GRADE 11 NOVEMBER 2014 HISTORY P1 - Best...

NATIONAL SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2014

HISTORY P1

MARKS: 150 TIME: 3 hours

This question paper consists of 9 pages and an addendum of 8 pages.

*IHISTE1*

2 HISTORY P1 (NOVEMBER 2014)

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INSTRUCTIONS AND INFORMATION 1. This question paper consists of SIX (6) questions based on the prescribed

content framework of the CAPS Document. Three source-based questions under SECTION A and three essay questions under SECTION B.

SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: COMMUNISM IN RUSSIA, 1900 – 1940 QUESTION 2: CAPITALISM IN THE USA, 1900 – 1940 QUESTION 3: IDEAS OF RACE IN THE LATE 19th AND 20th CENTURIES SECTION B: ESSAY QUESTIONS QUESTION 4: COMMUNISM IN RUSSIA, 1900 – 1940 QUESTION 5: CAPITALISM IN THE USA, 1900 – 1940 QUESTION 6: IDEAS OF RACE IN THE LATE 19th AND 20th CENTURIES 2. SECTION A consists of THREE source-based questions. Source material

that is required to answer these questions will be found in the accompanying ADDENDUM.

3. SECTION B consists of THREE essay questions. 4. Answer THREE questions as follows: 4.1 At least ONE (1) must be a source-based question and at least ONE

(1) must be an essay question. 4.2 The THIRD question can either be a source-based question or an

essay question. 5. Learners may answer two questions on the same topic/theme. 6. When candidates answer questions, they are required to demonstrate

application of knowledge, skills and insight. 7. Merely rewriting of the sources as answers will be to the disadvantage of

candidates. 8. Questions and subsections of questions must be numbered clearly and

correctly using the same numbering system used in the question paper. 9. Write neatly and legibly. 10. Start EACH question on a NEW page.

(NOVEMBER 2014) HISTORY P1 3 SECTION A: SOURCE-BASED QUESTIONS Answer at least ONE question and not more than two questions from this section. QUESTION 1: COMMUNISM IN RUSSIA, 1900 –1940 HOW DID THE RUSSIAN REVOLUTION LEAD TO THE OVERTHROW OF THE TSARIST REGIME IN RUSSIA IN 1917? Study Sources 1A, 1B, 1C and 1D in order to answer the following questions. 1.1 Refer to Source 1A. 1.1.1 What, according to the source, were the aims of the Assembly of the

Russian Workingmen? (2 x 1) (2) 1.1.2 Using the source and your own knowledge, explain the association

Father Gapon had with the family of the Tsar. (1 x 2) (2) 1.1.3 With reference to the source and your own knowledge mention the

name of the Tsar of Russia during this time. (1 x 1) (1) 1.1.4 Why, according to the source, did Gapon stop being a police agent?

(2 x 2) (4) 1.1.5 In the context of the source explain what is meant by “despotic and

irresponsible government.” (1 x 2) (2) 1.1.6 Using the source, mention FOUR demands that were contained in

the people’s petition to the Tsar. (4 x 1) (4) 1.2 Study Source1B. 1.2.1 Quote a line from the source that tells us that the ordinary people of

Russia had no channel to voice their suffering. (1 x 2) (2) 1.2.2 Why, in your own opinion, is the language of the petition very polite

and considerate towards the Tsar? (1 x 2) (2) 1.2.3 How does Source 1B support Source 1A with regard to the violation

of human rights by the ruling class in Russia? (2 x 2) (4)



1.3 Read Source 1C. 1.3.1 Use the source and your own knowledge to explain the meaning of

the concept “aristocracy” fully. (1 x 2) (2) 1.3.2 Use the source and your own knowledge to explain why there was a

strike by the workers in March 1917. (1 x 2) (2) 1.3.3 Why is the March revolution also known as the February

Revolution? (2 x 2) (4) 1.4 Consider Source 1D. 1.4.1 Using the source and your own knowledge define the concept, war

communism. (1 x 2) (2) 1.4.2 Using the source and your own knowledge explain why it had been

necessary for the success of the Bolshevik Revolution that capitalist governments should be overthrown throughout Europe. (2 x 2) (4)

1.4.3 How devastating were the results of the civil war for Russia? (2 x 2) (4) 1.4.4 The last sentence in Source 1D refers to a new policy for Russia

under conditions of peace. Name this policy. (1 x 1) (1) 1.5 Using the information in the relevant sources and your own knowledge, write

a paragraph of about EIGHT lines (about 80 words) in which you explain the reasons why Lenin introduced the policy of War Communism. (8)

[50]

(NOVEMBER 2014) HISTORY P1 5 QUESTION 2: CAPITALISM IN THE USA, 1900 –1940 HOW DID ROOSEVELT’S NEW DEAL BRING ABOUT RELIEF, REFORM AND RECOVERY FOR AMERICANS? Study Sources 2A, 2B and 2C to answer the following questions. 2.1 Refer to Source 2A. 2.1.1 Using the written source and your own knowledge, which election is

referred to in the source? (1 x 2) (2) 2.1.2 Mention the THREE general aims of the New Deal. (3 x 1) (3) 2.1.3 Using the written source and your own knowledge explain the

reference to ‘Congress’ in the source. (1 x 2) (2) 2.1.4 Why was there a need for a New Deal for America? (2 x 2) (4) 2.1.5 Explain the message that is contained in the visual source. (1 x 2) (2) 2.1.6 What is the message contained in the sub-heading, “Washington

Voters Send Them Back To Help F.D.R. Carry On New Deal”? (2 x 2) (4) 2.1.7 How does the visual source support the written source in relation to

the New Deal? (2 x 2) (4) 2.2 Consult Source 2B. 2.2.1 Why, according to the source, were needy citizens given payments

through grants? (1 x 2) (2) 2.2.2 Mention TWO agencies from the source and give the reason for each

to be established. (2 x 2) (4) 2.2.3 What benefits did employees derive from the National Industrial

