METRO EAST EDUCATION DISTRICT
HISTORY PAPER 2
GRADE 12
JUNE EXAMINATION 2015
MEMORANDUM
Memorandum
June 2015
QUESTION 1: HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS
INFLUENCE THE SOWETO UPRISING OF 1976?
1.1
1.1.1 [Extraction of evidence from Source 4A – L1 – LO1 (AS3)]
• Black Consciousness
(any 1 x 1) (2)
1.1.2 [Explanation of historical concepts from Source 4A – L1 – LO2(AS1)]
• Black people should be proud of themselves
• Black people should do things on their own without the help of white
people
• Aimed to conscientise mainly black South Africans about their
political, economic and cultural rights
• Any other relevant response
(any 2 x 2) (4)
1.1.3 [Interpretation of information from Source 4A – L2 – LO1 (AS3)
• It did not fight for the rights of black South Africans
• It was a white-dominated organisation
• Black students were not satisfied with separate accommodation facilities
for white and black students
• White South Africans were not able to fight for the cause of black
South Africans
• It was not radical enough
• Any other relevant response
(any 2 x 2) (4)
1.1.4 [Extraction of evidence from Source 4A – L1 – LO1 (AS3)]
• SASM
• BPC
• SASO
1.1.5 [Interpretation of Source 4A – L2 – LO1 (AS3)]
(2 x 1) (2)
• They became aware about the philosophy of Black Consciousness
• They stood up for their rights and demanded equal education
• Black Consciousness conscientised them to target inferior education
• Defied the imposition of Bantu Education by boycotting exams on the
Swart Pelgrim
• It influenced them to be self-reliant
• Any other relevant response
(any 2 x 2) (4)
1.2
1.2.1 [Analysis, Interpretation and Evaluation of Source 4B – L3 – LO1 (AS3)]
• The torch represent the success of Afrikaner culture in terms of language
• Students in Soweto rejected being taught in Afrikaans
• Refers to the Soweto uprising against the use of Afrikaans
• The crossing out of the word ‘skool’ symbolises the rejection of formal
schooling
• Any other relevant response
(any 2 x 2) (4)
1.2.2 [Analysing of evidence from Source 4B – L2 – LO1 (AS4); LO2 (AS2
• The flame/torch symbolises the celebration of Afrikaans in 1975
• The flame/torch symbolises the uprising that occurred in Soweto against
the issue of Afrikaans and inferior education
• The flame/torch symbolises the burning of schools, buildings, cars, etc.
• The flame/torch symbolises the anger that the students felt about Bantu
Education and the apartheid government
• The flame/torch symbolises the rejection of Bantu Education and the
imposition of the Afrikaans as a language on black South African students
• Any other relevant response
(any 2 x 2) (4)
1.3 [Comparison of Sources 2A and 2B to explain how they support each
other L3 – LO1 (AS4); LO2 (AS3)] Candidates should refer to both Sources
4A and 4B in their response.
• Source 4A refers to the burning of books and Source 4B shows the
smoke/flame
• Source 4A refers to the boycotting of the Afrikaans exam and Source 4B
symbolises the rejection of Afrikaans as a language
• Sources 4A and 4B highlight the need to resist Afrikaans as a language of
instruction and the rejection of Bantu Education
• Any other relevant response
(any 2 x 2) (4)
1.4
1.4.1 [Justification of evidence from Source 4C – L3 – LO1 (AS3 and 4); LO2
(AS2); LO3 (AS2 and 3)] Candidates need to state whether Kleingeld's
testimony to use violence against the unarmed students were JUSTIFIED or
NOT JUSTIFIED. Candidates should use the following to support their
viewpoint. JUSTIFIED because:
• Students were throwing stones
• Students were aggressive
• Students endangered the lives of policemen
• Policemen had to protect the property of the government
• Students were violent and displayed unpatriotic tendencies
• Any other relevant response NOT JUSTIFIED because:
• It was a violation of their human rights
• Students were justified in protesting against the forced use of Afrikaans
as language across the curriculum
• They were only school students
• It is unethical to use live ammunition on unarmed children
• Any other relevant response
(any 2 x 2) (4)
1.4.2 [Interpretation of information from Source 4C – L2 – LO1 (AS3)]
• Students marched to protest peacefully against the use of Afrikaans across
the curriculum and to reject Bantu Education
• Police used teargas to disperse students
• Students in Soweto responded by throwing stones at the police
• Police opened fire without warning on unarmed students and the first
casualty was Hector Pieterson
• Any other relevant response
(any 1 x 2) (2)
1.4.3 [Comparison of two views in Source 2C to explain the usefulness thereof
L3 – LO1 (AS4); LO2 (AS3)] Candidates should refer to both KLEINGELD'S
TESTIMONY and JON-JON MKHONZA'S ACCOUNT and support their answer
with relevant evidence.
