History Grade 12 IEB Paper 2 2018 Memo

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE EXAMINATION NOVEMBER 2018 HISTORY: PAPER II MARKING GUIDELINES Time: 3 hours 200 marks These marking guidelines are prepared for use by examiners and sub-examiners, all of whom are required to attend a standardisation meeting to ensure that the guidelines are consistently interpreted and applied in the marking of candidates' scripts. The IEB will not enter into any discussions or correspondence about any marking guidelines. It is acknowledged that there may be different views about some matters of emphasis or detail in the guidelines. It is also recognised that, without the benefit of attendance at a standardisation meeting, there may be different interpretations of the application of the marking guidelines. IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 2 of 19 These memoranda serve as guidelines. SECTION A INDIVIDUAL SOURCE ANALYSIS QUESTION 1 VISUAL SOURCE ANALYSIS 1.1 Use your own knowledge to explain the historical context of this photograph. Your answer should consist of TWO points. [LEVEL 1 and LEVEL 2]  In 1963 Martin Luther King Jr. and the Southern Christian Leadership Conference (SCLC) chose Birmingham for their next civil rights initiative against segregation./ During the Civil Rights Movement  Birmingham was chosen as it was a symbol of racial intolerance and was a highly segregated city./Place of racial tension/KKK stronghold/churches and homes were bombed  Protestors used sit-ins and marches to influence local businesses to desegregate and improve job opportunities.  During the protests, hundreds of demonstrators were arrested and Bull Connor used police dogs against demonstrators/violent response was used 1.2 Describe how the Birmingham policemen are being shown in the photograph. Provide ONE visual clue from the source to support your answer. [LEVEL 2]  Policemen are shown as violent / hostile / dangerous / aggressive / negative/brutal/attacking/confrontational  Birmingham Police Chief Bull Connor supported segregation and was willing to use violence to defend it.  Facial expressions / body language / pushing demonstrator / ripping shirt or holding man by his clothes / armed with weapons / carries gun / attack dogs allowed to bite demonstrators / larger and well-armed in comparison to demonstrator / gun in holster [Description + clue] 1.3 Do the actions by the Birmingham policemen show the United States government's attitude towards desegregation in 1963? Use your own knowledge to support your answer. [LEVEL 4 AND LEVEL 6]  No.  It shows local police action against the Civil Rights Movement.  President Kennedy showed some support for the Civil Rights Movement, by proposing a Civil Rights Bill.  Northern states did not practise segregation.  Birmingham was known for its violent defence of segregation.  Federal government sent troops to assist protesters  Civil Rights Bill was passed in 1964 showing support for equality  US constitution protected the rights of equality  desegregation on buses and in schools already achieved and became federal law  ANY ONE valid explanation [2 for judgement + 2 for explanation; If the judgement is incorrect no marks may be awarded] IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 3 of 19 1.4 Provide ONE visual clue from the source that suggests that the demonstrators used peaceful methods of protest. [LEVEL 2]  Unarmed/he does not fight back/demonstrator carries no weapons/ demonstrators in the background watch but do not react/demonstrators walking away from confrontation / demonstrators look shocked but do not retaliate. [Any ONE] 1.5 Some historians have stated that the photographs of the Birmingham protests of 1963 have come to symbolise the character of all response to protest action against segregation in the United States in the 1960s. Use your own knowledge to explain whether this is accurate. [LEVEL 3 AND LEVEL 6]  Accurate to some extent  There were, however, protests that did not encounter violence: March on Washington; Selma-to-Montgomery marches were eventually declared legal and protected by law enforcement. (Candidates should give an example). OR  Not accurate.  There were protests that did not encounter violence: March on Washington; Selma-to-Montgomery marches were eventually declared legal and protected by law enforcement (Candidates should give an example). [2 marks stand +2 marks reasoning + 2 marks example] IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 4 of 19 QUESTION 2 TEXTUAL SOURCE ANALYSIS 2.1 Explain how mass action affected the negotiation process in 1992. Support your answer with ONE quote from the source. [LEVEL 2]  Mass action resulted in the political leaders returning to negotiation / resume negotiation / see the importance of negotiation / played a crucial role in negotiation process / positive effect on negotiation process / take negotiation more seriously  "Mass action was the decisive factor in the history of negotiation." / "… crucial in the constitutional process"/ “country ungovernable” [2 explanation + 2 quote] 2.2 Use your own knowledge to list ONE point included in the Record of Understanding that helped persuade the National Party to accept majority rule. [LEVEL 1]  The sunset clause.  