GRADE 11 NOVEMBER 2014 HISTORY P2 - Best Education

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GRADE 11

NOVEMBER 2014

HISTORY P2

MARKS: 150 TIME: 3 hours

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

*IHISTE2*

2 HISTORY P2 (NOVEMBER 2014)

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INSTRUCTIONS AND INFORMATION 1. This question paper consists of SECTION A and SECTION B based on the

prescribed content framework as contained in the CAPS document. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: NATIONALISM IN SOUTH AFRICA – AFRICAN

NATIONALISM QUESTION 2: NATIONALISM IN THE MIDDLE EAST QUESTION 3: APARTHEID SOUTH AFRICA – 1940s to 1960s SECTION B: ESSAY QUESTIONS QUESTION 4: NATIONALISM IN SOUTH AFRICA – AFRICAN

NATIONALISM QUESTION 5: NATIONALISM IN THE MIDDLE EAST QUESTION 6: APARTHEID SOUTH AFRICA – 1940s to 1960s 2. SECTION A consists of THREE source-based questions. Source material

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

3. SECTION B consists of THREE (3) essay questions. 4. Do NOT answer TWO (2) essay questions from the same theme. 5. Answer THREE questions as follows: 5.1 At least ONE (1) must be a source-based question and at least ONE

must be an essay. 5.2 The THIRD question can either be source-based question or an

essay question. 6. When answering questions, candidates should apply their knowledge, skills

and insight. 7. A mere rewriting of sources as answers will disadvantage candidates. 8. Number the answers correctly according to the numbering system used in

this question paper. 9. Write neatly and legibly.

(NOVEMBER 2014) HISTORY P2 3


SECTION A: SOURCE-BASED QUESTIONS Answer at least ONE question, but not more than TWO questions, from this section. Source material to be used to answer these questions is in the ADDENDUM. QUESTION 1: NATIONALISM IN SOUTH AFRICA – AFRICAN NATIONALISM KEY QUESTION: WHAT INFLUENCE DID THE ANC YOUTH LEAGUE HAVE

ON AFRICAN NATIONALISM? Study Sources 1A, 1B and 1C to answer the following questions. 1.1 Read Source 1A. 1.1.1 Who, according to the source, formed the nucleus of the ANC’s

support base before the formation of the ANC Youth League? (4 x 1) (4)

1.1.2 What methods of resistance were favoured by the ANC, according

to the source? (2 x 1) (2) 1.1.3 Quote ONE word from the source that shows that the ANC Youth

League was in favour of change. (1 x 1) (1) 1.1.4 Explain the usefulness of this source to a historian studying the

policies of the ANC Youth League. (2 x 2) (4) 1.2 Refer to Source 1B. 1.2.1 Define the concept ‘African Nationalism’. (1 x 2) (2) 1.2.2 Comment on why Yengwa supported the Charterist idea. (2 x 2) (4) 1.2.3 What, according to the source, was the aim of African nationalism?

(1 x 2) (2) 1.3 Study Source 1C. 1.3.1 Identify the apartheid law as depicted in this photo. (1 x 2) (2) 1.3.2 Explain in your own words what the purpose of the Defiance

Campaign was. (2 x 2) (4) 1.3.3 How does Source 1C complement (support) Source 1A with regard

to the aims of the ANC Youth League? (2 x 2) (4) 1.3.4 What were the consequences of the Defiance Campaign on the

status of the ANC? (2 x 2) (4)



1.3 Consult Source 1D. 1.4.1 Use the source and your own knowledge to identify the different

racial groups that formed the Congress Alliance. (3 x 1) (3) 1.4.2 Why did the Congress of the People meet in Kliptown in 1955?

(1 x 2) (2) 1.4.3 Explain the concept, “Freedom Charter.” (1 x 2) (2) 1.4.4 Use the source and your own knowledge to explain how the

government reacted towards the Congress Alliance. (2 x 2) (4) 1.4 Using all the sources and your own knowledge, write a paragraph of SIX

lines (about 60 words) explaining how the ANC Youth League influenced African nationalism. (6)

[50]



QUESTION 2: NATIONALISM IN THE MIDDLE EAST KEY QUESTION: HOW DID THE PARTITION OF PALESTINE INTENSIFY

TENSION IN THE MIDDLE EAST? Study Sources 2A, 2B and 2C to answer the following questions.

2.1 Refer to Source 2A. 2.1.1 What tactics, according to the written source, were used by Jewish

extremist groups to force Britain to give up her mandate over Palestine? (4 x 1) (4)

2.1.2 Define the concept: “Zionist.” (1 x 2) (2) 2.1.3 Which organisation decided to divide Palestine into a Jewish and

Arab state? (Written source) (1 x 2) (2) 2.1.4 Explain the historical significance of the reference to Hamas and

Hezbollah. (Visual source). (1 x 2) (2) 2.1.5 What opinion does the cartoonist express with reference to the

conflict in the Middle East? (1 x 3) (3) 2.1.6 Identify the state that caused the conflict between the Arabs and

the Jews. (Visual source) (1 x 2) (2) 2.1.7 What was the immediate consequence of the establishment of the

state of Israel in 1948? (1 x 2) (2) 2.1.8 Explain the usefulness of the visual source to a historian studying

the Arab-Israeli conflict. (1 x 2) (2) 2.2 Read Source 2B. 2.2.1 Describe the reasons why you think the Arabs claimed Palestine as

their homeland. (2 x 2) (4) 2.2.2 List THREE reasons, according to the source, why the Arab

League rejected the partition plan. (3 x 1) (3) 2.2.3 With reference to the statement, “The Western world was seeking

to salve its conscience for the atrocities of the war and was paying its own debt to the Jewish people with someone else’s land.” Explain what happened to the Jews in Europe. (1 x 2) (2)

2.2.4 Name ONE state that was, according to the source, controlling the

United Nations. (1 x 1) (1)



2.3 Consult Source 2C. 2.3.1 What opinion is the author of Viewpoint 1 expressing, with regard

to the conflict in the Middle East? (1 x 2) (2) 2.3.2 Describe in your own words what is meant by ‘ethnic cleansing.

