History Memo 1 (English)

May-June 2021 — Grade 12 / Matric — History

Memo 2021 Grade 12 English History Hub →

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🎯 150 marks 📄 4 pages 📝 59 items found 📚 5 topics

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1.1The following cogni tive levels were used to develop source based questions: Cognitive

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 r easons 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 select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an effective argument to

2.2Marking 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 concl

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 as sessing 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 ne ed 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 point

2.4.4The following symbols MUST be used when assessing an essay Introduction, main aspects and conclusion no t properly contextualised Wrong statement

2.5The matrix

2.5.1Use of the matrix in the markin g 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] The movement of Soviet personnel and equipment to Cuba (1 x 2\2\

1.1.2Extraction of evidence from Source 1A US ships and planes began taking photographs of every Cuban

1.1.3[Extraction of evidence from Source 1A L1] in Cuba of surface to air missiles

1.1.4[Interpretation of information from Source 1A L2] The USA will protect herself a nd her allies against communist aggression at all costs The USA would go to war if necessary

1.1.5[Interpretation of information in Source 1A L2] To restore the balance of power and demonstrate the Soviet Union s strength during the Cold War To protect/ defend Cuba from a possible American attack To

1.2.1Explanation of historical concept in Source 1B L1 A battery of ships from the USA were deployed to Cuba in a circular formation

1.2.2Extraction of evidence from Sour ce 1B In the interest of:

1.2.3[Interpretation of evidence in Source 1B L2] The USA did not want to provoke a military reaction from the Soviet Union because it could have led to the death of millions of people on both sides of the

1.3.1Analysis of information from Source 1C L2] The women felt that the crisis had the potential to destroy both countries

1.3.2[Ascertain the useful ness of the evidence in Source L3] The source is USEFUL because: It is a primary source the photograph gives first

1.4.1[Extraction of evidence in Source 1D L1] issuing an ultimatum you will any 1 x 2\2\

1.4.2[Extraction of evidence in Source 1D L1] We firmly adhere to the principles of international law We strictly observe the standards regulating navigation on the open sea, in international waters

1.4.3[Interpretation of information in Source 1D L2] The Soviet Union Did not accept the US

1.5[Compa rison of evidence in Sources 1B and 1D L3] Source 1B states that the US imposed a blockade ( quarantine because it presumed

1.6Interpretation, evaluation and synthesis of evidence in relevant sources L3] Candidates could include the following aspects in their response: Kennedy became concerned abou t the military build up of

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A L1] getting to know the revolutionary movements in that country (1 x 2\2\

2.1.2[Extraction of evidence from Sourc e 2A train 10 men in Cuba in guerilla warfare

2.1.3Interpretation of evidence from Source 2A L2] To strategise on how to prepare the

2.1.4[Ascertain the reliability of Source 2A RELIABLE TO A LARGE EXTENT It is part of a letter that contains first

2.2.1

2.2.2

2.2.3[Interpretation of evidence from Source 2B Cabinda was a province in Angola that had rich mineral resources such as oil

2.3Comparison of evidence in Sources 2A and 2B L3] Source 2A outlines Cuba s support regarding Angola s request for military

2.6Interpreta tion, analysis and synthesis of evidence from relevant sources L3] Candidates could include the following aspects in their response: Cuba respond ed to

Q3— Section header —

3.1.1[Extraction of evidence from Source 3A L1] Jay Kennedy, a Los Angeles writer and member of the Communist Party The piano lessons she gave in a Watts

3.1.2[Extraction of evidence from Source 3A L1 helped establish the party s first Free Breakfast for Children programme outside of Oakland

3.1.3[Interpretation of evidence from Source 3A L2] It s hows that the BPP was moving away from patriarchal (male dominated\ leadership The BPP acknowledg ed

3.1.4[Extraction of evidence from Source 3 L1] In 1974 Huey Newton had ousted Black Panther founder Bobby Seale from the

3.2.1[Extraction of evidence from Source L1] I have all the gu ns and the money

3.2[Interpretation of evidence from Source 3B L2] To a larger extent: Elaine Brown was the first African American woman to occupy a senior leadership position in the BPP

3.2Interpretation of evidence in Source 3B L2] Elaine Brown was not intimidated by male members of the BPP She

3.3.1Interpretation of evidence in Source 3C L2] To show that: Huey Newton was still support ed by high

3.3.2[Interpretation of evidence from Source 3C L2] It shows that the BPP was powerful and could overcome challenges that confronted it The r aised clenched fists symbolis

3.4Comparison of Sources 3B and 3C L3] In Source 3B Elaine Brown addresse members as leader of the BPP while in

3.5.1[Extraction of evidence from Source 3D L1] Committing your life Surr ender

3.5.2[Extraction of evidence from Source 3D L1] John Huggins Bunchy Ca ter

3.5.3Definition of a historical concept from Source 3D L1 Leading by authoritarian rule using

3.5.4[Interpretation of e vidence from Source 3D L2] Protect the African Americans from police harassment Protect the liberation of African Americans Teach African Americans about their constitutional rights

3.5.5[Explaining the limitati ons of S ource 3D L3] The s ource is limited because It gives a one

3.6[Interpretation, evaluation and synthesis of evidence from relevant sources L3 Candidates could include the following aspects in their response: The role of Elaine Brown She h elped to

Q4— Section header —

Q5— Section header —

Q6— Section header —

Topics Identified

Source AnalysisEssay WritingCold WarIndependenceDemocracy

Mark Allocation

Total150 marks

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

Paper information

SubjectHistory

Year2021

SessionMay-June

TypeMemo

PaperPaper 1

LanguageEnglish

Pages24

Downloads2

Examination context

Decade2020s

Years ago5y

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.

Grade 12 subject hubs

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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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