History Memo 1 (English)

November 2018 — Grade 12 / Matric — History

Memo 2018 Grade 12 English History Hub →

↓ Download PDF 📄 421.7 KB View Exam Paper

Preparing document

📋 Document Analysis

🎯 150 marks 📄 24 pages 📝 61 items found 📚 6 topics

See full analysis

Questions — A Preview of What to Expect in the Document

This section provides a quick preview of questions from the document. It may not display every question or the complete wording of each one. For the full content, including diagrams, tables and other information, view the original PDF above.

1.1The following cognitive levels were used to develop source based questions: Cognitive Levels Historical skills Wei ghting of questions LEVEL 1

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 examp

1.3ssessment 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

2.2Marking of essay questions Markers must be aware that the content of the answer will be g uided 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 wil l 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 in 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 fol lowing symbols MUST be used when assessing an essay Introduction, main aspects and conclusion not properly contextualised Wrong statement _________________ Irrelevant statement

2.5The matrix

2.5.1Using 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

Q1— Section header —

1.1.1Extraction of evidence from Source 1A To deal with the threat of missiles in Cub (1 x 1\1\

1.1.2Definition of a historical concept from Source 1A L1] The imposed a blockade to prevent Soviet ips laden with missiles from entering Cuba Any other relevant response

1.1.3[Interpretation of information from Source 1A L2] The US and Soviet Union were face to face with each other (brinkmanship\ and were ready for a show down (direct confrontation\ with each other but the

1.1.4Extraction of information from Source 1A A US pledge not to invade Cuba The removal of Turkish missiles 2 x 1

1.1.5[Extraction of evidence from Source 1A Robert Kennedy USA (Attorney General\ Anatoly Dobrynin Soviet Union (Soviet Ambassado (2 x 1\2\

1.2.1

1.2.2[Extraction of evidence from Source 1B o respect the inviolability (safety\ of the borders To respect the sovereignty of Turkey ot to interfere in its

1.2.3[Interpretation of ev idence from Source 1B Khrushchev Felt that the Security Council was a universally respected and neutral body Felt that the whole world was concerned about the possibility of a nuclear war

1.3.1[Interpretation of information from Source 1C L2] confirm that nuclear missiles were dismantled and transported out of Cuba To show

1.3.2[Ascertain the usefulness of the evidence in Source 1C L3] The source is USEFUL because: It is an original source visual evidence (photograph\ showing the

1.4.1[Extraction of information from Source 1D L1] The Soviet missile bases in Cuba re being dismantled Missiles and related equipment are being crated (put in boxes\

1.4.2[Interpretation of evidence from Source 1D The Red Cross did not favour the government of any country (they were neutral\ The Red Cross is an international humanitarian institution and is helping people affected by conflict and war

1.4.3Interpretation of evidence from Source 1D The USA did not trust the Soviet Union regarding the removal of all the missiles from Cuba To ensure that Soviet Union missiles were removed from Cuba

1.5

1.6[Interpretation, evaluation and synthesis of evidence from relevant sources Candidates could include the follow ing aspects in their response: Kennedy regarded the deployment of Soviet missiles in Cuba as an immediate

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A Russia Cuba x 1\ (

2.1.2Interpretation of evidence from Source 2A Vorster wanted To safe guard the water resources/ dams o stop the MPLA from

2.1.3

2.1.4Extracti on of evidence from Source 2A L1] Kenneth Kaunda ( President of Zambia Mobutu Sese Seko ( President of Zaire (2 x 1\2\

2.1.5[Interpretation of evidence from Source 2A The MPLA supported communism The MPLA had close relationship with Russia and Cuba The MPLA supported the liberations movements (SWAPO/ ANC\ Any other relevant response

2.2.1[Extraction of evidence from Source 2B L1] Angolan Cuban x 1\ ( 12

2.2.2[Interpretation of evidence from Source 2B It was t he first war in outhern Africa which involved many foreign countries The number of troops that Cub a sen to Angola (50 000\ and equipment

2.2.3

2.2.4Interpretation evidence from Source 2B Angola desired peace They wanted conomic, political and social reconstruction of he country would take place Angolans would have a government of their choice

