History Memo 1 (English)

May-June 2024 — Grade 12 / Matric — History

Memo 2024 Grade 12 English History Hub →

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🎯 150 marks 📄 8 pages 📝 70 items found 📚 5 topics 🔑 1 key info

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1.1The following cognitive levels were used to develop source based questions: Cognitive Levels Historical skills Weighting of questions LEVEL 1

1.2The 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.

1.3Assessment procedures for source based questions Use a tick ( \or each correct answer. Pay attention to the mark scheme e.g. (2 x 2\ which translates to two reasons and is given two marks

2.1The essay questions require candidates to: Be able to structure their argument in a logical and coherent ma nner. They need to select, organise and connect the relevant information so that they are able to

2.2Marking of essay questions Candidates may have any other relevant introduction and/or conclusion than those included in a specific essay marking guideline for a specific essay.

2.3Global assessment of th e 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

2.4Ass essment procedures of the essay

2.4.1Keep the synopsis in mind when assessing the essay.

2.4.2During 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 aspe cts/body of the essay that sustains/defends the line of argument

2.4.3Keep 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. Each paragraph should include a point that sustains the major point

2.4.4The following symbols MUST be used when assessing an essay Introduction, main aspects and conclusion not properly contextualised Wrong statement _________________

2.5The matrix

2.5.1Use 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

Q1— Section header —

1.1.1[Extraction of evidence from Source 1A L1 a\ o promote free trade and open markets

1.1.2Explanation of a concept from Source 1A L2 A political theory/id eology based on the writings of Karl Marx which aimed at establishing a classless society

1.1.3[Extraction of evidence from Source 1A L1] he populatio ns of Europe whose votes were needed to approve their countries participation in the program

1.1.4[Interpretation of evidence in Source 1A L2] The Congress was not keen /exhaustive to approve foreign aid to Europe because it felt the y had contributed enough towards the improvement of the European economy

1.2.1[Extraction of evidence from Source 1B L1] to alleviate (improve\e situation to help start the European world on its way to recovery (2 x 1\

1.2.2[Extraction of evidence from Source 1B L1] This is th e business of the Europeans The initiative, I think, must come from Europe

1.2.3[Interpretation of evidence from Source 1B L2] The USA will provide assista nce that is not politically motivated The assistance that the USA will provide shall

1.3.1[Analysis of evidence from Source 1C L2] It has been damaged by the effects of the Second World War Any other relevant response (1 x 2\ (2\

1.3.2[Analysis of evidence from Source 1C L2] To assist Europe to recover economically /to alleviate povert To stop the spread of

1.3.3[Analysis of evidence from Source 1C L2] Represent: Financial aid to European countries Capitalism as an ideolog y of the West Symbol of hope

1.4.1[Extraction of evidence from Source 1D L1] t was a resounding (definite\ rejection of the Marshall Plan 'The

1.4.2[Interpretation of evidence from Source 1D L2] It would make European countries dependent on the USA It would stop communist influence to European countries The enemy (Germany\would be provided with means to recover

1.4.3[Extraction of evidence from Source 1D L1] based on t he development of political and economic relations b etween states with equal rights

1.4.4Definition of a historic al term from Source 1D L1 A state wherein

1.4Determining the limitations of Source 1D L3] The source is LIMITED because: It only presents the Soviet Union government

1.5[Comparison of Sources 1 and 1D to ascertain differences L3 Source 1 depicts

1.6[Interpretation, evaluation and synthesis from relevant sources L3] Candidates could include the following aspects in their response: The United States of America (USA\ and the Soviet Union adopted vastly

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A L1 Marcelo Caetano (1 x 1\ (1\

2.1.2[Definition of historical term in Source 2A L1] A leader who has complete control over a country accommodate no opposition

2.1.3[Extraction of evidence from Source 2A L1] National Front for the Lib eration of Angola FNLA

2.1.4[Interpretation of evidence from Source 2A L2] The US anted to use FNLA and UNITA

2.2.1[Extraction of evidence from Source 2B L1 When Russian assistance to the MPLA was resumed (1 x 2\ (2\

2.2.2[Interpretation of evidence from Source 2B L2] o strengthen Robe rto

2.2.3[Explanation of historical concept from Source 2B L2] The temporary government that was established by the MPLA, FNLA and UNITA in Angola in preparation for the elections in 1975 The temporary government set up in Angola after th

2.2.4[Interpretation of evidence from Source 2B L2 The USA had to retain its role as the defender of d emocracy in Angola

2.3.1[Extraction of evidence from Source 2C L1] South African invasion would have been successful (1 x 2\ (2\

2.3.2[Extraction of evidence from Source 2C L1] South Africans were advancing along the coast Luanda was going to fall

2.3.4[Extraction of evidence from Source 2C L1] f the Soviet Union intervened, they wanted the United States to intervene

2.3[Determining reliability of Source 2C L3] The source is RELIABLE because: It is taken from an interview between