(1 x 2) (2) 2.3.3 Explain what the reasons for the outbreak of the First-Israeli War

were according to the: (a) Jews (2 x 2) (4) (b) Arabs (2 x 2) (4) 2.3.4 Who, according to the source, did the Arab nationalists blame for

the First-Israeli war? (1 x 1) (1) 2.3.5 Comment on whether the Arabs were justified in blaming Britain

for the Arab-Israeli conflict. (1 x 2) (2) 2.4 Using all the sources and your own knowledge write a paragraph of SIX

lines (about 60 words) explaining the consequences of the partition of Palestine between 1948 – 1949. (6)

[50]



QUESTION 3: APARTHEID SOUTH AFRICA – 1940s to 1960s KEY QUESTION: HOW WAS APARTHEID IMPLEMENTED IN SOUTH

AFRICA? Study sources 3A, 3B and 3C to answer the following questions. 3.1 Refer to Source 3A. 3.1.1 Who, according to the source, was the Minister of Native Affairs?

(Written source) (1 x 1) (1) 3.1.2 Define the concept, “Apartheid.” (1 x 2) (2) 3.1.3 How does H.F. Verwoerd’s statement support the policy of apartheid?

(2 x 2) (4) 3.1.4 Comment on Verwoerd’s statement, “What is the use of teaching the

Bantu child mathematics when it cannot be used in practice? (2 x 2) (4) 3.1.5 Explain the reliability of the written source to a historian researching

the Bantu Education Act. (2 x 2) (4) 3.1.6 What, according to the written source, were the aims of the Bantu

Education Act? (3 x 1) (3) 3.1.7 Identify the racial group that got the least funding. (Visual source)

(1 x 1) (1) 3.1.8 Name the racial group that received the most funding. (Visual source)

(1 x 1) (1) 3.1.9 Use the source and your own knowledge to describe the

consequences of this funding on education for: (a) Whites (1 x 2) (2) (b) Blacks (1 x 2) (2) 3.2 Read Source 3B. 3.2.1 Which apartheid law is depicted in the visual source? (1 x 2) (2) 3.2.2 What message is the photographer trying to convey about the

implementation of this law? (1 x 2) (2) 3.2.3 Name any other facilities that were also segregated. (3 x 1) (3)



3.2.4 Use the source and your own knowledge to explain how the ANC reacted towards this law. (1 x 2) (2)

3.2.5 Describe in your own words, what happened to people who broke the

law. (1 x 2) (2) 3.3 Study Source 3C. 3.3.1 What apartheid law is reflected in this story? (1 x 2) (2) 3.3.2 Name the method that was used by the Classification Board to

classify people. (1 x 1) (1) 3.3.3 What basic human rights was Sandra Laing deprived off? Use the

source and your own knowledge to answer the question. (2 x 2) (4) 3.3.4 Explain what Sandra Laing meant when she said, “… it is too late for

me.” (1 x 2) (2) 3.4 Using all the sources and your own knowledge write a paragraph of SIX lines

(about 60 words) explaining the impact of apartheid on the lives of black South Africans. (6)

[50]



SECTION B: ESSAY QUESTIONS Answer at least ONE essay question and NOT more than TWO from this section. QUESTION 4: NATIONALISM IN SOUTH AFRICA – AFRIKANER

NATIONALISM Answer either QUESTION 4.1 or QUESTION 4.2. Do not answer both questions. 4.1 Critically discuss the factors that led to the rise of Afrikaner nationalism

between 1930 – 1948. [50] OR 4.2 “The Afrikaner was able to use social and cultural movements and their

economic programs, as a vehicle to build the spirit of Afrikaner nationalism.” Write an essay to evaluate the validity of the above statement. [50]

QUESTION 5: NATIONALISM IN AFRICA – GHANA Answer either QUESTION 5.1 or QUESTION 5.2. Do not answer both questions. 5.1 Evaluate the events between 1937 and 1957 that led to the independence

of Ghana. Pay particular attention to the role played by Kwame Nkrumah. [50] OR 5.2 “The achievement of independence for Ghana can be attributed to the

influence of Pan-Africanism through individuals like Marcus Garvey, Du Bois and Padmore.” Write an essay to show the impact of Pan-Africanism on Nkrumah and the realisation of independence in 1957. [50]

QUESTION 6: APARTHEID SOUTH AFRICA 1940s – 1960s Answer either QUESTION 6.1 or QUESTION 6.2. Do not answer both questions. 6.1 To what extent did the different non-violent forms of resistance in the

1950s contribute to the abolition (ending) of apartheid? Explain your answer. [50]

OR 6.2 “During the 1950s the ANC and its allies hoped to bring about changes in

South Africa by means of non-violent mass protest. However by 1960 it became clear that these strategies had failed.” Critically assess the statement by making reference to resistance strategies of the ANC and its allies against apartheid after 1960. [50]

GRAND TOTAL: 150


GRADE 11

NOVEMBER 2014

HISTORY P2 ADDENDUM

This addendum consists of 9 pages.

