History p1 Memo Gr11 Nov 2024 Eng - Watermark

NATIONAL
SENIOR CERTIFICATE
GRADE 11
NOVEMBER 2024
HISTORY P1
MARKING GUIDELINE
MARKS: 150
This marking guideline consists of 24 pages.
Hosted by www.ecexams.co.za.
2 HISTORY P1 (EC/NOVEMBER 2024)
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.
• Explain information gathered from 40%
LEVEL 2
sources. (20)
• Analyse evidence from the sources.
• Interpret and evaluate evidence from
sources.
• Engage with sources to determine its
usefulness, reliability, bias and 30%
LEVEL 3
limitations. (15)
• Compare and contrast interpretations
and 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 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 (✓✓✓✓)
Copyright reserved Please turn over
(EC/NOVEMBER 2024) 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
Use 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), for 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 Keep the PEEL structure in mind when assessing an essay.
Point: The candidate introduces the essay by taking a line of

argument/making a major point.
P
Each paragraph should include a point that sustains a major
point (line of argument) that was made in the introduction.
Explanation: The candidate should explain in more detail
E what the main point is all about and how it relates to the
question posed (line of argument).
Example: The candidates should answer the question by
selecting content that is relevant to the line of argument.
E
Relevant examples should be given to sustain the line of
argument.
Link: Candidates should ensure that the line of argument is
L
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 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
COMMENT
Some omissions in content coverage.
Attempts to sustain a 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 Very well Well planned and Planned and Shows some Attempts to Little or no
planned and planned and structured essay. constructed an evidence of a structure an attempt to
structured essay. structured essay. Attempts to argument. planned and answer. structure the
Good synthesis Developed a develop a clear Evidence used to constructed Largely essay.
of information. relevant line of argument. some extent to argument. descriptive or
Developed an argument. Conclusion support the line Attempts to some attempt at
original, well Evidence used to drawn from the of argument. sustain a line of developing a line
balanced and defend the evidence to Conclusions argument. of argument. No
CONTENT independent line argument. support the line reached based Conclusions not attempt to draw a
of argument with Attempts to draw of argument. on evidence. clearly supported conclusion.
the use of an independent by evidence.
evidence and conclusion from
sustained and the evidence to
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
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 WHAT WAS THE IMPACT OF LENIN’S NEW ECONOMIC

POLICY ON THE RUSSIAN ECONOMY?
1.1 1.1.1 [Definition of historical concept from Source 1A – L1]

• The New Economic Policy was an economic policy adopted by
Lenin to save the Soviet Union from total collapse.
• A compromise policy with capitalism implemented to help
Russia after war communism.
• Any other relevant response. (1 x 2) (2)
1.1.2 [Extraction of evidence from Source 1A – L1]

• Policy of War Communism brought national economy to a
point of total breakdown.
• The Kronstadt Rebellion of March 1921. (2 x 1) (2)

• The return of most agriculture, retail trade and small-scale
light industry to private ownership.
• The State retained control of heavy transport, banking and
foreign trade.
• Money was reintroduced into the economy in 1922.
• Peasantry were allowed to own and cultivate
their own land. (Any 3 x 1) (3)
1.1.4 [Analysis of evidence from Source 1A – L2]

• The NEP allowed the Kulaks to sell on an open market.
• It allowed them to own something and get rewarded for their
work.
• They became a rich class of farmers.
• Any other relevant response. (Any 2 x 2) (4)
1.1.5 [Interpretation of evidence from Source 1A – L2]

• It was a temporal shift from strict communism to a relaxed
form of socialism.
• It was a compromise policy seeing the mess Russia found
herself in due to war communism.
• A temporal deviation from Russia’s policy of communism to a
capitalist kind of economy.
1.2 1.2.1 [Definition of a concept from Source 1B – L2]

• Requisitioning refers to the forceful grain demand from the
farmers by the government in Russia.
1.2.2 [Interpretation of evidence from Source 1B – L2]

• To allow Russia ‘time’ to recover from her economic problems.
• To make Russia cope so that communism can win at the end.
1.2.3 [Interpretation of evidence from Source 1B – L2]

• It resulted in the improvement of Agricultural production.
• Peasants increased their profits by producing more.
• New classes of Kulaks and Nepmen emerged.
• Industrial production also increased after the NEP.
1.2.4 [Extraction of evidence from Source 1B – L1]

• Kulaks
• Nepmen (2 x 1) (2)
1.3 1.3.1 [Extraction of evidence from Source 1C – L1]

