JOHANNESBURG EAST DISTRICT

HISTORY GRADE 12 P2

JUNE EXAMINATION 2025

MEMORANDUM

This Memo consists of 26 pages

1. SOURCE BASED QUESTIONS

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

questions:

COGNITIV WEIGHTING
E HISTORICAL SKILLS OF
LEVELS QUESTIONS
• Extract evidence from sources.
• Selection and organisation of 30%
LEVEL 1
relevant information from sources. (15)
• Define historical concepts/terms.
• Interpretation of evidence from the
sources.
40%
LEVEL 2 • Explain information gathered from
(20)
the sources.
• 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 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 × 2) which translates
to two reasons and is given two marks each (✓✓✓✓); (1 × 2)
which translates to one reason and is given two marks (✓✓)
• If a question carries 4 marks then indicate by placing 4 ticks
(✓✓✓✓) Paragraph question
Paragraphs are to be assessed globally (holistically). Both the
content and structure of the paragraph must be taken into account
when awarding a mark. The following steps must be used when
assessing a response to a paragraph question:

• Read the paragraph and place a bullet ( . ) at each point within

the text where the candidate has used relevant evidence to
address the question.
• Re-read the paragraph to evaluate the extent to which the
candidate has been able to use relevant evidence to write a
paragraph.
• At the end of the paragraph indicate the ticks (√) that the
candidate has been awarded for the paragraph; as well as the
level (1, 2 or 3) as indicated in the holistic rubric and a brief
comment e.g.

___________ ˖ __________________________ ˖
_________________ _________________ ˖
__________________________ ˖ ___________
√√√√
Level 2

Used mostly relevant evidence to write a basic paragraph

• Count all the ticks for the source-based question
and then write the mark on the 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 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),
each of the main points/aspects that is properly contextualised
(also indicated by bullets in the marking guideline) and a
relevant conclusion (indicated by a
bullet in the marking guideline) 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.

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

argument/making a major point.
Each paragraph should include a point that sustains the
major point (line of argument) that was made in the
introduction.
E Explanation: The candidate should explain in more detail
what the main point is all about and how it relates to the
question posed
(line of argument)
E Example: The candidates should answer the question by
selecting content that is relevant to the line of argument.
Relevant examples should be given to sustain the line of
argument.
L Link: Candidates should ensure that the line of argument is
sustained throughout the essay and is written coherently.

2.4.4 The following 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. 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 5
(c) Allocate an overall mark with the use of the
matrix.

C LEVEL 4
P LEVEL 5 }30 –
33

MARKING MATRIX FOR ESSAY ‒ TOTAL: 50

PRESENTATION LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
Very well Very well Well Planned Shows Attempts Little or no
planned and planned and planned and some to attempt to
structured structured and constructe evidence structure
essay. Good an answer. structure the
synthesis of
essay. structured d an of a
Largely essay.
information. Developed a essay. argument. planned
CONTENT descriptive
Developed relevant line Attempts Evidence and
or some
an original, of argument. to develop used to constructe
attempt at
well Evidence a clear some d
balanced developing
used to argument. extent to argument.
and a line of
defend the Conclusion support the Attempts
independent argument.
argument. drawn from line of to sustain
line of No
argument Attempts to the argument. a line of
attempt to
with the use draw an evidence Conclusion argument.
draw a
of evidence independent to support s reached Conclusion
conclusion
and sustained conclusion the line of based on s not
.
 and defended from the argument. evidence.. clearly
the argument evidence to supported
throughout. support the by
Independent
conclusion is
line of evidence.
drawn from argument.
evidence to
support the
line of
argument.
LEVEL 7
Question has
been fully
answered. 47–50 43–46
Content selection
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
38–39 36–37 34–35 30–33 28–29
adequately
covered and
relevant.
LEVEL 4
Question
recognisable
in answer.
Some 30–33 28–29 26–27
omissions/
irrelevan t
content
selection.
LEVEL 3
Content selection
does not always
relate. 26–27 24–25 20–23
Omissions in
coverage.

LEVEL 2
Sparse content.
Question 20–23 18–19 14–17
inadequately
addressed
LEVEL 1
Question not
answered.
Inadequate 14–17 0–13
content.
Significant
irrelevance
*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: HOW DID WHITE SOUTH AFRICANS CHALLENGE THE

APARTHEID GOVERNMENT DURING THE 1980s?