Recovery Act? (3 x 1) (3) 2.2.4 Use the source and your own knowledge to explain why farmers were

encouraged, through subsidies, to produce less. (1 x 3) (3) 2.3 Study Source 2C. 2.3.1 Explain the usefulness of Source 2C to historians studying the

successes of the New Deal. (1 x 2) (2)



2.3.2 Using the source and your own knowledge, account for the difference in approach by Roosevelt and Hoover in handling the challenges of the Great Depression. (2 x 2) (4)

2.3.3 Using the source, mention the phrases that were used to negatively

refer to Hoover’s reaction to the Great Depression. (2 x 1) (2) 2.3.4 To which party did Hoover belong to? (1 x 1) (1) 2.4 Using the information in the relevant sources and your own knowledge, write

a paragraph of about EIGHT lines (about 80 words) in which you explain the impact of the New Deal on the American population. (8)

[50]

(NOVEMBER 2014) HISTORY P1 7 QUESTION 3: IDEAS OF RACE IN THE LATE 19th AND 20th CENTURIES HOW WERE THE HUMAN RIGHTS OF MINORITIES VIOLATED IN NAZI GERMANY AS A RESULT OF RACE THEORIES? Study Sources 3A, 3B, 3C and 3D to answer the following questions. 3.1 Refer to Source 3A. 3.1.1 Using the source and your own knowledge, to define the following

concept, Holocaust. (1 x 2) (2) 3.1.2 Extract from the source the defining characteristics of Aryans. (4 x 1) (4) 3.1.3 Why, according to the source and your own knowledge, was it

necessary to clearly define non-Aryans during the time of the Nazi government in Germany? (1 x 3) (3)

3.1.4 Using the source and your own knowledge, name the leader of Nazi

Germany during the Holocaust. (1 x 1) (1) 3.2 Study Source 3B. 3.2.1 Using the source and your own knowledge, explain what anti-

Semitism means. (1 x 2) (2) 3.2.2 What measures, according to the source, were passed by the Nazi

government that violated the rights of the Jews? (3 x 1) (3) 3.2.3 What, in your opinion, would be the impact of the dismissal of Jews

from national service? (2 x 2) (4) 3.2.4 How does the information in Source 3B support Source 3A regarding

the treatment of Jews in Nazi Germany? (2 x 2) (4) 3.2.5 Using the source and your own knowledge, name the country whose

flag displays the Star of David. (1 x 1) (1) 3.3 Consider Source 3C. 3.3.1 Explain in your own words, what “Krystalnacht” meant. (1 x 2) (2) 3.3.2 Why, according to the source, was it easier for the Russian people to

welcome the invasion by the Nazis? (1 x 2) (2) 3.3.3 Using the source explain the main aspects of the Final Solution as

adopted by the Nazi government. (3 x 2) (6) 3.3.4 Comment on the usefulness of Source 3C to a researcher

investigating the Holocaust. (1 x 2) (2)



3.4 Refer to Source 3D. 3.4.1 Use the source and your own knowledge to explain why Poland

had the biggest recorded number of Jews killed. (1 x 2) (2) 3.4.2 Compare and contrast Source 3C and 3D with regard to the

treatment of Jews by Nazi Germany. (2 x 2) (4) 3.5 Using all the sources and your own knowledge write a paragraph of about

EIGHT lines (about 80 words) on how useful these sources are in understanding the violation of the human rights of the Jews and other minorities by the Nazis. (8)

[50]

(NOVEMBER 2014) HISTORY P1 9 SECTION B: ESSAY QUESTIONS Answer at least ONE question and not more than TWO questions from this section. QUESTION 4: COMMUNISM IN RUSSIA, 1900 – 1940 Candidates may answer only ONE of the following two essays. 4.1 Critically discuss whether Lenin’s New Economic Policy was successful in

saving USSR from the brink of economic collapse. [50] OR 4.2 “It can be argued that Stalin was both an excellent and a bad leader for

Russia.” Evaluate the validity of this statement in a well-constructed essay. [50] QUESTION 5: CAPITALISM IN THE USA, 1900 – 1940 Candidates may answer only ONE of the following two essays. 5.1 Analyse the underlying weaknesses/defects of the American economy in the

1920s that contributed to the collapse of the New York Stock Exchange in October 1929, thereby unleashing the Great Depression. [50]

OR 5.2 Discuss the consequences/effects of the Great Depression in the USA. [50] QUESTION 6: IDEAS OF RACE IN THE LATE 19th AND 20th CENTURIES Critically discuss how the application of eugenics and Social Darwinism affected the indigenous people of Australia and also evaluate whether this amounted to genocide or not. [50]

GRAND TOTAL: 150


GRADE 11

NOVEMBER 2014

HISTORY P1 ADDENDUM

MARKS: 150 TIME: 3 hours

This addendum consists of 8 pages.

*IHISTE3*

2 HISTORY P1 (ADDENDUM) (NOVEMBER 2014)


SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: COMMUNISM IN RUSSIA, 1900 – 1940 HOW DID THE RUSSIAN REVOLUTION LEAD TO THE OVERTHROW OF THE TSARIST REGIME IN RUSSIA IN 1917? SOURCE 1A This source deals with the transformation of the influential Father Gapon from a police agent to the leader of the people demanding drastic reforms from the Tsar. Father George Gapon led a movement secretly created and guided by the police. The Assembly of Russian Workingmen aimed to immunise the workers against the plague of socialism and strengthened their attachment to the Orthodoxy and the Tsar. Sincere in his beliefs and carried away by the extravagance of his own speeches and fervour of his eager audiences, Gapon abandoned his role as police agent for that of popular leader and started a mass movement to petition the Tsar for reform. Denouncing ‘despotic and irresponsible government’ the petition attacked the ‘capitalistic exploiters, crooks and robbers of the Russian people’ and appealed to the Tsar to grant his people a parliament, the vote, universal education, a minimum wage, an eight-hour working day, an income tax system, separation of church and state, and amnesty (general pardon or forgiveness) for all political prisoners.

