History Survival Kit

CAPE WINELANDS EDUCATION DISTRICT HISTORY SURVIVAL GUIDE

Survival Pack Promise to self: “By faith and work” PAPER 1 SECTION A: SOURCE-BASED QUESTIONS • Read the key question • Remember it while reading the sources and answering other questions. • This will help you answer the paragraph question. • The key question is the paragraph question. QUESTION 1: HOW DID THE BERLIN BLOCKADE CONTRIBUTE TO COLD WAR TENSIONS BETWEEN THE WESTERN POWERS AND THE SOVIET UNION? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. SOURCE 1A This source highlights how the division of Germany and Berlin contributed to Cold War tensions in Europe. At the Yalta Conference in 1945, the Big Three decided that the country (Germany) would be divided into four zones for the purposes of occupation, a zone for the French as well as one for each of the Big Three, and that the city of Berlin would be jointly occupied. ... by early 1947, well before the Marshall Plan was launched, the partition of Germany had begun to take a permanent look. It was clear that the Americans and the British were moving towards the creation of a separate Western Germany, as part of the plan for the economic recovery of non-communist Western Europe. On 18 June 1948 a new currency (money), the Deutschmark, was put in circulation in the Western zones to replace the old Reichsmark. The Russians responded by introducing a new currency in their zone, the Ostmark (East German mark), which included Berlin. Russian retaliation (revenge) this time came fast and hard. They declared that since the Americans, British and French were creating a new Germany in the West, they had no business interfering in the Germany of the East. To make their position absolutely clear, the Russians closed the roads, railroads and waterways that linked West Berlin to the Western zones on 24 June. The Western powers could have abandoned Berlin. That would have meant handing over two million West Berliners to communist rule. Although West Berlin was a useful 'listening post' behind the 'iron curtain', was it really worth a confrontation with the Russians that might lead to a hot war? ... The commander of the American forces in Germany, General Lucius Clay, declared, 'We have lost Czechoslovakia. Norway is threatened. We retreat from Berlin. When Berlin falls, Western Germany will be next.' And then, presumably, the rest of Western Europe? Remember the dominoes? Harry Truman, the man whose doctrine demanded that no ground should be given to the communists, summed up the American position without wasting words: 'We are going to stay, period.' 1

[From: Twentieth Century History – The World Since 1900 by T Howarth] 1.1 Use Source 1A. 1.1.1 Identify the FOUR countries that occupied Germany and Berlin after the Second World War. (4 x 1) (4) • Explain questions require to you interpret information (in detail) • How: the way/ method • 1.1.2 Explain how the Soviet Union responded to the economic policies of the Western powers in post-war Germany. (2 x 2) (4) 1.1.3 What do you understand by the concept Iron Curtain? (1 x 2) (2) 1.1.4 Why were the Western powers not prepared to withdraw from West Berlin? (1 x 2) (2) SOURCE 1B The extract below focuses on the assistance (supplies) that the Western powers provided to West Berliners in 1948. Between 24 June 1948 and 30 September 1949 British and American soldiers made about 400 000 flights into West Berlin, hauling (carrying) almost two million tons of food, coal, clothes and other necessities. During the busiest days, a plane landed every 45 seconds at one of the three airports in West Berlin. Pilots even used the rivers as runways to bring in their essential cargo. Berlin's Havel River was the landing site for amphibious aircraft (airplanes which can land on water) participating in the airlift. However, even with the supplies donated by Western nations, blockaded Berliners did not have an easy year. Fuel was in such short supply that power plants could supply electricity for only a few hours each day. Food rations consisted mainly of dehydrated (dried) potatoes and fresh foods were not available at all. In the winter the sun set before four o'clock. The people of West Berlin huddled (gathered together) in their cold, dark homes without heat, light or a warm meal to cheer them. Nevertheless, West Berliners were determined not to give in to Soviet pressure. They refused to accept food from the communist government of East Berlin. [From: A History of the United States, Volume II: 1865 to the Present – American Voices by S Foresman] 1.2 Refer to Source 1B. • According to the source: you MUST use the information from the source to answer the question. Extract directly from the source. • This specific question asks WHY- so you must provide a REASON from the source. 2

1.2.1 Why, according to the source, did it become necessary for Britain and America to make about 400 000 flights into West Berlin? (1 x 2) (2) 1.2.2 Describe the impact that the Berlin Blockade had on ordinary Berliners. (2 x 1) (2) 1.2.3 Comment on why West Berliners did not accept the food that was made available to them from East Berlin. (2 x 2) (4) SOURCE 1C This photograph, taken in 1948, shows an American transport aircraft carrying supplies and about to land at Tempelhof Airport, West Berlin. The photographer is unknown. SOURCE 1C This photograph, taken in 1948, shows an American transport aircraft carrying supplies and about to land at Tempelhof Airport, West Berlin. The photographer is unknown. [From: The Oxford Illustrated History of Modern Europe, edited by TCW Blanning] 1.3 Consult Source 1C. 1.3.1 What message, do you think, is conveyed by this photograph? (1 x 2) (2) 1.3.2 Explain, in the context of the events that occurred in 1948, why this photograph was widely published by the Western media (newspapers). (2 x 2) (4) 3

SOURCE 1D This is an extract from a speech by Otto Grotewohl, Chairman of the United Socialist Party in East Germany, which was delivered on 1 November 1948. It is well known that the Soviet Union has provided 100 000 tons of grain, over 10 000 tons of fats, heating materials and other commodities for Berlin. Fresh meat, fish, eggs, potatoes and other products are being imported from countries of the people's democracies (Soviet- controlled Eastern Europe). This means that supplies are secured for the entire population of Berlin. The fact that this opportunity is not being exploited is primarily a consequence of the malicious (nasty) political campaign being pursued by the reactionary (strongly opposed) British and American groups. The Western occupation authorities are preventing the residents of their sectors from taking advantage of the opportunities to acquire supplies offered by the Soviet sector. What is more, the behaviour of the Berlin City Administration is downright criminal in that it is doing its very best to further aggravate the situation. The resistance of the Berlin city council, which is a slave to the Western occupation authorities, has resulted in the people living in the Western sectors being robbed of the opportunity to obtain supplies of food and other commodities provided directly in the shops in the Western sectors by the Soviet Union. The 'Airlift' invented by the Western occupation powers is an absolutely superfluous (unnecessary) and purely demagogic (inciting) measure which can in no way supply Berlin and what is more, is burdening the German people with considerable costs ... Today, the imperialist forces of the Western powers are in alliance with the rising reactionary (backward looking) forces in Germany. They are stirring up the Germans against the Soviet Union, unleashing (releasing) the desire for war and the thirst for revenge ... [From: http://www.cvce.eu. Accessed on 27 August 2013.] 1.4 Study Source 1D. 1.4.1 Name TWO forms of support that the Soviet Union provided to the people of Berlin. (2 x 1) (2) • To answer the next question, you need to understand the meaning of the concept, bias. 1.4.2 Explain why a historian might consider the information in this source biased. (2 x 2) (4) 1.4.3 Otto Grotewohl referred to the Berlin City Administration as 'criminal'. Give a reason for his point of view. (1 x 2) (2) 1.4.4 Otto Grotewohl stated that the Western powers were 'stirring up the Germans against the Soviet Union'. Explain whether you agree with his interpretation of events. (2 x 2) (4) Read the comparison question carefully! Does it ask for similarities or differences? 1.5 Refer to Sources 1B and 1D. Explain how the information in Source 1D gives a different perspective to Source 1B regarding the assistance that Berlin received in 1948. (2 x 2) (4) 4