*IHISTE4*

2 HISTORY P2 (ADDENDUM) (NOVEMBER 2014)


QUESTION 1: NATIONALISM IN SOUTH AFRICA – AFRICAN NATIONALISM KEY QUESTION: WHAT INFLUENCE DID THE ANC YOUTH LEAGUE HAVE

ON AFRICAN NATIONALISM? SOURCE 1A Dan Tloome, member of the ANC executive, explains how the ANC changed from a moderate to a more militant organisation. “I found at the time I first joined the ANC that it was an organisation of teachers, intellectuals, clergymen – all the elites of African society. Young people were not very much interested in the ANC. They felt it was an organisation of elderly people. As a result, the ANC never became progressive until it was joined by younger people: the Tambo’s, Mandela’s, and so on. Those were members of the Youth League of the ANC. It was when those young people came to the ANC that there was transformation in so far as the ideology was concerned, because in the past the elderly believed in demonstrations and reconciliation with the powers that be, and so on. They weren’t interested in action against the government.

[Taken from: Making History by R. Deftereos et al] SOURCE 1B Yengwa, a member of the ANC Youth League, explains why he was in favour of African Nationalism. It was not an anti-white thing. We became more and more aware that our struggle is not against the white man – our struggle is against apartheid. Of course, generally, our whole thrust was African Nationalism. African Nationalism was, as we saw it, a unifying force towards overthrowing white oppression. As we developed our own philosophy of African Nationalism, we discovered that we had common goals – it didn’t matter whether you are black or white. In other words, we evolved towards non-racialism.

[Taken from: Making History by R. Deftereos et al]

(NOVEMBER 2014) HISTORY P2 (ADDENDUM) 3


SOURCE 1C This photograph shows Africans defying apartheid in trains, 1952. Appeared in the Drum, Johannesburg, 1952.

[Taken from: Top Class by P. Ellis et al] SOURCE 1D This source deals with Albert Luthuli’s views on the significance of the Freedom Charter. “The Congress of the People had far-reaching effects. Nothing on the history of South Africa quite caught the popular imagination. Even remote rural areas were aware of what was going on. The noisy opposition of the white press advertised the Congress and the Freedom Charter more effectively than our own efforts would have done.”

[Taken from: New Generations by F. Frank et. al]



QUESTION 2: NATIONALISM IN THE MIDDLE EAST KEY QUESTION: HOW DID THE PARTITION OF PALESTINE INTENSIFY

THE TENSION IN THE MIDDLE EAST? SOURCE 2A This source consists of a written and visual source and deals with events leading to the partition of Palestine. WRITTEN SOURCE: This source shows how Britain was forced to give up its

mandate over Palestine. After the Balfour Declaration whereby Britain promised the Zionists a Jewish national home in Palestine, the Zionists increased their efforts to establish a Jewish state by smuggling immigrants into Palestine. Extremist Zionist groups, such as the Irun and the Lehi used terror tactics to force Britain to give up the mandate. They attacked British military bases, police stations, railway lines and bridges. The most daring attack was when an Irgun commando blew up the King David Hotel, which was the British military headquarters in Jerusalem. As the violence increased in Palestine, the British government decided to hand over the issue of Palestine to the newly formed United Nations (UN). It recommended the partition of Palestine in two separate states – one Arab and one Jewish. The Zionists accepted the plan, but the Arabs rejected it. This led to the establishment of the state Israel.

[Taken from In Search of History by J. Bottaro et al] VISUAL SOURCE: This cartoon depicts the Arab reaction to the establishment

of the state of Israel.

[Taken from: www. science. co.it/ arab – israeli- conflict/carto]



SOURCE 2B This source explains why the Arab League rejected the partition plan. “They stuck with their long-held position that Palestine was an integral part of the Arab world and that from the beginning its indigenous inhabitants had opposed the creation in their country of a Jewish national home. They also insisted that the United Nations, a body created and controlled by the United States and Europe, had no right to grant the Zionists any portion of their territory. They insisted that the Western world was seeking to salve its conscience for the atrocities of the war and was paying its own debt to the Jewish people with someone else’s land.”

[Taken from: A History of the Israeli – Palestinian conflict by M. Tessier]

SOURCE 2C This source consists of two viewpoints on the First Arab-Israeli War of 1948. VIEWPOINT 1: This is an Israeli perspective on the First Israeli War. In 1947 Arab nationalists introduced a radical change in their goals: Instead of blocking the expansion of Jewish settlements Palestinians and other Arabs launched a united effort to conquer Jewish areas in order to eradicate their presence from the land … Thus was born the widespread acceptance of the fact that “there is no choice”; it allowed us just one possibility: “fight to win.”

[Taken from: Via Afrika History by J. Manenzhe et al] VIEWPOINT 2: This is an Arab view on the First Arab-Israeli War Britain is directly responsible for the defeat of the Palestinian people in 1948. The UN resolution was totally unjust. The Jewish forces were better armed and trained than the Palestinians. What happened to Palestine in the war was a planned and systematic “ethnic cleaning” of a nation. We call it An-Nakba which means the catastrophe. About eighty five percent (85%) of Palestinians living within Israel’s claimed borders were driven out of the country and are now living in neighbouring countries as refugees. Over five hundred (500) villages were completely destroyed so that there could be nothing for Palestinians to come back to. There were many massacres, like the one in the village of Deir Yassin when a Jewish unit killed over 100 people, tortured and drove out the rest of the inhabitants.