[Source: Tames, R. – Last of the Tsars, London: Pan Macmillan] SOURCE 1B An extract from the petition that Father Gapon hoped to present to the Tsar on 22 January, 1905, the Bloody Sunday. “We, the workers, our children, our wives and our old, helpless parents have come, Lord, to seek truth and protection from you. We are impoverished and oppressed, unbearable work is imposed on us, we are despised and not recognised as human beings. We are treated as slaves, who must bear their fate and be silent. We have suffered terrible things, but we are pressed deeper into poverty, ignorance and lack of rights.”

[Adapted from: www.spartacushistory.com]

http://www.spartacushistory.com/

(NOVEMBER 2014) HISTORY P1 (ADDENDUM) 3


SOURCE 1C This source deals with the March 1917 Revolution, also referred to as the February Revolution. The insurrection began almost unnoticed. Early in March 1917, a strike of workers of Petrograd’s great Pulitov Engineering Works turned thousands of men onto the streets, to demonstrate against the government and to appeal to the workers of other plants. March 8, International Women’s Day, regularly celebrated by the workers, brought thousands of women from the queues for bread to swell (drastically increase the size of) the crowds. Red flags and banners with the slogan “Down with the Aristocracy!” made their appearance. The police, however, had no great trouble in dispersing the crowds, and the unrest seemed no greater than on previous occasions.

[Adapted from: Curtiss, JS, The Russian Revolutions of 1917. Princeton; Anvil Von Nostrand] SOURCE 1D This source deals with some of the challenges that were facing the Bolsheviks when they came to power in Russia. At the time of the October Revolution in Russia, Lenin and others had hoped that workers throughout Europe would overthrow capitalist governments and achieve socialist revolutions. But when that did not take place, the Soviet Union found itself economically isolated and attacked on all sides by the invading armies of imperialism. While the Soviet Union fought back and defeated the invading armies by the end of 1920, the damage was done. Industry and machinery, already largely destroyed by the capitalists who fled during the revolution, were in shambles, many of the best workers had been killed or maimed at the front; agriculture, already hurt by war and demoralisation of the farmers was further damaged by crop failures. The people in the cities were starving. To feed people in the cities, the Soviet government confiscated grain. As Lenin explained in his pamphlet, ‘The Tax in Kind’, “It was the war and the ruin that forced us into War Communism failure in 1920”. At the Tenth Congress of the Russian Communist Party in March 1921, Lenin called for a new policy: “Up to now we have been adapting ourselves to the tasks of war; we must now adapt ourselves to the conditions of peace.”

[Adapted from http://sfr-21.org/war-communism.html]

http://sfr-21.org/war-communism.html



QUESTION 2: CAPITALISM IN THE USA, 1900 – 1940 HOW DID ROOSEVELT’S NEW DEAL BRING ABOUT RELIEF, REFORM AND RECOVERY FOR THE AMERICANS? SOURCE 2A WRITTEN SOURCE Roosevelt’s approach to the crisis in the American economy. Roosevelt promised the people of America a ‘New Deal’ if they elected him. In his inaugural speech he called on the American people to face the future with courage. His famous words to the American people were, “The only thing we have to fear is fear itself.” He outlined the main points of his New Deal programme. The programme had three general aims: relief, recovery and reform. Roosevelt called together a ‘brains trust’ of advisors from all walks of life to ensure that could call on the best possible advice. He also ensured that government was seen to act and Congress passed a number of measures in the first hundred days of its first session.

[Adapted from: Brink, E et al, Solutions for All History, 2012, Macmillan] VISUAL SOURCE Newspaper headlines showing voter support for Roosevelt.

[Source: www.historylearningsite.co.uk>.....> America 1918 – 1939]

http://www.historylearningsite.co.uk/



SOURCE 2B The source details some of the initiatives and agencies of the New Deal. The New Deal provided large sums of federal money for direct payments to needy citizens through grants (rather than loans) to the states. It also established various new agencies to provide government-sponsored work for the unemployed. Through the Works Progress Administration (WPA) special projects were devised to provide employment for skilled and unskilled labour and for such persons as writers, artists, actors, and musicians. A vast program of public works – the construction of public buildings, highways, dams, and similar projects – was begun under the Public Works Administration (PWA). Young men were employed by the Civilian Conservation Corps (CCC) to work on conservation projects. A basic goal of the New Deal was to raise both wages and prices, which had dropped lower and lower as the depression continued. The National Industrial Recovery Act called for the cooperation of labour and management in setting prices, minimum wages, and working hours within various industries. The act also gave workers the right to join unions without interference from employers. To increase the income of farmers, the Agricultural Adjustment Act was passed. It included provisions for paying farmers to reduce the acreage (area under cultivation) of certain crops and to limit livestock holdings. These measures were intended to reduce surpluses, which caused low prices.

[From: history.howstuffworks.com/American-history/roosevelt’s-new-deal.htm]

SOURCE 2C Was the New Deal a success? Whether the New Deal was a success or not, depends on the definition of success. Did the New Deal eliminate unemployment and turn America around? No. Did the New Deal eliminate poverty? No. It would be easy to run off questions such as these with an economic bent and come up with the answer no. However, an analysis of whether the New Deal was a success or failure requires a larger scope of questioning than simply looking at economic statistics. Rather than look at the New Deal from 1933 on, an analysis of what America was like in the aftermath of the Wall Street Crash is important. What exactly had Roosevelt inherited in March 1933? From the collapse of Wall Street in October 1929 to the presidential election in November 1932, to many Americans it appeared as if Hoover, the Republican president, was either doing nothing or too little. “Too little, too late” was a frequent label pinned to the presidency of Hoover. That a president, Roosevelt, was actually doing something positive was a huge boost to the American public – they were not being left to fend for themselves. Some who had been badly affected by the Depression had labelled their cardboard box homes "Hoovervilles" in disgust of what Hoover was doing for them. The free food handouts they got were nick-named “Hoover Stew”.

