# History Grade 12 P2 NSC Supplementary 2014 Memo (English) > Grade 12 History Paper 2 memorandum from the NSC Supplementary 2014 (English), 33 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/history-p2-feb-march-2014-memo-eng/0de38070-2e78-4e9a-9ed7-4e1e97a0dab6 - Updated: 2026-09-27 - Subject: History - Grade: Grade 12 - Document type: Memorandum - Year: 2014 - Exam period: NSC Supplementary - Paper: 2 - Curriculum: CAPS - Pages: 33 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [History](https://www.hlayiso.com/library/grade-12/history) › [History Grade 12 P2 NSC Supplementary 2014 Memo (English)](https://www.hlayiso.com/library/history-p2-feb-march-2014-memo-eng/0de38070-2e78-4e9a-9ed7-4e1e97a0dab6) ## About this document History · Grade 12 · NSC Supplementary · 2014. Memorandum, 33 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com This memorandum consists of 32 pages. NATIONAL SENIOR CERTIFICATE GRADE 12 HISTORY P2 FEBRUARY/MARCH 2014 MEMORANDUM MARKS: 150 This memorandum consists of 34 pages. Copyright reserved Please turn over ### Page 2 Downloaded from hlayiso.com History/P2 2 DBE/Feb.–Mar. 2014 NSC – Memorandum 1. SOURCE-BASED QUESTIONS 1.1 The following Learning Outcomes and Assessment Standards will be assessed in this question paper: LEARNING ASSESSMENT STANDARDS OUTCOMES THE ABILITY OF THE LEARNER TO: Learning 1. Formulate questions to analyse Outcome 1 concepts for investigation within the (Historical context of what is being studied. (Not enquiry) for examination purpose). 2. Access a variety of relevant sources of information in order to carry out an investigation. (Not for examination purpose). 3. Interpret and evaluate information and data from sources. 4. Engage with sources of information evaluating the usefulness of the sources for the task, including stereotypes, subjectivity and gaps in the evidence available to the learners. Learning 1. Analyse historical concepts as social Outcome 2 constructs. (Historical 2. Examine and explain the dynamics of concepts) changing power relations within the societies studied. 3. Compare and contrast interpretations and perspectives of events, people's actions and changes in order to draw independent Slots about the actions or events. Learning 1. Identify when an interpretation of Outcome 3 statistics may be controversial and (Knowledge engage critically with the conclusions construction presented by the data. and 2. Synthesise information to construct an communication) original argument using evidence to support the argument. 3. Sustain and defend a coherent and balanced argument with evidence provided and independently accessed. 4. Communicate knowledge and understanding in a variety of ways including discussion (written and oral) debate, creating a piece of historical writing using a variety of genres, research assignments, graphics, oral presentation. Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com History/P2 3 DBE/Feb.–Mar. 2014 NSC – Memorandum 1.2 The following levels of questions were used to assess source- based questions. LEVELS OF SOURCE-BASED QUESTIONS • Extract relevant information and data from the LEVEL 1 sources. (L1) • Organise information logically. • Explain historical concepts. • Categorise appropriate or relevant source of information provided to response the questions raised. LEVEL 2 • Analyse the information and data gathered from a (L2) variety of sources. • Evaluate the sources of information provided to assess the appropriateness of the sources for the task. • Interpret and evaluate information and data from the sources. • Engage with sources of information evaluating the usefulness of the sources for the task taking into account stereotypes, subjectivity and gaps in the evidence available. • Analyse historical concepts as social constructs. • Examine and explain the dynamics of changing LEVEL 3 power relations within the aspects of societies (L3) studied. • Compare and contrast interpretations and perspectives of peoples' actions or events and changes to draw independent conclusion about the actions or events. • Identify when an interpretation of statistics may be controversial and engage critically with the conclusions presented by the data. 1.3 The following table indicates how to assess source-based questions. • In the marking of source-based questions credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples. • In the allocation of marks emphasis should be placed on how the requirements of the question have been addressed. • In the marking guideline the requirements of the question (skills that need to be addressed) as well as the level of the question are indicated in italics. Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com History/P2 4 DBE/Feb.–Mar. 2014 NSC – Memorandum 2. EXTENDED WRITING 2.1 The extended writing questions focus on one of the following levels: LEVELS OF QUESTIONS Level 1 • Discuss or describe according to a given line of argument set out in the extended writing question. • Plan and construct an argument based on evidence, using the evidence to reach a conclusion. Level 2 • Synthesise information to construct an original argument using evidence to support the argument. • Sustain and defend a coherent and balanced argument with evidence. • Write clearly and coherently in constructing the argument. 2.2 Marking of extended writing • MARKERS MUST BE AWARE THAT THE CONTENT OF THE RESPONSE 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 EXTENDED WRITING MARKING GUIDELINE FOR A SPECIFIC ESSAY. • WHEN ASSESSING OPEN-ENDED SOURCE-BASED QUESTIONS, LEARNERS SHOULD BE CREDITED FOR ANY OTHER RELEVANT RESPONSES. Global assessment of extended writing The extended writing 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 by using of selected factual evidence to support an argument. The learner will not be required to simply regurgitate "facts" in order to achieve a high mark. This approach discourages learners uit preparing "model" responses and reproducing them without taking into account the specific requirements of the question. Holistic extended writing marking credits learners' opinions supported by evidence. Holistic assessment, unlike content-based marking, does not penalise language inadequacies as the emphasis is on the following: • The construction of argument • The appropriate selection of factual evidence to support such argument and • The learner's interpretation of the question Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com History/P2 5 DBE/Feb.–Mar. 2014 NSC – Memorandum Assessment procedures of extended writing 1. Keep the synopsis in mind when assessing extended writing. 2. During the first reading of the extended writing 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 the marking guideline/memorandum) and a relevant conclusion (indicated by a bullet in marking guideline/memorandum) e.g. in an response where there are 5 main points there will be 7 ticks. 3. The following additional symbols can also be used: • Introduction, main aspects and conclusion not properly contextualised • Wrong statement • Irrelevant statement | | | | • Repetition R • Analysis A√ • Interpretation 1√ Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com History/P2 6 DBE/Feb.–Mar. 2014 NSC – Memorandum 4. The matrix 4.1 Use of analytical matrix in the marking of extended writing (refer to page 6). In the marking of extended writing with reference to page 6 the given criteria shown in the matrix should be used. In assessing the extended writing note should be taken of both the content and presentation. At the point of intersection of the content and presentation based on the seven competency levels, a mark should be awarded. 4.1.1 The first reading of extended writing will be to determine to what extent the main aspects have been covered and to determine the content level (on the matrix). C LEVEL 4 4.1.2 The second reading of extended writing will relate to the level (on the matrix) of presentation. C LEVEL 4 P LEVEL 5 4.1.3 Allocate an overall mark with the use of the matrix. C LEVEL 4 18–19 P LEVEL 5 4.2 Use of holistic rubric in the marking of extended writing (refer to page 7) The given rubric, which takes into account both content and presentation, should be used in the marking of extended writing. C and P LEVEL 5 18–20 Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com History/P2 7 DBE/Feb.