KLEINGELD'S TESTIMONY
• Kleingeld was a respected policeman
• Kleingeld was trying to maintain law and order
• Kleingeld was an eyewitness
• Any other relevant response JON-JON MKHONZA'S ACCOUNT
• Mkhonza was an eyewitness • He was a victim of the policy of apartheid
• Singing of 'Morena Boloka' shows the peacefulness of the march
• Any other relevant response
(any 2 x 2) (4)
1.5
1.5.1 [Interpretation of evidence from Source 4D – L2 – LO1 (AS3)]
• Introduction of Afrikaans as medium of teaching and learning
• The policy of Bantu Education
• The philosophy of Black Consciousness
• Any other relevant response
(any 1 x 2) (2)
1.5.2 [Interpretation of Source 4D – L2 – LO1 (AS3)]
• Scared that the government had lost control of the country
• Scared of all the violence and killing
• Future seemed uncertain
• Black South Africans resisted the policy of apartheid by resorting to the use
of violence
• Any other relevant response
(any 1 x 2) (2)
1.6 [Interpretation, analysis and synthesis of evidence from all sources - L3LO1
(AS3 and 4), LO2 (AS1, 2 and 3) LO3 (AS 1, 2, 3 and 4)]
Candidates may use the following points to answer the question:
• Black South African students were forced to learn Afrikaans
• The state prescribed books like Swart Pelgrim
• The state intimidated anti-apartheid activists by using violence, teargas,
bullets, dogs and batons
• Anti-apartheid activists were tortured, detained and killed
• Steve Biko and other activists were arrested, tortured and killed
• The apartheid government banned political organisations
• Homeland leaders were co-opted to perpetuate the policy of apartheid
• Any other relevant response
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 that the apartheid government played in limiting
the influence of the Black Consciousness Movement • Uses evidence partially
to report on topic or cannot report on topic
MARKS: 0–2
LEVEL 2
• Evidence is mostly relevant and relates to a great extent to the topic e.g.
shows some understanding of the role that the apartheid government played
in limiting the influence of the Black Consciousness Movement • Uses
evidence in a very basic manner
MARKS: 3–5
LEVEL 3
• Uses relevant evidence e.g. that shows a thorough understanding of the
role that the apartheid government played in limiting the influence of the
Black Consciousness Movement • Uses evidence very effectively in an
organised paragraph that shows an understanding of the topic
MARKS: 6–8
[50]
QUESTION 2: WHAT ROLE DID THE TRUTH AND RECONCILIATION COMMISSION
(TRC) PLAY IN HEALING SOUTH AFRICA FROM ITS DIVIDED PAST?
