Gr11 HIST P1 N16 MEMO Eng

NATIONAL
SENIOR CERTIFICATE
GRADE 11
NOVEMBER 2016
HISTORY P1
MEMORANDUM
MARKS: 150
This memorandum consists of 21 pages.

2 HISTORY P1 (EC/NOVEMBER 2016)
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.
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 ()
Copyright reserved Please turn over

(EC/NOVEMBER 2016) HISTORY P1 3
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 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.
 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 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:
 The construction of argument.

 The appropriate selection of factual evidence to support such argument.
 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.
2.4.2 During the reading of the essay ticks need to be awarded for a relevant
introduction (indicated by a bullet in the marking guideline/memorandum),
each of the main points/aspects that is properly contextualised (also
indicated by bullets in the marking guideline/memorandum) and a relevant
conclusion (indicated by a bullet in the marking guideline/memorandum)
e.g. in an answer where there are 5 main points there will be 7 ticks.
2.4.3 The following additional symbols can also be used:
• Introduction, main aspects and conclusion not properly contextualised

^
• Wrong statement _________________
• Irrelevant statement |
|
|
• Repetition R
• Analysis A√
• Interpretation I√

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 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
P LEVEL 3
}26 – 27

MARKING MATRIX FOR ESSAY: TOTAL: 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 structured constructed an evidence of a structure an attempt to
structured structured essay. argument. planned and answer. structure the
essay. Good essay. Attempts to Evidence used constructed Largely essay.
synthesis of Developed a develop a to some extent argument. descriptive or
information. relevant line of clear to support the Attempts to some attempt
Developed an argument. argument. line of sustain a line at developing
original, well Evidence used Conclusion argument. of argument. a line of
CONTENT balanced and to defend the drawn from Conclusions Conclusions argument. No
independent argument. the evidence reached based not clearly attempt to
line of Attempts to to support the on evidence. supported by draw a
argument with draw an line of evidence. conclusion.
the use of independent argument.
evidence and conclusion
sustained and from the
defended the evidence to
argument support the
throughout. line of
Independent argument.
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 43 – 46 40–42 38 – 39
relevant to 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: COMMUNISM IN RUSSIA, 1900–1940
KEY QUESTION: WAS THE 1917 REVOLUTIONARY CHALLENGE TO

CAPITALISM IN RUSSIA SUCCESSFUL?
1.1 1.1.1 [Definition of historical concepts from Source 1A – L1]
(a) Monarchy
 A country ruled by a hereditary ruler such as a king or queen.
(1 × 2) (2)
(b) Communism
 Economic and political system in which the state controls and
owns the means of production and trade for equal distribution
of wealth.
 Economic and political system that promotes a classless
society in which the dominant working class acts as a
vanguard and the motive force of society.
 Private ownership is prohibited.
 Any other relevant response (Any 1 × 2) (2)
1.1.2 [Extraction of Evidence from Source 1A – L1]

 Removed Russia from the World War I.
 The monarchy was replaced with a communist state. (2 × 1) (2)
1.1.3 [Extraction and use of evidence from Source 1A – L1]

 The government had to deal with the civil war immediately after
assuming power. (1 × 2) (2)
1.1.4 [Interpretation of evidence from Source 1A – L2]

 He witnessed the use of repression during his father’s reign.
 Oppression and ruthlessness was a means to keep the masses
under control.
 He wanted to instil fear among his opponents.
 To disguise the weaknesses of his regime.
 Any other relevant answer (Any 2 × 2) (4)
1.1.5 [Interpretation and analysis of evidence from Source 1A and own

knowledge – L3]
 Refers to the change in Russia from capitalism to communism.
 The resolve of the masses was not diminished by the repression
of the regime.
 The tsar lost control and the progressive forces took over.

