History March 2024 Grade 12 MG-2 Final

FINAL
NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY
MARKING GUIDELINES
COMMON TEST
MARCH 2024
MARKS: 100
These marking guidelines consist of 21 pages.
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History 2 March 2024 Common Test
NSC – Marking Guideline
1. SOURCE-BASED QUESTIONS
1.1 The following cognitive levels were used to develop source-based questions:
COGNITIVE WEIGHTING OF
HISTORICAL SKILLS
LEVELS QUESTIONS
• Extract evidence from sources
• Selection and organisation of relevant 30%
LEVEL 1
information from sources (15)
• Define historical concepts/terms
• Interpretation of evidence from sources
40%
LEVEL 2 • Explain information gathered from sources
(20)
• Analyse evidence from sources
• Interpret and evaluate evidence from sources
• Engage with sources to determine its
usefulness, reliability, bias and limitations 30%
LEVEL 3
• Compare and contrast interpretations and (15)
perspectives presented in sources and draw
independent conclusions
1.2 The information below indicates how source-based questions are assessed:
• In the marking o source-based, credit needs to be given to any other valid and
relevant viewpoints, arguments, evidence or examples.
• In the allocation pf marks, emphasis should be placed on how the requirements
of the question have been addressed.
• 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.
• When assessing open-ended source-based questions, learners should be
credited for any other relevant answers.
• Learners are expected to take a stance when answering ‘to what extent’
questions in order for any marks to be awarded.
1.3 Assessment procedures for source –based questions.
• Use a tick ( ✓) for each correct answer

• Pay attention to the mark scheme e.g. (2 x 2) which translates to two reasons
and is given two marks each (✓✓✓✓); (1 x 2) which translates to one reason
and is given two marks (✓✓ )
• If a question carries 4 marks then indicate by placing 4 ticks (✓✓✓✓)
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:
• Read the paragraph and place a bullet () at each point within the text where the
candidate has used relevant evidence to address the question.

• Re-read the paragraph to evaluate the extent to which the candidate has
been able to use relevant evidence to write a paragraph.
• At the end of the paragraph indicate the ticks (•) that the candidate has been
awarded the paragraph; as well as the level (1, 2, or 3) as indicated in the
holistic rubric and a brief comment e.g.
____________________ • ____________ • ___________________
____________________________ •___________________________
✓✓✓✓✓
Level 2
COMMENT
Used mostly relevant evidence to write a basic paragraph.
• Count all the ticks for the source-based question and then write the mark on
the right hand bottom margin e.g. 32
50
• Ensure that the total mark is transferred accurately to the front/back cover of the
answer script.
2. ESSAY QUESTIONS
2.1 The essay questions require candidates to:
• 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 essay questions
• Markers must be aware that the content of the answer will be guided by
the textbooks in use at the particular centre.
• Candidates may have any other relevant introduction and /or conclusion
than those included in a specific essay marking guideline for a specific essay.
2.3 Global assessment of the essay
The essay will be assessed holistically (globally). This approach requires the
teacher to assess the essay as a whole, rather than assessing the main points
of the essay separately. This approach encourages the learner to write an
original argument by using relevant evidence to support the line of argument.
The learner will not be required to simply regurgitate content (facts) in order to
achieve a level 7(high mark). This approach discourages learners from
preparing essays and reproducing them without taking the specific
requirements of the question into account. Holistic marking o the essay credits
learner’s opinions that are supported by evidence. Holistic assessment, unlike
content-based marking, does not penalise language inadequacies as the
emphasis is on the following:

• The learner’s interpretation of the question

• The appropriate selection of factual evidence (relevant content selection)
• The construction of an argument (planned, structured and has independent
line of argument)
2.4 Assessment procedures of the essay
2.4.1 Keep the synopsis in mind when assessing the essay.
2.4.2 During the reading of the essay, ticks need to be awarded for a relevant
introduction (which is indicated by a bullet in the marking guideline), the main
aspects/body of the essay that sustain/defends the line of argument (which is
indicated by bullets in the marking guideline) and a relevant conclusion (which
is indicated by a bullet in the marking guideline)
For example, in an essay where there are five (5) main points there could be
about seven (7) ticks.
2.4.3 Keep the PEEL structure in mind when assessing an essay.
P Point: The candidate introduces the essay by taking a line of

argument/making a major point.
Each paragraph should include a point that sustains the major point
(line of argument) that was made in the introduction.
E Explanation: The candidate should explain in more detail what the
main point is about and how it relates to the question posed (line of
argument).
E Example: The candidates should answer the question by selecting
content that is relevant to the line of argument. Relevant examples
should be given to sustain the line of argument.
L Link: Candidates should ensure that the line of argument is sustained
throughout the essay and is written coherently.
2.4.4 The following symbols MUST be used when assessing an essay:
• Introduction, main aspects and conclusion not properly contextualised.

^
• Wrong statement ________________________
• Irrelevant statement |
|
|
• Repetition R
• Analysis A✓
• Interpretation I✓
• Line of Argument LOA

2.5 The matrix
2.5.1 Use the matrix in the marking of essays
In the marking essays, the criteria as provided in the matrix should be used.
When assessing the essay note both the content and presentation. At the
point of the intersection of the content and presentation based on the
seven competency levels, a mark should be awarded.
(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 3
(c) Allocate an overall mark with the use of the matrix.
C LEVEL 4 }26–27
P LEVEL 3
COMMENT
Some omissions in content coverage.

Attempts to sustain a line of argument.
COMMENT
Some omissions in content coverage

Attempts to sustain line of argument

MARKING MATRIX FOR ESSAY: TOTAL: 50
LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1*

PRESENTATION Very well planned Very well planned Well planned and Planned and Shows some Attempts to Little or no
and structured and structured structured essay. constructed an evidence of a structure an attempt to
essay. Good essay. Attempts to argument. planned and answer. Largely structure the
synthesis of Developed a develop a clear Evidence used to constructed descriptive or essay.
information. relevant line of argument. some extent to argument. some attempt at
Developed an argument. Conclusion drawn support the line of Attempts to developing a line
original, well Evidence used to from the evidence argument. sustain a line of of argument. No
balanced and defend the to support the line Conclusions argument. attempt to draw a
independent line argument. of argument. reached based on Conclusions not conclusion.
of argument with Attempts to draw evidence. clearly supported
the use of an independent by evidence.
CONTENT evidence and conclusion from
sustained and the evidence to
defended the support the line of
argument argument.
throughout.
Independent
conclusion is
drawn from
evidence to
support the line of
argument.
LEVEL 7
Question has been
fully answered.
Content selection
47–50 43–46
fully relevant to line
of argument.
LEVEL 6
Question has been
answered. Content
selection relevant to 43–46 40–42 38–39
a line of argument.
LEVEL 5
Question answered
to a great extent.
Content adequately 38–39 36–37 34–35 30–33 28–29
covered and
relevant.
LEVEL 4
Question
recognisable in
answer. 30–33 28–29 26–27
Some omissions or
irrelevant content
selection.
LEVEL 3
Content selection
does relate to the
question, but does
not answer it, or
does not always 26–27 24–25 20–23
relate to the
question.
Omissions in
coverage.
LEVEL 2
Question
inadequately 20–23 18–19 14–17
addressed. Sparse
content.
LEVEL 1*
Question
inadequately
addressed or not at
14–17 0–13
all. Inadequate or
irrelevant content.
*Guidelines for allocating a mark for Level 1:
• Question not addressed at all/totally irrelevant content/no attempt to structure the essay = 0
• Question includes basic and generally irrelevant information; no attempt to structure the essay = 1– 6
• Question inadequately addressed and vague; little attempt to structure the essay = 7–13

SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: WHAT ROLE DID THE FOREIGN POWERS PLAY IN THE

ANGOLAN CIVIL WAR BETWEEN 1974 AND 1976?
1.1
1.1.1 [Extraction of evidence from Source 1A – L1]
• ‘Holden Roberto’ (FNLA)