[Taken from: The Middle East since 1945 by S. Ross]



QUESTION 3: APARTHEID IN SOUTH AFRICA IN THE 1940s – 1960s.

KEY QUESTION: HOW WAS APARTHEID IMPLEMENTED IN SOUTH

AFRICA? SOURCE 3A This source consists of a written and visual source on the Bantu Education Act and its effects. WRITTEN SOURCE: This is an extract from a speech made by H.F. Verwoerd

on Bantu Education he delivered in parliament in 1953 during the debates on the Bantu Education Act.

“Education must train and teach people in accordance with their opportunities in life, according to the sphere in which they live … education should have its roots entirely in the Native areas and in the Native Environment and Native Community … The Bantu must be guided to serve his own community in all aspects. The Native will be taught from childhood to realise that equality with Europeans is not for them … What is the use of teaching the Bantu mathematics when he cannot use it in practice … There is no place for the Bantu child above certain forms of labour.”

[Taken from: Top Class by P. Ellis et al] VISUAL SOURCE: The table shows how much money (in rands) the

government spends on education for each child according to their racial classification in South Africa.

[Taken from: The Right to Learn by P. Christie]



SOURCE 3B This photo refers to one of the petty apartheid laws that were enforced on blacks. The caregiver could not sit on the bench with the child, as it was marked for “Europeans only”.

[From: In Search of History by J Bottaro et al]



SOURCE 3C The following is the story of how racial classification affected a young girl called Sandra Laing and was published in the Sunday Times in 2000. “… In 1966, when I was 10, the police came to take me away from school … Mr van Tonder, the principal, said I was not white and could not stay … In 1976 when there were uprisings against apartheid and the education system, I turned 21 and I thought things would change. I applied for an identity document then, but it took six years before I finally got my first identity document as a coloured. Until then I could not prove who I was or find work, or open an account or do whatever a person has to do. Through those years I longed for my family, just to hear from them. I wrote several letters but they remained unanswered … no one in my family has attempted to contact me. “… Apartheid has ended, and I would like to shake Mr Mandela’s hand for that, but it is too late for me.”

Sandra Laing in 1968, two years after her expulsion from school.

[Taken from: Top Class by P. Ellis, et.al]



ACKNOWLEDGEMENTS Visual sources and other historical evidence were taken from the following: Bottaro, J. et al, 2013. In Search of History (Oxford University Press) Christie, P. 1991. The Right to Learn (Sached) Deftereos, R. et al. 2006. Making History (Heinemann) Ellis, P. et al. 2012. Top Class (Shuter & Shooter) Frank, F. et al. 2012. New Generations (New Generations Publication) Manenzhe, J. et al. 2012. Via Afrika History (Via Afrika Publishers) Tessier, M. 1994. A History of the Israeli-Palestine conflict (Indiana Press) Ross, R. 2004. The Middle East since 1945 (Contemporary Books) www.science.co.it/arab-israeli-conflict/carto.


GRADE 11

NOVEMBER 2014

HISTORY P2 MEMORANDUM

MARKS: 150

This memorandum consists of 23 pages.



1. SOURCE BASED QUESTIONS 1.1 The following cognitive levels were used to develop source-based

questions: COGNITVE

LEVELS HISTORICAL SKILLS WEIGHTING

OF QUESTIONS

LEVEL 1 (L1)

x Extract evidence from sources x Selection and organisation of relevant

information from sources x Define historical concepts/terms

30% (15)

LEVEL 2

(L2) x Interpretation of evidence from sources x Explain information gathered from

sources x Analyse evidence from sources

50% (25)

LEVEL 3

(L3) x Interpret and evaluate evidence from the

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 information below indicates how to source-based

questions are assessed: 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. ESSAY QUESTIONS 2.1 The essay questions require candidates to: x 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 essays questions 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 essay marking guideline for a specific essay.

x When assessing open-ended source-based questions, learners should be credited for any other relevant answer.

2.3 Global assessment of the essay The essay will be assessed holistically (globally). This approach requires the

teacher 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 selected factual evidence to support an argument. The learners 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 marking of the essay credits learners’ opinion 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 x 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 extended writing, ticks need to be

awarded for a relevant introduction (indicated by a bullet in memorandum) each of the main points/aspects that is properly contextualised (also indicated by bullets in the memorandum) and a relevant conclusion (indicated by a bullet in the memorandum) e.g. in an answer where there are 5 main points there will be 7 ticks.

2.4.3 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 √ 2.5 The Matrix 2.5.1 Use of analytical matrix in the marking of essay: In the marking of essays, with reference to page 5, the given criteria

shown in the matrix should be used. In assessing the extended writing note should be taken of both the content and presentation. At the point of intersection of the content and presentation based on the seven competency levels, a mark should be awarded.

(a) The first reading of essay will be to determine to what extent the

main aspects have been covered and to allocate the content level (on the matrix).

C LEVEL 4

(b) The second reading of essay will relate to the level (on the matrix) of

presentation. C LEVEL 4 P LEVEL 5

(c) Allocate an overall mark with the use of the matrix.