• 1928 (1 x 1) (1)
1.3.2 [Extraction of evidence from Source 1C – L1]

• 1921 (1 x 1) (1)
1.3.3 [Interpretation of evidence from Source 1C – L2]

• The NEP was a success / fruitful.
• It did a lot to improve the Russian economy.
1.3.4 [Determining the limitations of Source 1C – L3]

This source is limited because:
• It shows only the positive side of the NEP.
• It is biased towards/favours the NEP.
• Shows the viewpoint of staunch supporters of capitalism.
1.4 1.4.1 [Extraction of evidence from source 1D – L1]

• The NEP was masterfully designed to bring capital into the
state, which it did. (1 x 1) (1)
1.4.2 [Extraction of evidence from Source 1D – L1]

• To have capitalism in place until the economy was strong
enough to achieve socialism. (1 x 2) (2)
1.4.3 [Interpretation of evidence from Source 1D – L2]

• Capitalism would lead to the exploitation of Russian workers.
• It would destroy the classless society.
• The rich would become richer, and the poor would become
poorer.
1.4.4 [Interpretation of evidence from Source 1D – L2]

• Lenin suggested that Soviet people should guard against the
capitalists.
• Lenin believed that capitalists would force the Russians to
work hard for them.
• They will not share the profits they make with the Russians.
1.5 [Comparison of evidence from Sources 1B and 1C – L3]

• Both Sources indicate that there was production increase after the
NEP.
• Both Sources refer to improvements in wages of the industrial workers.
1.6 [Interpretation, evaluation and synthesis of evidence from relevant sources-

L3]
• The Soviet Union’s economy had come to a standstill due to War
communism (Source 1A)
• Forced grain requisition led to the farmers burning their crops and
livestock (own knowledge)
• The Kronstadt rebellion by the sailors forced Lenin to introduce NEP
(Source 1A)
• Lenin realised that the country needed a shift from strict socialism as a
temporary measure (Source 1A)
• The replacement of grain requisition with a fixed tax brought
improvements after the NEP introduction (Source 1B)
• Farmers were allowed to sell their surpluses in the open market (own
knowledge)
• Farmers were motivated to produce more (own knowledge)
• Two new classes emerged, the Kulaks and Nepmen (Source 1B)
• These are people who had become rich under the system of the NEP
(Source 1B)
• There was growth in production after the NEP (Source 1C)
• The growth in production between 1921 and 1928 was great (Source 1C)
• Shops were opened again as small businesses were privately owned
again (own knowledge)
• Money started to circulate again and wages for urban workers rose (own
knowledge)
• The economy of Russia started to stabilise (own knowledge)
• But even Lenin had fears regarding the capitalists which the NEP brought
in (Source 1D)
• He was adamant that Soviets should guard against the capitalists
(Source 1D)
• Other Bolsheviks also feared that NEP may bring too much shift in the
way things were done in the Soviet Union (Source 1D)
• Any other relevant response
Use the following rubric to allocate a mark:
• Cannot extract evidence or extract evidence from

the sources in a very elementary manner e.g.,
shows no or little understanding of the impact
MARKS
LEVEL 1 of Lenin’s New Economic Policy on the
0–2
Russian economy.
• Uses evidence partially to report on the topic or
cannot report on the topic.
• Extract evidence from the sources that are mostly
relevant and relate to a great extent to the topic
e.g., shows some understanding of the impact MARKS
LEVEL 2
of Lenin’s New Economic policy on the Russian 3–5
economy.
• Uses evidence in a very basic manner.
• Use evidence from sources very effectively in an
organised paragraph that shows an
understanding of the topic e.g., demonstrates a
thorough understanding of the impact of MARKS
LEVEL 3
Lenin’s Economic Policy on the Russian 6–8
economy.
• Uses evidence very effectively in an organised
paragraph that shows an understanding of the topic. (6)
[50]
QUESTION 2: HOW DID ROOSEVELT’S NEW DEAL RESPOND TO THE

ECONOMIC CHALLENGES CREATED BY THE GREAT
DEPRESSION IN THE UNITED STATES OF AMERICA FROM
THE 1930s TO THE 1940s?
2.1 2.1.1 [Extraction of evidence from Source 2A – L1]

• To bring about immediate economic relief as well as reforms in
industry, agriculture, finance, waterpower, labour and
housing. (1 x 2) (2)
2.1.2 [Definition of a concept from Source 2A – L2]