• ‘Agostinho Neto’ (MPLA)
• ‘Jonas Savimbi’ (UNITA) (3 x 1) (3)
• ‘Angola was to be administered by a coalition government

composed of the three nationalist groups and the Portuguese…’
• ‘Elections for the constituent assembly to be held in October 1975’
• ‘…the three nationalist movements would contribute 8 000 men
each towards establishing a national army’ (3 x 1) (3)
1.1.3 [Explanation of a historical term from Source 1A – L2]
• A government that was formed by the three liberation movements

(MPLA, FNLA and UNITA) in Angola after independence
• Any other relevant response (1 x 2) (2)
1.1.4 [Interpretation of evidence from Source 1A – L2]
• The other two liberation movements did not want the FNLA's
armed force to have an advantage
• They wanted to allow negotiations to proceed
• Any other relevant response (any 1 x 2) (2)
1.2
1.2.1 [Definition of a concept from Source 1B – L1]
• A policy or practice of control by one country (colonial) over another

country
• A policy where a powerful country conquers and exploit another
and controls political, social and economic aspects of that country

1.2.2 [Interpretation of evidence from Source 1B – L2]
• Politically, the independence of Angola marked the end of

Portuguese colonial rule in Africa
• Politically, it implied that colonial rule could end in all African countries;
Angola would now be a potential base that could be used for the struggle
against colonialism
• Emotionally, it was an inspiration to people in Southern Africa that
were still living under colonial rule
• Emotionally, it was an inspiration to liberation movements such
as the ANC and SWAPO that were still fighting for freedom
1.2.3 [Extraction of evidence from Source 1B – L1]
• ‘Angola's natural resources including oil and diamonds’

• ‘Its size’
• ‘Its strategic location’ (3 x 1) (3)
• ‘..to create a Soviet and Cuban threat to the region’ (1 x 1) (1)
• The USA funded one of the liberation groups (FNLA) which

was a rival of the MPLA
• The USA increased its support to UNITA, another liberation
group and a rival of MPLA
• US funding and support allowed UNITA to continue to challenge
the MPLA (e.g. ambush and assassinations)
• By supporting the FNLA and UNITA over the MPLA, the USA
undermined the power-sharing and transitional government
that was put in place by the Alvor Agreement
• Encouraged and supported South African intervention in Angola
against the MPLA government

1.3
1.3.1 [Extraction of evidence from Source 1C – L1]
• ‘a battalion of regular troops’

• ‘..anti-tank weapons’ (2 x 1) (2)
1.3.2 [Interpretation of evidence from Source 1C – L2]
• Castro wanted to show that Cuba’s decision to assist the

MPLA was taken without any force by the Soviet Union
• Castro considered the relationship between the Soviet Union
and Cuba, with regards to the MPLA, to be based on equal
relations and mutual respect
• Castro shared the same ideology with the MPLA and the
Soviet Union (communism), hence its decision to assist the
MPLA
1.3.3 [Interpretation of evidence from Source 1C – L2]
• The USA (Ford and Kissinger) had spread the lie that Cuba was
only involved in Angola because of the orders from Soviet Union
orders
• They did not want to accept that Cuba had acted without the
influence of the Soviet Union
1.4
1.4.1 [Interpretation of evidence from Source 1D – L2]
• Angola is controlled by foreign powers, both Cuba and the

USSR are shown 'winding up' Angola as though they were
a clockwork toy with no ability to act independently
• The cartoon suggests that Cuba is controlling Angola but
Cuba is controlled by the USSR; Cuba is also a wind-up toy
without the ability to act independently
• The Soviet Union is spreading communism through Cuba
to Angola (the key which the USSR used to 'wind-up' Cuba
is represented as a hammer and sickle, a symbol of communism)
• The Soviet Union is more powerful than Cuba and Angola
(shown by the relative size of figures depicted in cartoon)
• In other relevant response (any 2 x 2) (4)

1.4.2 [Determining the limitations of Source 1D – L3]
The cartoon only gives an American artist’s viewpoint
• The cartoon only shows the Cuban and USSR intervention

in Angola while South Africa and other countries were also
involved in the Angolan war but are not depicted
• The USSR is shown as the driving force behind Cuba, no
mention is made of America’s role in supporting the South
African intervention in Angola
1.5 [Comparison of evidence from in Sources 1C and 1D – L3]
• Source 1C is a communist viewpoint of Cuba’s assistance to the

