History Memo 2 (English)

November 2023 — Grade 12 / Matric — History

Memo 2023 Grade 12 English History Hub →

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🎯 150 marks 📄 30 pages 📝 60 items found 📚 6 topics

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1.1The following cognitive levels were used to develop source based questions: Cognitive Levels

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 ( \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

2.1The essay questions require candidates to: Be able to structure their argument in a logical and coherent manner. They need to sele ct, 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 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

2.4Assessment 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 aspects/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 poi

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

1.1.1[Extraction of ev idence from Source 1A L1] workers' 'and have pledged to organise workers in the homelands in defiance of any restrictions on unions in these regions' any 1

1.1.2[Interp retation of evidence from Source 1A L2] To put pressure on the South African government to change /dismantle its apartheid policy To isolate South Africa from the rest of the world

1.1.3[Definition of term from Source 1A L1] Economic policy placing means of production under state control Economic policy limiting private ownership and promoting ownership by the state in all me ans of production

1.1.4[Interpretation of evidence from Source 1A L2] COSATU was not only involved with labour issues but also with political matters COSATU supported the objectives of the liber ation struggle fighting for the right

1.2.1[Interpretation of evidence from Source 1B L2] To mobilise workers to support the struggle against the Labour Relations Amendment Bill /Act To galvanise

1.2.2Extraction of evidence from Source 1B L1] The COSATU logo name appears on the poster Special Cong ress

1.2.3[Determining limitations o f Source 1B L3] The source is LIMITED because: It was designed by a COSATU media worker (Patrick Cockayne\who was fiercely opposed to the government and its legislations

1.3.1[Extraction of evidence from Source 1C L1] permission to conduct any other activities' (1 x 2\ (2\

1.3.2[Extraction of evidence fro m Source 1C L1] 'UDF' 'COSAT (2 x 1\ (2\ History

1.3.3[Interpretation of evidence from Source 1C L2] The apartheid government feared that ANC and COSATU leaders would mobilise people and form a strong opposition against the gover nment They saw both the ANC and COSATU as puppets of the

1.3.4[Explanation of concept from Source 1C L2] Campaigns organised by COSATU and aligned organisations for economic punitive measures (trade boycotts\ to be implemented to isolate South Africa from the world, forcing it

1.4.1[Extraction of evidence in Source 1D L1] 'The government's February 24 restrictions which legally limited COSATU to a narrow range of factory floor trade unionism

1.4.2[Extraction of evidence from Source 1D L1] limit workers' right to strike open trade unions to civil action for losses incurred by their members' actions

1.4.3[Interpretation of evidence from Source 1D L2] To curb COSATU from challenging the state politically at a national le vel COSATU could not mobilise its workers at national level (politically\cause it focussed on workers rights at

1.4.4[Interpretatio n of evidence from Source 1D L2] COSATU would not accept gove rnment restrictions and the LRA COSATU ban it/prepared to suffer/fight for workers rights COSATU would mobilise workers for mass

1.6[Interpretation, evaluation and synthesis from relevant sources L3] Candidates could include the following aspects in their response: COSATU launched on 5 December 1985 as a labour movement to challen

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

2.1.2[Definition of term from Source 2A L1] Process of exempting someone who committed a politically motivated crime from prosecution Granting of official pardon or forgiveness to a perpetrator that would give full disclosure to

2.1.3[Interpretation of evidence from Source 2A L2] Most injustices committed in the past by the apartheid government were against blacks who demanded explanations to find closure The amnesty process led to those who tortured and killed

2.1.4[Interpretation of evidence from Source 2A L2] That the TRC had to reveal the truth about atrocities committed in the past to forge reconciliation amongst South fricans The TRC should create a platform where victims and

2.1.5[Extraction of evidence from Source 2A L1] (a\ to enable South Africans to come to terms with the conflict of the past in a spirit of reconciliation and to get on with the inspired violence' any

2.2.1[Extraction of evidence from Source 2B L1] ment had adopted a policy of killing its opponents' torture abduction arson sabotage'

2.2.2[Explanation of a term from Source 2B L2] Network of underground state sponsored security force members, right wing groups and thos e opposed to the ANC that were used to block or derail the ANC take over

2.2.3[Interpretation of evidence from Source 2B L2] De Klerk wante d to hide the truth about how the NP supported violence The report was an indictment/accusation on the NP

2.2.4[Extraction of evidence from Source 2B L1] Commissioner of P olice/V an der Merwe (1 x 1\ (1\ History

