# History Grade 12 Paper 2 NSC November 2013 Memo (English) > Grade 12 History Paper 2 memorandum from the NSC November Exam 2013 (English), 33 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/history-p2-nov-2013-memo-eng/09339ffa-3159-45fe-8ab5-1a1132b3fe0a - Updated: 2026-09-27 - Subject: History - Grade: Grade 12 - Document type: Memorandum - Year: 2013 - Exam period: NSC November Exam - Paper: 2 - Curriculum: CAPS - Pages: 33 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [History](https://www.hlayiso.com/library/grade-12/history) › [History Grade 12 Paper 2 NSC November 2013 Memo (English)](https://www.hlayiso.com/library/history-p2-nov-2013-memo-eng/09339ffa-3159-45fe-8ab5-1a1132b3fe0a) ## About this document History · Grade 12 · NSC November Exam · 2013. Memorandum, 33 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com This memorandum consists of 32 pages. NATIONAL SENIOR CERTIFICATE GRADE 12 HISTORY P2 NOVEMBER 2013 MEMORANDUM MARKS: 150 This memorandum consists of 33 pages. Copyright reserved Please turn over ### Page 2 Downloaded from hlayiso.com History/P2 2 DBE/November 2013 NSC – Memorandum 1. SOURCE-BASED QUESTIONS 1.1 The following Learning Outcomes and Assessment Standards will be assessed in this question paper: LEARNING ASSESSMENT STANDARDS OUTCOMES THE ABILITY OF THE LEARNER TO: Learning 1. Formulate questions to analyse 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 Please turn over ### Page 3 Downloaded from hlayiso.com History/P2 3 DBE/November 2013 NSC – Memorandum 1.2 The following levels of questions were used to assess source-based questions. LEVELS OF SOURCE-BASED QUESTIONS • Extract relevant information and data from the 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 Please turn over ### Page 4 Downloaded from hlayiso.com History/P2 4 DBE/November 2013 NSC – Memorandum 2. EXTENDED WRITING 2.1 The extended writing questions focus on one of the following levels: LEVELS OF QUESTIONS Level 1 • Discuss or describe according to a given line of argument set out in the extended writing question. • Plan and construct an argument based on evidence, using the evidence to reach a conclusion. Level 2 • Synthesise information to construct an original argument using evidence to support the argument. • Sustain and defend a coherent and balanced argument with evidence. • Write clearly and coherently in constructing the argument. 2.2 Marking of extended writing • MARKERS MUST BE AWARE THAT THE CONTENT OF THE 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 Please turn over ### Page 5 Downloaded from hlayiso.com History/P2 5 DBE/November 2013 NSC – Memorandum Assessment procedures of extended writing 1. Keep the synopsis in mind when assessing extended writing. 2. During the first reading of the extended writing ticks need to be awarded for a relevant introduction (indicated by a bullet in marking guideline/ memorandum) each of the main points/aspects that is properly contextualised (also indicated by bullets in the marking guideline/memorandum) and a relevant conclusion (indicated by a bullet in marking guideline/memorandum) e.g. in an 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 Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com History/P2 6 DBE/November 2013 NSC – Memorandum GRADE 12 ANALYTICAL MATRIX FOR EXTENDED WRITING: TOTAL: 30 LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 PRESENTATION Very well Well planned Well planned Planned and Shows some Attempts to Little analysis planned and and structured. and structured. constructed an evidence of a structure the and historical structured. Synthesis of Constructed a argument. planned and 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 Please turn over ### Page 7 Downloaded from hlayiso.com History/P2 7 DBE/November 2013 NSC – Memorandum 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 Please turn over ### Page 8 Downloaded from hlayiso.com History/P2 8 DBE/November 2013 NSC – Memorandum QUESTION 1: HOW DID THE FALL OF COMMUNISM IN THE USSR INFLUENCE POLITICAL CHANGES IN SOUTH AFRICA IN THE 1990s? 1.1 1.1.1 [Extraction of information from Source 1A– L1 – LO1 (AS3 and 4)] • Glasnost/allowing political transparency/open to criticism • Perestroika/economic restructuring (2 x 1) (2) 1.1.2 [Explanation of historical concepts from Source 1A – L1 – LO2 (AS1) • A state of international tension and hostility between the Soviet Union and the United States of America/ideological war • A war that relied on propaganda and the threat of nuclear warfare rather than fighting • Any other relevant response (any 1 x 2) (2) 1.1.3 [Extraction of information from Source 1A– L1 – LO1 (AS3 and 4)] • Eastern European countries split from the Soviet Union • Demolished of the Berlin Wall • Eastern European countries prepared for democracy • Any other relevant response (any 2 x 1) (2) 1.2 1.2.1 [Interpretation of evidence from the cartoon in Source 1B – L2 –LO1 (AS3 and 4), LO2 (AS2); LO3 (AS2)] • Soviet Union had disintegrated as shown by the disintegrated hammer and sickle • Gorbachev is