–Mar. 2014 NSC – Memorandum Grade 12 ANALYTICAL MATRIX FOR EXTENDED WRITING: TOTAL: 30 LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 PRESENTATION Very well Well planned Well planned Planned and Shows some Attempts to Little analysis planned and and structured. and structured. constructed an evidence of a structure the and historical structured. Synthesis of Constructed a argument. planned and response. explanation. Good information clear Evidence used constructed Largely No structure in synthesis of Constructed an argument. to support argument. descriptive/ response. information. original well - Conclusions argument. Some some attempt Constructed an balanced, drawn from Conclusion evidence used at developing argument independent evidence. reached based to support an argument. CONTENT Well balanced argument. Evidence used on evidence. argument. argument. Evidence used to support Writing Conclusion not Sustained and to defend the argument. structured. clearly defended the argument. Reached supported by argument independent evidence. throughout. conclusion. Evidence used to support conclusion. LEVEL 7 Question has been fully responseed. Content 27-30 24-26 selection fully relevant to line of argument. LEVEL 6 Question has been responseed. 24-26 23 21-22 Content selection relevant to a line of argument. LEVEL 5 Question responseed to a great extent. 21-22 20 18-19 Content adequately covered and relevant. LEVEL 4 Question recognisable in response. 18-19 17 15-16 Some omissions/ irrelevant content selection. LEVEL 3 Content selection does not always 15-16 14 12-13 relate. Omissions in coverage. LEVEL 2 Sparse content. Question 12-13 11 9-10 inadequately addressed. LEVEL 1 Question not responseed. 9-10 0-8 Inadequate content. Totally irrelevant. Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com History/P2 8 DBE/Feb.–Mar. 2014 NSC – Memorandum GRADE 12 HOLISTIC RUBRIC TO ASSESS AN ESSAY USING BRONS AND OWN KNOWLEDGE. TOTAL PUNTE: 30 LEVEL If the candidate has demonstrated all or most of the skills listed in a particular level, she/he will be awarded a mark relevant to the category. 7 Consistently focuses on topic – demonstrates a logical and coherent progress towards a conclusion Outstanding Clearly comprehends the sources 80 – 100% Uses all or most of the sources and own knowledge 24 – 30 Selects relevant sources Quotes selectively Groups sources (not essential but should not merely list sources) [Excellent] Demonstrates a setting of sources in background understanding If appropriate, deals fully with counter-argument Refers appropriately to relevancy, bias, accuracy, limitation of sources Expresses him/herself clearly Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion) 6 Makes a good effort to focus consistently on the topic but, at times, argument loses some focus Meritorious Clearly comprehends the sources 70 – 79% Uses all or most of the sources and own knowledge 21 – 23 Selects relevant sources Quotes selectively Good use of relevant evidence from the sources. [Very Good] Good attempt to consider counter-argument Good attempt to refer to relevancy, bias, accuracy, limitation of source Expression good Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion) 5 Makes an effort to focus on the topic but argument has lapses in focus Substantial Comprehends most of the sources 60 – 69% Uses most of the sources and own knowledge 18 – 20 Selects relevant sources Expression good but with lapses Perhaps, lacking some depth of overall-focus, or does not make reference to one or more relevant sources [Good] If appropriate, makes an attempt to consider counter-argument Rather superficial or no attempt to refer to relevancy, bias, accuracy, limitation of sources Makes an attempt to take a stand (focuses on limitations, etc.) in reaching an independent conclusion 4 Makes some effort to focus on the topic but argument has many lapses in focus Moderate Moderate comprehension of most of the sources 50 – 59% Moderate use of relevant evidence from the sources and own knowledge 15 – 17 Moderate attempt to consider counter-argument Moderate attempt to refer to relevancy, bias, accuracy, limitation of sources [Satisfactory] Expression is satisfactory Makes an attempt to take a stand but there are serious inconsistencies with making links with the rest of the essay Essay might have a tendency to list sources and 'tag' on focus 3 Little attempt to focus on the topic Adequate Little comprehension of the sources 40 – 49% Struggles to select relevant information from the sources and own knowledge 12 – 14 No quotes – or generally irrelevant Makes little effort to consider counter-arguments [Fair] Mainly characterised by listing of sources No attempt to refer to relevancy, bias, accuracy of sources Expression poor Makes a poor attempt to take a stand. (i.e. battles to reach an independent conclusion) 2 Unable to focus on the topic Elementary Unable to identify relevant sources and limited use of own knowledge 30 – 39% No quotes – or generally irrelevant 09 – 11 Makes no effort to consider counter-argument Essay characterised by listing of sources [Weak] No attempt to refer to relevancy, bias, accuracy of sources Expression very poor Makes a very poor attempt to take a stand – if at all 1 No attempt to focus on the topic Not Achieved Uses no sources 0 – 29% Does not use own knowledge 0–8 Completely irrelevant [Poor] Copies directly from the sources Response extremely poor Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com History/P2 9 DBE/Feb.