2.3.1[Interpretation of evidence from Source 2C The message is that South Africa won the attle of Cuito Cuanavale Soldiers returning from the war in Angola are welcomed as WINNERS It shows

2.3.2Determining the usefulness of evidence from Source 2 Candidates MUST take a stance and state USEFUL or NOT USEFUL and pport it

2.4.1Extraction of evidence from Source 2D SWAPO ANC (2 x 1\2\

2.4.2Definition of a historical concept from Source 2D A political theory/ ideology based on the writings of Karl Marx

2.4Interpretation of evidence of Source 2D It showed tha the leaders of African countries had the ability to stand up against foreign domination Victory at the Battle of Cuito Cuanavale served to speed up the

2.5[Comparison of evidence Sources 2C and 2D L3] Source 2C shows that South Africa had won the Battle of Cuito

2.6Interpretation, analysis and synthesis of evidence from relevant sources L3] Candidates could include the following in their response: South Africa became involved in Angola because of Cuban and Russian

Q3— Section header —

3.1

3.1.2Defini tion of a historical concept from Source 3A L1] Philosophy of instilling lack pride, self esteem/self reliance amongst African Americans

3.1.3[Interpretation of information from Source 3A L2] He was assimilated into the norms and values as espoused by white Americans

3.1.4[Interpretation of evidence from Source 3A To demonstrate that you are proud to be an African / Black is Beautiful To highlight your heritage , history a nd contribution to the world

3.2[Extraction of evidence from Source 3B Leftist (1 x

3.2.2

3.2Interpretation of information from Source 3B L2] (a\ The Black Power activists viewed Angela Davis hero ine /role model / leader inspiration

3.2.4[Interpretation of information from Source 3B L2] It was discovered that the gun s used in the break out were registered in Angela Davis name She had campaigned for the release of the Soledad Brothers

3.3Extraction of evidence from Source 3C Interstate flight Murder Kidnapping (any 2 x 1\ (2\

3.3.2

3.4Comparison of evidence Sources 3 and 3 Source 3 B gives a positive impression of Angela Davis (activist, educator/academic, scholar\ while Source 3 C portrays Angela Davis as a

3.5.2[Extraction of evidence from Source 3D L1] Schooled in the Marxist Leninist ideology he teachings of Chinese Communist leader Mao ZeDong Its members have perpetrated ( done\ numerous assaults on police officers

3.6[Interpretation, evaluation and synthesis of evidence from relevant sources Can didates could include the following aspects in their response: Television coverage of Black Power leaders served to conscientise African

Q4— Section header —

Q5— Section header —

Topics Identified

Source AnalysisEssay WritingCold WarApartheidIndependenceDemocracy

Mark Allocation

Total150 marks

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

Paper information

SubjectHistory

Year2018

SessionNovember

TypeMemo

PaperPaper 1

LanguageEnglish

Pages24

Downloads3

Examination context

Decade2010s

Years ago8y

SeasonSpring (SH)

Start dayMonday

Exam periodNovember 2018

Days since exam2,910

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

Each matric subject has its own dedicated hub on Freemode with every past paper and marking memorandum we have archived for that subject.

➗ Mathematics View papers → 📊 Mathematical Literacy View papers → ⚗️ Physical Sciences View papers → 🧬 Life Sciences View papers → 📒 Accounting View papers → 💼 Business Studies View papers → 📈 Economics View papers → 🌍 Geography View papers → 🏛️ History 📍 You are here 📖 English View papers → 🇿🇦 Afrikaans View papers → 🗣️ IsiNdebele View papers → 🗣️ IsiXhosa View papers → 🗣️ IsiZulu View papers → 🗣️ Sepedi View papers → 🗣️ Sesotho View papers → 🗣️ Setswana View papers → 🌾 Agricultural Sciences View papers →

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) →

File details

File size421.7 KB

Pages24

Archived on7 September 2026

File age46d

ContributorFreeMode

FingerprintC881381EA9E9

Questions and learner discussion

No questions or discussions have been posted yet.