History Grade 12 IEB Paper 2 2016 Memo

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE EXAMINATION NOVEMBER 2016 HISTORY: PAPER II MARKING GUIDELINES Time: 2 hours 100 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 © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 2 of 14 SECTION A DISCURSIVE ESSAY Answer any ONE question from this section. A discursive essay showing evidence of analysis, interpretations, explanation and argument is required. It should be approximately 800–900 words in length. THEME INDEPENDENT AFRICA QUESTION 1 Tanzania was more effective than The Congo/Zaire in overcoming their respective political challenges after independence. Discuss the validity of the above statement. Markers must consider, and credit, ALL arguments presented by candidates where the evidence provided is significant and valid. NB: Only political challenges (do not credit economic or social – unless economic and social are CLEARLY LINKED to political) Context: (candidate will not be penalised if context is omitted)  Tanzania: – Tanganyika under UN trusteeship after World War II – British colonisation not brutal – 1954 Tanganyika African National Union (TANU) formed (Nyerere as President) – Independence achieved in 1961 peacefully – Union of Tanganyika and Zanzibar  The Congo/Zaire: – Belgian reluctance to grant independence – Uprisings in the 1950s, people of Congo discontent – Brussels Conference, January 1960 – Congolese demands for immediate independence – Congo independent in 1960 – Congo not prepared for independence Tanzania:  Nyerere's vision: – Wanted to construct strong nation-building/national identity – Wanted to create a state that was distinctly African  TANU only political party – Arusha Declaration, February 1967 o Tanzania's political ideology: create an equal society – policies of socialism  Negative results of colonisation: – lack of governance – instability IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 3 of 14  Challenges: – One-party state: o But, showed aspects of democracy – 1965 Constitution  TANU membership open to all  Any TANU member eligible for government  Elections held for voting in ministers/officials o Leadership of Nyerere:  Idealist/ruled with integrity  Labelled as Mwalimu "teacher"  Kept Tanzania as a non-aligned state – good international relations  Enactment of policies based on the principles of African Socialist disrupted society and economy o Government officials  Prevent creation of an elite  "Leadership Code" (part of Arusha Declaration)  Working class leaders  Socialist perspective  Financial criteria for holding office  Controlled to keep peace and to follow socialist path  Resistance to rule: – Tanzania largely peaceful; unity and peace through TANU inclusivity – 1964: Armed Forces mutiny over wages – no violence through TANU influence and British assistance – Preventive Detention Act – used to imprison opponents of his policies The Congo/Zaire:  Mobutu's vision: – Wanted to construct strong nation-building/national identity – Wanted to create a state that was distinctly African  Mobutu overthrows Congolese government  Lumumba over thrown  Mobutu established himself as a dictator – Autheticité developed – establish national identity o Create an African state o Policy of Africanisation – Zaire o Movement Populaire de la Revolution (MPR) established – Zaire becomes one-party state  Membership compulsory  use of force  Negative results of colonisation: – lack of governance – instability – ethnic rivalry  Challenges: – One-party state – Mobutu absolute control o No elections – Leadership of Mobutu: o Exploitation of power – use of force: cruelty, torture, murder to maintain control o Kleptocracy – massive pillaging of resources  propaganda  cult of the personality IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 4 of 14 – Government officials o Contributed to corruption o Changing of ministers/rearranging of portfolios o Threat of jail o Controlled officials to prevent overthrow – Resistance to rule: o Control of Armed Forces  Creation of President's Special Division (bodyguard) – tribal loyalty  Ruthless suppression of rebellion/opposition  Military Courts/public hangings – control through fear  Support of USA – rebellions against Mobutu portrayed as Soviet influenced  1977 Angolan invasion – assistance from the USA and the West OR THEME CIVIL SOCIETY PROTESTS 1950s TO 1970s QUESTION 2 The Student Movement was more effective than the Hippie Movement in redressing injustice in the United States of America in the 1960s. Discuss the validity of the above statement. Markers must consider, and credit, ALL arguments presented by candidates where the evidence provided is significant and valid. Context: (candidate does need in-depth contextualisation)  Candidate needs to contextualise; – USA largely conservative/traditional values o Youth undervalued o Role of women o Militarism – Cold War politics  and define the concept of injustice: – Issues in 1960s: o Racism o (tertiary) Education o Vietnam war – draft issues o Gender Student Movement:  Students for a Democratic Society (SDS) founded in 1960 – Focus: o Oppose racism/support civil rights o Promote disarmament o Reform universities o Berkeley