• Laissez faire is a concept that says leave business alone,
USA’s traditional policy.
• This was America’s policy in which there was a strong belief to
leave business alone and not to disturb.
2.1.3 [Extraction of evidence from source 2A – L1]

• Works Progress Administration (WPA)
• Civilian Conservation Corps (CCC)
• National Recovery Administration (NRA) (3 x 1) (3)

• The new administration aimed to improve the US economy
through the concept of government regulated economy.
• It also planned to provide jobs to millions of unemployed
American citizens.
• Aimed to use NRA to help shape industrial codes.
2.2 2.2.1 [Extraction of evidence from Source 2A – L1]

(a) PWA provided employment for skilled construction workers.
(b) FERA distributed direct relief to hundreds of thousands of

people. (2 x 1) (2)

• AAA
• CCC
• TVA
• Soil Conservation Service (3 x 1) (3)
2.2.3 [Definition of concept from source 2A – L1]

• Compensation refers to a kind of refund for a loss or sacrifice.
• It refers to the process of meeting someone halfway after a
loss.

• Roosevelt promised Americans solutions to the problems caused
by the Great Depression.
• Roosevelt held fireside chats to reassure the nation.
• Roosevelt urged Americans not to fear anything but fear itself.

• It put people back to work.
• It saved Capitalism.
• It restored faith in the American economic system.
• It revived a sense of hope in the American people. (Any 2 x 1) (2)

• The statement implies that for the success of the New Deal,
aggressive steps to jump start the economy needed to have
been taken.
• Economic collapse cannot just correct itself, an effort to help the
economy is needed whether by business or government.

• The Americans employed through the New Deal were able to
earn money to buy food.
• The American banking system was regulated to avoid loss of
savings.

• It brought relief to the suffering Americans through employment.
• Social security grants, unemployment insurance and welfare
benefits were provided to the people.
• The Laissez faire policy was removed.
• The banking system was reformed.
2.4 2.4.1 [Interpretation of evidence from Source 2D – L2]

• The picture shows the struggle which US citizens experienced,
no jobs, queuing for free soup instead of providing for their
families.
• The picture shows that the New Deal was not successful
because its jobs were for a short time.
2.4.2 [Ascertain the usefulness of evidence from Source 2D – L3]

The source is useful because:
• This is a primary source because the picture was taken during the
Great Depression.
• The picture appears in many historical sources.
• It depicts the impact of the Great Depression on the lives of the
ordinary citizens of America.
• It shows that men were desperate and in need of the free soup as
they had no jobs.
2.4.3 [Comparison of Source 2B and 2D – L3]

• The two sources contradict each other because source 2B states
that employment in different areas was provided whereas source 2D
states that the queuing men were all unemployed.
• Source 2B presents the situation in America as a good and
progressive one whereas source 2D shows a different picture of
desperate men.
2.5 [Interpretation, analysis and synthesis of evidence from relevant Sources – L3]
• The 1929 stock market collapse was the start of the worst Great Depression
in the history of the USA (own knowledge)
• Many people lost their jobs as companies and businesses closed
• Herbet Hoover believed that the situation will self-correct, and his
government did nothing to address the situation (own knowledge)
• Roosevelt promised American people a New Deal that was going to assist
them, (own knowledge)
• The New Deal focused on 3 Rs, Relief, Recovery and Reform (own
knowledge)
• The New Deal was adopted to assist in improving the economy of the
United States of America (Source 2A)
• The government aimed to moderate the laissez faire policy and wanted to
regulate the economy (Source 2A).
• Several agencies such as CCC, NRA, WPA were formed to help the US
economy (Source 2A)
• Roosevelt managed to make people confident and optimistic on the United
States economy and banking system (Source 2B)
• He assured his people that they should not fear at all (Source 2B)
• As a result of the agencies, some work was made available (Source 2B)
• The New Deal did have achievements, hope was planted in the hearts of
Americans (Source 2C)
• But many do cite the fact that the New Deal did not do real improvements
on the economy (Source 2C)
• It is said that it was counter-productive (Source 2C)
• While the New Deal was already in progress, men still queued at free soup
kitchens, jobless (Source 2D)
• The men look desperate and in need of the help (Source 2D)

