# History Grade 12 Paper 2 NSC November 2012 Memo (English) > Grade 12 History Paper 2 memorandum from the NSC November Exam 2012 (English), 35 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/history-p2-nov-2012-memo-eng/2c0bcbec-ac53-4a65-8f5f-aa187a86fcd5 - Updated: 2026-09-27 - Subject: History - Grade: Grade 12 - Document type: Memorandum - Year: 2012 - Exam period: NSC November Exam - Paper: 2 - Curriculum: CAPS - Pages: 35 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [History](https://www.hlayiso.com/library/grade-12/history) › [History Grade 12 Paper 2 NSC November 2012 Memo (English)](https://www.hlayiso.com/library/history-p2-nov-2012-memo-eng/2c0bcbec-ac53-4a65-8f5f-aa187a86fcd5) ## About this document History · Grade 12 · NSC November Exam · 2012. Memorandum, 35 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com This memorandum consists of 32 pages. NATIONAL SENIOR CERTIFICATE GRADE 12 HISTORY P2 NOVEMBER 2012 MEMORANDUM MARKS: 150 This memorandum consists of 35 pages. Copyright reserved FINAL [21/11/2012] Please turn over ### Page 2 Downloaded from hlayiso.com History/P2 2 DBE/November 2012 NSC – Marking Guideline 1. SOURCE-BASED QUESTIONS 1.1 The following Learning Outcomes and Assessment Standards will be assessed in this question paper: LEARNING ASSESSMENT STANDARDS OUTCOMES THE ABILITY OF THE LEARNER TO: Learning 1. Formulate questions to analyse concepts for investigation within Outcome 1 the context of what is being studied. (Not for examination purpose). (Historical enquiry) 2. Access a variety of relevant sources of information in order to carry out an investigation. (Not for examination purpose). 3. Interpret and evaluate information and data from sources. 4. Engage with sources of information evaluating the usefulness of the sources for the task, including stereotypes, subjectivity and gaps in the evidence available to the learners. Learning 1. Analyse historical concepts as social constructs. Outcome 2 2. Examine and explain the dynamics of changing power relations (Historical within the societies studied. concepts) 3. Compare and contrast interpretations and perspectives of events, people's actions and changes in order to draw independent conclusions about the actions or events. Learning 1. Identify when an interpretation of statistics may be controversial Outcome 3 and engage critically with the conclusions presented by the data. (Knowledge 2. Synthesise information to construct an original argument using construction evidence to support the argument. and 3. Sustain and defend a coherent and balanced argument with communication) evidence provided and independently accessed. 4. Communicate knowledge and understanding in a variety of ways including discussion (written and oral) debate, creating a piece of historical writing using a variety of genres, research assignments, graphics, oral presentation. Copyright reserved FINAL [21/11/2012] Please turn over ### Page 3 Downloaded from hlayiso.com History/P2 3 DBE/November 2012 NSC – Marking Guideline 1.2 The following levels of questions were used to assess source-based questions. LEVELS OF SOURCE-BASED QUESTIONS • Extract relevant information and data from the sources. LEVEL 1 (L1) • Organise information logically. • Explain historical concepts. • Categorise appropriate or relevant source of information provided to answer the questions raised. • Analyse the information and data gathered from a variety of sources. LEVEL 2 (L2) • Evaluate the sources of information provided to assess the appropriateness of the sources for the task. • Interpret and evaluate information and data from the sources. • Engage with sources of information evaluating the usefulness of the sources for the task taking into account stereotypes, subjectivity and gaps in the evidence available. • Analyse historical concepts as social constructs. • Examine and explain the dynamics of changing power LEVEL 3 (L3) relations within the aspects of societies studied. • Compare and contrast interpretations and perspectives of peoples' actions or events and changes to draw independent conclusions about the actions or events. • Identify when an interpretation of statistics may be controversial and engage critically with the conclusions presented by the data. 1.3 The following table indicates how to assess source-based questions. • In the marking of source-based questions credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples. • In the allocation of marks emphasis should be placed on how the requirements of the question have been addressed. • In the marking guideline the requirements of the question (skills that need to be addressed) as well as the level of the question are indicated in italics. Copyright reserved FINAL [21/11/2012] Please turn over ### Page 4 Downloaded from hlayiso.com History/P2 4 DBE/November 2012 NSC – Marking Guideline 2. EXTENDED WRITING 2.1 The extended writing questions focus on one of the following levels: LEVELS OF QUESTIONS Level 1 • Discuss or describe according to a given line of argument set out in the extended writing question. • Plan and construct an argument based on evidence, using the evidence to reach a conclusion. Level 2 • Synthesise information to construct an original argument using evidence to support the argument. • Sustain and defend a coherent and balanced argument with evidence. • Write clearly and coherently in constructing the argument. 