# History Grade 12 KZN March Test 2025 Paper & Memo > Grade 12 History question paper and memo from the KZN March Test 2025, 20 pages. Read online or get the free PDF download. - Page: https://www.hlayiso.com/library/mp-history-grade-12-march-2025-qp-and-memo/788cb8d3-524d-468a-9bcf-6ae339ac2f3f - Updated: 2026-09-27 - Subject: History - Grade: Grade 12 - Document type: Question paper and memo - Year: 2025 - Exam period: KZN March Test - Curriculum: CAPS - Pages: 20 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [History](https://www.hlayiso.com/library/grade-12/history) › [History Grade 12 KZN March Test 2025 Paper & Memo](https://www.hlayiso.com/library/mp-history-grade-12-march-2025-qp-and-memo/788cb8d3-524d-468a-9bcf-6ae339ac2f3f) ## About this document History · Grade 12 · KZN March Test · 2025. Question paper and memorandum, 20 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from Stanmorephysics.com education DEPARTMENT: EDUCATION MPUMALANGA PROVINCE NATIONAL SENIOR -ERTIFICATE MARKS: 100 TIME: 2 Hours This question paper consists of 04 pages and an addendum of 05 pages. ### Page 2 Histaevnboaded from Stanmorephysics.com April 2025 Question paper INSTRUCTIONS AND INFORMATION tls This paper consists of SECTION A based on the prescribed content framework in the CAPS document. SECTION A: SOURCE-BASED QUESTION QUESTION1: COMING TO DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST SECTION B: ESSAY QUESTION QUESTION 2: CIVIL RESISTANCE 1970s TO 1980s: SOUTH AFRICA: THE CRISES OF APARTHEID IN THE 1980s 2: SECTION A consists of ONE source-based question. Source material that is required to answer this question will be found in the ADDENDUM. =e ‘ 3. SECTION B Consist of ONE Essay question a 4. ANSWER all the Questions. 5. When answering questions, candidates should apply their knowledge, skills and insight. 6. A mere rewriting of sources as answers will disadvantage candidates. 7. Number the answers correctly according to the numbering system used in this question paper. 8. Write neatly and legibly. Copyright reserved Please turn over ### Page 3 Histoevnboaded from Stanmorephysics.com April 2025 Question paper QUESTION 1: WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) SUCCESSFUL IN HEALING THE WOUNDS OF A DIVIDED SOUTH AFRICA? Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 1.1. Read Source1A 1.1.1 According to the source, what were the TWO crucial things that Emerged from the TRC? (2x1) (2) 1.1.2 Why according do you think some people were in favour of the TRC = (1x2) (2) 1.1.3 Using the information in, the source and your own knowledge, explain why you think the TRC could have had a cathartic (healing) effect for many victims. (2x2) (4) 1.1.4 What is implied by the words, “it has produced an archive... and hopefully learn from it’, on the work of the TRC? (2x2) (4) 1.2. Study Source 1B 1.2.1. Why do you think the TRC encouraged perpetrators to apply for amnesty? (1x2) (2) 1.2.2 According to the source what were the positive aspects that we were gained from the TRC hearings? (3x1) (3) 1.2.3 Define the concept amnesty in your own words (1x2) (2) 1.2.4 According to the source, what was the biggest success of the TRC (1x2) (2) 1.3. Compare Sources 1A and 1B. Explain how information in Source 1A is supported by information in Source 1B regarding the healing process of the TRC (2x2) (4) 1.4. Refer to Source 2C 1.4.1. Explain the messages portrayed in this cartoon. Use the visual clues in the source to support your answer. (2x2) (4) 1.4.2 Identify any THREE ‘dirty tricks’ from the source the National Party committed during the 1980s (3x1) (3) Copyright reserved Please turn over ### Page 4 Histewnboaded from Stanmorephysics.com April 202 Question paper 1.5 Consult Source 2D. 1.5.1 Explain the limitations of the source to a historian researching the success of healing the wounds of the victims. (2x2) (4) 1.5.2. Why do you think the National Party and other right-wing groups accused the TRC of being a ‘witch hunt’? (2x2) (4) 1.5.3 How, according to the source, would restorative justice succeed? (1 x 2) (2) 1.6 Using the information in the relevant sources and you're your own knowledge, write a paragraph of about EIGHT lines (about 80 words), Explaining how successful the TRC was in a? the wounds of a divided