1.2 1.2.1 [Interpretation of evidence from Source 1B – L2]

 The troops were in solidarity with the revolutionaries.
 They were also feeling the impact of repression as ordinary
members of society.
 They were tired of being used against the protesting masses.
 They supported the ideals of the revolution.
1.2.2 [Extraction by quoting evidence from Source 1B – L1]

 “Outside there was evident excitement”. (1 × 2) (2)
1.2.3 [Interpretation, analysis and evaluation of information from Source 1B

– L3]
 The soldiers were armed and ready to use their weapons against
the state in support of the revolution.
 The red flags indicated that they identified with the revolution.
 The government had lost control of the armed forces.
 The tsar could not unleash military power on the protesters.
 Any other relevant answer (2 × 2) (4)
1.2.4 [Extraction of evidence from Source 1B – L1]

 The soldiers were disorderly.
 They were led by a student.
 There were no officers. (Any 2 × 1) (2)
1.2.5 [Interpretation and analysis of information from Source 1B – L2]

 He was being pragmatic about the situation.
 He did not want to aggravate an already tense situation.
 It could be possible that he also supported the action of the
soldiers.
 It could be that he wanted to prevent bloodshed.
1.3 1.3.1 [Extraction and use of evidence from Source 1C – L1]

 That the tsar had abdicated (surrendered power). (1 × 2) (2)
1.3.2 [Interpretation of evidence from Source 1C – L2]

 The article is written about a known historical event.
 The article appeared in a well-known and credible newspaper.
 The article includes the pictures of Nicholas II and his wife.
1.4 [Interpretation of evidence from Source 1C – L2]

 The source contains the declaration of rights for all Russians.
 Equality of rights is guaranteed.
 Rights of minorities are protected.
 Rights are described as being inalienable/unalterable.

1.5 [Paragraph – interpretation, analysis and synthesis of information from relevant

sources and use of own knowledge – L3]
 The 1917 Revolution was successful in challenging and destroying
capitalism in Russia.
 Russia withdrew from the WWI as a consequence of the revolution.
(Source 1A)
 Russia became a communist state. (Source 1A)
 Furthermore Source 1A refers to the repression in Russia and the
response of the progressive forces.
 Source 1A gives evidence of power slipping away from the tsar.
 Source 1B refers to a cardinal event in the struggle against the tsarist
regime, the mutiny by soldiers.
 This clearly indicated the defeat of the reactionary forces of the tsar.
 In Source 1C the overthrow of the tsar is reported internationally.
 All traces of the tsarist regime have been wiped out. (Source 1C)
 The adoption of the Declaration of the Rights of The Peoples of Russia
was the jewel in the crown of the revolution. (Source 1D)
 The equality of rights is enshrined in Source 1D.
 The vestiges of the past regime were uprooted.
 Any other relevant response
LEVEL CRITERIA MARKS

 Uses evidence in an elementary manner.
 Question not answered.
 Partial use of evidence to respond to the question.
Level 1  Little or no understanding of how successful the 0–2
1917 revolution was in challenging capitalism in
Russia.
 Cannot respond to the question asked.
 Evidence is mostly relevant how successful the 1917
revolution was in challenging capitalism in Russia
and relates to a great extent to the topic.
 Some understanding of how successful the 1917
Level 2 3–5
revolution was in challenging capitalism in
Russia.
 Uses evidence in a basic manner but it relates to the
question asked.
 Uses evidence that is relevant and appropriate.
 Demonstrates a thorough understanding of how
successful the 1917 revolution was in challenging
Level 3 capitalism in Russia. 6–8
 Evidence relates very well to the question.
 Evidence is used very effectively in an organised
paragraph. (8)
[50]

QUESTION 2: CAPITALISM IN THE USA, 1900–1940
KEY QUESTION: WHAT IMPACT DID THE GREAT DEPRESSION HAVE ON

THE LIVES OF ORDINARY AMERICANS?
2.1 2.1.1 [Extraction of evidence from Source 2A – L1]

 24 October 1929 (1 × 1) (1)
2.1.2 [Extraction of evidence from Source 2A – L1)

 16 million shares were offered for sale by investors who had lost
confidence in the US economy. (1 × 2) (2)

 The prices of shares continued to fall.
 Over-speculation in the stock market led to shares losing value.
 Even amateurs dabbled in the stock market.
 People wanted to avoid total loss of their investments.
2.1.4 [Extraction of evidence from Source 2A – L1]

 Farm prices fell drastically.
 Farmers lost their homes.
 Farmers lost land.
 Many went hungry. (Any 2 × 1) (2)
2.1.5 [Definition of a historical concept from Source 2A – L1]

 Collapse of a country’s economy leading to devaluation of the
country’s currency.
 Economic recession in USA arising from the fall of the American
Stock Exchange in 1929. (Any 1 × 2) (2)
2.2 2.2.1 [Extraction of evidence from Source 2B – L1]