C LEVEL 4 30 – 33 P LEVEL 5



MARKING MATRIX FOR ESSAY: TOTAL MARKS: 50

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 0–13



SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: NATIONALISM IN SOUTH AFRICA – AFRICAN

NATIONALISM KEY QUESTION: WHAT INFLUENCE DID THE ANC YOUTH LEAGUE HAVE

ON AFRICAN NATIONALISM? 1.1 1.1.1 [L1 – Extraction of evidence from source] x Teachers

x Intellectuals x Clergymen x Elderly people (4 x 1) (4)

1.1.2 [L1 – Extraction of evidence from source] x Demonstrations

x Reconciliation (2 x 1) (2) 1.1.3 [L1 – Extraction of evidence from source] x Progressive (1 x 1) (1) 1.1.4 [L3 – Engage with sources to determine its usefulness, reliability,

bias and limitations] USEFUL x Primary source

x Shows the ANC as a moderate organisation and changed because of the influence of the ANC Youth League.

x Shows that at first the ANC was an organisation of the elitist.

x The Tambo’s and Mandela’s brought a transformation in the ideology of the ANC.

x Shows how the ANC Youth League changed the moderate policy to a more progressive policy.

x Any other relevant response. NOT USEFUL x Tloome does not state clearly how the ANC Youth League

changed the approach of the ANC towards attaining liberation.

x He does not mention the methods the ANC Youth League will use to resist the apartheid government.

x Any other relevant response. (Any 2 x 2) (4) 1.2 1.2.1 [L1 – Define historical concepts] x An ideology that united black people in the struggle against

colonial and racist oppression in Africa in order to achieve freedom and independence.

x Any other relevant explanation. (1 x 2) (2)



1.2.2 [L2 – Interpretation of evidence from source]

x It included all races – oppressed people. x Believed that South Africa belongs to all people who live in

it. x All races should be part of the liberation struggle to

overthrow apartheid. x All people of South Africa should work together towards

non-racialism x Believed that all races should have equal rights. x Any other relevant explanation (Any 2 x 2) (4)

1.2.3 [L1 – Extraction of evidence from source]

● A unifying force towards overthrowing white oppression.

(1 x 2) (2) 1.3 1.3.1 [L1 – Interpretation of evidence from source]

x Separate Amenities Act (1 x 2) (2)


x Volunteers would deliberately break apartheid laws. x A non-violent method of protest to get arrested and flood

prisons. x Enter “whites only” facilities and burning their passes. x Judiciary would not be able to handle the volume. x Any other relevant response. (Any 2 x 2) (4)


x Written source called for action against the apartheid

government. x Visual source shows action taken against apartheid laws. x Did not believe in demonstrations and reconciliation but in

action that is showed in the visual source. x Any other relevant response. (Any 2 x 2) (4)


x The ANC membership grew to over 100 000. x Showed blacks can stand together to make a difference. x Black people felt empowered for the first time, by being able

to take part in political protest. x The world was informed about the repressive system in

South Africa. x New system of protest was well supported. x Any other relevant response. (Any 2 x 2) (4)



1.4 1.4.1 [L2 – Interpretation of evidence from source] x Blacks x Liberal whites x Coloureds x Indians (Any 3 x 1) (3)


x To draw up the Freedom Charter. x To move South Africa on the path toward democracy.

(Any 1 x 2) (2) 1.4.3 [L1 – Explanation of historical concept]

x Blueprint for a constitution. x Any other relevant explanation (1 x 2) (2)


x Imprisoned Alliance members. x Were against the Congress Alliance. x Charged with high treason. x Saw the Freedom Charter as a communist document. x Any other relevant response. (Any 2 x 2) (4)



1.5 [L3 – Interpretation, comprehension and synthesis of evidence from sources] Candidates may use the following points to answer the question.

x Younger generation criticised the other members of the ANC.

x ANC Youth League promoted a militant nationalism. x Africans should develop pride and confidence. x Emphasised self-reliance and self-determination. x Blacks should stand up and fight for their rights. x Some believed in exclusive nationalism. x Realised the need to include all oppressed people. x Use strikes, boycotts, stay-aways and civil disobedience. x Program of Action adopted in 1949. x Defiance Campaign x Charterist – drew up Freedom Charter x Any other relevant response. (6)

Use the following rubric to allocate marks. LEVEL 1 x Uses evidence in an elementary manner

e.g. shows no or little understanding of how the ANC Youth League influenced African nationalism.

x Uses evidence partially to report on topic or cannot report on topic.

Marks: 0 – 2

LEVEL 2 x Evidence is mostly relevant and relates

to a great extent to the topic e.g. shows an understanding of the influence of the ANC Youth League on African nationalism.

x Uses evidence in a very basic manner.

Marks: 3 – 4

LEVEL 3 x Uses relevant evidence e. g.

demonstrates a thorough understanding of the influence of the ANC Youth League on African nationalism.

x Evidence relates well to the topic. x Uses evidence very effectively in an

organised paragraph that shows an understanding of the topic.

