GRADE 11 NOVEMBER 2013 HISTORY P2 MEMORANDUM
NATIONALSENIOR CERTIFICATEGRADE 11NOVEMBER 2013HISTORY P2MEMORANDUMMARKS:150This memorandum consists of 22 pages.
2HISTORY P2(NOVEMBER 2013)SOURCE BASED QUESTIONS1.1The following levels of questions were used to assess source-basedquestions:LEVEL 1(L1) LEVEL 2(L2) LEVEL 3(L3) 1.2LEVELS OF SOURCE-BASED QUESTIONSExtract relevant information and data from the sources.Organise information logically.Explain historical concepts.Categorise appropriate or relevant source of informationprovided to answer the questions raised.Analyse the information and data gathered from a variety ofsources.Evaluate the sources of information provided to assess theappropriateness of the sources for the task.Interpret and evaluate information and data from the sources.Engage with sources of information evaluating the usefulnessof the sources for the task taking into account stereotypes,subjectivity and gaps in the evidence available.Analyse historical concepts as social constructs.Examine and explain the dynamics of changing powerrelations within the aspects of societies studied.Compare and contrast interpretations and perspectives ofpeoples’ actions or events and changes to draw independentconclusions about the actions or events.Identify when an interpretation of statistics may becontroversial and engage critically with the conclusionspresented by the data.The following table indicates how to assess source-based questions: In the marking of source-based questions credit needs to be given to(Any other valid and relevant viewpoints, arguments, evidence orexamples).In the allocation of marks emphasis should be placed on how therequirements of the question have been addressed.In the marking guideline the requirements of the question (skills that needto be addressed) as well as the level of the question are indicated initalics.
(NOVEMBER 2013)HISTORY P2ESSAY WRITING2.1The essay questions will focus on the following level:LEVELS OF QUESTIONSLevel 1 Discuss or describe according to a given line of argument set out in theessay Plan and construct an argument based on evidence, using evidence toreach a conclusion2.2Marking of essays MARKERS MUST BE AWARE THAT THE CONTENT OF THEANSWER WILL BE GUIDED BY THE TEXTBOOKS IN USE AT THEPARTICULAR CENTRE.CANDIDATES MAY HAVE (ANY OTHER RELEVANT INTRODUCTIONAND OR CONCLUSION THAN THOSE INCLUDED IN A SPECIFICEXTENDED WRITING MARKING GUIDELINE.Global assessment of extended writingThe extended writing will be assessed holistically (globally). This approachrequires the educator to score the overall product as a whole, without scoringthe component parts separately. This approach encourages the learner tooffer an individual opinion by using selected factual evidence to support anargument. The learner will not be required to simply regurgitate "facts" inorder to achieve a high mark. This approach discourages learners frompreparing "model" answers and reproducing them without taking into accountthe specific requirements of the question. Holistic marking of extendedwriting credits learners' opinions supported by evidence. Holisticassessment, unlike content-based marking, does not penalise languageinadequacies as the emphasis is on the following: The construction of argument;The appropriate selection of factual evidence to support such argument;andThe learner's interpretation of the question.3
