# History Grade 11 P2 Eastern Cape November 2020 Memo (Eng) > Grade 11 History Paper 2 memorandum from the Eastern Cape November 2020 (English), 40 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/history-p2-gr11-qp-aden-memo-nov2020-eng-d/48366016-86d8-4631-a444-2f3d51c040a1 - Updated: 2026-09-27 - Subject: History - Grade: Grade 11 - Document type: Memorandum - Year: 2020 - Exam period: Eastern Cape November - Paper: 2 - Curriculum: CAPS - Pages: 40 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 2020 Memo (Eng)](https://www.hlayiso.com/library/history-p2-gr11-qp-aden-memo-nov2020-eng-d/48366016-86d8-4631-a444-2f3d51c040a1) ## About this document History · Grade 11 · Eastern Cape November · 2020. Memorandum, 40 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 NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2020 HISTORY P2 (EXEMPLAR) MARKS: 100 TIME: 2 hours *IHISTE2* This question paper consists of 7 pages and an addendum of 10 pages. ### Page 2 Downloaded from hlayiso.com 2 HISTORY P2 (EC/NOVEMBER 2020) INSTRUCTIONS AND INFORMATION 1. This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: NATIONALISM IN SOUTH AFRICA: AFRIKANER NATIONALISM QUESTION 2: APARTHEID SOUTH AFRICA: 1940s TO 1960s SECTION B: ESSAY QUESTIONS QUESTION 3: NATIONALISM IN SOUTH AFRICA: AFRICAN NATIONALISM QUESTION 4: APARTHEID SOUTH AFRICA: 1940’s TO 1960’s 2. SECTION A consists of TWO source-based questions. Source material that is required to answer these questions may be found in the ADDENDUM. 3. SECTION B consists of TWO essay questions. 4. Answer TWO questions as follows: At least ONE must be a source-based question and at least ONE must be an essay question. 5. You are advised to spend at least ONE hour per question. 6. When answering questions, candidates should apply their knowledge, skill and insight. 7 You will be disadvantaged by merely rewriting the sources as answers. 8. Number the answers correctly according to the numbering system used in this question paper. 9. Write neatly and legibly. Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 3 SECTION A: SOURCE-BASED QUESTIONS Answer at least ONE question in this section. Source material to be used to answer these questions is contained in the ADDENDUM. QUESTION 1: HOW WAS AFRIKANER NATIONALISM PROMOTED IN SOUTH AFRICA DURING THE 1930s TO 1940s? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Refer to Source 1A. 1.1.1 What factors, according to the source, aroused Afrikaner Nationalism? (2 x 1) (2) 1.1.2 Use your own knowledge to name the population group that was excluded from ordinary civil rights in South Africa. (1 x 2) (2) 1.1.3 Comment on the meaning of the following statement, “The Afrikaner David slaying the British Goliath”, with regard to the rise of Afrikaner Nationalism. (2 x 2) (4) 1.1.4 Name the TWO factors that decisively moulded Afrikaner Nationalism. (2 x 1) (2) 1.2 Study Source 1B. 1.2.1 What, according to the source, was the aim of the Afrikaner Broederbond? (1 x 2) (2) 1.2.2 Why, do you think, the Afrikaner Broederbond was regarded as an extremely exclusive, secret Afrikaner organisation? (2 x 2) (4) 1.2.3 Comment on why the Afrikaner Broederbond did not remain an anti-political organisation. (2 x 2) (4) 1.2.4 Quote evidence from the source that indicates not all Afrikaans- speaking whites could become members of the Afrikaner Broederbond. (2 x 1) (2) Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com 4 HISTORY P2 (EC/NOVEMBER 2020) 1.3 Read Source 1C. 1.3.1 Define the concept Afrikaner Nationalism in your own words. (1 x 2) (2) 1.3.2 Why, do you think, there was a strong anti-imperialist (British) attitude amongst Afrikaners? (2 x 2) (4) 1.3.3 Name any TWO organisations that were exclusively created for Afrikaners. (2 x 1) (2) 1.3.4 Use your own knowledge to explain how the interests of Afrikaners were promoted by the National Party. (2 x 2) (4) 1.4 Consult Source 1D. 1.4.1 What message does the poster convey with regards to the promotion of Afrikaner Nationalism by the National Party? (2 x 2) (4) 1.4.2 Name any TWO strange elements that the voters are being warned of. (Use visual clues from the poster to answer the question.) (2 x 1) (2) 1.5 Compare Sources 1C and 1D. Explain how the information in Source1C complements (supports) the evidence in Source 1D regarding the role that the National Party played to promote Afrikaner Nationalism. (2 x 2) (4) 1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about SIX lines (about 60 words) explaining how Afrikaner Nationalism was promoted in South Africa from the 1930s to the 1940s. (6) [50] Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 5 QUESTION 2: HOW DID THE PROHIBITION OF MIXED MARRIAGES ACT (NO. 55 OF 1949) AFFECT THE LIVES OF SOUTH AFRICANS? Study Sources 2A, 2B, 2C and 2D to answer the questions that follow. 