History Grade 12 Paper 2 NSC June 2014 Memo (English)

basic education Department: Basic Education REPUBLIC OF SOUTH AFRICA SENIOR CERTIFICATE EXAMINATION - HISTORY P2 STANDARD GRADE 2014 MEMORANDUM rf | MARKS: 150 iS fow | 2ery This memorandum consists of 22 pages. EPARTHENT OF Cae fe! hol Y- EEVEATION f i 2014 -05- 15 | PRIVATE ZAG x Tid | PRETORIA 0001 i PUBLIC EXAMINATIONS | Copyright reserved Please turn over

Downloaded from hlayiso.com SCE - Memorandum History/SG/P2 DBE/2014 Global assessment of essays The essays 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 through using selected factual evidence to support an argument .The learner will not be required to simply regurgitate "facts" in order to achieve a high mark. It will also discourage learners to prepare "model" answers and reproduce them without taking into account the specific requirements of the question. Holistic essay marking credits learners' opinions. Holistic assessment, unlike content based marking, does not penalise language inadequacies as the emphasis is on the following: * the construction of argument; e the appropriate selection of factual evidence to support such argument; and o) the learner's interpretation of the question. Assessment procedures of an essay 1. Keep the synopsis in mind when assessing the essay. 2. During the first reading of the essay 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 marking guideline/ memorandum) 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 AV ¢ interpretation lV Copyright reserved Please, over

Downloaded from hlayiso.com 3 SCE ~ Memorandum History/SG/P2 DBE/2014 4. The first reading of an essay will also be to determine to what extent the main aspects have been covered and to allocate the content level (on the matrix). Cc LEVEL 3 e The second reading of an essay will relate to the level (on the matrix) of presentation. c LEVEL 3 LEVEL 14 ¢ Allocate an overall symbol and mark with the use of the matrix. c LEVEL3 | B+ LEVEL 1 | 39 The matrix The criteria according to which the essay will be assessed are organised within a matrix and the matrix will be used to allocate a symbol to an essay. Both the content and Presentation axes are divided into eight competency levels, each with criteria that will be used to assess an essay. Copyright reserved Please turf over

History/SG/P2 Downloaded from hlayiso.com 4 SCE ~- Memorandum DBE/2014 | pResenration CONTENT LEVEL 4 Has employed analysis and historical explanation. Well planned and structured essay, LEVEL 2 Has employed analysis and historical explanation. Well planned and structured essay LEVEL 3 Has attempted analysis and historical explanation. Weil planned and structured essay LEVEL 4 Has attempted analysis and historical explanation. Essay planned and structured to a certain extent. LEVEL 5 Applied analysis and historical explanation to @ certain extent. Attempted a Structure. LEVEL 6 LEVEL 7 Applied No analysis analysis and and historical historical explanation explanation. No structure. occasionally Ilogical (to a or not at all. No clear structure. certain extent). LEVEL 1 Question has been fully answered. Content selection fully relevant to line of argument, At 47-50 43-46 40 - 42 LEVEL 2 Question has been answered, Content selection relevant. 43-46 A 40-42 Bt 38-39 9omP =tOQ mm 120 - 150 105-119 90 ~ 104 75-89 60-74 50-59 45~49 38-44 30-37 O-29 LEVEL 3 Question answered to a great extent. Content adequately covered and televant. 38-39 36-37 B- 36 33 - 34 LEVEL 4 Question posed is recognisable in answer. Slightly incomplete and Mostly relevant. 33 - 34 31-32 D+ 28 ~ 29 LEVEL 5 Facts do relate to the question but do not answer it. Omissions in coverage (with occasionai irrelevance). 30 26 ~ 27 23 ~ 24 LEVEL 6 Facts do relate to the question, but do not answer it. Sparse content (with occasional Itrelevance), E 21-22 &- 20 LEVEL 7 Question inadequately addressed or not at all. Sparse or inadequate content. Irrelevant to a great extenttotally irrelevant E- 20 F 13-19 G 7-12 H 0-06 Copyright reserved Please tuffi over

