History P2 Nov 2019 Memo Eng

NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P2
NOVEMBER 2019
MARKING GUIDELINES
MARKS: 150
These marking guidelines consist of 23 pages.
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History/P2 2 DBE/November 2019
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 information 30%
Level 1
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 √√√√
COMMENT
Used mostly relevant evidence to write a basic paragraph.
• Count all the ticks for the source-based question and then write the mark on the
right hand bottom margin e.g. 32
50
• Ensure that the total mark is transferred accurately to the front/back cover of the
answer script.
2. ESSAY QUESTIONS
2.1 The essay questions require candidates to:

• Be able to structure their argument in a logical and coherent manner. They need to
select, organise and connect the relevant information so that they are able to
present a reasonable sequence of facts or an effective argument to answer the
question posed. It is essential that an essay has an introduction, a coherent and
balanced body of evidence and a conclusion.
2.2 Marking of essay questions
• Markers must be aware that the content of the answer will be guided by the
textbooks in use at the particular centre.
• Candidates may have any other relevant introduction and/or conclusion than those
included in a specific essay marking guideline for a specific essay.
2.3 Global assessment of the essay

The essay will be assessed holistically (globally). This approach requires the
teacher to assess the essay as a whole, rather than assessing the main points of
the essay separately. This approach encourages the learner to write an original
argument by using relevant evidence to support the line of argument. The learner
will not be required to simply regurgitate content (facts) in order to achieve a level
7 (high mark). This approach discourages learners from preparing essays and
reproducing them without taking the specific requirements of the question into
account. Holistic marking 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 an argument (planned, structured and has an independent line
of argument)

2.4 Assessment procedures of the essay
2.4.1 Keep the synopsis in mind when assessing the essay.
2.4.2 During the reading of the essay, ticks need to be awarded for a relevant
introduction (which is indicated by a bullet in the marking guideline), the
main aspects/body of the essay that 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 about and how it relates to the question posed (line of
argument).
E Example: The candidates should answer the question by selecting
content that is relevant to the line of argument. Relevant examples
should be given to sustain the line of argument.
L Link: Candidates should ensure that the line of argument is sustained
throughout the essay and is written coherently.
2.4.4 The following symbols MUST be used when assessing an essay:
• Introduction, main aspects and conclusion not properly contextualised
^
• Wrong statement _________________
• Irrelevant statement |
|
|
• Repetition R
• Analysis A√
• Interpretation I√
• Line of Argument LOA

2.5 The matrix
2.5.1 Use 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
P
LEVEL 4
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
• Content selection includes basic and generally irrelevant information; no attempt to structure the essay = 1–6
• Question inadequately addressed and vague; little attempt to structure the essay = 7–13

SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: WHAT ROLE DID THE SOUTH AFRICAN STUDENTS'

ORGANISATION (SASO) PLAY IN CONSCIENTISING BLACK
SOUTH AFRICANS?
1.1
1.1.1 [Extraction of evidence from Source 1A - L1]
• 'It was outspoken in its criticism of government actions'
• 'Several white leaders empathised (sympathised) with the black cause by
speaking out for them' (2 x 1) (2)
1.1.2 [Definition of historical concept from Source 1A - L1]

• Apartheid was legislated by the National Party in 1948 that stipulated the
separation of people based on their race (Africans, Indians, Coloureds and
Whites); it implemented laws such as the Group Areas Act and others to
ensure the separation of South Africans
• Racial discrimination where the apartheid government ensured that white
South Africans had better jobs and opportunities than black South Africans
• Legal entrenchment of white privilege in most spheres such as economic,
political and social
• Any other relevant response (any 1 x 2) (2)
1.1.3 [Interpretation of evidence from Source 1A – L2]

• Biko and his colleagues felt that black South Africans needed to represent
themselves by establishing SASO
• To establish their own organisation to promote black unity, self-reliance
and solidarity because black South Africans were not allowed to play a
role in white South Africans politics
• Biko and his supporters felt that an exclusively all-black movement was
necessary to make black South Africans to become politically aware of
their rights
• NUSAS no longer met the needs of the black South African students
• To challenge the apartheid regime/government regarding their racist
policies such as the refusal to allow mixed race accommodation or eating
facilities
1.2
1.2.1 [Extraction of evidence from Source 1B – L1]
• 'SASO began to bring together other black organisations'
• 'created the Black People's Convention as a political organisation' (2 x 1) (2)