2.1
2.1.1 [Explanation of concept from Source 4A – L1 – LO2 (AS1)]
• Official or general pardon/forgiveness on condition of full disclosure of
politically motivated human rights violations before the TRC
• Any other relevant response
(any 1 x 2) (2)
2.1.2 [Interpretation of evidence from Source 4A – L2- LO1 (AS3)]
• The act for which amnesty was required should have happened between
1960 and 1994
• The act must have been politically motivated
• Applicants should make full disclosure
• Any other relevant response
(any 2 x 2) (4)
2.1.3 [Interpretation and evaluation of reliability of Source 4A – L3 –LO1 (AS3
and 4)] Candidates could either choose YES or NO and support their
response with relevant evidence
YES:
• They were guaranteed amnesty if they satisfied the requirements
• They would avoid prosecution on atrocities that were committed
• Any other relevant response
NO:
• Their actions were secrets and unknown and they would not openly come
out and confess
• Public confessions could be embarrassing for them and undermining the
apartheid state/liberation movements
• Any other relevant response
(any 1 x 3) (3)
2.2
2.2.1 [Analysis and Interpretation of evidence from Source 4B – L2 –LO1 (AS3
and 4); LO3 (AS2)]
• There was no national consensus/absence of national consensus
• It was not accepted by all South Africans/great gaps in our society
• Any other relevant response
(any 2 x 2) (4)
4.2.2 [Interpretation of evidence from Source 4B – L2 – LO1 (AS3); LO3 (AS2)]
• Hatred and animosities of the past would go away/heal the wounds of the
past
• It would restore the respect (worth) of the South African nation
• It would be an admission that something wrong was done
• Bring about reconciliation/unity
• Any other relevant response
(any 2 x 2) (4)
2.3
2.3.1 [Extraction of evidence from Source 4C – L1- LO1 (AS3)]
• Equating the struggle against apartheid with those who enforced it
despite the fact that apartheid was declared a crime against humanity
by the UN
• Any other relevant response
(any 1 x 2) (2)
2.3.2 [Evaluating the evidence in perspective 1 from Source 4C to detect bias
– L3 – LO1 (AS3); LO3 (AS2)]
• Written from the ANC's point of view
• Mathew Phosa was a member of the ANC/and an ANC premier
• Alternate views from other political parties were not included
• Any other relevant response
(any 1 x 3) (3)
2.3.3 [Interpretation of evidence from Source 4C – L2 –LO1 (AS3 and 4);
LO3 (AS2)] Candidates should indicate whether Hartzenberg's view is FAIR or
UNFAIR and support their response with relevant evidence. In answering this
question candidates need to show that the source is relevant to the
investigation and reliable by interrogating the origin and level of bias.
FAIR:
• Two right-wing political prisoners J du Plessis and J v Wyk were denied
amnesty even though they qualified
• Hartzenberg viewed the TRC as a witch hunt against the Afrikaners
• Hartzenberg viewed the TRC as being biased against the Afrikaners
• Any other relevant answer
UNFAIR:
• He was biased against the TRC
• Application for amnesty did not guarantee that it would be granted
• Some Afrikaners were granted amnesty
• The TRC looked at all organisations that applied for amnesty
• Any other relevant answer
(any 2 x 2) (4)
2.3.4 [Comparing extracts 1 and 2 from Source 4C to evaluate their similarity
– L3 – LO2 (AS3)]
• Both Extracts 1 & 2 blamed the TRC, though for different reasons
• Both Extracts 1 & 2 highlight the idea that the TRC was controversial
• Both Extracts 1 & 2 are for different reasons, biased against the TRC
• Any other relevant answer
(any 2 X 2) (4)
2.4
2.4.1 [Interpretation of evidence from Source 4D – L2 –LO1 (AS3 and 4);
LO3 (AS2)]
• Mandela was not satisfied with the TRC report because it did not achieve
its intended aims (TRC was controversial)/incomplete work of the TRC
• Tutu looks surprised because Mandela doesn't look happy with the TRC
report
• Tutu expected Mandela to accept the report unconditionally
• Mandela was surprised at the ugly truth as depicted as a fish
• Both Tutu and Mandela expected reconciliation as well and not only the
truth
• Any other relevant answer
(any 2 X 2) (4)
2.4.2 [Interpretation of evidence from Source 4D – L2 –LO1 (AS3 and 4);
LO3 (AS2)]
• The TRC did not achieve its intended aims
• The truth that was uncovered was ugly, painful without reconciliation
• The TRC report did not show that reconciliation was achieved
• The TRC was a failure and did not necessarily accomplish its mandate
• Any other relevant answer
(any 2 x 2) (4)
2.4.3 [Interpretation and evaluation of bias in the cartoon (Source 4D) – L3 –
LO1 (AS3 and 4); LO3 (AS2)] Candidates should indicate BIASED to a great
extent or BIASED to a less extent and support their response with relevant
evidence. In answering this question candidates need to show that the
source is relevant to the investigation and reliable by interrogating the
provenance (origin) and level of bias.