2.4.1[Interpretation of evidence from Source 2 L2] It relates to Cuba s idea of military

2.4.2[Interpretation of evidence from Source 2D L2] Cuba did not ask a lot financially from Angola in return for its support in

2.4.3 [Interpreta tion of evidence from Source 2D L2] Relaxed and ready to help militarily Ready to offer support to revolutions globally on easy term payment

2.5[Comparison of similar ities between Sources 2C and 2D L3] Source 2C states that Cuban intervention in Angola was decisive as they were able to push the South African Defence Force out and Source 2D

2.6[Interpretation, evaluation and synthesis of evidence from r elevant sources L3] Candidates could include the following aspects in their response. At t he end of colonialism in Angola the three nationalist movements

Q3— Section header —

3.1.1[Extraction of evidence from Source 3A L1] Although blacks made up nearly half the population, in Mississippi , only five per cent were registered to vote

3.1.2[Extraction of evidence from Source 3A L1] ill out the complicated voter registration forms helped poor people get government assistance

3.1.3[Extraction of evidence from Source 3A L1] As a resu lt of COFO efforts (1 x 1\ (1\

3.1.4[Interpretation of evidence from Source 3A L2 hat: The Civil Rights Movement was multi racial

3.2.1[Interpretation of evidence from Source 3B L2 It represents the confederate states of the USA It represents southern states that were more discriminating than the north It represents white supremacy

3.2.2[Interpretation of evidence from Source 3B L2] The were no standard litera cy tests The complexity levels of the voter registration literacy tests were

3.2[Interpretation of evidence from Source 3B L2 Questions asked were not related to any aspect of voting The questions were purposely

3.3.1[Extraction of evidence from Source 3C L1] there were no black elected officials in the d istrict any 1 x 1\

3.3.2[Interpretation of evidence from Source 3C L2 She was purposely failed to discourage the African Americans from registering to vote The literacy tests were purposely made complex and difficult to pass

3.3.3[Definition of a historical term from Source 3C L1] An organised societal action to achieve a set goal A non violent action towards a specific dem and Mobilisation of society to achieve an objective Any other relevant response (any 1 x 2\

3.3.4[Ascertaining the usefulness of evidence from Source 3C L3] The source is USEFUL b ecause: The extract has direct words made by Fannie Lou Hamer It appeared on a national newspaper

3.4[Comparison of evidence from Sources 3B and 3C L3] Source 3B depicts African American person being subjected to a

3.5.1[Extraction of evidence from Source 3D L1 instituted dusk to

3.5.2[Extraction of evidence from Source 3D L1 James Chaney Andrew Goodman

3.5Explanation of a historical term from Source 3D L2] The system of dividing power between the centralised national government and the local state gov ernment in

3.5.4[Interpretation of information from Source 3D L2] African Americans Were excluded from voter registration because nearly half of the population of Mississippi were African Americans Felt intimidated and they were afraid to register to vote

3.6[Interpretation, evaluation and synthesis of evidence from relevant sources L3 Candidates could include the following aspects in their response: SUCCEEDED A thousand college students most of them white

Q4— Section header —

Q5— Section header —

Q6— Section header —

Topics Identified

Source AnalysisEssay WritingCold WarIndependenceDemocracy

Mark Allocation

Total50 marks

Sections50 + 50 + 50 + 50 + 50 + 50 = 300 marks

Key Information

Qualification TypeDiploma

Paper information

SubjectHistory

Year2024

SessionMay-June

TypeMemo

PaperPaper 1

LanguageEnglish

Pages28

Downloads4

Examination context

Decade2020s

Years ago2y

Season—

Start day—

Exam period—

Days since exam—

About History examination preparation

Grade 12 History requires learners to work with historical knowledge, evidence, sources, and structured written responses. Papers are heavily essay-weighted.

Every available Grade 12 History past paper and memorandum is collected in the History hub at history.freemode.co.za — browse all years, sessions and languages in one place.

How to use this resource for revision

A past examination paper is most useful when it is treated as an active revision exercise. Try the questions yourself before checking the corresponding memorandum. Where you make an error, identify the reason — was it a knowledge gap, a calculation mistake, an interpretation issue, or an examination technique problem?

For stronger examination practice, complete the paper without unnecessary interruptions and keep track of the questions that take the most time. Afterwards, review the memorandum and separate knowledge gaps from mistakes caused by interpretation, calculation, structure, or examination technique.

analysing historical sources

interpreting evidence

selecting relevant historical knowledge

constructing structured arguments

answering questions directly

A practical revision approach

For source-based questions, identify what each source actually provides before drawing conclusions. For essays, compare your structure, evidence, and relevance with the marking memorandum.

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Corresponding examination paper

Examination paper available

Open the corresponding examination paper to practise the questions before reviewing the marking memorandum on this page. Attempt every question under timed conditions for the most realistic preparation.

History Paper 1 (English) →

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