• 'Julius Nyerere'
• 'Paulo Freire' (2 x 1) (2)


• ‘Clean water, shelter and health services’
• 'building of small dams'
• 'the construction of school buildings'
• 'provision of medicine'
• 'soup kitchens'
• 'assisting relocated communities'
• ‘literacy programmes’
• ‘home education scheme’ (any 3 x 1) (3)
1.2.4 [Interpretation of evidence from Source 1B – L2]

The community development projects had the following impact:
• Assisted black South African communities to determine their own needs
and realise their own potential
• Won the trust and confidence of black South Africans
• Provided a practical programme for the education and upliftment of black
South Africans to alleviate poverty and improve literacy through political,
economic and social conscientisation
1.3
1.3.1 [Extraction of evidence from Source 1C – L1]
• 'By admitting that eight SASO leaders had been banned because court
proceedings would have given them a platform' (1 x 2) (2)
1.3.2 [Interpretation of evidence from Source 1C - L2]

• The statements made by black South African student leaders could have
led to the outbreak of violence and would have impacted on the security of
white South Africans
• Pelser perceived the philosophy of Black Consciousness as a threat and
claimed that the SASO 8 were inciting violence (reference made to ‘arson,
rape and bloody revolution’)

• 'It would have given them a platform (publicity)' (1 x 1) (1)
1.3.4 [Interpretation of evidence from Source 1C - L2]

• The harsh treatment of black South Africans by the apartheid regime was
directly responsible for the rise of Black nationalism
• The apartheid regime continued to support and protect white minorities
and this would result in the rise of black nationalism (it led to resistance
against apartheid)
• Afrikaner nationalism suppressed the rise of African nationalism and this
was responsible for sowing the seeds of black nationalism

1.4
1.4.1 [Interpretation of evidence from Source 1D – L2]
• To inform members of SASO about the banning of the SASO 8
• To honour the leaders that were banned
• To expose how the apartheid regime treated leaders of SASO and the
BPC
• To appeal to black South Africans to unite against (raised clenched fist) the
banning of the SASO 8
1.4.2 [Interpretation of evidence from Source 1D – L2]

• The raised black clenched fist represents a symbol of power
(‘amandla’)/strength/unity
• Represents a symbol of resistance/struggle/fight against white domination
and oppression (apartheid)/fighting for freedom
1.4.3 [Ascertain the usefulness of the evidence in Source 1D – L3]

The source is USEFUL because:
• It is a cover of a SASO newsletter (banned issue) which was published
in 1973
• It shows the SASO 8 which were banned by the apartheid regime
• It gives insight into how the apartheid regime responded to the SASO 8/it
shows the insensitivity of the apartheid regime towards black South
African political activists
1.5 [Comparison of evidence in Sources 1C and 1D – L3]

• Both Sources 1C and 1D make reference to the banning of the SASO 8
• Source 1C indicates the names of the SASO 8 who were banned and
Source 1D shows the images of the SASO 8 that were banned
• Source 1C outlines the consequences of the apartheid regime's attempt to
undermine black South Africans and in Source 1D we see the evidence of
black South African leaders who challenged the apartheid regime
• Source 1C makes reference to the 'Black revolution' and in Source 1D we
see the front cover of a newsletter showing the raised clenched fist which
implies the start of the black revolution/fight for freedom

1.6 [Interpretation, evaluation and synthesis from relevant sources – L3]