–Mar. 2014 NSC – Memorandum QUESTION 1: WHAT POLITICAL CHANGES OCCURRED IN SOUTH AFRICA AFTER THE COLLAPSE OF THE USSR? 1.1 1.1.1 [Interpretation of evidence from Source 1A – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • There were changes in the international arena • The USSR was undergoing political changes • The Cold War era came to an end • Economic situation in the world was changing Any other relevant response (any 1 x 2) (2) 1.1.2 [Explanation of historical concepts from Source 1A – L1 – LO2 (AS1)] (a) Glasnost • Openness – people speak freely • Able to criticise government • Both lead to democratic and free elections • Reforms so that communist system works more efficiently and effectively (any 1 x2) (2) (b) Cold War • A state of ideological conflict and hostility between the Soviet Union and the United states of America • A war that relied on propaganda and the threat of nuclear warfare rather than fighting Any other relevant response (any 1 x 2) (2) 1.1.3 [Interpretation of evidence form Source 1A – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • South Africa's leaders/administrators could no longer exploit the so called Communist threat • Start of the process of negotiations • Mandela was moved to Victor Verster prison • Political leaders decided to embark on changes Any other relevant response (any 2 x 2) (4) 1.1.4 [Interpretation of evidence from Source 1A – L2 – LO1 (AS3 and 4); LO2 (AS2);LO3 (AS2)] • It signified the government's intention of Mandela's imminent release • It signalled the government's willingness to talk (1 x 3) (3) Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com History/P2 10 DBE/Feb.–Mar. 2014 NSC – Memorandum 1.2 1.2.1 [Interpretation of evidence from Source 1B – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • It was a ground breaking speech/radical departure from the previous immovable stance • It was to change the political situation in South Africa • It was a speech that gave hope to all South Africans Any other relevant response (any 2 x 2) (4) 1.2.2 [Analyse and interpret information from Source 1B – L3 – LO1 (AS3)] • NP's rule was based on fear, despair and anger • That the majority of blacks lived in fear, despair and anger • De Klerk's policies provided hope for an inclusive future Any other relevant response (any 1 x 2) (2) 1.2.3 [Interpretation of evidence from Source 1B – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • De Klerk's speech signalled a move away from apartheid • De Klerk's speech symbolised that he was prepared to negotiate • His predecessors were not prepared to move away from the apartheid policy and were not prepared to negotiate Any other relevant response (any 2 x 2) (4) 1.2.4 [Comparing of evidence from Source 1B – L3 – LO3 (AS4)] • Both articles report favourably about De Klerk's speech • De Klerk's announcement was significant and ground breaking Any other relevant response (2 x 2) (4) 1.3 [Analyse and interpret information from Source 1A & 1B – L2 – LO1 (AS3)] • Accurate depiction of what has happened in South Africa • South Africa's white minority rule was about to end • A new history for South Africa was about to be written • International change in attitude towards South Africa Any other relevant response (any 2 x 2) (4) 1.4 1.4.1 [Interpretation of evidence from Source 1C – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • They did not expect De Klerk to make the announcement • They did not expect so many concessions to be made by De Klerk • The unconditional release of Mandela was a complete surprise to them Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 11 Downloaded from hlayiso.com History/P2 11 DBE/Feb.