MPLA in Angola whereas Source 1D is a capitalist viewpoint of
the Soviet Union’s and Cuba’s involvement in Angola
• In Source 1C Castro states that Cuba's involvement in Angola was
the country ‘s decision alone while in Source 1D the cartoonist
suggests that Cuba was acting under Soviet control
• In Source 1C Castro states that the Soviet Union had sent support
directly to Angola while in Source 1D the cartoonist suggests that
the USSR was using Cuba as an intermediary to support the MPLA
1.6 [Interpretation, evaluation and synthesis from relevant sources – L3]
Candidates could include the following in their response:
• The three nationalist leaders, Holden Roberto (FNLA), Agostinho

Neto (MPLA) and Jonas Savimbi (UNITA) were brought together in
Kenya (Source 1A)
• They agreed to mutual recognition and to open negotiations on the
transition (change) from Portuguese rule to independence (Source 1A)
• They settled on the Alvor Agreement: Angola was to be administered
by a coalition government until independence set for 11 November
1975 (Source 1A)
• On 31 January 1975, the new transitional government took office in
a climate rife with suspicion and mistrust. (Source 1A)
• Angola's natural resources lured the big powers to get involved in the
country (USSR and USA) (Source 1B)
• The Americans falsified the history of Angola in 1975 to
create a Soviet and Cuban threat to the region (Source 1B and
Source 1C)

• Henry Kissinger (America) and the committee of 40 authorised

300 000 dollars for the MPLA's main rival group, the FNLA (Source 1B)
• The FNLA leader, Holden Roberto, had been on the CIA payroll since
1961 (Source 1B)
• The Americans stepped up military support for UNITA (Source 1B)
• The Americans gave the nod to Pretoria to mount an ambitious military
adventure against the MPLA (Source 1B)
• The MPLA got assistance from Cuba against the invasion of South
African racists: (battalion and ant- tank weapons) (Source 1C)
• The USSR had always helped the people of the Portuguese colonies
in their struggle for independence (Sources 1C and 1D)
• USSR provided Angola with basic military equipment
and collaborated with Cuba (Source 1C)
• The Soviet Union and Cuba claimed to protect Angola against imperialists
aggression (Source 1D)
• Any other relevant response
Use the following rubric to allocate marks:
• Uses evidence in an elementary manner, e.g., shows no or

little understanding of the role played by the foreign MARKS
LEVEL 1
powers in the Angolan Civil War between 1974 and 1976. 0–2
• Uses evidence partially or cannot write a paragraph.
• Evidence is mostly relevant and relates to a great extent to the
topic e.g., demonstrates some understanding of the role
MARKS
LEVEL 2 played by the foreign powers in the Angolan Civil War
3–5
between 1974 and 1976.
• Uses evidence in a very basic manner to write a paragraph.
• Uses relevant evidence e.g., demonstrate a thorough
understanding of the role played by the foreign powers in
MARKS
LEVEL 3 the Angolan Civil War between 1974 and 1976.
6–8
• Uses evidence very effectively in an organised paragraph that
shows an understanding of the topic.
(8)
[50]

QUESTION 2: HOW WAS THE INTEGRATION OF CENTRAL HIGH SCHOOL IN

ARKANSAS A VICTORY FOR THE CIVIL RIGHTS MOVEMENT
IN 1957?
2.1
• ‘to be Christian’
• ‘dignified’
• ‘to fight violence with non-violence’ (any 2 x 1) (2)
2.1.2 [Definition of a concept from Source 2A – L1]
• A process of bringing people from different races, cultures,

etc. together
• A process of doing away with discrimination between
or among different people
• ‘terrorised’
• ‘stoned’
• ‘threatened’ (3 x 1) (3)
• The civil rights activists to use non-violent tactics to bring

about change
• He believed that non-violent tactics were morally correct
strategies to bring about freedom and justice
• He believed that segregation/discrimination would not exist

in America by the end of the century
• Was convinced that freedom was imminent
• He believed that because segregation was morally wrong
it could not last forever
• He believed that justice and freedom would eventually
be won