South Africa. (8) . [50] QUESTION 2: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID “It was the Black Consciousness Movement (BCM) and Steve Biko that was instrumental in challenging the apartheid government in the 1970” Do you agree with statement? Use relevant evidence to support the line of argument [50] Total 100 Copyright reserved Please turn over ### Page 5 Downloaded from Stanmorephysics.com education DEPARTMENT: EDUCATION MPUMALANGA PROVINCE NATIONAL SENIOR CERTIFICATE GRADE: 12 i HISTORY | APRIL 2025: ADDENDUM This addendum consists of 04 pages. Copyright reserved Please turn over ### Page 6 Histownboaded from Stanmorephysics.com April 2025 NSC - Addendum QUESTION 1: WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) SUCCESSFUL IN HEALING THE WOUNDS OF A DIVIDED SOUTH AFRICA? SOURCE 1A The following is an extract dealing with the exposure and expression of victims during the TRC. There are two crucial things that have come out of the South African Truth and Reconciliation Commission. The first is that it has achieved a remarkable and far-ranging public exposure of the human rights violations and crimes committed under the apartheid regime ... It has forced a previously reluctant population (though, of course, there is still denial at one level) to see that apartheid was morally indefensible; that it is a crime against humanity. It has produced an archive whichallows people to examine their past and hopefully learn from it. Secondly, it has allowed ordinary people to find expression for the suffering under the regime. It has had a completely cathartic [therapeutic or healing] function for many of the victims ... It is in this sense that some form of reconciliation has already taken place. [From The South African Truth Commission by K. Christie.] Copyright reserved Please turn over ### Page 7 Histaevnboaded from Stanmorephysics.com April 2025 NSC - Addendum SOURCE 1B This source deals with the positive aspects of the TRC. ‘The TRC also had to deal with grievances stemming from actions of both black and white during apartheid. To encourage people to come forward, ligited am oom: Amnesty does not imply forgiveness or acquittal, b eans. crimes the perpetrator cannot be tried later in court. TI at an open hearing. the bodies of their loved ones and were thus able to hough the commission had its critics, among them ince to seek justice in the courts, it has generally been e nation to move on after the horrors of the apartheid Some people were find the remains for relatives who were viewed as a success era. i [From South Africa in the 20th Century by P. Joyce] Copyright reserved Please turn over ### Page 8 Histoovnboaded from Stanmorephysics.com April 2025 NSC - Addendum SOURCE 1C This cartoon by Zapiro depicts how the National Party (NP) denied knowledge about its involvement in the 'Dirty Tricks' campaign against ANC activists. WHO GAVE THE ORDERS ? ARE YoU GOING TO KEEP DENYING KNOWLEDGE OF ANYTHING THAT HAPPENED at IN THE APARTHEID ERA ? a = [From The Sowetan , 9 June 1995 BE [Force] VLAKPLAAS HIT SQUADS POSTS DEPT 1980 's DIRTY TRICKS: Involvement in bombing, phone tapping, theft of union funds, spying, smear campaigns Copyright reserved Please turn over ### Page 9 Histownboaded from Stanmopephysics.com April 2025 NSC - Addendum SOURCE 1D The following extract is an evaluation on the work of the TRC. One of the greatest limitations to restoring victims’ dignity — and which was largely beyond the control of the Commission — was the political tension that prevailed (existed) during its operations. This stemmed (coming from) from the reluctance of the National Party and some extreme_right-wing groups to see the TRC investigating aspects of the past that might damage their political credibility. These parties accused the TRC of being a ‘witchhunt’ rather than a genuine tool for national reconciliation, and frustrated the Commission’s work by (bringing about) frequent legal actions against the TRC. The Commission's biggest political blunder was the tendency to (give in) to these political groupings in an attempt to keep them committed to the process.... (the) politically delicate task of the TRC worsened its relations with victims who were justifiably frustrated by the lack of proper justice that the position implied. For