Candidates could include the following aspects in their response:
• Owing to the lack of integration of student politics in South Africa Biko
advocated for the formation of SASO (Source 1A)
• SASO was responsible for the formation of BPC in 1972 which
spearheaded the conscientisation of black South Africans through the
philosophy of Black Consciousness (Source 1B)
• SASO established community projects that were influenced by Julius
Nyerere and Paulo Freire (Source 1B)
• SASO expanded and established various self-help projects across South
Africa to help black South Africans (Source 1B)
• SASO's community programmes improved the living conditions of poor
black South Africans (Source 1B)
• SASO was also involved in literacy programmes and a 'Home Education
Scheme' to assist black South Africans (Source 1B)
• SASO published several newsletters to spread their philosophy of Black
Consciousness among its members (own knowledge)
• The Minister of Justice banned the SASO 8 which led to black South
Africans galvanising support to defy the apartheid regime
(Source 1C)
• The action of BC leaders inspired black South Africans to challenge the
apartheid regime (Source 1C)
• The SASO March 1973 newsletter served to transmit information about
the banned SASO 8 (Source 1D)
• SASO experienced discrimination at the hands of the apartheid regime
(own knowledge)
• Any other relevant response
Use the following rubric to allocate marks:
• Uses evidence in an elementary manner, e.g. shows no

or little understanding of the role that the South
MARKS
LEVEL 1 African Students' Organisation (SASO) played in
0–2
conscientising black South Africans.
• Uses evidence partially or cannot write a paragraph.
• Evidence is mostly relevant and relates to a great extent
on the topic, e.g. shows some understanding of the
role that the South African Students' Organisation
MARKS
LEVEL 2 (SASO) played in conscientising black South
3–5
Africans.
• Uses evidence in a very basic manner to write a
paragraph.
• Uses relevant evidence, e.g. demonstrates a thorough
understanding of the role that the South African
Students' Organisation (SASO) played in MARKS
LEVEL 3
conscientising black South Africans. 6–8
• Uses evidence very effectively in an organised
paragraph that shows an understanding of the topic.
(8)
[50]
QUESTION 2: HOW DID THE TRUTH AND RECONCILIATION COMMISSION

(TRC) DEAL WITH THE MURDER OF POLITICAL ACTIVIST
ASHLEY KRIEL?
2.1.1 [Extraction of evidence from Source 2A – L1]

• 'National Party'
• 'African National Congress' (2 x 1) (2)

• 'To address South Africa's violent and repressive (brutal) past'
• 'As a way of promoting national unity and reconciliation' (2 x 1) (2)

• The TRC did not have the time or resources to investigate atrocities that
were committed from the inception of apartheid
• During 1960 to 1994 a large number of political atrocities/killings occurred
in South Africa (from the Sharpeville massacre to the birth of democracy)
• Any other relevant response (2 x 2) (4)
2.1.4 [Explanation of a historical concept in Source 2A – L1]

• The granting of official pardon for people that committed politically
related crimes
• The granting of official pardon to perpetrators who gave full disclosure of
atrocities they had committed for political reasons [

• So that a fair judgement could be made
• To hear the truth about atrocities that were committed during the apartheid
rule so that the appropriate decision/finding that the TRC could make
• To allow for the voice of victims and perpetrators to be heard so that
healing and closure could be achieved
2.2
• '9 July 1987'
• 'Cape Flats' (2 x 1) (2)

• 'hero'
• 'champion'
• 'struggle icon'
• ‘born leader’
• ‘spirited’
• ‘funny’ (any 2 x 1) (2)


• Ashley Kriel was an anti-apartheid youth leader/political activist/freedom
fighter in Cape Town
• He supported the ANC in the fight against apartheid
• He had organisational skills and united the youth to challenge the
apartheid regime
• He joined the armed wing of the ANC (MK)
• The apartheid regime viewed Kriel as a threat in contributing in making
South Africa ‘ungovernable’
• ‘spent most of his time in hiding’
• ‘beaten with the spade’
• ‘Kriel was killed’
• 'brutally tortured'
• 'he was shot in the back' (any 2 x 1) (2)
2.3
• 'Peter Jacobs'
• 'Ashley Forbes'
• 'Anwar Dramat'
• 'Tony Yengeni'
• 'Gary Kruse'
• 'Niclo Pedro'
• 'Allan Mamba' (any 2 x 1) (2)
2.3.2 [Interpretation of evidence in Source 2C – L2]
JUSTIFIED because:
• Benzien appeared before the TRC and acknowledged his role (gave full
disclosure) in the killing of Ashley Kriel
• Benzien was not acting on his own (politically motivated)/he was merely
implementing instructions from leaders of the apartheid government
NOT JUSTIFIED because:

• Benzien did not tell the truth about the role he played in the murder of
Ashley Kriel
• There was ample evidence to show that Kriel was brutally tortured when
he was murdered by Benzien
• Any other relevant response (2 x 2) (4)
2.4 [Comparison of evidence in Sources 2B and 2C – L3]
• Source 2B states that Ashley Kriel was brutally tortured and killed while in
Source 2C Benzien denied that he ‘unlawfully and wrongfully’ killed Kriel
• In Source 2B Ashley Kriel's sisters state that he was shot by Jeffrey
Benzien while in Source 2C Benzien did not admit that he was responsible
for the murder of Kriel
• Source 2B states that Ashley Kriel was killed on 9 July 1987 while Source
2C states that Kriel was killed on 15 July 1987
2.5
2.5.1 [Interpretation of evidence in Source 2D – L2]
• The TRC had failed the family of Ashley Kriel by granting Benzien
amnesty
• Benzien who was responsible for the murder of Kriel was allowed to to
walk free
• The family and friends of Kriel did not find closure regarding the
circumstances of his death
2.5.2 [Ascertaining the usefulness of evidence from Source 2D – L3]

The source is USEFUL because:
• It shows that people protested against the TRC's decision regarding the
death of Ashley Kriel
• It shows that not all people agreed with the TRC's findings regarding the
murder of political activists such as Kriel
• It highlights how people felt about the TRC and how it dealt with the
perpetrators of political violence such as those who were responsible for
the murder of Kriel
• The source can be corroborated with other sources to indicate how the
TRC dealt with the murder of Kriel
2.6 [Interpretation, evaluation and synthesis from relevant sources – L3]
Candidates could include the following aspects in their response:
• The TRC was formed to determine how political activists were killed
(Source 2A)
• The TRC was established to build national unity and reconciliation in order
to determine the 'nature, causes and extent of gross violations of human
rights' committed between 1 March 1960 and 10 May 1994 by the
apartheid regime (Source 2A)
• The TRC held public hearings where both victims and perpetrators of
politically motivated crimes had a chance to tell their stories (Source 2A)
• The TRC held public hearings at the Bellville Community Centre in Cape
Town to listen to testimonies on how Kriel was murdered (Source 2C)
• Jeffrey Benzien appeared before the TRC in Cape Town to give evidence
regarding the killing of Ashley Kriel (Source 2C)
• The TRC granted Benzien amnesty for the murder of Kriel ((Source 2C)
• The TRC offered a platform for perpetrators and victims to meet so that
healing could occur (Source 2C)
• By allowing both victims and perpetrators to meet the TRC provided a
platform for healing and reconciliation to occur (own knowledge)
• The protesters were unhappy about the verdict reached by the TRC
regarding the killing of Kriel (Source 2D)

• Uses evidence in an elementary manner e.g. shows no

or little understanding of how the Truth and
MARKS
LEVEL 1 Reconciliation Commission (TRC) dealt with the
0–2
murder of political activist Ashley Kriel.
• Uses evidence partially or cannot write a paragraph.
• Evidence is mostly relevant and relates to a great extent
on the topic e.g. shows some understanding of how
the Truth and Reconciliation Commission (TRC)
MARKS
LEVEL 2 dealt with the murder of political activist Ashley
3–5
Kriel.
paragraph
• Uses relevant evidence e.g. demonstrates a thorough
understanding of how the Truth and Reconciliation
Commission (TRC) dealt with the murder of political MARKS
LEVEL 3
activist Ashley Kriel. 6–8
• Uses evidence very effectively in an organised
paragraph that shows an understanding of the topic.
(8)
[50]

