History Memo 2 (English)

May-June 2018 — Grade 12 / Matric — History

Memo 2018 Grade 12 English History Hub →

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1.1The following cognitive levels were used to develop sou rce based questions: Cognitive Levels Historical skills Weighting 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 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 need to select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an e

2.2Marking of essay questions Markers must be aware that the content of the answer will be guide d 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 th e 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 th at 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 additional symbols can also be used: Introduction, main aspects and conclusion not properly contextualised Wrong statement _________________ Irrelevant statement Repetition Analysis Interpretation

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 bot h the content and presentation. At the point of

Q1— Section header —

1.1[Explanation of a historical concept in Source 1A L1] A philosophy that prom oted self confidence/ assertiveness and pride among black South Africans A philosophy

1.1.2Extraction of evidence from Source 1A Biko began his search for self identity oped to build up the

1.1.3[Interpretation of evidence in Source 1A L2] Black pride and culture was disrespected /undermined by white South Africans During colonisation black South Africans

1.1.4[Interpretatio n of evidence Source 1A Black South Africans were being treated poorly /classified as second class citizens by the apartheid government The apartheid government discriminated against Black South Africans

1.2.1[Extraction of evidence from Source 1B Boycotts Protest m arches (2 x 1\ (2\

1.2.2[Extraction of evidence from Source 1B (a\ Black academic staff walked out of the meeting (1 x 2\

1.2.3[Interpretation of evidence from Source 1B More university students joined SASO SASO had a voice which became influential The university authorities had to take heed of the concerns/demands SASO helped black South African students to publicly express their views

1.3.1[Interpretation of evidence Source 1C L2] The students marched/protested/toyi toyi The students carried placards Any other relevant response any

1.3.2[Interpretation of evidence Source 1C L2] The students are not fighting the authorities /apartheid government The students are demanding the release of their fellow students There is a tone of concern for their fellow students

1.4[Comparison of evidence in Sources 1B and 1C Source 1B highlights that that boycotts and protest marches became a regula r feature of student life and Source 1C shows students protesting in solidarity for the release of their fellow students (Both source

1.5.1[Extraction of evidence from Source 1D L1] We have diminished the element of t he fear in the minds of black people (1 x 2\ (2\

1.5.2[Interpreta tion of evidence Source 1D L2] The apartheid regime was brutal towards black South Africans Black South Africans were oppressed by the apartheid regime

1.5.3[Extraction of evidence from Source 1D L1] olice Saracens armoured cars ogs any 2 x 1\ (2\

1.6[Interpretation, evaluation and synthesis of evidence from relevant sources Candidates could include the following aspects in their response The aims of the philosophy of B lack onscious ness (BC\ encouraged black

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A L1] To investigate human rights violations since 1960 To grant amnesty to those perpetrators who made full disclosure The commission also had to foster reconciliation and unity among South

2.1.2Definition of a historical concept from Source 2A Bringing together of victims and perpetrators o establish the truth in order to promote forgiveness and bring about healing

2.1.3[Interpretation of evidence from S ource 2A The chairman of the TRC , Archbishop Desmond Tutu, was a patron of the United Democratic Front, the ANC s internal front Most of the other members of the commission were aligned to political

2.1.4[Interpretation of evidence in Source 2A The TRC: ocused on the perpetrator or victim of political crimes committed from 1960 to 1994 as the first restorative justice process in S outh Africa rovided space for survivors to tell their stories

2.1[Extraction of evidence from Source 2A L1] After full disclosure (1 x 2\ (2\

2.2.1[Extraction of evidence from Source 2B For a string of murders Avoiding prosec ution any 1 x 2\ (2\

2.2.2[Extraction of evidence from Source 2B Major Harold Snyman Captain Daniel Siebert Warrant Officer Johan Beneke Warrant Officer Rubin Marx Detective Serg eant Gideon Nieuwoudt (any 4 x 1\

2.2.3[Interpretation of evidence from Source 2B The applicants had not made a full disclosure /they avoided speaking the truth / they lied about how Biko was murdered The applicants modified their statement

2.3.1[Extraction of evidence from Source 2C L1] The killing of Biko was not an act as sociated with a political objective as required by the Amnesty Act The committee was not satisfied that the applicants had made a full

2.3.2Ascertaining the usefulness of Source 2C The source is USEFUL because: It outlines why the amnesty application for the security policemen was refused gives

2.4[Comparison of evidence Sources 2B and 2C Both sources focus on the application for amnesty by the security policemen Both sources mention the names of the applicants Both sources outlines why amnesty

2.5.1[Interpretation of evidence from Source 2D It shows Bizos going around in circles which implies he cannot find /difficult to find the truth

2.5.2[Interpretation of evidence from Source 2D The cartoonist wants to highlight that t he investigation into Biko s death

2.6[Interpretation, evaluation and synthesis of evidence from relevant sources Candidates could include the following aspects in their response. The TRC was established to grant amnesty to those perpetrators who made

Q3— Section header —

3.1.1[Extraction of evidence from Source 3A High tariffs that kept foreign goods out Low wages that kept costs down Financial subsidies that kept businesses alive any 2

3.1.2[Extraction of evidence from Source 3A Lower tariffs Opening of markets across the world (2 x 1\ (2\ .1.3 [Interpretation of evidence in

3.1.4[Interpretation of evidence Sour ce 3A Locally made clothing and textiles were being replaced with imports from China Clothing and textile imports from China started to pour int o South Africa in the late 1990

3.2.1[Extraction of evi dence from Source 3B L1] A significant decline in the number of people being employed About 15 years ago we had approximately 200 000 people in the clothing and textile industry and we

3.2.2[Interpretation of evidence Source 3B Four out of every five workers are women Employment of women led to poverty eradication The employment of women will be able to contribute to gender equity Any other relevant response

3.2.3

3.3[Comparison of evidence Sources 3A and 3B th sources show how cheap imports from China lead to job losses in the South African clothing and textile industry Both sources show how cheap imports fr om China lead to the closure of

3.4.1[Interpretation of evidence from Source 3C L2] show members of SATCWU and COSATU embarking on protest action against job losses in the clothing and textile sector show that the protest action was well attended by members of SATCWU

3.4.2Interpretation of evidence Source 3C L2] Workers demanded growth in terms of more employment opportunities and an increase in wages

3.5[Explanation of a historical concept fr om Source 3 L1] Globalisation is commonly defined as the process by which the world became more integrated and connected through for example the use of technology

3.5[Extraction of evidence from Source 3D L1] High import duties Increased illegal imports Cheap textiles from China and Pakistan Insufficient investment (any x 1\

3.5Ascertaining the usefulness of Source 3D L3] The source is USE FUL because: t show the attempts by government

3.6[Interpretation, evaluation and synthesis of evidence from relevant sources Candidates could include the following aspects in their response: Before democracy the South African clothing and textile industry was

Q4— Section header —

Q5— Section header —

Q6— Section header —

Topics Identified

Source AnalysisEssay WritingCold WarApartheidIndependenceDemocracy

Mark Allocation

Total50 marks

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

Paper information

SubjectHistory

Year2018

SessionMay-June

TypeMemo

PaperPaper 2

LanguageEnglish

Pages23

Downloads4

Examination context

Decade2010s

Years ago8y

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

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History Paper 2 (English) →

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