Downloaded from hlayiso.com History/SG/P2 5 DBE/2014 SCE - Memorandum SECTION A: ESSAY QUESTIONS e MARKERS MUST BE AWARE THAT THE CONTENT OF THE ANSWER WILL BE GUIDED BY THE TEXTBOOKS IN USE AT THE PARTICULAR CENTRE e CANDIDATES MAY HAVE ANY OTHER RELEVANT INTRODUCTION AND OR CONCLUSION THAN THOSE INCLUDED IN A SPECIFIC ESSAY MARKING GUIDELINES | e IN ASSESSING THE OPEN’ ENDED SOURCE-BASED | QUESTIONS CANDIDATES SHOULD BE GIVEN CREDIT FOR ANY OTHER RELEVANT RESPONSE Copyright reserved Please turn ovér a

Downloaded from hlayiso.com 6 SCE — Memorandum History/SG/P2 OBE/2014 QUESTION 1: AFRICA IN THE TWENTIETH CENTURY QUESTION 1A Explain how internal and external factors contributed to the process of decolonisation among vatious African states in the 1960s. SYNOPSIS Candidates should be able to explain how internal and external factors contributed to the process of decolonisation among various African states in the 1960s. Both internal and external factors should be discussed. NB: The main aspects (bullets) must be used to address the requirements of the question and the given line of argument. A mere stating of facts' is inadequate. MAIN ASPECTS * Introduction — Candidates may define/describe decolonisation and/or make mention of internal and external factors that led to the process of decolonisation among various African states in the 1960s. ELABORATION INTERNAL FACTORS « Emergence of radical African Nationalism/Pan-African movement gained momentum during war years; promoted political consciousness and ideas of unity; Manchester Conference 1945: Bandung Conference 1955 (e.g. non-alignment, gave greater confidence, mass opposition parties in some African countries) ¢ Urbanisation/growth of more radical working class (some e.g. ‘response to wartime experiences: industrialisation led to strikes in most African urban centres, youth in particular challenged the slow pace of change, ‘Collaboration’ of middle class Africans with colonial powers * Spread of education (growing awareness of Western concepts of freedom, democracy; political leaders such as Nkrumah of Ghana, Kenyatta of Kenya and Houphouet-Boigny of Cote’ d'ivoire were critical of colonial rule, etc.), Middle class Africans eager to bring about political change. EXTERNAL FACTORS ¢ The influence of the Second World War; weakening of Colonial powers @.g. former colonial powers (particularly France and Britain) militarily humiliated during WWII, Loss of Asian colonies; cost to colonies — French and Britain unwilling to invest large sums of money required to develop African colonies when faced with post-war reconstruction at home ¢ New International Balance of power e.g. Atlantic Charter promised support for self determination * New Superpowers — USA and USSR - condemned European colonialism in effort to gain allies ¢ Establishment of United Nations Organisation (UNO) to put Pressure for universal suffrage on the colonial powers (especially from newly independent Asian countries), International Declaration of Human Rights, etc. * Conclusion: Candidates should tie their argument with a relevant conclusion. [50] Copyright reserved Please turn ove

