# History Grade 11 P2 Eastern Cape November 2016 Addendum > Grade 11 History Paper 2 addendum from the Eastern Cape November 2016 (English), 10 pages. Read online or get the free PDF download. - Page: https://www.hlayiso.com/library/history-p2-addendum-gr11-nov2016-english/ad9800da-81dc-4533-8d85-909a45979b4b - Updated: 2026-09-27 - Subject: History - Grade: Grade 11 - Language: English - Document type: Addendum - Year: 2016 - Exam period: Eastern Cape November - Paper: 2 - Curriculum: CAPS - Pages: 10 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 11](https://www.hlayiso.com/library/grade-11) › [History](https://www.hlayiso.com/library/grade-11/history) › [History Grade 11 P2 Eastern Cape November 2016 Addendum](https://www.hlayiso.com/library/history-p2-addendum-gr11-nov2016-english/ad9800da-81dc-4533-8d85-909a45979b4b) ## About this document History · Grade 11 · Eastern Cape November · 2016 · English. Addendum, 10 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Matching paper and memo - [HISTORY P2 GR11 QP NOV2016 English](https://www.hlayiso.com/library/history-p2-gr11-qp-nov2016-english/6637e3bd-8ca9-4133-8c5b-c1c8d213ed20) — QP · 2016 · Eng ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com NATIONAL SENIOR SERTIFICATE GRADE 11 NOVEMBER 2016 HISTORY P2 ADDENDUM This addendum consists of 10 pages. ### Page 2 Downloaded from hlayiso.com 2 HISTORY P2 (ADDENDUM) (EC/NOVEMBER 2016) SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: WHAT FACTORS CONTRIBUTED TO THE GROWTH OF AFRICAN NATIONALISM IN SOUTH AFRICA? SOURCE 1A This extract focuses on the general approaches to Pan-Africanism which can be traced far back into the 15th century and beyond. Pan-Africanism is a general term for various movements in Africa that have as their common goal the unity of Africans and the elimination of colonialism and white supremacy (upper-hand) from the continent. There are two general approaches to Pan-Africanism, namely, the Afrocentric and Eurocentric. The Afrocentric approach posits that the historical struggle of Africans against external aggression, exploitation, occupation and domination did not begin with European contact or the incursion (sudden arrival) into Africa in the fifteenth century, but in the B.C. era. Conversely, the Eurocentric explanation regards Pan-Africanism as an idea conceived (imagined)in response to European slavery and colonialism. Pan- Africanism is generally regarded as a 20th-century movement, even if it can be traced back far into the 15th-century and beyond. [Taken from Gaines Junction: Undergraduate Interdisciplinary Journal of History Giselle D. Aris, ‘Pan-Africanism: Competing Interpretations’, (Vol. 3, No.1)] SOURCE 1B A table showing the growth in the number of industrial workers between the years 1938–1939. 1938–1939 1944–1945 White males 116 193 130 415 White females 28 645 35 104 Black males 196 178 299 334 Black females 11 484 23 808 [Source: Making History Grade 12, Friedman, Mashini and Johannesson, 1998, p54] Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com (EC/NOVEMBER 2016) HISTORY P2 (ADDENDUM) 3 SOURCE 1C The picture shows long queues of people walking to work during the bus boycott of 1944 in Alexandria. [Source: Published in The Star, 1944] Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com 4 HISTORY P2 (ADDENDUM) (EC/NOVEMBER 2016) QUESTION 2: WHAT WERE THE PERSPECTIVES OF MIDDLE EAST LEADERS ON THE REFUGEE PROBLEM IN THE MIDDLE EAST? SOURCE 2A The late Egyptian President Anwar Sadat stated in his historic address to the Israeli Knesset on 20 November 1977: “We will not accept any talk about lasting and durable peace ... while you are occupying Arab land with military force. ... As for the Palestinian question, nobody denies that it’s the essence of the problem as a whole ... There is no use not recognising the Palestinian people and their own right in establishing their homeland, and their right of return.” [Adapted from Stephen P Halbrook, The Journal of Liberation Studies, The Alienation of a Homeland: How Palestine Became Israel, Vol. V, No. 4 (Fall 1981), p357] SOURCE 