# History Grade 12 P2 NSC November 2014 Question Paper (Eng) > Grade 12 History Paper 2 question paper from the NSC November Exam 2014 (English), 9 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/history-p2-nov-2014-eng/8d2e29dc-f234-440f-a20b-d4b22c10172a - Updated: 2026-09-27 - Subject: History - Grade: Grade 12 - Document type: Question paper - Year: 2014 - Exam period: NSC November Exam - Paper: 2 - Curriculum: CAPS - Pages: 9 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 P2 NSC November 2014 Question Paper (Eng)](https://www.hlayiso.com/library/history-p2-nov-2014-eng/8d2e29dc-f234-440f-a20b-d4b22c10172a) ## About this document History · Grade 12 · NSC November Exam · 2014. Question paper, 9 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 12 HISTORY P2 NOVEMBER 2014 MARKS: 150 TIME: 3 hours This question paper consists of 9 pages and an addendum of 13 pages. Copyright reserved Please turn over ### Page 2 Downloaded from hlayiso.com History/P2 2 DBE/November 2014 NSC INSTRUCTIONS AND INFORMATION 1. This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST QUESTION 3: THE END OF THE COLD WAR AND A NEW WORLD ORDER, 1989 TO THE PRESENT SECTION B: ESSAY QUESTIONS QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989 2. SECTION A consists of THREE source-based questions. Source material that is required to answer these questions can be found in the ADDENDUM. 3. SECTION B consists of THREE essay questions. 4. Answer THREE questions as follows: 4.1 At least ONE must be a source-based question and at least ONE must be an essay question. 4.2 The THIRD question can be either a source-based question or an essay question. 5. When answering questions, candidates should apply their knowledge, skills and insight. 6. A mere rewriting of the sources as answers will disadvantage candidates. 7. Number the answers correctly according to the numbering system used in this question paper. 8. Write neatly and legibly. Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com History/P2 3 DBE/November 2014 NSC SECTION A: SOURCE-BASED QUESTIONS Answer at least ONE question, but not more than TWO questions, from this section. Source material to be used to answer these questions is contained in the ADDENDUM. QUESTION 1: WHAT IMPACT DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS (BC) HAVE ON THE STUDENTS OF SOWETO IN THE 1970s? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Study Source 1A. 1.1.1 Define the term Black Consciousness in your own words. (1 x 2) (2) 1.1.2 What, according to the source, was the intention of the philosophy of Black Consciousness? (1 x 2) (2) 1.1.3 Using the information in the source and your own knowledge, explain what Biko implied by the following statement: 'the most potent weapon in the hands of the oppressor is the mind of the oppressed'. (2 x 2) (4) 1.1.4 What impact did Biko expect the philosophy of Black Consciousness to have on the 'black man'? (2 x 1) (2) 1.2 Read Source 1B. 1.2.1 What actions did the apartheid government take to suppress the activities of SASO and the BPC? (2 x 1) (2) 1.2.2 State TWO challenges that the Black Consciousness Movement faced between December 1972 and March 1973. (2 x 1) (2) 1.2.3 Explain how the supporters of the philosophy of Black Consciousness reacted to the apartheid government's repressive measures. (2 x 2) (4) 1.3 Use Source 1C. 1.3.1 According to the source, what role did the following leaders play in mobilising the students of Soweto: (a) Tsietsi Mashinini (1 x 2) (2) (b) Seth Mazibuko (1 x 2) (2) 1.3.2 Why do you think Mashinini called for mass demonstrations against the use of Afrikaans as a medium of instruction in black South African schools? (2 x 2) (4) Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com History/P2 4 DBE/November 2014 NSC 1.3.3 Describe how events unfolded on the morning of 16 June 1976 in Orlando West, Soweto. (2 x 2) (4) 1.3.4 Explain the usefulness of this source to a historian studying the impact that the leaders of the SASM had on the students of Soweto in the 1970s. (2 x 2) (4) 1.4 Refer to Source 1D. 1.4.1 Explain the message being conveyed in the photograph. (1 x 2) (2) 1.4.2 What do the words 'To hell with Afrikaans' tell you about the attitude of the students of Soweto towards the use of Afrikaans as a medium of instruction? (1 x 2) (2) 1.5 Explain how the information in Source 1C supports the visual evidence in Source 1D regarding the philosophy of Black Consciousness. (2 x 2) (4) 1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining the influence that the philosophy of Black Consciousness had on black South Africans in the 1970s. (8) [50] Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com History/P2 5 DBE/November 2014 NSC QUESTION 2: HOW DID THE TRUTH AND RECONCILIATION COMMISSION (TRC) DEAL WITH SOUTH AFRICA'S DIVIDED PAST? Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Refer to Source 2A. 2.1.1 Why, according to the source, was the TRC established? (2 x 1) (2) 2.1.2 How did the Human Rights Violation Committee go about its work? (1 x 2) (2) 2.1.3 Define the concept reconciliation in your own words. (1 x 2) (2) 2.1.4 Why, according to the TRC, was restorative justice regarded as significant? Support your answer with relevant reasons. (2 x 2) (4) 2.1.5 Using the information in the source and your own knowledge, explain why most of the testimonies that were heard at the TRC were from women. (2 x 2) (4) 2.2 Read Source 2B. 2.2.1 Why did Rokaya Saloojee have 'a lingering hatred for some whites'? (Testimony 1) (1 x 1) (1) 2.2.2 What evidence in the source suggests that the police might have killed Suluman Saloojee? (Testimony 1) (1 x 2) (2) 2.2.3 Explain to what extent you would consider the information in Testimony 1 useful when researching the killing of anti-apartheid activist Suluman Saloojee. (2 x 2) (4) 2.2.4 Why did James Simpson appear before the TRC? (Testimony 2) (1 x 2) (2) 2.2.5 Identify the perpetrators in each of the following: (a) Testimony 1 (1 x 1) (1) (b) Testimony 2 (1 x 1) (1) 2.3 Comment on how the information in Source 2A and Source 2B (Testimony 2) support each other regarding the work of the TRC. (2 x 2) (4) Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com History/P2 6 DBE/November 2014 NSC 2.4 Study Source 2C. 2.4.1 What percentage of white South Africans felt that the TRC was a 'very bad thing'? (1 x 1) (1) 2.4.2 Explain why white South Africans did not support the TRC. (2 x 2) (4) 2.4.3 Why do you think a larger percentage of black South Africans than white South Africans supported the work of the TRC? (1 x 2) (2) 2.5 Consult Source 2D. 2.5.1 Quote TWO reasons from the source that suggest the TRC was criticised. (2 x 1) (2) 2.5.2 Explain why most black South Africans were unhappy with the findings of the TRC. Use evidence from the source as well as your own knowledge to support your answer. (2 x 2) (4) 2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) and explain whether the TRC was successful in dealing with South Africa's divided past. (8) [50] Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com History/P2 7 DBE/November 2014 NSC QUESTION 3: WHAT IMPACT DID GLOBALISATION HAVE ON ECONOMIC RELATIONS BETWEEN COUNTRIES SITUATED IN THE NORTHERN AND SOUTHERN HEMISPHERES? Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Refer to Source 3A. 3.1.1 What, according to the source, is globalisation? (1 x 2) (2) 3.1.2 Identify the TWO financial institutions that were the driving force behind globalisation. (2 x 1) (2) 3.1.3 Using the information in the source and your own knowledge, explain the relationship between globalisation and democracy. (2 x 2) (4) 3.1.4 Explain whether the adoption of a trade liberalisation policy would have assisted developing countries to grow their economies. (2 x 2) (4) 3.2 Consult Source 3B. 3.2.1 How did Mark Malloch Brown describe inequality? (1 x 2) (2) 3.2.2 What was the income gap between the rich and the poor countries? (1 x 2) (2) 3.2.3 Why, according to Mbeki, was it necessary to forge (build) strong south-south partnerships? (1 x 2) (2) 3.2.4 Explain whether you would consider the information in this source useful when studying the influence of globalisation on the developing countries. (2 x 2) (4) 3.3 How does the information in Source 3A and Source 3B differ regarding the impact of globalisation on developing countries? Support your answer using relevant evidence. (2 x 2) (4) 3.4 Study Source 3C. 3.4.1 Give ONE reason for the implementation of the Structural Adjustment Plans. (1 x 1) (1) 3.4.2 Explain whether you would agree with