BIASED TO A GREAT EXTENT:
• Depicted the TRC as a failure
• The TRC unearthed ugly and painful truth and did not realise reconciliation
and nation building
• Mandela not happy with the final report of the TRC
• Any other relevant answer
BIASED TO LESS EXTENT:
• The TRC faced many challenges
• The TRC did not achieve reconciliation
• The TRC did not bring about healing and nation building
• Any other relevant answer
(any 2 x 2) (4)
4.5 [Interpretation, analysis and synthesis of evidence from all sources – L3 –
LO1 (AS 3 and 4), LO2 (AS1, 2 and 3) LO3 (AS 1, 2, 3 and 4)]
• One of the aims of the TRC was to grant amnesty to those guilty of human
rights offences – for the sake of reconciliation
• Conditions for being granted amnesty: Application for actions committed
within stipulated time (1960 and 1994); Offences committed should have
been politically motivated; Applicants should make full disclosure
• Did not operate like a court of law
• Focused on bringing the truth through public confessions and not justice
• Provided a platform for perpetrators to disclose atrocities committed so
they could be set free from feeling of guilt
• The Committee had to treat perpetrators of the liberation struggle
movements and the apartheid government similarly
• 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 of the Amnesty Committee during the TRC process
• Uses evidence partially to write on the topic or cannot write on topic
MARKS: 0–2
LEVEL 2
• Evidence is mostly relevant and relates to a great extent to the topic e.g.
shows some understanding of the role of the Amnesty Committee during the
TRC process
• Uses evidence in a very basic manner
MARKS: 3–5
LEVEL 3
• Uses relevant evidence e.g. shows a thorough understanding of the role of
the Amnesty Committee during the TRC process
• Uses evidence very effectively in an organised paragraph that shows an
understanding of the topic
MARKS: 6–8
[50]
QUESTION 3: HOW DID ORDINARY PEOPLE RESPOND TO GLOBALISATION AFTER
THE 1990s?
3.1.1 [Explanation of a historical concept from Source 3A - L2]
• It is a global network of economic, communication and trade which has
monopolised the global village.
• Any other relevant answer
(1 x 2) (2)
3.1.2 [Extraction of evidence from Source 3A - L1]
• Increased international trade
• A company can operate in more than one country
• Greater dependence on the global economy
• Free movement of capital, goods and services
• Recognition of companies such as McDonald's and Starbucks (any 2 x 1)(2)
3.1.3 [Interpretation of evidence from Source 3A - L2]
(a) • Provide work in less economically developed countries
• Cheaper products
• Provide income for local communities
• Access new products
• Access new technology
• Investment in less economically developed countries
• Any other relevant answer
(any 1 x 2) (2)
(b) • Fast food not a healthy option
• Exploitation of natural resources in less economically developed countries
• Exploitation of labour
• Polluting the environment
• Any other relevant answer
3.1.4 [Interpretation of evidence from Source 3A - L2]
YES
(any 1 x 2) (2)
• McDonald's is a multi-national company and it shows its economic power
and control
• McDonald's has 30 000 restaurants in 119 countries. This shows its domination
• Any other relevant response
(any 2 x 2) (4)
If candidates disagree they should provide relevant evidence
3.1.5 [Extraction of evidence from Source 3A - L1]
• To provide cheap labour
• To provide raw materials
• Any other relevant answer
(2 x 1) (2)
3.2.1 [Extraction of evidence from Source 3B – L1]
• China
• India
• Bermuda
(any 2 x 1) (2)
3.2.2 [Analysis and Interpretation of evidence from Source 3B – L3]
• Devastated as they could be without a job in the near future (Factories to
China)
• Begrudged because economic activities were outsourced (Jobs to India)
• Resentment against the capitalist bosses for not investing profits in the
developed countries
• Resentment towards Kerry for leaving America for Canada as he became
one of the richest politicians that benefitted from a globalised economy
• Ordinary people who were patriotic may view this cartoon as an insult to
their government and therefore could be malicious and biased
• Any other relevant answer
(any 2 x 2) (4)
3.2.3 [Interpretation and evaluation of evidence from Source 3B - L2]