 Marriage rates declined.
 Decreasing birth rate.
 Increased desertion rates.
 Two or more families lived together in the apartments or homes
made as single-family residences.
 In poor families children suffered from malnutrition and
inadequate clothing. (Any 4 × 1) (4)
2.2.2 [Extraction and interpretation of evidence from Source 2B – L1]

 Men were unable to provide for their families.
 Men felt humiliated by the experience of having to apply for
government relief. (2 × 1) (2)

2.2.3 [Interpretation and analysis of evidence from Source 2B – L3]
JUSTIFIED
 They felt as inadequate as fathers.
 They felt that they were failing in their traditional role of being the
providers for their families.
 They were humiliated.
 Their dignity was being eroded by the fact that they could not fulfil
the societal expectations.
NOT JUSTIFIED
 The Great Depression affected everyone regardless of their
social status.
 The economic challenges were not linked to cultural or traditional
social stereotypes.
 There was nothing they could do in the prevailing conditions of
the time to change the economic downturn.
2.3 2.3.1 [Interpretation of evidence from Source 2C – L2]

 There were high levels of unemployment.
 Many people were homeless.
 There was rampant starvation – effects of the depression.

 America is a land of opportunities.
 In America all can achieve their dreams.
 One can become whatever one wants to be.
 America is a land of limitless success.

 The advertising board depicts success whilst the reality is that of
abject poverty.
 The writing on the poster proclaims highest standard of living but
the suffering is represented by the bread queue that is in the
foreground.
 The advertising board depicts life of plenty and limitless luxury,
whereas the reality subjects all to a life of begging.
 The people in the bread queue are well dressed which shows
their erstwhile status during the days of prosperity.

2.3.4 [Analysis and interpretation of evidence from Source 2C – L3]

RELIABLE
 The source is a primary source.
 It is a photograph that depicts life during the depression.
 The inherent contradiction shows life during the boom period and
during the recession period.
NOT RELIABLE
 The possibility exists that the photograph may have been staged.
 It could have been a propaganda tool used during electioneering
before the 1933 elections.
2.4 2.4.1 [Interpretation and analysis of evidence from Source 2C – L3]

 Republican Party (1 × 1) (1)
2.4.2 [Interpretation of evidence from Source 2D – L2]

 Americans blamed Hoover for the Great Depression.
 They saw the policies of the Republican Party as directly
responsible for the Great Depression.
 The Hoover government had no practical solutions to the
economic problems engulfing the USA.
 The Democratic Party promised a paradigm shift driven by a
central role for government to regulate the economic sphere.

2.5 [Interpretation, analysis and synthesis of information from all the sources – L3]
 The Great Depression adversely affected the ordinary Americans.
 Source 2A relates to the collapse of the stock market in USA.
 The source demonstrates the panic sales of shares leading to the crash.
 The impact on farmers and businesses as well as the increase in
unemployment is exposed (Source 2A).
 Source 2B depicts the impact of the depression on family life.
 Men were emotionally drained and lost self-worth (Source 2B).
 The traditional role for men as providers within the family was eroded
(Source 2B)
 Source 2C juxtaposes life during the boom years and life, as tough as it
was, during the Great Depression.
 The ineffective and inconsequential efforts by Hoover are referred to in
Source 2D.
 Hoover’s response came too late and the people made their choice in
1933. Hoover was defeated in the presidential elections (Source 2D).

Level 1  Little or no understanding of the devastating 0–2
impact of the Great Depression on the ordinary
people of America.
 Evidence is mostly relevant and relates to a great
extent to the topic.
 Some understanding of the devastating impact
Level 2 of the Great Depression on the ordinary people 3–5
of America.
 Uses evidence in a basic manner but it relates to
the question asked.
 Demonstrates a thorough understanding of the
devastating impact of the Great Depression on
Level 3 the ordinary people of America. 6–8
 Evidence relates very well to the question asked.
paragraph. (8)
[50]

QUESTION 3: IDEAS OF RACE IN THE LATE 19th AND 20th CENTURIES
KEY QUESTION: HOW WERE THE HUMAN RIGHTS OF MINORITIES

VIOLATED IN NAZI GERMANY FROM 1933 TO 1945?
3.1 3.1.1 (a) [Definition of historical concepts from Source 3A – L1]

Anti-Semitism
 A profound hatred of Jews or any person of Jewish extraction.
(1 × 2) (2)
(b) Democracy
 A system of government based on the right of people to elect
a government of their choice.
 A government made up of the representatives of the people,
elected by the people governing on behalf of the people.