Downloaded from hlayiso.com History/SG/P2 7 DBE/2014 SCE - Memorandum QUESTION 1B Discuss the political, economic and social challenges that newly independent African states faced. SYNOPSIS Candidates, in answering this question, need to present a discussion of the challenges that the newly independent African states faced. Candidates may use exampies from individual African states to clarify the challenges presented in the discussion. Candidates should discuss all three challenges (political, economic and social). NB: The main aspects (bullets) must be used to address the requirements of the question and to develop a relevant line of argument. A mere stating of ‘facts’ is inadequate. MAIN ASPECTS e Introduction: Candidates should provide a brief discussion on the three challenges that newly independent African states faced, ELABORATION * Political challenges (may use any relevant challenges e.g. Regionalism: administrative; dictatorships; ethnicity; military; state management; corruption in government ¢ Economic challenges (may use any relevant challenges e.g. lack or deterioration of infrastructure; agriculture as a Subsistence activity; mining; singie product export economies; lack of foreign investment; foreign debts; misuse of foreign aid and capital; manufacturing; transport; communication) * Social challenges (may use any relevant challenges e.g. poverty and malnutrition, high population growth, education; health; urbanisation; rural neglect e Conclusion: Candidates should tie their argument with a relevant conclusion. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P2 8 DBE/2014 SCE — Memorandum QUESTION 2: THE RISE OF SOVIET RUSSIA QUESTION 2A Explain the economic policies that Lenin implemented between 1917 and 1924. SYNOPSIS Candidates need to present a clear distinction on the approaches used by Lenin to implement the policy of War Communism between 1917 and 1921 and the New Economic policy from 1924 to 1924. The question requires the candidates to engage in an analysis of the two economic policies particularly in agriculture and industry. NB: The main aspects (bullets) must be used to address the requirements of the question and to develop a relevant line of argument. A mere stating of facts is inadequate. MAIN ASPECTS ° Introduction - Candidates may introduce the discussion in different ways. Candidates could present a brief comment on the differences between the Policy of War Communism (1917 — 1921) and the New Economic policy (1921 — 1924). Candidates must refer to both policies. ELABORATION (Candidates should provide a balanced discussion of aims and the implementation of both economic policies under the following bullets) e War Communism and agriculture (1917 — 1921): [e.g. aim: to feed the red army and industrial workers; state ownership of land; requisitioning of foodstuffs and grain from peasants to supply the Red army; no hoarding allowed; use of Cheka to enforce policy; decrease in agricultural production; etc] ¢ NEP and agriculture 1921 — 1924): [e.g. aim: to win back the support of peasants: land could be rented and peasants employed; grain tax paid to government; surplus can be sold on the open market, peasants to keep profits; increase in agricultural production; requisitioning of food abolished; Kulaks (wealthy farmers) class emerged; etc.] e War Communism and industry (1917 — 1921): fe. g. nationalisation of all industries and banks; private trade was banned; ail public and private wealth was conscripted; working day increased from 8-11 hours; labour could be redeployed to where it was needed in factories or armed forces; etc.] ¢ NEP and industry (1921 - 1924): [e.g. industries with less than 20 workers privatised: larger industries remained under state control; forced labour was abolished; free labour market system re-introduced with a wage economy; emergence of NEPMEN (a business Class); increased industrial output; system of incentives and bonuses introduced, etc.] ¢ Conclusion: Candidates should tie their argument with a relevant conclusion. [50] Copyright reserved Please turn over ;

Downloaded from hlayiso.com 9 SCE ~ Memorandum History/SG/P2 DBE/2014 QUESTION 2B Discuss how Stalin transformed Russia's economy from 1928 to 1939. SYNOPSIS Candidates need to provide a discussion on how Stalin through the Five Year Plans transformed Russia from a backward agricultural country into a highly industrialised State. Candidates, in answering this question, should also provide a description of the Five Year Plans (including both industries and agriculture) during the 1930s. NB: The main aspects (bullets) must be used to address the requirements of the question and to develop the given line of argument. A mere stating of ‘facts' is inadequate. MAIN ASPECTS * Introduction: Candidates should indicate how Stalin transformed Russia economically. e ELABORATION (Candidates should provide a balanced discussion of aims, implementation and effects of the Five Year Plans under the following points) ¢ Aims: Agriculture [e.g. mechanisation and modernisation of farming industry; Collectivisation] Industries {e.g. development of railway lines; hydro — electric schemes; oil fields; car factories; mines] etc, © Agriculturai development as a result of the Five Year Plans [e.g. collectivization; state farms; resistance of Kulaks; increase in agricultural production] etc. e Industrial development as a result of the Five Year Plans [e.g. thousands of kilometres of railway lines completed; largest hydro — electric Power scheme built; workers’ conditions improved; bonuses were Paid for exceptional work] etc. e Conclusion: Candidates should tie their argument with a relevant conclusion. [50] Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P2 10 DBE/2014 SCE — Memorandum QUESTION 3: THE RISE OF THE UNITED STATES OF AMERICA QUESTION 3A Explain the various factors that contributed to the Wall Street Crash of 1929. SYNOPSIS Candidates need to present a discussion on the various factors contributed to the Wall Street Crash of 1929, Candidates, in answering this question, should provide a description of the various factors and also indicate how these factors contributed to the Wall Street Crash of 1929 in the United States of Americas. NB: The main aspects (bullets) must be used to address the requirements of the question and to develop the given line of argument. A mere Stating of facts is inadequate. MAIN ASPECTS * Introduction: Candidates need to present a brief explanation or description of the various factors that contributed to the Wall Street Crash of 1929 in the United States of America. ELABORATION e Uneven distribution of wealth (e.g. few benefited from the boom; widespread poverty; wages not keeping pace with cost of living; etc.) e Problems in agriculture (e.g. First World War a boom time for American farmers; deciine in demand from Europe in post war years; greater mechanization led to mass production; overproduction: decline in prices; farmers unable to repay loans) ¢ Problems in trade (e.g. protective tariffs; foreign governments placed high tariffs on American goods; no overseas market for goods; etc.) ¢ Over-speculation on the stock exchange (e.g. massive rise in share dealing; system of buying ‘on the margin’; share Prices pushed up to unrealistic levels; etc.) « Unsound business practices (e.g. credit too easily available: overspending encouraged by advertising and hire purchase; manipulation of share prices; unsound banks made unwise loans, government policy of non-intervention in economy; etc.) e Excessive optimisms ( New era of prosperity, etc.) Conclusion: Candidates should tie their argument with a relevant conclusion. [50] Copyright reserved Please tirn over