• Learners still get confused about mark allocation in the compare type of source- based questions. • You can't get 4 marks if you only compare one thing from Source 1B with one from Source 1D. • You’re under the false impression you get 2 marks for the fact in Source 1B and 2 for the fact in Source 1D. 1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how the Berlin Blockade contributed to Cold War tensions between the Western powers and the Soviet Union. (8) [50] Have you revised other SB activities based on “The USSR and the USA and the creation of spheres of interest (Installation of Soviet-friendly governments in satellite states; USA's policy of containment; Truman Doctrine; Marshall Plan) etc? QUESTION 3 WHAT WAS THE ROLE AND SIGNIFICANCE OF STUDENT ‘SIT-INS’ IN THE USA’S CIVIL RIGHTS MOVEMENT DURING THE 1960S? Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. QUESTION 3: WHAT WAS THE ROLE AND SIGNIFICANCE OF STUDENT ‘SIT-INS’ IN THE USA’S CIVIL RIGHTS MOVEMENT DURING THE 1960S? SOURCE 3A In these extracts Diane Nash, an African American student at Fisk University in Nashville, Tennessee, remembers her first experience of segregation. She explains why she joined a workshop teaching non-violent protest methods and became involved in the sit-in movement to desegregate Nashville’s public facilities in 1960. Because I grew up in Chicago (a northern city in the USA), I didn’t have an emotional relationship to segregation. I understood the facts and stories but … when I went south and saw the signs that said ‘white’ and ’coloured’, and I actually could not drink out of that fountain or go to that ladies room, I had a real emotional reaction … I was outraged… So my response was ‘who’s trying to change these things?’ I remember realising that with what we were doing (the sit-ins), trying to abolish segregation, we were coming up against governors of seven states, judges, politicians, businessmen, and I remember thinking, ‘I’m only 22 years old. What do I know? What am I doing?’ I felt very vulnerable (weak). So when we heard that other cities had demonstrations, it really helped, because there were more of us. And I started feeling the power of an idea whose time had come… The day that the police first arrested us was interesting too… and of course we were prepared for this too … So everybody who was involved in the sit-in at the lunch counter was arrested. And 5

then they turned and looked around the lunch counter again, and a second wave of students had taken their seats … No matter what they did and how many they arrested, there was still a lunch counter full of students … The media and history seem to record it as Martin Luther King’s movement, but young people should realize that it was people just like them, their age, that formulated goals and strategies, and actually developed the movement. [From: J. Williams, Eyes on the Prize, (Penguin, 2002), pp.130-131] 3.1 Refer to Source 3A. • Defining concepts: you must explain how the meaning of the word/concept in relation to the topic we are studying 3.1.1 Explain the concept segregation in your own words in the context of the United States in the 1960s. (1 x 2) (2) 3.1.2 List any TWO reactions which Diane Nash had to her first experience of segregation in Nashville? (2 x 1) (2) 3.1.3 Explain the concept sit-in in your own words in the context of the United Nashville sit-in movement of 1960. (1 x 2) (2) 3.1.4 Identify any TWO reasons why Nash felt ‘vulnerable’ when they first started the sit-in movement to end segregation. (2 x 1) (2) 3.1.5 Explain why Nash’s attitude changed during the sit-in movement from feeling’ ‘vulnerable’ to feeling powerful. (2 x 2) (4) 6

SOURCE 3B The photograph below was taken by Vic Cooley on 27 February, 1960. It shows students involved in a peaceful sit-in demonstration at a Nashville lunch counter being attacked by white youths. The event became headline news in the local press under the banner ‘75 students arrested. Massed Police Halt Sit-down at Food Counters.’ [From: http://www.library.nashville.org/civilrights/photos.htm. Accessed on 24 August 2014] 3.2 Study Source 3B. 3.2.1 Why did the students involved in the sit-in to desegregate the lunch counter not fight back when they were attacked? (1 x 2) (2) 3.2.2 What evidence in this source suggests that the police in Nashville were against the sit- ins and the de-segregation of the lunch counters? (2 x 2) (4) ALERT: not likely to get a (1x3)(3) mark allocation rather (1x2)(2) But note you can still get (3x1)(3) 3.2.3 Why do you think that publication of this photograph might have been welcomed by members of the Civil Rights Movement? (1 x 3) (3) 3.3 Consult Source 3C. SOURCE 3C This extract describes how the student sit-ins in Nashville played a key role in desegregating the city’s lunch counters and public facilities in 1960. The Nashville students continued their sit-ins through February and March of 1960. On April 19 Z Alexander Looby’s home was destroyed by dynamite hurled from a window of a passing car … The blast was so powerful that it shattered 147 windows in a building across the street. Looby, 7

Nashville’s first black councilman, was a lawyer who had represented the arrested sit-in students… The bombing of Looby’s house jolted the students of Nashville, by far the best organised in the nation. That same day 2,500 students and community members staged a march to city hall – the movement’s first major protest of that kind… Mayor West was waiting on the building’s steps. Diane Nash asked West if he personally believed that it was right for blacks to be sold school supplies and cosmetics at one counter of a store, but refused service at its lunch counter … West did not hesitate. He nodded and then said, yes, he believed that it was wrong… The next morning, headlines in the Nashville Tennessean read, ‘Mayor Says Integrate Counters’… The day after the march, Martin Luther King came to Nashville to celebrate with the students. King [said] ‘I came to Nashville not to bring inspiration but to gain inspiration from the great movement that has taken place in this community’. Three weeks later on May 10, six Nashville lunch counters – in stores that had been the prime target of the sit-ins – began serving blacks. The future still held ‘stand-ins’ in Nashville’s segregated movie-theatres, ‘sleep-ins’ in the lobbies of the city’s hotels, and more sit-ins at hard- core segregationist restaurants. But an important and enduring victory had been won. [From J. Williams, Eyes on the Prize (Penguin, 2002) pp.138-140] 3.3.1 Identify THREE pieces of evidence which help explain why Z Alexander Zooby was the target of a racist attack on his house. (3 x 1) (3) 3.3.2 List any TWO actions taken after the attack on Zobby’s house which helped bring about the integration of lunch counters in Nashville. (2 x 1) (2) • Your opinion: your opinion and reasoning must be based on facts and evidence. WHY indicates that you must offer a reason 3.3.3 In your opinion, why did Martin Luther King describe the events in Nashville as an ‘inspiration’ for the Civil Rights Movement? (2 x 2) (4) 3.4 Read Source 3D. SOURCE 3D In the early 1960s Robert Zellner was a white college student in Montgomery, Alabama. He had been brought up in the south and his father and grandfather were members of the racist Ku Klux Klan. In this extract he explains how the student sit-ins influenced his decision to become an activist in the Civil Rights Movement. 8

In the spring of 1961, the Student Nonviolent Co-ordinating Committee (SNCC) were looking for someone to do white campus travelling (to grow support for the civil rights movement). I had already met some of the SNCC people at the nonviolent workshop … so here were all these students. They wore trench coats and suits and ties. They never went to the sit-ins without their books. I know they’re studying biology and sociology and psychology and everything like I’m studying and going out and going up again this authority (segregation laws) … And here these guys sit down and say, ‘If you don’t feed me I’m going to tie up your place of business. And if you’re going to haul me to jail, then let’s go to jail, and we’ll sing and everything.’ That was really inspiring. Spring of 1961 was the end of my senior year in college. Here I am in Montgomery, and the Freedom Riders buses are coming through. They eventually get to Montgomery and there is a riot going on in my own city, and people are getting stoned. I’m here. I’m seeing this. I’m hearing it on the radio so I go down to the city to see if I can put my body between some Klansmen and some Freedom Riders. And cars are being burned up and churches are being torn down and everything. How could I fail to get involved? [FHAO, Eyes on the Prize. America’s Civil Rights Movement 1954-1985. (Blackslide, 2006) p.49] 3.4.1 What evidence in the source suggests that, in 1961, the Student Non-Violent Co ordinating Committee (SNCC) was a non-racial organisation? (2 x 1) (2) 3.4.2 Why do you think that Robert Zellner was inspired by the students he had seen taking part in the sit-in movement? (2 x 2) (4) • Explain the Usefulness • Consider the information that is provided in the contextualisation of the source: • What type of source is it? • It is first-hand information and therefore useful? (include details in your response) • How relevant is the source to researching a particular aspect? 3.4.3 Comment on the usefulness of this source for a historian researching the significance of the student sit-ins in the Civil Rights Movement. (3 x 2) (6) ALERT: not likely to get a (3x2) (6) mark allocation rather (2x2)(4) 3.5 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) in which you evaluate the role and significance of student ‘sit-ins’ in the USA’s Civil Rights Movement during the 1960s (8) [50] • Learners struggle to write paragraphs... • Learners do not stick to the question and write ‘all over the show’. • Because the question asks you to ‘use the sources’ learners just include a sentence from every source. 9

