History Memo 2 (English)

November 2020 — Grade 12 / Matric — History

Memo 2020 Grade 12 English History Hub →

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🎯 150 marks 📄 3 pages 📝 58 items found 📚 5 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 nee d 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 conclusion than

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 awa rded 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 not properly contextualised Wrong statement

2.5The matrix Use of the matrix in the marking of essays In t he 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] African National Congress (ANC\ Pan Africanist Congress (PAC\

1.1Definition of a historical concept from Source 1A L1]

1.1.3[E xtraction of evidence from Source 1A L1] the current education system was Euro centric (based on European

1.1.4[Interpretation of evidence in Source 1A L2] To maintain control and authority over black South Africans To use education to ensure that black South Africans remain in servitude to white minority rule

1.2.1[Interpretation of evidence in Source 1B L2] To inform the public that students from Phefeni Junior Secondary School were ngaged in a march against the imposition of Afrikaans

1.2.2[Extraction of evidence from Source 1B L1] seized a tape recor der from the vice principal, Mr Nhlapo

1.2.3Determining the usefulness of Source 1B L3] The source is USEFUL because It gives insight

1.3.1[Interpretation of evidence in Source 1 L2] It shows the students were smiling/happy as they embarked on the march to protest against Afrikaans

1.3.2[Interpretation of evidence in Source 1C L2] The students marched against the imp osition of Afrikaans as a medium of instruction The students embarked on protest action to challenge

1.4.1[Interpretation of evidence in Source 1D L2] The police wanted to keep the totals to a minimum (2 killed\so that they would not look bad /merciless The official figures by the police showed that they wanted to cover up

1.4.2[Extraction of evidence from Source 1D L1] The stude nts turned the march into a violent uprising Overturning cars

1.4.3[Extraction of evidence from Source 1D L1] The police were not ready for a march on tha t scale The spread of unrest and mass uprising was not anticipated (expected\ by the apartheid regime

1.4.4[Interpretation of evidence in Source 1D L2] The Soweto Uprising challenged the apartheid regime to address the inequalities of the past / they were forced to re think its po

1.5[Comparison of evidence in Sources 1C and 1D L3] Source 1C shows students protesting peacefully against the implementation of Afrikaans as a medium of instruction while Sourc e 1D states students reacted

1.6[Interpretation, evaluation and synthesis from relevant sources L3] Candidates could include the following aspects in th eir response: The philosophy of Black Consciousness (BC\boosted the self esteem of

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A L1] To create an institution for the restoration of the justice that had been denied to many victims who were killed during apartheid rule

2.1[Interpretation of evidence in Source 2A L2] The TRC aimed at bringing about healing between the

2.1[D efinition of a historical concept in Source 2A L1] The granting of official pardon for people that committed politically related /motivated

2.2.1Interpretation of evidence in Source 2B L2] To invite both perpetrators and victims to appear before the TRC and testify about human rights abuses To inform the public about the crimes that were committed during

2.2[Extraction of evidence from Source 2B L1] Murder Abduction

2.4[Extraction of evidence from Source 2D L1] security policemen have been refused amnesty

2.4[Extraction of evidence from Source 2D L1] the men never made a full disclosure regarding the killi ngs

2.4.3[Interpretation of evidence in Source 2D L2] Goniwe s brother and his family c ould now find closure regarding the murder of Mathew Goniwe and other political activists

2.5Comparison of evidence in Sources 2 and 2

2.6[Interpretation, evaluation and synthesis of evidence from relevant sources L3] Candidates could include the following aspects in their response The TR C was established to ensure the goals, facilitation of

Q3— Section header —

3.1.1Defini tion of a historical concept in Source 3A L1] Globalisation refers to the technological , political and economic changes, which have resulted in the world functioning in a different way from what it

3.1.2[Extraction of evidence from Source 3A L1] Environment ulture

3.1.3[Extraction of evidence from Source 3A L1] Increased cross border trade Increased investment and migration

3.1.4[Interpretation of evidence in Source 3A L2] Com munication technology such as the internet has allowed people all over the world to be in contact instantly Communication such as

3.2.1[Extraction of evidence from Source 3B L1] Richer Prosperous

3.2.2[Extraction of evidence from Source 3B L1] To change their comparative advantages To move up the value chain (2 x 1\

3.2.3[Interpretation of evidence in Source 3B L2] The owners of the means of production wanted to maximise their profits Employers justified the employment of low skilled workers by paying them poor wages Workers are in competition for low

3.3.1[Extraction of evidence from Source 3C L1] Gl obalisation is one driver of higher inequality in countries such as South Africa (1 x

3.3.2[Extraction of evidence from Source 3C L1] New forms of social safety nets conomic inclusion should be created

3.3.3[Interpretation of evidence in Source 3C L2] he gap between wages of low

3.3.4[Ascertaining the usefulness of Source 3C L3] The source is USEFUL because: Gordhan state in his speech

3.4.1[Interpretation of evidence in Source 3D L3] The cartoon shows that globalisation was responsible for the widening of the gap between th e rich and poor The cartoon shows the

3.4.2[Interpretation of evidence from Source 3 L2] (Haves\ People that own the means of production/

3.5[Comparison of evidence from Sources 3 and 3 L3] Both ources

3.6[Interpretation, evaluation and synthesis of evidence from relevant sources L3] Candidates could include the following aspects in their respo nse Globalisation impacted on South Africa in the following:

Q4— Section header —

Q5— Section header —

Q6— Section header —

Topics Identified

Source AnalysisEssay WritingCold WarApartheidDemocracy

Mark Allocation

Total150 marks

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

Paper information

SubjectHistory

Year2020

SessionNovember

TypeMemo

PaperPaper 2

LanguageEnglish

Pages23

Downloads3

Examination context

Decade2020s

Years ago6y

SeasonSpring (SH)

Start dayThursday

Exam periodNovember 2020

Days since exam2,179

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

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History Paper 2 (English) →

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