43.HISTORY P2(NOVEMBER 2013)Assessment procedures of essays1.Keep the synopsis in mind when assessing essays.2.During the first reading of the extended writing, ticks need to be awardedfor a relevant introduction (indicated by a bullet in memorandum) each ofthe main points/aspects that is properly contextualised (also indicated bybullets in the memorandum) and a relevant conclusion (indicated by abullet in the memorandum) e.g. in an answer where there are 5 mainpoints there will be 7 ticks.3. The following additional symbols can also be used: introduction, main aspects and conclusion not properlycontextualised Wrong statement Irrelevant statement RepetitionAnalysisInterpretationRA I 4.The Matrix4.1Use of analytical matrix in the marking of essayIn the marking of essay’s, with reference to page 6, the given criteria shownin the matrix should be used. In assessing the extended writing note shouldbe taken of both the content and presentation. At the point of intersection ofthe content and presentation based on the seven competency levels, a markshould be awarded.4.1.1The first reading of essay will be to determine to what extent themain aspects have been covered and to allocate the content level(on the matrix).CLEVEL 44.1.2The second reading of essay will relate to the level (on the matrix)of presentation.CLEVEL 4PLEVEL 54.1.3Allocate an overall mark with the use of the matrix.CPLEVEL 4LEVEL 533 – 34
5HISTORY P2(NOVEMBER 2013)Global assessment of essays: The matrix – 50 marksPRESENTATIONCONTENTLEVEL 7Question has been fullyanswered. Contentselection fully relevant toline of argument.LEVEL 6Question has beenanswered. Contentselection relevant to aline of argument.LEVEL 5Question answered to agreat content. Contentadequately covered andrelevant.LEVEL 4Question recognisable inanswer. Someomissions/irrelevantcontent selection.LEVEL 3Content selection doesnot always relate.Omissions in coverage.LEVEL 2Sparse content.Question inadequatelyaddressed.LEVEL 1Question not answered.Inadequate content.Totally irrelevant.LEVEL 7Well planned andstructured essay.Good synthesis ofinformation.Developed anoriginal, wellbalanced andindependent line ofargument with theuse of evidence,sustained anddefended theargumentthroughoutLEVEL 6Well plannedand structuredessay.Relevant lineof argument.Evidence usedto defend theargument.LEVEL 5Wellplanned andstructuredessay.Developed aclearargument.Conclusionsdrawn fromevidence.Independentconclusion.Evidenceused tosupport theconclusion.LEVEL 4Plannedandconstructed anargument.Evidenceused tosupportargument.LEVEL 3Shows someevidence ofa plannedandconstructedargument.Attempts tosustain aline ofargument.Conclusionsnot clearlysupportedby evidenceLEVEL meattempt atdevelopinganargument.LEVEL 1Little or noattempt tostructurethe 3431-3228-293026-2723-242521-2220200-19
6HISTORY P2(NOVEMBER 2013)QUESTION 1: NATIONALISM IN SOUTH AFRICAKEY QUESTION: WHAT INFLUENCE DID WORLD WAR II HAVE ONAFRICAN NATIONALISM IN SOUTH AFRICA?1.11.1.1[Interpretation of evidence from Source 1A – L1] 1.1.2 1.2.1To be acknowledged as full citizens of South Africa.To prove that they were against segregation and racialdiscrimination.Allied war propaganda claimed that the war was being foughtfor freedom and democracy.Africans hoped that it will lead to an end to discriminationand oppression everywhere.Any relevant answer.(Any 2 x 2)(4)DriversTrench diggersCooksCamps servantsStretcher bearers(Any 4 x 1)(4)[Interpretation and analysis of information from Source 1A – L2] 1.2(1)[Extraction of evidence from Source 1A – L1] 1.1.4(1 x 1)[Interpretation of evidence from Source 1A – L2] 1.1.3President of the ANCBlacks were not allowed to carry weapons.It was discriminated against blacks even during the warBlack soldiers were not treated equally and with the samedignity as white soldiers.There is a contradiction in the photo because the black manhas a spear in his hand, but expected to defend and gainvictory for the country.Any other relevant interpretation.(Any 1 x 3)(3)[Define historical concepts from Source 1B – L2](a) Aimed to unite all black South Africans, to mobilise themagainst the oppressive measures of the segregationistlaws of the white government. Any other relevant explanation.(Any 1 x 2)(2) A form of government chosen by the people for thepeople of the relevant country. Any other relevant explanation.(Any 1 x 2)(2)(b)