• Learners also write sentences directly from the source. Even if it touches on the question, try to write in your own words and offer interpretation. • Learners only get 2 out of 8 (max) if they answer the paragraph by using bullet points. • Also, if they split the paragraph, i.e. writing two paragraphs. The marker only marks the first part. SECTION B: ESSAY QUESTIONS • Your conclusion should re-state your line of argument to answer the given question. • It should be the same line of argument which was stated in the introduction and developed in the body of your essay. Your essay should be about THREE pages long. QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM Explain to what extent the tactics and strategies that the Viet Cong used against the United States of America's army were successful in containing the spread of capitalism in Vietnam between 1965 and 1975. Use relevant evidence to support your line of argument. [50] Be sure to include the stages in the war: 1957–1965 Struggle in Vietnam between the South Vietnamese army and communist-trained rebels (also known as the Viet Cong) 1965–1969 North Vietnamese–USA struggle (include the nature of the Vietnamese war against the USA) 1969–1975 USA withdrawal from Vietnam QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: BLACK POWER MOVEMENT The Black Power Movement was concerned with the promotion of black power, instilling black pride and the development of self-respect among African Americans in the 1960s. Do you agree with this statement? Support you line of argument with relevant evidence. [50 10

Paper 2: QUESTION 1: HOW DID THE UDF CONTRIBUTE TO THE STRUGGLE AGAINST APARTHEID IN SOUTH AFRICA DURING THE 1980S? SOURCE 1A The following source describes the reforms carried out by P.W. Botha in the hope that they appease the black majority in South Africa. The South African government led by P.W. Botha, introduced changes which it claimed were reforms. These, it was hoped would reduce international criticism of apartheid, satisfy white South Africans, form relations with other black countries in Africa and reduce internal black resistance. The 1982 Black Local Authorities Act created elected Community Councils in the hope that some control over local affairs would satisfy their political aspirations and they would not demand democratic rights at national level. The strategy was to admit a small and carefully chosen and controlled number of blacks into the middle class. The thinking was that, by creating a richer, black middle class, who would support apartheid and the government because they now needed apartheid to keep their elevated positions, and black resistance would be reduced. The government also tried to make the gap between Indian and coloured and African more defined. This was done through a new constitution that the NP government introduced in 1983. The Constitution created a new parliamentary system called the Tricameral Parliament. Many people however saw these reforms as merely cosmetic, as though they changed the face of apartheid from the outside, the system did not really change at all, and the situation for the normal man on the street got worse rather than better. [https://www.sahistory.org.za/article/apartheid-early-1980s.] 1.1 Refer to Source 1A. 1.1.1 List TWO aims that Botha’s reforms wanted to achieve? (2x1)(2) • This question requires you to interpret and explain the information in the source. • Explain: provide detailed information based on facts 1.1.2 Explain the reasons behind the National Party passing the Black Local Authorities Act in 1985. (2x2)(4) 1.1.3 What, according to the source, was the name given to the newly created parliamentary system introduced by the constitution of 1983? (1x2)(2) 1.1.4 Why was Botha’s attempt at political reforms in the 1980s a failure? (2x2)(4) 1.2 Study Source 1B. SOURCE 1B This source is about The UDF and its opposition to Botha’s reforms. 11

The UDF’s opposition to P W Botha’s reforms manifested itself in several actions. Shortly after its formation, it launched a successful boycott action against the (coloured) House of Representatives and (Indian) House of Delegates. The UDF was involved in the organization of several consumer boycotts and stay-away. In 1983 and 1984, it launched the “one million signatures” campaign, in which the signatories were asked to voice their opposition to the so-called Koornhof legislation on black local government, as well as the new constitution. However, the UDF’s greatest impact was at grassroots level where it created local structures that played a key role in political education and mobilization of the masses. At its second national congress, held in April 1985, it was decided to transform mass support into active participation, under the theme “From Protest to Challenge: From Mobilization to Organization”. Four months later the theme was extended to include a new slogan “Forward to People’s Power”. The State headed off this threat and suppressed the general unrest in the country, which peaked in 1985, by calling a series of states of emergency. Many people were arrested in terms of security regulations. The UDF was badly affected. Several key members of the organization were murdered, including Matthew Goniwe (UDF organizer in the Eastern Cape) and Victoria Mxenge (UDF treasurer in Natal) [https://omalley.nelsonmandela.org/omalley] What, do you think: your thoughts and reasoning must be based on facts and evidence. 1.2.1 What, do you think, was the aim of the UDF during the 1980s? (1x2)(2) 1.2.2 Name the body/organ that represented the following groups in the Tricameral Parliament (a) coloureds (b) Indians (2x1)(2) 1.2.3 Identify THREE resistance campaigns launched by the UDF against Apartheid in the 1980s. (3x1)(3) 1.2. 4 List THREE of the state’s responses in reaction to the UDF’s campaigns and activities. (3x1)(3) They are easy to answer because the answers can be extracted directly from the sources. • Identify/ List/ Name: write down brief answers with no explanation • According to the source: you MUST use the information from the source to answer the question 12

SOURCE 1C An extract from a statement released by Reverend Allan Boesak at the meeting of the Special Committee against Apartheid on July 24, 1985 where he spoke out against the declaration of the State of Emergency. I cannot begin to describe what has been happening in South Africa since the declaration of Emergency last Saturday. I must say, however, that even before the formal and official declaration in the townships, our people were experiencing a reign of terror conducted by the South African police and the South African Defence Force that was equivalent to a State of Emergency. Even before Saturday, an unofficial curfew was in operation in our townships and many of our people were shot and killed when they moved after dark. Even before the State of Emergency, many people were detained without trial, arrested without cause, tortured in the goals (prisons) and shot like dogs on the streets of our nation. Even before Saturday, we knew of death squads that were roaming the streets and receiving uncommon protection from the police and the South African Government. These are the well-known facts that disturb us about South Africa. In the last few months, a pattern is emerging, that has persuaded us that what we are seeing is a systematic assassination of the middle level leadership, not only in the UDF, but of other organizations. We do not know exactly who these people are, although we have raised critical questions about the disappearance and deaths of certain leaders in South Africa which have not been answered satisfactorily by the South African government or by its police. [https://www.saha.org.za/udf/troops_occupy_the_townships.htm] 1.3 Refer to Source 1C. 1.3.1 Define the term “state of emergency” in the context of resistance to Apartheid in South Africa in the 1980s? (1x2)(2) 1.3.2 What was the Apartheid government’s reasons for the removal of the “middle level leadership”? (2x2)(4) 1.3.3 Comment on why a historian would find the information in this source useful when studying resistance to Apartheid in the 1980s. (2x2)(4) 13

SOURCE 1D A poster issued by the UDF on 20 August 1983 demanding the South African Defense Force Troops and police stationed in the townships to leave. [https://www.saha.org.za/udf/] 1.4 Study Source 1D. 1.4.1 Using the information in the source and your own knowledge, what prompted the UDF to issue this poster on 20 August 1983? (1x2)(2) HINT: Declaration of the the State of Emergancy 1.4.2 Explain the messages that are conveyed in the poster created by the UDF? (2x2)(4) 14

1.5 Compare Source 1C and 1D. Explain how the information in Sources 1C and 1D support each other regarding the presence of the SADF in the townships and theUDF’s response to it. (2x2)(4) This time we give you the answer. Set the answer up correctly and write the answer in full sentences. • Boesak speaks out against the presence/actions of the soldiers in the township //Poster demands for soldiers to leave • Boesak speaks out about the negative impact (eg shot like dogs) of the soldiers in the townships // Poster shows the dominance of armed soldiers as the people force them out 1. 6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (80 words) explaining how the UDF contributed to the struggle against Apartheid in South Africa during the 1980s. (8) [50] Have you revised other SB activities based on Internal Resistance to reforms such as the growing power of the Trade Union Movement from 1973? QUESTION 2: HOW SUCCESSFUL WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) IN DEALING WITH THE MURDER OF AMY BIEHL? Study Sources 2A, 2B, 2C and 2D to answer the following questions. SOURCE 2A This extract explains the reasons for the establishment of the TRC by the first democratically elected parliament in 1995. In the year after the elections, Parliament’s Justice Portfolio Committee drafted legislation to establish a Truth and Reconciliation Commission (TRC). The seventeenmember Commission was given the task of establishing as complete a picture as possible of the causes, nature and extent of the gross violation of human rights violations committed in the period between 1 March 1960 and 1994 by conducting investigations and holding hearings. This period is seen as the most severe ‘crime against humanity’ by the apartheid regime. It also had to facilitate the granting of amnesty to persons who made full disclosure of all the relevant facts related to acts associated with a political objective. In addition, the Commission was required to restore the human and civil dignity of victims, recommend reparation measures and to compile a report of its findings and activities. They also had to recommend measures to prevent future violations of human rights. 15