powerless to stop this disintegration as seen through his body language • The Eastern bloc countries splitting from the Soviet Union as implied by the disintegrated hammer and sickle • The introduction of new reforms led to the fall of communism • Any other relevant response (any 2 x 2) (4) 1.2.2 [Interpret and evaluate Source 1B – L2 - LO1(AS3)] A mere statement of 'unhappy' or 'happy' for an answer would not suffice for full marks as candidates need to substantiate their answer • The US could have been happy because it signalled the end of Communism • The struggle for world domination between US and USSR came to an end with the USA in a dominant position • The US claimed a moral victory as communism in the USSR was defeated • The US was happy because it opened the possibility for new trade and political relations with Eastern Bloc countries • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com History/P2 9 DBE/November 2013 NSC – Memorandum 1.3 [Comparing how the written and the visual sources support each other L3 – LO2 (AS3)] • Both Sources (1A and 1B) refer to the disintegration of the Soviet Union • Both Sources (1A and 1B) refer to the end of communism in the USSR and Eastern Bloc countries • Any other relevant response (any 2 x 2) (4) 1.4.1 [Interpret and evaluate Source 1C- L2 - LO1(AS3)] Candidates can refer that the fall of the Berlin Wall influenced both the ANC and National Party to seek for a political solution (a) ANC • The ANC was forced to abandon its armed struggle because of a lack of funding • The training of ANC personnel in the Soviet Bloc countries came to an end • The ANC realised that the political landscape in South Africa had changed • The ANC realised that change was inevitable in South Africa • That negotiations with the NP was inevitable • Any other relevant response (any 1 x 2) (2) (b) National Party • The NP could no longer claim that it acted as a 'bulwark (acted in defence) against communism' • They could not claim that South Africa countered 'Soviet expansionism' • The NP realised that the political landscape had changed • That political change in South Africa was inevitable • That a new political dispensation in South Africa was inevitable • Negotiations with the liberation movements was inevitable • It lost support from the western powers • Any other relevant answer (any 1 x 2) (2) 1.4.2 [Interpret and evaluate Source 1C- L3 - LO1(AS3)] • Blacks wanted their full political and economic rights/white minorities had a problem of giving power to black majority • Any other relevant response (any 1 x 3) (3) 1.5 1.5.1 [Interpretation of evidence from Source 1D – L2 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • To have an inclusive peaceful political settlement in South Africa • To end white minority rule while protecting white interests • To establish a democratic constitution • To promote economic and political equality amongst all South Africans • To control the process of negotiations • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com History/P2 10 DBE/November 2013 NSC – Memorandum 1.5.2 [Interpretation of evidence from Source 1D– L2 –LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] (a) The majority of black South Africans: • They would have been happy because it signalled the end of apartheid rule • Discrimination/dehumanisation of the majority of South Africans would come to an end • Would now enjoy full political and economic rights/freedom • Any other relevant response (any 1 x 2) (2) (b) Conservative white South Africans • Unhappy because according to them De Klerk did not have a mandate to transform the political landscape of South Africa • Not prepared to relinquish their economic privileges and social positions • White superiority was under threat • Opposed the reforms of De Klerk • Any other relevant response (any 1 x 2) (2) 1.5.3 [Explain the usefulness of Source 1D - L3 – LO1 (AS4)] When answering this question on usefulness, candidates need to show that the source is relevant to the investigation and reliable by interrogating the provenance (origin) and level of bias • The source showed that FW De Klerk's speech was a watershed moment in the history of South Africa • Speech would lead to the irreversible transformation of the political landscape of South Africa • Apartheid was coming to an end • Any other relevant response (any 2 x 2) (4) 1.5.4 [Interpretation and evaluation of evidence from Source 1D – L3 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2) Candidates could either choose AGREE or DISAGREE with Esterhuyse's view and support their response with relevant evidence. AGREE • Members of the ANC national executive committee had different responses to De Klerk's speech • Walter Sisulu was shocked by the opposing views within the ranks of the ANC about De Klerk's speech • They received no prior notice about De Klerk’s intentions • They were surprised by the speed at which De Klerk announced changes • The ‘doves’ like Thabo Mbeki was encouraged • The ‘hawks’ like Chris Hani was suspicious • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 11 Downloaded from hlayiso.com History/P2 11 DBE/November 2013 NSC – Memorandum DISAGREE • The ANC was involved in secret talks with the NP prior to 1990 • The ANC expected some success after the struggle for freedom • Some political prisoners were already released • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 12 Downloaded from hlayiso.com History/P2 12 DBE/November 2013 NSC – Memorandum 1.6 [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: Candidates should make reference to how Gorbachev's policies had an effect on BOTH the NP and the ANC in order to reach Level 3: Effects of Gorbachev's policies on the National Party • Gorbachev's policy of glasnost and perestroika paved the way for the NP to reform • There was pressure on the NP from the western powers to work towards a peaceful settlement in South Africa • After the fall of the Berlin Wall the apartheid government could not claim it acted as a 'bulwark against communism' • South Africa's claim that they countered 'Soviet expansionism' became irrelevant • Apartheid government had to find a peaceful and workable solution for South Africa • Any other relevant response Effects of Gorbachev's policies on the African National Congress • The ANC could no longer depend on the USSR for funding • Training of ANC members in the Soviet Union came to an end • It became difficult for the ANC to function as a movement in exile • There was pressure from major powers on the ANC to work towards a peaceful settlement in South Africa • The ANC indicated that it was in favour of a negotiated settlement • The armed struggle will only be used as a last resort and began to seek recognition from western countries • 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 effects of Gorbachev's policies on both the National Party government and LEVEL 1 Marks: 0–2 the African National Congress • Uses evidence partially to write on the topic or cannot write on topic • Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding of the LEVEL 2 effects of Gorbachev's policies on both the National Marks: 3–5 Party government and the African National Congress • Uses evidence in a very basic manner • Uses relevant evidence e.g. demonstrates a thorough understanding of the effects of Gorbachev's policies on both the National Party government and LEVEL 3 Marks: 6–8 the African National Congress • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic (8) Copyright reserved Please turn over ### Page 13 Downloaded from hlayiso.com History/P2 13 DBE/November 2013 NSC – Memorandum 1.7 EXTENDED WRITING 1.7.1 [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 in addition 4)] SYNOPSIS Candidates should explain how the fall of communism influenced South Africa to embark on political changes in the 1990s. MAIN ASPECTS Candidates could include the following aspects in their response: • Introduction: Candidates should explain how the fall of communism influenced the political future of South Africa and how it paved the way for negotiations. ELABORATION • Gorbachev's reforms: Glasnost and Perestroika and its role in ending communism • The democratisation of the Soviet Bloc countries and fall of the Berlin Wall • The impact of the political transformation in Soviet Bloc countries on the apartheid government and the ANC • De Klerk used the fall of communism as an opportunity to initiate reforms • His willingness to open talks was welcomed by the ANC in terms of its longstanding principles • The ANC had to abandon the armed struggle to begin the process of negotiations • Opened the way for negotiations with the ANC leading to the release of political prisoners and unbanning of political parties • USSR's economic stagnation influenced political changes in South Africa between the NP and ANC • The USA's abandonment of support for the NP – affected South Africa's political future • Any other relevant response • Conclusion: Candidates should tie up their argument with a relevant conclusion (30) Use the matrix on page 6 in this document to assess this extended writing Copyright reserved Please turn over ### Page 14 Downloaded from hlayiso.com History/P2 14 DBE/November 2013 NSC – Memorandum 1.7.2 [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 must show how political changes in the Soviet Union had a profound effect on the reform process in South Africa. They need to indicate how the collapse of the Soviet Union left the National Party and the ANC with no alternative to negotiate on the political future of South Africa. MAIN ASPECTS Candidates could include the following aspects in their response: • Introduction: Candidates should indicate why the collapse of communism was/was not the most important factor that led to the demise of apartheid. ELABORATION • The collapse of the Soviet Union contributed to the emergence of democracy movements including South Africa • South Africa was no longer significant in Cold War politics • The policy of Glasnost/Perestroika paved the way for the ANC and NP to reform (Disappearance of Marxist-Leninist states