Downloaded from hlayiso.com History/SG/P2 11 DBE/2014 SCE - Memorandum QUESTION 3B Describe how Roosevelt's New Deal Policy rescued the United States of America from the effects of the Great Depression of 1929. SYNOPSIS Candidates need to present a discussion on the measures introduced under the Roosevelt's New Deai Policy and show to what extent it rescued the United States of America from the effects of the Great Depression of 1929. NB: The main aspects (bullets) must be used to address the requirements of the question and to develop the given line of argument. A mere stating of ‘facts' is inadequate. MAIN ASPECTS . Introduction: Candidates should indicate how Roosevelt's New Deal Policy rescued the economy of the USA through various relief, recovery and reform measures. (Any other relevant introduction) ELABORATION e Relief measures [e.g. providing relief for those affected by depression; Federal Emergency Relief Act (funds to bring relief to struggling masses — soup kitchens; clothes; etc.); Civilian Conservation Corps (mass job creation); Public Works AdministrationWorks Progress Administration (mass job creation); Home Owners’ Loan Corporation (loan granted to home owners) . Recovery measures [e.g. getting American industry and agriculture back on their feet, National Industrial Recovery Act (improving working conditions in industry, drew up codes for each industry); Agricultural Adjustment Act (plan food production and guarantee reasonable food prices) ° Reform measures [e.g. National Recovery Administration/Wagner Act (labour legislation), Tennessee Valley Authority (upliftment of one of the poorest farm regions), Social Security Act (welfare system) ° Conclusion: Candidates should tie their argument with a relevant Conclusion. [50] Copyright reserved Please tirn over

Downloaded from hlayiso.com History/SG/P2 12 DBE/2014 SCE — Memorandum SECTION B: SOURCE-BASED QUESTIONS MARKING SOURCE-BASED QUESTIONS e In marking all source-based questions credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples. e In the allocation of marks emphasis should be placed on addressing the requirements of the question. e In these marking guidelines the requirements of the question (skills that need to be addressed) as well as the level of the question are indicated in italics. LEVELS OF SOURCE-BASED QUESTIONS LEVEL 1 (L 1) Extract evidence from sources Straightforward interpretations by using evidence from LEVEL 2 (L 2) one source and broader knowledge to show an understanding of the period/ event/ issue. Straightforward interpretations by using evidence from LEVEL 3 (L 3) more than one source and broader knowledge to show an understanding of the period/ event/ issue. Complex interpretations often involving more than one source. These questions look at aspects such as bias, reliability, usefulness, the use of organising concepts (similarity and difference; cause and consequence; LEVEL 4 (L 4) chronology; change and continuity) to explain contrasts, comparisons, differing points of view and as a last step using these insights to write a paragraph or, in other words, to write a piece of history based on the evidence in the sources. Copyright reserved Please turn over