• He wanted to create an impression that he disagreed with the manner in
which the capitalist did business in America
• His action is questionable as he is leaving for another more economically
developed country
• John Kerry is in fact one of the richest paid politicians in America and
benefitted greatly from globalisation
• Emissions from the three ships as seen in the cartoon are polluting the
environment -Kerry is a politician who campaigned for clean air (Clean Air
Act) in the USA
• Any other relevant answer
(any 1 x 2) (2)
3.3 [Comparing of evidence in Sources 3A and 3B - L3]
• Both sources refer to the globalisation of the economy
• Both sources refer to the setting up of MNCs and TNCs in developing
countries
• Both sources refer to the creation of employment opportunities in
developing countries
• Both sources refer to the pollution of the environment by MNCs and TNCs
• Both sources refer to the wealth that is generated by MNCs and TNCs that
would not benefit local communities
• Any other relevant answer
(any 2 x 2) (4)
3.4.1 [Extraction of evidence from Source 3C - L1]
• World Trade Organisation
(1 x 1) (1)
3.4.2 [Interpretation of evidence from Source 3C-L2]
• The World Trade Organisation did not protect their rights of workers
• Workers were exploited
• They had no job security
• They were not allowed to be unionised
• Any other relevant answer
(any 2 x 2) (4)
3.4.3 [Extraction of evidence from Source 3C - L1]
• They were well educated
• They were informed about issues that affected their lives
• They were well informed about issues concerning the activities of the World
Trade Organisation
• They did their home work
• They attended workshops and seminars
3.4.4 [Extraction of evidence from Source 3C - L1]
• Genetically engineered foods
(any 2 x 1) (2)
• Sweat shops
• The clean cutting of forest
• Animal protection laws
• Beef hormones
• Poison air, water and land
• American workers lost their jobs to overseas markets
(any 3 x 1) (3)
3.5 [Extracting evidence from a visual source - Source 3D - L1 ]
• Ordinary people were against the World Trade Organisation
• The World Trade Organisation exploited people and nature
• The World Trade Organisation trade agreements favoured the MDCs
• The people wanted a voice in the World Trade Organisation
• Any other relevant answer
(any 2 x 1) (2)
3.6 [Comparing evidence in Sources 3D and 3C to reach a conclusion – L3]
• Both sources show that the protest against the WTO focused on the
exploitation of people and nature
• Both sources show that the protesters were unhappy about the manner in
which the trade agreements of the WTO favoured the rich
• In both sources the protest is aimed against the globalisation of the
economy
• Both sources refer to the activities of the World Trade Organisation like
poisoning the air, water and land
• Any other relevant answer
(any 2 x 2) (4)
3.7 [Interpretation and evaluation of information from all the sources – L3]
Candidates should include the following aspects in their responses:
• Globalisation increased the gap between the rich and ordinary people
(Source 3A)
• Ordinary people provided cheap labour to MNCs and TNCs (Source 3A)
• Profits did not benefit ordinary people (Source 3A)
• Unemployment endemic because of a globalised economy (Source 3A)
• TNCs and MNCs closed down local businesses (Source 3B)
• Poor working conditions and low wages
• Resistance to a globalised economy led to protest (Sources 3C and 3D)
• Ordinary people saw globalisation as exploitative (Sources 3C and 3D)
• 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 how the globalisation of economic policies influenced
ordinary people
• Is unable to use evidence in a very basic manner and organise a
paragraph
Marks 0–2
LEVEL 2
• Evidence is mostly relevant and relates to a great extent to the topic e.g.
shows an understanding of how the globalisation of economic policies
influenced ordinary people
• Is able to use evidence effectively and organise a paragraph
Marks 3–5
LEVEL 3
• Uses relevant evidence e.g. demonstrates a thorough understanding of
how the globalisation of economic policies influenced ordinary people
• Uses evidence very effectively in an organised paragraph that shows an
understanding of the topic
Marks: 6– 8
[50]
Section B Essay Questions
Use the rubric to assess essays.