and fall of the Berlin Wall affected both the ANC and National Party; Gorbachev favoured a negotiated settlement) • De Klerk was aware of the implications of the political changes in Eastern Europe (He realised that communism was a spent force in world affairs; This made de Klerk open for negotiations; de Klerk's government saw the ANC's loss of support as an opportune time to dictate change) • Improving relations between the USA and USSR meant that the NP could no longer use the Cold War to win support of the west; South Africa's status as an anti-communist champion lost its appeal) • The ANC could no longer depend on the USSR for funding/ It became difficult for the ANC to function as an exile movement • There was pressure from major powers for both the National Party and ANC to work towards a peaceful settlement in South Africa (The ANC indicated that it was in favour of a negotiated settlement (The armed struggle will only be used as a last resort and began to seek recognition from western countries) • The ANC and the NP had to find a peaceful solution • The apartheid government took the opportunity to negotiate with the ANC because there was no longer a threat from the Soviet Union • Both the NP and the ANC took cognisance of internal factors (economic stagnation, unrest, financial crisis, States of Emergency, etc.) to save the country's future • Any other relevant response • Conclusion: Candidates should tie up their argument with a relevant conclusion. (30) Use the matrix on page 7 in this document to assess this extended writing [75] Copyright reserved Please turn over ### Page 15 Downloaded from hlayiso.com History/P2 15 DBE/November 2013 NSC – Memorandum QUESTION 2: WHAT IMPACT DID THE FALL OF COMMUNISM HAVE ON ANGOLA IN RE-IMAGINING ITSELF AFTER THE 1990s? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1- LO1 (AS3)] • United States of America • Soviet Union (2 x 1) (2) 2.1.2 [Extraction of evidence from Source 2A – L1 –LO1 (AS3 and 4) • More than four hundred thousand war victims died due to the collapse of food security and health services • 3 million were uprooted • Many more were maimed (wounded/hurt) (any 3 x 1) (3) 2.1.3 [Explanation of concept from Source 2A – L1 – LO2 (AS1)] • Based on Karl Marx's belief in collective, socialist and communist practices for a state • Karl Marx believed in a classless society • Any other relevant response (any 1 x 2) (2) 2.1.4 [Interpretation and evaluation of evidence from Source 2A – L3 –LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2)] • They mistrusted/ were very suspicious of each other • They were not prepared to negotiate with each other/refused to compromise • Power struggle between them because they desired total control of Angola • Any other relevant answer (any 2 x 2) (4) 2.1.5 [Interpretation of evidence from Source 2A – L2 –LO1 (AS3 and 4) • Agreed to election • Savimbi lost the elections and rejected the results • UNITA resumed war • Angola was politically unstable because of the power struggle between Dos Santos and Savimbi • Any other relevant response (any 2 x 2) (4) 2.2 2.2.1 [Interpretation of evidence from Source 2B – L2 –LO1 (AS3 and 4); LO3 (AS2)] • Angola had many landmine victims • Many Angolans became amputees • Angolans desired peace • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 16 Downloaded from hlayiso.com History/P2 16 DBE/November 2013 NSC – Memorandum 2.2.2 [Interpretation and analysis of evidence from Source 2B – L3 – LO1 (AS3 and 4); LO2 (AS2); LO3 (AS2 and 3)] • Angolans were tired of the war because it affected their lives • Angolans wanted an end to war • Angolans desired peace and stability • Any other relevant response (any 2 x 2) (4) 2.3 2.3.1 [Interpretation of evidence from Source 2C – L2 –LO1 (AS3 and 4); LO3 (AS2)] • Reconstruction of bridges, streets, hospitals, schools and other infrastructure • Ensure access to running water and other services • Rebuilt sewage treatment plants • Any other relevant response (any 2 x 2) (4) 2.3.2 [Interpretation of evidence from Source 2C - L2 – LO1(AS4) • Lots of waste because all systems came to a standstill during the war • Unhealthy/poor living conditions after years of non-collection of refuse • The infrastructure was destroyed such as bridges, roads, hospitals etc • Any other relevant response (any 1 x 2) (2) 2.3.3 [Interpretation of evidence from Source 2C – L2 – LO1 (AS4)] Candidates can either AGREE or DISAGREE that the visual source gives a fair depiction of Angola re-imagining itself and support their response with relevant evidence. AGREE: • Temporary plans that were made to use roads/new bridge built • The rebuilding of bridges as depicted in the visual source • Shows government involved in the re-building of infrastructure • Any other relevant response DISAGREE: • The photographer could be biased/government propaganda • It only shows one aspect of the rebuilding process • Any other relevant response (any 2 x 2) (4) 2.3.4 [Comparing the written and the visual sources in Source 2C - L3 – LO2 (AS3)] • Both sources refer to the damaged