Downloaded from hlayiso.com History/SG/P2 13 DBE/2014. SCE — Memorandum QUESTION 4: AFRICA IN THE TWENTIETH CENTURY 4.1. WHY WAS THE ORGANISATION OF AFRICAN UNITY (OAU) FORMED IN 1963? 4.1.1 (a) [Extraction of evidence from Source 4A —L1 ] e Differences of race e Religion ¢ Cultures/tradition e History (any 3 x 1) (3) (b) [Interpretation of evidence from Source 4A -L2] ¢ Unity would enable Africans to overcome their differences ¢ Unity would strengthen them to accomplish common goals (2 x 1) (2) (c) [Determine the usefulness of the Source 4A — L4] Useful ; Primary source — first-hand information of the eye witness account It shows how other African leaders felt about the founding of the OAU Subsequent to Haille Selassie's' speech the OAU was formed in Addis Ababa * Any other relevant response (any 2 x 2) (4) 4.1.2 (a) [Determine the message of the photograph from Source 4B — L3] e That Africa should be united e Any other relevant response (1 x 2) (2) (b) {Interpretation of evidence from Source and use of own knowledge 4B -2] e Because Ghana was the first sub-Saharan country to gain independence e Ghana became the focal point for information on liberation and African unity e Any other relevant response (2 x 2) (4) (c) [Determine the limitations of the evidence from Source 4B — L2] * Photograph could be taken in a manner that reflects the photographer's perspective/ motive - biasness e Name of the photographer and the date of publication is not indicated Any other relevant response (2 x 2) (4) 4.1.3 [Comparison of Sources 4A and 4B to identify similarities - L3] * Both sources highlight the vision of a united Africa * Both sources highlight that African unity could be attained regardless of differences among Africans ¢ Any other relevant response (2 x 2) (4) 4.1.4 (a) [Extraction of evidence from Source 4C ~ L4] * By working together (1x 1) (1) Copyright reserved Pleasgturn over

Downloaded from hlayiso.com 14 DBE/2014 SCE — Memorandum History/SG/P2 (b) [Straightforward interpretation of evidence from Source 4C- La] * To ensure that their economies served the interests of the Africans/indigenous people and not the interests of colonial powers To ensure that indigenous people controlled their economies Their economies were not controlled by the colonial powers (any 2 x 2) (4) (c) [Interpretation of evidence from Source 4C — 12] e OAU played a crucial role in ensuring that African states would not become victims of colonialism OAU would assist African states in eradicating colonialism ¢ To transform the economies e Any other relevant response (any 1 x 2) (2) 4.1.5 (a) [Extraction of evidence from Source 4D -L1] * To protect the fragile sovereignty recently achieved by African states * To help African countries still under colonial or racist rule to achieve sovereign independence (2 x 1) (2) (b) [Interpretation of evidence from Source 4D ~L2] * Because there were interstate conflicts happening in Africa at that time/African states were fighting amongst themselves ¢ OAU was concerned with the eradication of racist and colonial rule in Southern Africa (1 x 2) (2) (c) [Straightforward interpretation — L2] e Through the use of the OAU Liberation Committee which provided Political, diplomatic and financial support (1 x 2) (2) 4.1.6 [Comparison of Source 4C and 4D to identify similarities — Lay * Both sources refer to the eradication of colonialism / racist and colonial rule ¢ Both sources make reference to the removal of colonialism and the re- building of Africa (2 x 2) (4) Copyright reserved Please tuff over

