History Memo 1 (English)

November 2022 — Grade 12 / Matric — History

Memo 2022 Grade 12 English History Hub →

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1.1The following cognitive levels were used to develop source based questions: Cognitive Levels Historical skills We ighting of

1.2The information below indicates how source based questions are assessed: In the marking of source based questions, credit needs to be given to

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 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

2.2Marking of essay questions Cand idates 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 require s 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

2.4Assessment procedures of the essay

2.4.1Keep the synopsis in mind when assessing t he 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

2.4.3Keep the PEEL structu re 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

2.4.4The following symbols MUST be used when assessi ng an essay Introduction, main aspects and conclusion not properly contextualised

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 intersection of the content and presentation based on the seven

Q1— Section header —

1.1.1[Extraction of evidence from Source 1A L1] he So viet Union was quickly becoming a real threat to democracy around

1.1.2Def inition of a historical concept from Source 1A L1]

1.1.3[Interpretation of evidence from Source 1A L2] The Truman octrine formalised the replacement of England with the US

1.1.4[Interpretation of evidence from Source 1A L2] At the end of the Second World War most East European countries had been taken over by communist parties Stalin s creation of spheres of influence into Europe towards the end

1.2.1[Extraction of evidence from Source 1B L1] Funds detail of American civilian and military personnel to Greece and Turkey

1.2.2[Explanation of historical concept from Source 1B L2] Reference by the West to f or

1.2.3[Interpretation of evidence from Source 1B L2] That: Totalitarian regimes which are communists would thrive where there is lack of basic resources

1.2.4[Extraction of evidence from So urce 1B L1] We may endanger the peace of the world we shall surely endanger the welfare of our own nation

1.3.1[Interpretation of evidence from Source 1 L2] Communism is depicted as a virus (threat\hovering over Europe which is capitalist President Truman is shown arriving with his Truman Doctrine and distributing amounts of American dollars to protect Europe from the virus

1.3.2[Determining the limitations of Source 1 L3] The author is an American who might be against communism /shows bias against the Soviet Union The source portrays

1.4[Comparison of evidence in Sources 1B and 1C to determine similarities L3] Source 1B provides an outline of how the USA wanted to contain the spread of Communism through provision of assistance financially and

1.6[Interpretation, evaluation and synthesis from relevant sources L3] Candidates could include the following aspects in their response: The Truman Doctrine was from its incep tion to fight against the spread of

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A L1] To capture the military stronghold of the Angolans at Menongue To set up a provisional government of UNITA in Angola

2.1.2[Definition of a histo rical term from Source 2A L1] An interim /temporary government set up to manage a transition from one government to the next

2.1.3[Extraction of evidence from Source 2A L1] SADF FAPLA

2.1.4[Interpretation of evidence from Source 2A L2] FAPLA was forced to withdraw from Lomba to Cuito because the SADF had the upper hand FAPLA withdrew to

2.1.5[Interpretation of evidence from Source 2A L2] To protect the Angolan government against invasion from S outh frica (by SADF\ To prevent SADF from

2.2.1[Extraction of evidence from Source 2B L1] (a\ 94 (1 x 1\ (b\

2.2.2[Interpretation of evidence from Source 2B L2 It suggest that: FAPLA suffered more losses than the SADF SADF wa s victorious during the combat at Cuito

2.2.3[Determining the reliability of Source 2B L3] Candidates can choose either RELIABLE or NOT REL IABLE and substantiate their response with relevant evidence. RELIABLE The evidence is published in a book by an academic

2.3.1[Extraction of evidence from Source 2C L1] Geldenhuys cites to put it mildly, incorrect data about the losses of the South Africans, in parti cular the aircraft

2.3.2[Interpretation of evidence from Source 2C L2] He did not refer to thousands of Cuban troops that were deployed in Angola to support FAPLA He was not convinced that the Cuban army was well equipped to match the

2.3.3[Explanation of a historical term from Source 2A L2] A ceasefire reached between warring factions (Cuba and South Africa\ leading to the withdrawal of Cuba and South Africa from Angola Peace a greement

2.4[Comparison of evidence in Sources 2B and 2C L3] Source 2B gives the least number of losses suffered by SADF as pr ovided by General Geldenhuys whil

2.5.1[Extraction of evidence from Source 2D L1] rguments: how important the battle was

2.5[Interpretation of evidence from Source 2D L2 Each of the parties claimed victory/neither side admitted defeat Because they signed a peace agreement to end the war Because both Cuba and South African forces had to withdraw from Angola

2.6[Interpretation, evaluation and synthesis from relevant sources L3] Candidates could include the following aspects in their response: Representatives of r ival warring factions provided own statistic s of losses

Q3— Section header —

3.1.1[Extraction of evidence from Source 3A L1] Southern Christian Leadersh ip Conference (SCLC\ Student Non Violent Coordinating Committee (SNCC\ Dallas County Voters League (3 x 1\

3.1Definition of a historical term from Source 3A L1] Organised electoral campaigns which seek to influence the decision

3.1.3[Interpretation of evidence from Source 3A L2] Because of segregat ionist laws that denied many African Americans of voting rights in Alabama any African Americans did not qualify to vote because they

3.1.4[Extraction of evide nce from Source 3A L1] Hosea Williams John Lewis 2 x 1\ (2\

3.1.5[Interpretation of evidence from Source 3A L2] Brutality by police ( State Troopers\ was wide ly exposed /national television coverage/national outrage To the

3.2.1[Extraction of evidence from Source 3B L1] this is an unlawful assembly This demonstration will not continue

3.2.2[Interpretation of evidence from Source 3B L2] Major Cloud s intention was to ensure that the march was blocked He was

3.2.3[Interpretation of evidence from Source 3B L2] They were rac ists towards African Americans To p rovoke the protestors to retaliate so as to justify the police 's extensive

3.2.4[Extraction of evidence from Source 3B L1] people became sick started vomiting

3.3[Comparison of evidence from Sources 3A and 3B L3] Both sources show that Major Cloud ordered the State Troopers to disperse the crowd The Southern Christian Lead ership Conference leaders in Source 3A

3.4.1[Extraction of evidence from Source 3C L1] 'over their terrible acts two weeks earlier' (1 x 2\ (2\

3.4.2[Explanation of a historical concept Source 3C L2] Voting rights for African Americans which were demanded during the Selma to Montgomery march Human rights guaranteed by USA constitution to its citizens

3.4.3[Ascertaining the usefulness of evidence from Source 3C L3] The source is USEFUL because: It is an extract from a piece of writing (direct source /first hand information by Martin

3.5.1[Interpretation of information from Source 3D L2] The Third Selma to Montgomery arch was a success be

3.5.2[Interpretation of information from Source 3D L2] It was a victory for t he CRM non

3.6[Interpretation, evaluation and synthesis of evide nce from r elevant sources L3] Candidates could include the following aspects in their response: Civil ights protestors in the Selma

Q4— Section header —

Q6— Section header —

Topics Identified

Source AnalysisEssay WritingCold WarIndependenceDemocracy

Mark Allocation

Total50 marks

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

Paper information

SubjectHistory

Year2022

SessionNovember

TypeMemo

PaperPaper 1

LanguageEnglish

Pages30

Downloads4

Examination context

Decade2020s

Years ago4y

SeasonSpring (SH)

Start daySaturday

Exam periodNovember 2022

Days since exam1,448

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 1 (English) →

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Archived on7 September 2026

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