2024 September History P2 MG

NATIONAL
SENIOR CERTICATE
GRADE 12
HISTORY P2
SEPTEMBER 2024
MARKING GUIDELINES
MARKS: 150
These marking guidelines consist of 23 pages.
Copyright reserved Please turn over

History/P2 2 MDE/September 2024
NSC-Marking guidelines
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 of source-based questions, credit needs to be given to any other valid
and relevant viewpoints, arguments, evidence or examples.
 In the allocation of 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 for 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
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 bottom
margin to the right, 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 centre.
 Candidates may have any other relevant introduction and/or conclusion than those
included in a specific essay marking guideline for a specific essay.
 When assessing open-ended source-based questions, learners should be credited
for any other relevant answers.
2.3 Global assessment of the essay

The essay will be assessed holistically (globally). This approach requires the teacher to
assess the essay, 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) 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 of the essay credits learners'
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 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 first 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 sustains/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 all 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 additional symbols can also be used:
• 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 of the matrix in the marking of essays
In the marking of 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 intersection
of the content and presentation based on the seven competency levels, a mark should
be awarded.
(a) The first reading of the 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 the essay 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
P LEVEL 3 }26–27

GLOBAL ASSESSMENT OF ESSAYS: TOTAL MARKS: 50

LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
PRESENTATION Very well Very well Well planned Planned and Shows some Attempts to Little or no
planned and planned and and constructed an evidence of a structure an attempt to
structured structured structured argument. planned and answer. structure the
essay. essay. essay. Evidence is constructed Largely essay.
Good synthesis Developed a Attempts to used to some argument. descriptive, or
of information. relevant line of develop a extent to Attempts to some attempt at
Developed an argument. clear support the line sustain a line of developing a line
original, well Evidence used argument. of argument argument. of argument. No
CONTENT balanced and to defend the Conclusion Conclusions Conclusions not attempt to draw
independent line argument. drawn from reached based clearly supported a conclusion
of argument with Attempts to draw the evidence on evidence. by evidence.
the use of an independent to support the
evidence, conclusion from line of
sustained and the evidence to argument.
defended the support the line
argument of argument.
throughout.
Independent
conclusion is
drawn from
evidence to
support the line
of argument.
LEVEL 7
Question has been
fully answered.
Content selection
fully relevant to line
47–50 43–46
of argument.
LEVEL 6
Question has been
answered.
Content selection
43–46 40–42 38–39
relevant to the 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 is
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 26–27 24–25
not always relate to 20–23
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
 Content selection includes basic and generally irrelevant information; no attempt to structure the
essay = 1–6
 Question inadequately addressed and vague attempt to structure the essay = 7–13

SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: HOW DID THE UNITED DEMOCRATIC FRONT (UDF) CHALLENGE

THE REFORMS INTRODUCED BY P.W BOTHA’s APARTHEID REGIME
IN THE 1980s?
1.1
1.1.1 [Extraction of evidence from Source 1A – L1]
 ‘The United Democratic Front (UDF) emerged in 1983 in response to the
establishment of the new Tricameral Constitution in South Africa, which created a
new parliament with separate legislatures for Coloureds and Indians’
(1 x 2) (2)
1.1.2 [Extraction of evidence from Source 1A – L1]

 ‘Churches’
 ‘Civic associations’
 ‘Trade unions’
 ‘Sports’
 ‘Student organisations’ (any 3 x 1) (3)
1.1.3 [Interpretation of information from Source 1A – L2]

 Apartheid system/strategy that excluded the majority of black people
 It was meant to strengthen apartheid policy
 Any other relevant response
(any 1 x 2) (2)
1.1.4 [Definition of historical concept Source 1A – L1]

 An occasion when consumers stop buying a particular product or stop
buying from a particular company as a way of expressing strong disapproval
 Not buying from mainly white-owned shops, and shops owned by black
collaborators with the apartheid regime
 Any other relevant response (any 1 x 2) (2)
1.1.5 [Interpretation of information from Source 1A - L2]

 In order to put pressure on the government to end Apartheid
 To make the country ungovernable
 To protest against apartheid and associated violations of gross human rights
1.2
1.2.1 [Extraction of information from Source 1B - L1]
 ‘organisation of a number of consumer and stay-aways’
 ‘it launched the “one million signature” campaign’ (any 2 x 1) (2)