Establishment of a government of national unity for the first five years that would consist of parties that won more than 5% of the vote in the elections.  Power sharing for a limited period after the elections and the jobs of white civil servants, police officers and soldiers were guaranteed for five years.  Power sharing / joint coalition government  Promise of amnesty and sharing of truth  Interim constitution [Any ONE relevant answer] 2.3 How do FW de Klerk and Albie Sachs differ in their interpretation of how the commitment to the Record of Understanding was reached? Provide TWO quotes from the source to support your answer. [LEVEL 4 AND LEVEL 2]  FW de Klerk believes that the failure of the ANC to make the country ungovernable resulted in the ANC being forced to agree, while Albie Sachs states that mass action by supporters of the ANC pressured the government into agreeing to compromises. Albie Sachs may be suggesting that mass action was successful thus forcing the government's hand. (Any relevant and accurate explanation).  FW de Klerk: … "They were anxious to save face because they failed" / "what they threatened did not materialise and so/ or / they returned to the negotiating table." [Any ONE]  Albie Sachs: "Mass action was the decisive factor in the history of negotiation." / "We re-established for the world to know that the real strength of the country lay with this broad mass of black people." [Any ONE] [2 marks for explanation + 4 marks for TWO quotes] IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 5 of 19 2.4 Suggest TWO reasons why the interpretations of FW de Klerk and Albie Sachs differ. [LEVEL 4]  Support different political parties or support from different sides.  They are in opposition to one another.  Neither side wanted to admit failure or defeat.  Each wants to claim victory for his political side.  Personal ideology.  Each wanting to claim the pivotal role. [Any TWO relevant and accurate reasons] 2.5 FW de Klerk and Albie Sachs made their claims in hindsight (after the event). How would this affect the reliability of this source for a historian studying the events in South Africa in 1992? [LEVEL 6]  Both leaders may only have selected the information that suits their perspective of events.  Memory may have faded.  Biased interpretations given in favour of one side / exaggerating or sensationalising their roles/ biased  They both had time to think about what occurred and know the outcome, thus can interpret events subjectively.  The source would thus not be reliable if used on its own. QUESTION 3 CURRENT ISSUE IN THE MEDIA 3.1 Explain why the #FeesMustFall movement is compared to the Soweto Uprising in 1976. Provide ONE reason from your own knowledge and TWO reasons from Paragraph 1. [LEVEL 2]  Both protests deal with issues relevant to education / both were organised by students without help from politicians or adults / garnered strong media attention nationally and internationally / chaos / discrimination ignited protest / against injustice / youth protests  Paragraph 1: the largest, most widespread student protest since the 1976 Soweto uprising / example of the collective power of the students / effected change in a very short space of time. [Any TWO] [2 for own knowledge + 4 for Paragraph 1] 3.2 Using the source and your own knowledge, explain what a "movement" is. [LEVEL 3]  Protest action by civil society to change existing structures or beliefs/attitudes or practises or laws in society.  Action not organised by a political party or government aimed at changing attitudes or laws or beliefs, etc. in society.  Group of people working together to bring about change. [Any ONE relevant observation] IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 6 of 19 3.3 Suggest FOUR characteristics that protest action by women in the #FeesMustFall movement had in common with the Women's Movement in the United States during the 1960s. (Refer to Paragraph 3) [LEVEL 3, LEVEL 4 AND LEVEL 5]  Both movements included members of younger and older generations.  Both protests occurred on university campuses.  Women took the lead and motivated activism.  The movements were met with resistance from authorities on several occasions.  Both movements had stand-out or well-known / iconic leaders.  Both movements included students and workers.  