1.2.2[Interpretation and synthesis of evidence from Source 1B – L2] 1.2.3Blacks who participated came into contact with the idea offreedom and democracy.They learned that blacks in other countries were having equalrights and freedom.The Atlantic Charter declared support for self-determinationand that all people have to right to choose the form ofgovernment under which they live.Any other relevant answer.(Any 2 x 2)End of racial discrimination.The franchise to be extended to all adults.The fair distribution of land.Freedom of trade.The right to free and equal education.Any other relevant response.(Any 3 x 1)(3)[Interpretation and analysis of evidence from Source 1A and 1B – L2]NO Discrimination continued after the Second World War. Blacks were not granted equality or freedom Segregation enforced by the policy of apartheid Government rather implemented more apartheid laws whichoppressed the majority in South Africa Any other relevant response.(Any 2 x 2)1.4(4)[Extraction of evidence from Source 1B – L1] 1.37HISTORY P2(NOVEMBER 2013)1.4.1[Interpretation of evidence from Source 1C – L1] African Mine workers strike of 19461.4.21.4.3(4)(1 x 2)(2) Moderate policy was followed towards the government Non-violent methods of protest were used against thediscrimination laws Deputations and petitions were send to the government toappeal against the segregation laws Any other relevant response(Any 1 x 2)(2)[Interpretation of evidence from Source 1C – L2][Interpretation and analysis of evidence from Source 1C – L2] One group wanted to have a multi-racial movement i.e. toinclude all racial groups in South Africa to oppose apartheid The other group were called the Africanist that believed thatAfricans must be independent and rely on their own efforts tofree themselves. Believed in “Africa for Africans”. Any other relevant answer.(Any 2 x 2)(4)
8HISTORY P21.4.4[Interpretation of evidence from Source 1C – L1] Robert Sobukwe1.51.5.1(1 x 1)(1)(Any 4 x 1)(4)[Extraction of evidence from Source 1D – L1] 1.5.2(NOVEMBER 2013)BoycottsStrikesCivil on and synthesis of evidence from Source 1D – L3](3)USEFUL Discarded the moderate approach to a more militant one Became a multi-racial organisation fighting for a non-racialSA against apartheid Any other relevant responseNOT-USEFUL A secondary source Could be bias Does not show the reactions of the government. Any other relevant response.(Any 1 x 2)(2)
(NOVEMBER 2013)1.69HISTORY P2[Interpretation, analysis and synthesis of information from all sources –L3]Candidates should include some of the following aspects: The Atlantic charter laid the foundation for the African claimsAfter their return from WW2 African soldiers were not granted freedomor any political rights.South Africa’s racist policies were seen as similar to fascism whichwas being defeatedRacism should therefore be ended in South AfricaXuma called for international involvement in the struggle for equalityXuma welcomed self-determination for all oppressed peopleWanted political rights and franchise for blacksLed to the formation of a more militant ANCFormation of the ANC Youth LeagueFormation of the PACAny other relevant responseUse the following rubric to allocate a mark.LEVELLevel 1Level 2Level 3CRITERIA Uses evidence in an elementarymanner, e.g. makes no or littlereference to how Dr Xuma’sAfrican claims influenced the riseof African nationalism Uses evidence partially to report ontopic or cannot report on topic. Evidence is mostly relevant andrelates to a great extent to the topic,e.g. makes reference to howDr Xuma’s African claimsinfluenced the rise of AfricanNationalism Uses evidence in a very basicmanner. Uses relevant evidence, e.g.demonstrates a thoroughunderstanding of how Dr Xuma’sAfrican claims influenced the riseof African Nationalism. Evidence relates well to the topic. Uses evidence very effectively in anorganised paragraph that shows anunderstanding of the topic.MARKSMarks: 1–3Marks: 4–6Marks: 7–8(8)