The Truth and Reconciliation Commission (TRC), as it was duly (accordingly) established, consisted of three committees. The first of these was the Human Rights Violation Committee, which had to look into the accounts of victims through hearings and investigations. The second was the Amnesty Committee, which had to evaluate amnesty applications. It had to apply the Norgard principles to determine whether an application qualified for amnesty. The third committee, the Reparation and Rehabilitation Committee, had to formulate a reparation policy to restore and rehabilitate the lives of victims and survivors of human rights violations. [From Country of my Skull by A. Krog] 2.1 Refer to Source 2A. 2.1.1 What, according to the source, were the aims of the TRC? (2x1)(2) 2.1.2 Using the information in the source and your own knowledge, explain why apartheid was perceived as a crime against humanity. (1x2)(2) 2.1.3 Define the term amnesty in the context of the TRC. (1x2)(2) This is an example of a Level 3 cognitive question. It requires you to analyse and assess the evidence in order to draw a conclusion. Other examples of Level 3 questions include assessing reliability, the comparison of evidence and questions regarding limitations of a source. Useful: Ask yourself: How does the source help the historian? • Consider the information that is provided in the contextualisation of the source. What evidence can be found in relation to the question being researched? • Analyse the content of the source in order to assess the evidence to determine if the source is useful to a historian. • This answer must be answered in relation to the historian’s specific area of interest. 2.1.4 Comment on why you would regard the information in the source as useful when researching the role of the TRC. (2x2)(4) 2.1.5 Identify the THREE committees that did the work of the TRC. (3x1)(3) SOURCE 2B This source focuses on how and why Amy Biehl was murdered in Cape Town on the 25st August 1993. Shortly before the end of the apartheid era, Amy Biehl was murdered. She was a victim of racial violence. Amy Biehl was white. She dedicated herself to ending apartheid in South Africa and was based at the University of the Western Cape and working in underprivileged communities. She also helped with voter registration in advance of the ‘Freedom Day’ elections. Amy knew Gugulethu and its people well, or thought she did. She was to be found in the township almost every day or night, could speak isiXhosa and do the phantsula. “That’s how much she fitted in 16

here”, said Melanie Jacobs, the black woman who shared a house with Amy in Cape Town. “She loved Africa. She wasn’t just another white person”. On the evening of 25 August, 1993, Amy drove through Gugulethu township and fell prey (victim) to an angry group of black youths. They pelted (bombarded) Biehl’s car with rocks, forcing her to stop, then dragged her from her car and murdered her, yelling, ‘Kill the Settler!’. Her parents were informed that their daughter had been beaten and stabbed to death. Police arrested two teenage suspects, student members of a militant nationalist group, the Pan Africanist Congress, whose slogan is, ‘One settler, one bullet’. In Cape Town, the killing of the popular scholar has stirred a black backlash (reaction) against the militant group that promoted hatred for whites. The African National Congress offered its township network to help identify the killers. Friends and colleagues, after memorialising Miss Biehl with freedom songs, paraded through Gugulethu with placards declaring, ‘Comrades come in all colours’. [From https://www.nytimes.com1993/08/27/world/how-american- sister-died-in-atownship.html. Accessed on 1 September 2019.] 2.2 Consult Source 2B. 2.2.1 Why, according to the source, was Amy murdered? (2x1)(2) 2.2.2 What kind of information did Amy’s parents receive regarding the death of their daughter? (2x1)(2) 2.2.3 Why, do you think, the ANC assisted in finding Amy’s killers? (2x2)(4) 2.2.4What do you think the PAC meant when using the slogan, ‘One settler, one bullet’? (2x2)(4) SOURCE 2C This source focuses on the amnesty hearing of the murderers of Amy Biehl on the 8 July 1997 in Cape Town. The four youths, Mzikhona Nofemela, Ntobeka Peni, Vusumzi Ntamo and Mongezi Manqina that were convicted of murdering Amy and given a prison sentence of eighteen years, applied for amnesty. The killers of Amy apologised to the parents for what a Truth Commission lawyer described as mindless savagery by a ‘pack of murderers’. The four Pan Africanist Congress (PAC) supporters were challenged on their claims before the Amnesty Committee that the mob killing was politically motivated. Biehl’s parents, Peter and Linda, shook hands with relatives of the four men at the start of the proceedings. In written affidavits submitted to the TRC’s Amnesty Committee, the four said they regretted the murder and asked Biehl’s parents for forgiveness. “I feel sorry and very down- hearted, especially today, realising the contribution Amy Biehl played in the struggle,” Peni said. However, he and his coapplicants insisted that the killing was politically motivated and inspired 17

by the PAC’s slogan, ‘One settler, One bullet’. Peni testified Paso’s executive had ordered its members to make Gugulethu ungovernable and to assist the PAC’s armed wing, the Azanian People’s Liberation Army, in winning back black people’s land. “I regarded this as an instruction to also harm, injure and kill white people.” In 1998, Biehl’s killers were pardoned by the TRC (a decision the family endorsed) and released from prison after serving four years. The Biehls said they believe their daughter would have supported the Commission’s decision to grant amnesty. [From www.justice.gov.za/trc/media/1997/9707/s970708f.htm. Accessed on 1 September 2019.] 2.3 Read Source 2C. 2.3.1 Name the THREE youths convicted of killing Amy Biehl. (3x1)(3) 2.3.2 Comment on the reasons as to why the killers apologised to Amy’s parents. (2x2) (4) 2.3.3 Quote evidence from the source indicating that Peni showed remorse for his actions. (1x2)(2) SOURCE 2D This photograph shows the killers of Amy Biehl at the amnesty hearing on 8 July 1997 in Cape Town. [From images amy biehl newpaper. jfif-photos. Accessed on 1 September 2019.] 18

2.4 Use Source 2D. 2.4.1 What message is conveyed by this photograph regarding the aims of the TRC? (1x2)(2) 2.4.2 Why, do you think, did the men appear before the Amnesty Committee? (1x2)(2) Comparison questions: • Could ask for similarities or differences • Read Source 2C and 2D and look for similarities • Gather information from both sources which correspond to each other. • For example, you will say “Source 2C says…” and “Source 2D confirms this by saying…”. • Remember: find a link in both sources to compare • If the mark allocation is (2x2) (4) then you must compare the sources TWICE • If ‘similarities’ are asked candidates could say BOTH sources… 2.5 Compare Sources 2C and 2D. Explain how the information in Source 2C supports the evidence in Source 2D regarding the murder of Amy Biehl. (2x2)(4) 2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how successful the Truth and Reconciliation Commission (TRC) was in dealing with the death of Amy Biehl. (8) [50] How to write a paragraph: • Read the source with understanding and see what information it gives you with regards to the question • Bear the key question in mind as you read and anyalyse each source while you answer the other questions in the Source Based section • Either highlight or underline information in one colour or write-up information in the margin of the source that can be used to answer the paragraph question • When you construct your paragraph, you will evaluate the evidence you gathered and select the most appropriate information • Refer to the sources you obtained your information from e.g. According to Source 2C … • ‘Own knowledge’ should be used to help you elaborate on the information that the source gives Remember: Focus on the key question not the TOPIC 19

The introduction • Your introduction must relate directly to the question (not topic) • Show the overall argument you will develop through the essay (stance) • It is important to write a strong, powerful, clear introduction • A marker can see very clearly from your introduction whether you understand what is required or not • The introduction should be about five to seven lines Body of the Essay • It must be structured in paragraphs. (Leave a line between each paragraph) • Don’t use headings! • The first sentence of a paragraph will usually state the main issue (POINT) of that paragraph • The rest of the paragraph will back it up with evidence (EXPLANATIONS AND EXAMPLES) • The last sentence could make a LINK to the content of the paragraph that follows it or refer back to the question Points about Style • Remember that someone else will read your work. They must understand what you are saying. You must write in full sentences and use paragraphs to structure your writing. *Do not use headings!! *Avoid using ‘I’ or ‘we’ *Do not use slang, short-hand expressions or text speak QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE BLACK CONSCIOUSNES MOVEMENT Biko and the Black Consciousness Movement were significant in South Africa's liberation struggle. Do you agree with the statement? Use historical evidence to support your line of argument. [50] QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST The transition to democracy in South Africa was never likely to be an easy one. The hope and optimism that greeted Nelson Mandela on his release from prison in 1990 soon ended, as the realities of negotiating a new future for South Africa began in earnest. Critically discuss this statement in the context of the process of negotiations that occurred in South Africa between 1990 and 1994. [50] QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989 Explain to what extent the collapse of the Soviet Union in 1989 contributed to major political changes in South Africa. Support your line of argument with relevant evidence. [50] 20