Both national movements  Both inclusionary  In both cases power or women made people uncomfortable [Any 4 points] 3.4 How does this article show the changing role and position of women in South African society? Support your answer with reference to Paragraph 3. [LEVEL 3 and LEVEL 6]  Women are successfully leading and bringing together protest movements in South Africa and are being voted into important positions of authority (SRC president), however, attitudes to women are not completely changed and some still do not respect female leadership as much as male leadership. OR  "There is still evidence that female leaders cause discomfort amongst some" / "… Nompendulo has noted that when she speaks in public, the crowd's reaction is less enthusiastic than it is for her colleague, former SRC president, Mcebo Dlamini." (ANY ONE reference) [2 for explanation and 2 for evidence] IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 7 of 19 SECTION B SOURCE-BASED QUESTIONS Refer to Source A 4. List FOUR reasons, other than economic sanctions, that Roelf Meyer suggests caused the collapse of apartheid. [LEVEL 2]  Various pressures and incentives that happened over time.  Internally unrest was increasing.  Grassroots resistance in townships.  Militant student protest triggered waves of unrest.  Sport sanctions.  South Africa became isolated.  UN punitive measures  Media and communication sanctions  Mass action  Violence in SA [Any FOUR paraphrased or quoted] 5. According to Roelf Meyer, how did economic sanctions contribute to the collapse of apartheid? Your answer should consist of TWO points. [LEVEL 2]  Economic sanctions helped to place pressure on the government and liberation movements to follow a process of a negotiated settlement to end apartheid.  Sanctions had a negative impact on the economy which resulted in business leaders mobilising to influence government to engage in a process of change.  SA ostracised by business community [May be paraphrased or quoted] Refer to Source A and Source B 6. Explain the impact of sanctions on some South Africans. Support your answer with ONE quote from Source A and ONE quote from Source B: Paragraph 5. [LEVEL 4]  South Africans, especially white South Africans, felt isolated or excluded from the world / white South Africans felt cut-off and ostracised/ psychological impact  Source A: "South Africans are mad about sport and sanctions had a major impact on the psyche of whites in South Africa".  Source B, Paragraph 5: "… restrictions on travel, fly-over and landing rights for South African airlines" / "the cold shoulder many white South Africans received while travelling abroad in the 1980s contributed to the isolation …"  Business impacted because of isolation “..South Africa…business community mobilise for change…”  Also credit original accurate answers [2 marks explanation + 4 marks quotes from both sources] IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 8 of 19 7. Do you think all South Africans experienced the effect of sanctions in the same way? Use the sources and your own knowledge to explain your answer with TWO comprehensive points. [LEVEL 4 AND LEVEL 6]  No, all South Africans did not experience sanctions in the same way.  The sources only mention the effects on white South Africans and the experiences of all South Africans were not necessarily the same.  Many South Africans could not travel due to economic circumstance or were not interested in sport.  Black South Africans may have been welcomed in other countries as political exiles and supported in their fight for democracy.  The ANC was welcomed in many countries.  The ANC and other liberation movements from South Africa gained support from the Anti-Apartheid Movement.  Many South Africans might have lost their jobs due to disinvestment and economic sanctions.  Business community demonised  Laager effect  Final straw against apartheid for those fighting oppression [No marks for incorrect judgement and explanation] [2 marks for judgement + 4 marks from any two accurate relevant explanations] Refer to Source B 8. Why would dismissing the "effectiveness of sanctions" be regarded by some as propaganda? (Paragraph 2.) Your answer should consist of ONE comprehensive point. [LEVEL 4]  By dismissing the effectiveness of sanctions, politicians could use this as a reason for countries not to impose more sanctions on South Africa.  Seen as attempts by the government to prevent sanctions from being imposed on South Africa.  Government use it to show country still function regardless of sanctions.  Increase patriotism or political play.  