1.2.2 [Interpretation of evidence from Source 1B – L2]
 The UDF did not want coloureds and Indians to support the new apartheid
constitutional parliament of P.W Botha
 UDF was not happy about the new Tri-cameral parliament, they saw it as a
continuation of apartheid
 It wanted the government to end apartheid not to reform it
 It wanted all the races including blacks to be a part of the new parliamentary
system
1.2.3 [Interpretation of evidence from Source 1B – L2]

 Political education was intended to make people aware of their political right at
the same time convince them to join the struggle against the Apartheid regime
 The Bantu education did not teach blacks about their Universal Human Rights,
thus the political education was intended to fill that void and also galvanise
support at the grassroots level
 Any other relevant responses (any 1 x 2) (2)
1.2.4 Extraction of evidence from Source 1B- L1]

 “From Protest to Challenge: From Mobilisation to Organisation”
 “Forward to People’s Power”
 “People’s power” (any 2 x 1) (2)
1.3
1.3.1 [Extraction of information from Source 1C - L1]
 ‘United Democratic Front’ (UDF)
 ‘affiliated organisations’ (2 x 1) (2)
1.3.2 [Definition of Historical concept from Source 1C - L2]

 The apartheid government militarised and heavily policed all aspects of
South Africa in order to crush any form of resistance by the activists or
liberation movements
 The declaration used by the apartheid government to crack down any
opponents at the time of heightened resistance
 The declaration that had the police powers to detained, impose curfew and
control the media as a way to crush resistance movements
 Any other relevant response (any 1 x 2 ) (2)
1.3.3 [Interpretation of information from Source 1C – L2]

 ‘the disappearance of Pebco leadership, detentions, and the organisational
demands of the Goniwe funeral meant that remaining leadership was
stretched very thin’ (any 1 x 2) (2)

1.3.4 [Ascertaining the reliability of Source 2D – L3]
The source is RELIABLE because:
 The source is from an article by Obery, Ingrid and Jochelson, Karen who are
renowned history writers and it is peer reviewed
 The source unpacked actual events that unfolded in 1985, it has quoted
words from Derrick Swartz, local UDF general secretary
 The source can be corroborated by source 1B and 1D regarding the UDF role
in launching and spearheading consumer boycotts
 Any other relevant response (any 2 x 2)
(4)
1.4
1.4.1 [Interpretation of information from Source 1D - L2]
To show:
 UDF campaigning against apartheid and affirm its stands against consumer
boycotts
 UDF’s commitment in fighting against apartheid and replace it by the
government of the people by the people
 Visual clues suggest that people from all walks of life including workers,
scholars as well as churches were part of the UDF’s consumer boycotts

 The words suggest that the UDF believed in strategies or campaigns that
they will eventually end apartheid
 It suggests that UDF was democratic hence says the “people” referring to
everyone
 The words were used by UDF are taken from the freedom charter meaning
that they supported it
 The words are encouraging people to fight apartheid so that they can have
the freedom to elect their own leaders
1.5 [Comparison of evidence in Source 1C and Source 1D - L3]

 Both sources suggest that the UDF was formed to oppose apartheid
 Both sources suggest that UDF supported consumer boycotts as a way of
fighting the apartheid regime
 Both sources suggest that the UDF was made up of people from all walks of
life (churches, schools, workers and ordinary south African)

1.6 [Interpretation, evaluation, and synthesis of evidence from relevant Sources - L3]
Candidates could include the following aspects in their response:
 South Africans responded by forming The United Democratic Front (UDF) to

oppose the PW Botha’s reforms (Source 1A)
 UDF was formed in 1983 by different organisations with an aim of fighting
apartheid (own knowledge)
 The UDF with a membership of approximately 3 million supports the
promoted boycotts, protests, and strikes, pressuring the Apartheid system
(Source 1B)
 ‘The UDF was involved in organising of a number of consumer boycotts and
stay-away’ (Source 1B)
 United Democratic Front (UDF) in 1983 and 1984, launched the “one million
signature” campaign to fight against Botha’s reforms (Source 1B)
 The aim of UDF was to fight for a free and just South Africa (own
knowledge)
 The UDF played a key role in the political education and mobilisation of the
masses (Source 1B)
 The UDF used consumer boycotts as a way to cripple the economy and
eventually end apartheid (Source 1C & Own Knowledge)
 UDF openly supported the banned ANC and demanded that the ANC should
be unbanned (own knowledge)
 UDF discouraged coloureds and Indians from voting for the new
constitutional parliament (Source B)
 The UDF adopted the freedom charter, slogan such as “the people shall
govern” was used to mobilise the people against PW Botha’s reforms
(Source 1D)
Use the following rubric to allocate marks:

 Uses evidence in an elementary manner e.g. shows no or MARKS
little understanding in explaining how the United 0-2
Democratic Front (UDF) challenged the reforms
LEVEL 1
introduced by P.W Botha’s apartheid regime in the
1980s.
 Uses evidence partially or cannot write a paragraph
 Evidence is mostly relevant and relates to a great extent to MARKS
the topic e.g. shows some understanding in explaining 3-5
how the United Democratic Front (UDF) challenged the
LEVEL 2
reforms introduced by P.W Botha’s apartheid regime in
the 1980s.
 Uses evidence in a very basic manner to write a paragraph.
 Uses relevant evidence that focuses on the topic e.g. MARKS
demonstrates a thorough understanding in explaining 6-8
how the United Democratic Front (UDF) challenged the
reforms introduced by P.W Botha’s apartheid regime in
LEVEL 3 the 1980s.
 Uses evidence very effectively in an organised paragraph
that shows an understanding of the topic.
(8)
(50)
QUESTION 2: HOW SUCCESSFUL WAS THE TRUTH AND RECONCILIATION

COMMISSION (TRC) IN HEALING SOUTH AFRICA FROM ITS DIVIDED

PAST?
2.1
2.1.1 [Extraction of evidence from Source 2A - L1]
 ‘The Truth and Reconciliation Commission (TRC) was born of a spirit of
public participation, as the new government solicited the opinions of South
Africans and the international community regarding the issue of
accountability in respect to past violations and reparations of victims’
(1 x 2) (2)

 ‘The commission was tasked with investigating human rights abuses
committed from 1960 to 1994, including the circumstances, factors, and
context of such violations’
 ‘Allowing victims the opportunity to tell their story’
 ‘Granting amnesty; constructing an impartial historical record of the past’
 Drafting a reparations policy’ (any 1 x 2) (2)
2.1.3 [Definition of a historical concept in Source 2A - L1]

 Victims are those people who suffered gross human right abuses between
1960 and 1994
2.1.4 [Interpretation of evidence from Source 2A - L2]

 Those were the years where the apartheid regime was most brutal
 Those were the years when the political activists were active in fighting
the apartheid regime
 There were lots of atrocities that were committed during 1960 and 1994
2.2
2.2.1 [Extraction of information from Source 2B - L1]
 ‘The deponents (witnesses) came to the Commission of their own volition
(wish)’ (1 x 2) (2)
2.2.2 [Explanation of the historical term from Source 2B – L2]

 Process of the TRC (Reparation Committee) intended to compensate
victims who suffered gross human rights violation in South Africa between
1960 and 1994
2.2.3 [Interpretation of evidence from Source 2A - L2]

 The 849 met the requirements of the TRC
 Those who were denied amnesty did to meet the pre-determined criteria
2.2.4 Ascertain the usefulness of evidence in Source 2B - L3]

The Source is useful because:

 It shows the statistics of the statements that were processed by the
Human Rights Violation Committee
 It divulges the number of reparations granted to victims by the
Reparation Committee
 It shows the amount of money each family or victim should receive each
year for six months
 It also shows the civil and criminal prosecution granted amnesty
by the amnesty committee
 It also tells the number of South Africa’s society and political system
to be reformed in a reconciliation process
2.3
 ‘The Truth and Reconciliation Commission on Wednesday rejected the
pair’s application for amnesty for the murder’ (1 x 2) (2)
2.3.2 [Extraction of information from Source 2C – L1]

 ‘The main finding is that they had failed to prove the killing was politically
motivated’ (any 1 x 2) (2)
2.3.3 [Interpretation of evidence from Source 2C – L2]

 The perpetrators did not tell the truth
 The perpetrators were not remorseful
 The motive behind the killing could not be politically connected
 The perpetrators must be denied amnesty for killing the highly respected
commander in chief of Umkhonto Wesizwe
2.3.4 [Extraction of information from Source 2C – L1]

 ‘South African Communist Party (SACP)’
 ‘Hani's family’ (2 x 1) (2)
2.4
 Both victims and perpetrators attended the TRC public hearing to testify
 Victims pleaded with the perpetrators to tell the whole truth
 The truth was needed by the victims in order to find closure
 Any other relevant response (2 x 2) (4)