[Source: www.historylearningsite.co.uk>.....> America 1918 – 1939]

http://www.historylearningsite.co.uk/new_deal.htm

http://www.historylearningsite.co.uk/america_1918.htm




http://www.historylearningsite.co.uk/wall_street_crash.htm

http://www.historylearningsite.co.uk/f_d_roosevelt.htm

http://www.historylearningsite.co.uk/wall_street_crash.htm

http://www.historylearningsite.co.uk/f_d_roosevelt.htm

http://www.historylearningsite.co.uk/



QUESTION 3: IDEAS OF RACE IN THE LATE 19th AND 20th CENTURIES HOW WERE THE HUMAN RIGHTS OF MINORITIES VIOLATED IN GERMANY AS A RESULT OF RACE THEORIES? SOURCE 3A The source below defines the Aryans and non-Aryans, especially the Jews who became the victims of the holocaust. Defining the non-Aryans was at times difficult, because the term Aryans actually refers to a language group, not a racial group. Broadly speaking, Aryans were tall, white, blond-haired, blue-eyed people of Northern Europe heritage, all others were non-Aryans. After some internal disagreement, the Nazis defined a Jew as someone who had three or four Jewish grandparents. A person was a ‘mischling’ (half-breed) if he or she had one or two Jewish grandparents. If a person had two Jewish grandparents, and was married to someone Jewish, or belonged to the Jewish religion, they were considered Jewish. The main purpose of these precise descriptions was to define the target for the discriminatory laws that the Nazis passed.

[Adapted from: Brink, E et al, Solutions for All History, 2012, Macmillan]

SOURCE 3B This source contains some of the discriminatory regulations against the Jewish people. The first sign of how Jewish people, in particular, were to be excluded from the state came shortly after the Nazis came into power. Within a few months, the Nazis had started anti-Semitic riots and a boycott of Jewish-owned businesses and shops. They quickly passed laws that violated Jewish people’s human rights: 1. Jewish people were dismissed from the civil service, public service, schools

and public hospitals. 2. Jewish people could not vote or participate in politics. 3. Jewish scholars had to go to separate schools from Aryan children. 4. Jewish people had to wear a yellow Star of David to show that they were

Jewish. Their shops had to display the same sign.

[Adapted from: Brink, E et al, Solutions for All History, 2012, Macmillan]



SOURCE 3C However, during “Krystalnacht” in 1938 the Nazis had shown their desire to persecute the Jews and in the war Hitler had the opportunity to carry out his plan to rid Nazi-occupied Europe of all undesirables (from his point of view) and he concentrated his efforts in Eastern Europe. After the attack on Russia, murder squads from the SS moved behind the army and systematically wiped out towns and villages containing Russian people (the same people who had welcomed the German Army into Russia as liberators against the Russian leader Stalin). However, the process was slow and the head of the SS, Heinrich Himmler, was concerned that the men doing the evil deed were becoming demoralised shooting innocent civilians and he looked for another solution. This led to the Final Solution decided at the infamous Wannsee Conference in 1942 when it was ordered that all Jews in Europe be killed in extermination camps. With due speed, German industrialists were required to design and produce ovens and gas chambers that would enable the mass murders to be carried out quickly and cleanly without involving German personnel too much. The most infamous camps were at Auschwitz-Birkenau, Belzec, Sobibor and Treblinka. Here Jews, Eastern Europeans (many of whom were also Jewish), gypsies and the physically and mentally handicapped were brought and murdered.

[From: www.spartacushistory.com] SOURCE 3D

Deaths of Jews in the Holocaust

Poland 3,000,000 90% of all Jews there

Germany 210,000 90% of all Jews there

Czech. 155,000 86% of all Jews there

Holland 105,000 75% of al Jews there

Hungary 450,000 70% of all Jews there

Ukraine 900,000 60% of all Jews there

http://www.historylearningsite.co.uk/russia.htm

http://www.historylearningsite.co.uk/russia.htm

http://www.historylearningsite.co.uk/Stalin.htm

http://www.historylearningsite.co.uk/index.htm

http://www.historylearningsite.co.uk/index.htm

http://www.historylearningsite.co.uk/1942.htm

http://www.historylearningsite.co.uk/auschwitz-birkenau.htm

http://www.historylearningsite.co.uk/sobibor.htm

http://www.historylearningsite.co.uk/treblinka.htm




ACKNOWLEDGEMENTS Extracts and visual sources used in the addendum were taken or adapted from the following publications: Brink, E et al, Solutions for All History, 2012, MacMillan Curtis, JS, The Russian Revolutions of 1917, Princeton: Anvil Von Nostrand Tames, R, Last of the Tsars, London. Pan Macmillan History.howstuffworks.com/American-history/roosevelt’s-new-deal.htm www.historylearningsite.co.uk>.....>America 1918 – 1939 www.spartacushistory.com http://sfr-21.org/war-communism.html


http://sfr-21.org/war-communism.html


GRADE 11

NOVEMBER 2014

HISTORY P1 MEMORANDUM

MARKS: 150

This memorandum consists of 20 pages.



1. SOURCE-BASED QUESTIONS 1.1 The following cognitive levels of questions, the associated historical

skills and weighting of questions have been used to assess source-based questions.

COGNITIVE

LEVELS HISTORICAL SKILLS WEIGHTING OF

QUESTIONS LEVEL 1 x Extract evidence from sources.

x Selection and organisation of relevant information from sources.

x Define historical concepts.

30% (15)

LEVEL 2 x Interpretation of evidence from the

sources. x Explain information gathered from

the sources. x Analyse evidence from the

sources.

50% (25)

LEVEL 3 x Interpret and evaluate evidence

from sources. x Engage with sources to determine

its usefulness, reliability, bias and limitations.

x Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions.

20% (10)

1.2 The following table indicates how to assess source-based questions. x In the marking of source-based questions credit needs to be given to

any other valid and relevant viewpoints, arguments, evidence or examples.

x In the allocation of marks emphasis should be placed on how the requirements of the question have been addressed.

x 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.

2. EXTENDED WRITING 2.1 The extended writing questions focus on one of the following levels: LEVELS OF QUESTIONS LEVEL 1

x Discuss or describe according to a given line of argument set out in the extended writing question.

x Plan and construct an argument based on evidence, using the evidence to reach a conclusion.

(NOVEMBER 2014) HISTORY P1 3


LEVEL 2 x Synthesise information to construct an original argument using

evidence to support the argument. x Sustain and defend a coherent and balanced argument with

evidence. x Write clearly and coherently in constructing the argument.