the sources in a very elementary manner e.g.,
shows no or little understanding of how
Roosevelt’s New Deal responded to the
MARKS
LEVEL 1 economic challenges created by the Great
0–2
Depression in the U.S.A in the 1930s and
1940s.
• Uses evidence partially to report on the topic or
cannot report on the topic.
• Extract evidence from the sources that are mostly
relevant and relate to a great extent to the topic
e.g., shows some understanding of how
Roosevelt’s New Deal responded to the MARKS
LEVEL 2
economic challenges created by the Great 3–4
Depression in the U.S.A in the 1930s and
1940s.
thorough understanding of how Roosevelt’s
New Deal responded the economic MARKS
LEVEL 3
challenges created by the Great Depression 5–6
in the U.S.A in the 1930s and 1940s.
paragraph that shows an understanding of the
topic. (6)
[50]
QUESTION 3: WHAT WAS THE IMPACT OF PSEUDO-SCIENTIFIC RACE

THEORIES ON NAZI RACIAL POLICIES IN THE 1930s and
1940s.
3.1 3.1.1 [Definition of a concept from Source 3A – L2]

• An Aryan is a term used to refer to the German master race,
people with lighter skin, blond hair and blue eyes.
• Aryan is a German citizen, who is believed to be racially
superior to non-Aryans. (1 x 2) (2)

• Jews
• Mentally ill
• Non-Aryans
• Physically ill (Any 3 x 1) (3)

• Nazi physicians conducted bogus medical experiments
seeking to identify physical evidence of Aryan superiority and
non-Aryan inferiority. (1 x 2) (2)

• Germans believed that non-Aryans were inferior, they feared
that the weak genes would be passed on and spoil the master
race.
• Pseudo-Scientific racism ‘believed’ in the superiority of certain
races and that mentally or physically challenged people are a
burden to the state.

• The statement implied that Germans were concerned that the
SS should get the so called “right” partners according to race.
• According to Germany, marriage between non-Aryans and
Aryans was forbidden as they wished to keep the German race
‘pure’.
3.2 3.2.1 [Definition of a concept from Source 3B – L1]

• Dictatorship refers to a type of rule in which the leader has all
the powers.
• It is an autocratic rule, no opposition is allowed.

• By enacting the Law for the Prevention of Offspring with
Hereditary Diseases. (1 x 2) (2)

• The Blood Protection Law. (1 x 2) (2)
3.2.4 [[Interpretation of evidence from Source 3B – L2]

• People were forced into sterilisation.
• Even young people who did not have children were sterilised.
• No consent from the affected individuals was taken.

• “Good death” (1 x 1) (1)
3.3.2 [Extraction of evidence from Source 3C – L1]

• It aimed to restore the racial ‘integrity’ of the German nation
• It aimed to eliminate what eugenicists, and their supporters
considered “life unworthy of life” (2 x 1) (2)

• The people who were killed in the program were not terminally
ill.
• It was used to preserve the pure bred of Germans.
• It was not assisting those who were killed.

• They were following government orders.
• They believed in the eugenics theories.
• They believed that the unfit were a burden to the state.

• The parents would not have agreed to the admission of their
children if they knew the reason for the admissions.
• They wanted to kill as many people as possible before any
resistance against this started.
• They did not want the outside world to be aware of these
atrocities.
3.4 3.4.1 [Interpretation of evidence from Source 3D – L2]

• She was killed because she was mentally ill and therefore a
burden to the state.
• She was seen by the Nazis as a threat to maintaining the
German pure race.
3.4.2 [Determining reliability of Source 3D – L3]

The source is reliable because:
• It is the photograph of the victim; it’s a primary source.
• The information can be corroborated by other sources.
3.4.3 [Comparison of Source 3C and 3D – L3]

• Both sources indicate that the mentally ill people were killed to
maintain racial integrity in Germany.
• Both sources indicate that euthanasia centres were used as
killing wards for the sick children.
3.5 [Interpretation, analysis and synthesis of evidence from relevant sources]

• The Nazis racial policies were based on pseudo-scientific racism and the
eugenics (Own knowledge)
• The German policy was fuelled with racism in which superior races
struggled to dominate those inferior (Source 3A)
• Germans believed in the existence of an Aryan race; Germans’ master race
(Source 3A)
• Germans had a serious hatred for the Jews (Source 3A)
• People who were challenged were not allowed to give birth for fear of the
transmission of those sicknesses to their offspring (Source 3B)
• Germans’ main concern was the purity of the German blood
(Source 3B)
• Groups that were identified as inferior, included African, Roma, gypsies,
Jehova’s witnesses and others (own knowledge)
• Sterilisation for all unfit was forcefully done (Source 3B)
• Another ‘painful’ step taken by Germans was euthanasia, which was
regarded as mercy killing (Source 3C)
• Targets of this process were the mentally and physically disabled
(Source 3C)
• Children that showed signs of mental disorders or challenges were
admitted to killing wards (Source 3C)
• Many children were killed just because they were Jewish (Source 3D)
• Propaganda was used by the Nazis to promote their theories (own
knowledge)
• The final solution was a decision to kill all the Jews in Germany