Question 4
[Plan, construct and discuss an argument based on evidence using
analytical and interpretative skills]
SYNOPSIS
Candidates need to critically examine whether or not Botha's policy of divide
and rule was 'political suicide'.
MAIN ASPECTS
Candidates should include the following aspects in their essays:
• Introduction: Candidates should take a stance as to whether or not Botha's
policy to divide and rule the oppressed masses of South Africans.
ELABORATION
• Botha's policy of 'divide and rule'
• Attempts to reform apartheid
• The tri-cameral parliament and response by black South African political
organisations
• Reaction to Botha's reforms, formation of the UDF, e.g. the 'million signature'
campaign by UDF
• Intensification of the internal resistance e.g. violent protests in the Vaal
Triangle
• Banning of political organisations (AZAPO, UDF)
• Detention of political activists, e.g. Thloki Mofokeng and S'celo Dlomo
• Banned organisations like the ANC called for the country to be
ungovernable • Imposition of the state of emergency 1985–1986
• Education struggles – Education Crisis Committee, COSAS, etc.
• Emergence and impact of MDM
• Apartheid at crossroads – country ungovernable
• Any other relevant response
• Conclusion: Candidates should tie up their argument with a relevant
conclusion.
[50]
Question 5
SYNOPSIS In writing this essay candidates must focus on the various steps,
events and role players that paved the way for a democratic South Africa
between 1990 and 1994.
MAIN ASPECTS
Candidates should include the following aspects in their response:
• Introduction: Candidates should make a statement on how negotiations
among various role players paved the way for a democratic South Africa.
ELABORATION Focus on the process of negotiations between 1990 and 1994:
• De Klerk’s speech announcing Mandela’s release
• The process of negotiations begins
• First formal meeting takes place at Groote Schuur – release of political
prisoners
• Pretoria Minute – ANC announces suspension of the armed struggle
• CODESA 1 - working groups were set up to deal with specific issues
• Right wing Conservative Party and left wing Pan Africanist Congress
boycotted CODESA
• IFP leader, Mangosuthu Buthelezi/COSAG refused to attend
• Whites only referendum gave De Klerk a clear mandate to negotiate
• CODESA 11 collapsed over majority rule / power sharing / regional powers
• Increased violence (i.e. Boipatong, Bhisho etc)
• Record of Understanding as a result of talks between Cyril Ramaphosa
and Roelf Meyer
• Sunset clause and the role of Joe Slovo (Multi-party Negotiating Forum)
• Assassination of Chris Hani leads to protests and speeds up negotiations
• Storming of the World Trade Centre by the right wing AWB
• Final agreement was reached • 1994 election • Any other relevant
response
• Conclusion: Candidates should tie up their argument with a relevant
conclusion.
[50]
Question 6
[Plan and construct an argument based on evidence using analytical and
interpretative skills - L1 – LO1 (AS3 and 4); LO2 (AS1, 2 and 3); LO3 (AS1, 2, 3
in addition 4)]
SYNOPSIS
Candidates should explain how the fall of communism influenced South
Africa to embark on political changes in the 1990s.
MAIN ASPECTS
Candidates could include the following aspects in their response:
• Introduction: Candidates should explain how the fall of communism
influenced the political future of South Africa and how it paved the way for
negotiations.
ELABORATION
• Gorbachev's reforms: Glasnost and Perestroika and its role in ending
communism
• The democratisation of the Soviet Bloc countries and fall of the Berlin Wall
• The impact of the political transformation in Soviet Bloc countries on the
apartheid government and the ANC
• De Klerk used the fall of communism as an opportunity to initiate reforms
• His willingness to open talks was welcomed by the ANC in terms of its
longstanding principles
• The ANC had to abandon the armed struggle to begin the process of
negotiations
• Opened the way for negotiations with the ANC leading to the release of
political prisoners and unbanning of political parties
• USSR's economic stagnation influenced political changes in South Africa
between the NP and ANC
• The USA's abandonment of support for the NP – affected South Africa's
political future
• Any other relevant response
• Conclusion: Candidates should tie up their argument with a relevant
conclusion
[50]