SECTION A SOURCE BASED QUESTIONS SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID THE BERLIN BLOCKADE CONTRIBUTE TO COLD WAR TENSIONS BETWEEN THE WESTERN POWERS AND THE SOVIET UNION? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] • Britain/British • France/French • United States of America (USA)/Americans • Russia (Soviet Union)/Russians (4 x 1) (4) 1.1.2 [Interpretation of evidence from Source 1A – L2] • The Soviet Union introduced a separate currency (Ostmark) in their sector • Warned the West that they had no business interfering in the affairs of East Germany • The Soviet Union blockaded West Berlin (For example: closed roads, railroads, waterways) • Any other relevant response (any 2 x 2) (4) 1.1.3 [Explanation of a historical concept from Source 1A – L1] • Concept used by Winston Churchill to indicate the division between Eastern and Western Europe • It was a symbolic border between the communist bloc and western European countries during the Cold War • Division between capitalist and communist Europe • Any relevant response (any 1 x 2) (2) 21

1.1.4 [Extraction of evidence from Source 1A – L1] • Wanted to prevent the spread of communism/'domino effect' into Western Europe • If Berlin fell into the hands of communism, then Western Germany would come under communist influence • Wanted to ensure that democracy flourishes • Did not wish to hand over 2 million West Berliners to communist rule • West Berlin was a listening post for the West (any 1 x 2) (2) 1.2 1.2.1 [Extraction of evidence from Source 1B – L1] • To deliver necessities/essentials such as food, coal and clothes to West Berlin (1 x 2) (2) 1.2.2 [Extraction of evidence from Source 1B – L1] • Lack of fuel led to a limited supply of electricity • Fresh food was not readily available • Berliner's experienced cold and darkness during the winter and had no warm meals or electricity for lights (any 2 x 1) (2) 1.2.3 [Interpretation of evidence in Source 1B – L2] • Determined not to give in to (bullied) Soviet pressure/ Communism • To demonstrate that they were not dependent on the Soviet government for assistance • Disapproved of the blockade • Believed that the West would support them • Any other relevant response (any 2 x 2) (4) 22

1.3 1.3.1 [Interpretation of evidence from Source 1C – L2] • It shows American planes bringing in supplies to West Berlin • Children waiting in anticipation for supplies • Any other relevant response (any 1 x 2) (2) 1.3.2 [Interpretation of evidence from Source 1C – L2] • It may have been used for propaganda purposes to highlight the West's support of West Berlin • To show that the West was committed to containment of communism/protect capitalism • To illustrate that the Truman Doctrine/Marshall Plan was effective • Children in the photograph shows the humanitarian nature of the airlift • Any other relevant response (any 2 x 2) (4) 1.4 1.4.1 [Extraction of evidence from Source 1D – L1] • Grain (food) • Fats (food) • Heating materials (any 2 x 1) (2) 1.4.2 [Detecting bias in Source 1D – L3] • It is the view of a member of an East German Socialist Party who was in favour of the Soviet Union's policies • Paints a positive picture of the Soviet Union's role in Berlin • Portrays the USA as the cause of the hardships • Grotewohl claimed that the airlift was 'invented' by Western powers 23

• Grotewohl claimed the Western powers were attempting to stir up the Germans against the Soviet Union • Uses emotive words to portray the USA’s actions • Any other relevant response (any 2 x 2) (4) 1.4.3 [Interpretation of evidence from Source 1D – L2] • They prevented residents of their sectors from taking advantage of the opportunities to acquire supplies offered by the Soviet sector • They robbed the people living in Western sectors of the opportunity to obtain supplies of food and other commodities provided by the Soviet Union directly in the shops • The 'airlift' that followed was an invention by the western powers and was unnecessary • Any other relevant response (any 1 x 2) (2) 1.4.4 [Interpretation of evidence from Source 1D – L2] Candidates should indicate whether they AGREE or DISAGREE with Grotewohl's interpretation of Western powers actions. AGREE • The Western powers prevented the West Berliners from obtaining supplies from the Soviet sector • Berlin City Administration were influenced by the Western powers that occupied West Germany • Refusing to accept aid from the USSR led to the intensification of friction between West Berliners and Soviet Union • Any other relevant response 24

DISAGREE • Biased perspective by Otto Grotewohl • As Chairman of the United Socialist Party in East Germany, he was critical of the West and its influence in Berlin • The Western powers were not responsible for the blockade • The USSR was concerned about the economic recovery of West Berlin • The Western powers only wanted to help the German population • Any other relevant response (any 2 x 2) (4) 1.5 [Comparison of information in Sources 1B and 1D – L3] • Source 1D is a Soviet/ communist perspective while Source 1B is a Western/ capitalist perspective • Source 1D indicates the provision of supplies (e.g. grain, meat) that the Soviet Union made to Berlin in 1948 while Source 1B refers to the supplies (e.g. fuel, food) that the Western nations made to Berlin in 1948 • Source 1D portrays the airlift in negative terms (unnecessary); whereas Source 1B portrays the airlift as being positive • Any other relevant response (any 2 x 2) (4) • 1.6 [Interpretation, evaluation and synthesis of evidence from relevant sources - L3] 25

Candidates could include the following aspects in their response: • Division of Germany and Berlin along ideological lines (Source 1A and own knowledge) • Introduction of new currency Deutschmark into western sectors and the Ostmark in the eastern sector (Source 1A) • USA/West Germans were concerned about the spread of communism/ domino effect (Sources 1A and 1D) • Western airlift undermined the impact of the Soviet Union's blockade (Source 1B) • Blockade was used as propaganda by the West against USSR (children in West Germany suffered due to the USSR actions) (Source 1C) • Grotewohl claimed that western countries controlled Berlin City Council and prevented Berliners from accessing food supplies sent from USSR (Source 1D) • Implementation of the airlift by Western powers during the Berlin Blockade (Sources 1C and 1D) • USSR claimed that Western powers were stirring up anger among Western Germans which could lead to a war (Source 1D) • 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 how the Berlin Blockade contributed to • Cold War tensions between the Western powers and Soviet Union. MARKS LEVEL 1 Uses evidence partially to report on topic or cannot report on 0-2 topic. • Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some understanding of how the Berlin • Blockade contributed to Cold War tensions between the MARKS LEVEL 2 Western Powers and Soviet Union. 3-5 Uses evidence in a very basic manner. 26

• Uses relevant evidence e.g. demonstrates a thorough understanding of how the Berlin Blockade contributed to • Cold War tensions between the Western Powers and Soviet MARKS LEVEL 3 Union. 6-8 Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. (8) [50] QUESTION 3 WHAT WAS THE ROLE AND SIGNIFICANCE OF STUDENT ‘SIT-INS’ IN THE UNITED STATES OF AMERICA’S CIVIL RIGHTS MOVEMENT DURING THE 1960S? 3.1 3.1.1 [Explanation of historical concept in Source 1A– L1] • The separation of different race groups (in this context black and white Americans) • The separation of public amenities on the basis of race. • Any other relevant response (any 1 x 2) (2) 3.1.2 [Extraction of evidence from Source 1A – L1] • She had an emotional reaction • She was outraged • She wanted to know who was trying to change things (any 2 x 1) (2) 3.1.3 [Explanation of historical concept in Source 1A– L1] • A protest in which demonstrators occupy seats in a public place not allowed (usually by local law) to them, in this case a segregated lunch counter. They refused to move unless served. 27

3.1.4 [Extraction of evidence from Source 1A – L1] • Nash realised they were up against very powerful people (such as judges, politicians etc) • Nash was only 22 years old (2 x 1) (2) 3.1.5 [Interpretation of evidence from Source 1A – L2] • Nash heard that students in other cities were also involved in sit-ins – the movement was growing • Nash experienced a sense of power when the police tried to arrest the students but no matter how many they arrested, more students too their place at the counters – this showed the strength and commitment of the students • Nash grew in confidence and gained a sense of power from being involved in formulating goals and strategies of the civil rights movement. • Any other relevant answer. (2 x 2) (4) 3.2 3.2.1 [Analyse information from Source 1B – L2] • They were committed to non-violent civil disobedience which was a principal of the civil rights movement. (1 x 2) (2) 3.2.2 [Interpretation of evidence from Source 1B – L2] • The police did not step in to prevent the students involved in the sit-in from being beaten up by the violent agitators. • The police arrested the students even though they were involved in a peaceful protest • Any other relevant answer (2 x 2) (4) 3.2.3 [Interpretation and evaluation of evidence from Source 1B – L3] 28

