History Memo 1 (English)

November 2017 — Grade 12 / Matric — History

Memo 2017 Grade 12 English History Hub →

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🎯 150 marks 📄 23 pages 📝 60 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

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

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 ha ve 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 score the overall product as a whole, without scoring the component parts separately. This approach encourages the learner to offer an individ

2.4Assessment procedures of the essay

2.4.1Keep the synopsis in mind when assessin g the essay.

2.4.2During the first reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in the marking guideline/memorandum\, each of the main points/aspects that is properly contextualized (also

2.4.3The following 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 both the content and presentation. At the point

Q1— Section header —

1.1.1[Extraction of evidence from Source 1A Two years earlier the Eisenhower administration had hired members of the Mafia to assassinate Castro The USA had begun training anti Castro Cuban exiles for an invasion of

1.1.2[Extraction of evidence from Source 1A As Cuba s protector (To protect Cuba\ To deter Am erican aggression / CIA campaign of harassment and sabotage (any 1 x 2\ (2\

1.1.3[Interpretation of information from Source 1A L2] Castro was initially opposed to Soviet missile installation in Cuba Khrushchev convince Castro as to why it was necessary to deploy

1.1.4[Interpretation of information from Source 1A L2] Make USA /the world aware that Cuba had an alliance /relationship with the Soviet

1.2.1[Interpre tation of information from Source 1B L2] Shows evidence that Soviet issiles were deployed

1.2.2[Ascertain the usefulness of the evidence in Source 1B L3] Learners MUST take a stance on the usefulness of the source in order to be awarded any marks The ource is USEFUL to a large extent

1.3.1[Extraction of information from Source 1 L1] The defence of the United States of America our own security The defence of the entire Western Hemisphere (2 x 1\2\ Explanation of a historical concept from Source 1

1.3.4[Interpretation of evidence from Source 1C To inform American citi ens about the deployment of Soviet missiles Cuba To assure US citizens that Kennedy and his administ ration w ere in control To inform the American

1.4Comparison of evidence in Source 1 and Source 1 L3] Source 1B shows the deploy ment of Soviet missiles Cuba and in Source 1C

1.5.1

1.5.2[Interpretation of inf ormation from Source 1D L2] To challenge the USA in terms of the US missiles in Turkey /Italy To p

1.5.3[Extraction of information from Source 1D L1] Respect the integrity of the frontiers Respect the sovereignty of Turkey ot to intervene in Turkey s domestic affairs Not to invade Turkey

1.6[Interpretation, evaluation and synthesis of evidence from relevant so urces L3] Candidates could include the following aspects in their response: The Soviet Union involvement in Cuba (Source 1A\

Q2— Section header —

2.1.1Explanation of historical concept from Source 2A L1] Leaders of nationalist/l iberation movements in Angola working together to form a government The Alvor Agreement led to power sharing

2.1.2[Extraction of evidence from Source 2A L1] The Alvor A greement had been strongly endorsed by other African countries through the OAU (1 x 2\2\

2.1.3[Interpretation of evidence from Source 2A The MPLA, UNITA and the FNLA requested support from foreign countries who had supported t heir stru ggle for independence Angola was strategically important and rich in minerals

2.2.1xtraction of evidence from Source 2B L1] he given situation on the ground of our movement and the country he exploratory trip the official Cuban delegation any 1 x 2\ (2\

2.2[Extraction of evidence from Source 2B establish a military school cadres create a company of security staff A ship to transport war material from Dar s Salaam

2.2Extraction of evidence from Source 2B Communism Socialis (1 x 2\2\ 11

2.2[Evaluate the usefulness of evidence in Source 2B The source is USEFUL because: gives irst information (letter\ from the leader of MPLA (Neto\ to Cuba

2.3.1[Extraction of evidence from Source 2C L1] A battalion of regular troops Anti tank weapons (2 x 1\2\

2.3.2[Extraction of evidence from Source 2C To help the Angolan patriots resist the South African invasion (1 x 2\2\

2.3.3[Interpretation of evidence from Source 2C L2] Castro argue that Cuba alone bore responsibility for their involvement in Angola, they did not follow Soviet Unio n orders Castro argued that the Soviet Union had worked with the Cuban

2.3.4Interpretation of evidence from Source 2C The USA (Ford and Kiss nger\ had spread the lie that Cuba was only involved in Angola because of Soviet Union orders They did not want to accept that Cuba had acted on its own

2.4.1[Interpretation of evidence from Source 2 Angola is controlled by foreign powers both Cuba and the USSR are shown winding up Angola as though they were

2.4.2[Interpretation of evidence from Source 2D L2] The hammer and sickle is the symbol of communism The hammer and sickle is the symbol of workers and farmer The USSR responsible for spreading the

2.5

2.6Interpretation , analysis and synthesis of evidence from relevant sources L3] Candidates could include the following in their response: outh frica invaded Angola so Cuba came to the MPLA

Q3— Section header —

3.1.1Explanation of historical term from Source 3A An idea that wanted African Americans to work together and establish community programmes to improve socio economic conditions philosophy that grew out of the Civil Rights Movem

3.1.2[Extraction of evidence from Source 3A L1] call African American people in this country to unite To bargain from a p osition of strength To share in the total power of the society recogni

3.1.3[Extraction of evidence from Source 3A L1] There has been no national organisation which could speak to the growing militancy of young black people he ivil ights

3.1.4[Interpretation of evidence from Source 3A Integration was a token of change offered by the US Federal government Integration w ould mostly benefit black moderates who were in the minority African Americans

3.2.1[Extraction of evidence from Source 3B Political oppression Economic exploitation Social degradation x 1\ ( Interpretation of evidence in Source 3B L2] The US government preached democracy to the whole world but failed to apply

3.2[Interpretation of evidence in Source 3B L2] The Black Power philosophy demanded that African American start doing things for themselves To show African Americans what they could achieve if they were united

3.2.4[Evaluate the usefulness of the evidence in Source 3 L3] The source is USEFUL because: gives irst hand information speech

3.3.1[Inter pretation of evidence from Source 3C L2] hows the success of the Black Panther Party ommunity Programmes

3.3.2[Interpretation of evidence from Source 3C L2] The newspaper spread the Black Power philosophy nlighten ed African Americans about their rights ncreased access to information for poor African American

3.4[Comparison of evidence from Sou rces 3A and 3C L3] In Source 3A Stokely Carmichael call on African Americans to build a sense

3.5.1[Extraction of evidence from Source 3D L1] epress the political possibility the Black Panther Party represented elittle the Black Panther Party Federal agent

3.5.2Interpretation of evidence from Source 3D anted to r educe the influence of the Black Panther Party anted to revent

3.5.3[Extraction of evidence from Source 3D L1] Forged documents Paid provocateurs Supplied them with explosives Incited members to blow up public buildings Promoted kangaroo courts Encouraging Panther members to torture suspected informants

3.6[Interpretation, evaluation and synthesis of evidence from relevant sources L3] Candidates could include the following aspects in their response: The Black Power Movement called f

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

Year2017

SessionNovember

TypeMemo

PaperPaper 1

LanguageEnglish

Pages23

Downloads3

Examination context

Decade2010s

Years ago9y

SeasonSpring (SH)

Start daySunday

Exam periodNovember 2017

Days since exam3,277

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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