restorative justice to succeed, victims need to see offenders’ express remorse (regret). That this|was not forthcoming from the political party that governed the country under apartheid, dealt a severe blow to the process. . il [From The Truth and reconciliation Commission as a Model of Restorative Justice by T. Maepa Pretoria] j Copyright reserved Please turn over ### Page 10 Downloaded from Stanmorephysics.com education DEPARTMENT: EDUCATION MPUMALANGA PROVINCE NATIONAL SENIOR CERTIFICATE GRADE 12 norephysics.com ——— = = = = = = = = = = SS SS SS ES ES = i HISTORY APRIL 2025: MEMORANDUM N Marks: 100 ### Page 11 Hisiewvmdoaded from Stanmoreph sics .com April 2025 ig Gui Marki lelines SOURCE BASED QUESTION 1.1. The following cognitive levels of were used to develop source-based questions: COGNITIVE HISTORICAL SKILLS WEIGHTING OF LEVELS QUESTIONS e Extract evidence from sources 30% 7 ae (15 marks) LEVEL 4 e Selection and organization of relevant information from sources. e Define historical concepts/terms LEVEL 2 e Interpretation of evidence from sources Gi ; lo formation gathered from sources (29. marke) 36 evidence from sources LEVEL 3 30% (15 marks) » Engage with sources to determine its usefulness, reliability, bias and limitations 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 Inthe allocation of marks, emphasis should be placed on how the requirements of the question have been addressed. e Inthe marking guideline, the requirements of the question (skills that need to be addressed) as well as the level of the question are indicated in italics. Copyright reserved Please turn over ### Page 12 Histowmoaded from Stanmoreph sics.com April 2025 ig Gui Marki lelines 2. ESSAY QUESTIONS 2.1 The essay questions require candidates to: e 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 2.2. Marking of essay questions e Markers must be aware) that the content of the answer will be guided by the textbooks in use at the Particular centre. . Candidates may, ‘have any othe relevant introduction and/or conclusion than those included in a specific essay marking guideline for a specific essay. e When assessing open-ended source-based questions, learners should be credited for any other relevant answers. 2.3 Global assessment of essays The essays will be assessed holistically (globally). This approach requires the educator to score the overall product as a whole, without scoring the component parts separately. This approach encourages the learner to offer an individual opinion by using of selected factual evidence to support an argument. The learner will not be required to simply regurgitate “facts” in order to achieve a high mark. This approach discourages learners from preparing model answers and reproduces them without considering the specific requirements of the question. Holistic essays marking credits learners’ opinion supported by evidence. Holistic assessment, unlike content-based marking, does not penalize language inadequacies as the emphasis is on the following: e The construction of argument e The appropriate selection of factual evidence to support such argument and e The learner's interpretation of the question 2.4 Assessment procedures of the essay 2.4.1 Keep the synopsis in mind when assessing essays. 2.4.2 During the first reading of the essays ticks need to be awarded for a relevant introduction (indicated by a bullet in marking guideline/memorandum) and a relevant conclusion (indicated by a bullet in marking guideline/memorandum) e.g.in an answer where there are 5 main points there will be 7 ticks. Copyright reserved Please turn over ### Page 13 Histyovmdoaded from Stanmoreph sics.com April 2025 ult Marking Guidelines 2.4.3 The following additional symbols can also be used: e Introduction, main aspects, and conclusion not properly contextualized A Wrong statement nnn nnn nnn Irrelevant statement e Repetition RV e Analysis AV e Interpretation lV 2.5The matrix 2.5.1 Use ofmatrix in the marking of essays (a) (b) (c) Copyright reserved In the marking of essays,)the essays the given criteria shown in the matrix should be used. In assessing the essays note should be taken of both the ion at the point of intersection of the content and @ seven competency levels, a mark should be will be to determine to what extent the main d