2.1 Read Source 2A. 2.1.1 Define the concept apartheid in your own words. (1 x 2) (2) 2.1.2 According to the source, what were the characteristics that affected blacks from 1948 to 1994? (3 x 1) (3) 2.1.3 Explain why the years of apartheid are perceived as the darkest moments in South Africa’s history. (2 x 2) (4) 2.1.4 Name the act that evicted millions of non-whites from their homes? (1 x 2) (2) 2.1.5 Why, do you think the policy of apartheid was implemented?(2 x 2) (4) 2.2 Study Source 2B. 2.2.1 What, according to the source, did the Prohibition of Mixed Marriages Act mean for white people? (1 x 2) (2) 2.2.2 Comment on the reasons why the apartheid government implemented the Prohibition of Mixed Marriages Act. (2 x 2) (4) 2.2.3 What was the punishment for people that violated the Immorality Act? (3 x 1) (3) 2.3 Read Source 2C. 2.3.1 What was the population group of Sherrin (Mr Whiteley’s wife)? (1 x 1) (1) 2.3.2 Do you think Sherrin’s parents were justified in referring to Mr Whiteley as their son in law? Motivate your answer. (2 x 2) (4) 2.3.3 What, according to the source, did Mr Whiteley miss about South Africa? (3 x 1) (3) 2.4 Consult Source 2D. 2.4.1 What message is portrayed in this photograph regarding the laws imposed on mixed racial couples? (2 x 2) (4) 2.4.2 Explain the price Mr Whiteley had to pay for his marriage to Sherrin. (2 x 2) (4) Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com 6 HISTORY P2 (EC/NOVEMBER 2020) 2.5 Compare Sources 2B and 2C. Explain how Source 2B complements (supports) Source 2C regarding resistance to the Prohibition of Mixed Marriages Act. (2 x 2) (4) 2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about SIX lines (about 60 words) explaining how the Prohibition of Mixed Marriages Act affected the lives of South Africans. (6) [50] Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 7 SECTION B: ESSAY QUESTIONS Answer at least ONE question in this section. QUESTION 3: AFRICAN NATIONALISM Explain to what extent African Nationalism was strengthened in South Africa from 1902 to 1953. Motivate your answer with relevant historical evidence from 1902 to 1953. [50] QUESTION 4: RESISTANCE IN SOUTH AFRICA – 1940s TO 1960s ‘Black South Africans violently rebelled against their discrimination and oppression in the 1950s.’ Do you agree with the statement? Substantiate your answer by referring to the different forms of resistance in the 1950s. [50] TOTAL: 100 Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com ### Page 9 Downloaded from hlayiso.com NATIONAL SENIOR SERTIFICATE GRADE 11 NOVEMBER 2020 HISTORY P2 ADDENDUM (EXEMPLAR) *IHISTE4* This addendum consists of 10 pages. ### Page 10 Downloaded from hlayiso.com 2 HISTORY P2 (ADDENDUM) (EC/NOVEMBER 2020) QUESTION 1: HOW WAS AFRIKANER NATIONALISM PROMOTED IN SOUTH AFRICA DURING THE 1930s TO 1940s? SOURCE 1A The source below describes the reasons for the rise of Afrikaner Nationalism. It was resentment (anger) over the unequal distribution of status, wealth, political control and the fear of cultural absorption into an English oriented society, which aroused Afrikaner Nationalism. Their remarkable recovery from defeat has been a decisive fact in twentieth-century South African history, with far-reaching consequences not only for the composition and character of the white elite, but also for those excluded from ordinary civil rights. The story of Afrikanerdom’s regeneration from the ashes of its 1902 defeat to undisputed (certain) mastery of South Africa is a remarkable one, elaborately romanticised by Afrikaner publicists as a modern version of a minuscule (small) Afrikaner David slaying the British Goliath. The treks to the cities, coupled with the Boers’ defeat at the hands of the British were the two forces that decisively moulded (shaped) Afrikaner Nationalism. Beginning with the mineral revolution, industrialisation turned the Boers into an urban proletariat (worker) in the employment of a foreign, capitalist class. The fact that English speakers monopolised (controlled) finance, commerce and mining, persuaded Afrikaners that their national and class enemy was one and the same. Afrikaner Nationalism therefore launched a three pronged (split) struggle: cultural, economic and political. [From www.fanieosoppiejas.com/.../afrikaner-nationalism-the-factors . Accessed on 11 February 2020.] Copyright reserved Please turn over ### Page 11 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 (ADDENDUM) 3 SOURCE 1B The source below describes the contribution of the Band of Brotherhood (Broederbond) to promote Afrikaner Nationalism. The Afrikaner- Broederbond’s aim is the promotion of the Afrikaners political, cultural and economic interest. The Afrikaner Broederbond is an extremely exclusive, secret Afrikaner nationalist organisation which in a symbiotic (co-operative) relationship with the National Party has played a determining role in the political development of South Africa. Membership of the Afrikaner Broederbond is limited to men. The Broederbond demands high cultural, family-related, religious, moral and political standards from its members. To qualify, a person must meet the following requirements: he must be a member of one of the traditional Afrikaans churches, must have attended an Afrikaner school, must have married