QUESTION 3: WHAT IMPACT DID THE 2018 BRICS SUMMIT HAVE ON SOUTH
AFRICA?
3.1
• 'Brazil'
• 'Russia'
• 'India'
• 'China'
• 'South Africa' (any 3 x 1) (3)
• 'Sandton Convention Centre’
• ‘Johannesburg' (any 1 x 1) (1)
• 'developmental challenges'
• 'growing their economies'
• 'addressing poverty’
• ‘unemployment' (any 3 x 1) (3)
• To bring about inclusive economic growth in developing countries
• To ensure trade among emerging economies in developing countries
• To increase investment amongst BRICS countries
3.2
• It shows the leaders of their respective countries attending the 10th BRICS
Summit in South Africa
• It indicates a close and friendly relationship amongst leaders of the BRICS
countries
• It indicates a sense of unity/co-operation amongst various leaders of
BRICS
3.2.2 [Interpretation of information from Source 3B – L2]
• It displays unity amongst the leaders of BRICS
• It displays strength and solidarity among the various leaders
• It displays a sense of camaraderie among leaders of BRICS
3.3 [Comparison of evidence from Sources 3A and 3B – L3]

• Both Sources 3A and 3B indicate that the 10th BRICS Summit was held in
Sandton/South Africa
• Source 3A mentions the five member states that made up BRICS while
Source 3B shows the evidence of the five leaders of BRICS
• Both Sources 3A and 3B indicate co-operation and unity amongst
members of BRICS

3.4
• 'Poor South Africans'
• 'Unemployed South Africans' (2 x 1) (2)
3.4.2 [Interpretation of information from Source 3C – L2]

• It was expected to create new jobs in South Africa
• To boost the economy of South Africa
• To alleviate poverty
• To promote trade relations amongst member states of BRICS
• To become less reliant on western capitalist funding
3.4.3 [Interpretation of evidence from Source 3C – L2]

• South Africa was referred to as an 'underdog' because it had the smallest
GDP/economy compared to other member states of BRICS
• It had the smallest population hence it had limited buying power
• South Africa did not have the fiscal and economic muscle as opposed to
other BRICS member states
3.4.4 [Ascertaining the limitations of evidence from Source 3C – L3]

The source has LIMITATIONS because:
• It gives the views of South African analysts only (biased)/gives a pro BRICS
perspective
• There is no indication as to which agreements were signed
• The investment deals do not mention which sector of South Africa's
economy would benefit from BRICS
3.5
3.5.1 [Extraction of evidence from Source 3D– L1]
• 'The challenge for South Africa is that BRICS may erode South Africa's
domestic economy and directly affect employment of its citizens'
• 'Many products from BRICS countries compete with those of South Africa.'
• 'BRICS and western capitalist countries are all targeting Africa's resources,
which poses a direct threat to South Africa's economy' (any 2 x 1) (2)
3.5.2 [Explanation of a historical concept in Source 3D – L1]

• The means of production are controlled by a few/private ownership and
profit maximisation is key
• It thrives on the exploitation and casualisation of workers
3.5.3 [Extraction of evidence from Source 3D – L1]

• 'Structural obstacles’
• ‘poor economic and political policies’
• ‘the lack of imagination in leadership have restricted South Africa's growth'
(any 1 x 1) (1)

3.5.4 [Interpretation of evidence from Source 3D– L2]

• Huge tariffs that were imposed on South African products made it difficult
for South Africa to enter the markets of BRICS member states
• South Africa needed some transparency on how tariff schedules and
hidden internal taxes from BRICS partners were implemented
• Cheap goods were exported to South Africa which impacted negatively on
South Africa's manufacturing industry leading to high levels of
unemployment
• South Africa offered BRICS member states easy access to its markets
3.6 [Interpretation, evaluation and synthesis of evidence from relevant sources

– L3]
Candidates could include the following aspects in their response
• The 10th BRICS Summit that was held in South Africa showcased the
cooperation between the BRICS countries – this had a positive impact on
South Africa (Source 3A)
• The investment deals that South Africa signed with BRICS addressed
South Africa's weak economy which was expected to create more jobs
(Source 3C)
• China made a commitment to pay out $14,7 billion (R196 billion) to fund
investments in South Africa (Source 3C)
• Structural obstacles, poor economic and political policies and the lack of
imagination in leadership have restricted South Africa's growth
(Source 3D)
• There were also a number of challenges highlighted namely high tariff
barriers, lack of transparency and hidden internal taxes that ought to be
addressed (Source 3D)
• It shows that South Africa is not dependent on its previous trade partners
the USA and United Kingdom to get economic assistance to grow its
economy (own knowledge)
• South Africa's membership of BRICS showcases its independence to
establish economic links with any other economic block (own knowledge)