 Hani’s family (victims) wanted the truth from the perpetrators in order to
find closure
 Victims wanted the whole truth from the perpetrators as a way to show
remorse
 Victims wanted the truth before amnesty can be considered by the TRC
2.5. [Comparison of evidence in Source 2C and Source 2D - L3]

 Both sources are talking about the victims demanding the truth from the
perpetrators
 Both sources are talking about the TRC investigating the murder case of
Chris Hani
 Both sources talk about Janus Walus failing to make a full disclosure which
was a prerequisite for amnesty
2.6 [Interpretation, evaluation, and synthesis of information from relevant sources -

L3]
Candidate must take a stance and explain whether the Truth and Reconciliation
Commission healed South Africa from the wounds of its divided past
HEALED:
 The TRC manage to gather and process 21, 000 statements across the
country (Source 1B)
 Some victims and perpetrators reconciled (Owned knowledge)
 Some victims got the truth and find closure (Own knowledge)
 Some victims got reparations in the form of money (Source 2B)
 Some perpetrators were given amnesty provided that they met the pre-
determined criteria (Source 2A)
 TRC focused on restorative justice over retributive justice which promoted
forgiveness and unity (Source 2A)
 Some families were able to find their relatives’ remains and give them
proper send-off (Own knowledge)
 TRC recommended that the money must be paid twice a year for six years
(own knowledge)
NOT HEALED
 Some cases were left unsolved like Chris Hani’s case among others
(Source 2C & 2D)
 Cases before 1960 could not be investigated according to the Promotion of
National Unity and Reconciliation Act 34 of 1995 (Source 2A)
 Some perpetrators did not come forward and nothing was done to them
(Own knowledge)
 Some believe the TRC was perpetrator friendly (Own knowledge)
 Some reparation could not be paid in time, government refused to release
the funds (Source 2B)
 The money given to victims was insufficient (Own knowledge)
 The question of land (force removal) could not be addressed (Own
knowledge)
 Some victims pretended to be remorseful to get amnesty (Own knowledge)
 Some victims did to tell the whole truth but still got amnesty (Own
knowledge)
 To date some cases are still pending in South African courts like the one of
Nokuthula Simelane and Ahmed Timol among others (Own knowledge)


 Uses evidence in an elementary manner e.g. shows no or
little understanding whether the Truth and Reconciliation
Commission (TRC) healed South Africa from the wounds MARKS
LEVEL 1 of its divided past. 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. shows some understanding whether the
Truth and Reconciliation Commission (TRC) healed MARKS
LEVEL 2 South Africa from the wounds of its divided past. 3-5
 Uses relevant evidence that focuses on the topic e.g.
demonstrates a thorough understanding on whether the
Truth and Reconciliation Commission (TRC) healed
South Africa from the wounds of its divided past. MARKS
 Uses evidence very effectively in an organised paragraph 6-8
LEVEL 3 that shows an understanding of the topic.
(8)
[50]
QUESTION 3: HOW DOES GLOBALISATION AFFECT SOUTH AFRICAN TEXTILES

INDUSTRIES IN THE 21 st CENTURY?
3.1

 ‘International Monetary Fund’ (IMF) (1 x 2) (2)
3.1.2 [Definition of historical concept from Source 3A- L1]

 The spread of products, technology, information and jobs across national
borders and cultures
 The growing interdependence of the world’s economies, cultures, and
populations, brought about by cross-border trade in goods and services,
technology, and flow of investment, people, and information (any 1 x 2) (2)
3.1.3 [Interpretation of information from Source 3A – L2]

 Cheap import goods from countries such as China led to closure of local
firms and industries
 Local industries could not compete with foreign countries thus leading to
retrenchments and closure
3.1.4 Extraction of evidence from Source 3A - L1]

 ‘The way globalisation can have negative as well as positive impacts on
societies’ (1 x 2) (2)
3.2
3.2.1 [Extraction of information from Source 3B – L1]
 ‘Textile and clothing sectors have traditionally been protected by a high
level of import barriers (such as tariffs, and export incentives) from
international competition’ (1 x 2) (2)
3.2.2 [Explanation of a historical term from Source 3B – L2]

 Trade liberalisation means removing or reducing barriers to trade among
countries, such as tariffs and quotas
3.2.3 [Interpretation of evidence from Source 3B - L2]

 The clothing and textile industries could not compete with cheap imports
from China
 The clothing and textile industry had to cut jobs
 Local manufactures went out of business
3.2.4 [Extraction of information from Source 3B – L1]