 To lead the nation out of its grave political and economic crisis.
(1 × 2) (2)

 Invoked emergency clauses of the constitution.
 Suspended individual freedoms.
 The Enabling Act gave Hitler dictatorial powers. (Any 1 × 2) (2)

 Wanted to have unlimited powers to drive his programme.
 Did not want parliamentary oversight over his government.
 He knew that if he had a multi-party democratic system, his
project would not be successful.
3.1.5 [Interpretation of information from Source 3A and own knowledge

– L2]
 For a long time the Germans had longed for a strong leader like
Hitler.
 Hitler promised to restore German honour and dignity.
 They were happy with his militarisation programme.
 They wanted a leader who would take revenge against the Allied
powers.
3.1.6 [Interpretation of information from Source 3A and own knowledge –

L2]
 They were regarded as an inferior race.
 Blamed for the economic depression in Germany.
 Blamed for Germany’s defeat in World War I. (Any 2 × 1) (2)

3.2 3.2.1 [Extraction of information from Source 3B – L1]

 New York Herald Tribune (1 × 1) (1)
3.2.2 [Extraction of evidence from Source 3B – L1]

 The heading of his article refers to the laws as a shame. (1 × 2) (2)
3.2.3 [Analysis, interpretation and comparison of evidence from Source 3C

– L3]
 Both sources refer to the deprivation of rights for minorities.
 Both sources define the Jews and Gypsies as non-Aryans.
 Both sources refer to the fact that the Jews and Gypsies were not
allowed to marry Germans.
 These sources refer to the incarceration of minorities.

 The laws depriving minorities their rights were passed by a formal
seating of the German parliament.
 The source is very specific about what the Jews could or could not
do.
 The Jews were clearly targeted.
 The source explains the punishment of any violation of the laws as
imprisonment and hard labour.
 Any other relevant explanation. (Any 2 × 2) (4)
3.3 3.3.1 [Extraction of information from Source 3C – L1]

 As complete freedom (carte blanche) to annihilate the Jews.
(1 × 1) (1)

 The Nazis wanted to purify the German race.
 They wanted to protect the German nation.
 They wanted to remove the Jews from German society for good.
 The Jews were viewed as contaminating the German race.
3.4 3.4.1 [Interpretation of information from Source 3D – L2]

 The source is from the Allied forces and can be biased.
 The source is not corroborated by any independent opinion.
3.4.2 [Interpretation of information from Source 3D – L2]

 In both sources reference to the Buchenwald concentration camp
is made.
 Source 3A, Extract 2, refers to incarceration of the Jews and
Source 3D is a visual showing prisoners in a concentration camp.
 There is violation of right to free movement in both sources.

3.5 [Interpretation, analysis and synthesis of information from relevant sources and
own knowledge – L3]
 With the rise to power of the Nazi Party the position of minorities, like Jews
and Gypsies, took a turn for the worse.
 Their basic human rights were violated by the state.
 The Nazi Party was advocating anti-Semitism (Source 3A).
 The Nazi Party believed that the Germans were racially superior
(Source 3A)
 Jews were regarded as an inferior race (Source 3A).
 Jews were deprived of all citizenship rights (Source 3B).
 Source 3B exposes the institutionalised racism that was entrenched with
the passing of the Nuremberg Laws.
 Gypsies and Jews were defined as non-Aryans (Source 3B).
 Both groups were forbidden to marry Germans.
 Source 3C – Jewish businesses and properties were confiscated.
 The seizure of Jewish assets was viewed as “cleansing” the European
economy (Source 3C).
 The total annihilation of Jews was regarded as the final solution
(Source 3C)
 Jews and Gypsies were sent to concentration camps as prisoners.