Marks: 5 – 6

[50]



QUESTION 2:

NASIONALISM IN THE MIDDLE EAST

KEY QUESTION: HOW DID THE PARTITION OF PALESTINE INTENSIFY THE

TENSION IN THE MIDDLE EAST? 2.1 2.1.1 [L1 -– Extraction of information from source]

x Terror tactics x Attacked British military bases x Attacked British police stations, railway lines and bridges x Bombed the British military headquarters (King David Hotel)

(4 x 1) (4) 2.1.2 [L1 – Define historical concepts]

x Belonging to a Jewish nationalist and political movement. x Any other relevant explanation. (1 x 2) (2)

2.1.3 [L1 – Extraction of information from source]

x United Nations (1 x 2) (2)


x They are extremist Arab groups who refuse to recognise the state of Israel.

x Any other relevant response. (1 x 2) (2) 2.1.5 [L2 – Interpretation of evidence from source]

x It shows the Arab countries refusal to recognise the state of

Israel. x Show Arab countries ready to attack Israel. x Any other relevant response. (Any 1 x 3) (3)


x Israel (1 x 2) (2)


x On 15 May 1948, Egypt, Saudi Arabia, Transjordan, Syria,

Lebanon and Iraq joined the Palestinians in their fight against Israel.

x The First Arab-Israeli War broke out. x Any other relevant response. (Any 1 x 2) (2)



2.1.8 [L3 – Engage with sources to determine its usefulness, reliability, bias and limitations] USEFUL x Shows Palestine was divided between the Arabs and Jews. x Arab were against the formation of the state of Israel. x Arabs declared war against Israel to return their land. x Any other relevant response. NOT USEFUL x Depicts a bias view of Arab-Israel conflict. x Shows the Arabs having the upper hand. x Not giving a true reflection of the Arab-Israeli conflict. x Shows Israel as being defeated during the Arab-Israeli

conflict. x In reality Israel defeated the Arab League. x Any other relevant response. (Any 1 x 2) (2)

2.2 2.2.1 [L2 – Interpretation of evidence from source]

x They invaded Palestine and captured Jerusalem. x Jerusalem is of great religious significance to Muslims. x It was promised by Britain to them. x Any other relevant answer (Any 2 x 2) (4)


x Palestine was an integral part of the Arab world. x The indigenous population in Palestine had always rejected

the creation of a Jewish state in their country. x That the UN was controlled by the USA and Europe had no

right to grant this territory to the Zionist. x That the West was salving its own conscience about the

Holocaust at the expense of the Arab people. (Any 3 x 1) (3) 2.2.3 [L2 – Interpretation of evidence from source]

x Anti-Semitism was rampant in Europe during World War 2. x Jews experienced persecution and at times murderous

pogroms. x Millions of Jews were killed in the Holocaust. x Any other relevant response. (Any 1 x 2) (2)

2.2.4 [L1 – Extraction of information from source]

x USA x Europe (Any 1 x 1) (1)



2.3 2.3.1 [L2 – Interpretation of evidence from source] x Jews fighting for their independence. x Jews fighting for their existence/survival. x Any other relevant response. (Any 1 x 2) (2)

2.3.2 [L2 – Explanation of historical concepts]

x Is the mass expulsion or killing of members of unwanted

ethnic or religious groups in a society x Any other relevant explanation. (1 x 2) (2)

2.3.3 [Interpretation and evaluation of evidence from Source 2C – L2] (a) x Jews: The Arab countries united with the Arab

Palestinians to attack Israel. x Jews had to fight for their state Israel. x Israel fought for its independence. (Any 2 x 2) (4)

(b) x Arabs: Eradication of the state Israel.

x The Jews had planned the war to get rid of the Arab Palestinians (ethnic cleansing).

x Attacked and destroyed Arab villages. (Any 2 x 2) (4) 2.3.4 [L1 – Extraction of evidence from source]

x Britain (1 x 1) (1)

2.3.5 [L3 – Engage with sources to determine its usefulness, reliability,

bias and limitations] JUSTIFIED x Britain had promised Palestine to the Arabs during the First

World War. x Britain supported Jewish immigration to Palestine. x Britain also promised a national home for the Jews in

Palestine. NOT JUSTIFIED

x Britain wanted a peaceful solution for the Middle East crisis. x Britain favoured peaceful co-existence. x The United Nations divided Palestine and not Britain.

(Any 1 x 2) (2)



2.4 [L3 – Interpretation, comprehension and syntheses of evidence from sources] Candidates should focus on the following in their response.

x Led to conflict between the Jews and Arab Palestinians.

x Led to the establishment of the state Israel. x Led to the First Arab-Israeli War. x Arab Palestinians were joined by other Arab countries to form the Arab

League. x Israel with the backing from the Soviet backed Czechoslovakia,

France and private US sponsors defeated the Arab League. x Arab Palestinians fled to safety – became refugees. x Refugee camps in poor condition. x The suffering of these refugees enhanced Arab nationalism. x Conflict continues between the Arabs and Israel. x Any other relevant response (6)

Use the following rubric to assess this paragraph. LEVEL 1 x Uses evidence in an elementary manner, e.g.

shows little or no understanding of the consequences of the partition of Palestine.

x Uses evidence partially to report on topic or cannot report on topic.

Marks: 0 – 2

LEVEL 2 x Evidence is mostly relevant and relates to a

great extent to the topic, e.g. shows an understanding of the consequences of the partition of Palestine.


Marks: 3 – 4

LEVEL 3 x Uses relevant evidence, e.g. demonstrates

a thorough understanding of the consequences of the partition of Palestine.