International claims for own benefit (Thatcher). [ANY ONE accurate relevant response] IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 9 of 19 9. Refer to this article by Alexander Laverty and explain the extent to which economic sanctions were regarded as the reason for the collapse of apartheid. Your answer should consist of THREE comprehensive points. [LEVEL 6]  Economic sanctions were to some extent or to a lesser extent the reason for the collapse of apartheid.  The author believes that sanctions were the final straw in the campaign against apartheid.  Economic sanctions had a clear psychological impact on many South Africans.  The Anti-Apartheid Movement succeeded in isolating South Africa using economic sanctions.  However, there were other factors that worked together with economic sanctions such as the end of communism in the Soviet Union / fall of the Iron Curtain and conflict and violence in South Africa / There was also a comprehensive campaign to isolate South Africa that included many methods of isolation and not only economic sanctions. [2 marks for stand and 4 marks for explanation that considers sanctions with other factors] 10. Find a historical concept in Source B that best fits each of the following definitions. Write down only the historical concept. (No explanation is required.) [ALL LEVEL 2] 10.1 The withdrawal of trade and financial support from a country in order to pressure the government to change political or social policies. Sanctions/economic sanctions. 10.2 Biased or misleading information used to promote a political cause or point of view. Propaganda 10.3 A system of segregation and discrimination based on race. Apartheid/apartheid government. Refer to Source C 11. Provide ONE piece of evidence from the source that shows that the Anti- Apartheid Movement encouraged boycotts. [LEVEL 2]  "DON'T BUY SOUTH AFRICAN GOODS" IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 10 of 19 12. Suggest TWO reasons why the Anti-Apartheid Movement used the 1976 image in their poster. [LEVEL 4]  Internationally recognisable photograph published during the Soweto Uprising.  Iconic photograph that was recognised throughout the world showing the oppressive nature of the apartheid government.  Shock value as it shows children being hurt and murdered.  Triggers an emotional response as it shows how apartheid kills children.  The image will make people feel guilt and shame should they buy South African goods and they would be supporting the murder of children.  Opinion or emotion felt by those opposing Apartheid  Reminds people of the historical loss of apartheid  Shows stance of the AAM [Any TWO relevant points] 13. Explain the usefulness of this poster for the historian studying resistance to apartheid in the 1980s. Your answer should consist of TWO points. [LEVEL 4]  Indicates international support for the cause.  Primary source and shows what the media used at the time of resistance.  Gives insight into the atmosphere or feelings towards the apartheid state by activists in Britain.  Indicates the type of actions taken by activists (boycotts of products).  Indicates the products available from South Africa in Britain and how they could be identified. [Any TWO relevant points] Refer to Source D and Source E 14. Use Sources D and E to answer the following questions. Write down only the answer. 14.1 Name the anti-apartheid campaign to which BOTH sources refer. [LEVEL 1 AND LEVEL 2]  Release Nelson Mandela Campaign. 14.2 Provide TWO clues from Source E that support your answer for the question above. [LEVEL 2]  The face of Mandela appears on a banner.  Freedom March.  Mandela's name on a banner. [Any TWO] IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 11 of 19 14.3 Write down TWO quotes from Source D to show that the campaign was successful. [LEVEL 2]  "… largest social movement in the world …"  "… became the symbol of the International Anti-Apartheid Movement …" 14.4 Can the campaign referred to in both sources be classified as an economic sanction? Explain your answer. [LEVEL 2]  No it is not an economic sanction but was linked to boycotts.  This campaign demanded the freedom of political prisoners and release of Mandela; it did not deal with boycotts or trade. [2 marks stand + 2 marks for any relevant accurate response] Refer to Source F 15. Write down evidence from the source that implies that Margaret Thatcher followed a policy of constructive engagement with, rather than sanctions against, South Africa. [LEVEL 2]  "… encourage them …" / "… Economic sanctions are not the way to promote peaceful change …" / "… The right way to deal with legitimate grievances is … by a … dialogue between the South African Government and the black community …" [Any ONE quote or paraphrased point from the source] 16. Use evidence from the source to provide TWO reasons why Margaret Thatcher used constructive engagement with South Africa. [LEVEL 2]  "Major changes are taking place in South Africa…"  "Sanctions do not work".  "They make problems worse".  "They would be a blow to all those firms and people who are in efforts to end apartheid by giving black Africans more jobs and greater opportunities". [Any TWO relevant quotes or paraphrased reasons from the source] Refer to Source G 17. Use Source G as well as your own knowledge to state whether the following statements are TRUE or FALSE. Write down only TRUE or FALSE. (No explanation is required) [ALL LEVEL 2] 17.1 The South African economy was unstable before sanctions were put in place to pressure the government in the 1980s. TRUE 17.2 The Anti-Apartheid Movement in Britain worked alone to achieve boycotts of South African products. FALSE IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 12 of 19 17.3 Sanctions functioned as a symbol against apartheid and were not effective in the fight to end apartheid. FALSE 17.4 Boycotts against South Africa were only economic in character. FALSE 17.5 The Anti-Apartheid Movement used peaceful protest against the apartheid government in South Africa. TRUE Refer to Source G and Source H 18. Would it be accurate to state that protest by the public rather than economic sanctions helped to destroy the apartheid regime? Explain your answer with evidence from BOTH sources. [LEVEL 5 AND LEVEL 6]  Not accurate.  Public pressure together with sanctions succeeded in weakening the apartheid state / Public pressure helped to bring about sanctions and it was the combined pressure of both that resulted in the weakening of the apartheid regime.  Source G: "… it was a combination of private sanctions and public pressure … and its NGO allies …" / "… the impact of sanctions varied … a variety of factors other than sanctions …" / "What sanctions did … was to make a bad situation worse …" / "… If nothing else, sanctions served as a potent symbol of the world's disapproval of the apartheid regime."  Source H: "… The groundswell of opposition to apartheid led Congress to override President Reagan's veto of the Comprehensive Anti- Apartheid Act of 1986." / "… the Free South Africa Movement engaged people from all walks of life in daily demonstrations and in civil disobedience for more than a year. Shantytowns sprung up on college campuses that had not yet divested …" OR  Is accurate.  Without public pressure there would have been no motivation to impose sanctions, which weakened the regime, on the apartheid state / public pressure caused economic crisis  Source G: "… it was a combination of private sanctions and public pressure … and its NGO allies. / the impact of sanctions varied / South Africa already in severe difficulties / sanctions only made a bad situation worse  Source H: "… The groundswell of opposition to apartheid led Congress to override President Reagan's veto of the Comprehensive Anti- Apartheid Act of 1986." / "… the Free South Africa Movement engaged people from all walks of life in daily demonstrations and in civil disobedience for more than a year. Shantytowns sprung up on college campuses that had not yet divested …" / corporations let apartheid leaders know that it was too difficult. [2 marks for explained opinion + 4 marks for relevant, accurate use of BOTH sources] IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 13 of 19 Refer to Source H 19. Find a historical concept in Source H that best fits each of the following definitions. Write down only the historical concept. (No explanation is required.) [ALL LEVEL 2] 19.1 The refusal, as a peaceful form of political protest, to obey certain laws considered unjust. Civil disobedience. 19.2 The decision by countries not to trade with or invest in apartheid South Africa. Divestment/divested. 19.3 A constitutional right to reject a decision or proposal made by a law- making body. Veto IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 14 of 19 SECTION C SOURCE-BASED ESSAY Use Sources A to H in the Source Material Booklet to write a source-based essay on the following topic: To what extent were economic sanctions responsible for the collapse of apartheid? Be sure to use the sources provided to construct your argument and remember to reference the sources by letter. [LEVEL 2, 3, 4, 5 and 6] The essay is marked holistically using the IEB source-based essay rubric in the marking guidelines.  Candidates may argue that economic sanctions were to a lesser extent or some extent responsible and that it was a combination of factors together with sanctions that caused the isolation of South Africa and the collapse of apartheid to the larger extent  The other factors include public pressure, internal unrest, non-economic campaigns and external causes that contributed to the collapse of apartheid.  