and to determine the content level (on the matrix). — [C [LEVEL 4 The second reading of essays will relate to the level (on the matrix) of presentation. C|LEVEL 4 P| LEVEL 3 Allocate an overall mark with the use of the matrix. C| LEVEL 4 }26-27 P| LEVEL 3 Please turn over ### Page 14 : Histowmoaded from Stanmoreph ics.com April 2025 Marking Guidelines MARKING MATRIX FOR ESSAY: 50 LEVEL 7 LEVEL6 LEVEL 5 LEVEL 4 LEVEL3 | LEVEL 2 LEVEL 1 Presentation Very well planned and | Very well | Well planned | Planned and | Shows Attempts to | Little or no structured essay. planned and | and constructed some structure an | attempt to Good synthesis _of | structured essay. | structured An argument. | evidence of | answer. structure information. Developed a | essay. Evidence is used | a__ planned | Largely the essay. Developed an original, | relevant line of | Attempts to | tosome extentto | and descriptive, or well balanced and | argument. develop a support the line | constructed | some attempt independent line of | Evidence used to | clear of argument. argument. at developing content argument with the use of | defend the | argument. Conclusions Attempts to | a_ line of evidence sustained and | argument. Conclusions | reached based | sustain a | argument. No defended the argument | Attempts to draw | drawn from | on evidence. line of | attempt to throughout. an independent | the evidence argument. draw a Independent conclusion | conclusion from | to support Conclusions | conclusion. is drawn from evidence | the evidence to | the line of not clearly to support the line of | support the line | argument. supported argument of argument. by evidence. Level 7 Question has been fully answered. Content selection | 47.59 fully relevant to line of argument Level 6 Question has been answered. Content 43-46 38-39 selection relevant to the line of argument Level 5 Question answered to a great extent. | 38-39 34-35 30-33 28-29 Content adequately covered andrelevant. Level 4 Question is recognizable in 30-33 28-29 26-27 answer. Some omissions or irrelevant content selection Level 3 ‘ontent —_ selection Se ie 26-27 24-25 | 20-23 question, but does not answer it, or does not always relate to the question. Omissions in coverage. Level 2 Question inadequately 20-23 18-19 14-17 addressed. sparse content Level 1 Question inadequately 14-17 0-13 addressed or not at all. Inadequate or irrelevant content *Guideline for allocating mark for Level 1: * Question not addressed at all / totally urrelavant content/ no attempt to structure the essay = 0 * Question includes basic and generally irrelevant information; no attempt to structure the essay = 1-6 7-13 ¢ Question inadequately addressed and vague; little attempt to structure the essay = Copyright reserved Please turn over ### Page 15 Hisiewvmdoaded from Stanmoreph sics.com ig Gui April 2025 Marki lelines QUESTION 1: WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) 1.2 W241 12.2 1.2.3 1.2.4 Copyright reserved Any other relevant response SUCCESSFUL IN HEALING THE WOUNDS OF A DIVIDED SOUTH AFRICA? [Extraction of evidence from Source 1A — L1] achieved a remarkable and far-ranging public exposure of the human rights violation and crimes committed under the apartheid regime it has allowed ordinary people to find expression for the suffering under the regime. (2x 1) (2) [Interpretation of evidence from Source 1A — L2] Did not trust the TRC TRC favouredithe perpretators than the victims (any 1 x 2) (2) tion of evidence from Source 1A — L2] e free to express themselves at the hearings re able to meet their perpetrators y were able to find closure. Any other relevant response (any 2 x 2) (4) [Interpretation of evidence from Source 1A — L2] There are many cases of human rights violation which the apartheid government can learn from They will able to decide which is correct or needs repentance Any other relevant response (2x) (4) [Interpretation of evidence from Source 1B — L2] The TRC wanted people to tell the truth about their atrocities Perpetrators could not be tried in court Any other relevant response (any 1 x 2) (2) [Extraction of evidence from Source 1B — L1] Victims had the opportunity to confront those who hurt them. Perpetrators had the chance to show remorse. Victims found out for the first time what happened to