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

• To perform compulsory military service
• Any other relevant response
(1 x 2) (2)

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

• Broadening of the rights of conscientious objectors
• The creation of a system of alternative military service
without the element of punishment
(2 x 1) (2)

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

• No one should be forced to take up arms against their
will
• To reduce the element of punishment
• Any other relevant response
(Any 1 x 2) (2)

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

• Inside South Africa the army was used to suppress the
resistance movements
• The SADF illegally occupied Namibia
• The SADF fought in Angola against the communist
forces
• Any other relevant response
(Any 2 x 2) (4)

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

• The ECC felt it was morally wrong to kill people
• The ECC did not want to fight against fellow South
Africans who were fighting for justice/freedom
• Was not prepared to uphold and protect apartheid
anymore
• Any other relevant response
(Any 1 x 2) (2)

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

• A life in exile
• 6 years in prison
(2 x 1) (2)
1.3 [Comparison of evidence from Sources 1A and 1B – L3]
• Source 1A states that the SADF were involved in
defending and upholding the apartheid system and
Source 1B shows that the SADF assisted to implement
the apartheid policies
• Source 1A indicates that the SADF was involved in
operations outside the country while in Source 1B
shows that young men were conscripted to maintain
the illegal occupation of Namibia and waged an unjust
war against foreign countries
• Source 1A states that young conscripts went into exile
and were jailed for refusing to do military service and
Source 1B is showing the consequences for refusing to
do military service
• Any other relevant response
(Any 2 x 2) (4)

1.4 1.4.1 [Extraction of evidence from Source 1C – L1]

• Anton Eberhard
(1 x 1) (1)

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

• He believed apartheid should end
• He believed that the SADF was upholding and
protecting the apartheid government/white supremacy
• He believed the oppression of the black majority was
wrong
• Any other relevant response
(Any 2 x 2) (4)

1.4.3 [Extraction of evidence from Source 1C

– L1] • “His boss, in a reaction which typifies the
prevailing white attitude asked in fury…”
• “So who will stop our daughters being raped”
(Any 1 x 2) (2)

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

• A friend was detained at the time of his call-up
• He befriended Vusi and got a taste of what life was for
black
South Africans (2 x 1)
(2)

1.5 1.5.1 [Interpretation of evidence from Source 1D – L2]

• Internal resistance against the apartheid system
intensified
• Different organisations launched strikes, boycotts and
other forms of protest actions to end apartheid
• Black South Africans were unhappy with the cosmetic
changes made by the P.W. Botha government
 • South Africa became ungovernable
• Any other relevant response
(Any 2 x 2) (4)

1.5.2 [Definition of historical concept from Source 1D – L2]

• Wilful and planned killing of people who actively
opposed apartheid policies
• Any other relevant response
(1 x 2) (2)

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

• Carried out a vicious smear campaign
• The ECC’s offices were raided
• 75 activists were detained
• Period of imprisonment increased from two to six
years
(Any 3 x 1)
(3)

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

• That it was part of the ANC that wanted to overthrow
the government
• Believed that they were plotting with the communist
to take over South Africa
• Any other relevant response
(any 1 x 2) (2)

1.5.5 [Evaluate the usefulness of the evidence

from Source 1D – L3] This source is USEFUL because:
• It was seen as a threat to the government
• Government banned the ECC
• More white South Africans refused to join the SADF
• Conscription was cut from two years to one
• ECC officials were harassed by the apartheid
government
• Any other relevant response
(any 2 x 2) (4)

1.6 [Interpretation, comprehension and synthesis of evidence from

relevant
sources – L3]
Candidates can include the following:
• Formed the ECC (Source 1A)
• Refused to do military service (Source 1A)
• Some fled from South Africa to avoid military service
(Source 1A)
• The ECC refused to assist with the implementation of
the apartheid laws (Source 1B)
 • Refused to fight against blacks in the townships (own
knowledge)
• Revealed to white South Africans the impact that
apartheid had on their lives (own knowledge)
• Anton Eberhard believed that the present government
had no right to remain in power and should not be
supported (Source 1C)
• 7 589 conscripts failed to report for national call-up
(Source 1D)
• Different campaigns held by the ECC contributed in
making the country ungovernable (own knowledge)
• Some whites rather went into exile or prolonged their
studies than do military service (Source 1D)
• The ECC perceived as a direct enemy/threat of the
SADF (Source 1D)
• The ECC put pressure on the conscription system and
made it impossible for the state to implement (Source
1D)
• Black Sash held night vigils against the apartheid laws
(own knowledge)
• Any other relevant response.