2.2 Marking of extended writing x MARKERS MUST BE AWARE THAT THE CONTENT OF THE

ANSWER WILL BE GUIDED BY THE TEXTBOOKS IN USE AT THE PARTICULAR CENTRE.

x CANDIDATES MAY HAVE ANY OTHER RELEVANT INTRODUCTION AND/OR CONCLUSION THAN THOSE INCLUDED IN A SPECIFIC EXTENDED WRITING MARKING GUIDELINE FOR A SPECIFIC ESSAY.

x WHEN ASSESSING OPEN-ENDED SOURCE-BASED QUESTIONS, LEARNERS SHOULD BE CREDITED FOR ANY OTHER RELEVANT ANSWERS.

Global assessment of extended writing

The extended writing 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 reproducing them without taking into account the specific requirements of the question. Holistic extended writing marking credits learners’ opinions supported by evidence. Holistic assessment, unlike content based marking, does not penalise language inadequacies as the emphasis is on the following:

x The construction of argument

x The appropriate selection of factual evidence to support such argument and

x The learner’s interpretation of the question



Assessment procedures of extended writing 1. Keep the synopsis in mind when assessing extended writing. 2. During the first reading of the extended writing ticks need to be awarded for

arelevant introduction (indicated by a bullet in marking guideline/ memorandum) each of the main points/aspects that is properly contextualised (also indicatedby bullets in the 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.

3. The following additional symbols can also be used:

x Introduction, main aspects and conclusion not properly contextualised

x Wrong statement ------ x Irrelevant statement |

| | |

x Repetition R x Analysis A√ x Interpretation I√



4. The matrix 4.1 Use of analytical matrix in the marking of extended writing (Refer

to the Matrix as attached).

PRESENTATION CONTENT

LEVEL 7 Very well planned and structured essay. Good synthesis of information. Developed an original, well balanced and independent line of argument with the use of evidence and sustained and defended the argument throughout. Independent conclusion is drawn from evidence to support the line of argument.

LEVEL 6 Very well planned and structured essay. Developed a relevant line of argument. Evidence used to defend the argument. Attempts to draw an independent conclusion from the evidence to support the line of argument.

LEVEL 5 Well planned and structured essay. Attempts to develop a clear argument. Conclusion drawn from the evidence to support the line of argument.

LEVEL 4 Planned and constructed an argument. Evidence used to some extent to support the line of argument. Conclusions reached based on evidence.

LEVEL 3 Shows some evidence of a planned and constructed argument. Attempts to sustain a line of argument. Conclusions not clearly supported by evidence.

LEVEL 2 Attempts to structure an answer. Largely descriptive or some attempt at developing a line of argument. No attempt to draw a conclusion.

LEVEL 1 Little or no attempt to structure the essay.

LEVEL 7 Question has been fully answered. Content selection fully relevant to line of argument.

47–50 43–46

LEVEL 6 Question has been answered. Content selection relevant to a line of argument.

43–46 40–42 38–39

LEVEL 5 Question answered to a great extent. Content adequately covered and relevant.

38–39 36–37 34–35 30–33 28–29

LEVEL 4 Question recognisable in answer. Some omissions or irrelevant content selection.

30–33 28–29 26–27

LEVEL 3 Content selection does not relate to the question, but does not answer it, or does not always relate to the question. Omissions in coverage.

26–27 24–25 20–23

LEVEL 2 Question inadequately addressed. Sparse content.

20–23 18–19 14–17

LEVEL 1 Question inadequately addressed or not at all. Inadequate or irrelevant content.

14–17 0–3



4.1.1 The first reading of extended writing will be to determine to what extent the main aspects have been covered and to determine the content level (on the matrix).

C LEVEL 4

4.1.2 The second reading of extended writing will relate to the level (on the

matrix) of presentation.

C LEVEL 4 P LEVEL 5

4.1.3 Allocate an overall mark with the use of the matrix.

C LEVEL 4 30 − 33

P LEVEL 5



SECTION A: SOURCE BASED QUESTIONS QUESTION 1: COMMUNISM IN RUSSIA, 1900 – 1940 HOW DID THE RUSSIAN REVOLUTION LEAD TO THE OVERTHROW OF THE TSARIST REGIME IN RUSSIA IN 1917? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] x To ensure workers are not influenced by socialism.

x Strengthen support for the Tsar. x Strengthen their loyalty to the Russian Orthodox (religion). x To undermine communist influence. x Any other relevant answer. (2 x 1) (2)

1.1.2 [Extraction and interpretation of evidence from Source 1A – L1] x He was a Russian Orthodox priest.

x Priests were regarded as a class closer to the ruling elite under the Tsar. (1 x 2) (2)

1.1.3 [Extraction and interpretation of evidence from Source 1A – L1]

x Nicholas II (1 x 1) (1) 1.1.4 [Interpretation of evidence from Source 1A – L2]

x He was sincere in his beliefs. x His ability to influence people through his oratory. x Enjoyed a measure of popularity. x Any other relevant answer. (2 x 2) (4)

1.1.5 [Interpretation of evidence from Source 1A – L2]

x Undemocratic government that had no regard for the people. x Autocratic and cruel. x Any other relevant response. (1 x 2)

(2)

1.1.6 [Extraction of evidence from Source 1A – L1]

x A parliament. x Right to vote. x Universal education (education for all) x A minimum wage x Eight-hour working day x Income tax system x Separation of state and church x Amnesty for political prisoners. (4 x 1) (4)

1.2 1.2.1 [Extraction from Source 1B – L1]

x “... who must bear their fate and be silent.” (1 x 2) (2)



1.2.2 [Analysis and interpretation of evidence from Source 1B – L3] x To show respect for the Tsar. x To make an emotional appeal. x To attempt to absolve the Tsar from the brutality of the government. x Any other relevant response. (1 x 2) (2)

1.2.3 [Comparison of evidence from Source 1A and 1B – L2]

x Both sources contain demands recognition of basic human rights of the ordinary people.

x The role of Gapon is prominent in both sources. x Both sources highlight the repressive nature of the government. x Any other relevant response. (2 x 2) (4)