• Uses evidence in an elementary manner e.g.
shows no or little understanding of the
impact that the 2018 BRICS summit had on MARKS
LEVEL 1
South Africa. 0–2
• Uses evidence partially or cannot write a
paragraph.
• Evidence is mostly relevant and relates to a great
extent on the topic e.g. shows some
understanding of the impact that the 2018 MARKS
LEVEL 2
BRICS summit had on South Africa. 3–5
paragraph.
• Uses relevant evidence e.g. demonstrates a
thorough understanding of the impact that
the 2018 BRICS summit had on South Africa. MARKS
LEVEL 3
• Uses evidence very effectively in an organised 6–8
paragraph that shows an understanding of the
topic.
(8)
[50]

SECTION B: ESSAY QUESTIONS
QUESTION 4
[Plan and construct an original argument based on relevant evidence using analytical
and interpretative skills]
SYNOPSIS
Candidates need to explain to what extent boycotts, disinvestments and sanctions by
the international anti–apartheid movements were responsible for the downfall of PW
Botha's regime in the 1980s.
MAIN ASPECTS
Candidates should include the following aspects in their essays:
• Introduction: Candidates need to explain to what extent boycotts, disinvestments
and sanctions by the international anti–apartheid movements were responsible for
the downfall of PW Botha's regime in the 1980s.
ELABORATION
• Reasons for the intense pressure from the Anti-apartheid Movement (AAM) in the
1970s and 1980s in response to PW Botha's reforms in South Africa (Brief
background)
• In the 1980s the International Defence and Aid Fund (IDAF) funded state of
emergency detentions/smuggled R200 million into South Africa/created a network
of donors who funded the release of political prisoners/From January 1985 IDAF
funded 16 551 legal matters (e.g. detentions, common law prosecutions of street
activists)
• Sport Boycotts: In 1981 New Zealand protested against the 'racist' Springbok tour/
South African Council of Sport (SACOS) established political links with the UDF
and COSATU/slogan 'No normal sport in an abnormal society'/By the late 1980s SA
was banned from 90% of world sport
• Cultural Boycotts: International artists – non-segregated audiences only/Artists
against Apartheid formed in Britain by Dali Tambo and Jerry Dammers/The British
Actors' Union Equity forbid the use of television programmes in SA involving its
members/1985 USA 'Artists United against Apartheid'/refused to perform in South
Africa and raised money for liberation movements/1986 Freedom Festival in
London audience of 250 000 attended/musicians expressed their solidarity with
people in SA/speakers from ANC, SWAPO and British Anti–apartheid Movement
addressed the crowd
• Academic Boycotts: Scholars refused to travel to South Africa/Publishers refused
to publish SA manuscripts/No collaboration of scholars/Publishers abroad refused
to grant access to information/International conferences barred South African
participation/Institutions abroad denied SA academic access/overseas institutions
refused to recognise SA degrees/schools abroad refused to act as external
examiners for thesis presented at SA universities/Trinity College forbade its
faculties to collaborate with South African universities
• Consumer Boycotts: SA experienced a recession in the 1980s/Anti-apartheid
groups encouraged the public to boycott SA products/Irish workers refused to
handle fruits from SA/Imports of raw materials such as coal, iron, steel from South
Africa were banned