Use the following rubric to allocate a mark:

 • Uses evidence in an elementary manner,
e.g. show no or little understanding of
how white South Africans challenged
LEVEL MARKS
the apartheid government during the
1 1980s. 0–2
• Uses evidence partially to report on topic or
cannot write a paragraph.
• Evidence is mostly relevant and relates to a
great extent to the topic, e.g. shows some
understanding of how white South
LEVEL MARKS
Africans challenged the apartheid
2 government during the 1980s. 3–5
• Uses evidence in a very basic manner to
write a paragraph.
• Uses relevant evidence, e.g.
demonstrates a thorough
understanding of how white South
LEVEL Africans challenged the apartheid MARKS
3 government during the 1980s. 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 KILLING OF
ACTIVIST, SIPHIWO MTIMKULU?

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

• To listen to victim’s stories
• To offer amnesty
(2 x 1) (2)

2.1.2 [Definition of historical concepts from Source 2A – L1]

• Official pardon for politically motivated crimes
committed
• Any other relevant response
(1 x 2) (2)

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

• ‘Desmond Tutu’
(1 x 2) (2)

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

• Many perpetrators of political crimes lied at the
amnesty hearings and got away with murder
• Many security police did not disclose the full truth
of their atrocities, but were granted amnesty
• Many perpetrators admitted only what was already
know for the granting of amnesty and offered
insincere apologies
• It was black versus white at the TRC
• Any other relevant response
(Any 2 x 2) (4)

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

• ‘Congress of South African Students’ (COSAS)
(1 x 1) (1)

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

• COSAS was affiliated to the banned political
organisations
• He was furthering the aims of the liberation
struggle
• As the leader of COSAS, he was perceived as an
instigator against apartheid
• Any other relevant response
(Any 2 x 2) (4)
 2.2.3 [Definition of historical concepts from Source 2B – L2]
• Inhumane/punishment of people who opposed
apartheid
• Method used to get information of the activities of
the liberation movements
• To force victims to admit to something they have
not done
• Any other relevant response
(Any 1 x 2) (2)

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

• ‘Electrocution’
• ‘Beating’
• ‘Suffocated almost to death with a wet towel’
(Any 2 x 1) (2)

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

• To show the effects of the poison on Siphiwo
• He is surrounded by young comrades/COSAS
members that is protecting him that still hold him in
high esteem as an activist
• It shows that Siphiwo is still regarded as a threat by
the government, therefore the presence of a
policeman with a gun
• Any other relevant response
(Any 2 x 2) (4)

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

• “Poisoning people won’t stop us”
(1 x 2) (2)

2.4 [Comparison of evidence from Sources 2B and 2C – L3]

• Source 2B indicates that Siphiwo was taken to
Groote Schuur Hospital due to poisoning and
Source 2C shows Siphiwo leaving the hospital after
his treatment
• Source 2B indicates that the security police kept a
close watch on the activities of Siphiwo and Source
2C shows how an armed police officer is closely
monitoring Siphiwo as he left the hospital
• Source 2B indicates that COSAS was heavily
involved in the liberation struggle and in Source 2C
shows poisoning them would not stop them
(meaning they will continue the liberation struggle)

• Any other relevant response

(Any 2 x 2) (4)

2.5 2.5.1 [Extraction of evidence from Source 2D – L1]

 • General Nic van Rensburg
(1 x 1) (1)

2.5.2 [Interpretation of evidence from Source 2D – L2]

• To protect the security police
• To protect the apartheid government
• He did not want to be jailed for murder
• Any other relevant response
(Any 2 x 2) (4)

2.5.3 [Extraction of evidence from Source 2D – L1]

• ‘Topsy Madaka’
(1 x 2) (2)

2.5.4 [Interpretation of evidence from Source 2D – L2]

• They were actively involved in the resistance
movement
• They planned to overthrow the apartheid
government
• They were members of the banned ANC/COSAS
• He was a thorn in the flesh to the security forces
• Any other relevant response
(Any 1 x 2) (2)