2.2 Marking of extended writing • MARKERS MUST BE AWARE THAT THE CONTENT OF THE ANSWER WILL BE GUIDED BY THE TEXTBOOKS IN USE AT THE PARTICULAR CENTRE. • CANDIDATES MAY HAVE ANY OTHER RELEVANT INTRODUCTION AND/OR CONCLUSION THAN THOSE INCLUDED IN A SPECIFIC EXTENDED WRITING MARKING GUIDELINE FOR A SPECIFIC ESSAY. • WHEN ASSESSING OPEN-ENDED SOURCE-BASED QUESTIONS, LEARNERS SHOULD BE CREDITED FOR ANY OTHER RELEVANT ANSWERS. Global assessment of extended writing The extended writing will be assessed holistically (globally). This approach requires the educator to score the overall product as a whole, without scoring the component parts separately. This approach encourages the learner to offer an individual opinion by using of selected factual evidence to support an argument. The learner will not be required to simply regurgitate 'facts' in order to achieve a high mark. This approach discourages learners from preparing 'model' answers and reproducing them without taking into account the specific requirements of the question. Holistic extended writing marking credits learners' opinions supported by evidence. Holistic assessment, unlike content based marking, does not penalise language inadequacies as the emphasis is on the following: • The construction of argument • The appropriate selection of factual evidence to support such argument and • The learner's interpretation of the question Copyright reserved FINAL [21/11/2012] Please turn over ### Page 5 Downloaded from hlayiso.com History/P2 5 DBE/November 2012 NSC – Marking Guideline Assessment procedures of extended writing 1. Keep the synopsis in mind when assessing extended writing. 2. During the first reading of the extended writing ticks need to be awarded for a relevant introduction (indicated by a bullet in marking guideline/ memorandum) each of the main points/aspects that is properly contextualised (also indicated by bullets in the marking guideline/memorandum) and a relevant conclusion (indicated by a bullet in marking guideline/memorandum) e.g. in an answer where there are 5 main points there will be 7 ticks. 3. The following additional symbols can also be used: • Introduction, main aspects and conclusion not properly contextualised • Wrong statement • Irrelevant statement | | | | • Repetition R • Analysis A√ • Interpretation 1√ 4. The matrix 4.1 Use of analytical matrix in the marking of extended writing (refer to page 6) In the marking of extended writing with reference to page 6 the given criteria shown in the matrix should be used. In assessing the extended writing note should be taken of both the content and presentation. At the point of intersection of the content and presentation based on the seven competency levels, a mark should be awarded. 4.1.1 The first reading of extended writing will be to determine to what extent the main aspects have been covered and to determine the content level (on the matrix). C LEVEL 4 4.1.2 The second reading of extended writing will relate to the level (on the matrix) of presentation. C LEVEL 4 P LEVEL 5 4.1.3 Allocate an overall mark with the use of the matrix. C LEVEL 4 P LEVEL 5 18-19 4.2 Use of holistic rubric in the marking of extended writing (refer to page 7) The given rubric which takes into account both content and presentation should be used in the marking of extended writing. C and P LEVEL 5 18 - 20 Copyright reserved FINAL [21/11/2012] Please turn over ### Page 6 Downloaded from hlayiso.com History/P2 6 DBE/November 2012 NSC – Marking Guideline Grade 12 ANALYTICAL MATRIX FOR EXTENDED WRITING: TOTAL: 30 LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 PRESENTATION Very well Well planned Well planned Planned and Shows some Attempts to Little analysis planned and and structured. and structured. constructed an evidence of a structure the and historical structured. Synthesis of Constructed a argument. planned and answer. explanation. Good information clear Evidence used constructed Largely No structure in synthesis of Constructed an argument. to support argument. descriptive/ answer. information. original well - Conclusions argument. Some some attempt Constructed an balanced, drawn from Conclusion evidence used at developing argument independent evidence. reached based to support an argument. CONTENT Well balanced argument. Evidence used on evidence. argument. argument. Evidence used to support Writing Conclusion not Sustained and to defend the argument. structured. clearly defended the argument. Reached supported by argument independent evidence. throughout. conclusion. Evidence used to support conclusion. LEVEL 7 Question has been fully answered. Content 27-30 24-26 selection fully relevant to line of argument. LEVEL 6 Question has been answered. Content 24-26 23 21-22 selection relevant to a line of argument. LEVEL 5 Question answered to a great extent. 21-22 20 18-19 Content adequately covered and relevant. LEVEL 4 Question recognisable in answer. 18-19 17 15-16 Some omissions/ irrelevant content selection. LEVEL 3 Content selection does not always 15-16 14 12-13 relate. Omissions in coverage. LEVEL 2 Sparse content. Question 12-13 11 9-10 inadequately addressed. LEVEL 1 Question not answered. 