History Grade 10 Eastern Cape March Test 2025 Paper & Memo

Downloaded from Stanmorephysics.com LIMPOPO PROVINCIAL GOVERNMENT REPUBLIC OF SOUTH AFRICA DEPARTMENT OF EDUCATION MOPANI WEST DISTRICT MARKS: 50 TIME: 1 hours This question paper consists of 5 pages.

Aawlsedad from Stanmorephysics.com MW/Feb2025 NSC-QP INSTRUCTION AND INFORMATION 1. This question paper consists of ONLY TWO question based on the prescribed content framework in the ATP. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1 : SONGHAI: An African Empire in the 15th and 16th centuries QUESTION 2 0: Songhay: An African empire in the 15th and 1340 to 1591). 2. You are advised to spent N hour on this question 3. When answering the question, you should apply your knowledge, skills and insight. 4. You will be disadvantaged by merely rewriting of the sources as answers. 5. Number the answers correctly according to the numbering system used in this question paper. 6. Write neatly and legibly. Copy right reserved Please turn over

Aewylsadad from Stanmorephysics.com MW/Feb2025 NSC-QP SECTION A: SOURCE- BASED QUESTION. QUESTION 1 HOW DID THE SONGHAI EMPIRE FALL DURING THE MOROCCAN INVASION IN 1591? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow 1.1. Read Source 1A 1.1.1. Name_ surpa from sources which the Songhai (3x 1) (3) e 1.1.2. Define the: | n your own words. (1 x 2) (2) 1.1.3. Mention TWO caused the decline of the Songhai (2 x 1) (2) empire. ‘im 1.2.4. In which CC ng ote source, did Al-Mansur send army (1 x 1) (1) to conqu songhai and gain control of the trans-Saharan trade route? 1.2. Consult Source 1B 1.2.1. According to the source, what speeded up the decline of the (1x 1) (1) Songhai empire? 1.2.2. Why, do you think, was the reason for the invasion of Songhai (2 x 2) (4) empire? 1.2.3. Why would a historian consider the information in this source (2 x 2) (4) reliable when researching how feuding factions in the 1500s caused the Songhai empire to fall? 1.2.4. Quote evidence from the source which indicates that Judar (1x 2) (2) Pasha was educated. 1.3. Study source 1C. 1.3.1. What message is conveyed by the source regarding Moroccan (1 x 2) (2) invasion? 1.3.2. Explain the usefulness of the information in this source to a (2x 2) (4) historian researching the Moroccan invasion in Songhai Empire. 1.4. Refer to Source 1D 1.4.1. Who according to the source gathered to trade at Timbuktu? (3 x 1) (3) 1.4.2. Comment on what is implied by ‘A revival of Islamic scholarship (2 x 2) (4) took place at the Univ of Timbuktu’. 1.4.3. List 1y ors t Mluenced overland trade according to (3 x 1) (3) the si 3 1.4.4. According to 2 what construction enhanced the (1 x 1) (1) irrigation agricu! Copy right reserved Please turn over

Aawylsadad from Stanmorephysics.com MW/Feb2025 NSC-QP 1.4.5... Give one evidence from the source which indicates that Gold was_ (1 x 2) (2) in abundance in West Africa. 1.4.6. Why do you think was the Niger river so essential to trade for the (2 x 2) (4) empire? (1x 2) (2) 1.5. Study source 1B and 1C. Explain how the information in source 1B support from the evidence in source 1C regarding the fall Songhai gmpire during the. Moroccan i invasion in 1591. (1x2) (2) 1.6. (6) (50) Copy right reserved Please turn over

Aewlsedad from Stanmorephysics.com MW/Feb2025 NSC-QP SECTION B: ESSAY QUESTION Question 1: The world around 1600 Sonni Alli as a leader failed to develop the economy of the Songhai Empire. Do you agree with the above statement? Use relevant evidence to support your line of argument: (50) TOTAL: 50 Copy right reserved Please turn over

Downloaded from Stanmorephysics.com LIMPOPO PROVINCIAL GOVERNMENT REPUBLIC OF SOUTH AFRICA DEPARTMENT OF EDUCATION __MOPANI WEST NATIONAL ENIOR CERTIFICATE ADDENDUM MARKS: 50 DURATION: 1 HRS This Addendum consists of 6 pages.