2.5.5 [Evaluate the reliability of the evidence from

Source 2D – L3] This source is RELIABLE because:
• It is a primary source as Nic van Rensburg was
directly involved in the murder of the two activists
• The amnesty application referred to, was processed
before the TRC’s official Amnesty Committee
• It gives the names of security policeman who were
involved in the execution of Siphiwo Mtimkulu
• It explains how Siphiwo Mtimkulu and Topsy Madaka
were executed
• It explains why the security policeman were
granted amnesty by the TRC
• Any other relevant response
(Any 2 x 2) (4)

2.6 [Interpretation, comprehension and synthesis of evidence from sources –

L3]
Candidates could include some of the following:

• The reason for the establishment of the TRC was to

deal with the past (Own knowledge)
• TRC provided a platform to listen to victims’ stories
(Source 2A and Source 2B)
• TRC promoted national reconciliation and healing
(Source 2A)
 • The TRC offered full amnesty to those who came
forward and confessed their crimes (Source 2A)
• Joyce Mtimkulu could tell her story at the TRC
hearing of the torture and poisoning of her son
(Source 2B)
• Policeman with a concealed gun indicates that
Siphiwo was a threat to the government that lead
to his abduction and death (Source 2C)
• Retired security policemen lied before applying for
amnesty (Source 2D)
• Retired security policemen to reveal the truth about
the death of Siphiwo and Madaka (Source 2D)
• Van Rensburg and Niewoudt appeared before the
TRC (Source 2D)
• Confessed of how they tortured Siphiwo and
Madaka in his amnesty hearing (Source 2D)
• Victims had the opportunity to confront those who
hurt their loved ones (Own knowledge)
• Perpetrators were granted amnesty (Source 2D)
• Supporters wanted the perpetrators to be punished
(Own knowledge)
• Joyce Mtimkulu got closure (Source 2D)
• Joyce was ‘happy’ with the TRC process (Source 2D)
• Any other relevant response

Use the following rubric to allocate a mark.

 • Uses evidence in an elementary manner,
e.g. shows no or little understanding
in explaining how the Truth and
Reconciliation Commission dealt with MARKS
LEVEL 1
the killing of activist Siphiwo 0–2
Mtimkulu.
• Uses evidence partially to report on topic
or cannot write a paragraph.
• Evidence is mostly relevant and relates to
a great extent to the topic, e.g. shows an
understanding in explaining how the
Truth and Reconciliation Commission MARKS
LEVEL 2
dealt with the killing of activist 3–5
Siphiwo Mtimkulu.
• Uses evidence in a very basic manner to
write a paragraph.
• Uses relevant evidence, e.g.
demonstrates a thorough
understanding in explaining how the
Truth and Reconciliation Commission
MARKS
LEVEL 3 dealt with the killing of activist
Siphiwo Mtimkulu. 6–8
• Uses evidence very effectively in an
organised paragraph that shows an
understanding of the topic.

(8)

QUESTION 3: WHAT IMPACT DID

GLOBALISATION HAVE ON
UNDERDEVELOPED NATIONS?

3.1 3.1.1 [Explanation of historical concept from Source 3A – L1]

• Globalisation means that countries are becoming
more interdependent and that people all over the
world are more connected to each other
 • Globalisation has led to the monopolisation on
industries by big business, which make huge profits at
the expense of underdeveloped and undeveloped
countries
• Any other relevant response
(Any 1 x 2) (2)

3.1.2 [Extraction of evidence from Source 3A – L1]

• ‘International Monetary Fund’ (IMF)
• ‘World Bank’
(2 x 1) (2)

3.1.3 [Interpretation of evidence from Source 3A – L2]

• Globalisation usually occurs in democratic countries
• Many developing countries that were not democratic
were forced to change their political systems as a
requirement for foreign aid from the western
countries
• If globalisation leads to benefits in a particular
democratic country, then it helps to maintain
democracy in that country
• Any other relevant response
(Any 1 x 2) (2)

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

• ‘Increased international trade’
• ‘A company operating in more than one country’
• ‘Greater dependence on the global economy’
• ‘Free movement of capital, goods and services’
• ‘Recognition of companies such as McDonald’s and
Starbucks in less economically developed countries’
(Any 2 x 1) (2)

3.2.2 [Interpretation of evidence from Source 3B – L2]

• Globalisation has caused the world market to be
dominated by the rich countries
• Exploitation of natural resources in less economically
developed countries by rich countries
• Poor countries do not benefit from the profits made in
their countries
• Poor countries became dependant on foreign loans
• Any other relevant response
(Any 2 x 2) (4)