an Afrikaans-speaking wife and he must support the ‘right’ party, the National Party. Definite disqualifications are being divorced and irregular church attendance. Although the constitution of the Afrikaner Broederbond excludes party politics from its activities, it has become clear over the years that the organisation does have significant political clout (influence). It was increasingly used as a ‘think tank’ and subsequently as “legitimator” of new policy directions undertaken by the National Party. It established numerous support organisations to broaden Afrikaner interest and made it its business to appoint, promote and protect the “right man.” An important strategy is that of gaining control of school committees, school boards, church councils and board of directors in order to achieve its aims. [From omalley.nelsonmandela.org>omally>index.php>site. Accessed on 20 February 2020.] Copyright reserved Please turn over ### Page 12 Downloaded from hlayiso.com 4 HISTORY P2 (ADDENDUM) (EC/NOVEMBER 2020) SOURCE 1C This source describes the role played by the National Party to consolidate Afrikaner Nationalism. The present day National Party emerged from the Purified National Party (PNP). This faction of the original National Party of 1914 was built on deep-seated Afrikaner Nationalism. The birth of the NP was not only the result of a power struggle between English and Afrikaans-speaking communities, but also of an anti-imperialist attitude among Afrikaners. The Afrikaner wanted to play a more significantly political role in society and government. They also had a clear aim to physically, socially and politically separate South African blacks, coloureds and Indians. The NP was increasingly seen by Afrikaners as the institution which would further their group interest. The party was complemented by cultural, social, economic and religious organisations created exclusively for Afrikaners. Along with Nasionale Pers, the Afrikaner-Broederbond, Sanlam, AVBOB, the Voortrekkers, FAK, Helpmekaar, KWV and Volkskas, the NP became a growing Afrikaner power group. The party organised Afrikaner interest in a coordinated manner, making itself felt in every sphere of South African society. The year 1938 was important for the PNP for another reason. It was the centenary of the Great Trek and Afrikaner sentiments were heightened as a result. It was also time for Malan to strengthen his racial policies for the benefit of Afrikanerdom and strive for a resurgent (increasing) Afrikaner Nationalism. From now on, mixed marriages would be punishable, to put an end to racially mixed residential areas and to implement both economic and political segregation between whites and “non-whites”. Malan also aimed to guard his country against the outside external influences of capitalism and communism … [From www.litnet.co.za.>df-malan-and-the-rise-of-afrikaner-nationalism-by-. Accessed on 20 February 2020.] Copyright reserved Please turn over ### Page 13 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 (ADDENDUM) 5 SOURCE 1D This is a poster that was designed by the National Party to motivate Afrikaners to vote for the party in the 1938 elections. [Taken from New Africa History by N. Fick et al] Copyright reserved Please turn over ### Page 14 Downloaded from hlayiso.com 6 HISTORY P2 (ADDENDUM) (EC/NOVEMBER 2020) QUESTION 2: HOW DID THE PROHIBITION OF MIXED MARRIAGES ACT (NO. 55 OF 1949) AFFECT THE LIVES OF SOUTH AFRICANS? SOURCE 2A This source explains the policy of apartheid that was implemented by the National Party in 1948. The years of apartheid are undoubtedly one of the darkest moments in South Africa’s history, The period which spanned from 1948 to 1994 was characterised by racial segregation, white minority rule and the oppression of the rights, movements and freedom of the blacks. The word ‘apartheid’ literally means ‘the state of being apart’ or separateness’. It was used as a political slogan of the National Party in the early 1940s. However, it may interest you to know that the policy itself extents back to the beginning of white settlement in South Africa which started as far back as 1652. It, however, became an official government structure after 1948’s general elections. The policy classified the citizens and residents of the country into four racial classes- white, coloured, black and Indian. Things went from bad to worse after that. More than 3,5 million South Africans were evicted from their homes and were forcefully relocated to segregated neighbourhoods. Government segregation also applied to education, relations, natural attractions such as beaches, medical care and several other services. [From https://buzzsouthafrica.com/apartheid/. Accessed on 28 September 2019. ] Copyright reserved Please turn over ### Page 15 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 (ADDENDUM) 7 SOURCE 2B The source below explains the Prohibition of Mixed Marriages Act which was one of the first pieces of apartheid legislation enacted after the National Party came into power. The Act banned marriages between ‘Europeans and non-Europeans’, which, in the language of the time, meant that white people could not marry people of other races. It also made it a criminal offence for a marriage officer to perform an interracial marriage ceremony. The Prohibition of Mixed Marriages Act did not, however, prevent other so- called mixed marriages between non-white people. While they were in effect ‘mixed’ marriages, the law did not see them as interracial. A woman who married a man of another race was then classified as being of his race. Her husband of choice defined her race. The exception to this was if a white man married a woman of another race, then he took on her race. Despite the loopholes created by pre-existing mixed marriages and non-white interracial marriages, the Prohibition of Mixed Marriages and the Immorality Act were strictly enforced. Nonetheless, intimate and romantic relationships did develop between white and non-whites. The very fact that interracial relations were so taboo (forbidden) made them appealing (attractive) and people engaged in interracial relations as a form of rebellion or for the excitement it offered. Interracial relations came with serious risks. The police followed people who were suspected of engaging in interracial relations. They raided the homes at night. Those found guilty of the Immorality Act faced fines, jail time and social censure. [From https://www.thoughtco.com >...> History and Culture> African History. Accessed on 28 September 2019.] Copyright reserved Please turn over ### Page 16 Downloaded from hlayiso.com 8 HISTORY P2 (ADDENDUM) (EC/NOVEMBER 2020) SOURCE 2C This source explains the experiences of Ian Whiteley and his wife Sherrin under the Prohibition of Mixed Marriages Act. Ian Whiteley who happens to be white was married to Sherrin, who is of Indian descent. They met in Petersburg when he was 30 and she was 17. Soon, despite the law that made it impossible for them to marry and the risk that they would be detected (discovered), they became lovers. Sherrin’s parents came to think of the white man as their son-in-law, but inevitably there came the knock on the door signaling a police raid, which was led by one of his old school friends who explained that he was, ‘just doing my job’. Ultimately they were acquitted on an immorality charge for lack of evidence, but only after Mr Whiteley had been jailed for three months. They fled to Botswana, where they were finally able to marry. They eventually moved to Norway and because of his love for rugby moved to Liverpool. All the time he kept alive the impossible dream that they might return to live in South Africa as man and wife, beseeching (requesting many times) South African prime ministers with his appeals. ‘We didn’t like Europe; we’re South Africans. I missed my biltong, pap and wors.’ Finally they were allowed to return to South Africa. Towns like Pietersburg had little to offer mixed couples in the way of amenities. The movie theatre had a small partitioned enclosure in the balcony for Indians, where Mr Whiteley, who had vowed not to go anywhere his wife cannot go, is allowed to sit. Mr Whiteley’s only disappointment is that his 10-year-old son, Raymond, who showed promise in rugby when they lived in Liverpool, has been unable to play as it was only the white schoolboys who were the young rugby players in town. A former rugby player himself, Mr Whiteley hopes to knock the barrier down or, failing that, promote the sport among Indians so that his son can get a game. [From https://www.nytimes.com/1982/11/29/world/love-f Inds-a-way-past-south-africa-s-race-laws.html. Accessed on 28 September 2019.] Copyright reserved Please turn over ### Page 17 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 (ADDENDUM) 9 SOURCE 2D This is a photograph of Mr and Mrs Whiteley, an interracial couple that defied the Prohibition of Mixed Marriages Act. [From The New York Times, Nov. 29, 1982] Copyright reserved Please turn over ### Page 18 Downloaded from hlayiso.com 10 HISTORY P2 (ADDENDUM) (EC/NOVEMBER 2020) ACKNOWLEDGEMENTS Visual sources and other historical evidence were taken from the following: Frick, N. et al New Africa History , 2006, New Africa Books (Edms) Bpk Getty Images https://www.nytimes.com/1982/11/29/world/love-f Inds-a-way-past-south-africa-s-race- laws.htm https://www.thoughtco.com >...> History and Culture> African History https://buzzsouthafrica.com/apartheid/ https;//www.history.com/topics/middle-east/six-day-war https://link.springer.com൐ Šƒ’–‡” King, J. Dr by Conflict in the Middle East, 1993, Wayland Publishers Ltd omalley.nelsonmandela.org>omally>index.php>site The New York Times, 29 November 1982 www.fanieosoppiejas.com/.../afrikaner-nationalism-the-factors www.litnet.co.za.