2.2
• ‘[Chief Justice] Earl Warren’ (1 x 1) (1)
• The state was obliged to provide education on equal basis

• Desegregation in education should be regarded as the right
to all the children in the USA
• It implied that black and white schools’ facilities were equal,

but racial segregation was still practiced in schools, which
was unconstitutional
• It implied that black and white children were still racially
segregated
• It implied that making black and white schools’ physical
facilities equal promoted racial segregation if
children were still racially segregated in schools.
2.3
• ‘..picked up by the army’

(1 x 1) (1)
2.3.2 [Explanation of a concept from Source 3C – L2]
• A person who allowed/ believe/practised the separation

of schools based on race at Central High School, in Little Rock,
Arkansas
• Admission to schools based on race/ schools racially
separated, like at Central High School, in Little Rock, Arkansas
• ‘someone attempting to trip you’

• ‘pour ink on you’
• ‘ruin your clothing’
• ‘someone physically attacking you...’ (any 3 x 1) (3)

• ‘family support at home’

• ‘the relationship that grew between the nine of us...’
(2 x 1) (2)
2.3.5 [Ascertaining the usefulness of evidence from Source 2C – L3]
The source is USEFUL because:
• It gives the historian a personal insight into the life of a student

who experienced integration at Central High School
• It provides a plausible account of the state intervention in
protecting the Little Rock Nine
2.4
• The Little Rock Nine were determined to attend school

irrespective of their challenges (BRAVE HEARTS: THE
LITTLE ROCK NINE” The Little Rock Nine were escorted
to school by the army.
• The convoy had a station wagon (carrying the Little Rock Nine)
and a jeep in front and at the back with armed soldiers
• The caption on the photograph drew attention of Civil Rights
communities
• The Little Rock Nine were determined to attend school

irrespective of the challenges they faced
• The Little Rock Nine were determined to finish the year
at Central High School, irrespective of the treatment they
experienced

2.5 [Comparison of evidence from Sources 2C and 2D to determine

their similarities – L3]
• Source 2C states that the Little Rock Nine were transported to

school in a station wagon and this is depicted in Source 2D
• Source 2C states that the escort was a convoy of a station wagon
and a jeep in front and behind with armed soldiers and this is
portrayed in Source 2D
• In Source 2C reference is made of the Little Rock Nine’s determination
to attend the school and finish the year at Central High School
irrespective of the abuse they faced and in Source 2D the
caption ‘BRAVE HEARTS: LITTLE ROCK NINE’ shows the
determination of the Little Rock Nine
2.6 [Interpretation, evaluation and synthesis from relevant Source – L3]
• Dr Martin Luther King Jr. urged the people of Little Rock, Arkansas
to be Christian and dignified in their struggle for integration and to
fight violence with non-violence (Source 2A)
• He urged them to continue the struggle for integrated schools
(Source 2A)
• The people of Little Rock were terrorised, stoned and threatened
by ruthless mobs (Source 2A)
• He urged the people in Little Rock to meet physical force with soul
force. (Source 2A)
• Most of the people in the United States of America supported
The struggle for integration (Source 2A)
• The young minister was optimistic that segregation and discrimination
will not exist in America (Source 2A)
• Decision of the court: racial segregation of children in public schools
violated the Equal Protection Clause of the Fourteenth Amendment
(Sources 2B)
• The Fourteenth Amendment guarantees equal education (Sources 2B)
• The Court concluded that separating children based on race
created dangerous inferiority complexes that may adversely affect
black children's ability to learn (Source 2B)
• The Court concluded that racial segregation in schools is unconstitutional
(Sources 2B)

