2) [Comparison and analysis of evidence from Source 5A and 5D -L3] e Listed demands in Source 5A are written as demands in Source 5D e People in 5A are mentioned in source 5D as attended the Congress Any other relevant response (2 x 2) (2) (4) (2) (3) (4)

Downloaded from hlayiso.com [Evaluation and synthesis of information from all the sources and use of own knowledge — L4] The paragraph must be based on your own knowledge and evidence from the sources and needs to focus on the following aspects: « Ordinary people were given the opportunity voice their demands Meeting represented all provinces Basic necessities were very high in the agenda Demonstrated democracy at work Unity of races over common issue Demonstrated working together of different groups Any other relevant answer Use the following to allocate a mark: LEVEL 1 e Cannot extract (relevant) evidence from sources e 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 e Cannot report on the topic Marks: 0-3 LEVEL 2 e €xtracts evidence from sources that is mostly relevant e Extracts evidence that relates to a great extent to the topic e Uses evidence from sources in a very basic manner Marks: 4-7 LEVEL 3 e Extracts relevant evidence from sources e Extracted evidence relates very well to the topic e Uses evidence from sources very Marks: 8-10 effectively in an organised and logical paragraph e Paragraph shows a thorough understanding of the topic PR BxN9 P PUBLIC (10) [50]

Downloaded from hlayiso.com QUESTION 6: THE PERIOD 1976 TO 1994 6.1 WHAT WAS THE CONTRIBUTION OF STUDENT RESISTANCE IN THE FIGHT AGAINST APARTHEID IN THE 1980s? 6.1.1 (a) [Extraction of information from Source 6A — L1] e Schools were fermenting unrest « Schools were responsible for causing violence (2 x 1) (2) (b) {Interpretation of evidence from Source 6A — L2] Justified e Police were trying to maintain order and peace « Restoring order and rule of law « Any other relevant response Not Justified e Parents, teachers and learners were unarmed e Dignity of parents and human rights undermined Any other relevant response (2x2) (4) (c) [interpretation of evidence from Source 6A — L2] e Parents adamant that schools belong to them and defied Ebrahim e Scores of parents appeared and entered Alexander Sinton on Tuesday morning e Educators showed up at school « Any other relevant response (2 x 2) (4) (d) [Interpretation of evidence from Source 6A — L2] e Police did not care for life and shot learners from the back e Learners were un-armed and in the company of their parents e Any other relevant response (2 x 2) (4) (e) {Interpretation and analysis of evidence from Source 6A —L2] e Learners would not progress to next classes « It would lead to negative social consequences « The community would experience large numbers of unemployed kids (2 x 2) (4) 6.1.2 (a) [Interpretation and evaluation of evidence from Source 6B — L2] ¢ School children from standard six actively involved School children well organised Use of violence Extremely brave Any other relevant point (3 x 2) (6)

Downloaded from hlayiso.com (b) {Interpretation and analysis of evidence from Source 6B — L2] « The hiding of police in the railway truck and drove around schools and when students storm it with stones police emerge and shoot indiscriminately e Police trap of learners « Unexpected attack/ambush on innocent protesters Any other relevant response (any 2 x 2) (4) (a) [Extraction of evidence from Source 6C — L.2] * AZASO * COSAS (2x1) (2) (b) [Interpretation of evidence from Source 6C — L2] e Education boycott called after 1976 e Crisis in education was a perpetuation of Bantu education e Any other relevant response (1 x 2) (2) (c) [Interpretation of evidence from Source 6C — L2] e In order to get political credibility e To lobby for support Any other relevant response (2x2) (4) (d) [Interpretation and comparison of evidence from Source 6C- La] The campaign brought together all stakeholders It will be turned into the general fight against apartheid Students found themselves in the forefront of the struggle Any other relevant point (2 x 2) (4) [Evaluation and synthesis of information from all the sources and use of knowledge — L4] . The paragraph must be based on your own knowledge and the evidence from the sources and needs to focus on the following aspects: « Students brought education closer to politics e Students and parents realised they can work together e Conscientise parents and teachers about their readiness to work for liberation e Demonstration proved that the youth were brave e Well organised and focused fight e Successful in bringing educational matters to the fore e Any other relevant point an | Ny

Downloaded from hlayiso.com 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 TOTAL: (10) [50] 150