the sources in a very elementary manner e.g.
shows no or little understanding of the impact
MARKS
LEVEL 1 of pseudo-scientific race theories on Nazi
0–2
racial policies in the 1930s and 1940s.
• Uses evidence partially to report on topic or
cannot report on topic.
• Extract evidence from the sources that is mostly
relevant and relates to a great extent to the topic
e.g., shows some understanding of the impact MARKS
LEVEL 2
of pseudo-scientific race theories on Nazi 3–4
racial policies in the 1930s and 1940s.
thorough understanding of the impact of
MARKS
LEVEL 3 pseudo-scientific race theories on Nazi racial
5–6
policies in the 1930s and 1940s.
paragraph that shows an understanding of the
topic. (6)
[50]
SECTION B: ESSAY QUESTIONS
QUESTION 4: COMMUNISM IN RUSSIA 1900–1940:
[Using analytical and interpretative skills, plan and construct an original argument
based on relevant evidence]
SYNOPSIS
Candidates need to state whether they agree or disagree with the statement that
Joseph Stalin improved the Soviet economy through the series of Five-Year Plans
by the end of 1939. They should support their line of argument with relevant
historical evidence.
MAIN ASPECTS
Candidates should include the following aspects in their responses:

Introduction: Candidates should take a stance by indicating whether they agree
or disagree with the statement. They should also indicate how they
intend to support their line of argument.
ELABORATION
• Stalin’s opposition towards the NEP – withdrawal of the NEP

• Stalin’s objectives – Economic Development and Planning
• Role of Gosplan
• First Five-Year Plan: special focus on industrialisation
• Aims and achievements: Building of factories and the development of transport
• The manufacturing of agricultural machinery to be increased to 400%
• More than 1 500 factories were established e.g. tractor factories at Stalingrad
and motor car factories in Moscow
• Coal mining and metal industry were extended
• The development of hydro-electric power was a great stimulus for new
industries
• Large cities were established
• The existence of 26 million peasant farmers created a problem in agriculture
as the size of their units did not justify the use of agricultural machinery
• The peasants were neither prepared to give up their ground, nor prepared to
modernise
• Stalin introduced collectivisation
• Kulaks opposed collectivisation – leading to a decline in agricultural production
• Kulaks were exterminated as a class and collectivisation was enforced
• Results were the shortage of meat and dairy products
• Approximately 2 million people died because of collectivisation
• Second Five-Year Plan: Stalin continued to emphasise the development of

heavy industries
• The accent fell on the production of consumer goods
• Transport was modernised
• The agricultural plan aimed to make collectivism more acceptable to the
peasants by making adjustments to collective farms
• Farmers now only had to hand over a quota of their production to the State
• Sacrifices were expected from Russian workers
• In addition to collective farms, there was the development of state farms, which
operated like factories, i.e. workers were paid wages and managers operated
the enterprises
• A further characteristic of the second Five-Year Plan was the use of fertilisers,
agricultural machinery and modern agricultural practices
• Third Five Year Plan and the Second World War: This plan was basically a
continuation of the first two plans
• The threat of WW2 resulted in greater attention being paid to the production of
weapons and ammunition
• Impact on economy
• Conclusion: Candidates should tie up their argument with a relevant

conclusion. [50]
QUESTION 5: CAPITALISM IN THE UNITED STATES OF AMERICA,

1900–1940: IMPACT OF AND RESPONSES TO THE CRISIS
OF CAPITALISM.
[Plan and construct an original argument based on relevant evidence using

analytical and Interpretative skills based on relevant evidence].
SYNOPSIS
Candidates need to critically discuss the economic and social impact of the Great
Depression and how the United States of America responded to it. Candidates must
use historical evidence to support their line of argument.
MAIN ASPECTS