Level 1  Little or no understanding of how the human 0–2
rights of minorities were violated in Nazi
Germany.
 Evidence is mostly relevant and relates to a great
extent to the topic.
 Some understanding of how the human rights of
Level 2 3–5
minorities were violated in Nazi Germany.
 Uses evidence in a basic manner but it relates to the
question asked.
 Demonstrates a thorough understanding of how
the rights of minorities were violated in Nazi
Level 3 Germany. 6–8
 Evidence relates very well to the question asked.
paragraph. (8)
[50]

SECTION B: ESSAY QUESTIONS
QUESTION 4: COMMUNISM IN RUSSIA, 1900–1940
4.1
Evaluate whether Lenin’s economic policies were successful in Russia after

the revolution in 1917.
SYNOPSIS
Candidates are expected to evaluate whether, in the context of the turmoil in Russia,
the two economic policies that Lenin implemented were successful or not. In
answering this question the candidate is expected to take a viewpoint or stance and
then use relevant content to support that viewpoint/stance.
MAIN ASPECTS
INTRODUCTION
The candidate should take a stance in the introduction in view of the question
statement posed. The stance assumed should then be argued consistently in the
essay, using relevant historical evidence.
ELABORATION
 The Bolsheviks coming into power on a communist agenda

 Introduction of War Communism – its key features
 Failure of War Communism – reaction of the peasants - lawlessness
 Revolt by the navy at the Kronstadt Naval Base
 Lenin’s assessment of the situation
 Introduction of NEP – compromise with capitalism
 Focus on agriculture
 Focus on industry
 Focus on trade and banking
 Impact of the NEP on the Russian economy
 Limited success of the NEP
 Criticism of NEP by ardent communists
 NEP and unemployment
CONCLUSION
Candidates should tie up the argument with a relevant conclusion that reinforces the
stance taken in the introduction. [50]

4.2
“Stalin was both a blessing and a curse for Russia.”
Do you agree with this statement?
Support your answer using relevant evidence with specific reference to

economic development in Russia under Stalin and his repressive reign.
SYNOPSIS
This question requires the candidate to evaluate the positive economic development
that took place in Russia under Stalin. The candidate should also look at the negative
aspects of Stalin’s rule. The focus must be on economic development and planning
under Stalin and his repressive leadership. The candidate must then use relevant and
credible evidence to develop a proper argument.
MAIN ASPECTS
INTRODUCTION
Introduction should focus on the impact of Stalin’s economic programme, his

leadership and his legacy in Russia, both positive and negative.
ELABORATION
 The power struggle after Lenin’s death

 Election of Stalin and Trotsky’s exile.
 Stalin’s opposition to the NEP – withdrawal of the NEP
 Stalin’s objectives – Economic Development and Planning
 Role of Gosplan
 First Five Year Plan
 Second Five Year Plan
 Third Five Year Plan and the Second World War
 Impact on economy
 Stalin’s repressive leadership style
 Purging of opposition groups
 Purging of potential challengers within the Communist Party
 Closed nature of the Russian society
CONCLUSION
Candidates should tie up the argument with a relevant conclusion. [50]

QUESTION 5: CAPITALISM IN THE USA, 1900–1940
5.1
It can be argued that the collapse of the US economy in 1929 could have been
avoided or at least the extent of the collapse could have been minimised if the
government of USA had taken positive steps to regulate the economy.
Do you agree with this statement?
Support your answer with relevant historical evidence.
SYNOPSIS
In answering this question the candidate must take a stance/viewpoint and use
relevant historical evidence to support their opinion. The candidate must focus on
the weaknesses/defects in the economy or reasons for the collapse of the US
economy and the failure of government to take corrective action to prevent
malpractices.
MAIN ASPECTS
INTRODUCTION
Introduction should focus on the nature of the American economy in the1920s

highlighting the integrated nature of the causes of the Great depression and the lack
of regulation of economy by the Republican government.
ELABORATION
 Economic boom of the 1920s under the Republican Party

 Uneven distribution of wealth
 Isolation policy applied in the economy
 Large monopoly companies
 Government’s failure to stop malpractices
 Unregulated banking system
 Overproduction in agriculture
 Easy credit and extravagance
 Over speculation in the stock market
 Panic sales of shares
 Wall Street Crash, October 1929
CONCLUSION

5.2
Critically discuss the effects/results of the Great Depression in the USA.
SYNOPSIS
The candidate is required to discuss, and offer insightful critique, the effects of the
Great Depression in the USA. The emphasis should be on the economic, social and
political impact of the Great Depression.
MAIN ASPECTS
INTRODUCTION
Introduction should focus on the impact of the Great Depression and highlighting the
link between the causes and consequences of the Great Depression.
ELABORATION
 Republican Party’s policy of non-interference in the economy