>df-malan-and-the-rise-of-afrikaner-nationalism-by-.. Copyright reserved Please turn over ### Page 19 Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2020 HISTORY P2 MARKING GUIDELINE (EXEMPLAR) MARKS: 100 This marking guideline consists of 15 pages. ### Page 20 Downloaded from hlayiso.com 2 HISTORY P2 (EC/NOVEMBER 2020) 1. SOURCE-BASED QUESTIONS 1.1 The following cognitive levels were used to develop source-based questions: COGNITIVE WEIGHTING OF HISTORICAL SKILLS LEVELS QUESTIONS x Extract evidence from sources. x Selection and organisation of relevant 30% LEVEL 1 information from sources. (15) x Define historical concepts/terms. x Interpretation of evidence from the sources. 50% LEVEL 2 x Explain information gathered from the (25) sources. x Analyse evidence from the sources. x Interpret and evaluate evidence from sources. x Engage with sources to determine its 20% LEVEL 3 usefulness, reliability, bias and limitations. (10) x Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions. 1.2 The information below indicates how source-based questions are assessed: x In the marking of source-based questions credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples. x In the allocation of marks emphasis should be placed on how the requirements of the question have been addressed. x 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. x When assessing open-ended source-based questions, learners should be credited for any other relevant answers. x Learners are expected to take a stance when answering ‘to what extent’ questions in order for any marks to be awarded. 1.3 Assessment procedures for source-based questions x Use a tick (9) for each correct answer x Pay attention to the mark scheme e.g. (2 × 2) which translates to two reasons and is given two marks each (9999); (1 × 2) which translates to one reason and is given two marks (99) x If a question carries 4 marks then indicate by placing 4 ticks (9999) Copyright reserved Please turn over ### Page 21 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 3 Paragraph question Paragraphs are to be assessed globally (holistically). Both the content and structure of the paragraph must be taken into account when awarding a mark. The following steps must be used when assessing a response to a paragraph question: x Read the paragraph and place a bullet ( . ) at each point within the text where the candidate has used relevant evidence to address the question. x Re-read the paragraph to evaluate the extent to which the candidate has been able to use relevant evidence to write a paragraph. x At the end of the paragraph indicate the ticks (¥) that the candidate has been awarded for the paragraph; as well as the level (1, 2 or 3) as indicated in the holistic rubric and a brief comment e.g. ___________ ‫_________________ ޣ __________________________ ޣ‬ _________________ ‫___________ ޣ __________________________ ޣ‬ ¥¥¥¥ Level 2 Used mostly relevant evidence to write a basic paragraph x Count all the ticks for the source-based question and then write the mark on the right-hand bottom margin e.g. x Ensure that the total mark is transferred accurately to the front/back cover of the answer script. 2. ESSAY QUESTIONS 32 50 2.1 The essay questions require candidates to: x Be able to structure their argument in a logical and coherent manner. They need to select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an effective argument to answer the question posed. It is essential that an essay has an introduction, a coherent and balanced body of evidence and a conclusion. 2.2 Marking of essay questions x Markers must be aware that the content of the answer will be guided by the textbooks in use at the particular centre. x Candidates may have any other relevant introduction and/or conclusion than those included in a specific essay marking guideline for a specific essay. x When assessing open-ended source-based questions, learners should be credited for any other relevant answers. Copyright reserved Please turn over ### Page 22 Downloaded from hlayiso.com 4 HISTORY P2 (EC/NOVEMBER 2020) 2.3 Global assessment of the essay The essay will be assessed holistically (globally). This approach requires the teacher 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 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 from preparing ‘model’ answers and reproducing them without taking into account the specific requirements of the question. Holistic marking of the essay credits learners’ opinions supported by evidence. Holistic assessment, unlike content-based marking, does not penalise language inadequacies as the emphasis is on the following: x The learner’s interpretation of the question x The appropriate selection of factual evidence (relevant content selection) x The construction of argument (planned, structured and has independent line of argument) 2.4 Assessment procedures of the essay 2.4.1 Keep the synopsis in mind when assessing the essay. 2.4.2 During the reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in the marking guideline), each of the main points/aspects that is properly contextualised (also indicated by bullets in the marking guideline) and a relevant conclusion (indicated by a bullet in the marking guideline) e.g. in an answer where there are 5 main points there will be 7 ticks. 