9-10 0-8 Inadequate content. Totally irrelevant. Copyright reserved FINAL [21/11/2012] Please turn over ### Page 7 Downloaded from hlayiso.com History/P2 7 DBE/November 2012 NSC – Marking Guideline GRADE 12 HOLISTIC RUBRIC TO ASSESS AN ESSAY USING SOURCES AND OWN KNOWLEDGE. TOTAL MARKS: 30 LEVEL If the candidate has demonstrated all or most of the skills listed in a particular level, she/he will be awarded a mark relevant to the category. 7 Consistently focuses on topic – demonstrates a logical and coherent progress towards a conclusion Outstanding Clearly comprehends the sources 80 – 100% Uses all or most of the sources and own knowledge 24 – 30 Selects relevant sources Quotes selectively Groups sources (not essential but should not merely list sources) [Excellent] Demonstrates a setting of sources in background understanding If appropriate, deals fully with counter-argument Refers appropriately to relevancy, bias, accuracy, limitation of sources Expresses him/herself clearly Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion) 6 Makes a good effort to focus consistently on the topic but, at times, argument loses some focus Meritorious Clearly comprehends the sources 70 – 79% Uses all or most of the sources and own knowledge 21 – 23 Selects relevant sources Quotes selectively Good use of relevant evidence from the sources. [Very Good] Good attempt to consider counter-argument Good attempt to refer to relevancy, bias, accuracy, limitation of source Expression good Concludes essay with clear focus on topic – takes a stand (i.e. reaches an independent conclusion) 5 Makes an effort to focus on the topic but argument has lapses in focus Substantial Comprehends most of the sources 60 – 69% Uses most of the sources and own knowledge 18 – 20 Selects relevant sources Expression good but with lapses Perhaps, lacking some depth of overall-focus, or does not make reference to one or more relevant [Good] sources If appropriate, makes an attempt to consider counter-argument Rather superficial or no attempt to refer to relevancy, bias, accuracy, limitation of sources Makes an attempt to take a stand (focuses on limitations, etc.) in reaching an independent conclusion 4 Makes some effort to focus on the topic but argument has many lapses in focus Moderate Moderate comprehension of most of the sources 50 – 59% Moderate use of relevant evidence from the sources and own knowledge 15 – 17 Moderate attempt to consider counter-argument Moderate attempt to refer to relevancy, bias, accuracy, limitation of sources [Satisfactory] Expression is satisfactory Makes an attempt to take a stand but there are serious inconsistencies with making links with the rest of the essay Essay might have a tendency to list sources and 'tag' on focus 3 Little attempt to focus on the topic Adequate Little comprehension of the sources 40 – 49% Struggles to select relevant information from the sources and own knowledge 12 – 14 No quotes – or generally irrelevant Makes little effort to consider counter-arguments [Fair] Mainly characterised by listing of sources No attempt to refer to relevancy, bias, accuracy of sources Expression poor Makes a poor attempt to take a stand. (i.e. battles to reach an independent conclusion) 2 Unable to focus on the topic Elementary Unable to identify relevant sources and limited use of own knowledge 30 – 39% No quotes – or generally irrelevant 09 – 11 Makes no effort to consider counter-argument Essay characterised by listing of sources [Weak] No attempt to refer to relevancy, bias, accuracy of sources Expression very poor Makes a very poor attempt to take a stand – if at all 1 No attempt to focus on the topic Not Achieved Uses no sources 0 – 29% Does not use own knowledge 0–8 Completely irrelevant [Poor] Copies directly from the sources Answer extremely poor Copyright reserved FINAL [21/11/2012] Please turn over ### Page 8 Downloaded from hlayiso.com History/P2 8 DBE/November 2012 NSC – Marking Guideline QUESTION 1: HOW DID THE COLLAPSE OF THE SOVIET UNION CONTRIBUTE TO THE ENDING OF APARTHEID IN SOUTH AFRICA IN 1989? 1.1 1.1.1 [Interpretation of evidence from Source 1A – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • Owing to the collapse of the communist regimes in Eastern Europe/USSR/ end of Cold War • The collapse of USSR undermined the credibility of one-party states and their state-directed economies/nationalisation • The USSR’s own economic constraints • Any other relevant response (any 1 x 2) (2) 1.1.2 [Explanation of the historical concept from Source 1A – L1 – LO2 (AS1) • A country that allows a number of parties to participate in the electoral process • Freedom and tolerance of many parties to participate in the countries elections • Any other relevant response (any 1 x 2) (2) 1.1.3 [Interpretation of evidence from Source 1A – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • Resolution of the Angolan situation – facilitated by the end of the Cold War • The loss of the ANC bases in Angola • The international political situation was changing • The collapse of communism in Eastern Europe/end of Cold War • Lack of political and economic support from the USSR • Any other relevant response (2 x 2) (4) 1.1.4 [Analyse and interpret information from Source 1A – L3 – LO1 (AS3)] • Negotiations would prevent conflict and revolution • Negotiations could lead to a peaceful and prosperous South Africa • UDF realised they were not able to defeat the apartheid regime on its own • UDF wants to remain on moral high ground • UDF wanted to inform township residents