their loved ones who disappeared or were found dead. Others learned where bodies of their loved ones could be found. (any 3 x 1) (3) [Explanation of concept from Source 1B — L1] Official pardon for political motivated crimes Any other relevant response (1x 2) (2) [Extraction of evidence from Source 1B — L1] Encouraging the nation to move on after the horrors of the apartheid era (1 x 2) (2) Please turn over ### Page 16 Histeovmdoaded from Stanmore, ephys ics.com April 2025 ui 1.3 14 14.1 1.4.2 1.5.2 Markii idelines [Comparison of evidence from Sources 1A and 1B — L3] Source 1A outlines the exposure of the human rights violations and crimes committed during the apartheid era Source 1B outlines the process whereby people came forward and spoke about the crimes and human rights violations that was committed Source 1A shows how apartheid affected the population in terms of their humanity Source 1B allowed the victims to come face to face with the perpetrators Source 1talks about the start of reconciliation Source 1B expresses in detail how the nation has moved forward because of the TRC Any other relevant response (any2x2) (4) qa oie of evidence from Source 1B — L2] Pp refused to take responsibility for the crimes listed 1 bubble —- WHAT'S “APARTHEID”?). iewed the ANC indifferently (smiles on their faces) The NP could not recall the crimes that were committed during the apartheid era (speech bubble - WHAT'S “APARTHEID”?) The NP was not prepared to reveal those who gave the orders (speech bubble — Who Gave The Orders?) The NP denied that apartheid existed which they were responsible for (speech bubble — WHAT'S “APARTHEID”?) Any other relevant response (any2x2) (4) [Extraction of evidence from Source 2C — L1] Bombings Phone tapping Theft of union funds Spying Smear campaigns Vlakplaas Third Force Hit squad (any3x1) (3) [Determine limitations from Source 2D — L3] Ensuring that justice was attained because of the TRC’s hoped to accommodate the fears of the NP and other right-wing groups These groups did not ask for aspects of the truth divulged in an effort to hold onto their political credibility These groups did not appreciate that the main role of the TRC was to build reconciliation but rather they viewed it as a witch hunt Any other relevant response (any2x2) (4) [interpretation of evidence from Source 2D - Lay Tha ND had natahlishad an suitharitariann ranimn during tha anarthanid ara ### Page 17 Hisiewvmdoaded from Stanmoreph sics.com April 2025 ig Gui 1.5.3 1.6 Copyright reserved Marki lelines The NP and other right-wing groups wished to preserve their reputations and did not want their images further humiliated The NP did not want to answer more questions about the reasons behind apartheid which many historians regarded as a criminal conspiracy Any other relevant response (any 2 x2) (4) [Extraction of evidence from Source 1D — L1] Victims need to see offenders express remorse (1x2) (2) [interpretation, evaluation and synthesis from relevant sources — L3] Learners need to include the following points in their answer: It achieved a remarkable public exposure of human rights violations and crimes committed (Source 1A) The TRC exposed the apartheid era of its policies against humanity (Source 1A). 2 i d ordinary people to express their suffering under the had to deal with grievances of both black and white (Source 1B) people to come forward and ask for forgiveness and amnesty B) RC also allowed the victims and the perpetrators to meet each other face to face (Source 1B) The TRC was a success as it encouraged the nation to move forward after the horrors of apartheid (Source 1B) The TRC exposed the NP of dirty tricks against the ANC (Source 1C) It included the Third force, Viakplaas and hit squads (Source 1C) One of the successes of the TRC was restoring the victims dignity (Source 1D) The NP and other right —-wing organisations saw the TRC as a witch hunt and damaging its political credibility (Source 1D) Any other relevant response Please turn over ### Page 18 Histowmoaded from Stanmoreph sics.com April 2025 ig Gui Copyright reserved Marki lelines Use the following rubric to allocate marks: CRITERIA MARKS LEVEL 1 Uses evidence in an elementary manner, e.g. shows no or little understanding of explaining how successful the TRC healed the wounds of a divided South Africa Uses evidence partially or cannot write a paragraph 0-2 LEVEL 2 a paragraph. Evidence is mostly relevant and relates to a great extent on the topic, e.g. explaining how successful the TRC healed the wounds of a divided South Africa. Uses evidence in a very basic manner to write! 