2.4.3 Keep the PEEL structure in mind when assessing an essay P Point: The candidate introduces the essay by taking a line of argument/making a major point. Each paragraph should include a point that sustains the major point (line of argument) that was made in the introduction. E Explanation: The candidate should explain in more detail what the main point is all about and how it relates to the question posed (line of argument) E Example: The candidates should answer the question by selecting content that is relevant to the line of argument. Relevant examples should be given to sustain the line of argument. L Link: Candidates should ensure that the line of argument is sustained throughout the essay and is written coherently. Copyright reserved Please turn over ### Page 23 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 5 2.4.4 The following additional symbols can also be used: x Introduction, main aspects and conclusion not properly contextualised x Wrong statement =________________ x Irrelevant statement x Repetition R x Analysis A¥ x Interpretation I¥ x Line of argument LOA 2. The matrix 2.5.1 Use of the matrix in the marking of essays. In the marking of essays, the criteria as provided in the matrix should be used. When assessing the essay note 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. (a) The first reading of essays will be to determine to what extent the main aspects have been covered and to allocate the content level (on the matrix). C LEVEL 4 (b) The second reading of essays will relate to the level (on the matrix) of presentation. C LEVEL 4 P LEVEL 5 (c) Allocate an overall mark with the use of the matrix. C LEVEL 4 P LEVEL 5 }30 – 33 Copyright reserved Please turn over ### Page 24 Downloaded from hlayiso.com 6 HISTORY P2 (EC/NOVEMBER 2020) MARKING MATRIX FOR ESSAY ௅ TOTAL: 50 LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 Very well Very well Well planned Planned and Shows some Attempts to Little or no planned and planned and and constructed evidence of structure an attempt to structured structured structured an argument. a planned answer. structure the essay. Good essay. essay. Evidence and Largely essay. PRESENTATION synthesis of information. Developed a Attempts to used to constructed descriptive Developed an relevant line of develop a some extent argument. or some original, well argument. clear to support Attempts to attempt at balanced and Evidence argument. the line of sustain a line developing independent line used to Conclusion argument. of argument. a line of of argument with defend the drawn from Conclusions Conclusions argument. CONTENT the use of evidence and argument. the evidence reached not clearly No attempt sustained and Attempts to to support based on supported by to draw a defended the draw an the line of evidence.. evidence. conclusion. argument independent argument. throughout. conclusion Independent from the conclusion is evidence to drawn from evidence to support the support the line line of of argument. argument. LEVEL 7 Question has been fully answered. Content selection 47–50 43–46 fully relevant to line of argument. LEVEL 6 Question has been answered. Content selection 43–46 40–42 38–39 relevant to a line of argument. LEVEL 5 Question answered to a great extent. Content adequately 38–39 36–37 34–35 30–33 28–29 covered and relevant. LEVEL 4 Question recognisable in answer. 30–33 28–29 26–27 Some omissions/irrelevant content selection. LEVEL 3 Content selection does not always relate. 26–27 24–25 20–23 Omissions in coverage. LEVEL 2 Sparse content. Question 20–23 18–19 14–17 inadequately addressed LEVEL 1 Question not answered. Inadequate content. 14–17 0–13 Significant irrelevance *Guidelines for allocating a mark for Level 1: x Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0 x Content selection includes basic and generally irrelevant information; no attempt to structure the essay = 1–6 x Question inadequately addressed and vague; little attempt to structure the essay = 7 – 13 Copyright reserved Please turn over ### Page 25 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 7 SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW WAS AFRIKANER NATIONALISM PROMOTED IN SOUTH AFRICA DURING THE 1930s TO 1940s? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] x Resentment over the unequal distribution of status x Unequal distribution of wealth x Political control x Fear of cultural absorption (Any 2 x 1) (2) 1.1.2 [Interpretation of evidence from Source 1A – L2] x Black South Africans (1 x 2) (2) 1.1.3 [Interpretation of evidence from Source 1A – L2] x The Afrikaner gained partial independence x The Afrikaners asserted their separate identity x Afrikaners established themselves as a volk x Afrikaans became the official language of the Afrikaners x Different Afrikaner organisations were formed to promote the political, economic and social rights of Afrikaners x It united the Afrikaners x Any other relevant response (Any 2 x 2) (4) 1.1.4 [Extraction of evidence from Source 1A – L1] x Trek to cities x Boer’s defeat at the hand of the British (2 x 1) (2) 1.2 1.2.1 [Extraction of evidence from