Introduction: Candidates need to critically discuss the economic and social
impact of the Great Depression and how the United States of
America responded to it.
ELABORATION
• Panic sets in America
• Bank failure
• People lost all their savings
• Suicide out of desperation
• People homeless, could not pay bonds or rent
• Many went to informal settlements
• Farmers also hard hit
• Prices fell too much due to overproduction
• Demand had terribly dropped
• Dust Bowl of the 1930s hit Farmers
• Poor farming methods and drought worsened the situation
• Farms abandoned; loans could not be paid
• Unemployment and despair
• Business failure followed by retrenchments
• Closure of many businesses
• No social security and unemployment insurance
• Unemployed waited in bread lines for free food from charity organisations
• Homeless people built little shacks called Hooverville’s
• Hoover believed in self-reliance and individualism
• Did less to help the situation (Hoover)
• 1932 Franklin D. Roosevelt merged with the ‘New Deal for the forgotten man’
• Motivated US citizens

conclusion. [50]
QUESTION 6: IDEAS OF RACE IN THE 19TH AND 20TH CENTURIES:

CASE STUDY – HITLER AND THE JEWS
[Plan and construct an original argument based on relevant evidence using analytical
and interpretative skills.]
SYNOPSIS
In writing this essay, candidates should be able to say to what extent did Nazi
Germany use the racial ideas and eugenics to target and violate the rights of all non-
Aryans and undesirables from 1933 to 1945.
MAIN ASPECTS
Introduction: Candidates must take a stance and indicate to what extent the Nazi
Germany used the racial ideas and Eugenics to target and violate
the rights of all non-Aryans and undesirables from 1933 to 1945.
They should support their line of argument with relevant historical
evidence.
ELABORATION
• Hitler and Nazi party and Hitler’s dictatorship
• Propaganda and the promotion of the superiority of the pure Aryan race
• Eugenics and the Nazi’s racial ideas
• Anti- Semitism in Germany
• Night of the “broken glass”
• Boycott of Jews’ Businesses
• Jews blamed for all German troubles and misfortunes.
• Hitler determined to make Nazi Germany free of Jews
• Nuremberg Laws
• Racial stereotyping-scapegoating
• Other non-Aryans were also targeted
• The Gypsies were accused of being criminals
• They were not allowed to marry Aryans
• They were sent to concentration camps or ghettoes where they died of starvation,
gassed and killed
• Dark-skinned Germans: This included children who had parents of different races
• These children were called the ‘Rhineland bastards’
• Jehovah’s Witnesses: They were a Christian group, and they were targeted for
refusing to swear loyalty to the state, or accept what the Nazi’s demanded
• They did not allow their children to join Hitler’s rallies
• They were thus sent to prison or concentration camps
• They were prosecuted for refusing to serve in the German military forces
• Homosexuals: Nazi believed they did not fit with the idea that Aryans should marry
and produce children
• The Gestapo had a special unit dealing with homosexuals
• They were sent to concentration camps, castrated or even killed

• The “final solution”
conclusion. [50]
TOTAL: 150

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NATIONAL

This marking guideline consists of 24 pages.

1.1 The following cognitive levels were used to develop source-based

1.2 The information below indicates how source-based questions are

• In the marking of source-based questions credit needs to be given to

1.3 Assessment procedures for source-based questions

• Use a tick (✓) for each correct answer

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___________ ˖ __________________________ ˖ _________________

Use mostly relevant evidence to write a basic paragraph

• Ensure that the total mark is transferred accurately to the front/back

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

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.

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

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

• Introduction, main aspects and conclusion not properly

2.5 The matrix

2.5.1 Use of the matrix in the marking of essays.

(a) The first reading of essays will be to determine to what extent

(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 WHAT WAS THE IMPACT OF LENIN’S NEW ECONOMIC

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

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

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

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

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

1.2 1.2.1 [Definition of a concept from Source 1B – L2]

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

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

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

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

1.3.2 [Extraction of evidence from Source 1C – L1]

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

1.3.4 [Determining the limitations of Source 1C – L3]

1.4 1.4.1 [Extraction of evidence from source 1D – L1]

1.4.2 [Extraction of evidence from Source 1D – L1]

1.4.3 [Interpretation of evidence from Source 1D – L2]

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1.4.4 [Interpretation of evidence from Source 1D – L2]

1.5 [Comparison of evidence from Sources 1B and 1C – L3]

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1.6 [Interpretation, evaluation and synthesis of evidence from relevant sources-

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Use the following rubric to allocate a mark:

• Cannot extract evidence or extract evidence from

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QUESTION 2: HOW DID ROOSEVELT’S NEW DEAL RESPOND TO THE

_ ˖ ˖ _