History/SG/P2 Downloaded from hlayiso.com 15 DBE/2014 SCE - Memorandum 4.1.7 [Extract evidence from the relevant sources and use own knowledge to organize information in a structured paragraph — L4] Use the holistic rubric below and the following to allocate a mark. The paragraph must be based on the evidence from all the sources and your own knowledge and needs to focus on the following aspects: To play a crucial role in uniting Africans regardless of their differences Promoted co-operation or working together among African states Ensured that colonialism/ racist rule was eradicated Protected fragile sovereignty of African states Mediated in interstate conflict Any other relevant answer. LEVEL 1 Cannot extract relevant evidence from sources Extracts evidence from sources in a very elementary manner Or cannot report on the topic Marks; 0-3 Uses evidence and own knowledge partially to report on topic LEVEL 2 Extracts evidence from sources that is mostly relevant Evidence relates to a great extent to the topic Uses evidence from sources and use own knowledge | Marks: 4-6 in a very basic manner LEVEL 3 Extracts relevant evidence from all the sources Evidence relates very well to the topic Uses evidence from sources and own knowledge very effectively and in its historical context. Marks: 7-10 Uses evidence from sources and own knowledge very effectively in an organised paragraph that shows an understanding of the topic Copyright reserved (10) [50] Please turn over

History/SG/P2 Downloaded from hlayiso.com 16 DBE/2014 SCE — Memorandum QUESTION 5: CIRCUMSTANCES WHICH LED TO THE SECOND WORLD WAR 5.1 WHAT WERE THE ARGUMENTS FOR AND AGAINST NEVILLE CHAMBERLAIN'S POLICY OF APPEASEMENT? 5.1.1 e e . e e ° ° e e e 5.1.2 e e e ° e (a) [Definition of concept - L2] The policy of attempting to avoid war by making concessions The policy of avoiding conflict by giving into another countries' demands Any other relevant response (any 1 x 2) (2) (b) [Straightforward interpretation from Source 5A — La] Fear of mass destruction/ killing of many peopie based on the memories of the First World War Germany was not seen as a direct threat to Britain and France Britain and France were not ready for a war due to economic problems The British hoped that a strong Germany would stop the spread of Communism - the USSR under Stalin was seen as a much greater threat. (any 2 x1) (2) (c) [interpretation evidence from Source — La] Highlights that there would be no repetition of the Great War/ Children would be safe Appeasement brought peace to everyone Any other relevant response (any 2 x 2) (4) (a) [Interpretation of evidence from Source 5B — L2) Gave Germany an Opportunity to grow stronger and became a threat to European countries That Germany would become aggressive and a threat to world peace (any 1 x 2) (2) (b) [Extraction of information from Source 5B — 1.1] To submit like Austria or take action and introduce effective measures that would challenge Germany (1 x 2) (2) (c) [Interpretation of evidence from Source 5B -—L2] If France capitulates then Britain would be the next victim France was the main opposition force to Germany If France collapses then Europe will collapse Any other relevant response (any 1 x 2) (2) (d) [Interpretation of evidence from Sources 5B -2] it viewed Chamberlain as Contributing to the aggression in Europe because he followed a policy of appeasement Chamberlain did not have an insight — did not foresee what dictators were capable of (any 2 x 2) (4) Copyright reserved Please tirn over

Downloaded from hlayiso.com History/SG/P2 17 DBE/2014 SCE — Memorandum 5.1.3 [Comparison of Sources 5A and 5B to identify differences - L4] * In viewpoint 2 in Source 5B Chamberlain is perceived as perpetrator — encouraging aggression/war ® In viewpoint 2 in Source 5A Chamberlain is perceived as a hero/peacemaker (2 x 2) (4) 5.1.4 (a) [Interpretation of evidence from Source 5C - L2] ¢ Britain and France were accused of betraying Czechoslovakia in agreeing to the immediate occupation by Germany/ Cessation of Sudetenland (1 x 2) (2) (b){interpretation of evidence from Source 5C — La] * Policy of appeasement saved Czechoslovakia from total destruction by Germany e It gave Czechoslovakia an opportunity to develop as a new state (1 x 2) (2) (c) [Interpretation of evidence from Source — La] ¢ Chamberlain justifies his stance against Hitler regarding Czechoslovakia but in actual fact Hitler occupied Czechoslovakia Chamberlain was betrayed by Hitler ¢ Any other relevant response (2 x 2) (4) 5.1.5 (a) [Interpretation of evidence from Source 4D- L 2] e Appeasement has failed ° Hitler has betrayed Britain and France ° Britain and France could not protect small countries from German aggression ° — Any other relevant response (any 2 x 2) (4) (b) [Interpretation of evidence from Source 4D — L2] * — Hitler is depicted as ‘taking over' the countries in Europe (1 x 2) (2) (c) [Complex interpretation of evidence from Source 4D — 14] There was no peace Further annexation of territory was undertaken by Hitler World War Two broke out (any 2 x 2) (4) Copyright reserved Please turp’over