–Mar. 2014 NSC – Memorandum 1.4.2 [Interpretation of evidence from Source 1C – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] (a) Thabo Mbeki • Was optimistic • Amenable to negotiations Any other relevant response (any 1 x 2) (2) (b) Tutu • Surprised (positively) • Shocked Any other relevant response (1 x 2) (2) 1.5 [Interpretation, analysis and synthesis of evidence from all sources – L3 – LO1 (AS3 and 4); LO2 (AS2 and 3); LO3 (AS2)] Candidates could include the following aspects in their response: Candidates can select either Sources 1B or 1C indicate why it is USEFUL: In answering this question candidates need to show that the source is relevant to the investigation and reliable by interrogating its provenance (origin). Source 1B is useful because: • Both are newspaper articles – authentic • Both articles reflect the optimism of how people felt about De Klerk's speech • In newspaper article 1 – focuses on the feelings and reactions of people- hope • In newspaper article 1 – public were amazed by De Klerk's swiftness- even compared De Klerk to his predecessors • In newspaper article 2 – reflects the reaction of the world-the world applauded him Source 1C is useful because: • Focuses on the reaction to De Klerk's speech • Focuses on the reforms that he intended to introduce • Highlights the reaction of Mbeki, Tutu and the UN Secretary General • Mentions how South Africa benefitted from the injection of R9 billion into the Stock Exchange Any other relevant response Copyright reserved Please turn over ### Page 12 Downloaded from hlayiso.com History/P2 12 DBE/Feb.–Mar. 2014 NSC – Memorandum Use the following rubric to allocate a mark: • Uses evidence in an elementary manner e.g. shows no or little understanding of explaining which ONE of the sources would be most useful to a historian LEVEL 1 researching the impact of De Klerk's speech on MARKS: 0–2 South Africans • Uses evidence partially to write a paragraph on the topic or cannot write a paragraph on the topic • Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding of explaining which ONE of the sources would be most LEVEL 2 useful to a historian researching the impact of De MARKS: 3–5 Klerk's speech on South Africans • Uses evidence in a very basic manner to write a paragraph • Uses relevant evidence e.g. demonstrates a thorough understanding of explaining which ONE of the sources would be most useful to a historian LEVEL 3 researching the impact of De Klerk's speech on MARKS: 6–8 South Africans • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic (8) Copyright reserved Please turn over ### Page 13 Downloaded from hlayiso.com History/P2 13 DBE/Feb.–Mar. 2014 NSC – Memorandum 1.6 EXTENDED WRITING 1.6.1 [Plan and construct an argument based on evidence using analytical and interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)] SYNOPSIS Candidates should explain how the collapse of the Soviet Union paved the way for political changes in South Africa after 1989. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates should explain how the fall of communism influenced the political future of South Africa and how it paved the way for negotiations. ELABORATION • Gorbachev's reforms: Glasnost and Perestroika and its role in ending communism • The democratisation of the Soviet Bloc countries and fall of the Berlin Wall • The impact of the political transformation in Soviet Bloc countries on the apartheid government and the ANC • De Klerk used the fall of communism as an opportunity to initiate reforms • De Klerk was forced to negotiate with previously banned political organisations • De Klerk embarked on a process of reform • Unbanned political parties, etc • His willingness to open talks was welcomed by the ANC in terms of its longstanding principles • The ANC had to abandon the armed struggle to begin the process of negotiations • Opened the way for negotiations with the ANC leading to the release of political prisoners and unbanning of political parties • USSR's economic stagnation influenced political changes in South Africa between the NP and ANC • The USA's abandonment of support for the NP – affected South Africa's political future Any other relevant response • Conclusion: Candidates should tie up their argument with a relevant conclusion Use the matrix on page 7 in this document to assess this extended writing (30) Copyright reserved Please turn over ### Page 14 Downloaded from hlayiso.com History/P2 14 DBE/Feb.