• Little Rock Nine escorted to school by a convoy of armed soldiers

(Sources 2C and 2D)
• Little Rock Nine’s determination to go to school irrespective of the abuse
they faced was a victory to the Civil Rights Movement (Source 2C and 2D)
Use the following rubric to allocate marks:
• Uses evidence in an elementary manner, e.g., shows no or

little understanding of how the integration of Central High
MARKS
LEVEL 1 School in Arkansas was a victory for the Civil Rights
0–2
Movement in 1957.
• Uses evidence partially or cannot write a paragraph.
• Evidence is mostly relevant and relates to a great extent to the
topic e.g., demonstrates some understanding of how the
MARKS
LEVEL 2 integration of Central High School in Arkansas was a
3–5
victory for the Civil Rights Movement in 1957.
• Uses evidence in a very basic manner to write a paragraph.
• Uses relevant evidence e.g., demonstrate a thorough
understanding of how the integration of Central High
School in Arkansas was a victory for the Civil Rights MARKS
LEVEL 3 Movement in 1957. 6–8
• Uses evidence very effectively in an organised paragraph that
shows an understanding of the topic.
(8)
[50]

SECTION B: ESSAY QUESTIONS
QUESTION 3: INDEPENDENT AFRICA: CASE STUDY – THE CONGO
[Plan and construct an original argument based on relevant evidence using analytical
and interpretative skills]
SYNOPSIS
Candidates need to explain to what extent Mobuto Sese Seko was successful in
implementing the political, economic, social and cultural policies in Congo after attaining
independence from Belgium in 1960.
MAIN ASPECTS
Candidates should include the following aspects in their response:
Introduction: Candidates should take a stance by explaining to what extent Mobuto

Sese Seko was successful in implementing political, economic, social and cultural policies
after attaining independence from Belgium in 1960. They should also indicate how they
intend supporting their line of argument.
ELABORATION
• Colonial legacies: (as background information)
➢ Paternalism – Congolese were treated as children – with no responsibility in

administration or representation of the government
➢ Political parties were banned and with quick Belgian withdrawal – due to the 1959
Leopoldville riots – many political parties (representing different regions and
ethnicities) were formed
➢ I20 political parties participated in the 1960 elections; no single political party won
outright majority – Patrice Lumumba’s Movement National Congolese (MNC) won
most of the seats because unlike other regional parties, it had some level of
nationwide support
➢ Lack of political unity

Political policies
• Congo became independent on 30 June 1960 with Joseph Kasavubu as President

and Patrice Lumumba as Prime Minister. Joseph Kasavubu preferred that Congo
be a federal state while Patrice Lumumba was for a strong centralised national
government /Lumumba also in conflict with Moise Tshombe
• Congo started with a lot of political instability – with Tshombe focusing on succession
of Katanga for its own independence
• Joseph Mobutu seized power from Kasavubu through a coup d’état tin 1965
• He managed to bring some form of political stability based on authoritarianism
• In 1967 Mobutu managed to stop the Katanga rebellion and gave his country a new
constitution as a one party-state under his party, the Popular Movement for the
Revolution MPR)
• Congo became a one-party state within the first five years after gaining
independence with all opposition suppressed
• Mobutu developed a personality cult (Mobutuism)
• Mobutuism made Congo an autocratic state under himself as a military dictator
• Was supported by the USA because he was seen as an anti-communist ally
• Created a strong centralised government and controlled all appointments,
promotions and the allocation of government revenue.
• Introduced a policy of Zaireanisation, a policy that replaced skilled foreigners or those
occupying strategic management positions with the unskilled locals which led to
maladministration and mismanagement in political leadership roles
• He allowed nepotism
• Mobutu remained as ‘president for life’ until his death in 2007
Economic policies
➢ Exploitation – Belgian prosperity based on exploitation of cotton, rubber plantations,

and mines (copper, tin and diamond) by colonial companies; Profits from minerals
(mines) based on exploitation of Congolese workers
➢ At independence Congo was considered most prosperous but with the economic
wealth owned by foreign owners
• Inherited a capitalist economy from Belgium
• Initially left the economy in the hands of white settlers and foreigners
• The country’s rich natural resources of copper, cobalt, diamonds, and other materials
attracted foreign investment
• Nationalisation: Mobutu nationalised the country’s copper mining industry and used
profits from copper industry to finance his 10-year industrialisation plan
• Nationalised foreign-owned companies without compensation
• Foreign companies placed under control of his allies and family members
• Introduced Zaireanisation (replacing foreigners with Zairian nationals)
• Zaireanisation led to corruption, theft and mismanagement
• The economy was characterised by nepotism and elitism (created a big gap
between the elite and ordinary citizens/rich and poor)