3-5 LEVEL 3 * Uses relevant evidence, e.g. demonstrates Uses evidence very effectively in an a thorough understanding of how ‘successful the TRC healed the wounds of, a divided South Africa. organised paragraph that shows an understanding of the topic 6-8 Please turn over ### Page 19 Histyovmdoaded from Stanmorep hysics .com April 2025 ig Gu Marki idelines QUESTION 2: Civil Resistance, 1970s, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s. [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.] SYNOPSIS Candidates need to agree or disagree on how the Black Consciousness Movement and Steven Biko was instrumental in challenging the apartheid government in the 1970s. MAIN ASPECTS Candidates could include the following aspects in their essays: Introduction: Candidates need to take a stance and indicate how the Black Consciousness Movement and Steven Bantu Biko'Was instrumental in challenging the apartheid government in the 1970s. ELABORATION + Inthe 1970s Black Consciousness Movement (BCM) revived the freedom struggle + Apartheid became increasingly oppressive in the 1970s and 1980s + Resistance seemed a hopeless cause. BC ideas changed that mindset * Black Consciousness (BC) began as a university student movement led by Stephen Biko which aimed to conscientise black people and instill in them a sense of self-worth and confidence to challenge the apartheid regime * The role of Biko: Biko became involved in student politics while studying medicine at the university as a member of NUSAS — a non-racial student organization. Biko was convinced that they could not understand the needs of black South Africans and felt there was a need for own organization to speak for themselves. Biko recruited fellow students from other ethnic universities and in December 1968 drafted a constitution for the South African Students Organisation (SASO) * SASO: Spread BC ideas across the campuses of the ethnically separated universities. Was important because it promoted black unity and solidarity, made students more politically aware, encouraged students to liberate themselves from Apartheid * BCM: Spread out from the ethnic university campuses to the rest of South Africa. Young black people were sent into various communities to create and run clinics and to set literacy campaigns to encourage solidarity and self-reliance. In 1972, the Black People's Convention (BPC) was formed to coordinate the activities of all the various BCM groups which emerged. BC reawakened labour movements in South Africa. In 1972 SASO established a national trade union council for blacks. The Black Allied Workers Union (BAWU) was formed by Drake Koka, and it rejected white involvement in the trade union movement. Urban Workers’ Strike (1973) reasons for the strike and demands of the workers. Highlights the government's reaction and impact of strikes. Viva Frelimo rallies; these rallies as national campaigns to be staged by SASO rallies accelerated tension between SASO and the South African government. Copyright reserved Please turn over ### Page 20 Histyovmdoaded from Stanmorep hysics.com April 2025 ig Gu Marki idelines * Government perceptions of BC: At first the SA government was not concerned about the BCM as it seemed similar to its own policy of separate development. Apartheid philosophy believed in racial segregation so the formation of SASO (black only union) seemed in accordance with apartheid theories of "own affairs". BC became stronger; it posed a challenge to the state for it had become a mass movement that sought to undermine apartheid. The Apartheid government reacted to the threat posed by the BCM by taking actions such as; banning BC leaders in 1971 from speaking in public (8 SASO leaders were banned); 8 BPC leaders were detained without trial under the Terrorism Act; SASO was banned on university campuses by 1975 and Biko was brutally murdered by the security police in 1977. * 1976 Soweto Uprising: Learners at schools in Soweto were unhappy because; most