History Memo 2 (English)

May-June 2023 — Grade 12 / Matric — History

Memo 2023 Grade 12 English History Hub →

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🎯 150 marks 📄 6 pages 📝 68 items found 📚 6 topics

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1.1The following cog nitive levels were used to develop source based questions: Cognitive Levels Historical skills Weighting of questions

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

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

2.1The essay questions require candidates to: Be able to structure their argument in a logical and coherent mann er. 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 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

2.4Ass 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 bo th the content and presentation. At the point of

Q1— Section header —

1.1.1[Extraction of evidence from Source 1A L1] hen the apartheid government place restri ctions on the U nited

1.1.2[Extraction of evidence from Source 1A L1] UDF ANC

1.1.3[Interpretation of evidence from Source 1A L2] To involve a broader spectrum of formations in the fight against apartheid To make it difficult for the apartheid government to ban its activities /To avoid the activists from being arrested

1.1.4Definition of a term from Source 1A L1] Peaceful/non violent/violent p rotest action aimed at deliberately

1.1.5[Interpretation of evidence from Source 1A L2] The MDM rejected /sabotaged the reforms that still excluded blacks he tricameral elections were still based on segregation To mobilise workers to stay

1.2.1[Extraction of evidence from Source 1B L1] ntensive nationwide police clampdown a sharp increase in attacks on anti

1.2.2[Interpretation of evidence from Source 1B L2] To reject elections based on segregatory laws Send a strong message that the elections of the trica meral parliament would not be accepted To continue with civil disobedience

1.2.3[Interpretation of evidence from Source 1B L2] To expose segregatory laws on South Africa to the international world To show to the South African government that MDM would use all avenues to reject reforms

1.2.4[Extraction of evidence from Source 1B L1] y bus segregation laws aunch an "all s (2 x 1\ (2\

1.3.1[Extraction of evidence from Source 1C L1] More than 20 000 anti government protesters of all races filled Cape

1.3.2[Interpretation of evidence from Source 1C L2] De Klerk as new N ational arty leader wanted to show that he is in a process of putting the country on

1.3.3[Explanation of historical term from Source 1C L2] Emergency /temporary laws that were passed

1.3.4[Extraction of evidence from Source 1C L1] human tide of black, white and coloured, or mixed protesters Singing

1.4.1Analysis of Source 1D L2] To cover /document a unique march , the first of its kind permitted in SA by the apartheid regime

1.4.2[Determining the usefulness of Source 1D L3] The sour ce is USEFUL because As a photograph

1.5[Comparison of Sources 1C and 1D to ascertain similarities L3] Source 1C mentions that more than 20 000 anti government

1.6[Interpretation, evaluation and synthesis from relevant sources L3] Candidates could include the following aspects in their response The MDM was established in 198 as a loose alliance of anti

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A L1] To head off popular demands for the trials of those responsible for the deaths and torture of tens of thousands of black workers and youth under apartheid

2.1.2Extraction of evidence from Source 2A L1] Sharpeville Soweto

2.1.3[Interpretation of evidence from Source 2A L2] To stop mass and labour demonstration that would be effective in forcing the National Party to end apa rtheid

2.1.4[Interpretation of evidence from Source 2A L2] The T RC was established to deal with t he atrocities committed during the past The TRC was used as an instrument that would heal and build a united South Africa

2.2.1[Interpretation of evidence from Source 2B L2] The TRC Chairperson, Desmond Tutu delivered the final TRC report to Thabo Mbeki The final report did not cover all the ca ses because the apartheid government and the security forces had destroyed most of the evidence

2.2.2[Interpretation of evidence from Source 2B L2] It suggests that t he security forc es did not tell the truth about their role in violating human rights The security forces implied that the

2.3.1[Extraction of evidence from Source 2C L1] hat some sectors of the former security forces have virtually escaped accountability for serious human rights abuses

3.2[Definition of historical concept in context of Source 2C Members of the security for ces /anyone who

3.3[Interpretation of evidence from Source 2C L2] Th e TRC had completed its mandate (recommendations\, it had no powers to f orce the NDP P to implement its recommendation