• A picture of this nature may have won support or sympathy for the black students engaged in the sit-in which in a segregated southern city. • Publication of this photograph in a local newspaper might suggest that some powerful people within the community were supportive of the Civil Rights Movement – otherwise they would not have wanted the violence against the non-violent students to have been published. • Although the photograph was published in a local newspaper, media coverage of incidents like this revealed to the USA and the world how badly blacks were treated in the south. This won the CRM support from many people. • Any other relevant explanation which takes into consideration the historical context in which the photograph was taken. (1 x 3) (3) 3.3 3.3.1 [Extraction of evidence from Source 1C – L1] • Zobby was Nashville’s first black councilman • Zooby was a lawyer • Zooby had represented the arrested sit-in students (3 x 1) (3) 3.3.2 [Extract relevant information from Source 1C – L1] • The students and community staged a march to city hall • In front of the crowd, Diane Nash asked the major whether he was in favour of segregated lunch counters. • Mayor West said he was not in favour of segregated lunch counters • The local newspaper published the story under the headline mayor says integrate the lunch counter’ (2 x 1) (2) 3.3.3 [Analysis of evidence from Source 1C – L2] • The students maintained their sit-ins for several months – facing violent attack and imprisonment 29

• The students showed what could be achieved through non-violent methods, discipline and strong organisation • The first mass march in the Civil Rights Movement took place in Nashville • Over time, the students won the support of the wider community, including the mayor • Any other relevant answer (2 x 2) (4) 3.4 3.4.1 [Extraction of evidence from Source 1D – L1] • SNCC were trying to recruit white students to build support for the Civil Rights Movement on white campuses • SNCC members were working alongside white students in the non-violent workshops (which prepared students to take part in the sit-ins) (2 x 1) (2) 3.4.2 [Analysis of evidence from Source 1D – L2] • Zellner saw that they were just ordinary students like him but were brave enough to challenge the segregation laws (in a context where that could get you killed) • Zellner was impressed by the student’s discipline: they dressed smartly ‘suits and ties’ and carried their study books • Zellner was inspired by the student’s willingness to risk being arrested and going to jail in order to win the struggle for civil rights (again in the south being arrested as a black person could lead to extreme violence and death) • Any other relevant answer (2 x 2) (4) 3.4.3 [Engage with the usefulness of evidence in Source 1D – L3] The source is useful for the following reasons • It is relevant to the historian’s research question as it contains information about the student involvement in the sit-in movement • It is an authentic source from someone who was personally involved in the Civil Rights Movement so it provides a useful personal account of the influence of the sit- in movement 30

• The source clearly shows how Zellner was influenced to become an activist by having met and seen the students involved in sit-ins. • The source is useful because it suggests that the sit-ins had a powerful impact on other students – even white southern students who came from conservative and probably racist backgrounds (Zellner’s family were Klansmen) • The source provides an alternative view of young white southern men who are often shown attacking the civil rights activists (such as in Source 2B) as such it is useful for a historian wanting to research the topic from multiple perspectives. • Any other relevant answer. (and 3 x 2) (6) 3.5 [Interpretation, analysis and synthesis of evidence from sources and using own knowledge to evaluate their usefulness – L3] In responding to this question, the candidate is required to evaluate the role and significance of student ‘sit-ins’ in the USA’s Civil Rights Movement during the 1960s Learners need to include some of the following points in their answer: • The sit-in movement initiated by students spread to other cities (Source 1A) • The students made the decision that they were prepared to go to jail if necessary (Source 1A) • They developed a strategy where as one group of student were arrested another group were ready and prepared to sit down and take their places (Source 1A) • The students did not retaliate in the face of violent attack (Source 1B) • The students showed courage and resilience when they maintained their non- violent strategy (Source 1B) • Media coverage of the student being attacked won the movement sympathy and support (Source 1B) • The students took the leadership role in the community march to city hall in Nashville (Source 1C) 31

• It was Diane Nash, a student leader who challenged Mayor West to take a stand on integration (Source 1C) • Martin Luther King acknowledged the inspirational role played by the students in Nashville. (Source 1C) • The student built on their sit-in success by holding ‘stand-ins’, ‘sleep-ins’ etc (Source 1C) • The students inspired other students to join the Civil Rights Movement (Source 1D) • The students formed SNCC which initially worked with white students to win civil rights for African Americans. (Source 1D) • Any other relevant answer Use the following rubric to allocate a mark: Level 1 Uses evidence in an elementary manner e.g. shows no or little understanding of the role and significance of student ‘sit-ins’ in the USA’s Civil MARKS Rights Movement during the 1960s. 0–2 • Uses evidence partially to report on topic or cannot report on topic. Level 2 Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding of the role and significance of student ‘sit-ins’ in MARKS the USA’s Civil Rights Movement during the 1960s. 3-5 • Uses evidence in a basic manner. Level 3 Uses relevant evidence e.g. shows a thorough understanding of the role and significance of student ‘sit-ins’ in the USA’s Civil Rights MARKS Movement during the 1960s • Evidence relates well to the topic 6-8 • Uses evidence very effectively in an organized paragraph that shows understanding of the topic. (8) 32

[50] SECTION B: ESSAY QUESTIONS QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates are expected to explain to what extent the tactics and strategies that the Viet Cong used were successful in containing the spread of capitalism during the war in Vietnam (1965 – 1975). An outline of the tactics and strategies employed by the Viet Cong (National Liberation Front) against the USA's army should be highlighted. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates should explain to what extent the tactics and strategies that the Viet Cong used were successful in containing the spread of capitalism between 1965 and 1975 and indicate how they intend supporting their line of argument. ELABORATION 33

The Viet Cong were fighting a war of national liberation/ independence / struggle for sovereignty/ the USA were in Vietnam for ideological reasons (Domino theory/ containment of communism) • Villagisation/ Strategic Hamlet Programme (where USA and the South Vietnam government created new villages and attempted to separate villagers [farmers] from guerrillas) was unsuccessful • Vietnamese farmers were also guerrillas (Viet Cong) and were not easily identifiable by USA soldiers • Viet Cong used successful guerrilla tactics (booby traps, underground tunnels, surprise attacks, hit and run etc.) • Viet Cong were highly experienced having fought liberation against colonial rule / the USA (drafted) conscripted young inexperienced soldiers, US army were not trained in guerrilla warfare • Ho Chi Minh Trail kept supplies from North Vietnam moving into South Vietnam to assist Viet Cong • The Viet Cong tactics presented no visible targets for attacking the USA soldiers; USA's mass aerial bombing 'Operation Rolling Thunder' from 1965 (conventional warfare) were unsuccessful • Guerrillas / Viet Cong won support of farmers by promising them land (majority of Vietnamese were farmers) • 'Operation Ranch Hand' (use of chemicals to destroy forests (Agent Orange) and crops (Agent Blue) effects of napalm on the Vietnamese turned them against the USA and supported the guerrillas • The TET offensive (January 1968) (The US controlled towns and cities ambushed by guerrillas) and media coverage of the Vietnam war turned public opinion against American involvement in the war (My Lai massacre) • Viet Cong won wide support from Vietnamese people/ President Nixon's WHAM (Winning the hearts and minds of the Vietnamese) was an attempt by the USA to withdraw from the war and 'save face' was largely ineffective • The policy of Vietnamisation policy resulted in the USA withdrawing all troops by 1973 and North Vietnam took control of Saigon in 1975 and reunited Vietnam under communist leadership • Any other relevant response Conclusion: Candidates should tie up their argument with a relevant conclusion. [50] 34

