History p2 Gr11 Memo Nov2020 Eng D
History p2 Gr11 Memo Nov2020 Eng D
History p2 Gr11 Memo Nov2020 Eng D
SENIOR CERTIFICATE
GRADE 11
NOVEMBER 2020
HISTORY P2
MARKING GUIDELINE
(EXEMPLAR)
MARKS: 100
1. SOURCE-BASED QUESTIONS
COGNITIVE WEIGHTING OF
HISTORICAL SKILLS
LEVELS QUESTIONS
x Extract evidence from sources.
x Selection and organisation of relevant 30%
LEVEL 1
information from sources. (15)
x Define historical concepts/terms.
x Interpretation of evidence from the
sources.
50%
LEVEL 2 x Explain information gathered from the
(25)
sources.
x Analyse evidence from the sources.
x Interpret and evaluate evidence from
sources.
x Engage with sources to determine its
20%
LEVEL 3 usefulness, reliability, bias and limitations.
(10)
x Compare and contrast interpretations and
perspectives presented in sources and
draw independent conclusions.
Paragraph question
Paragraphs are to be assessed globally (holistically). Both the content and
structure of the paragraph must be taken into account when awarding a
mark. The following steps must be used when assessing a response to a
paragraph question:
x Read the paragraph and place a bullet ( . ) at each point within the text
where the candidate has used relevant evidence to address the
question.
x Re-read the paragraph to evaluate the extent to which the candidate has
been able to use relevant evidence to write a paragraph.
x At the end of the paragraph indicate the ticks (√) that the candidate has
been awarded for the paragraph; as well as the level (1, 2 or 3) as
indicated in the holistic rubric and a brief comment e.g.
2. ESSAY QUESTIONS
32
50
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 answers.
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 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 marking of the essay credits learners’ opinions supported by
evidence. Holistic assessment, unlike content-based marking, does not
penalise language inadequacies as the emphasis is on the following:
2.4.2 During the reading of the essay ticks need to be awarded for a relevant
introduction (indicated by a bullet in the marking guideline), each of the
main points/aspects that is properly contextualised (also indicated by
bullets in the marking guideline) and a relevant conclusion (indicated by
a bullet in the marking guideline) e.g. in an answer where there are 5
main points there will be 7 ticks.
x Irrelevant statement
x Repetition R
x Analysis A√
x Interpretation I√
x Line of argument LOA
2. The matrix
(a) The first reading of essays 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 essays will relate to the level (on the matrix)
of presentation.
C LEVEL 4
P LEVEL 5
C LEVEL 4
P LEVEL 5 }30 – 33
LEVEL 4
Question
recognisable in
answer. 30–33 28–29 26–27
Some
omissions/irrelevant
content selection.
LEVEL 3
Content selection
does not always
relate.
26–27 24–25 20–23
Omissions in
coverage.
LEVEL 2
Sparse content.
Question 20–23 18–19 14–17
inadequately
addressed
LEVEL 1
Question not
answered.
Inadequate content.
14–17 0–13
Significant
irrelevance
x Both sources show that the National Party wanted to ensure that the
Afrikaners would be dominant in every sphere in South African society
x Source 1C shows that the National Party had an anti-imperialist attitude
and Source 1D shows the National Party encourages no fusion with the
imperialists
x Source 1C refers to Malan’s aim to protect South Africa against outside
influences of capitalism and communism and Source 1D shows the NP’s
determination to protect South Africa from foreign elements
Any other relevant response (Any 2 x 2) (4)
x The trek to the cities and Boer defeat by Britain shaped Afrikaner
Nationalism (Source 1A)
x Afrikaner Nationalists launched a cultural, economic and political struggle
(Source 1A)
x Afrikaner-Broederbond served the social, economic and political interest of
the Afrikaner (Source 1B)
x Formed different organisations to promote Afrikaner Nationalism (Source
1B and Source 1C)
x Afrikaner-Broederbond ensured that the ‘right’ person is appointed in top
positions (Source 1B)
x Purified NP laid the foundation for Afrikaner Nationalism (own knowledge)
x NP promoted the interest of the Afrikaner (Source 1C)
x NP united the Afrikaner (own knowledge)
x Afrikaner Nationalism revived with centenary celebrations (Source 1C)
x NP strove to create a pure white race (own knowledge)
x ‘Volksmoeder’ used to encourage Afrikaners to vote for the NP (Source 1D)
x Afrikaners will be protected by NP (Source 1D)
x Any other relevant response
NOT JUSTIFIED
x He was not married to their daughter Sherrin yet
x He was breaking the laws of the country
x Any other relevant response (Any 2 x 2) (4)
[Plan and construct an original argument based on relevant evidence using analytical
and interpretative skills.]