• Disinvestments: This was a consequence as a result of the Soweto Uprising and

the death of Steve Biko/Sweden was the first country to disinvest in SA/By 1984
foreign investments in South Africa dropped by 30%/By 1980 Britain already
disinvested from the Simon's Town Naval Dockyard/General Motors and Barclays
Bank pulled out of SA/In the 1980s SAs economy struggled as investors left the
country / The rand was devalued/the effects of AAM actions began to show results/
Between 1985 and 1990 over 200 US companies pulled out of SA)/University of
California withdrew investments of three billion dollars from SA
• Sanctions: In the 1980s the Sullivan Principle (which implied that workers of all
USA companies should be treated equally) formed the basis for the disinvestment
campaign in South Africa in the 1980s/Student protests in 1980s sparked
withdrawal of the USA trading companies/1982 United Nations (UN) condemned
apartheid and called for total sanctions against SA
- In 1985 Chase Manhattan Bank cut ties with SA/Johannesburg Stock Exchange
(JSE) closed for 4 days. The value of the rand dropped by 35% from 54 to
34 cents to the dollar)/In 1985 the European Economic Community banned new
investments in SA
- In 1986 the US Congress passed a law that banned all new investments and
loans in SA/Big corporations such as General Electric, Pepsi Cola, General
Motors, Mobil and IBM stopped doing business in SA/USA threatened to stop
the sale of weapons to SA/In 1986 anti-apartheid Law of USA led to some
European countries and Japan to introduce sanctions against SA/International
banks lost confidence in SA's economy
- In 1987 Israel voted not to extend its existing defence contracts with SA/In 1988
one fifth of British and 184 American companies withdrew from SA because of
pressure from its shareholders/Barclays Bank sold their shares due to pressure
of the British public/The SA economy declined substantially and grew at a mere
1.1% per annum
• The Role of International Trade Unions: The AAM imposed a trade ban on SA/
Irish Congress of Trade Unions opposed apartheid regime in SA
• Political and financial crisis in SA continued/Western nations applied enormous
pressure on SA to end apartheid/The apartheid regime had no choice but to start
negotiations with anti-apartheid organisations in earnest
• Release Mandela Campaign Wembley Stadium/United Nations/UN Security
Council and UN General Assembly called for the release of Nelson Mandela
• The role of Front Line States in providing bases for training of freedom fighters; it
condemned South Africa's apartheid policies at the United Nations (UN)
• Conclusion: Candidates should sum up their argument with a relevant conclusion

[50]

QUESTION 5
SYNOPSIS
Candidates need to critically discuss the roles that various political organisations
played in overcoming the challenges that South Africa faced between 1990 and 1994.
MAIN ASPECTS
Candidates should include the following aspects in their essays:
• Introduction: Candidates need to critically discuss the roles that various political
organisations played in overcoming the challenges that South Africa faced between
1990 and 1994.
ELABORATION
• National Party's decision to release leaders from the ANC in 1990
• Unbanning of the political and civic organisations, the ANC and SACP by the NP
• NP's decision to release Nelson Mandela
• Role of Nelson Mandela after he was released from prison in February 1990
• Groote Schuur Minute, 2 May 1990 – NP released political prisoners (Talks between
ANC and NP) ((Role of various political organisations)
• Violence in the Vaal Triangle (Role of various political organisations)
• Pretoria Minute in August 1990 – (Role of various political organisations)
• Meeting of political parties – CODESA 1 (20 December 1991) (Role of various
political organisations)
• The Declaration of Intent (Role of various political organisations)
• On–going violence on commuter trains on the Rand (Role of various political
organisations)
• CODESA 2 (2 May 1992) – rolling mass action to speed up the negotiation process
(Role of various political organisations)
• Boipatong massacre and its consequences (17 June 1992) (Role of various political
organisations)
• Role of the ANC calling for rolling mass action against the National Party
• Bhisho massacre (Gqozo) and the role of various political organisations to resolve
this (7 September 1992)
• Record of Understanding I September 1992 – Meyer and Ramaphosa (Role of
various political organisations)
• Multi–party negotiating Forum – the AWB’s attack of the World Trade Centre (Role
of various political organisations)
• Assassination of Chris Hani (10 April 1993) (Role of various political organisations)
• The roles that leaders of political organisations played to get the IFP, PAC and right
wing organisation to participate in South Africa’s first democratic elections
• Date for the first democratic elections set (27–29 April 1994) (Role of various
political organisations)
• Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]