3.2.3 [Interpretation of evidence from Source 3B – L2]

 YES
• McDonalds is a multi-national company and it shows
its economic power and control
• McDonald has 30 000 restaurants in 119 countries.
This shows its domination
• Any other relevant response

NO
• McDonalds is international and has many outlets to
upkeep their name
• It has too much experience
• Cannot be described as a small outlet
• Any other relevant response
(2 x 2) (4)

3.2.4 [Extraction of evidence from Source 3B – L1]

• ‘To provide cheap labour’
• ‘To provide raw material’
(2 x 1) (2)

3.3 3.3.1 [Interpretation of evidence from Source 3C – L2]

• The West has realised that they have contributed to
the poverty of underdeveloped countries
• The West is willing to write off the debt as countries
were unable to repay the loans
• The West has made enough profit from Africa as they
had free access to their raw materials and markets
• It shows the arrogant attitude of the West towards the
economic well-being of Africa
• Any other relevant response
(Any 2 x 2) (4)

3.3.2 [Extraction of evidence from Source 3C – L1]

• ‘Centuries of colonial exploitation’
• ‘Enslavement’
• ‘Theft of natural resources’
(Any 2 x 1) (2)

3.3.3 [Interpretation of evidence from Source 3C – L2]

(a) • Wealthy/fat/huge/properly dressed in a suit
• Hold the development of Africa in their hands
• Any other relevant response (Any 1 x 2)
(2)
(b) • Poor/thin/poorly dressed
• Exploited
 • No development took place in Africa due to
huge debt
• Any other relevant response
(Any 1 x 2) (2)

3.4 [Comparison of evidence from Sources 3B and 3C – L3]

• Source 3B indicates that globalisation has only
created wealth in developed countries while Source
3C shows that it led to poverty in developing
countries
• Source 3B states that globalisation operates in the
interest of the rich countries while Source 3C show
that globalisation led to the exploitation, enslavement
and theft of the natural resources of developing
countries
• Both sources refer to the negative impact
globalisation had on developing countries
• Any other relevant response
(Any 2 x 2) (4)

3.5 3.5.1 [Extraction of evidence from Source 3D – L1]

• ‘Shaping politics’
• ‘Promoting technological development’
• ‘Enhancing economic processes’
• ‘Improvement of social, health and the natural
environment’
(Any 2 x 1)
(2)

3.5.2 [Explanation of historical concept from Source 3D – L2]

• Rich countries impose their cultures on developing
countries/Third World countries
• Any other relevant response
(1 x 2) (2)

3.5.3 [Evaluate the limitations of the evidence

from Source 3D – L3] The source is LIMITED
because:
• It highlights only the positive impact of globalisation
on developing countries
• It gives a one-sided view of the impact of
globalisation on developing countries
• Globalisation has in fact led to poorer living
conditions of millions
• Due to foreign debt many developing countries could
not compete on the global market
• Any other relevant response
(Any 2 x 2) (4)
 3.5.4 [Extraction of evidence from Source 3D – L1]
• ‘Satellite’
• ‘Cable’
(2 x 1) (2)

3.6 [Interpretation, evaluation and synthesis of evidence from

sources – L3] Candidates could include some of the following:

POSITIVE IMPACT
• Globalisation will lead to the integration of economies and
societies (Source 3A)
• Will lead to the reduction of global poverty (Source 3A)
• Developing nations will benefit from freer trade (Source 3A)
• Have access to companies such as McDonald’s and Starbucks
(Source 3B)
• Have access to foreign loans (Source 3D)
• Improved the living conditions of millions of people in
developing counties (Source 3D)
• Promoted technological growth (Source 3D)
• Developing countries has the opportunity to export their
products to the global market (Source 3D)
• Any other relevant response