–Mar. 2014 NSC – Memorandum 1.6.2 [Synthesise information to construct an original argument using evidence from sources and own knowledge to support the argument - L2 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)] SYNOPSIS Candidates should indicate whether the statement is accurate or not. In assessing its accuracy, candidates must show how the end of the Cold War had a significant impact on South Africa's political future. If they mention the statement is not accurate then they must substantiate their response with relevant evidence. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates should indicate their line of argument and support it with relevant evidence. ELABORATION ACCURATE because: • The end of the Cold War contributed to the emergence of democracy movements including South Africa • South Africa was no longer significant in Cold War politics • The policy of Glasnost/Perestroika paved the way for the ANC and NP to reform (Disappearance of Marxist-Leninist states and fall of the Berlin Wall affected both the ANC and National Party; Gorbachev favoured a negotiated settlement) • De Klerk was aware of the implications of the political changes in Eastern Europe (He realised that communism was a spent force in world affairs; This made De Klerk open for negotiations; De Klerk’s government saw the ANC's loss of support as an opportune time to dictate change) • Improving relations between the USA and USSR meant that the NP could no longer use the Cold War to win support of the west; South Africa's status as an anti-communist champion lost its appeal) • The ANC could longer depend on the USSR for funding/It became difficult for the ANC to function as an exile movement • There was pressure from major powers for both the National Party and ANC to work towards a peaceful settlement in South Africa (The ANC indicated that it was in favour of a negotiated settlement (The armed struggle will only be used as a last resort and began to seek recognition from western countries Copyright reserved Please turn over ### Page 15 Downloaded from hlayiso.com History/P2 15 DBE/Feb.–Mar. 2014 NSC – Memorandum • De Klerk's parliamentary address on 2 February 1990 was a turning point • Reforms introduced • The ANC and the NP had to find a peaceful solution • The apartheid government took the opportunity to negotiate with the ANC because there was no longer a threat from the Soviet Union • Both the NP and the ANC took cognisance of internal factors (economic stagnation, unrest, financial crisis, States of Emergency, etc.) to save the country's future Any other relevant response Conclusion: Candidates should tie up their argument with a relevant conclusion. If candidates not accurate, they need to support their argument with relevant evidence Use the matrix on page 8 in this document to assess this extended writing (30) [75] QUESTION 2: HOW DID THE COLLAPSE OF THE USSR IN 1989 INFLUENCE ANGOLA IN RE-IMAGINING ITSELF? 2.1 2.1.1 [Explanation of historical concept from source 2A – L1 – LO2 (AS1)] (a) Civil War • War between opposing sides within the borders of a country Any other relevant response (any 1 x 2) (2) (b) Marxist - Leninism • Ideology based on Karl Marx's and Lenin's belief in collective, socialist and communistic practice of a state • The means of production controlled by the state (people) Any other relevant response (any 1 x 2) (2) 2.1.2 [Analyse information from Source 2A – L2- LO1 (AS4)] • It led to temporary peace which resulted in the holding of the 1992 elections Any other relevant response (1 x 2) (2) 2.1.3 [Analyse information from Source 2A – L2- LO1 (AS4)] • He realized he could not win the elections • Not prepared for an MPLA government Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 16 Downloaded from hlayiso.com History/P2 16 DBE/Feb.–Mar. 2014 NSC – Memorandum 2.1.4 [Interpretation and analysis of information from source 2A – L3 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2 and 3) • USA could not support the MPLA government which was Marxist • The USA had more interest in minerals than the civil war – hence dropping UNITA when realising that UNITA could not win Any other relevant response (any 2 x 2) (4) 2.2 2.2.1 [Extraction of evidence from Source 2B – L1- LO1 (AS3)] • Oil • Diamonds • Gold • Copper • Iron (any 2 x 1) (2) 2.2.2 [Interpretation and analysis of evidence from Source 2B – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2 and 3)] Candidates need to state YES or NO and support their response with relevant answers YES • It had rich variety of mineral resources (oil, diamonds, gold, copper, iron etc) • Revenue from minerals would have been the main source of income for development programs • Angola would