2.3.1[Interpretation of evidence from Source 2C L2] Only member of the Apartheid government that would be held accountable for atrocities committed applied for amnesty Adriaan Vlok was the Minister of Police in the apartheid

2.3.2[Interpretation of evidence from Source 2C L2] Tutu implied that there were many other NP leaders who evaded/escaped the Amnesty process Tutu implied that many leaders got away because of their unwillingness

2.4.1[Extraction of evidence from Source 2D L1] (1 x 2\ (2\

2.4.2[Extraction of evidence from Source 2 L1] what must felt like the coming onslaught of the Truth and lls their (a

2.4.3[Interpretation of evidence from Source 2D L2] The foot soldiers were to appear before the TRC process on their own /not included in the meeti ng of ex

2.4.4[Ascertain the reliability of Source 2D L3] The source is RELIABLE because: The author, Paul Erasmus was an eyewitness who served in the Security Branch of the South African Police It is taken from Paul Erasmus's confessions as contained in his

2.5[Comparison of evidence from Sources 2C and 2D L3] In Source 2C Tutu refers to the apartheid leaders w ho got away from (evaded\the TRC and in Source 2D the state security council met to plan their response against the coming onslaught of the TRC

2.6Interpretation, evaluation and synthesis of evidence from relevant so urces L3] Candidates could include the following aspects in their response: The Promotion of National Unity and Reconciliation Act of 1995 laid the

3.1.4[Interpretation of evidence from Source 3A L2] Globalisation would be applied from the African perspective to benefit Africa Africa can use the demand of its resources to pos itively influence the way international institutions function

3.2.1[Extractio n of evidence from Source 3B L1] acute balance of payment crises accompanying disruption of local production have

3.2.2[Interpretation of evidence from Source 3B L2 They had to sign economic policies with these institutions as conditions The economic policies signed with the International institutions

3.2.3[Interpretation of evidence from Source 3B L2] IMF and World Bank are like colonial powers The IMF and World Bank are exploiting Africa t hrough economic policies just like colonial powers did The IMF and World Bank are using structural adjustment

3.2.4[Explanation of a term from So urce 3B L2] Policy through which the IMF and World Bank provide conditional loans to countries in economic crisis Policy that was used by the IMF and the World Bank to assist

3.3.1[Interpretation of evidence from Source 3C L2] Candidates can choose either APPROPRIATE or NOT APPROPRIATE APPROPRI

3.3.2[Interpretation of evidence from Source 3C L2] To suggest that: They are greedy Monopolise resources of poor countries They enrich themselves with resources from poor countries They have policies in place that will drain the economies of the

3.4.1Extraction of evidence from Source 3D L1] Academi 'research' 'teaching' any

3.4.2[Interpretation of evidence from Source 3D L2] It leads to a globalised economy wherein all countries share resources /reduces poverty/creates job opportunities It creates a global village wherein underdeveloped

3.4.3[Extraction of evidence fro m Source 3D L1] 'guerrillas in Philippines were provided jobs by a World Bank financed project as they laid down all their arms' 'irrigation projects' 'education projects' 'A

3.4.4[Interpretation of eviden ce from Source 3D L2] Many people are still experiencing inequality/poverty /debt The gap between the rich and the poor is increasing Wealth is still unequally distributed throughout the world

3.4.5[Determining the usefulness of evidence from Source 3D L3] The source is US EFUL because: The author Joseph Stiglitz had experience of serving in international financial institutions of globalisation It is first

3.5[Comparison of evidence in Sources 3C and 3D L3] Source 3C shows rich nations depending on poor nations but Source 3D refers to economic development of poor nations as a benefit of globalisation Source 3C shows poor nations serving rich nations whereas Source 3D

3.6[Interpretation, evaluation and synthesis from relevant sources L3] Candidates could include the following aspects in their response: Globalised economy depends on resources from all over the world (Source 3A\

Topics Identified

Source AnalysisEssay WritingCold WarApartheidIndependenceDemocracy

Mark Allocation

Total150 marks

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

Paper information

SubjectHistory

Year2023

SessionNovember

TypeMemo

PaperPaper 2

LanguageEnglish

Pages30

Downloads4

Examination context

Decade2020s

Years ago3y

SeasonSpring (SH)

Start daySunday

Exam periodNovember 2023

Days since exam1,087

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

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History Paper 2 (English) →

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