Dawptaadead from Stanmorephysics.com MW/Feb 2025 QUESTION1: HOW DID THE SONGHAI EMPIRE FALL DURING THE MOROCCAN INVASION IN 1591? Source 1A. The source below outlines how the Songhai surpassed the Malian Empire in area, wealth, and power under Sonni Ali | Under the rule of Sonni. and power, absorbing vast re urpassed the Malian Empire in area, wealth, Mali Empire. His son and successor, Sonni Baru, was overthrown mad Ture, one of his father's generals. Ture, more commonly known as Askia Great, instituted political and economic reforms throughout the empire. A series of plots and coups by Askia's successors forced the empire into a period of decline and instability. Askia's relatives attempted to govern the kingdom, but political chaos and several civil wars within the empire ensured the empire's continued decline, particularly during the rule of Askia Ishaq |. The empire experienced a period of stability and a string of military successes during the reign of Askia Daoud. Askia Ishaq Il, the last ruler of the Songhai Empire, ascended to power in a long dynastic struggle following the death of Daoud. In 1590, Al-Mansur took advantage of the recent civil conflict in the empire and sent an army under the command of Judar Pasha to conquer the Songhai and gain control of the trans-Saharan trade routes. https://en.wikipedia.org/wiki/Songhai_Empire Accesed on 07 February 2025. Copyright Reserved Please turnover.

Aawylsadad from Stanmorephysics.com MW/Feb 2025 Source 1B. The source below describes how feuding factions in the 1500s caused the Songhai empire to fall. Following Musa's overthi Songhai Empire went into decline. Following the death of Emperor Askia | i , a war of succession weakened the Songhai Empire and split it into ty tions. The Moroccan invasion of Songhai was mainly to seize and re’ aran trade in salt, gold and slaves for their developing sugar industry. Durir st reign, the Songhai military consisted of full- time soldiers, but the king never modernized his army. On the other hand, the invading Moroccan army included thousands of arquebusiers and eight English cannons. Judar Pasha was a Spaniard by birth but had been captured as an infant and educated at the Saadi court. After a march across the Sahara Desert, Judar's forces captured, plundered, and razed the salt mines at Taghaza and moved on to Gao. When Emperor Askia Ishaq Il met Judar at the 1591 Battle of Tondibi, Songhai forces, despite vastly superior numbers, were routed by a cattle stampede triggered by the Saadi's gunpowder weapons. Judar proceede Timbuktu and Djenné, destroying the Songhai as a regional power. | n empire proved too much for the Saadi dynasty. They soon reling region, letting it splinter into dozens of smaller kingdoms. https://en.m.wikipedia.org/wiki/Saadian_invasion_of_the_Songhai_Empire Accessed on 10 February 2025.

Aawylsadad from Stanmorephysics.com MW/Feb 2025 SOURCE 1C. The photograph below depicts Songhai being attacked by the Moroccan army in 1591. https://www.thecollector.com/songhai-empire-africa/ Accessed on 12 February 2025

Aewlsadad from Stanmorephysics.com MW/Feb 2025 Source 1D. The following source describes the ways in which culture and education affected the Songhai Empire's economy. At its peak, Timbuktu became a thriving.cultural and commercial center. Arab, Italian, and Jewish merchants G trade. A revival of Islamic scholarship took place ‘ade in the Sahel and river trade along the Niger Ith. Trade along the West African coast was were the primary sou only possible in the late 14 | dikes were constructed during the reign of Sonni Overland trade was influenced by four factors: camels, Berber tribe members, Islam, and the structure of the empire. Gold was readily available in West Africa, but salt was not, so the gold-salt trade was the backbone of overland trade routes in the Sahel. Ivory, ostrich feathers, and slaves were sent north in exchange for salt, horses, camels, cloth, and art. The Niger River was essential to trade for the empire. Goods were offloaded from camels onto either donkeys or boats at Timbuktu. From there, they were moved along a 500-mile corridor upstream to Djenné or downstream to Gao. The Songhai economy was based on a clan system. The clan a person belonged to ultimately decided one's occupation. The most common occupations were metalworkers, fishermen, and carpenters. The lower castes mainly consisted of immigrants, who, at times, were provided special privileges and held high positions in society. https://en.m.wikipedia.org/wiki/Saadian_ invasion of the Songhai Empire Accessed on 08 February 2025. Copyright Reserved Please turnover.