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: BLACK POWER MOVEMENT [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should indicate whether the Black Power Movement focused on the promotion of the Black Power philosophy, instilling of racial pride and the development of self-respect among African Americans in the USA in the 1960s. Candidates should use relevant examples to support their line of argument. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates need to indicate whether they agree that the Black Power Movement was concerned with the promotion of black power, the instilling of black pride and the development of self-respect among African Americans. Candidates should take a line of argument and indicate how they would support it. ELABORATION • Reasons for the emergence of the Black Power Movement: living in ghettos and slums areas/poor housing; under-resourced facilities (schools, health etc); lack of jobs and poverty; slow pace of change/loss of faith in the Civil Rights Movement Attempts at promotion of the Black Power philosophy • The role of Malcolm X: (influential through: calling for black separation, fighting for self-determination and advocating for self-respect and self-discipline) • The role of Stokely Carmichael who advocated for the principles of Black Power (do things for themselves; control politics in their communities; take pride in their own culture; defend themselves against racial oppression and manipulation and in 1966 he popularised the Black Power slogan 'Black is beautiful') 35

• The role of the Black Panther Party (for self-defence) – put into action Black Power/Black Pride philosophy Attempts at instilling racial pride: • Accepting African identity • Promoting the concept of African identity through slogans such as: 'Black is beautiful', promoting Afro hairstyle and African clothing • Acknowledgement of African heritage, music and literature • The Ten-point plan of the Black Panther Party (covered its social, political and economic goals) Attempts at development of self-respect • Assertiveness (e.g. race riots in Watts, Detroit and Newark) • Wanted African Americans to stand up against white America authorities in pursuit of freedom, justice and equality by whatever means possible • The Black Panther Party's Ten-point plan • Community development projects (e.g. free breakfasts) • Educational programmes (e.g. teaching African history) • Any other relevant response • Conclusion: Candidates should tie up their argument with a relevant conclusion. [50] If candidates do not agree with the statement they must support their line of argument with relevant evidence QUESTION 1: HOW DID THE UDF CONTRIBUTE TO THE STRUGGLE AGAINST APARTHEID IN SOUTH AFRICA DURING THE 1980S? 36

1.1 1.1.1 reduce international criticism of apartheid, satisfy white South Africans, form relations with other black countries in Africa and reduce internal black resistance (Any 2) (2x1)(2) 1.1.2 It would achieve the following: Give some control over local affairs which would satisfy their political aspirations and they would not demand democratic rights at national level (2x2)(4) 1.1.3 Tricameral Parliament (1x2)(2) 1.1.4 The changes were viewed as cosmetic, changing the face// but not the substance of the apartheid system (2x2)(4) 1.2 1.2.1 The main aim was to unite opposition to the apartheid system and effect the demise of apartheid (1x2)(2) 1.2.2 a) House of Representatives b) House of Delegates (2x1)(2) 1.2.3 One million signatures campaign Consumer boycotts Stay-aways (3x1)(3) 1.2.4 a series of states of emergency. Many people were arrested in terms of security regulations key members of the organization were murdered (3x1)(3) 1.3 1.3.1 The “emergency” afforded the security forces almost unlimited power to detain and unleash excessively harsh measures to beat the opposition to apartheid into submission. (1x2)(2) 37

1.3.2 Decimation of middle level leadership causes disfunction between the top leaders and the grassroots folk who are members of the movement. This is primarily aimed at causing confusion and disarray. (Something along these lines which provides a valid explanation) (2x2)(4) 1.3.3 It is useful as it provides a direct account from one of the founding leaders of the movement regarding the terror unleashed against this broad mass opposition movement to apartheid. Boesak spells out clearly the wide ranging powers exercised by the state and those who did their bidding. (2x2)(4) 1.4 1.4.1 The state of emergency and police and SADF operations in the townships (1x2)(2) 1.4.2 The demand for the withdrawal of troops from townships is clear //as well as a demonstration in the sketch of the power of the masses if they stand against the state power in unity// by boycotting consumer products to hit business and the apartheid economy. (2x2)(4) 1.5 Source 1C: Boesak speaks out against the presence/actions of the soldiers in the township // Source 1D:Poster demands for soldiers to leave Source 1C: Boesak speaks out against the negative impact (eg shot like dogs) of the soldiers in the townships// Source 1D: Poster shows the dominance of armed soldiers as the people force them out (2x2)(4) 1.6 Mobilised the masses Consumer boycotts Mobilised successfully against Tricameral elections Challenged Police and SADF in townships United Coloureds, Indians and Black Africans in a non-racial anti-apartheid movement supported by white opponents of apartheid, too. State attempt to divide races dealt a blow Stay-aways also struck business and the economy Called out the state on abuses such as torture and murder of activists Exposed the cosmetic nature of apparent reform – international community opposition to the state thus didn’t waver significantly 38

Any other relevant point. (8) Use the following rubric to allocate a mark: Level Uses evidence in an elementary manner e.g. shows no or little 1 understanding of how the UDF contributed to the struggle against MARKS Apartheid in South Africa during the 1980s . 0–2 • Uses evidence partially to report on topic or cannot report on topic. Level Evidence is mostly relevant and relates to a great extent to the topic e.g. 2 shows an understanding of how the UDF contributed to the struggle MARKS against Apartheid in South Africa during the 1980s. 3-5 • Uses evidence in a basic manner. Level Uses relevant evidence e.g. shows a thorough understanding of how 3 the UDF contributed to the struggle against Apartheid in South Africa during the 1980s . MARKS • Evidence relates well to the topic 6-8 • Uses evidence very effectively in an organized paragraph that shows understanding of the topic. (8) [50] QUESTION 2: HOW SUCCESSFUL WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) IN DEALING WITH THE MURDER OF AMY BIEHL? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1] • Establish the causes, nature and extent of the gross violation of human rights • Conducting investigations and holding hearings 39

• To facilitate the granting of amnesty to persons who made full disclosure of all the relevant facts, related to acts associated with a political objective • Restore the human and civil dignity of victims • Recommend reparation measures • To compile a report of its findings and activities and recommend measures to prevent future violations of human rights (Any 2 x 1) (2) 2.1.2 [Interpretation of evidence from Source 2A – L2] • Apartheid violated the rights of most South Africans • Apartheid discriminated against South Africans based on the colour of their skin • Any other relevant response (Any 1 x 2) (2) 2.1.3 [Definition of historical concepts from Source 2A – L2] • Is the granting of official pardon for people that committed politically related offences • Any other relevant response (1 x 2) (2) 2.1.4 [Evaluate the usefulness of the evidence from Source 2B – L3] This source is useful because: • It explains the reasons for the establishment of the TRC • It gives an overview of the period being investigated • It gives the reasons for the need of a TRC • It gives information on the committees that will perform the duties of the TRC • Any other relevant response (Any 2 x 2) (4) 40

2.1.5 [Extraction of evidence from Source 2A – L1] • Human Rights Violation Committee Amnesty Committee • Reparation and Rehabilitation Committee (3x1) (3) 2.2 2.2.1 [Extraction of evidence from Source 2B – L1] • She was a victim of racial violence • She was white (2 x 1) (2) 2.2.2 [Extraction of evidence from Source 2B – L1] • Beaten • Stabbed (2 x 1) (2) 2.2.3 [Interpretation of evidence from Source 2B – L2] • She was an anti-apartheid activist • She did legal research for the ANC • Assisted with voter registration/education • Worked with underprivileged communities • Any other relevant response (Any 2 x 2) (4) 2.2.4 [Interpretation of evidence from Source 2B – L2] • To kill white people • By killing the white people, they would get their land back • Wanted to end apartheid • Wanted whites to feel what blacks had to endure • Any other relevant response (Any 2 x 2) (4) 41

2.3 2.3.1 [Extraction of evidence from Source 2C – L1] • Mzikhona Nofemela • Ntobeka Peni • Vusumzi Ntamo • Mongezi Manqina (Any 3 x 1) (3) 2.3.2 [Interpretation of evidence from Source 2C – L2] • Wanted their forgiveness • Wanted amnesty • Showed remorse for their senseless deeds • Any other relevant response (Any 2 x 2) (4) 2.3.3 [Extraction of evidence from Source 2C – L1] • “I feel sorry and very down-hearted, especially today, realising the contribution Amy Biehl played in the struggle” (1 x 2) (2) 2.4 2.4.1 [Interpretation of evidence from Source 2D – L2] • It provided a platform for perpetrators to tell their stories • It provided a platform for victims to find closure • Any other relevant response (Any 1x2) (2) 2.4.2 Interpretation of evidence Source 2D – L2] • To tell the truth 42