Candidates may argue that economic sanctions were responsible to some extent and worked in combination with other factors and had an economic and psychological impact to cause the isolation of South Africa and the collapse of apartheid.  Denying the impact of economic sanctions may be viewed as propaganda or the views of those who for some time gave some support to apartheid South Africa (FW de Klerk, Margaret Thatcher). OR  Candidates may argue that economic sanctions were responsible to a larger extent.  Focus to prove this should be on evidence dealing with the effects of disinvestment in the late 1980s, public pressure to apply sanctions, the value of the rand and pressure from business, as well as symbolic and psychological factors.  Denying the impact of economic sanctions may be viewed as propaganda or the views of those who for some time gave some support to apartheid South Africa (FW de Klerk, Margaret Thatcher).  The answer must acknowledge all the other factors that contributed to the collapse of apartheid to some or to a lesser extent, with economic sanctions being most important of these factors. IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 15 of 19 OTHER FACTORS RESPONSIBLE: SANCTIONS ONE OF MANY FACTORS / ECONOMIC SANCTIONS SANCTIONS NOT RESPONSIBLE ON THEIR SOURCE RESPONSIBLE OWN / SANCTIONS DID MORE HARM / INTERNAL UNREST / EXTERNAL FACTORS / PUBLIC PRESSURE / BOYCOTTS / AAM CAMPAIGNS Focus words: lesser extent/some Focus words: lesser extent/some extent/larger extent/larger extent extent Sanctions negatively impacted the Other factors that resulted in the collapse of economy and mobilised business apartheid (internal grassroots resistance; behind the cause for the collapse militant student protests; sports sanctions) "International sanctions were activated in "The decision by the leaders on both sides of the the fields of finance, trade, industry, divide to embark* on a process of negotiating a sport, media and communications, not settlement, resulted from pressure and various only by the UN but also … by South incentives* that were offered over time …" Africa's main trading and economic "Internally, unrest was increasing and grassroots partners. By the mid-1980s many of the resistance organisations began to emerge in the world's largest companies had divested black townships …" from South Africa ... "… while increasingly militant student protests triggered new waves of turmoil and violence …" "In the latter half of the 1980s the pressure was really felt." "The sports sanctions … South Africans are mad A "Even South Africa's closest economic about sport and sanctions had a major impact on partners were abandoning it." the psyche of the whites in South Africa." The USA … wide-ranging sanctions bill … had a major effect on all US companies who remained in South Africa … Their forced withdrawal from the South African economy … had a significant negative impact on the economy, which was more dependent on international trade and investment then than now." "South Africa was ostracised, and as a result the business community started to mobilise to influence the government to engage in a process of change …" Economic sanctions had a Economic impact of sanctions debatable, but psychological impact on some South internal unrest, outside factors and a Africans and was the final straw to comprehensive campaign of isolation which break apartheid include economic sanctions caused the collapse "… Nelson Mandela … believes the "… de Klerk mentions the conflict and violence that results from the anti-apartheid had pervaded South Africa as his considerations for movement, sanctions, were effective." the ending of apartheid …" "… economic sanctions were certainly "… exact effectiveness of the international sanctions the final straw …" … on an economic scale can be debated …" B "Both Bishop Desmond Tutu and Nelson Mandela Some believe that economic made statements to this extent … the psychological sanctions had no impact but this may impact of international isolation could be viewed as be due to bias and propaganda just as important as the economic impact …" "… many dismissed the effectiveness of "Alternate views of the fall of the National Party's sanctions. In retrospect however, many apartheid stem from outside events that did not see these comments as simply include sanctions ... the timing of the Soviet collapse propaganda …" certainly played a role …" IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 16 of 19 "… for De Klerk to say that sanctions De Klerk … gives credence to the overall had no impact in policy making would be international movement ... a country had to deal with dismissing the effectiveness of the anti- the "comprehensive international campaign" against apartheid movement as a whole …" the country" "… Not only were the economic stresses demanding, the restrictions on travel, notably on fly- over and landing