 ‘South Africa’s total employment in the textile and clothing industries
declined from 228 053 in 1996 to 142 863 in March 2005’ (1 x 2) (2)
3.3
 ‘Has shed thousands of jobs’ (1 x 2) (2)

 As a result of the influx of cheap products from Asian countries leading
closure of South African industries (1 x 2) (2)

 ‘SACTWU is fighting back hard against retrenchments, downsizing and
closures while building its influence and engaging on policy at a national
level’
 ‘The union has upheld its tradition as a fighting union, yet it engages
employers
and government in dialogue and has made significant gains on sourcing
locally
and pushing back on trade liberalisation’
3.3.4 [Ascertain the limitation of evidence in Source 3C - L3]

The Source is LIMITED because:
 It explains only the negative aspects of globalisation on South Africa
 It does not explain any positive impact of globalisation on South Africa
 It only highlights the role of SACTWU
3.4
3.4.1 [Interpretation of information from Source 3D- L2]
 The source suggests that South Africans are losing their jobs through
globalisation/ cheap imports
 The source suggests that globalisation had a negative impact on the South
African clothing and textile and clothing industry
 It suggests that people must buy South African clothing to save jobs
 It suggests that trade unions such as SACTWU are engaging government
in protecting the clothing and textile industries
3.4.2 [Interpretation of information from Source 3D-L2]

 The words suggest that South Africans must proudly buy local
manufactured products
 It suggests that South African manufactures are of good quality than
foreign imports
3.5 Comparison of information in Sources 3C and 3D - L3]

 Source 3C says union such as SACTWU is fighting to have the clothing
and textile industry and in Source 3D is a cartoon by a union COSATU
written ‘save our clothing factories’
 Both sources talk about saving the clothing industry by encouraging
consumers to buy locally
 Both sources talk about saving jobs in the South African clothing industries
 Any other relevant response (any 2 x 2)
(4)
3.6 [Interpretation, evaluation, and synthesis of information from relevant Sources -

L3]
Candidates could include the following aspects in their response.
 Globalisation is the integration of the world economies through free trade

(Source 3A)
 Globalisation can benefit stronger economies but put weaker ones are at a
greater disadvantage (Source 3B & 3C)
 Before 1995 South Africa had protected the clothing and textile industry
from foreign competition through tariffs and quota (Source 3B)
 Between September 2001 and January 2006 imports from China increased
by 293% which had a negative impact on South African clothing and textile
industries (Source 3B)
 Cheap imports from China led to high rate of job losses in the South
African clothing and textile industries (Source 3B & 3C)
 Local industries failed to compete with bigger economies such as China
leading to closure of local industries (Own knowledge)
 Trade unions are fighting to protect South African clothing and textile
industry (Source 3C & 3D)

 Uses evidence in an elementary manner e.g. shows no or
little understanding in explaining how globalisation
affected the clothing and textile industries of South Africa MARKS
LEVEL 1  uses evidence partially or cannot write a paragraph 0-2
 Evidence is mostly relevant and relates to a great extent to the

topic e.g. shows some understanding in explaining how
globalisation affected the clothing and textile industries of MARKS
LEVEL 2 3-5
South Africa
 Uses relevant evidence that focuses on the topic e.g.
demonstrates a thorough understanding in explaining
how globalisation affected the clothing and textile
LEVEL 3 MARKS
industries of South Africa
6-8
 Uses evidence very effectively in an organised paragraph that
shows an understanding of the topic.
(8)
(50)
SECTION B : ESSAY QUESTIONS

QUESTION 4: CIVIL RESISTANCE, 1960s TO 1970s: SOUTH AFRICA.

THE CHALLENGE OF BLACK CONSCIOUSNESS TO THE
APARTHEID STATE.
[Plan and construct an original argument based on relevant evidence using analytical
and interpretative skills]
SYNOPSIS
Candidates need to indicate whether they agree or disagree with the statement and
explain whether Steve Biko and the Black Consciousness Movement were able to
encourage blacks to challenge the apartheid Government in South Africa during the
1960s and 1970s.
MAIN ASPECTS
Introduction: Candidates need to indicate whether they agree or disagree with the
statement and explain whether Steve Biko and the Black Consciousness Movement
were able to encourage blacks to challenge the apartheid Government in South Africa
during the 1960s and 1970s. They need to demonstrate how they intend answering the
question.
In agreeing with the statement candidates could include the following aspects in
their essay:
ELABORATION
 The Black Consciousness Movement (BCM) was a grassroots level