Downloaded from hlayiso.com oee2014 SCE — Memorandum History/SG/P2 5.1.6 [Extract evidence from the relevant sources and use own knowledge to organise information in a structured paragraph — L4] The paragraph must be based on the evidence from all the sources and your own knowledge and needs to focus on the following aspects: ARGUMENTS/ VIEWPOINTS FOR Chamberlain's argument for the policy of appeasement was to: Appeasement would save lives of millions of people Avoid bloodshed — repetition of the Great War in Europe (WW1) Ensured the prevalence of peace To save smalier countries e.g. Czechoslovakia from total destruction by Hitler ARGUMENTS /VIEWPOINTS AGAINST Critics of the policy of appeasement pointed out that it: e Encouraged aggression * Gave advantage to Germany to become powerful thereby threatening other countries ° Gave Hitler an opportunity to conquer smailer countries without any interruptions. * Any other relevant response ° Cannot extract relevant evidence from sources . Extracts evidence from sources in a very elementary manner LEVEL1 | e Or cannot report on the topic Marks: 0-3 . Uses evidence and own knowledge partially to report on topic ° Extracts evidence from sources that is mostly relevant e Evidence relates to a great extent to the topic LEVEL2 | , Uses evidence from sources and use own knowledge | Marks: 4-6 in a very basic manner ° Extracts relevant evidence from all the sources . Evidence relates very well to the topic ° Uses evidence from sources and own knowledge very LEVEL 3 effectively and in its historical context. Marks: 7-10 . Uses evidence from sources and own knowledge very effectively in an organised Paragraph that shows an understanding of the topic (10) (50) Copyright reserved Please turn over

Downloaded from hlayiso.com ppenot4 SCE - Memorandum History/SG/P2 QUESTION 6: INTERNATIONAL RELATIONS AND EVENTS, 1945 — 1970: THE COLD WAR 6.1 HOW DID THE BERLIN CRISIS INTENSIFY COLD WAR TENSIONS IN THE 1940s? 6.1.1 (a) [Extraction of evidence from Source 6A-L1] * Put pressure on communications between West Berlin and West Germany ¢ Imposed restrictions on roads and rail links (passenger trains) between West Berlin and Western Zones (any 1 x 1) (1) (b) [interpretation of evidence from Source 6A — L2] * Berlin was divided into four zones ° The West did not ensure that they have free access to West Berlin which was situated in East Germany under Soviet contro! * Russia put pressure on communications between West Berlin and West Germany ¢ New regulations were provided in March 1948 for inspection of traffic along these lines of communication e Any other relevant response (any 2 x 2) (4) (c) [Extract evidence from Source 6A — L14] ¢ Russians stopped all road and rail traffic between West Berlin and West Germany (1 x 2) (2) (d) [Extract evidence from Source 6A— L1 fy * The West could evacuate Berlin ¢ The West could use force to reach Berlin * The West could maintain contact with West Berlin by air (3 x 1) (3) (€) [Interpretation of evidence from Source 6A —L2] ° The West could lose West Berlin ¢ There was the risk of an outbreak of a full-scale war between West and Russia (2 x 2) (4) (f) [interpretation of evidence from Source 6A -L2] * It accelerated the creation of the state of Western Germany ¢ It accelerated the formation of a Western defence system e Any other relevant answer (2 x 2) (4) 6.1.2 (a) {interpretation of evidence from Source 6B ~ L.1 ] ¢ Because Soviet Union wanted to provide assistance to the whole population of Berlin including West Berlin ¢ Because the Western Powers deprived the inhabitants of West Berlin from obtaining any help from Eastern Germany (any 1 x 2) (2) y Copyright reserved Please turn over