government funding went to white schools, severe overcrowding in classes, curriculum was limited and education prepared learners for manual and unskilled labour. Introduction of Afrikaans as a medium of instruction in 1975 in black schools triggered mass protest. SASM decided to hold a mass\demonstration against Afrikaans as a medium of instruction. On 16th June 1976 thousands of Soweto learners embarked on a peaceful protest. Later the march turned violent/and hundreds were injured (Hastings Ndlovu and Hector Pietersen). Angered by the police actions, learners went on a rampage through the streets of Soweto and burnt symbols of apartheid like buildings and white businesses. * Debate whether SASO (and SASM) were influenced by BCM. There were many other factors that played a role such as; poor living conditions in Soweto, influence of the ANC (political influence) and the establishment of the trade union movement. However, there is a most wide accepted idea that BC influenced the learners from Soweto. A number of SASO members became teachers once they had graduated. They introduced BC ideas to learners. SASM provided leadership training to high school learners, and it (SASM) was encouraged by SASO to concern itself with injustices within society and to spread BC ideas. The legacy of BC on SA politics: BCM revived the struggle against apartheid. Because of the change in attitude brought by the BCM and SASO, school children defied the apartheid state and spearheaded country wide protest. BCM political activists formed a new political organization, the Azanian Peoples' Organisation (AZAPO) in 1978. Azapo embraced BC philosophy and rejected white participation in the struggle. + Any other relevant information Conclusion: Candidates should tie up their argument with a relevant conclusion —_[50] Total: 100 Copyright reserved Please turn over ## Related documents - [HISTORY P1 MEMO GR12 SEPT2024 Afrikaans](https://www.hlayiso.com/library/history-p1-memo-gr12-sept2024-afrikaans/49472cc4-f28c-41d3-b6c4-2623ae0611e3) — History · Memo · 2024 · Afr - [HISTORY P2 GR12 QP SEPT 2024 Afrikaans](https://www.hlayiso.com/library/history-p2-gr12-qp-sept-2024-afrikaans/8367f672-7028-4e67-a52a-705b946b5122) — History · QP · 2024 · Afr - [Gr 12 History P1 (English) 2024 Question Paper X05](https://www.hlayiso.com/library/gr-12-history-p1-english-2024-question-paper-x05/7b41ec15-3856-4a67-a9db-cedd424e51c5) — History · QP · 2024 · Eng - [HISTORY P2 GR12 ADDENDUM JUNE 2024 Afrikaans](https://www.hlayiso.com/library/history-p2-gr12-addendum-june-2024-afrikaans/e7a9d6cf-de1b-4007-b7b2-b4d762b2fa10) — History · Addendum · 2024 · Afr - [History P1 Nov 2024 Addendum Eng](https://www.hlayiso.com/library/history-p1-nov-2024-addendum-eng/df93fb24-73e0-435a-8d91-bce9f456ba2c) — History · Addendum · 2024 · Eng - [Gr 12 History P2 (Afrikaans) June 2024 Question Paper](https://www.hlayiso.com/library/gr-12-history-p2-afrikaans-june-2024-question-paper/b8285d4c-81f2-4d18-a8e1-31feb9e949b5) — History · QP · 2024 · Afr ## More from Grade 12 History - [HISTORY P1 GR12 ADDEN JUNIE 2023 Afrikaans](https://www.hlayiso.com/library/history-p1-gr12-adden-junie-2023-afrikaans/6fec864f-931f-4143-acac-b498e2a5f304) — Addendum · 2023 · Afr - [HISTORY P2 GR12 MEMO JUNE 2023 Afrikaans](https://www.hlayiso.com/library/history-p2-gr12-memo-june-2023-afrikaans/80707e45-fe8b-451f-924d-7d4379d803e2) — Memo · 2023 · Afr - [HISTORY P2 GR12 QP JUNE 2023 Afrikaans](https://www.hlayiso.com/library/history-p2-gr12-qp-june-2023-afrikaans/4d89c999-c580-4ebe-ad32-ccdfbe675af1) — QP · 2023 · Afr - [HISTORY P2 GR12 QP JUNE 2023 English](https://www.hlayiso.com/library/history-p2-gr12-qp-june-2023-english/8444f2f9-4c71-46a1-972c-8b0f923e9927) — QP · 2023 · Eng - [HISTORY P2 GR12 ADDENDUM SEPT 2023 English](https://www.hlayiso.com/library/history-p2-gr12-addendum-sept-2023-english/7ebc175c-3acc-4751-b898-2a770db59777) — Addendum · 2023 · Eng - [HISTORY P2 GR12 ADDENDUM SEPT 2023 Sesotho](https://www.hlayiso.com/library/history-p2-gr12-addendum-sept-2023-sesotho/478b2586-d05f-4248-a960-3b5c744dc151) — Addendum · 2023 · Sesotho ## Collection - [Grade 12 past papers](https://www.hlayiso.com/grade-12/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. 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