1.3 1.3.1 [Explanation/definition of a historical concept from Source 1C – L2]

x Nobles who were closely related to the royal family and who owned vast tracks of land. (1 x 2) (2)

1.3.2 [Interpretation of evidence from Source 1C – L2]

x To demonstrate against the government. x To highlight the plight of workers. x Demand workers’ rights. (1 x 2) (2)


x It took place in February 1917 according to the Gregorian calendar which is in use in many Western countries.

x It happened in March according to the Russian calendar. x To distinguish it from the later revolution. (2 x 2) (4)

1.4 1.4.1 [Explanation/definition of a historical concept from Source 1C – L2]

Implementation of communism in Russia by the Bolsheviks in order to win the Russian Civil War. (1 x 2) (2)

1.4.2 [Analysis and interpretation of evidence from Source 1D – L2] x To spread the communist ideology.

x To consolidate the gains of revolution in Russia. x To ensure the hegemony of the communist system and the total

demise of capitalism. x Any other relevant answer. (2 x 2) (4)

1.4.3 [Analysis and interpretation of evidence from Source 1D – L2] x Industries were destroyed.

x Best workers had been killed. x Framers demoralised by the 1920 crop failure and the war. x Starvation in the cities. (2 x 2) (4)

1.4.4 [Recall of information using Source 1D as a reference – L1] x The New Economic Policy (1 x 1) (1)



1.5 [Paragraph – Interpretation, analysis and synthesis of information from all the sources – L3]

x Bolsheviks came into power as a result of the October Revolution in 1917.

x Russia was participating in the First World War. x As a result of the war there were food shortages and starvation in

Russia. x To make matters worse Russia was catapulted into a civil war. x The Bolsheviks had to fight for the defence of the revolution. x War Communism was introduced as a measure to deal with the

emergency situation in Russia. x The Red Army and the factory workers needed to be supplied with food. x The peasants were compelled to sell their produce to the state. x Prices were determined by the state. x Negative reaction of peasants led to a drastic drop in food production. x Russia descended into famine. x Revolts became common – Kronstadt Naval Base. x Lenin was forced to abandon War Communism. x The New Economic Policy was introduced. x Any other relevant answer. (8)

Use the following rubric to allocate a mark. LEVEL CRITERIA

MARKS

LEVEL 1

x Uses evidence in an elementary manner. x Question not answered. x Little or no concept why Lenin introduced the

policy of War Communism. x Little or no understanding of the

challenges leading to the introduction of War Communism and the impact thereof.

x Cannot respond to the question asked.

0 – 2

LEVEL 2

x Evidence is mostly relevant and relates to a great extent to the topic.

x Some understanding of the challenges leading to the introduction of War Communism and the impact thereof.

x Uses evidence in a basic manner but it relates to the question asked.

3 – 5

LEVEL 3

x Evidence relates very well to the question asked.

x Demonstrate a good understanding why Lenin introduced the policy of War Communism.

x Evidence is used very effectively in an organised paragraph.

6 – 8

[50]



QUESTION 2: CAPITALISM IN THE USA, 1900 – 1940 HOW DID ROOSEVELT’S NEW DEAL BRING ABOUT RELIEF, REFORM AND RECOVERY FOR THE AMERICANS? 2.1 2.1.1 [Recall of information using Source 2A as a reference – L1]

x The 1932 presidential election in USA. (1 x 2) (2) 2.1.2 [Extraction of information from Source 2A – L1]

x Relief x Reform x Recovery (3 x 1) (3)

2.1.3 [[Interpretation of evidence from Source 2A – L2]

x Congress refers to the parliament of USA (Lower House) (1 x 2) (2) 2.1.4 [Interpretation and analysis of evidence from Source 2A – L2]

x The economy of USA collapsed in 1929. x The Great Depression set in. x An intervention plan was needed to bring relief, recovery and

reform. x Any other relevant response. (2 x 2) (4)

2.1.5 [Analysis and interpretation of evidence from Source 2A – L2]

x The newspaper reports on the results of the vote in Washington. x Public support for the New Deal is demonstrated. x The headline shows support for Roosevelt. x Any other relevant response. (1 x 2) (2)

2.1.6 [Analysis and interpretation of evidence from Source 2A – L2]

x Shows Washington voters supported Roosevelt. x The New Deal was well supported even by the press. x Affectionate reference to Roosevelt – F.D.R. x Any other relevant response. (2 x 2) (4)

2.1.7 [Comparison of the written and visual sources – L2]

x The visual source shows public support for the New Deal announced in the written source.

x In the written source Roosevelt made an appeal for support of his programmes and the visual source shows how voters gave him the mandate to implement the New Deal.

x Any other relevant response. (2 x 2) (4)



2.2 2.2.1 [Interpretation of evidence from Source 2B – L2] x To bring about immediate relief from starvation. x So that families and individuals can be able to buy the basic

necessities of life. x Any other relevant answer. (1 x 2) (2)

2.2.2 [Extraction of information from Source 2B – L1]

x Works Progress Administration – to provide work opportunities. x Public Works Administration – public projects undertaken e.g.

construction of dams, roads, public buildings etc. x Civil Conservation Corps – employment in conservation for young

men. (2 x 2) (4) 2.2.3 [Extraction of information from Source 2B – L1]

x Minimum wages were set. x Standardised working hours. x Right to join trade unions. (3 x 1) (3)

2.2.4 [Analysis and interpretation of evidence from Source 2B – L2]

x To reduce surpluses due to overproduction. x To attempt to control supply in order to raise commodity prices. x To maximise profits in the agricultural sector. x Any other relevant response. (1 x 3) (3)

2.3 2.3.1 [Analysis and interpretation of evidence from Source 2C – L3]

x US economy was revived and the country brought back from a catastrophe.

x Relief for the destitute made a telling impact on the people. x Employment opportunities that were created provide the needed

income. x Hunger and starvation were minimised. x Any other relevant response. (1 x 2) (2)