 The collapse of the New York Stock Exchange – Black Thursday
 Economic collapse
 Industries closed down as business became unprofitable
 Unprecedented unemployment
 Inability to repay loans
 Closure of banks - recalled loans
 Houses and cars re-possessed by the banks
 Number of the homeless people, the hungry and the destitute increased
 Bread lines and soup kitchens
 Agricultural production slumped – ‘Dust Bowl’
 Upsurge in social ills – crime
 Hoover – unable to solve the problems – ‘Hoovervilles’
 1933 elections – Democratic Party victory
CONCLUSION
Candidates should tie up the argument with an appropriate conclusion. [50]

QUESTION 6: IDEAS OF RACE IN THE LATE 19th AND 20th CENTURIES
Discuss critically whether the application of eugenics and Social Darwinism

on the indigenous people of Australia could be regarded genocide or not.
SYNOPSIS
The candidate must focus on the implementation of eugenics policies and Social
Darwinism in Australia. The candidate must take a view whether the application of
these policies amounted to genocide against the Aborigines or not. The viewpoint so
assumed must be supported with relevant evidence.
MAIN ASPECTS
INTRODUCTION
Introduction should focus on the application and impact of eugenics and Social
Darwinism in Australia by the white settler population. A definition of each of these
concepts may be accepted. The candidates must demonstrate understanding of the
link between these theories and whether their application amounted to genocide.
ELABORATION
 British colonisation and occupation of Australia

 Policy of an ‘empty land’ – terra nullius
 Persecution of the Aboriginal communities
 Application of eugenics policies on the Aborigines
 The land question and the National Blanket Day
 White immigration from Europe
 White mothers encouraged to have more children – five pounds for each white
child born
 Racial decay and racial suicide – influencing immigration policies
 Policy of assimilation
 The Stolen Generation – half-caste children
 Lost identity
 Genocide – a generation of Aborigines decimated
 Attempts at reconciliation – National Sorry Day, rejection of the terra nullius policy
CONCLUSION
TOTAL: 150

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NATIONAL

This memorandum consists of 21 pages.

 In the marking of source-based questions, credit needs to be given to any other

1.3 Assessment procedures for source-based questions

 Use a tick () for each correct answer

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2.1 The essay questions require candidates to:

2.2 Marking of essay questions

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2.3 Global assessment of the essay

 The construction of argument.

2.4 Assessment procedures of the essay

2.4.1 Keep the synopsis in mind when assessing the essay.

2.4.3 The following additional symbols can also be used:

• Introduction, main aspects and conclusion not properly contextualised

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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

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

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MARKING MATRIX FOR ESSAY: TOTAL: 50

* Guidelines for allocating a mark for Level 1:

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SECTION A: SOURCE-BASED QUESTIONS

QUESTION 1: COMMUNISM IN RUSSIA, 1900–1940

KEY QUESTION: WAS THE 1917 REVOLUTIONARY CHALLENGE TO

1.1 1.1.1 [Definition of historical concepts from Source 1A – L1]

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

1.1.3 [Extraction and use of evidence from Source 1A – L1]

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

1.1.5 [Interpretation and analysis of evidence from Source 1A and own

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1.2 1.2.1 [Interpretation of evidence from Source 1B – L2]

1.2.2 [Extraction by quoting evidence from Source 1B – L1]

1.2.3 [Interpretation, analysis and evaluation of information from Source 1B

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

1.2.5 [Interpretation and analysis of information from Source 1B – L2]

1.3 1.3.1 [Extraction and use of evidence from Source 1C – L1]

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

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

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1.5 [Paragraph – interpretation, analysis and synthesis of information from relevant

LEVEL CRITERIA MARKS

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QUESTION 2: CAPITALISM IN THE USA, 1900–1940

KEY QUESTION: WHAT IMPACT DID THE GREAT DEPRESSION HAVE ON

2.1 2.1.1 [Extraction of evidence from Source 2A – L1]

2.1.2 [Extraction of evidence from Source 2A – L1)

2.1.3 [Interpretation of evidence from Source 2A – L2]

2.1.4 [Extraction of evidence from Source 2A – L1]

2.1.5 [Definition of a historical concept from Source 2A – L1]

2.2 2.2.1 [Extraction of evidence from Source 2B – L1]

2.2.2 [Extraction and interpretation of evidence from Source 2B – L1]

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2.2.3 [Interpretation and analysis of evidence from Source 2B – L3]

2.3 2.3.1 [Interpretation of evidence from Source 2C – L2]

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

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