rights for South African airlines, and the cold shoulder many white South Africans received while traveling abroad in the 1980s all contributed to the isolation ... "… the political and overall isolation felt by South Africans, which was manufactured by the global anti-apartheid campaign, made up for the lapses in economic sanctions …" Consumer boycotts of South African products was an effective Anti- Apartheid Movement campaign and was economic in nature C Poster uses emotional and internationally recognisable image of 1976 Soweto Uprising victims to draw attention to the fact that buying South African products kills as it supports apartheid. Promotes economic boycott Worked in conjunction with economic Other non-economic campaigns like the Release sanctions to put pressure on the Mandela campaign raised awareness and united apartheid government, leading to its people behind a large social movement. eventual collapse This worked in conjunction with economic sanctions to put pressure on the apartheid government, leading to its eventual collapse D "… The campaign was titled 'Release Nelson Mandela' and together with the campaign for economic and other sanctions against South Africa became the symbol of the international Anti- Apartheid Movement." "For several decades it was the largest social movement in the world …" Release Mandela Campaign gave the movement an identifiable figure to support and united people behind a large social movement. This worked in conjunction with economic E sanctions to put pressure on the apartheid government, leading to its eventual collapse Photograph shows crowds supporting a call to release Mandela Freedom March/Mandela's face shown Margaret Thatcher did acknowledge Margaret Thatcher did not support sanctions the effectiveness of sanctions and felt that economic sanctions would not work indirectly to end the regime "Sanctions do not work. Indeed they "Major changes are taking place in South Africa. We make problems worse" should welcome and encourage them … The right F way to deal with legitimate grievances is not by "They would be a blow to all those firms violence but by a … dialogue between the South and people who are in efforts to end African Government and the black community …" apartheid by giving black Africans more jobs and greater opportunities" "Economic sanctions are not the way to promote peaceful change. Sanctions do not work. Indeed they make problems worse" IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 17 of 19 Cumulative effect of economic Combination of economic sanctions, public sanctions resulted in the collapse of pressure and NGO allies resulted in the collapse apartheid of apartheid. The prosanctions lobby argued that the "… too easy to draw the conclusion that sanctions cumulative effect of growing economic alone had the desired effect …" isolation produced by massive disinvestment … together with the denial "The impact of sanctions varied … a variety of of key markets for exports … and the factors … other than the … direct pressure of loss of new technologies, led to a sanctions must be taken into account" fundamental reconsideration of government policy …" "… It was a combination of private sanctions and public pressure from the anti-apartheid movement South African economy was made and its NGO allies which provoked the crisis in the G worse by economic sanctions mid-1980s and weakened the capacity of the South African state to hold on indefinitely …" "… the South African economy was in severe difficulties for much of the 1980s well before major sanctions were launched." What sanctions did … was to make a bad situation worse …" Sanctions were symbolic "If nothing else, sanctions served as a potent symbol of the world's disapproval of the apartheid regime" Economic sanctions caused banks to Public pressure resulted in increased economic withdraw investment resulting in a sanctions, thus public pressure helped to weakened rand and pressure to end weaken the regime apartheid "… the Free South Africa Movement engaged "Divestment began to affect South Africa people from all walks of life in daily demonstrations as corporations let apartheid leaders and in civil disobedience for more than a year." H know that it had become too expensive "Shantytowns sprung up on college campuses that to continue operating there." had not yet divested, an international campaign against Royal Dutch Shell was launched in 1986." "… Some would argue that many "The groundswell of opposition to apartheid led corporations simply shifted to indirect Congress to override President Reagan's veto of the investments, but when banks began to Comprehensive Anti-Apartheid Act of 1986." refuse to renew loans it caused some real pain as the value of the rand fell." Total: 200 marks IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 18 of 19 GENERIC RUBRIC FOR SOURCE-BASED ESSAY Argument + focus Use of sources Counter- Structure + style Main impression argument (C/A) 7+ Takes a stand. Uses all the sources and Discusses C/A fully. Short introduction and Essay is logical, coherent Sustains argument references them by letter. Acknowledges C/A in conclusion that focus on and concise. 