2.3.2 [Interpretation, analysis of evidence from Source 2C – L2]

x They belonged to two different parties. x Hoover belonged to the Republican Party which believed

government should not interfere in business. x Roosevelt’s Democratic Party believed that government must

make strategic interventions in the economy on behalf of the people.

x Any other relevant answer. (2 x 2) (4) 2.3.3 [Extraction of evidence from Source 2C – L1]

x “Hoovervilles” – cardboard box homes x “Hoover Stew” – free food handouts (2 x 1) (2)

2.3.4 [Recall of information using Source 2A as a reference – L1]

x Republican Party (1 x 1) (1)



2.4 [Paragraph – Interpretation, analysis and synthesis of information from a selected sources – L3] x New Deal brought immedite state intervention in the economy. x It dealt with the immediate results of the depression. x Aims of New Deal broadcasted on radio. x New Deal had the support of majority of the population. x It provided hope for the future. x Employment opportunities for the youth created. x Even farmers were supported to get their farms running again. x Unemployment immediately relieved. x Brought some sort of stability to economy. x Over speculation was prevented. x Old age pensions for the elderly were introduced. x Unemployment insurance fund created. x Soup kitchens relieved the plight of the poor x The banking system was reformed to regain people’s confidence. x The American infrastructure was boosted by new job opportunities x Soil erosion programmes were introduced. x Rural areas supplied with electricity. x Honest competitive business practice was introduced to reform business. x Trade unions were allowed to bargain with employers. x Any other relevant answer. (8)

Use the following rubric to allocate a mark. LEVEL

CRITERIA

MARKS

LEVEL 1

x Uses evidence in an elementary manner. x Question not answered. x Partial use of evidence to respond to the question. x Little or no understanding of how the impact of the

New Deal on the American population. x Cannot respond to the question asked.

0 – 2

LEVEL 2


x Some understanding of the impact of the New Deal on the American population.


3 – 5

LEVEL 3

x Uses evidence that is relevant and appropriate. x Demonstrates a thorough understanding of the

impact of the New Deal on the American population.

x Evidence relates very well to the question asked. x Evidence is used very effectively in an organised

paragraph.

6 – 8

[50]



QUESTION 3: IDEAS OF RACE IN THE LATE 19th AND 20th CENTURIES HOW WERE THE HUMAN RIGHTS OF MINORITIES VIOLATED IN NAZI GERMANY AS A RESULT OF RACE THEORIES? 3.1 3.1.1 [Definition of a historical concept from Source 3A – L2]

x Systematic and deliberate mass killing of Jews and other minorities in Nazi Germany under Adolf Hitler. (1 x 2) (2)

3.1.2 [Extraction of information from Source 3A – L1]

x Tall x Blonde-haired x White x Blue-eyed (4 x 1) (4)

3.1.3 [Interpretation of evidence from Source 3A – L2]

x In order to isolate and identify clearly the target of Nazi racist policies.

x To ensure that all elements that could contaminate the German nation are excluded and eliminated.

x To avoid racial impurities. x Any other relevant answer. (1 x 3) (3)


x Adolf Hitler (1 x 1)

(1) 3.2 3.2.1 [Definition of a historical concept from Source 3B – L2]

x Fundamental hatred towards Jews or people of Jewish extraction. (1 x 2) (2)

3.2.2 [Extraction of information from Source 3B – L1]

x Jews were dismissed from national services. x Jews could not vote. x Could not take part in politics. x Jewish scholars to attend separate schools. x Jews to wear the Star of David, their businesses to display the star

as well. (3 x 1) (3) 3.2.3 [Interpretation of evidence from Source 3B – L1]

x They would be victims of unemployment. x Their quality of life would be negatively affected. x The Jews would be excluded from the German society and be

removed from interaction with Germans. x Any other relevant response. (2 x 2) (4)



3.2.4 [Comparison of Sources 3A and 3B – L2] x Both sources relate to the racist treatment meted out to the Jews

by the Nazis. x In Source 3A non-Aryans are clearly defined and in Source 3B

Jews are subjected to total exclusion from German society as they have been identified as non-Aryans.

x Both sources represent German oppression. x Any other relevant answer. (2 x 2) (4)


x Israel (1 x 1) (1) 3.3 3.3.1 [Interpretation of evidence from Source 3C – L2]

x The event when Jewish business premises were destroyed and damaged by Germans under Nazi police supervision.

x This refers to the broken glass that covered the streets after the demolition of Jewish business premises. (1 x 2) (2)


x They viewed the Germans as their liberators. x They were tired of Russian autocratic rule. x Any other relevant response. (1 x 2) (2)

3.3.3 [Extraction of information from Source 3C – L1]

x Jews to be killed in extermination camps (concentration camps) x Urgent design of ovens and gas chambers to carry out mass

murders quickly. x German personnel not to be involved too much in the killing of

Jews. x Concentration camps to be built with great urgency. (3 x 2) (6)

3.3.4 [Analyse and evaluate the usefulness Source 3C – L3]

x Source useful it contains information about the actual roll out of the holocaust.

x It gives crucial information on the acceleration of the extermination of Jews.

x Involvement of the German industries and businesses in the extermination of Jews is exposed.

x Establishment of concentration camps is shown. x The extermination of Jews is consistent with the belief that the

Germans belonged to a master race. x Any other relevant answer. (1 x 2) (2)

3.4 3.4.1 [Interpretation of evidence from Source 3D – L2]

x Poland had the highest number of Jews in Europe. (1 x 2) (2)



3.4.2 [Comparison of Source 3C and 3D – L2] x Both sources deal with the mass murder of Jews. x Source 3D gives statistical information to show the number of

Jews killed in the concentration camps built in Source 3C. x The Final Solution in Source 3C is shown in graphic details in

Source 3C. x Source 3D depicts the success of Himmler’s plans hatched in

Source 3C. x Any other relevant response. (2 x 2) (4)

3.5 [Paragraph – Interpretation, analysis and synthesis of information from a

selected sources – L3] x The right to dignity. x The right to live. x Freedom of movement. x Freedom of association. x Access to education. x To be protected against inhumane treatment. x Jews were excluded from German society. x Right not to be subjected to slavery. x Right not to be moved against your own free will. x Mass killing of Jews and other minorities. x Right to medical assistance x Any other relevant answer. (8)

Use the following rubric to allocate a mark. LEVEL CRITERIA MARKS

LEVEL 1

x Uses evidence in an elementary manner. x Question not answered. x Partial use of evidence to respond to the question. x Little or no understanding of how Hitler violated the

rights of Jews and other minorities. x Cannot respond to the question asked.