Rewploastad from Stanmorephysics.com MW/Feb 2025 BIBLIOGRAPHY https://en.wikipedia.org/wiki/Songhai_Empire:Accesed on 07 February 2025. https://én:m.wikipedia.org/wiki/Saadian_ invasion of the Songhai_Empire Accessed on 10 February 2025. -africa/:Accessed on 12 February Copyright Reserved Please turnover

Downloaded from Stanmorephysics.com LIMPOPO PROVINCIAL GOVERNMENT REPUBLIC OF SOUTH AFRICA DEPARTMENT OF EDUCATION NATIONAL SENIOR CERTIFICATE benorephf om MARKING GUIDELINE This marking guideline consists of 11 pages.

Downloaded from Stanmorephysics.com History/Grade 10 Marking guideline MW/Feb 2025 SOURCE-BASED QUESTIONS 1.1. The following cognitive levels were used to develop source-based questions: COGNITIVE WEIGHTING OF LEVELS : i amie QUESTIONS . { ee m sources LEVEL 1 e Sel isation of relevant 40% rom sources (20) ° rical concepts/terms ° e idence from sources 40% LEVEL 2 ¢ Explain information gathered from sources (20) e Analyse evidence from sources e Interpret and evaluate evidence from sources e Engage with sources to determine its 20% LEVEL 3 usefulness, reliability, bias and limitations (10) e Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions 1.2 The information below indicates how source-based questions are assessed: e Inthe marking of 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 how the requirements of the question have been addressed. e In the marking guideline, the requirements of the question (skills that need to be addressed) as well as the level of the question are indicated in italics. Copyright reserved Please turn over

Downloaded from Stanmorephysics.com History/Grade 10 Marking guideline MW/Feb 2025 1.3. Assessment procedures for source-based questions e Use a tick (“) for each correct answer Pay attention to the mark scheme e.g. (2 x 2) which translates to two reasons and is given two marks each (~“ vv); (1 x 2) which translates to one reason and is given two marks (vv) e If a question carries 4 marks then indicate by placing 4 ticks (VV Vv) Paragraph question Paragraphs af structure of the para following steps must e Read the para globally (holistically). Both the content and € taken into account when awarding a mark. The cd when assessing a response to a paragraph question: id place a bullet (¢) at each point within the text where the candidate. d relevant evidence to address the question. Re-read the paragraph to e the extent to which the candidate has __ been able to use relevant evidence to write a paragraph. e At the end of the paragraph indicate the ticks (“) that the candidate were awarded for the paragraph as well as the level (1, 2 or 3), as indicated in the holistic rubric and a brief comment, e.g. e e é e VVVV Level 2 e Used mostly relevant evidence to write a basic paragraph. Count all the ticks for the source-based question and then write the mark in the bottom right-hand margin, e.g. Ensure that the total mark is transferred accurately to the front/back cover of the answer script. Copyright reserved Please turnover Copyright reserved Please turn over

Downloaded from Stanmorephysics.com History/Grade 10 Marking guideline MW/Feb 2025 2. ESSAY QUESTIONS 2.1 2.2 2.3 2.4 The essay questions require candidates to: Be able to structure their argument in a logical and coherent manner. They need to select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an effective argument to answer the question posed. It is essential that an essay has an introduction, a coherent and balanced body of evidence and.a conclusion. Marking of essay questions Markers must! b aware | ontent of the answer will be guided by the Candidates may hav J vant introduction and/or conclusion than those included in a spec! sa Ig guideline for a specific essay. Global assessme The essay will b l tically (globally). This approach requires the teacher to assess the essay, rather than assessing the main points of the essay separately. This approach encourages the learner to write an original argument by using relevant evidence to support the line of argument. The learner will not be required to simply regurgitate content (facts) in order to achieve a level 7 (high mark). This approach discourages learners from preparing essays and reproducing them without taking the specific requirements of the question into account. Holistic marking of the essay credits learners’ opinions that are supported by evidence. Holistic assessment, unlike content-based marking, does not penalise language inadequacies as the emphasis is on the following: The learner's interpretation of the question The appropriate selection of factual evidence (relevant content selection) The construction of an argument (planned, structured and has an independent line of argument) Assessment procedures of the essay d when assessing the essay. > essay, ticks need to be awarded for a relevant icated by a bullet in the marking guideline), the essay that sustains/defends the line of argument ullets in the marking guideline) and a relevant ated by a bullet in the marking guideline). where there are five (5) main points there could Copyright reserved Please turn over