SYNOPSIS
Candidate should explain to what extent African Nationalism was strengthened in
South Africa from 1902 to 1953.
MAIN ASPECTS
Candidates should include the following aspects in their response:
x Introduction: Candidates need to take a stance and demonstrate how African
Nationalism was strengthened in South Africa.
ELABORATION
x Started as a form of resistance to colonialism/segregation
x Formation of the APO in 1902 by Dr Abdurahman
x Protested against the exclusion of blacks from the right to vote
x Delegation to London in 1905 to achieve non-racial franchise, end discrimination
and the right to vote for blacks – Britain ignored the request
x Formation of the SANNC in 1912 to oppose discrimination and to win political
rights
x SANNC wanted to unite everyone who were oppressed by whites
x SANNC sent a delegation to London in 1914 to appeal against the Native Land
Act but were not successful
x In 1923 the SANNC changed its name to the ANC
x Formation of ICU in 1919 addressing the grievances of the black dock workers –
fought against government policies
x ICU had mass support – ANC had the support of the elite
x Formation of the SACP addressing black workers grievances
x Spread of education led to growing awareness of the ideas of freedom and
democracy
x The influence of the Second World War – many blacks involved fought for
freedom and democracy
x Young members of the ANC became more militant and formed the ANC Youth
League
x Youth League accused the ANC of representing the elite and not the masses
x 1953 saw the ANC Freedom charter call for a democratic South Africa regardless
of race
x Any other relevant response
Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]
SYNOPSIS
Candidates should take a stance on whether Black South Africans violently rebelled
against their discrimination and oppression in the 1950’s.
MAIN ASPECTS
Introduction: Candidates must take a stance to indicate whether they agree or
disagree with the statement.
ELABORATION
x ANC’s Program of Action
x ANC became more militant
x Used boycotts, civil disobedience and uprisings as means of resistance
x May Day stay-away
x Defiance Campaign
x 1952 – break laws on purpose – enter whites only facilities
x Burn passes in public
x Refused to pay fines and wanted jails to become overfull
x Hoped that the apartheid system would crumble
x Some killed and arrested
x Congress Alliance
x Conference held of all racial groups to draw up a constitution
x Freedom Charter
x Met at Kliptown on 25 and 26 of June 1955
x Set a document that represents the aspirations of all South Africans
x Became the blue print for the new constitution of South Africans
x Women’s March to Pretoria (9 August 1956)
x Women forced to carry passes
x 20 000 woman of all races marched to the Union Building
x Leaders of the march – Lilian Ngoyi, Rahima Moosa, Sophie Williams and
Helen Joseph
x Prime Minister, J.G. Strijdom refused to see the women
x When they left, they sang Nkosi Sikeleli Africa
x High treason
x Defiance against apartheid led to the arrest of members of the Congress
Alliance
x Arrested for attempt to overthrow the government
x In 1956 the state arrested 156 activists
x Hearings took place in the ‘Drill Hall’ for two years
x Aim of government was to intimidate people and lead to weakening of
resistance
x By 1961 all accused were set free
x Any other relevant response
Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]
TOTAL: 100