Marks: 5 – 6

[50]



QUESTION 3: APARTHEID SOUTH AFRICA – 1940s TO 1960s KEY QUESTION: HOW WAS APARTHEID IMPLEMENTED IN SOUTH AFRICA? 3.1 3.1.1 [L1 – Extraction of evidence from source]

x H.F. Verwoerd (1 x 1) (1)

3.1.2 [L1 – Explanation of historical concepts]

x Racial segregation/Discrimination x Separation of people politically, socially and economically x Any other relevant explanation. (Any 1 x 2) (2)


x By not offering black children certain subjects that would

benefit them. x No equality between racial groups allowed. x Any other relevant response. (Any 2 x 2) (4)


x Prepared blacks to do unskilled work. x No white collar jobs for blacks. x Keep blacks in an inferior position. x To ensure a supply of non-competitive and cheap labour

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

3.1.5 [L3 – Engage with sources to determine its usefulness, reliability,

bias and limitations] RELIABLE x Primary source x The speech by Verwoerd can be collaborated with other

sources. x It shows the intention of the apartheid government who were

in favour of separate development of different races in South Africa.

x Any other relevant answer. NOT RELIABLE x The source was originally delivered in Afrikaans. x The translation perhaps does not accurately render the

meaning of the original. x Any other relevant response. (Any 2 x 1) (2)



3.1.6 [L1 – Extraction of evidence from source] x Teach and train people in accordance with their opportunities

in life. x To serve his own community in all respects. x Education should have its roots in Native areas. (3 x 1) (3)


x Blacks (1 x 1) (1)


x Whites (1 x 1) (1)

3.1.9 [L2 – Interpretation of evidence from source] (a) x Whites had better facilities and better education.

x White children’s standard of education was higher. x Their pass rate was higher. x Any other relevant response. (Any 1 x 2) (2)

(b) x Inferior education and poor facilities.

x Low standard of education x Drop-outs x Pass rate low x Any other relevant response (Any 1 x 2) (2)


x Separate Amenities Act (1 x 2) (2)


x Bantu Education Act achieved its aims. x Humiliated black people. x Because of her racial classification she may not sit next to the

girl. x Sometimes it was practically impossible to implement the law. x Any other relevant response. (Any 1 x 2) (2)

3.2.3 [L1 – Simple, straight forward interpretation of evidence from source]

x Entrances to buildings x Hospitals x Restaurants x Sport facilities x Public transport x Any other relevant answer. (Any 3 x 1) (3)



3.2.4 [L2 – Interpretation of evidence from source] x Defiance Campaign x Would enter “whites only” entrances. (Any 1 x 2) (2)


x Arrested x Beaten x Fined x Any other relevant response. (Any 1 x 2) (2)


x Population Registration Act (1 x 2) (2)


x “Pencil test” (1 x 1) (1)


x Denied the right to education. x The right to a proper family life. x The right to work. x Any other relevant answer. (Any 2 x 2) (4)


x Her childhood has been ruined, and she could never have it

back. x Her future was ruined. x Any other relevant answer. (Any 1 x 2) (2)



3.4 [L3 – Interpretation, comprehension and synthesis of evidence from sources] Candidates should include the following points to answer the question. x Degraded them to second class citizens x Had no political rights x Unequal treatment x Could not use certain facilities x Forced to carry passes x Wrong classification led to families being broken up x Some lost their jobs x Educated to do unskilled work x Deprived of their basic human rights x Not recognised as citizens of South Africa x Any other relevant response. (6)

Use the following rubric to allocate a mark.

LEVEL 1

x Uses evidence in an elementary manner, e.g. shows no or little understanding of the impact of apartheid on the lives of black South Africans.

x Uses evidence partially to report on the topic or cannot report on topic.

Marks: 0 – 2

LEVEL 2

x Evidence is mostly relevant and relates to a great extent to the topic, e.g. shows an understanding of the impact of apartheid on the lives of black South Africans.


Marks: 3 – 4

LEVEL 3

x Uses relevant evidence, e. g. demonstrates a thorough understanding of the impact of apartheid on the lives of black South Africans.



Marks: 5 – 6

[50]



SECTION B: ESSAY QUESTIONS QUESTION 4: NATIONALISM IN SOUTH AFRICA: AFRIKANER NATIONALISM. 4.1 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Candidates should focus on the factors that led to the rise of Afrikaner

nationalism from 1930 to 1948. MAIN ASPECTS INTRODUCTION: Introduction should focus on the reasons for the rise of

Afrikaner nationalism. ELABORATION x Constitutional independence from Britain – but still part of the British

Empire. x Recognition of Afrikaans and flag question – in 1924 when Hertzog,

leader of the NP became prime minister who were a fierce fighter of Afrikaner nationalism.

x South Africa’s sovereign independence – with the Balfour Declaration at the Imperial Conference in 1926.

x Role of the “Volk” – promoted the exclusive interest of “true” Afrikaners “highlighted” events of ‘volks’ history.

x Centenary celebration – bind and strengthen Afrikaner nationalism – led to formation of Ox-wagon sentinel.

x Second World War – South Africa fought on the side of Britain – many Afrikaner nationalists did not support this and use violent methods to block South Africa’s participation.

x 1948 elections – Afrikaner nationalist appealed to Afrikaner voters to vote for Apartheid.

x Any other relevant answers. CONCLUSION: Candidates should tie up their argument with a relevant

conclusion. [50] Use the matrix on page 5 to assess this essay.

OR



4.2 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Candidates must focus on the social, cultural and economic programs that

build the spirit of Afrikaner Nationalism in South Africa. MAIN ASPECTS INTRODUCTION: Candidates should evaluate the statement and indicate

their line of argument. ELABORATION x Role of Hertzog’s Pact government (sovereign independence from

Britain, role of Afrikaans language, etc.). x Consolidation of constitutional issues such as the flag, Balfour

Declaration. x Role of Broederbond / FAK in ensuring the preservation and

preparation of the Afrikaner language, culture and finances. x Century celebration of the Great Trek. Surge in Afrikaner nationalism. x Formation and impact of the Ossewa Brandwag and New Order. x The ‘Volk’, a chosen people became the cornerstone of Afrikaner

nationalism. x Nasionale Pers – published Afrikaner nationalist newspapers – Die

Burger. x Creation of SANTAM and SANLAM. x Volkskas Bank x Volkskongres held to promote and growth of Afrikaner businesses. x The impact and role of the Second World War – consolidation of

Afrikaner nationalism. x The run up to the 1948 elections and its aftermath. x Any other relevant answer

CONCLUSION: Candidates should tie up their argument with a relevant

conclusion. [50] Use the matrix on page 5 to assess this essay.