NEGATIVE IMPACT
• Globalisation is imposed on developing nations by some
countries and institutions (Source 3A)
• Led to inequality – the rich become richer and the poor
become poorer (Source 3B and Source 3C)
• Led to poverty (Source 3B and Source 3C)
• Provided the North and West with cheap labour and raw
material (Source 3B)
• Underdeveloped countries did not benefit from the profits
made in their countries (Source 3B)
• Any other relevant response
Use the following rubric to assess this paragraph.
 • Uses evidence in an elementary manner, e.g.
shows no or little understanding of the
impact that globalisation had on MARKS
LEVEL 1
underdeveloped nations. 0–2
• Uses evidence partially to report on the topic
or cannot write a paragraph.
• Evidence is mostly relevant and relates to a
great extent to the topic, e.g. shows some
understanding of the impact that
MARKS
LEVEL 2 globalisation had on underdeveloped
nations. 3–5
• Uses evidence in a very basic manner to write
a paragraph.
• Uses relevant evidence, e. g. demonstrates
a thorough understanding of the impact
that globalisation had on
MARKS
LEVEL 3 underdeveloped nations.
6–8
• Uses evidence very effectively in an
organised paragraph that shows an
understanding of the topic.

(8)
[50] SECTION B: ESSAY QUESTIONS

QUESTION 4: CIVIL RESISTANCE, 1970s TO

1980s: SOUTH AFRICA: THE
CRISIS OF APARTHEID IN THE 1980s

[Plan and construct an original argument based on relevant evidence using

analytical and interpretative skills]

SYNOPSIS
Candidate should agree or disagree on how the BC philosophy instilled
pride amongst blacks and mobilised them to challenge the apartheid
state in the 1970s.
MAIN ASPECTS
Candidates should include the following aspects in their response:
 • Introduction: Candidates need to indicate if they agree with the
statement or not, on whether the BC philosophy instilled pride and
mobilised blacks to challenge the apartheid state.
ELABORATION
• Reason for the formation of the Black Consciousness Movement
(Background)

Biko’s philosophy of Black Consciousness

(BC)
• Conscientise black people of the evils of apartheid
• Instil a sense of self-worth and confidence in black South Africans
• Restore black pride
• Changed the way black South Africans saw themselves
• Empowered them to confront apartheid
• Biko urged black South Africans to assert themselves and to do
things for themselves
• Eliminate the feeling of inferiority

Role of Steve Biko

• Formation of SASO
• SASO spread BC ideas across the campuses of the ethnically
separated universities
• SASO promoted black unity and solidarity
• Made students more politically aware
• Encouraging students to liberate themselves from apartheid
• Biko promoted self-liberation
• He believed that association with whites made the liberation
struggle ineffective and that blacks must liberate themselves
• Established self-help groups for black communities with other BC
leaders
• BC ideas were published in SASO newsletters
 Black Consciousness
becomes a national
movement • 1972 the
Black People’s
Convention was formed
• Aimed to liberate black people from both psychological and physical
oppression
• Self-help projects were set up e.g. Zanempilo Clinic, Ginsburg and
Zimele Trust Fund
• Led to the formation of the Black Allied Workers Union in 1973
• BC influenced scholars that led to the formation of SASM
Challenges posed by the ideas of BC to the state
• At first the South African government was not concerned about the
BCM and seemed in line with its own policy of separate
development
• BCM became stronger and posed a challenge to the state
• It became a mass movement that sought to undermine apartheid
• Biko’s speeches encouraged black South Africans to reject apartheid
• BC ideas incites the workers to embark on strike action
• BCM supported disinvestment companies

Government’s reaction to Biko’s philosophy

• Banning and house arrest of Biko and other leaders
• BC leaders were banned from speaking in public
• BPC activists were detained without trail
• SASO was banned on university campuses
• Biko was arrested and interrogated
• Biko was brutally murdered by the security police in 1977
• Any other relevant response

Conclusion: Candidates should tie up their argument with a relevant conclusion.

QUESTION 5: THE COMING OF
DEMOCRACY TO SOUTH AFRICA
AND COMING TO TERMS WITH
THE PAST: NEGOTIATED
SETTLEMENT AND THE GNU
[Plan and construct an original argument based on relevant evidence
using
analytical and and interpretative skills]

SYNOPSIS
Candidate should take a stance on whether it was only the role of
Nelson Mandela that resulted in the birth of a democratic South Africa
on 27 April 1994.
MAIN ASPECTS
Candidates should include the following aspects in their response:
• Introduction: Candidates need to indicate whether it was only Mandela’s role
that
resulted in the birth of a democratic South Africa on 27 April 1994.