movement that was started in the 1960s
 It was started by university students led by Steve Biko, a medical student in the
University of Natal
 The Black Consciousness (BC) ideas started in 1968 when black students broke
away from the National Union of South African Students (NUSAS)
 These Students which included Steve Biko and others started black student
organization called South African Student Organisation (SASO)
 They rejected NUSAS because it was dominated by white students, and it
represented white students’ interests
 SASO was formed to represent black students
 The Black Consciousness (BC) ideas started when SASO was formed
 Later BC became a South African Movement called Black Consciousness
Movement
 Role of Steve Biko in the formation of BCM
 Steve Biko was an anti - apartheid activist in the 1960s and 1970s
 He was a student leader and founded Black Consciousness Movement
 He played a major role in making black people to be proud of being black
 He wrote books like ‘I Write What I Like’ that encouraged black pride
 BCM was an idea not a political organization
 It was an idea that promoted black pride
 It realised that blacks had become inferior and are dominated by whites
 BCM wanted to end the inferiority complex among blacks
 It encourages blacks to be proud of being black
 It encourages blacks to stand up and fight apartheid
 It encouraged blacks to start doing things on their own and not wait for white
people to help them
 It spread ideas which were preaching that black was good
 BCM engaged in many activities in South Africa during the 1960s and 1970s
 BCM helped many black communities to start their own schools and pre-schools
for black children
 BCM helped many blacks to start their own businesses
 It was able to unite blacks, coloreds and Indians against apartheid
 It was able to spread Black Conscious ideas all over South Africa
 It also started Black People’s Convention which became an umbrella body for
organisations fighting against apartheid
 BCM spread to many parts of South Africa
 BCM spread to workplaces in the mines and in black workers’ Unions
 BCM also spread to Soweto schools
 Many BCM leaders and members were expelled from Universities like Turfloop
University
 The expelled students became teachers in many secondary schools in Soweto
 They spread the Black consciousness ideas among students
 BCM ideas was spread among students, and this led to the 1976 Soweto
uprising
 Because of the Bantu Education Act, the government spent less on black
education, there was a shortage of schools, shortage of teachers and black
schools were overcrowded
 Black parents and students were not happy about Bantu education
 In 1975 the government made Afrikaans a compulsory teaching and learning
language in black school
 Students rejected Afrikaans because they were conscientised by BCM, they saw
it as a language of the oppressor
 Both teachers and learners were not competent in Afrikaans
 They struggle to learn or even teach in Afrikaans
 Students started to organise meetings to discuss Afrikaans and apartheid
 Students formed secondary school movement called South African Student
Movement (SASM)
 SASM organized meetings with different schools and planned for the 16th June
1976 Soweto uprising
 Key people who organised the meetings and the march were among others;
Tsietsi Mashinini, Khotso Seatlholo. Murphy Morobe and Seth Mazibuko
 On the morning of the 16th of June 1976 about 20000 students from different
schools marched demanding an end to Afrikaans as a teaching language
and better conditions in schools
 Police used teargas and live ammunition to disperse the students
 Students retaliated with stones and petrol bombs
 Many students were shot, some were injured, and others were killed
 Among those who died were young 12 years old Hector Peterson and a 15-year-
old Hastings Ndlovu who were shot at, at Orlando West High school
 Students became angry and went on the rampage; they burned schools, cars,
and many governments property
 Many students were arrested, and others left the country and joined the ANC and
PAC in exile
 After 1976 many BCM leaders were arrested, and others were killed
 Steve Biko was also banned from organising any meeting
 Many BCM members and leaders went to exile
 In exile they joined the newly formed Azanian People’s Organisation (AZAPO)
 AZAPO continued to exist until 1994, when South Africa became a democratic
country
 Steve Biko was arrested on 18 August 1977 during a roadblock near
Grahamstown, Eastern Cape.
 He was taken to Pretoria prison where he was tortured and died in the hands of
police on the 12th of September 1977
 Police claimed that he died of hunger strike, but it was later revealed that he died
of brain damage because of torture by the police
 No one was arrested for his death
 Conclusion: Candidates should tie up argument with a relevant conclusion
If candidates disagree with the statement they must support their line of argument
with relevant evidence [50]
QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING

TO TERMS WITH THE PAST
[Plan and construct original arguments based on relevant evidence using analytical and
interpretative skills]
SYNOPSIS
Candidates need to critically discuss the challenges and successes of the different
political parties during the negotiation process between 1990 and 1994.
MAIN ASPECTS
Candidates could include the following aspects in their essays:
Introduction: Candidates need to critically discuss the challenges and successes of the
different political parties during the negotiation process between 1990 and 1994. They
need to indicate how they intend answering the question.
ELABORATION
 De Klerk comes to power in 1989 (brief background)
 De Klerk speech in parliament on the 2nd of February 1990 (hope)
 The unbanning of political and civic organisations, such as the ANC and SACP
 The removal of restrictions on COSATU, AZAPO, etc.
 De Klerk’s decision to release Nelson Mandel from prison on the 11 th of February
1990 which paved the way for negotiations
 Groote Schuur Minute, 2nd May 1990 (ANC and NP met, ANC delegation led by
Nelson Mandela, NP delegation led by FW De Clerk
 Apartheid legislation revoked, such as the Separate Reservation of Amenities Act
 Pretoria Minute, 6th August 1990 (ANC agreed to suspend the armed struggle
and NP lifted the state of emergency)
 CODESA 1 (19 Political parties, excluding AZAPO, CP, IFP and PAC) /300
delegates met
 Whites-only referendum and its impact, March 1992 (challenge and hope)
 CODESA 2 (2 May 1992) collapsed. Parties failed to agree on a new constitution-
making body and interim government
 NP wanted minority veto while ANC wanted an interim government for no longer
than 18 months and simple majority rule
 Boipatong massacre and its consequences ,17 June 1992
 Bhisho massacre derailed the process of negotiations, 7 September 1992
(challenges)
 The sunset closed proposed by Joe Slovo broke the negotiations deadlock
 Record of Understanding signed on 26 September 1992 between Roelf Meyer
(NP) and Cyril Ramaphosa (ANC)
 Assassination of Chris Hani (10 April 1993) and its impact on South Africa and
Multiparty Negotiation Forum
 Right-wing (AWB) attack on World Trade Centre
 Election date announced, 27 April 1994
 ANC won elections and Mandela became the first black South African President
 Conclusion: Candidates should tie up their argument with a relevant conclusion

[50]
QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER:
THE EVENTS OF 1989
[Plan and construct an original argument based on relevant evidence using analytical
and interpretative skills]
SYNOPSIS
Candidates need to explain to what extent did Gorbachev’s reforms (Perestroika and
Glasnost) in the Soviet Union led to the disintegration of the Soviet Union in 1991 and
positively affected political developments in South Africa in the 1990s.
MAIN ASPECTS
Candidates could include the following aspects in their essays:
 Introduction: Candidates need to indicate to what extent did Gorbachev’s reforms
(Perestroika and Glasnost) in the Soviet Union led to the disintegration of the
Soviet Union in 1991 and positively affected political developments in South
Africa in the 1990s.
They need to indicate how they intend answering the question.
ELABORATION
 Gorbachev became Secretary-General of the CPSU and leader of the
government in 1985 at 54 years of age. He was not a hardliner and hoped to
revive Soviet Union’s economy by improving both industrial output and
technology, as well as expanding its market.
 He took a big risk of effecting political change, especially for the Soviet Union,
known for its hard-line Communist stance.
 He wanted to take the Soviet Union out of a weak economic system – due to the
space and arms race with the USA.
 In 1985 he introduced perestroika (economic reconstruction) and glasnost
(openness)
 Perestroika allowed small scale private ownership and removed government
control over production
 Perestroika and glasnost led to demands for the end of communism and full
democracy
 Glasnost led to criticism of the policy of perestroika and Gorbachev himself
 Many hard-line communists were discontent with policies that became unpopular
 At home he had two types of opponents: hardliners who were opposed to the
reforms and liberals who criticised him for not moving fast enough
 The two policies did not support each other as thought but ended the entire
system of the Soviet Union
 He lost support at home – unity of the Soviet Union was at risk and socialism
became threatened
 He commanded a hero status to the West. His personal power and prestige
increased. He received a Nobel Peace Prize in 1990.
 Many underlying differences always existed among the 15 republics
 Civil unrests broke out between various groups
 Old form of nationalism emerged and led to the new demand for independence
 He tried to stop the disintegration by proposing the establishment of a Federation
of States – which failed
 By the end of 1989 the Soviet Union disintegrated and the disintegration
symbolised the end of the Cold War
 In 1990, several Soviet states including Russia under Gorbachev’s bitter rival,
Boris Yeltsin, declared their independence
 The communist regimes in Eastern Europe collapsed
 On the 25th December 1991, the USSR was dissolved, the Communist Party
disbanded
 Each of the 15 republics became independent and became members of the