QUESTION 5: NATIONALISM IN AFRICA – GHANA 5.1 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Candidates must evaluate the role played by Kwame Nkrumah in Ghana’s

struggle for independence. MAIN ASPECTS INTRODUCTION: Focus on the Gold Coast as a British colony and the role

of Kwame Nkrumah in attaining independence of Ghana. ELABORATION x Kwame Nkrumah invited to become secretary of the UGCC in 1945.

x UGCC became a dynamic political movement. x 1948 – boycotts and strikes. x Violence, unrest and riots in February 1948. x Nkrumah left the UGCC in 1948 to form a move radical nationalist

party, Conventions People Party (CPP) whose goal was self-government now.

x The CPP attracted a mass following. x British proposal of new constitution in 1951 rejected. x Nkrumah was arrested: released and afterwards formed a new

government. x Continued protesting until the independence date was set for March

1957. x Any other relevant answer.

CONCLUSION: Gold Coast became independent on 6 March 1957 and

became known as Ghana. Nkrumah became the first president.

Any other relevant conclusion. [50] Use the matrix on page 5 to assess this essay.



5.2 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Candidates must show an understanding of the concepts and background to

the Pan-Africanist movement in the Americas; the impact it had on Nkrumah and the realisation of independence in 1957.

MAIN ASPECTS INTRODUCTION: Can define Pan-Africanism and give some background of

the Pan – Africanist movement. African nationalist were pushing for political and economic independence from the colonial powers in Ghana.

ELABORATION x Role played by WEB Du Bois, Marcus Garvey and George Padmore.

x African nationalism was influenced by the ideas coming from the diaspora, especially with regard to the common heritage, identity and culture that they shared.

x Also believed in economic self-reliance and the use of socialist ideas and worker action were promoted.

x African nationalism also influenced the Pan Africanist movement because they were more assertive and militant.

x After the Manchester conference, the Pan Africanist became more militant.

x In Ghana, African nationalism was strong because of the vocal and strong middle-class.

x The western concepts of democracy and self-determination were strongly promoted in Ghana.

x Nkrumah, a powerful and self-assured leader influenced people through his writings and effective speeches.

x He pressed for self-determination and for the creation of a United States of Africa.

x Actions by workers, trade union and intellectuals all contributed to the growth of African nationalism and resulted in independence.

x Any other relevant answer. CONCLUSION: Ghana became the first country in Africa to gain

independence. Any other relevant conclusion. [50] Use the matrix on page 5 to assess this essay.



QUESTION 6: APARTHEID: SOUTH AFRICA 1940’s to 1960’s 6.1 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Candidates need to explore the different forms of non-violence resistance

during the 1950’s and elaborate to what extent it contributed to the end of apartheid.

MAIN ASPECTS INTRODUCTION: As soon as apartheid laws were passed there was

opposition to them. Protest in the 1950’s having been of a non-violent nature and included people of all races and was in the urban and rural areas. It was successful in raising people’s awareness of the oppressive nature of apartheid but was not successful in ending the regime’s control, or any other relevant introduction.

ELABORATION x ANC’s programme of action

x May Day strike x Defiance campaign x Congress Alliance (Kliptown) x Freedom Charter x Woman’s march to Pretoria x Treason trial

CONCLUSION: The protestors did not succeed in ending apartheid. This is

when violent strategies were adopted. Through the protests of the 1950’s however the people had shown their solidarity in opposing injustice, and organised themselves on a national basis, and committed themselves to a non-racial democratic future which was laid out on the Freedom Charter. Any other relevant conclusion [50]

Use the matrix on page 5 to assess this essay.

OR



6.2 [Recall, interpretation and comprehension of historical knowledge] SYNOPSIS Learners should discuss how the government violently suppressed the

resistance movement and, that made the resistance movement to change their tactics.

MAIN ASPECTS INTRODUCTION: The resistance adopted a more aggressive and violent

form of resistance in the 1960’s to bring the apartheid government to its knees.

ELABORATION x Split in the ANC.

x Formation of the PAC. x March 1960 – ANC and PAC organised an anti-pass campaign. x Planned to burn passes and be arrested. x Protest in many townships. x 21 March 1960 – 69 protestors shot at Sharpeville. x Government ordered state of emergency. x ANC and PAC banned. x Thousands detained. x ANC and PAC members went to exile. x Adopted armed struggle. x ANC formed MK (Spear of the Nation). x PAC formed POQO. x Government introduced harsher laws to crush opposition. x Police raid on MK headquarters in Rivonia. x Rivonia trail of MK leaders (e.g. Mandela). x Sentenced to life in prison.

CONCLUSION: The government attempts to crush opposition seemed

successful, but the resistance to apartheid did not stop. Any other relevant conclusion. [50]

Use the matrix on page 5 to assess this essay.

GRANDTOTAL: 150

GRADE 11 NOVEMBER 2014 HISTORY P2 - Best Education

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