90–100% throughout. Uses detail from the sources introduction and answering the question. It demonstrates excellent Maintains clear and to substantiate argument and conclusion. Use of paragraphs. historical insight and 45–50 consistent focus. counter-argument. Consistently links C/A Fluent expression. understanding. Understands all aspects of Quotes selectively where to main argument. question. appropriate. Links sources and question very well. 7 Takes a stand. As above. As above. As above. Essay is clear and accurate Sustains argument but may though style may not be 80–89% have minor lapses which do succinct. not detract from the It demonstrates very good 40–44 understanding or focus. historical insight and Links sources and question understanding. well. 6 Takes a stand. Uses all the sources and Identifies C/A. Introduction and Essay is a good attempt but Focuses on question, but references them by letter. conclusion that focus on may be lacking in depth. 70–79% may have some lapses in Uses detail from sources but answering the question. It is generally fluent but may focus or implied focus which there may be gaps or minor Use of paragraphs. have limited repetition. 35–39 detract from the argument. lapses in evidence. Expression satisfactory. There may be some Links sources and question. Quotes selectively where limitations to historical appropriate. insight and understanding. 5 Attempts to take a stand. Uses most of the sources and Identifies C/A but not Introduction and Essay attempts to answer Lapses in focus or uses references them by letter. fully. conclusion present but the question but is not fluent 60–69% tagged-on/implied focus. Describes or paraphrases Omits some aspects of flawed. and accurate throughout. Makes inconsistent or sources rather than using C/A. Expression satisfactory. It shows some basic insight 30–34 shallow argument. information from them. but there are limitations to Shows some evidence of Uses too many long quotes historical understanding. linking sources and from sources. question. IEB Copyright © 2018 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 19 of 19 4 Takes a weak stand. Omits 2 or 3 sources. Identifies C/A at basic Weak introduction and Essay shows simplistic Uses tagged-on or implied Describes or lists* sources level. conclusion. understanding of question. 50–59% focus. rather than using information Introduction OR There is little evidence of Makes weak attempt to link from them appropriately. conclusion missing. historical understanding and 25–29 sources and question. Uses quotes that are Structural problems (e.g. insight. irrelevant or too long. lack of paragraphs). Lumps* sources together. Expression satisfactory. 3 Makes poor attempt to take Does not use half of the Has no C/A or it is very Structural problems. Essay is difficult to read or a stand. sources. simplistic. Introduction and/or the argument is hard to 40–49% Makes little attempt to focus. Has poor comprehension of conclusion missing. follow. Shows little understanding sources. Expression weak. It shows a lack of 20–24 of argument. Uses few relevant quotes. understanding of the Includes inaccuracies. question, or of how to use Gaps in argument. the sources to answer the Tries to link sources to question. question but not successfully. 2 Makes no attempt to take a Uses very few sources. As above. Structural problems. Essay does not demonstrate stand. Has very poor comprehension Expression very weak. an understanding of 30–39% Does not focus on question. of sources. historical issues evident in Is unable to link sources to the sources. 15–19 question. It shows very little understanding but the candidate has tried to use some information from the sources. 1 Makes no attempt to focus. Uses only one or no sources. No C/A. Structural problems. Essay shows extremely 0–29% Has no understanding of Seems unable to use relevant Expression extremely limited comprehension of 0–14 question. sources. poor. sources or understanding of question, or how the two are connected.  Listing sources – using sources alphabetically rather than grouping them in support of the argument or counter-argument [e.g. Source A shows …; Source B states …; According to Source C ...; In Source D … etc.]  Lumping sources – dealing with several sources together rather than separately, implying that they all say the same thing [e.g. (Sources A, C, F and H)] IEB Copyright © 2018