Downloaded from Stanmorephysics.com History/Grade 10 Marking guideline MW/Feb 2025 2.4.3 Keep the PEEL structure in mind when assessing an essay. P Point: The candidate introduces the essay by taking a line of argument/making a major point. Each paragraph should include a point that sustains the major point (line of argument) that was made in the introduction. Explanation: The candidate should explain in more detail what the main point is about and how it relates to the question posed (line of argum BRE 's should answer the question by selecting 0 the line of argument. Relevant examples in the line of argument. ensure that the line of argument is sustained d is written coherently. symbo US when assessing an essay: * Introduction, main aspects and conclusion not properly contextualised A + Wrong statement * Irrelevant statement | + Re je matrix petition R 2.5.1 Use of the matrix in the marking of essays In the marking of essays, the criteria as provided in the matrix should be used. When assessing the essay note both the content and presentation. At the point of intersection of the content and presentation based on the seven competency levels, a mark should be awarded. Copyright reserved Please turn over

Downloaded from Stanmorephysics.com History/Grade 10 Marking guideline MW/Feb 2025 (a) The first reading of essays will be to determine to what extent the main aspects have been covered and to allocate the content level (on the matrix). Cc LEVEL 4 (b) (c) P LEVEL 3 Copyright reserved Please turn over

Downloaded from Stanmorephysics.com History/Grade 10 Marking guideline MW/Feb 2025 COMMENT Some omissions in content coverage. Attempts to sustain a line of argument. MARKING MATRIX FOR BapAY — TOTAL 50 PRESENTATION LEVEL7 /E LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 ‘ Some Largely Answer not =, Clear attempt to descriptive at all well- attempt to organise the structured. onstructed | construct an | information /with little argument into an some of information Evidence argument attempt to Constructed an isda Evidence not | develop an argument Very large extent well used in | argument. supporting CONTENT good use of to support the evidence to the argument. support the 5s argument argument argument LEVEL 7 Question has been fully answered. 47-50 43-46 Content selection fully relevant to line of argument. LEVEL 6 Question has been answered. Content selection 43-46 40-42 39-39 relevant to a line of argument. LEVEL 5 Question answered to a great extent. 38-39 36-37 34-35 33-34 28-29 Content adequately covered and relevant. LEVEL 4 Question recognizable in Copyright reserved Please turn over

Downloaded from Stanmorephysics.com History/Grade 10 answer. Some. Omissions/irrele vant content selection, Marking guideline 30-33 28-29 26-27 MW/Feb 2025 LEVEL 3 Content selection does not always relate. Omissions in coverage. LEVEL 2 Sparse content. Question inadequately addressed wreph S.comn 26-27 24-25 20-23 20-23 18-19 15-17 LEVEL 1 Question not answered. Inadequate content. Significant irrelevance 14-17 0-13 Guidelines for allocating a mark for Level 1: ad Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0 . Question includes basic and generally irrelevant information; no attempt to structure the essay = 1-6 . Question inadequately addressed and vague; little attempt to structure the essay = 7-13 Copyright reserved Please turn over

Downloaded from Stanmorephysics.com History/Grade 10 Marking guideline MW/Feb 2025 QUESTION.1: HOW DID THE SONGHAI EMPIRE FALL DURING THE MOROCCAN INVASION IN 1591? Study sources 1A,1B,1C and 1D to answer the questions that follow. a 1.1.1 [Extraction of evidence from source 1A — L1] e e (3 x 1) (3) 151.2 ical concept from source 1A — L1] countries under a single of countries. 1 x 2) (2) 113 ‘idence from source 1A — L1] e at . and several civil wars (2x1) (2) 1.1.4 [Extraction of evidence from source 1A — L1] e« 1590 (1x1) (1) 1.2 Consult Source 1B 1:2.1 [Extraction of evidence from source 1B — L1] e The overthrow of Musa. (1x1) (1) 1.2.2 [Interpretation of evidence from source 1B — L2] «seize and revive the Trans-Sahan trade in Salt, Gold (2x2) (4) and Slaves e Political instability. Any other response. 1.2.8 Reliable: e Because the source was created during the time of event e Because the feuding factions in the 1500s caused the (2x2) (4) Songhai empire to fall. 1.2.4. e Judar Pasha was a Spaniard by birth but had been (1x2) (2) captured as an infant and educated at the Saadi court 1.3. Study source 1C. 1.3.1. [Interpretation of evidence from Source 1C- L2] e It depicts Songhai being attacked by the Moroccan army in 1591. Any other relevant response. (1x 2) (2) 1.3.2. [Evaluate the usefulness of evidence from Source 1D- L3] Copyright reserved Please turn over