Downloaded from hlayiso.com SCE - Memorandum History/SG/P2 DBE/2014 (b) [Analysis and Interpretation of evidence from Source 6B-L3] Justified e USSR perceived America as having ulterior motives Western occupying powers denied the inhabitants of West Berlin from obtaining any help from Eastern Germany ° The Berlin blockade strengthened Americas’ decision not to withdraw from Europe ¢ Any other relevant response (any 2 x 2) (4) OR Not Justified ¢ The Berlin blockade was a deliberate attack on the West's position in Germany ¢ Berlin Blockade was a deliberate attack on American commitment to Europe e Russia wanted to dominate Germany by keeping her poor e Any other relevant response (any 2 x 2) (4) 6.1.3 [Comparison of evidence from Sources 6A and 6B to determine contradiction — L.3] * Source 6A - provides different reasons for the Soviet Union's Blockade and the alternative courses of action available to Western Powers * Source 6B - sees the blockade as a Western propaganda stunt e Any other relevant answer (2 x 2) (4) 6.1.4 (a) [Determine the message of the cartoon in Source 6C — La] ¢ It depicts the West's answer against the blockade of West Berlin * It shows how the Soviet Union unsuccessfully tried to prevent an airlift * The rail and road blockade resulted in an airlift e Any other relevant answer (any 2 x 2) (4) Copyright reserved Please tuff over

Histoysee2 Downloaded frgm hlayiso.com DBE/2014 SCE - Memorandum (b) [Determine the usefulness of Source 6A -L3] Useful e It shows how Western aeroplanes flew to West Berlin to provide aid e It shows Stalin's dilemma in stopping Western aid * it shows how the West felt about the success of the airlift e Any other relevant answer (any 2 x 2) (4) OR Not Useful * Itis a biased one-sided point of view/ anti-Soviet/ anti-Communist e It does not provide Soviet reasons for the blockade ¢ Any other relevant answer (any 2 x 2) (4) 6.1.5 (a) [Use of own knowledge and evidence from Source 6D — L2] © To promote economic recovery in West Germany and West Berlin ¢ To curb inflation and the black market ¢ Any other relevant response (any 1 x 2) (2) {b) [interpretation of evidence from Source 6D ~ La] e USSR set up some barriers on the lines of communication between Berlin and the western zones Closed all routes ~ road, rail and canal that linked Berlin and the West (any 1 x 2) (2) Copyright reserved Please turtover

History/SG/P2 Downloaded frgm hlayiso.com paenora SCE — Memorandum 6.1.6. [Extract evidence from the relevant sources and use own knowledge to organize information in a structured paragraph — L4] The paragraph must be based on the evidence from all the sources and your own knowledge and needs to focus on the following aspects: Western countries introduced a new currency USSR closed all routes — road, rail and canal linking the three Western sectors of Berlin — imposed a blockade The response of the West against the Blockade — Western sectors of Berlin supplied by air with food, fuel, building materials, medical supplies The response of the Soviet Union to the Airlift — Stalin called off blockade and land communication restored Led to an extension of tension between the West and Eastern Europe Any other relevant response Copyright reserved ° Cannot extract evidence ° Or extracts evidence in a very elementary manner LEVEL 1 Uses evidence partially and use own knowledge to Marks: 0 - 3 report on topic e Or cannot report on topic ° Extracts evidence from sources that is mostly relevant . Evidence extracted relates to a large extent to the LEVEL 2 topic Marks: 4-6 ° Uses evidence from sources and use own knowledge in a very basic manner e Extracts relevant evidence from sources ° Evidence extracted relates very well to the topic LEVEL3 {| « Uses evidence from sources and use own knowledge | Marks: 7-10 very effectively in an organized Paragraph ° Paragraph shows an understanding of the topic (10) [50] TOTAL: 150