infrastructure/bridges • Both sources indicate the effect that the civil war had on Angola • Both sources refer to the reconstruction of Angola • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 17 Downloaded from hlayiso.com History/P2 17 DBE/November 2013 NSC – Memorandum 2.4 [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 must focus on the following aspects: Candidates must select one source (2A, 2B or 2C) and indicate why it is USEFUL. When answering this question, candidates need to show that the source is relevant to the investigation and reliable by interrogating the provenance (origin) and level of bias. SOURCE 2A is useful because: • It gives information about how the two rivals Jonas Savimbi and Dos Santos fought to gain total control of Angola • Provides statistical information on the deaths of Angolans/duration of the war • It give information about the power struggle between Savimbi and Dos Santos • The information in the source confirms what other sources state about the war in Angola • Any other relevant response SOURCE 2B is useful because: • It depicts Angolans desire for peace • It depicts the devastation that the civil war had on ordinary Angolans • It depicts the effects that the landmines had by showing the amputees • It was drawn at the time of civil war in Angola • The visual elements in the cartoon confirms the atrocities of the civil war in Angola • Any other relevant response SOURCE 2C is useful because: • Provides statistical information about the lack of running water and toilets • Gives evidence about the effects of the war • The written source gives information about Angola and how it could re-imagine itself • It gives evidence of the destruction of the civil war/need for reconstruction • Photograph shows Angola re-imagining itself • Gives information about the outcome of a research done in Angola about the effects of the civil war • Any other relevant response Copyright reserved Please turn over ### Page 18 Downloaded from hlayiso.com History/P2 18 DBE/November 2013 NSC – Memorandum Use the following rubric to allocate a mark: • Uses evidence in an elementary manner e.g. shows no or little understanding of explaining which ONE of the sources would be most useful to a historian MARKS: 0–2 LEVEL 1 writing about the effects of the civil war on Angola • Uses evidence partially to write on the topic or cannot write on topic • Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some understanding of explaining which ONE of the sources would be MARKS: 3–5 LEVEL 2 most useful to a historian writing about the effects of the civil war on Angola • Uses evidence in a very basic manner • Uses relevant evidence e.g. shows a thorough understanding of explaining which ONE of the sources would be most useful to a historian MARKS: 6–8 LEVEL 3 writing about the effects of the civil war on Angola • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic (8) Copyright reserved Please turn over ### Page 19 Downloaded from hlayiso.com History/P2 19 DBE/November 2013 NSC – Memorandum 2.5 EXTENDED WRITING 2.5.1 [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 Angola re-imagined itself after the collapse of communism in 1989 and support their line of argument with relevant evidence. Candidates need to make constant reference to the role of the fall of communism on the re-imagining. MAIN ASPECTS Candidates could include the following aspects in their response. • Introduction: Candidates need to state their line of argument and state how they will support it and explaining how Angola became a pawn in the Cold War. ELABORATION • End of the Cold War and the fall of communism in 1989 • Angola was now free of foreign influence and could re-imagine itself and negotiate her own future without outside influence (In June 1989 Savimbi of UNITA and Dos Santos of the MPLA met for the first time) • The Bicesse Accord was signed on 31 May 1991 by Dos Santos and Savimbi which 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 Civil war • In 1994 the Lusaka Accord was signed but was unsuccessful • War resumed again in 1998 because UNITA was dissatisfied • UN imposed sanctions on UNITA by banning officials from international travel, prohibiting aircrafts flying into UNITA controlled areas and closing UNITA offices abroad • 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 about peace in Angola – 13 years after the collapse of communism in 1989 • Angola was now able to reconstruct itself after 30 years of civil war • 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 Please turn over ### Page 20 Downloaded from hlayiso.com History/P2 20 DBE/November 2013 NSC – Memorandum 2.5.2 [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 critically discuss how Savimbi's death marked the dawn of healing and relief for the traumatised Angolans and support their line of argument with relevant information. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates need to state their line of argument and state how They intend supporting their argument. ELABORATION In answering the question candidates need to give a brief background about Angola before Savimbi’s death • Power struggle between Dos Santos and Savimbi • The Bicesse Accord was signed on 31 May 1991 by Dos Santos and Savimbi which 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 • In 1994 the Lusaka Accord was signed but was unsuccessful • War resumed again in 1998 because UNITA was dissatisfied • Death of Savimbi in 2002 brought an end to civil war in Angola • Savimbi's death brought some political stability • New era in the history of Angola only came after the death of Savimbi through the Luena Memorandum of Understanding • Many war victims, others killed and many others displaced • Devastation caused by landmines • Damage to infrastructure e.g. bridges, roads, schools etc • Angola is slowly trying to re-imagine itself • Angola starts rebuilding bridges, roads and other infrastructure • Angola's rich resources e.g. diamonds, oil • Any other relevant response • Conclusion: Candidates should tie up their argument with a relevant conclusion. (30) If candidates disagree with the statement, they need to support their arguments with relevant evidence. Use the matrix on page 7 in this document to assess this extended writing [75] Copyright reserved Please turn over ### Page 21 Downloaded from hlayiso.com History/P2 21 DBE/November 2013 NSC – Memorandum QUESTION 3: HOW DID THE PROCESS OF NEGOTIATIONS AMONG THE VARIOUS POLITICAL ORGANISATIONS PAVE THE WAY FOR SOUTH AFRICA'S FIRST DEMOCRATIC ELECTIONS IN 1994? 3.1 3.1.1 [Extraction of evidence from Source 3A – L1 – LO1 (AS3)] • The NP's own failure was openly admitted • De Klerk decided to unban political organisations and release Mandela • Any other relevant response (any 1 x 2) (2) 3.1.2 [Interpretation of evidence from Source 3A – L1 – LO1 (AS3)] • Led to the unbanning of the ANC, CPSA and PAC • Scrapping of the Separate Amenities Act • Media restrictions • Suspension of the death penalty • Release of Nelson Mandela and other political prisoners • Ending of apartheid • Lifted emergency restrictions (any 2 x 1) (2) 3.1.3 [Interpretation of evidence from Source 3A – L2 – LO1 (AS3)] • To prevent violence, tension and conflict • To reshape the character of South Africa • De Klerk was under pressure to transform • The NP could no longer continue to rule as a minority • Morally incorrect for a minority rule to continue • Local and international pressure • Any other relevant response (any 1 x 2) (2) 3.1.4 [Interpretation of evidence from Source 3A – L2 – LO1 (AS3)] Tutu • Surprised • Shocked/Disbelief • Happy • Any other relevant response Andries Treurnicht • Shocked • Outraged/angry • Any other relevant response (2 x 1) (2) 3.1.5 [Interpretation and analysing of a visual source from Source 3A – L2 – LO1 (AS3 and 4)] • Depicts the release of Nelson Mandela/black South Africans • The NP has finally surrendered white rule • South Africa was being exposed to major political changes • Irony of the white South Africans being big hearted/magnanimous at freeing black South Africa • Size contrast between the black South African to the white South African • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 22 Downloaded from hlayiso.com History/P2 22 DBE/November 2013 NSC – Memorandum 3.1.6 [Interpretation of evidence from Source 3A – L2 – LO1 (AS3)] • De Klerk (white rule) takes full credit for the release of Mandela • Despite opposition to Mandela's release/black South Africans, De Klerk took the bold step to release him • Any other relevant response (any 2 x 2) (4) 3.1.7 [Comparing of evidence from Sources 3A –Written and Visual Sources – L3 – LO3 (AS4)] Candidates need to identify how the written source and the visual source support each other • Both sources mention the release of Nelson Mandela • Both sources highlight the need for white minority rule to start negotiating with the black majority • Both sources reflect the boldness of De Klerk (white rule) • Any other relevant response (any 2 x 2) (4) 3.2 3.2.1 [Interpretation of evidence from Source 3B – L2 – LO1 (AS3)] • To identify obstacles to negotiations • To overcome the obstacles to negotiations • To pave the way for negotiations • It was the President’s residence • Any other relevant response (any 1 x 2) (2) 3.2.2 [Interpretation of evidence from Source 3B – L3 – LO1 (AS3)] • It was the first meeting of both the NP and ANC • Both did not know what to expect • Both had come to the meeting with their own ideals • Both had to protect the constituency of their own interests • Both parties did not know how the negotiations would unfold • Long history of an acrimonious relationship • Any other relevant response (any 2 x 2) (4) 3.2.3 [Interpretation of evidence from Source 3B – L2 – LO1 (AS3)] • To allay fears in the white community • Wanted to protect the interests of the white minority • Wanted to keep control over the process of transition and how the future of South Africa would be governed • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over Text truncated here. 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