not have been in debt • Any other relevant response NO • In many Angola, minerals have been a source of conflict • Angolan government leaders have been using mineral resources for their personal gain or that of their political parties • The interest of foreign powers in Angola has always been motivated by the availability of minerals Any other relevant response (any 1 x 3) (3) 2.2.3 [Interpretation and analysis of evidence from Source 2B – L2 –LO1 (AS3 and 4); LO3 (AS2)] • In a corrupt manner – one had to always pay a fee upfront before a process for a permit of business could start • Santana was not happy about how business transactions under post colonial Angolan government was undertaken Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 17 Downloaded from hlayiso.com History/P2 17 DBE/Feb.–Mar. 2014 NSC – Memorandum 2.2.4 [Evaluate the reliability of source 2B – L3 – LO1 (AS3 and 4); Candidates need to state RELIABLE or NOT RELIABLE and support their response with relevant answers RELIABLE • Author is Angolan • Author gave a first-hand account of his experience in Angola • The evidence or account took place in 1991 when the Cold War had just ended (1989) – as Angola was trying to re- imagine itself Any other relevant response NOT RELIABLE • Author was a Portuguese of Angolan descent and gave a colonial perspective • It's a one-sided account of happenings in Angola • Was bias and one sided Any other relevant response (any 2 x 2) (4) 2.3 2.3.1 [Interpretation of a cartoon (Source 2C) – L2 –LO1 (AS3 and 4); LO3 (AS2)] • Shows that Angolans were very good in war (civil war) • Shows that Angolans did not have time for sports Any other relevant response (any 2 x 2) (4) 2.3.2 [Interpretation and analysis of evidence from Source 2B – L2 –LO1 (AS3 and 4); LO3 (AS2)] Candidates need to state AGREE or NOT AGREE and support their response with relevant answers. AGREE • Angola was engaged with its civil war since it got its independence in 1975 until 2002 • The civil war prevented an atmosphere for Angolans to participate in various sporting activities • Spent more time on internal conflicts than investing time on its people Any other relevant response DISAGREE • There were periods when there was peace in Angola • The cartoonist was biased against Angola Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 18 Downloaded from hlayiso.com History/P2 18 DBE/Feb.–Mar. 2014 NSC – Memorandum 2.4 [Comparing and analysing Sources 2A and 2C – L3 –LO1 (AS4)] Candidates need to refer to both sources in their response: • Both sources indicate how intense the civil war in Angola was • Reference that Angola was very good in getting involved in civil war (Source 2C) while (Source 2A) referred to support for factions by external countries Any other relevant response (any 2 x 2) (4) 2.5 [Interpretation, analysis and synthesis of evidence from all sources- L3 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)] Candidates could include the following aspects in their response: • Continuous civil war was hindered to economic development in Angola • War years led to economic and infrastructural devastation and it impacted negatively on social and economic status of ordinary Angolans • Foreign countries supported Angolan factions not for economic development but also for their own economic gains (USA wanted to secure oil) • Revenue from Angolan minerals never arrived to the national treasury • Dos Santos favoured his family and friends by giving them trade and business opportunities • Savimbi enriched himself and UNITA from diamonds derived through illegal activities • Angola was in debt despite the available of vast minerals resources • Corruption was endemic • Contrast between rich elite and mass poverty was evident despite the availability of vast mineral resources Any other relevant response Use the following rubric to allocate a mark: • Uses evidence in an elementary manner e.g. shows no or little understanding of explaining the various economic challenges that Angola MARKS: 0–2 LEVEL 1 faced after the end of the Cold War. • Uses evidence partially to write a paragraph on the topic or cannot write a paragraph on the topic • Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some understanding of explaining the various economic challenges MARKS: 3–5 LEVEL 2 that Angola faced after the end of the Cold War. • Uses evidence in a very basic manner to write a Paragraph • Uses relevant evidence e.g. shows a thorough understanding of of explaining the various economic challenges that Angola faced after the MARKS: 6–8 LEVEL 3 end of the Cold War. • Uses evidence very effectively in an organized paragraph that shows an understanding of the topic (8) Copyright reserved Please turn over ### Page 19 Downloaded from hlayiso.com History/P2 19 DBE/Feb.