2B These are remarks by Yitshak Rabin (Prime Minister) on the occasion of the signing of the Israeli-Palestinian Declaration of Principles. Washington, September 13, 1993 Mr President, ladies and gentlemen, Let me say to you, the Palestinians: We are destined to live together on the same soil, in the same land. We, the soldiers who have returned from battle stained with blood, we who have seen our relatives and friends killed before our eyes, we who have attended their funerals and cannot look into the eyes of their parents, we who have come from a land where parents bury their children, we who have fought against you, the Palestinians: We say to you today in a loud and clear voice: Enough of blood and tears. Enough. We have no desire for revenge. We harbour no hatred towards you. We, like you, are people who want to build a home, to plant a tree, to love, to live side by side with you in dignity, in empathy (understand someone else’s feelings), as human beings, as free men. We are today giving peace a chance, and saying again to you: Enough. Let us pray that a day will come when we all will say: Farewell to the arms. [Taken from http://www.ijs.org.au. Accessed on 6 June 2016.] Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com (EC/NOVEMBER 2016) HISTORY P2 (ADDENDUM) 5 SOURCE 2C This excerpt addresses the refugee problem of both Palestinians and Jews as stated by Israeli Prime Minister Benjamin Netanyahu in 2011. The refugee problems [i.e. Jewish and Palestinian refugees] are settled in these two respective states – the question of Palestinian refugees will be resolved in the Palestinian state and not in Israel. Just as the question of Jewish refugees caused by that same Arab assault on Israel in 1948, was resolved within the Jewish state. The Arab attack, the attack of five Arab armies, with the Palestinians, on the embryonic (motherly) Jewish state caused two refugee problems. About 650,000 Palestinian refugees and a somewhat larger number of Jewish refugees were expelled from Arab states. Tiny Israel absorbed all the Jewish refugees and the vast Arab world refused to absorb the Palestinian refugees, and neither justice nor common sense mandates (official power to do something) that 63 years later, the Arab world or the Palestinians will come to us and say: Now, absorb the great-great-grandchildren of this part of the refugee problem that we created ourselves. The solution to the refugee problem, both in a practical sense and in the question of justice has to be addressed in the Palestinian state and not at the expense of the solitary, the one and only Jewish State. [Source: June 28, 2011 – Benjamin Netanyahu, MS . Accessed on 6 June 2016.] Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com 6 HISTORY P2 (ADDENDUM) (EC/NOVEMBER 2016) SOURCE 2D This picture and extract depict the issue of Palestinian refugees after the First Arab- Israeli War. VISUAL SOURCE Three-quarters of a million Palestinians fled their homes during the war. WRITTEN SOURCE OPINION 1: SACHAR (pro-Palestinian reporter): No Arab government was ordering these people to flee. On the contrary, they were ordering them to stay put, under no circumstances to give over their territory to the Jews. It is a myth to assume that these people left voluntarily. OPINION 2: MORRIS (anti-Palestinian reporter): For good military reasons Israelis wanted clear lines of communication behind the lines. They didn’t want snipers. They didn’t want guerrillas (members of unofficial military groups) operating behind the lines. So they wanted to get rid of Arab communities. So there were expulsions (ordered to leave the country officially) in various areas. [Taken from The Cold War, D. Heate] Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com (EC/NOVEMBER 2016) HISTORY P2 (ADDENDUM) 7 QUESTION 3: WHAT WERE THE CAUSES AND IMPACT OFTHE BANTU EDUCATION ACT OF 1953 ON BLACK STUDENTS? SOURCE 3A An extract about Bantu Education reflecting the role played by the Department of Native Affairs. African schooling was still neither free nor compulsory, as it was for whites. Certainly, educational