about changes • Any other relevant response (any 2 x 2) (4) 1.2 1.2.1 [Extraction of information from Source 1B – L1 – LO1 (AS3 and 4)] • Pressure from inside • Mandela had committed himself to peace/and a process of negotiations • Fall of communism and the end of the Cold War • It was attempt to normalise the political situation • The ANC was no longer an instrument of Russian expansionism • Any other relevant response (any 2 x 1) (2) Copyright reserved FINAL [21/11/2012] Please turn over ### Page 9 Downloaded from hlayiso.com History/P2 9 DBE/November 2012 NSC – Marking Guideline 1.2.2 [Interpret and evaluate Source 1B - L3 - LO1 (AS3)] Candidates need to explain to what extent they AGREE or DISAGREE with the statement 'the ANC was previously an instrument of the expansionism of Russia in Southern Africa'. Candidates should use the following to support their viewpoint. AGREE • The ANC was supported financially by Russia • The ANC received advice and moral support from Russia • ANC cadres were trained in Russia • Further the aims of Russian influence • Any other relevant response DISAGREE • Propaganda against the ANC/NP used the threat of communism to undermine the ANC • The ANC was a nationalist organisation and did not openly support communism • Any other relevant response (any 2 x 2) (4) 1.2.3 [Interpret and evaluate Source 1B - L3 - LO1 (AS3)] Candidates need to comment on whether the unbanning of the ANC NORMALISED or NOT NORMALISED the political situation in South Africa. Candidates should use the following to support their viewpoint. NORMALISED • Provided a forum for negotiations to begin • Paved the way for democracy • The ANC and other organisations could operate legitimately • Any other relevant response NOT NORMALISED • It increased conflict inside South Africa • Right-wing political parties opposed the unbanning of the ANC • Political tension increased among rival organisations e.g. IFP and ANC • Any other relevant response (any 2 x 2) (4) 1.2.4 [Interpretation of evidence from Source 1B – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • There was no longer a threat of communism • Western countries threatened South Africa to enter into negotiations or else they would stop their financial support • Changed Afrikaner perception of the ANC and themselves • Any other relevant response (1 x 3) (3) Copyright reserved FINAL [21/11/2012] Please turn over ### Page 10 Downloaded from hlayiso.com History/P2 10 DBE/November 2012 NSC – Marking Guideline 1.3 1.3.1 [Interpretation of evidence from Source 1C – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] (a) • Anger/betrayal/uncertainty • Fear • Any other relevant response (b) • Excitement/relief/hope • Happiness • Any other relevant response (any 2 x 2) (4) 1.3.2 [Interpretation of evidence from Source 1C – L2 – LO1 (AS3)] • South Africa was on a threshold of a new beginning of hope and stability • The expectation that violence has come to an end • Paved the way for a democratic South Africa/beginning of negotiations • Government repression and oppression came to an end • End of apartheid • Any other relevant response (any 2 x 2) (4) 1.4 [Selection of Sources 1A, 1B and 1C to highlight their usefulness on the impact of Collapse of the USSR on South Africa – L3 – LO1 (AS3 and 4); LO2 – (AS2) LO3 – (AS2) Candidates can select either Source 1A or Source 1B or Source 1C and support their response with relevant evidence. SOURCE 1A is useful because of the following: • It outlines the various reasons as to why the ANC changed its stance on negotiations with the South African government • It is reliable because it was written by a well-known South African historian (Omer-Cooper), who was up to date with developments of the time • It is relevant since it gives some insight on how the fall of communism paved way for political reforms in South Africa • Any other relevant response SOURCE 1B is useful because of the following: • It focuses on the unbanning of the ANC and the release of Mandela • It shows how De Klerk was pressurised from inside the country to begin reforms in association with the ANC • Different points of view • The interview with De Klerk captures the words spoken at the time • Any other relevant response Copyright reserved FINAL [21/11/2012] Please turn over ### Page 11 Downloaded from hlayiso.com History/P2 11 DBE/November 2012 NSC – Marking Guideline SOURCE 1C • Both the written and the visual sources are valid as it was a speech delivered by De Klerk on 2 February 1990 - the visual source appeared in the Argus newspaper as a headline – shows the significance of the event for South Africa • It is relevant because it gives insight about De Klerk's reform policies • Provides insight how some people viewed the event at the time (visual source) • Any other relevant response (2 x 2) (4) 1.5 [Interpretation, analysis and synthesis of evidence from all sources – L3 – LO1 (AS3); LO2 (AS2 and 3); LO3 (AS2)] Candidates could include the following aspects in their response: • Paved the way for negotiations/moved towards democracy • De Klerk was willing to meet with the ANC • His readiness to introduce reforms • Ready for a negotiated settlement • Release of political prisoners • Led to the end of apartheid • Normalising of political structures • Conservative Party backlash • Any other relevant response Use the following rubric to allocate