the manner in which the Structural Adjustment Plans were imposed on developing countries. (2 x 2) (4) 3.4.3 Quote evidence from the source that suggests the author viewed trade between developed and poorer countries as unfair. (1 x 1) (1) 3.4.4 Why was it not possible for developing countries to import processed goods? (2 x 1) (2) Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com History/P2 8 DBE/November 2014 NSC 3.5 Use Source 3D. 3.5.1 Identify the continents in the Northern and Southern Hemispheres as depicted in the source. (2 x 1) (2) 3.5.2 Name any TWO products that countries in the Southern Hemisphere traded with countries in the Northern Hemisphere. (2 x 1) (2) 3.5.3 Explain how the cartoonist portrays the relationship between countries in the Southern and Northern Hemispheres. (2 x 2) (4) 3.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining the impact that globalisation had on economic relations between countries situated in the Southern and Northern hemispheres. (8) [50] Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com History/P2 9 DBE/November 2014 NSC SECTION B: ESSAY QUESTIONS Answer at least ONE question, but not more than TWO questions, from this section. Your essay should be about THREE pages long. QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s Explain to what extent the internal resistance movements in South Africa were successful in challenging PW Botha's apartheid regime in the 1980s. [50] QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST 2014 commemorates the 20th anniversary of the establishment of a democratic and free South Africa. With reference to the above statement, discuss to what extent leadership, compromise and negotiations among various political organisations led to the birth of a democratic South Africa in 1994. [50] QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989 The disintegration of the Soviet Union served to accelerate political changes in South Africa in the 1990s. Do you agree with this statement? Substantiate your answer. [50] TOTAL: 150 Copyright reserved ## Related documents - [History P1 Nov 2014 Eng](https://www.hlayiso.com/library/history-p1-nov-2014-eng/89668a5f-bd22-4e52-9e37-55411cf74229) — History · QP · 2014 · Eng - [History P1 Nov 2014 Afr](https://www.hlayiso.com/library/history-p1-nov-2014-afr/ea332f92-48ce-4d55-9cb0-0d24da82e036) — History · QP · 2014 · Afr - [HISTORY P2 ADD GR12 SEPT2014 (Afr)](https://www.hlayiso.com/library/history-p2-add-gr12-sept2014-afr/eed60833-7a75-4958-a8dd-2cab09ac22e9) — History · QP · 2014 · Afr - [History P2 (HG) (English) June 2014 QP](https://www.hlayiso.com/library/history-p2-hg-english-june-2014-qp/50718c3c-2599-4d0c-91fe-dbc300d11e58) — History · QP · 2014 · Eng - [History P2 Nov 2021 Afr](https://www.hlayiso.com/library/history-p2-nov-2021-afr/d099ac96-a3e0-4137-bc2f-81b051b69eec) — History · QP · 2021 · Afr - [History P2 Nov 2019 Afr](https://www.hlayiso.com/library/history-p2-nov-2019-afr/6c023d25-b98b-4410-a87a-3b83e0ddc8b2) — History · QP · 2019 · Afr ## More from Grade 12 History - [Workguide - Case Study Strategies](https://www.hlayiso.com/library/workguide-case-study-strategies/0b4c8d70-c563-4cfe-93e0-dad57e8fbeb3) — Guide - [History Grade 12 NSC P2 MEMO September 2025 North West](https://www.hlayiso.com/library/history-grade-12-nsc-p2-memo-september-2025-north-west/3d9bf167-1e97-42c1-826a-bf344c0e964e) — Memo · 2025 - [History P1 May-June 2025 MG Eng](https://www.hlayiso.com/library/history-p1-may-june-2025-mg-eng/9e0f813e-e888-4061-a259-20b4dbe98907) — Memo · 2025 · Eng - [HISTORY P1 MEMO GR12 JUNE 2024 Afrikaans](https://www.hlayiso.com/library/history-p1-memo-gr12-june-2024-afrikaans/f313b62b-041f-4225-bf96-3a6052a2f919) — Memo · 2024 · Afr - [HISTORY P1 ADDEN GR12 SEP 2024 Afrikaans](https://www.hlayiso.com/library/history-p1-adden-gr12-sep-2024-afrikaans/4faf89db-d19f-40cf-891f-e87e004b0bc5) — Addendum · 2024 · Afr - [HISTORY P2 GR12 ADDENDUM SEPT 2024 Afrikaans](https://www.hlayiso.com/library/history-p2-gr12-addendum-sept-2024-afrikaans/b61f3bc2-3524-48c9-af60-f3348133d582) — Addendum · 2024 · Afr ## Collection - [Grade 12 past papers](https://www.hlayiso.com/grade-12/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. 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