10HISTORY P2(NOVEMBER 2013)QUESTION 2: NATIONALISM IN THE MIDDLE EASTKEY QUESTION: WHAT WERE THE CONSEQUENCES OF THENATIONALIST ASPIRATIONS OF THE PALESTINIANSAND THE ISRAELI’S?2.12.1.1[Define historical concepts from Source 2A – L2](a) (b) 2.1.2 2.2.1Palestine(Any 1 x 1)(1)(Any 1 x 2)(2)(Any 1 x 2)(2)The Jews did not recognise the existence of other inhabitantsin Palestine.Claimed Palestine belonged to the Jews.Any other relevant interpretation.(Any 2 x 2)(4)Palestine was well suited for settlement.It was already inhabited.Any other relevant response.Arabs (Muslims)Christians[Interpretation of evidence from Source 2A – L2] 2.2(2)[Extraction of evidence from Source 2A – L1] 2.1.5A nation that is spread over the world and is not unitedin one countryAny other relevant explanation(Any 1 x 2)[Interpretation of evidence from Source 2A – L2] 2.1.4(2)[Interpretation of information on Source 2A – L1] 2.1.3A Jewish nationalist movement that resulted in theestablishment of the state of Israel.Any other relevant explanation.(Any 1 x 2)[Interpretation of evidence from Source 2B – L2] Jewish immigration was encouraged.Arabs fears that they would be outnumbered.Increased conflict between the Jews and the Arabs – FirstArab-Israeli conflict.Thousands of Arabs had to flee from Palestine – becamerefugees.Most Arabs lost their possessions in Palestine.Any other relevant response.(Any 2 x 2)(4)
HISTORY P2(NOVEMBER 2013)2.2.2[Extraction of evidence from Source 2B – L1] 2.2.311Their homes and furniture had been taken over by the Israeli’sTheir businesses were taken overLost their farmsAny other relevant response(Any 3 x 1)(3)[Interpretation and analysis of evidence from Source 2B – L2]Candidates should take a stance and motivate their answer.JUSTIFIED Israels were perceived as belonging to the Palestinian people. The Arab government ordered their subordinates not to leavetheir territory for the Jews. Any other relevant answer.NOT JUSTIFIED By refusing the refugees into their country means the Arabswere not united. Arab nationalism not important. Any other relevant answer.(Any 2 x 2)2.32.3.1[Interpretation of evidence from Source 2C(I) – L2] The Arab states sympathised with the Palestinian Arabs andbelieved that the allocated areas of Palestine to the Israeli’s in1947 was unjust. The Arabs resented Israeli occupation of Arab territories in1948. Thousands of Palestinian Arabs were refugees and homeless. Any other relevant response(Any 2 x 2)2.3.2(4)[Interpretation of evidence from 2C(I) – L1] The Suez Canal crisis He challenged both Britain and France when he nationalisedthe Suez Canal Any other relevant response(Any 1 x 2)2.3.3(4)(2)[Interpretation of evidence from Source 2C(I) – L1] Israel’s reaction was to resist destruction.Israel attacked unannounced first/massive air attacks.They were determined not to give up their land.Any other relevant response.(Any 1 x 2)(2)
12HISTORY P22.3.4(NOVEMBER 2013)[Interpretation and synthesis of evidence from Source 2C(I) – L3] This source is bias. It was written by an Israeli group and therefore reflects theirpoint of view The Israeli’s justifies the occupation of Arab territory Any other relevant response(Any 2 x 2)2.3.5[Interpretation and analysis of evidence from Source 2C(II) – L2] The small figure representing a heroic little Israel manages todefeat the much bigger figure representing the aggressiveArab states by a carefully directed strike (implying acomparison with the biblical story of David slaying Goliath) Any other relevant explanation(Any 1 x 2)2.3.6(2)[Interpretation of evidence from Source 2C(II) – L1] American support, funding and arms2.3.7(4)(1 x 2)(2)(1 x 2)(2)[Interpretation of evidence from Source 2C(II) – L1]The Arab areas that Israel occupied in the 1967 war