Downloaded from Stanmorephysics.com History/Grade 10 Marking guideline e It shows Songhai being attacked by the Moroccan army in 1591. e twas created during the time of the event e Any other relevant response. 1.4, Refer to Source 1D 4K, i e from source 1D —L1] 1.4.2. source 1D —L2] resurgence in the study and knowledge and education in e Any other response 1.4.3. Extraction of evidence from source 1D —L1] e Camels Berber tribe members Islam, and the structure of the empire Any three 1.4.4. Extraction of evidence from source 1D —L1] ¢ Dikes 1.4.5. Extraction of evidence from source 1D —L1] y available in west Africa. 1.4.6. off-loaded from Camels into either at Timbuktu. [ er be taken from Djenne or Gao. e Any other relevant response. 1.5. e Both sources explain the fall of Songhai empire during the Moroccan invasion. e Any other relevant responses. MW/Feb 2025 (2x2) (4) (3x1) (3) (2x2) (4) (3x 1) (3) (1x1) (1) (1 x 2) (2) (2 x 2) (4) (1x2) Copyright reserved Please turn over

Downloaded from Stanmorephysics.com History/Grade 10 Marking guideline MW/Feb 2025 1.6 [Interpretation, evaluation, and synthesis of evidence from relevant sources L3] Candidates should include the following in their response: e political chaos and several civil wars within the empire ensured the empire's continued decline (Source 1A) e Sonni Baru was overthrown by Muhammad Ture. (Source 1A) e Al-Mansur sent an,army conquer the Songhai and gain control of the ti aharan trade routes. (Source 1A) Js in 1531, the Songhai Empire went ). Songhai to seize and revive the alt, gold and slaves for their ry. (Source 1B) ited by a cattle stampede adi's gunpowder weapons during the Battle of Tondibi 1591. (Source 1B) e Judar proceeded to sack Gao, Timbuktu and Djenné, destroying the Songhai as a regional power. (Source 1B) Any other response. Conclusion: Candidates should sum up their argument with a (6) relevant conclusion. Copyright reserved Please turnover. Copyright reserved Please turn over

Downloaded from Stanmorephysics.com History/Grade 10 Marking guideline MW/Feb 2025 History/Grade 10 MW/Feb 2025 Marking Guidelines SECTION B: ESSAY QUESTION QUESTION 2: WORLD AROUND 1600: Songhay: An African empire in the 15 and 16" centuries (around 1340 to 1591). [Plan and construct an arg} ment t interpretative skills L2] — ZZ Candidates should indicate v Candidates should indicate t economically or otherwise fa jonni Alli's brilliance assisted the Songhay empire the Songhay empire. a MAIN ASPECTS: Candidates should include the following aspects in their response: e Introduction: candidates should explain their line of argument and show how they intend to answer the question. ELABORATION e Able to defeat Mali Empire because he had a swift and mobile cavalry force. e He had the naval control of the Niger river. e He was a great military leader with keen understanding of tactics on land and water. e Sonni Alli expanded his empire by leading expeditions against other rival empires. e He expanded the territory of Songhay from the Niger river west to Senegal and east to modern Niger (Agadez). e Sonni Alli was responsible for converting Songhay from a small state to one of the largest empires ever known in west Africa. e Sonni Alli developed an efficient administration for his empire. e He formed a strong centralized government in Gao. e He made all the laws and used government officials to carry out the laws. e He divided his vast empire into provinces under the control of governors loyal to him. e He always ensured that his laws are carried out. e Although Muslim, he favored religious freedom. e He allowed traditional African beliefs to exist side by side with Islam. e He was not the most favored amongst the Muslim Clerics because of that choice. Copyright reserved Please turn over

Downloaded from Stanmorephysics.com History/Grade 10 Marking guideline MW/Feb 2025 e Henever allowed Muslim clerics or Ulama to run his empire or depend on Islamic law. Any other relevant response. e Conclusion: candidates should tie up their arguments with a relevant conclusion. [50] Grand total: 50 Copyright reserved Please turn over