2.3.4[Extraction of evidence f rom Source 2C L1] nit also deals with organised crime cases Limited resources

2.3[Determining limitations of Source 2C L3] The source is LIMITED because: The title of the source Truth and Justice: Unfinished Business strongly

2.4[Comparison of evidence from Sources 2B and 2C to ascertain how they support each other L3] Source 2B suggests that Tutu acknowledged that the final report was not conclusive (dealt with much of the evidence as we could\

2.5.1[Extraction o f evidence from Source 2D L1] many praising the fallen hero for his activism work against the engineers of the apartheid regime, the National Party (1

2.5.2[Interpretation of evidence from Source 2D L2] The shortco mings of the TRC were embedded in its aims and scope of operation Tutu had done his job as the Chairperson of the TRC, the fault was with

2.5.3Definition of concept in own words from Source 2D L1] A process of facilitating peaceful endings between the

2.6[Interpretation, evaluation and synthesis of evidence from relevant sources L3] Candidates could include the following aspects in their response. Candidates need to indicate whether the TRC was SUCCESS

Q3— Section header —

3.1.1[Extraction of evidence from Source 3A L1] improve the quality of life within the constraints (controls\f the natural environment (1

3.1.2[Definition of concept in own words from Source 3A L1] Average long term shifts in temperatures and weather patterns Changes in the weather patterns experienced across the world that negatively affect people

3.1.3[Extraction of evidence from Source 3A L1] scope focus

3.1.4[Interpretation of evidence from Source 3A L2] All individual countries in the whole world have to make a contribution for successful management of climate change All countries in the world have to develop similar programmes towards

3.2.1[Extraction of evidence from Source 3B L1] Not only are the ambitions and proposed scopes different but also the policies divert China and South Africa decided to define their goals acknowledging that

3.2[Interpretation of evidence from Source 3B L2] Individual countries should make voluntary contributions towards addressing climate change issues No country should be forced to implement measures to address climate

3.2[Interpretation of evidence from Source 3B L2] Countri es are not willing to take collective responsibility in managing climate change /do not want to fulfil financial obligations All countries are prepared to ignore the demands

3.3.1[Extraction of evidence from Source 3C L1] Adverse impacts on climate change have become increasingly evident, presenting a growing urgency for global action How to respond to climate change

3.3.2[Explanation of concept within the context of Source 3C L2] Agreement /cooperation by all countries on all aspects relating to climate

3.3.3[Extraction of evidence from Source 3C L1] The UN Framework Convention on Climate Change Paris Agreement (2 x 1\

3.3.4[Extraction of evidence from Source 3C L1] o uphold multilateral consensus o focus on concrete actions

3.3.5[Assessing reliability of Source 3C L3] It gives first hand information from Xi Jinping speech The author of the speech (Xi Jinping\was China

3.4[Comparison of evidence in Sources 3A and 3C to ascertain how they support each other L3] Both source s focus on ways to lessen global climate change Both sources emphasise the need to have multilateral efforts to address

3.5.1[Interpretation of evidence from Source 3D L2] Environmental activists are holding placards protesting against global climate change he government leaders are not handling the climate c hange threat with

3.5.2[Interpretation of evidence from Source 3D L2] To the world/continent/planet/earth affected by climate change o a country or region To people s lives and what they own Any other relevant response

3.6[Interpretation, evaluation and synthesis of evidence from relevant sources L3] Candidates could include the following aspects in their response. BRICS countries were fa ced with a challenge of reducing greenhouse gas

Q4— Section header —

Q5— Section header —

Q6— Section header —

Topics Identified

Source AnalysisEssay WritingCold WarApartheidIndependenceDemocracy

Mark Allocation

Total150 marks

Sections50 + 50 + 50 + 50 + 50 = 250 marks

Paper information

SubjectHistory

Year2023

SessionMay-June

TypeMemo

PaperPaper 2

LanguageEnglish

Pages26

Downloads3

Examination context

Decade2020s

Years ago3y

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

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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

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