a mark: • Uses evidence in an elementary manner e.g. shows no or little understanding of the consequences of the LEVEL 1 unbanning of the ANC on South African politics MARKS: 0–2 • Uses evidence partially to report on topic or cannot report on topic • Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding of the LEVEL 2 consequences of the unbanning of the ANC on MARKS: 3–5 South African politics • Uses evidence in a very basic manner • Uses relevant evidence e.g. demonstrates a thorough understanding of the consequences of the LEVEL 3 unbanning of the ANC on South African politics MARKS: 6–8 • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic (8) Copyright reserved FINAL [21/11/2012] Please turn over ### Page 12 Downloaded from hlayiso.com History/P2 12 DBE/November 2012 NSC – Marking Guideline 1.6 EXTENDED WRITING 1.6.1 [Plan and construct an argument based on evidence using analytical and interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)] SYNOPSIS Candidates should explain how the collapse of the Soviet Union paved the way for negotiations between the ANC and the NP in 1989. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates should indicate how the collapse of the Soviet Union affected the political future of South Africa and how it paved the way for negotiations. ELABORATION • Gorbachev's role in ending communism - introduction of Glasnost and Perestroika • The impact of Glasnost and Perestroika on South Africa (NP government and the ANC) • The collapse of communism gave De Klerk an opportunity to initiate reforms • De Klerk could no longer use the argument that apartheid was stemming the tide of communism • Banned political organisations (e.g. ANC) could no longer be termed as 'communist' • De Klerk was forced to negotiate with previously banned political organisations like the ANC • Liberation movements (like the ANC) had to abandon the armed struggle to begin the process of negotiations • Opened the way for engagement with the ANC leading to the release of political prisoners and unbanning of political parties • USSR's economic stagnation influenced political changes in South Africa between the NP and ANC • USA's abandonment of support for the NP – affected South Africa's political future • Any other relevant response • Conclusion: Candidates should tie up their argument with a relevant conclusion (30) Use the matrix on page 6 in this document to assess this extended writing. Copyright reserved FINAL [21/11/2012] Please turn over ### Page 13 Downloaded from hlayiso.com History/P2 13 DBE/November 2012 NSC – Marking Guideline 1.6.2 [Synthesise information to construct an original argument using evidence from the sources and own knowledge to support the argument - 2 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)] SYNOPSIS Candidates should either agree or disagree with the statement. In agreeing with the statement they should discuss whether it was the statesmanship of De Klerk and the fall of the Berlin Wall that opened the way for political changes in South Africa. If they disagree with the statement they must support their argument with historical evidence. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates should agree or disagree with the statement and substantiate their answer or any relevant introduction. ELABORATION In agreeing with the statement, candidates could have the following points in their elaboration: FALL OF BERLIN WALL • Policy of Glasnost and Perestroika paved the way for both the ANC and NP to reform • Disappearance of Marxist-Leninist states and the fall of the Berlin Wall affected the ANC • There was pressure from major powers for political foes to work towards a peaceful settlement in South Africa • The fall of Berlin Wall affected both the NP and the ANC • The ANC had to redefine its position and began to seek recognition from Western countries • De Klerk desired reform after the fall of the Berlin Wall • USSR's economy unable to support/sustain aid to Africa and the ANC STATESMANSHIP OF DE KLERK • De Klerk's government saw the ANC's loss of support as an opportune time to dictate change • New political climate and mood in South Africa • Internal and external pressure • Opened talks with the ANC • The ANC and the apartheid government had to find a peaceful and workable solution • Release of political prisoners – a political strategy of De Klerk • The apartheid government took the opportunity to negotiate with the ANC because there was no longer a threat from the Soviet Union • Both the NP and the ANC took cognisance of internal factors (economic stagnation, unrest, financial crisis, etc) to save the country's future • South Africa's economy experienced a downturn in 1989 • Any other relevant response Copyright reserved FINAL [21/11/2012] Please turn over ### Page 14 Downloaded from hlayiso.com History/P2 14 DBE/November 2012 NSC – Marking Guideline If candidates disagree with the statement, they need to support their argument with relevant evidence • Conclusion: Candidates should tie up their argument with a relevant conclusion. (30) Use the matrix on page 7 in this document to assess this extended writing. [75] Copyright reserved FINAL [21/11/2012] Please turn over ### Page 15 Downloaded from hlayiso.com History/P2 15 DBE/November 2012 NSC – Marking Guideline QUESTION 2: HOW SUCCESSFUL WAS ANGOLA IN RE-IMAGINING ITSELF AS A RESULT OF THE COLLAPSE OF COMMUNISM IN 1989? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1- LO1 (AS3)] • Soviet Union/USSR • Cuba • South Africa (3 x 1) (3) 2.1.2 [Analyse information from Source 2A – L2- LO1 (AS4)] • The military disaster that FAPLA suffered by a very small contingent of soldiers from the SADF • Cuba did not want to reinforce their army with additional men and equipment to match the South African army in Angola • They felt it was not worth the financial and political cost • It was the end of the Cold War and the fall of Communism in the USSR • Any other relevant answer (any 2 x 2) (4) 2.1.3 [Interpretation and analysis of information from Source 2A – L3- LO1 (AS3)] • Conflict in Angola had intensified because of the Battle at Cuito Cuanavale (1987/88) • The Soviet Union and Cuba had only two options - either escalate (add) support or withdraw from Angola so that negotiations could begin • They could escalate the war by deploying additional Cuban troops with additional Soviet arms and equipment to challenge the SADF which was not a viable option financially and politically • They could have withdrawn Cuban forces and leave Angola to its own devices so that a negotiated settlement would end the conflict and bring peace in Angola • Any other relevant response (any 2 x 2) (4) 2.1.4 [Analyse information from Source 2A – L2 –LO1 (AS4) • South Africa supported UNITA • Was used as a pawn of the USA to destabilise Angola for mineral resources • Was used to counter the Communist backed MPLA Angolan government • To protect South Africa’s border • Any other relevant response (any 1 x 2) (2) 2.1.5 [Explanation of historical concepts from Source 2A – L1 – LO1 (AS3 ) • Reforms for openness as introduced in the Soviet Union by Mikhail Gorbachev • Reform policy that led to the collapse of Communism • Open administration • Openness • Freedom of speech • Any other relevant response (any 1 x 2) (2) Copyright reserved FINAL [21/11/2012] Please turn over ### Page 16 Downloaded from hlayiso.com History/P2 16 DBE/November 2012 NSC – Marking Guideline 2.2 2.2.1 [Interpretation and analysis of evidence from Source 2B – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2 and 3)] • Deep distrust between them • Savimbi refused to accept the election results and resumed civil war • Interference of the USA and USSR in Angola's domestic affairs • Extension of the Cold War in Angola • Any other relevant response (any 1 x 2) (2) 2.2.2 [Interpretation and analysis of evidence from Source 2B – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2 and 3)] • It temporarily ended the civil-war and brought peace to Angola for the first time since 1975 • It led to the 1992 elections/Democracy • It gave hope for Angola to re-imagine itself • Any other relevant response (any 2 x 2) (4) 2.2.3 [Evaluate justification of action taken in source 2B – L3 – LO1 (AS4) Candidates need to comment on whether President dos Santos was JUSTIFIED or NOT JUSTIFIED in resuming the civil war in Angola. Candidates should use the following to support their viewpoint. JUSTIFIED • Had to neutralise UNITA who returned to civil war • Had to defend his government and the people of Angola • Savimbi not prepared to accept defeat • Any other relevant response NOT JUSTIFIED • It would lead to more economic, political and social instability • It would be difficult for his conventional army to fight against the UNITA guerrillas • Any other relevant answer (any 2 x 2) (4) 2.3 2.3.1 [Interpretation of evidence from Source 2C – L2 –LO1 (AS3 and 4); LO3 (AS2)] • It shows the readiness of UNITA soldiers to continue the Angolan civil war • Savimbi encouraged his soldiers to resume the civil war against the MPLA government • Any other relevant response (any 2 x 2) (4) 2.3.2 [Evaluate the limitations of Source 2C - L3 – LO1 (AS4)] • The photo gives only the view that the photographer (Copec) wanted to see • Shows UNITA soldiers only • Shows one side of the Angolan conflict - bias • Any other relevant response (any 2 x 2) (4) Copyright reserved FINAL [21/11/2012] Please turn over ### Page 17 Downloaded from hlayiso.com History/P2 17 DBE/November 2012 NSC – Marking Guideline 2.4 [Comparing how Sources 2B and 2C support each other L3 – LO2 (AS3) Candidates should explain how Sources 2B and 2C support each other regarding UNITA's role in the Angolan conflict • Source 2B refers to the distrust between MPLA and UNITA while Source 2C shows Savimbi addressing his armed soldiers – ready for war against the MPLA • Source 2B refers to the hope that the 1991 Bicesse Peace Agreement brought about which were dashed when Savimbi resumed war while Source 2C shows Savimbi urging his troops to continue fighting against the MPLA led government • Source 2B refers to Savimbi refusing to accept his electoral defeat in the 1992 elections while Source 2C shows him urging his troops to continue fighting against the MPLA government • Any other relevant response (any 2 x 2) (4) Copyright reserved FINAL [21/11/2012] Please turn over ### Page 18 Downloaded from hlayiso.com History/P2 18 DBE/November 2012 NSC – Marking Guideline 2.5 [Interpretation, analysis and synthesis of evidence from all sources – L3 – LO1 (AS 3 and 4), LO2 (AS1,2, 3) LO3 (AS 1,2,3,4)] Candidates could focus on the following aspects: • Conflict in Angola started during the pre independence period amongst three nationalist