• Weak economic policies led to the decline in the state of infrastructure such as
roads etc.
• Mobutu Sese Seko created a kleptocracy were a group of appointed public
officials abused their position for financial gain
• Mobutu was forced to introduce retrocession (return of foreign owners)
• Very few foreign owners returned
• Congo’s economy collapsed
• Congo became dependent on foreign aid and investment, e.g. from the World Bank
Social and cultural policies

• Promoted elitism: encouraged education of a small elite in a western style of
knowledge and skills
• Poor education system that did not benefit the Congolese nor empower them with
skills
• French used as medium of instruction in schools
• At independence Congo had 14 university graduates out of 14 million people
• Implemented a policy of Authenticité (originally to promote indigenous customs and
beliefs) to eradicate colonial influence and unify Zairians with a sense of pride for
own culture. Also referred to as Africanisation
• Replaced Christian names with African names, e.g. The Congo was renamed Zaire
in 1971; Leopoldville became Kinshasha; Elisabethville became Lubumbashi, and
Stanleyville became Kisangani; Mobutu also changed his name from Joseph-Desire
Mobutu to Mobutu Sese Seko Kuku Ngbedu Waza Banga, meaning, ‘The All-Conquering
Warrior Who, Because of his Endurance And Inflexible Will To Win, Will go from
Conquest to Conquest Leaving Fire in His Wake’.
• Clothing: wearing of Western-style suits were outlawed (by a decree) and replaced
with ‘abacos’ (‘A bas le costumes’), meaning ‘down with the suit’
• Promoted local music
• Mobutu regarded democracy as a foreign ideology to Africa – he ruled as a Chief
in a traditional African style and used it to strengthen his own authoritarian position
• French remained the language of instruction and education system continued to
favour the urban elite
• After independence, primary education and school enrolment rose from 1,6 million
in 1960 to 4,6 million in 1974
• When state funding was withdrawn by Mobutu, parents had to start paying and
primary education started to decline
• Teachers and hospital staff went unpaid for months due to poor economic and
political practices
• Conclusion: Candidates should sum up their argument with a relevant conclusion. [50]

QUESTION 4: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s:

THE BLACK POWER MOVEMENT
[Plan and construct an original argument based on relevant evidence using analytical
and interpretative skills]
SYNOPSIS
Candidates should take a stance indicating whether they agree or disagree with the
assertion that the ideas of Malcolm X solely inspired the African Americans to fight
segregation and discrimination in the United States of America in the 1960s.
They should support their line of argument with relevant historical evidence.
MAIN ASPECTS
Candidates should include the following aspects in their response:
Introduction: Candidates should take a stance indicating whether the ideas

of Malcolm X solely inspired African Americans to fight segregation and discrimination
in the United States of America. They should also indicate how they would support their
line of argument.
ELABORATION
• Conditions in the USA (Background information)
➢ African Americans were still economically and politically crippled in the USA
➢ due to discriminatory (Jim Crow) laws
➢ Lack of sense of pride due to socio-economic circumstances (Lived in ghettos
and slum areas/poor housing/under-resourced facilities)
➢ African Americans became impatient with the slow pace
➢ African Americans were subjected to police brutality – led to growth of nationalist
feelings
• Black Power Movement advocated assertiveness, self-reliance and black pride
The role of Malcolm X
• Malcolm X was a powerful speaker and dedicated human rights activist

• Malcolm X believed in black separation, self-determination (black nationalism)
• He advocated self- respect and self- discipline
• He believed in the concepts such as Black self-pride and self-esteem/self-respect
/self-help –'Black Pride'
• He called for assertiveness (aggressiveness) in their revolution e.g., race
riots at Watts, Detroit
• Wanted African Americans to stand up against white authorities in pursuit of
freedom, justice and equality by whatever means possible
• Promoted the use of violence as a means of self defence against those who
attacked African Americans