QUESTION 6
SYNOPSIS
Candidates need to indicate whether they agree or disagree with the statement. If they
agree with the statement they need to explain how the fall of the Berlin Wall in 1989 led
to political enemies, the National Party and the African National Congress to begin
talks. If they disagree with the statement they need to substantiate their argument with
relevant historical evidence.
MAIN ASPECTS
Candidates should include the following aspects in their response:
• Introduction: Candidates should discuss how the fall of the Berlin Wall led to political
enemies, the National Party and the African National Congress to begin talks and
how these talks led to political changes in South Africa.
ELABORATION
• Impact of Glasnost and Perestroika
• The Soviet Union disintegrated by the end of 1989 and was no longer regarded as a
super power
• Communism was no longer seen as a 'global threat'
• The fall of the Berlin Wall in 1989
• South Africa could no longer use the threat of communism to generate Western
support
• South Africa could no longer rely on Western backing for its 'anti–communist' stance
• World politics changed and this had an impact on South Africa's apartheid policies
• The apartheid regime could no longer use communism to justify its policy of racial
segregation
• The National Party's claim that it was protecting South Africa from a communist
onslaught became unrealistic
• The National Party's claim that it was protecting the Cape sea route against
communism became naïve
• The USA and its allies could no longer continue to support the apartheid regime
• The collapse of the USSR also influenced the ANC
• The USSR could no longer support the ANC financially as it was bankrupt
• The USSR would not support the ANC with weapons anymore as it favoured
peaceful negotiations
• The collapse of the Soviet Union put pressure on both the National Party and the
ANC to begin negotiations
• The Battle of Cuito Cuanavale spurred the National Party to start negotiations with
communists over the independence of Namibia
• It became evident that the National Party government could not maintain white
supremacy rule indefinitely
• Influential National Party members started to realise that apartheid was not the
answer for the development of 'white' economic interests
• There was no doubt that the continued repression of black South Africans would not
ensure political stability

• The government started to believe that reform needed to include the development of
a strong black middle class which would act as a 'bulwark against revolution'
• The security forces and consecutive state of emergencies had not stopped township
revolts
• By the late 1980s the South African economy was in a state of depression
• PW Botha suffered a stroke and was succeeded by FW de Klerk
• FW de Klerk started to accept that the black struggle against apartheid was not
a conspiracy directed from Moscow
• This enabled De Klerk to engage with the liberation organisations to find a lasting
solution for South Africa
• On 2 February 1990 De Klerk announced the unbanning of all anti-apartheid
organisations and this paved the way for multi–party talks
• These talks ultimately led to democratic elections that were held in 1994
• Conclusion: Candidates should tie up their argument with a relevant conclusion [50]
TOTAL: 150
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NATIONAL

These marking guidelines consist of 23 pages.

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1.2 The information below indicates how source-based questions are

1.3 Assessment procedures for source-based questions

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2.1 The essay questions require candidates to:

2.3 Global assessment of the essay

• The learner's interpretation of the question

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2.4 Assessment procedures of the essay

2.4.1 Keep the synopsis in mind when assessing the essay.

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

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

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

• Introduction, main aspects and conclusion not properly contextualised

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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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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 ROLE DID THE SOUTH AFRICAN STUDENTS'

1.1.2 [Definition of historical concept from Source 1A - L1]

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

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

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

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

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

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

1.3.4 [Interpretation of evidence from Source 1C - L2]

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

1.4.3 [Ascertain the usefulness of the evidence in Source 1D – L3]

1.5 [Comparison of evidence in Sources 1C and 1D – L3]

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1.6 [Interpretation, evaluation and synthesis from relevant sources – L3]

• Uses evidence in an elementary manner, e.g. shows no

QUESTION 2: HOW DID THE TRUTH AND RECONCILIATION COMMISSION

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 [Explanation of a historical concept in Source 2A – L1]

• Any other relevant response (any 1 x 2) (2)

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

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

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2.2.3 [Interpretation of evidence from Source 2B – L2]

NOT JUSTIFIED because:

2.5.2 [Ascertaining the usefulness of evidence from Source 2D – L3]

2.6 [Interpretation, evaluation and synthesis from relevant sources – L3]

Candidates could include the following aspects in their response:

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Use the following rubric to allocate marks:

• Uses evidence in an elementary manner e.g. shows no

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