parties, MPLA, UNITA and FNLA • Cuba supported MPLA while South Africa supported UNITA • Cuba was used as a pawn of the USSR in the Cold War against the USA by backing the MPLA • USSR deployed 1000 advisers to Angola • Cuba deployed about 50 000 troops by the end of the 1980s to Angola • Severe devastation was caused (towns and infrastructure destroyed, revenue reduced, no economic development took place, 600 000 people displaced, 400 000 became refugees outside Angola and about 20 000 lost their limbs as a result of the landmines) • Any other relevant response Use the following rubric to allocate a mark: • Uses evidence in an elementary manner e.g. shows no or little understanding of Cuba became involved in the conflict in Angola MARKS: 0–2 LEVEL 1 • Uses evidence partially to report on topic or cannot report on topic • Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some understanding of how Cuba became involved in the conflict in MARKS: 3–5 LEVEL 2 Angola Uses evidence in a very basic manner • Uses relevant evidence e.g. shows a thorough understanding of how Cuba became involved in the conflict in Angola MARKS: 6–8 LEVEL 3 • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic (8) Copyright reserved FINAL [21/11/2012] Please turn over ### Page 19 Downloaded from hlayiso.com History/P2 19 DBE/November 2012 NSC – Marking Guideline 2.6 EXTENDED WRITING 2.6.1 [Plan and construct an argument based on evidence using analytical and Interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4)] SYNOPSIS Candidates should discuss to what extent Angola was successful in re-imagining itself after the collapse of communism in 1989 and support their line of argument with relevant evidence. MAIN ASPECTS The candidate should include the following points in the response. • Introduction: Candidates need to indicate whether Angola was successful in re-imagining itself after the collapse of Communism in 1989 and support their line of argument with relevant evidence. ELABORATION • Angola achieved independence from Portugal in 1975 • Angola was already divided between three nationalist parties (MPLA, UNITA and FNLA) • Desire to eliminate each other led to the nationalist parties soliciting support from foreign countries • Cuba (used as a pawn by the Soviet Union) supported MPLA while South Africa (used as a pawn by the US) supported UNITA • Conflict between political parties in Angola was an extension of the Cold War between the USA and USSR • The aftermath of the Battle of Cuito Cuanavale (1987-88) forced Cuba and South Africa to withdraw their troops from Angola • Their continued presence in Angola was no longer worth the financial and political cost • Angola was now free of foreign influence and could to re-imagine itself and negotiate her own future • The Biccesse Accord (1991) led to temporary peace and easing of hostilities • The 1992 elections – Dos Santos's MPLA was victorious • Savimbi rejected the election results • UNITA went back to the bush leading to the resumption of the Angolan conflict • In 1994 the Lusaka Accord was signed but was not successful • War resumed again in 1998 because UNITA was dissatisfied • Angola had failed to re-imagine itself • Many Angolan civilians and soldiers were killed and others displaced • Legacy of landmines led to many amputees • Death of Savimbi in February 2002 – created new possibilities for peace in Angola; a ceasefire came into effect in March 2002 • Luena Memorandum of Understanding in April 2002 brought peace in Angola – 13 years after the collapse of communism in 1989 Copyright reserved FINAL [21/11/2012] Please turn over ### Page 20 Downloaded from hlayiso.com History/P2 20 DBE/November 2012 NSC – Marking Guideline • Conclusion: Candidates should tie up their argument with a relevant conclusion. (30) Use the matrix on page 6 in this document to assess this extended writing. Copyright reserved FINAL [21/11/2012] Please turn over ### Page 21 Downloaded from hlayiso.com History/P2 21 DBE/November 2012 NSC – Marking Guideline 2.6.2 [Synthesise information to construct an original argument using evidence from the sources and own knowledge to support the argument - L2 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3 and 4] SYNOPSIS Candidates should indicate whether they agree or disagree with the statement and support their line of argument with relevant evidence. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates need to take a line of argument and support their argument with relevant evidence. ELABORATION In agreeing with the statement, candidates could discuss the following: • End of Cold War led to the withdrawal of foreign troops from Angola e.g. Cuba, USSR, USA and South Africa • The Bicesse Peace Accords (1991) – brought temporary peace to Angola • The 1992 elections – MPLA won elections • Death of Savimbi in 2002 brought an end to civil war in Angola • Luenna Peace Agreement in 2002 – 13 years after the collapse of Communism in 1989. • New era in the history of Angola only came after the death of Savimbi through the Luena Memorandum of Understanding • The re-imagining of Angola came after the death of Savimbi and not after the end of the Cold War • Any other relevant point • Conclusion: Candidates should tie up their argument with a relevant conclusion. (30) If candidates disagree with the statement, they need to support their argument