The role of Stokely Carmichael
• Became chairman of SNCC (Student Non-violent Coordinating Committee) in 1966

and decided to embrace the teachings of the Black Power Movement
• In 1966 he popularised the Black Power slogan 'Black is beautiful'
• Advocated the principles of Black Power (do things for yourself (self-reliant, control
politics in their communities, take pride in own culture and defend themselves against racial
oppression and manipulation)
• He believed in non-violence as a strategy that was not working because of on-going
violence that was used by white Americans against African Americans
• Advocated the exclusion of 'white' liberals as a philosophy for African Americans
• Stokely Carmichael was in favour of African clothing and African hairstyles as a
symbol of Black Pride
• Carmichael joined the Black Panther Party (for Self-Defence) which put into action
the Black Power/'Black Pride' philosophy
The role of the Black Panthers
• The Black Panther Party was formed by Bobby Searle and Huey Newton for Self-
Defence against police brutality
• The Ten Point Plan served as the Black Panther Party manifesto that covered its
social, political and economic goals for the upliftment of the African American
community
• The Black Panther Party ran feeding schemes in black communities
• The feeding schemes eradicated hunger amongst the youth and improved learning in
schools
• BPP literacy projects eradicated illiteracy amongst the African American communities
• BPP childcare projects provided medical care to African Americans in black
communities
• The Black Panther Party got involved in street patrols, monitored police activities
and defended themselves by carrying guns (militant approach) to stop the on-going
police brutality and harassment of young urban black men
• BPP demanded that Black history must be taught in black schools
• Conclusion: Candidates should sum up their argument with a relevant conclusion. [50]
GRAND TOTAL: 100

History March 2024 Grade 12 MG-2 Final

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FINAL

These marking guidelines consist of 21 pages.

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1.3 Assessment procedures for source –based questions.

• Use a tick ( ✓) for each correct answer

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Used mostly relevant evidence to write a basic paragraph.

2.1 The essay questions require candidates to:

• Be able to structure their argument in a logical and coherent manner. They

2.2 Marking of essay questions

2.3 Global assessment of the essay

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• The learner’s interpretation of the question

2.4 Assessment procedures of the essay

2.4.1 Keep the synopsis in mind when assessing the essay.

2.4.3 Keep the PEEL structure in mind when assessing an essay.

P Point: The candidate introduces the essay by taking a line of

2.4.4 The following symbols MUST be used when assessing an essay:

• Introduction, main aspects and conclusion not properly contextualised.

• Line of Argument LOA

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2.5 The matrix

2.5.1 Use the matrix in the marking of essays

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

Some omissions in content coverage.

Some omissions in content coverage

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MARKING MATRIX FOR ESSAY: TOTAL: 50

LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1*

*Guidelines for allocating a mark for Level 1:

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SECTION A: SOURCE-BASED QUESTIONS

QUESTION 1: WHAT ROLE DID THE FOREIGN POWERS PLAY IN THE

• ‘Holden Roberto’ (FNLA)

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

• ‘Angola was to be administered by a coalition government

1.1.3 [Explanation of a historical term from Source 1A – L2]

• A government that was formed by the three liberation movements

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

• A policy or practice of control by one country (colonial) over another

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1.2.2 [Interpretation of evidence from Source 1B – L2]

• Politically, the independence of Angola marked the end of

1.2.3 [Extraction of evidence from Source 1B – L1]

• ‘Angola's natural resources including oil and diamonds’

1.2.4 [Extraction of evidence from Source 1B – L1]

• ‘..to create a Soviet and Cuban threat to the region’ (1 x 1) (1)

1.2.5 [Interpretation of evidence from Source 1B – L2]

• The USA funded one of the liberation groups (FNLA) which

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• ‘a battalion of regular troops’

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

• Castro wanted to show that Cuba’s decision to assist the

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

• Angola is controlled by foreign powers, both Cuba and the

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1.4.2 [Determining the limitations of Source 1D – L3]

The cartoon only gives an American artist’s viewpoint

• The cartoon only shows the Cuban and USSR intervention