–Mar. 2014 NSC – Memorandum 2.6 EXTENDED WRITING 2.6.1 [Plan and construct an argument based on evidence using analytical and Interpretative skills - L1 – LO1 (AS 3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)] SYNOPSIS Candidates should discuss to what extent Angola was successful in re-imagining itself after the collapse of the USSR in 1989. MAIN ASPECTS The candidate should include the following points in their response: • Introduction: Candidates need to take a line of argument on the extent of Angola's successes or lack of it, in re-imagining itself after the collapse of the USSR in 1989 ELABORATION NOT SUCCESFUL (TO A GREAT EXTENT) • Cold War ended but civil war continued in Angola • The roots of the civil war were tribal and regional differences – not only foreign intervention • The 1992 elections failed to restore permanent peace (Savimbi rejected election results and civil war resumed) • Support from foreign countries (USA, Soviet Union, Cuba, Zaire, South Africa and Zambia fuelled the civil war • Revenue from minerals never reached national treasury in full measure • Corruption was endemic SUCCESFUL TO A CERTAIN EXTENT • Withdrawal of foreign troops from Angola after the end of the Cold War • Angola was now free of foreign influence and could re-imagine itself and negotiate her own future with outside influence • 1992 elections were held • Signing of Peace Accords (Alvor, Bicese, Lusaka, Gbadolite and Luena) were attempts to enhance re-imagination – and at least managed to bring temporary peace • Death of Savimbi in February 2002 – created new possibilities for peace in Angola; a ceasefire came into effect in March 2002 • Luena Memorandum of Understanding (2002) brought peace – 13 years after the collapse of communism in 1989 • Angola was then able to reconstruct itself after 30 years of civil war Conclusion: Candidates should tie up their argument with a relevant conclusion. Use the matrix on page 7 in this document to assess this extended writing (30) Copyright reserved Please turn over ### Page 20 Downloaded from hlayiso.com History/P2 20 DBE/Feb.–Mar. 2014 NSC – Memorandum 2.6.2 [Synthesise information to construct an original argument using evidence from the sources and own knowledge to support the argument - L2 – LO1 (AS 3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)] SYNOPSIS Candidates should indicate whether they agree or disagree with the statement that minerals were a source of greed by the rulers and support their line of argument with relevant evidence. MAIN ASPECTS Candidate should include the following aspects in their response: • Introduction: Candidates need to indicate whether they agree or disagree with the statement that 'Oil, diamonds and their revenues are the major source of greed by the rulers' and state how they intend supporting their given line of argument. ELABORATION AGREE • Angola was rich in mineral resources (oil, diamonds, gold, copper, iron etc.) • Dos Santos controlled the oil fields • Oil wealth was used for private purpose (Dos Santos favoured his family and friends by giving them trade and business opportunities) • Between 1997 and 2002 the oil sector generated 17,8 billion dollar – money was not effectively used for development of ordinary Angolans • Dos Santos went to extraordinary lengths to ensure government oil accounts were hidden from scrutiny (IMF report of 2002 showed that 22% of government expenditure was unaccounted for) • In July 2000 (Angola Gate) was announced – a former oil company executive, testified to French authorities that Dos Santos was one of the beneficiaries of a multimillion-dollar slush fund that was kept to bribe African leaders in exchange for influence and oil deals • UNITA took control of the diamond fields in the province of Moxico • By 1997 Savimbi's income from diamonds had reached an estimated 2 billion dollars per year • Savimbi enriched himself and UNITA from diamonds derived through illegal activities Any other relevant point • Conclusion: Candidates should tie up their argument with a relevant conclusion. 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