University o Free Speech Movement o People's Park  challenge administrations  introduce new curricula  encourage free thinking  Sweep away ruling elites – replace with "youth" and "enlightened"  Universities reform – student leadership, course changes, open learning IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 5 of 14  Anti-war protests – Youth fighting in Vietnam/later drafted – "teach-in's" in universities in 1965 – National Mobilisation Committee to End the War in 1967 – march on Washington DC to protest o Draft dodgers, refusal to register, "turning-in" – March on Washington DC in November 1969 to protest escalation/casualties – Awareness raised of impact of the war  Civil rights protests (does not need to be included) – Students involved in the protests for civil rights o Freedom Summer, 1964 o Freedom Riders – Students contributed to CRM  Women's Movement (does not need to be included) – Students involved in protests for gender equality  Success: – Raised awareness – nationwide – Gave support to wide range of protests – Challenged traditional values – Universities reformed – Protected constitutional rights – Anti-war protests pressurised the government to end the war but not immediately  Failure: – Not taken seriously by "Establishment" – Protests had little/no impact on government policy Hippie Movement:  Counter-culture movement – protested against conservative/traditional values – Alternative lifestyles – Music/art/dress as protest – "anti-establishment" – Communal living – moved away from traditional/conservative towns – Free love – Raised awareness – Explored eastern religions – means of peaceful protest and a counter to western "militarism" – Timothy Leary "Turn on, tune in, drop out" (San Fransisco, 1967) – Woodstock Music Festival, August 1969  Success: – Raised awareness – Challenged society – traditional values undermined – Culture (music/art/literature) benefitted  Failure: – Alienated "Establishment" – Drug sub-culture criticised – No real influence on change OR IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 6 of 14 THEME CIVIL RESISTANCE IN SOUTH AFRICA 1970s AND 1980s QUESTION 3 Economic sanctions were more successful than other forms of international protests in challenging the National Party government in South Africa during the 1980s. Discuss the validity of the above statement. Markers must consider, and credit, ALL arguments presented by candidates where the evidence provided is significant and valid. NB: Internal resistance should not be credited. Context: (candidate does need in-depth contextualisation)  Apartheid still in place by 1980s  Increase in resistance after 1976 led to increase in repressive measures in late 1970s and 1980s  South Africa under increasing pressure to reform/eradicate Apartheid by international community: – United Nations – Commonwealth – USA – European Union  Creation of Anti-Apartheid Movement in the UK and Ireland  1977 Sullivan Principles in the USA  International pressure aimed to force the government to end policy of Apartheid Economic Sanctions:  British consumer boycotts  1985 Rubicon Speech – Massive disinvestment – Economic impact  USA companies guided by Sullivan Principles on remaining is SA (Coke and Pepsi) – USA bills in Congress in late 1980s forbidding trade with SA  Commonwealth split in 1986 on issue of sanctions – efficacy of sanctions  South African economy suffered  Success: – Raised awareness – Pressurised the government – Impacted white South Africans/businesses – South African economy strained  Failure: – Not fully supported by all overseas investors/businesses – Impact undermined – Black South African conditions deteriorated Other forms of International Protest:  Release Mandela Campaign – ANC in exile got organisations to support its cause – Raised awareness and agitated for Mandela's release – UN calls for release – "Free Mandela" concerts IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 7 of 14  Sports Boycotts – Gleneagles Agreement, 1977 – Prevented from playing in international competitions – Protests at sports fixtures – No official touring teams to SA  Cultural boycott – Artists/actors/singers prevented from "entertaining Apartheid" – Equity ban in Britain  Academic boycott – Academics prevented from travelling to conferences – Isolation of academia  International trade unions – Influenced governments to take action – Refused to handle SA goods – Linked with anti-Apartheid movements in SA  Success: – Raised international awareness of South Africa – Raised money for financial support of anti-Apartheid organisations – Impacted on white South Africans  Failures: – Pressure on South African government very limited – Did not effect any real change in South African government IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 8 of 14 SECTION B EXTENDED WRITING Answer any ONE question from this section. Extended writing should be approximately 350–400 words in length. You should use your own knowledge and you may also refer to the stimulus to answer the questions. THEME INDEPENDENT AFRICA QUESTION 4 Explain the role played by Julius Nyerere in the social and economic policies of Tanzania after independence by answering the following questions: (a) Who was Julius Nyerere and what were his aims?  