Commonwealth of Independent States.
Positive political developments in South Africa after the disintegration of the Soviet
Union
 Political changes in the rest of the world put pressure on the apartheid regime to
embark on changes
 The collapse of communism affected both the National Party and the ANC
 The National Party’s fear of a communist-controlled ANC now seemed unfounded
 The National Party was now prepared to negotiate with the ANC
 After the demise of communism in the Soviet Union; the ANC did not receive
further support from the Soviet Union
 The ANC could no longer rely on the Soviet Union for economic and military
support
 The National Party’s claim that it was protecting South Africa from a communist
onslaught became unrealistic.
 Countries in the western world supported the move that South Africa should
resolve its problems peacefully and democratically.
 There was no doubt that continued repression of black South Africa by the
apartheid regime was not sustained and would result in political instability
 The government started to believe that reform was needed to include the
development of a strong black middle class which would act as a ‘bulwark against
the revolution’
 PW Botha suffered a stroke and was succeeded by FW de Klerk
 FW de Klerk realised South Africa’s political predicament and began to accept
that the black South African struggle against apartheid was not a conspiracy
directed from Moscow
 This enabled De Klerk to engage in discussions with the liberation movements
 On the 2nd of February 1990 De Klerk announced a new and just constitutional
dispensation’
 De Klerk unbanned all anti-apartheid organisations including the ANC, PAC, and
the South African Communist Party
 De Klerk released all political prisoners and Nelson Mandela was released on the
11th of February 1990
 This signalled the end of apartheid and the beginning of the process of
negotiations
 Conclusion: Candidates should tie up their argument with a relevant conclusion

[50]
GRAND TOTAL: 150

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These marking guidelines consist of 23 pages.

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1.3 Assessment procedures for source-based questions

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2.1 The essay questions require candidates to:

2.2 Marking of essay questions

2.3 Global assessment of the essay

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2.4 Assessment procedures of 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 additional symbols can also be used:

• Introduction, main aspects and conclusion not properly contextualised

• Line of argument LOA

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2.5 The matrix

2.5.1 Use of the matrix in the marking of essays

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

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GLOBAL ASSESSMENT OF ESSAYS: TOTAL MARKS: 50

Guidelines for allocating a mark for Level 1:

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SECTION A: SOURCE-BASED QUESTIONS

QUESTION 1: HOW DID THE UNITED DEMOCRATIC FRONT (UDF) CHALLENGE

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

1.1.3 [Interpretation of information from Source 1A – L2]

1.1.4 [Definition of historical concept Source 1A – L1]

1.1.5 [Interpretation of information from Source 1A - L2]

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

1.2.4 Extraction of evidence from Source 1B- L1]

1.3.2 [Definition of Historical concept from Source 1C - L2]

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

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1.4.2 [Interpretation of information from Source 1D - L2]

1.5 [Comparison of evidence in Source 1C and Source 1D - L3]

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Candidates could include the following aspects in their response:

 South Africans responded by forming The United Democratic Front (UDF) to

Use the following rubric to allocate marks:

QUESTION 2: HOW SUCCESSFUL WAS THE TRUTH AND RECONCILIATION

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2.1.2 [Extraction of evidence from Source 2A - L1]

2.1.3 [Definition of a historical concept in Source 2A - L1]

2.1.4 [Interpretation of evidence from Source 2A - L2]

2.2.2 [Explanation of the historical term from Source 2B – L2]

2.2.3 [Interpretation of evidence from Source 2A - L2]

2.2.4 Ascertain the usefulness of evidence in Source 2B - L3]

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2.3.2 [Extraction of information from Source 2C – L1]

2.3.3 [Interpretation of evidence from Source 2C – L2]

2.3.4 [Extraction of information from Source 2C – L1]

2.4.2 [Interpretation of information from Source 2D - L2]

2.5. [Comparison of evidence in Source 2C and Source 2D - L3]

2.6 [Interpretation, evaluation, and synthesis of information from relevant sources -

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Use the following rubric to allocate marks:

QUESTION 3: HOW DOES GLOBALISATION AFFECT SOUTH AFRICAN TEXTILES