• To prove that their actions were politically motivated • To be released from jail • Any other relevant response (Any 1 x 2)(2) 2.5 [Comparison of evidence from Sources 2C and 2D – L3] • Source 2C indicates that the killers of Amy Biehl applied for amnesty and Source 2D shows them appearing before the Amnesty Commission • Both sources reveal that it provided a platform for the killers to reveal the truth of their atrocities • Both sources show they showed remorse for their actions • Any other relevant response (Any 2 x 2) (4) 2.6 [Interpretation, comprehension and synthesis of evidence from sources – L3] Candidates could include some of the following: • The reason for the establishment of the TRC was to deal with the past (Source 2A) • The TRC offered full amnesty to those who came forward and confessed their crimes (Source 2A) • TRC provided a platform for the killers of Amy to reveal the truth about the reasons for their actions (Source 2C) • Peni revealed the truth of their actions and claimed that it was politically motivated at his amnesty hearing (Source 2C) • Victims had the opportunity to confront those who hurt their loved ones (Own knowledge) • Perpetrators had the chance to show remorse (Source 2C and 2D) • The TRC provided a platform for the parents of Amy to give their opinions on the amnesty process (Source 2C) 43

• Victims found out for the first time what happened to their loved ones and how they had died (Own knowledge) • Parents forgave the perpetrators (Source 2C) • Perpetrators were released from jail (Source 2C) • Perpetrators received amnesty (Source 2C and 2D) • The Amy Biehl Foundation was set up by her parents to commemorate Amy (Own knowledge) • Perpetrators are working at the foundation level, doing community work and help to prevent violence (Own knowledge) • Any other relevant response Use the following rubric to assess this paragraph. 44

• Uses evidence in an elementary manner, e.g. shows no or little understanding of how successful the Truth and Reconciliation LEVEL 1 Commission (TRC) was in dealing with the Marks: 0–2 murder of Amy Biehl. • Uses evidence partially to report on topic or cannot write a paragraph. • Evidence is mostly relevant and relates to a great extent to the topic, e.g. shows an understanding of how successful the Truth and Reconciliation LEVEL 2 Commission (TRC) was in dealing with the Marks: 3–5 murder of Amy Biehl. • Uses evidence in a very basic manner to write a paragraph. • Uses relevant evidence, e.g. demonstrates a thorough understanding of how successful the Truth and Reconciliation Commission (TRC) was in dealing with the murder of Amy LEVEL 3 Marks: 6–8 Biehl. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. (8) [50] 45

QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates need to critically discuss the statement and support their line of argument with relevant evidence. They should discuss how the realities of negotiating a new future for South Africa began in earnest after the release of Nelson Mandela from prison in 1990. MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates need to critically discuss the statement and indicate the difficulty of the process of negotiations in South Africa between 1990 to 1994. MAIN ASPECTS • De Klerk comes to power in 1989 – brief background • De Klerk's speech in parliament – 2 February 1990 • The unbanning of political and civic organisations such as the ANC and SACP • The removal of restrictions on COSATU and AZAPO • De Klerk's decision to release Mandela from prison on 11 February 1990 which paved the way for negotiations • Groote Schuur Minute – 2 May 1990 (ANC and NP met, ANC delegation led by Nelson Mandela, NP delegation led by FW De Klerk) • Apartheid legislation revoked such as Separate Reservation of Amenities Act • Pretoria Minute – 6 August 1990 (ANC agreed to suspend the armed struggle) • CODESA 1 (19 political parties excluding AZAPO, CP and PAC/300 delegates) 46

• Violence erupts in some parts of the country such as the Rand and Natal • White's only referendum and its impact (March 1992) • CODESA 2 (2 May 1992) collapsed. Parties failed to agree on a new constitution- making body and interim government • NP wanted minority veto while ANC wanted an interim government for no longer than 18 months and simple majority rule • Boipatong massacre and its consequences (17 June 1992) • Bhisho massacre derailed the process of negotiations (7 September 1992) • Record of Understanding signed on 26 September 1992 between Roelf Meyer (NP) and Cyril Ramaphosa (ANC) • Assassination of Chris Hani (10 April 1993) and its impact on South Africa • Multiparty negotiating Forum • Right-wing (AWB) attack on World Trade Centre and its consequences • Sunset Clause introduced by Joe Slovo broke the negotiations deadlock • Election date – 27 April 1994 announced • ANC won elections and Mandela became the first black South African President • Any other relevant response • Conclusion: Candidates should tie up their argument with a relevant conclusion. [50] QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989 [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates need to explain to what extent the collapse of the Soviet Union in 1989 contributed to major political changes in South Africa. In taking a line of argument candidates should show how the collapse of the Soviet Union speeded up changes in South Africa. 47

MAIN ASPECTS Candidates should include the following aspects in their response: • Introduction: Candidates should explain to what extent the collapse of the Soviet Union contributed to the political changes in South Africa. ELABORATION • South Africa became isolated • Gorbachev's policy of Perestroika and Glasnost and its impact on South Africa • By the end of 1989 the Soviet Union was disintegrating and the communist regimes in Eastern Europe were collapsing • The Berlin Wall had fallen which led to far reaching consequences for South Africa • Changes in the world contributed to the end of apartheid • The collapse of the USSR deprived the ANC of its main economic and military support • Socialism was no longer a serious option for the ANC • The National Party's claim to be protecting South Africans from a communist onslaught became unrealistic • Withdrawal of support by Britain; USA and the West and its impact on South Africa • Imposition of sanctions/boycotts by western powers on South Africa • Western world powers supported the move that South Africa should resolve its problems peacefully and democratically • It became evident that the National Party government could not maintain white supremacy indefinitely • Influential National Party members started to realise that apartheid was not the answer to the needs of white capitalist development • There was no doubt that the continued repression of black South Africans would not ensure political stability • The government started to believe that reform needed to include the development of a strong black middle class which would act as a 'bulwark against revolution' • De Klerk started to accept that the black South African struggle against apartheid was not a conspiracy directed from Moscow • This enabled De Klerk to engage in discussions with progressive liberation organisations 48

• On 2 February 1990 De Klerk announced 'a new and just constitutional dispensation' which signalled the death of apartheid • Any other relevant response • Conclusion: Candidates should tie up their argument with a relevant conclusion. [50] QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: 1989 TO THE PRESENT [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.] SYNOPSIS Candidates need to indicate to what extent they agree or disagree with the statement and indicate if it was the collapse of the Soviet Union in 1989 that significantly contributed to the political transformation that occurred in South Africa. MAIN ASPECTS Candidates should include the following aspects in their response: Introduction: Candidates need to take a stance and indicate if it was the collapse of the Soviet Union that contributed to the political transformation in South Africa. ELABORATION Gorbachev’s reform policies of Glasnost and Perestroika By the end of 1989 the Soviet Union disintegrated and its impact The communist regimes in Eastern Europa collapsed 49

Political changes in the rest of the world put pressure on the apartheid regime to embark on changes The collapse of communism affected both the National Party and the ANC The National Party was now prepared to negotiate with the ANC The National Party’s fear of a communist-controlled ANC now seemed unfounded After the demise of communism in the Soviet Union; the ANC did not receive further support from the Soviet Union The ANC could no longer rely on the Soviet Union for economic and military support The fall of the USSR deprived the ANC of its main source of support (financial, military, morally and the consequences thereof) The National Party’s claim that it acted as protector to a communist onslaught in Southern Africa became unrealistic Countries in the western world supported the move that South Africa should resolve its problems peacefully and democratically There was no doubt that continued repression of black South Africans by the apartheid regime was not sustainable and would result in political instability The government started to believe that reform was needed to include the development of a strong middle class which would act as a ‘bulwark against the revolution’ Influential members of the National Party realised that apartheid was not the answer to the needs of white capitalist development The Battle of Cuito Cuanavale and the consequences thereof The security forces and state of emergency did not stop township protests By the late 1980s South Africa was in a state of economic depression The role of business leaders in South Africa’s political transformation PW Botha suffered a stroke and was succeeded by FW de Klerk 22 HISTORY P2 (EC/SEPTEMBER 2020) Copyright reserved Please turn over FW de Klerk realised South Africa’s political predicament and began to accept that the black South African struggle against apartheid was not a conspiracy directed from Moscow This enabled De Klerk to engage in discussions with the liberation organisations 50

On 2 February 1990 De Klerk announced ‘a new and just constitutional dispensation’ De Klerk unbanned all anti-apartheid organisations including the ANC, PAC and South African Communist Party This signalled the end of apartheid and the beginning of the process of negotiations Any other relevant response Conclusion: Candidates should tie up their argument with a relevant conclusion. [50] 51