Source 1B – L1] x To promote Afrikaner political, cultural and economic interest (1 x 2) (2) 1.2.2 [Interpretation of evidence from Source 1B – L2] x Only Afrikaans-speaking white people could belong to the organisation x Nobody really knew who the members of the Afrikaner Broederbond were x Any other relevant response (2 x 2) (4) 1.2.3 [Interpretation of evidence from Source 1B – L2] x Members of the Afrikaner Broederbond became members of the National Party x The Afrikaner Broederbond became the ‘thinktank’ of the National Party x Afrikaner Broederbond members began to hold key positions in the National Party x They wanted to ensure that political power remain in the hands of the Afrikaner x Any other relevant response (Any 2 x 2) (4) Copyright reserved Please turn over ### Page 26 Downloaded from hlayiso.com 8 HISTORY P2 (EC/NOVEMBER 2020) 1.2.4 [Extraction of evidence from Source 1B – L1] x It was limited to men x Being divorced x Irregular church attendance (Any 2 x 1) (2) 1.3 1.3.1 [Definition of historical concepts from Source 1C – L1] x Uniting people of a particular language group x Any other relevant response (1 x 2) (2) 1.3.2 [Interpretation of evidence from Source 1C – L2] x They lost their independence to Britain x The suffering of their women and children in the concentration camps during the South African War x Any other relevant response (2 x 2) (4) 1.3.3 [Extraction of evidence from Source 1C – L1] x Nasionale Pers x Afrikaner-Broederbond x Sanlam x AVBOB x The Voortrekkers x FAK x Helpmekaar x KWV x Volkskas (Any 2 x 1) (2) 1.3.4 [Interpretation of evidence from Source 1C – L2] x Laws were implemented to reserve certain jobs for whites x Laws were implemented to segregate the different population groups in South Africa x Black South Africans were to have no political rights in the ‘white’ areas x Any other relevant response (Any 2 x 2) (4) 1.4 1.4.1 [Interpretation of evidence from the Source 1D – L2] x To vote for the National Party and ensure that the political power remains in the hands of the white minority x To preserve South Africa for whites only x To ensure and protect a racially pure race for the future x Any other relevant response (Any 2 x 2) (4) 1.4.2 [Extraction of evidence from Source 1D – L1] x Capitalist x Communist x Imperialist x Jews (Any 2 x 1) (2) Copyright reserved Please turn over ### Page 27 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 9 1.5 [Comparison of information from Sources 1C and 1D – L3] x Both sources show that the National Party wanted to ensure that the Afrikaners would be dominant in every sphere in South African society x Source 1C shows that the National Party had an anti-imperialist attitude and Source 1D shows the National Party encourages no fusion with the imperialists x Source 1C refers to Malan’s aim to protect South Africa against outside influences of capitalism and communism and Source 1D shows the NP’s determination to protect South Africa from foreign elements Any other relevant response (Any 2 x 2) (4) 1.6 [Interpretation, comprehension and synthesis of evidence from relevant sources – L3] Candidates should include some of the following aspects in their answer: x The trek to the cities and Boer defeat by Britain shaped Afrikaner Nationalism (Source 1A) x Afrikaner Nationalists launched a cultural, economic and political struggle (Source 1A) x Afrikaner-Broederbond served the social, economic and political interest of the Afrikaner (Source 1B) x Formed different organisations to promote Afrikaner Nationalism (Source 1B and Source 1C) x Afrikaner-Broederbond ensured that the ‘right’ person is appointed in top positions (Source 1B) x Purified NP laid the foundation for Afrikaner Nationalism (own knowledge) x NP promoted the interest of the Afrikaner (Source 1C) x NP united the Afrikaner (own knowledge) x Afrikaner Nationalism revived with centenary celebrations (Source 1C) x NP strove to create a pure white race (own knowledge) x ‘Volksmoeder’ used to encourage Afrikaners to vote for the NP (Source 1D) x Afrikaners will be protected by NP (Source 1D) x Any other relevant response Copyright reserved Please turn over ### Page 28 Downloaded from hlayiso.com 10 HISTORY P2 (EC/NOVEMBER 2020) Use the following rubric to allocate a mark: x Uses evidence in an elementary manner, e.g. show no or little understanding of how Afrikaner Nationalism was promoted in South Africa during LEVEL 1 Marks: 0–2 the 1930s to 1940s. x Uses evidence partially to report on topic or cannot write a paragraph. x Evidence is mostly relevant and relates to a great extent to the topic, e.g. shows some understanding of how Afrikaner Nationalism was promoted in LEVEL 2 Marks: 3–4 South Africa during the 1930s to 1940s. x Uses evidence in a very basic manner to write a paragraph. x Uses relevant evidence, e.g. demonstrates a thorough understanding of how Afrikaner Nationalism was promoted in South Africa during LEVEL 3 Marks: 5–6 the 1930s to 1940s x Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. (6) [50] Copyright reserved Please turn over ### Page 29 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 11 QUESTION 2: HOW DID THE PROHIBITION OF MIXED MARRIAGES ACT (NO. 55 OF 1949) AFFECT THE LIVES OF SOUTH AFRICANS? 