Leader of Tanganyika African National Union (TANU)  Elected President of Tanganyika – later Tanzania  Believed in African socialism – Wanted to make Tanzania economically self-sufficient – Create a unified, equal society (b) How did Julius Nyerere promote social and economic policies in Tanzania after independence?  Ujamaa – co-operative villages/farms – Villagisation – Improve rural access to water/education/health – Agricultural modernisation – Develop equality  Public ownership – part of national identity/national unity – Nationalisation in late 1960s – curb growing divide between elites and masses – Government majority share-holder in most important industries – Attempt to share wealth of Tanzania with its people  Support for local music and art (Tinga Tinga and Makonde) (c) What was the impact of Julius Nyerere's social and economic policies on Tanzania after independence?  Ujamaa villages failed through lack of "buy-in"/poor management/lack of investment – Agricultural production drops – Nyerere forced to borrow foreign aid o IMF loans – Tanzania left with huge debts o Lack of self-sufficiency – Healthcare improved o Life-expectancy increased – Social services improved – Education improved o More girls in schools o Literacy rates increase – Music and art o Growth of interest in local art o Internationally acclaimed – Africanisation: changing of names and places o Pride in being African IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 9 of 14 OR THEME CIVIL SOCIETY PROTESTS 1950s TO 1970s QUESTION 5 Explain the role played by Martin Luther King Jnr in promoting civil rights in the United States between 1955 and 1965 by answering the following questions: (a) Who was Martin Luther King Jnr and what were his aims?  Son of a Baptist minister  Attended Crozer Theological Seminary  Doctorate from Boston University  Pastor at Dexter Avenue Baptist Church in Montgomery, Alabama in 1954  Outspoken opponent against continued racist laws and attitudes – segregation  1955 – Montgomery Bus Boycott – Asked to be spokesman for Montgomery Improvement Association (MIA) – Begins speaking publically – Becomes symbol of resistance – influenced by Gandhi and passive resistance  Aimed to: – Remove "Jim Crow laws" – Address prejudice – Redress segregation (b) How did Martin Luther King Jnr promote civil rights in the United States between 1955 and 1965?  Montgomery Bus Boycott, 1955 – Martin Luther King Jnr – spokesman  Southern Christian Leadership Conference (SLSC) set up in 1957 – To lead non-violent direct action  Organises mass protests – Birmingham Campaign, 1963 o Target white business with sit-ins/marches o "Letter from Birmingham Jail" o Children's Crusade o President Kennedy addresses nation – recognition – March on Washington DC, August 1963 o Pressure Federal Government to change – Selma-Montgomery March, February 1965  Influences others to take action (c) What impact did Martin Luther King Jnr have in promoting civil rights in the United USA between 1955 and 1965?  Early spokesman for civil rights – later its leader  Nobel Peace Prize  Leader of many protests – Inspiration to others – Gained respect of white (liberal) community  Raised national and international awareness of civil rights IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 10 of 14  Legislation passed through the actions of Martin Luther King Jnr and the Civil Rights Movement – Civil Rights Act of 1964 – Voting Rights Act of 1965  Helped with redressing prejudice  African-American attitudes – self-confidence/self-esteem  African-American economic position still inferior  Rise of Black Power because of pace of civil rights – some black people were against his tactics. Criticised the slow pace of change. OR THEME CIVIL RESISTANCE IN SOUTH AFRICA 1970s AND 1980s QUESTION 6 Explain how the Tricameral Parliament attempted to reform Apartheid in South Africa in the 1980s by answering the following questions: (a) Why was the Tricameral Parliament created?  By 1980s – mounting internal and international resistance against Apartheid – Mass protests in townships – Trade union opposition – Economic sanctions and international boycotts  National Party sees need for reform in the face of increased pressure – Make Apartheid more acceptable – "Winning Hearts And Minds"  Government commissions of inquiry  Botha and NP develop "Total Strategy. Total Reform." – attempt to hold onto power – Parliamentary system reconstruction: tricameral parliament reform – 1983, public referendum o 65% in favour o Into effect in September 1984 (b) How did the Tricameral Parliament attempt to reform Apartheid in South Africa in the 1980s?  Three houses of parliament: – House of Assembly – for whites (175 members) – House of Representatives – for coloureds (85 members) – House of Delegates – for Indian (45 members)  Multiracial President's Council – Advise the State President  Executive State President elected by multiracial Electoral College  Black representation through homeland system – local government in townships IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 11 of 14 (c) What impact did the Tricameral Parliament have in its attempt to reform Apartheid in South Africa in the 1980s?  