provision for Africans before this period had been unequal and most government schools separated white and African pupils. However, the Bantu Education Act brought all African schools under the control of the Department of Native Affairs, thus phasing out the independent missionary institutions which had previously led the field in African education. It also imposed a uniform curriculum which stressed separate ‘Bantu culture’ and deliberately prepared students for little more than manual labour. [Taken from Key History for GCSE: Teacher’s Guide] SOURCE 3B This table reflects the amount of money in Rands spent on the education of each African, Coloured, Indian and White child between 1953/54 and 1975/76. SEPARATE AND UNEQUAL EDUCATION ENFORCED Year African Coloured Indian White 1953/54 17 40 40 128 1969/70 17 73 81 282 1975/76 42 140 190 591 [Adapted from The Right to Learn by P. Christie] Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com 8 HISTORY P2 (ADDENDUM) (EC/NOVEMBER 2016) SOURCE 3C This source indicates how Black learners experienced serious educational problems during teaching and learning in the 1950s. Expenditure on Bantu Education increased in the late 1960s, once the apartheid government saw the need for a trained African labour force. Through this, more African children attended school than under the old missionary system of education, albeit grossly deprived of facilities in comparison with education of other races, especially whites. Nationally, pupil-teacher ratios in African schools went from 46 : 1 in 1955 to 58 : 1 in 1967. The classrooms were overcrowded and used on a rotational-basis. There was also a lack of teachers, and many of those who did teach were under- qualified. In 1961, only 10 per cent of Black teachers held a matric certificate. Black education was essentially deteriorating, with teachers being less qualified than their students. [Source: http://sahistory.org.za. Accessed on 6 June 2016.] Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com (EC/NOVEMBER 2016) HISTORY P2 (ADDENDUM) 9 SOURCE 3D This source shows school children with their parents protesting against the Bantu Education Act in 1954. . About 7 000 children were expelled from school because of their protests. The ANC called for a boycott of schools to begin on 1 April 1954. In most places the boycotts lasted only a few weeks as parents did not want their young children to miss out on any education at all. As one African mother said about Bantu Education, “Half a loaf of bread is better than nothing at all.” [Taken from Viva History, 2012, p314] ITS TIME TO WAKE UP WE REALLY WANT HELP! AFRICANS CHILDREN MUST NOT DRINK POISON Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com 10 HISTORY P2 (ADDENDUM) (EC/NOVEMBER 2016) ACKNOWLEDGEMENTS Visual sources and other historical evidence were taken from the following: Angier KL, et al 2012, Viva History, p314 (Vivlia Publishers) Cloete, B. et al. 2012, Spot On (Heinemann) Frank. F. 2012. New Generations (New Generations Publishers) Gaines Junction: Undergraduate Interdisciplinary Journal of History Giselle D.Aris, ‘Pan-Africanism: Competing Interpretations’, (Vol. 3, No.1). Graves et al 2006, Moments in History Grade 11, p136 (Juta Publishers) Heate, D, The Cold War (Heinemann) http://www.ijs.org.au. Accessed on 6 June 2016. http://sahistory.org.za. Accessed on 6 June 2016. Internet source: anc.org.za – Accessed on 6 June 2016. June 28, 2011 – Benjamin Netanyahu, MS Accessed on 6 June 2016. Key History for GCSE: Teacher’s Guide Kristie, P. (1991) The Right to Learn: The Struggle for Education in South Africa. Johannesburg: SACHED/Ravan. Revised and Expanded Edition (reprinted 1992, 1994, 2006). – See more at: http://www.education.uct.ac.za/edu/staff/academic/pchristie#sthash.fIX3Cfsl.dpuf Stephen P Halbrook, The Journal of Liberation Studies, The Alienation of a Homeland: How Palestine Became Israel, Vol. V, No. 4 (Fall 1981), p357 The Mariners’ Museum/CORBIS Great Stock www.newint.org.27June 2005. Accessed on 6 June 2016. 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