ELABORATION
• De Klerk comes to power in 1989 – brief background
• De Klerk’s speech in parliament on 2 February 1990 (Political
leadership)
• The unbanning of political and civic organisations, such as the ANC
and SACP
• The removal of restrictions on COSATU, AZAPO, etc. (Political
leadership)
• Groote Schuur Minute, 2 May 1990 – both parties agreed to end
violence and to negotiate (ANC and NP met, ANC delegation led by
Nelson Mandela, NP delegation led by FW De Klerk) (Political
leadership by both the NP and ANC)
• Apartheid legislation revoked, such as the Separate Reservation of
Amenities Act (Political leadership)
• Pretoria Minute, 6 August 1990 (ANC agreed to suspend the armed
struggle)
• CODESA 1 (19 political parties, excluding AZAPO, CP and PAC/300
delegates met) (Political leadership and involvement of other
parties)
• Violence erupts in some parts of the country, such as the
Witwatersrand and Natal Whites-only referendum and its impact
(March 1992) (Political leadership)
• CODESA 2 (2 May 1992) collapsed. Parties failed to agree on a new
constitution making body and interim government (Political
leadership)
• The NP wanted minority veto while ANC wanted an interim
government for no longer than 18 months and simple majority rule
• Boipatong Massacre and its consequences (17 June 1992)
• Bhisho Massacre derailed the process of negotiations (7 September
1992)
• Record of Understanding signed on 26 September 1992 between
Roelf Meyer (NP) and Cyril Ramaphosa (ANC) (Political leadership by
both parties)
• Assassination of Chris Hani (10 April 1993) and its impact on South
Africa (Role of Mandela – Political leadership)
• Multiparty Negotiating Forum (Political leadership by all parties)
• Right-wing (AWB) attack on World Trade Centre and its
consequences
• Sunset Clause introduced by Joe Slovo broke the negotiations
deadlock (Political leadership)
• Election date announced, 27 April 1994 (Political leadership)
• Die ANC won the elections and Mandela became the first black
South African President
• Any other relevant response
Conclusion: Candidates should tie up their argument with a relevant
conclusion. [50] QUESTION 6: THE END OF THE COLD WAR AND A
NEW WORLD ORDER:
THE EVENTS OF 1989

[Plan and construct an original argument based on relevant evidence using

analytical and interpretative skills]

SYNOPSIS
Candidates need to explain to what extent Gorbachev’s reform policies
of Glasnost and Perestroika influenced the NP and ANC to reach an
agreement on negotiations in 1994.

MAIN ASPECTS
Candidates should include the following aspects in their response:
• Introduction: Candidates need to take a stance and indicate whether it was
the policies of Gorbachev that influenced the NP and ANC to reach an
agreement on negotiations in 1994.
ELABORATION
• Gorbachev’s policies of glasnost and perestroika
• By the end of 1989 the Soviet Union disintegrated and its impact
thereof
• The communist regimes in Eastern Europe collapsed
• Political changes in the rest of the world put pressure on the
apartheid regime to embark on changes
• The collapse of communism affected both the National Party and the
ANC
• The National Party was now prepared to negotiate with the ANC
• The National Party’s fear of a communist-controlled ANC now
seemed unfounded
• After the demise of communism in the Soviet Union; the ANC did not
receive further support from the Soviet Union
• The ANC could no longer rely on the Soviet Union for economic and
military support
• The National Party’s claim that it was protecting South Africa from a
communist onslaught became unrealistic
• Countries in the western world supported the move that South Africa
should resolve its problems peacefully and democratically
• There was no doubt that continued repression of black South
Africans by the apartheid regime was not sustainable and would
result in political instability
• The government started to believe that reform was needed to
include the development of a strong middle class which would act as
a ‘bulwark against the revolution’
• It became clear that National Party could not sustain the white
minority government
• Influential members of the National Party realised that apartheid was
not the answer to the needs of white capitalist development
(economic condition)
• The battle of Cuito Cuanavale and the consequences thereof
• PW Botha suffered a stroke and was succeeded by FW de Klerk
• FW de Klerk realised South Africa’s political predicament and began
to accept that the black South African struggle against apartheid
was not a conspiracy
directed from Moscow

• This enabled De Klerk to engage in discussions with the liberation

organisations
• On 2 February 1990, De Klerk announced ‘a new and just
constitutional dispensation’
• De Klerk unbanned all anti-apartheid organisations including the
ANC, PAC and South African Communist Party
• This signalled the end of apartheid and the beginning of the process
of negotiations
• Any other relevant response.

• Conclusion: Candidates should tie up their argument with a relevant

conclusion. [50]

TOTAL:
150