January 1983, Boesak calls for opponents to new constitution to join in solidarity – United Democratic Front formed in Mitchell's Plain in August 1983  UDF democratic/decentralised – Over 700 affiliates: trade unions, civics, youth organisations  Launches protest action – Marches/demonstrations/mass boycotts/stay-aways – Protest action effective – publicity and awareness – Some Coloureds and Indians refused to vote in tricameral elections – Leaders arrested under State of Emergency o UDF banned by 1988  Mass Democratic Movement replaces UDF – Elements of UDF and COSATU – Launches strikes/civil disobedience/protests – Wide support Total: 100 marks IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 12 of 14 GENERIC RUBRIC FOR DISCURSIVE ESSAY NB. An essay may have aspects of different level criteria. Decide which of the levels it fits into by determining where the majority of the criteria fit. Also consider the main impression level. Development of argument Evidence Style of writing Structure Answer generally Answer generally Answer generally Answer generally Main impression characterised by … characterised by … characterised by … characterised by … Argument clearly set out in Accurate and relevant evidence in Formal, fluent and accurate Clear introduction, body and The question has been fully answered from start introduction and conclusion order to substantiate arguments. throughout. conclusion. to finish! and sustained throughout No gaps in knowledge (do not Often characterised by "flair" – Essay is interesting, exciting and logical. Level 7+ body. penalise according to a set list of interesting and easy to read. As complete an answer as can be expected from No new ideas included in facts). an 18-year-old writing under examination 100–90% conclusion. No unnecessary "facts" thrown in. conditions. Depth of understanding of No unnecessary repetition. 70–63 the specific question. Possible evidence of extra reading. Clear logic throughout. Really good essay. Obviously knows work very well Formal, fluent and accurate Clear introduction, body and A really good essay with clear understanding of Argument sustained through- and has used relevant and accurate throughout. conclusion. the question and substantiated with accurate, Level 7 out introduction, body and evidence to substantiate answer. relevant evidence but perhaps lacks the depth, conclusion. flair and interest of the previous level. 89–80% Clear understanding of the period and the question. 62–56 Perhaps, not quite the same depth or logic as the previous level. Argument has minor lapses Has made an obvious attempt to Generally formal, fluent and Clear introduction, body and Candidate has made a good attempt to learn the and/or certain aspects of the learn work. There may be some accurate throughout. conclusion. work and has a generally clear understanding of Level 6 question are not adequately gaps or lack of sufficient handling the period but perhaps has struggled to link this dealt with. of the evidence in relation to the knowledge consistently and/or in depth to the 79–70% Essay may be rather narrative question, e.g. does not fully specific question. with focus at times unclear. explain relevant issues and events. 55–49 OR Candidate understands the question carefully but there are some important gaps in evidence. Candidate might "tag on" Includes accurate, relevant evidence Generally formal, fluent and Introduction, body and Question has been generally answered but lacks Level 5 focus without much depth. but there are a few important accurate throughout. conclusion present. some depth of focus and evidence. OR omissions. Essay is largely narrative but does show some 69–60% One aspect of the question is OR attempt to "tag on" focus. There are some gaps dealt with thoroughly but the A lack of depth of explanation in important evidence. Perhaps, some 48–42 other crucial aspect(s) are and understanding. inaccuracies in grammar. thinly dealt with. IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II –– MARKING GUIDELINES Page 13 of 14 Focus is not clear and/or is Includes some accurate, Satisfactory in that it is legible and Maybe has made an Essay has some understanding but has too many intermittent. There is some relevant evidence but there are largely fluent. Perhaps, some attempt to include an gaps in knowledge and rather thin focus on the Level 4 tagged-on focus. important omissions. colloquial or inaccurate use of introduction, body and question. OR There is some waffle with language or sentence construction. conclusion but some AND/OR 59–50% One aspect of the question is repetition of certain evidence. structural problems, e.g. Essay has some structural inaccuracies. dealt with satisfactorily but only one or two very long AND/OR 41–35 the other crucial aspect(s) paragraphs. Some confusion in understanding question and are almost completely selecting and explaining the evidence. ignored. Little attempt to focus – does Includes a little accurate, Style of writing is weak. (BE careful Possibly a weak attempt at The candidate does not really understand the not even "tag on" focus. relevant evidence and there are not to penalise second-language structure but many specific