2.1 2.1.1 [Definition of historical concepts from Source 2A – L1] x The political, economic and social segregation of races based on their skin colour x Separate development of different racial groups x Any other relevant response (Any 1 x 2) (2) 2.1.2 [Extraction of evidence from Source 2A – L1] x Racial segregation x White minority rule x Oppression of their rights, movements and freedom (3 x 1) (3) 2.1.3 [Interpretation of evidence from Source 2A – L2] x Blacks had no political rights x Black people were oppressed x Blacks were regarded as second class citizens x South Africa was riddled with resistance against the apartheid regime x Apartheid led to a lot of violence and bloodshed x Any other relevant response (Any 2 x 2) (4) 2.1.4 [Interpretation of evidence from Source 2A – L2] x Group Areas Act (1 x 2) (2) 2.1.5 [Interpretation of evidence from Source 2A – L2] x To maintain white superiority x Fear for growing urban population x Worried they would lose their jobs, culture and language Any other relevant response (Any 2 x 2) (4) 2.2 2.2.1 [Extraction of evidence from Source 2B – L1] x White people could not marry people of other races (1 x 2) (2) 2.2.2 [Interpretation of evidence from Source 2B – L2] x To protect the ‘purity’ of the white race x To prevent the ’infiltration’ into the white race x To prevent people from blurring the line between the white society and everyone else in South Africa x Any other relevant response (Any 2 x 2) (4) Copyright reserved Please turn over ### Page 30 Downloaded from hlayiso.com 12 HISTORY P2 (EC/NOVEMBER 2020) 2.2.3 [Extraction of evidence from Source 2B – L1] x Fined x Jailed x Social censure (3 x 1) (3) 2.3. 2.3.1 [Extraction of evidence from Source 2C – L1] x Indian (1 x 1) (1) 2.3.2 [Interpretation of evidence from Source 2C – L2] JUSTIFIED x The parents looked beyond the colour line x They only cared about the happiness of their daughter x Any other relevant response NOT JUSTIFIED x He was not married to their daughter Sherrin yet x He was breaking the laws of the country x Any other relevant response (Any 2 x 2) (4) 2.3.3 [Extraction of evidence from Source 2C – L1] x Sunshine x Biltong x Pap and wors (3 x 1) (3) 2.4 2.4.1 [Interpretation of evidence from Source 2D – L2] x Loving couple prepared to face the risks x A couple that defied the Prohibition of Marriages Act, Immorality Act and Group Areas Act x Any other relevant response (2 x 2) (4) 2.4.2 [Interpretation of evidence from Source 2D – L2] x Had to be reclassified x Their children classified as coloured x Not allowed in white amenities x Their son not allowed to play rugby Any other relevant response (Any 2 x 2) (4) 2.5 [Comparison of Source 2B and Source 2C – L3] x Source 2B indicates that intimate and romantic relations did develop between white and non-whites and Source 2C shows that an interracial couple got married x Source 2B indicates that interracial relations come with serious risks and Source 2C indicates that Mr Whiteley experienced harassment and imprisonment x Any other relevant response (2 x 2) (4) Copyright reserved Please turn over ### Page 31 Downloaded from hlayiso.com (EC/NOVEMBER 2020) HISTORY P2 13 2.6 [Interpretation, comprehension and synthesis of evidence from sources – L3] Candidates could include some of the following: x Prohibition of Mixed Marriages Act enforced the government policy of separate development (own knowledge) x It banned marriages between European and non-Europeans (Source 2B) x People were reclassified if they married a person of another race (Source 2B) x Interracial couples experienced harassment, imprisonment and fines (Source 2B and Source 2C) x Interracial couples had to keep their relationship a secret (own knowledge) x Mr Whiteley and Sherrin had to flee to Botswana to get married (Source 2C) x Lack of amenities for mixed couples (Source 2C) x Mr Whiteley’s son not allowed to be part of the school rugby team (Source 2C) Any other relevant response. Use the following rubric to allocate marks. x Uses evidence in an elementary manner, e.g. shows no or little understanding of how the Prohibition of Mixed Marriages Act LEVEL 1 Marks: 0–2 affected the lives of South Africans. x Uses evidence partially to report on the topic or cannot write a paragraph. x Evidence is mostly relevant and relates to a great extent to the topic, e.g. shows some understanding of how the Prohibition of LEVEL 2 Mixed Marriages Act affected the lives of Marks: 3–4 South Africans. x Uses evidence in a very basic manner to write a paragraph. x Uses relevant evidence, e. g. demonstrates a thorough understanding of how the Prohibition of Mixed Marriages Act affected LEVEL 3 the lives of South Africans. Marks: 5–6 x Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. (6) [50] Copyright reserved Please turn over Text truncated here. 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