with the following evidence. • Savimbi rejected 1992 election results • UNITA reverted to the civil war • The 1994 Lusaka Protocol ushered in only a four year period of peace • War resumed again in 1998 because Dos Santos declared war against UNITA in the MPLA Congress of 1998 • Many war victims, others killed and many others displaced • Conflict led to political and economic instability • Impact of land mines • Any other relevant point • Conclusion: Candidates should tie up their argument with a relevant conclusion Use the matrix on page 7 in this document to assess this extended writing. [75] Copyright reserved FINAL [21/11/2012] Please turn over ### Page 22 Downloaded from hlayiso.com History/P2 22 DBE/November 2012 NSC – Marking Guideline QUESTION 3: WHAT WERE THE VARIOUS OBSTACLES THAT SOUTH AFRICA FACED ON THE ROAD TO DEMOCRACY? 3.1 3.1.1 [Extraction of evidence from Source 3A – L1 – LO1 (AS3)] • Led to the unbanning of the ANC, CPSA and PAC • Announced major reforms • Scrapping of the Separate Amenities Act • Lifting of the emergency media regulations • Suspension of the death penalty • Release of Nelson Mandela and other political prisoners • Ending of apartheid • Any other relevant response (any 2 x 1) (2) 3.1.2 [Evaluation and interpretation of evidence from Source 3A – L3 – LO1 (AS3)] Candidates need to explain whether they would AGREE or DISAGREE with FW de Klerk's statement that he would have been a fool not to take advantage of the gap that the fall of communism in eastern Europe had provided. Candidates could use the following to support their viewpoint. AGREE • ANC, PAC and CPSA was not seen as threat anymore • Communism was not a threat anymore • ANC, PAC and CPSA lost their financial backing as a result of the fall of communism • Liberation movements were under pressure to relinquish the armed struggle • Liberation movements under pressure to negotiate with the apartheid state • Local and international capital preferred stability therefore reform became necessary • Any other relevant response DISAGREE • Sanctions had an adverse effect on South Africa's economy • Apartheid could not be defended anymore • Apartheid government's allies (USA, Britain) pressurised De Klerk to abandon apartheid and begin negotiations with the ANC • Internal pressure (e.g. civil disobedience) took its toll on government resources • South Africa slipped into a low intensity civil war • Any other relevant response (any 2 x 2) (4) 3.2 3.2.1 [Interpretation and analysing of a visual source from Source 3B – L2 – LO1 (AS3 and 4)] • De Klerk had awakened the spirit of fearless violence in the Afrikaner's who wanted to preserve the vestiges of apartheid • Right-wingers were ready to unleash violence in order to have their way • Any other relevant response (any 1 x 2) (2) Copyright reserved FINAL [21/11/2012] Please turn over ### Page 23 Downloaded from hlayiso.com History/P2 23 DBE/November 2012 NSC – Marking Guideline 3.2.2 [Evaluation of a source for justification from Source 3B - L3 - LO3 (AS4)] Candidates need to explain whether Treurnicht was JUSTIFIED or NOT JUSTIFIED in his comments against de Klerk. Candidates should use the following to support their viewpoint. JUSTIFIED • Afrikaners had the right to determine their own political future • De Klerk did not have a mandate for changing the political status quo for white South Africans • Afrikaners were at risk of losing their political power and identity • Any other relevant response NOT JUSTIFIED • Could have searched for peaceful means to resolve this political crisis • Could have accepted domestic political change • Could have realised that the international political landscape had changed • A negotiated settlement was better than bloodshed and political instability • Any other relevant response (any 2 x 2) (4) 3.2.3 [Extraction of evidence from Source 3B - L1 - LO1 (AS3 and 4)] • That de Klerk did not have a mandate from White voters/misled voters • The CP intended to launch a campaign for their own fatherland • Treurnicht demanded De Klerk’s resignation • Any other relevant response (any 2 x 1) (2) 3.3 3.3.1 [ Interpretation and analysing of a visual source from Source 3C – L2– LO1 (AS3)] • Conservative Party ready to use violence if their demands were not met • Treurnicht not ready for change as depicted by the tortoise • Treurnicht very conservative (not a democrat/but an Afrikaner nationalist) • Any other relevant answer (any 2 x 2) (4) 3.3.2 [Interpretation and analysing of a visual source from Source 3C – L3 – LO1 (AS3)] Candidates need to comment on whether the cartoonist gives an ACCURATE or NOT ACCURATE portrayal of events. Candidates could use the following to support their viewpoint. ACCURATE • Conservative Party did not support the new political dispensation • They threatened the use of violence if their demands were not met (tiger) • Were conservative and were slow to accept change (tortoise) • Any other relevant response NOT ACCURATE • Biased against the Conservative Party • Wanted to highlight the Conservative Party's violence tendency (tiger) • Die Burger was the official mouth piece of the National Party and would portray the opposition in a negative light (tortoise) • Any other relevant response (any 2 x 2) (4) Copyright reserved FINAL [21/11/2012] Please turn over Text truncated here. 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