question or the relevant issues. Level 3 Perhaps, glimpses of implied many important omissions. students). Essay is difficult to read problems, e.g. introduction Argument is very shallow. Perhaps, there is focus. and there are many grammar and not a paragraph, only one some relevant and accurate evidence in an 49–40% OR language errors. paragraph in the body. attempt to answer the question. Style of writing One aspect of the question is is simplistic although there may be an attempt to 34–28 dealt with superficially but structure the essay. the other crucial aspect(s) are completely ignored. Candidate makes little Includes a smattering of Style of writing is very weak. (Be Little to no formal The candidate is a very poor History candidate attempt to focus – does not accurate, relevant evidence and careful not to penalise second- structure although some who would have just passed on the old Standard even "tag on" focus. Perhaps, there are huge important language students). Essay is very sign of accurate sentence Grade. He/she struggles to see cause and effect, Level 2 the occasional glimpse of omissions. difficult to read and there are many construction. similarity or difference, different perspectives implied focus. grammar and language errors. and to remember and to apply learned 39–30% OR Much shallow repetition. information. This candidate might have mixed- One aspect of the question is up information but there is a smattering of 27–21 dealt with very superficially accurate and relevant evidence although it does and the other crucial not actually address the specific question. Look aspect(s) are completely for some implied (even if unconscious) focus. ignored. Perhaps some very vague Zero to extremely little Very weak style of writing. No structure. This candidate has either no historical Level 1 implied focus. evidence. understanding or ability or has made almost zero effort to learn his/her work or to understand the 29–0% question. There may be the occasional vague reference to 20–0 some relevant evidence and some very vague implied focus. IEB Copyright © 2016 PLEASE TURN OVER

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II – MARKING GUIDELINES Page 14 of 14 GENERIC RUBRIC FOR EXTENDED WRITING Significance Knowledge of event/issue Selection of factual evidence Main impression (Only where appropriate) Level 7+ Demonstrates an excellent knowledge of Selection of correct factual evidence is The significance of the event/issue is Best answer in controlled conditions. 100–90% the event/issue. outstanding. understood and demonstrated very well. Very minor errors/gaps do not disqualify 30–27 Has answered all the sub-questions fully. the candidate from 100%. Demonstrates a very good knowledge of Selection of correct factual evidence is The significance of the event/issue is May show minor errors and may have a Level 7 the event/issue. very good. understood and demonstrated well. few gaps but is largely a very good 89–80% Has answered all the sub-questions very answer. 26–24 well. Level 6 Demonstrates a good knowledge of the Mostly correct factual evidence is The significance of the event/issue is An adequate answer but some gaps. 79–70% event/issue. provided. understood and demonstrated clearly. Some errors evident. 23–21 Has largely answered the sub-questions. Demonstrates a solid knowledge of the Correct factual evidence is provided but The significance of the event/issue is The question has been answered but is Level 5 event/issue. there may be some gaps and omissions. understood and demonstrated but with lacking specific detail. Gaps in 69–60% Sub-questions not answered well. some lapses in understanding or with knowledge. 20–18 some omissions. May tend to be a bit vague. Demonstrates a fair knowledge of the Some correct factual evidence is The significance of the event/issue is A generally vague answer. Repetition Level 4 event/issue. provided but there are gaps and understood and demonstrated evident. 59–50% Sub-questions not answered fully. omissions. satisfactorily but with lapses in 17–15 understanding and/or important omissions. Level 3 Demonstrates some knowledge of the Factual evidence is flawed with some The significance of the event/issue is Shows "glimpses" of evidence. 49–40% event/issue. errors. There are significant gaps and understood and demonstrated in a limited Repetition of the same points. 14–12 Sub-questions poorly answered. omissions. way. Some flaws. Level 2 Demonstrates limited knowledge of the Factual evidence is limited and/or The significance of the event/issue is Very little specific detail. 39–30% event/issue. contains serious errors. Significant gaps barely understood or demonstrated Very repetitive. 11–9 Sub-questions barely answered. and omissions. poorly. Major flaws. Demonstrates no or extremely limited Factual evidence is severely limited with The significance of the event/issue has This answer would be regarded as "off- Level 1 knowledge of the event/issue. serious errors or is completely incorrect. not been understood or has been topic" or contains little or no factual 29–0% Sub-questions not answered or done demonstrated extremely poorly. content. 8–0 badly. An "incomplete" answer. IEB Copyright © 2016