HISTORY P2(NOVEMBER 2013)2.413[Interpretation, analysis and syntheses of evidence from all sources – L2]Candidates should include some of the following aspects: Both sides insisted on independence and exclusive nationhood for theirpeople.Jewish immigration to Palestine encourage formation of the state ofIsrael.Israeli nationalist and their supporters believed they have a right to theland because of their distant past (Biblical version) and the settlement in1947.Both sides would not accept the partition of Palestine.Palestine nationalist and their supporters believe the land had beenunjustly taken from them.1947 – Israeli Arabs conflict.Refugees formed guerrilla groups to attack Israel and win theirhomeland back.1967 Israel occupied more Arab territory.“Intifadas” (Uprisings) increased the violence and conflict the region.Any relevant answer.Use the following to allocate a mark.LEVELLevel 1Level 2Level 3CRITERIAMARKSMarks: 1–3Uses evidence in an elementarymanner e.g. makes no or littlereference of how Jewish andPalestinian/Arab nationalismhampered the peace process inthe Middle East. Uses evidence partially to report ontopic or cannot report on topic.Marks: 4–6 Evidence is mostly relevant andrelates to a great extent to the topic,e.g. makes reference of howPalestinian/Arab nationalismhampered the peace process inthe Middle East. Uses evidence in a very basicmanner.Marks: 7–8 Uses relevant evidence, e.g.demonstrates a thoroughunderstanding of howPalestinian/Arab nationalismhampered the peace process inthe Middle East. Evidence relates well to the topic. Uses evidence very effectively in anorganised paragraph that shows anunderstanding of the topic. (8)
14HISTORY P2(NOVEMBER 2013)QUESTION 3: APARTHEID SOUTH AFRICA – 1940s TO 1960sKEY QUESTION:3.13.1.1[Interpretation of information from Source 3A – L2] 3.1.2 3.2.1(6)Pay blacks low wages.Make huge profits.Any other relevant answer.(Any 1 x 2)(2)Only whites could occupy top posts in the work areas.No place for the blacks in South Africa.All privileges and rights in South Africa belong to whites only.No equality between races will be allowed.Any other relevant answer.(Any 3 x 2)(6)[Explanation of historical concepts from Source 3B – L1](a)(b)3.2.2Industrial Reconciliation Act: White workers could formunions while blacks were banned from trade union activities.Mine and Workers Act: This made sure that a whole range ofjobs could be done by white workers only with higher wages.Civilised labour policy: Whites were given preference for jobsin government departments, such as railways and thousandsof black workers were dismissed.Any other relevant answer.(Any 3 x 2)[Interpretation of evidence from Source 3A – L2] 3.2(2)[Extraction of evidence from Source 3A – L1] 3.1.4The complete separation of all “races” in South Africa underwhite domination/racial separation.Any other relevant explanation(Any 1 x 2)[Interpretation and analysis of evidence from Source 3A – L2] 3.1.3HOW DID THE APARTHEID LAWS VIOLATE THEHUMAN RIGHTS OF THE PEOPLE OF SOUTH AFRICA? Separating different races into different residential areasto ensure no inter racial socialising. Any other relevant explanation.(Any 1 x 2)(2) Forced all South Africans into a particular race group. Classified as white, black, Asian or Coloured Any other relevant explanation(Any 1 x 2)(2)[Interpretation of evidence from Source 3B – L1] EugenicsSocial Darwinism(Any 1 x 2)(2)
3.2.315HISTORY P2(NOVEMBER 2013)[Interpretation and analysis of evidence from Source 3B – L2]Candidates should take a stance and motivate their answer.JUSTIFIED Secure Afrikaner interest Prevent inter racial socialising Protect the businesses of whites Create a “pure race” Any other relevant answer.NOT JUSTIFIED Whites did not suffer. People were forcefully removed from their homes. Families and friends were separated. People lost their houses and possessions. Any other relevant answer.(Any 2 x 2)3.33.3.1[Interpretation of evidence from Source 3C – L1] 3.3.2(2)“You just have to go, they were told”“Here’s your place in Manenberg, here’s your key, here’syour lorry move.”(2 x 2)(4)[Extraction of evidence from Source 3C – L1] 3.3.4The officials
4 HISTORY P2 (NOVEMBER 2013) 3. Assessment procedures of essays 1. Keep the synopsis in mind when assessing essays. 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/a
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