0 – 2

LEVEL 2


x Some understanding of how Hitler violated the rights of Jews and other minorities.


3 – 5

LEVEL 3

x Uses evidence that is relevant and appropriate. x Demonstrates a thorough understanding of the how

Hitler violated the rights of Jews and other minorities.

x Evidence relates very well to the question asked. x Evidence is used very effectively in an organised

paragraph.

6 – 8

[50]



SECTION B: ESSAY QUESTIONS QUESTION 4.1: COMMUNISM IN RUSSIA, 1900 – 1940 Candidates must answer only ONE of the following questions. SYNOPSIS Candidates should focus on the impact of the NEP on Russia’s economy after the disastrous War Communism. War Communism must be discussed as a way of laying a background for a discussion of the NEP. MAIN ASPECTS INTRODUCTION x Introduction should project the dual economic policy approach of Lenin and

juxtapose War Communism’s failure with the introduction of the more successful NEP.

ELABORATION x The Bolsheviks coming into power. x War Communism – as a background. x Failure of War Communism – reaction of the peasants. x Lenin’s assessment of the situation. x Introduction of NEP – compromise with capitalism. x Focus on agriculture. x Focus on industry x Focus on trade and banking. x Impact of the NEP on the Russian economy. x Criticism of NEP by ardent communists. x NEP and unemployment. CONCLUSION x Candidates should tie up the argument with a relevant conclusion. [50]

OR



QUESTION 4.2 SYNOPSIS Candidates should evaluate the role Stalin played in Russia as its leader. The focus must be on both the positive impact as well as the negative impact he had. The content focus must be on economic development and planning under Stalin and his repressive leadership. MAIN ASPECTS INTRODUCTION x Introduction should focus on the impact of Stalin’s leadership and his legacy in

Russia, both positive and negative. ELABORATION x The power struggle after Lenin’s death. x Election of Stalin and Trotsky’s exile. x Stalin’s opposition to the NEP – withdrawal of the NEP. x Stalin’s objectives – Economic Development and Planning. x Role of Gosplan x First Five Year Plan x Second Five Year Plan x Third Five Year Plan and the Second World War. x Impact on economy. x Stalin’s repressive leadership style. x Purging of opposition groups. x Purging of potential challengers within the Communist Party. x Closed nature of the Russian society. CONCLUSION x Candidates should tie up the argument with a relevant conclusion. [50]



QUESTION 5.1: CAPITALISM IN THE USA, 1900 – 1940. Candidates must answer only ONE of the following questions. SYNOPSIS Candidates should demonstrate their understanding of the underlying weaknesses (latent defects in the American economy) or causes of the collapse of the New York Stock Exchange. This understanding will be evident when candidates use historical knowledge and skills to construct their essay. MAIN ASPECTS INTRODUCTION x Introduction should focus on the nature of the American economy in the1920s

highlighting the integrated nature of the causes of the Great depression. ELABORATION x Economic boom of the 1920s under the Republican Party. x Uneven distribution of wealth. x Isolation policy applied in the economy. x Large monopoly companies. x Government’s failure to stop malpractices. x Unregulated banking system. x Overproduction in agriculture. x Easy credit and extravagance. x Over speculation in the stock market. x Panic sales of shares x Wall Street Crash, October 1929. CONCLUSION Candidates should tie up the argument with an appropriate conclusion. [50]

OR



QUESTION 5.2 SYNOPSIS Candidates should demonstrate a thorough understanding of the impact the Great Depression had on the economic, social and political life of USA. MAIN ASPECTS INTRODUCTION x Introduction should focus on the impact of the Great Depression and

highlighting the link between the causes and consequences of the Great Depression.

ELABORATION x Republican Party’s policy of non-interference in the economy. x The collapse of the New York Stock Exchange – Black Thursday. x Economic collapse. x Industries closed down as business became unprofitable. x Unprecedented unemployment. x Inability to repay loans. x Closure of banks – recalled loans. x Houses and cars repossessed by the banks. x Number of the homeless people, the hungry and the destitute increased. x Bread lines and soup kitchens. x Agricultural production slumped – ‘Dust Bowl’ x Upsurge in social ills – crime. x Hoover – unable to solve the problems – ‘Hoovervilles’ x 1933 elections – Democratic Party victory. CONCLUSION Candidates should tie up the argument with an appropriate conclusion. [50]



QUESTION 6: IDEAS OF RACE IN THE LATE 19th AND 20th CENTURIES SYNOPSIS Candidates analyse and discuss the effects of the application of eugenics and Social Darwinism as implemented by the white settler population in Australia. The candidates must demonstrate understanding of the link between the policy and practice. Also of importance is to evaluate whether there was a genocide or not in Australia. MAIN ASPECTS INTRODUCTION x Introduction should focus on the application and impact of eugenics and Social

Darwinism in Australia by the white settler population. A definition of each of these concepts may be accepted. The candidates must demonstrate understanding of the link between these theories.

ELABORATION x British colonisation and occupation of Australia. x Policy of an ‘empty land’ – terra nullius. x Persecution of the Aboriginal communities. x Application of eugenics policies on the Aborigines. x The land question and the National Blanket Day. x White immigration from Europe. x White mothers encouraged to have more children – five pounds for each white

child born. x Racial decay and racial suicide – influencing immigration policies. x Policy of assimilation. x The Stolen Generation – half-caste children. x Lost identity. x Genocide – a generation of Aborigines decimated. x Attempts at reconciliation – National Sorry Day, rejection of the terra nullius

policy. CONCLUSION Candidates should tie up the argument with a relevant conclusion. It is possible that some candidates will communicate their opinion as to whether there was a genocide or not in Australia, when they write the conclusion. [50]

GRAND TOTAL: 150

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