History Memo 2 (English)

November 2017 — Grade 12 / Matric — History

Memo 2017 Grade 12 English History Hub →

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🎯 150 marks 📄 2 pages 📝 60 items found 📚 6 topics

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1.1The following cognitive levels were used to develop source based questions: Cognitive Levels Historical skill Weighting of questions LEVEL 1 Extract evidence from sources

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

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

2.1The essay questions require candidates to: Be able to structure their argument in a logical and coherent mann er. 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

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 individual

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 (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 contextuali sed 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 pr ovided in the matrix should be used. When assessing the essay note both the content and presentation. At the point of

Q1— Section header —

1.1.1Definition of a historical concept from Source 1A Accepting oneself as black/self value/ self esteem /self worth

1.1[Extraction of evidence from Source 1A Psychological liberation /en abling blacks to purge themselves of negative conceptions Weaning of blacks from their dependence on whites To unite all the black people in South Africa

1.1Interpretation of evidence from S ource 1A Rid themselves of negative i /feelings of inferiority /equal to whites To develop a p ositive self

1.1[Eval uation of the usefulness of Source 1A The source is USEFUL because: gives insigh on the values of B lack Consciousness

1.2.1[Extraction of evidence from Source 1B Biko was an influential leader Biko had eluded police for a year Biko distributed pamphlets nciting blacks to cause riots Inciting blacks to overthrow the government

1.2.2Extraction of evidence from Source 1B Steve Biko was distributing pamphlets to conscientise black South Africans about the struggle for emancipation nciting blacks to cause riots verthrow the government

1.2.3[Interpretation of evidence from Source 1B The state doctors lied to protect the apartheid police interrogators The state

1.3.1[Interpretation of evidence from Source 1C The poster was a reminder of who Steve Biko was and what he did for the struggle against oppression / paid tribute/to honour /salute The poster revealed how brutal the apartheid regime was when

1.3.2[Interpretation of evidence from Source 1C (a\ Clenched fist: Demonstrate wer to the people/ mandla Symbolises strength

1.2.4[Extraction of evidence from Source 1B Miserable Brutal Lonely x 1\

1.4[Interpretation evidence from Source 1D Allister Sparks felt it was their duty as journalists to inform the public of how Steve Biko was murdered Allister Sparks knew that Biko was regarded as a threat

1.4

1.4[Interpretation of evidence from Source 1D Jimmy Kruger i mplied that Steve Biko starved himself to death Dr rsch tated

1.5[Comparison of evidence from Sources 1B and 1D L3] In Source 1B Steve Biko sustained a brain injury that kill m and in Source 1D the pathologists confirmed the cause of death to be brain damage Source 1B

1.6

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A L1] He wa s stopped at a police roadblock (1 x 1\

2.1.2[Extraction of evidence from Source 2A Copies of Inkululeku The 50 anniversary a ddress of the SACP Lists of names and addresses any 2

2.1.3[Extraction of evidence from Source 2A L1] His body was covered with bruises His body had cuts /abrasions His body had scabs His left eye was sunk back in its socket and gouged under neath the lid

2.1.4Interpretation of evidence from Source 2A Candidates can choose either RELIABLE TO A GREATER EXTENT or RELIAB LE TO A LESSER EXTEN and

2.2.1[Extraction of evide nce from Source 2B To investigate politically motivated gross human rights violations perpetrated between 1960 and 1994 To prevent such atrocities from re occurring To unify a divided nation scarred by past conflicts

2.2.2[Definition of a concept in Source 2B The granting of official pardon for people that committed politically related crimes The granting of official pardon to perpetrat ors who gave full disclosure of atrocities they had committed for political reasons

2.2.3[Extraction of evidence from Source 2B (a\ The Chairperson chbishop Desmond Tutu (1 x 1\ (b\ The Deputy Chairperson Alex Borraine

2.2.4[Interpretatio and synthesis of evidence from Source 2B Embarked on restorative justice because: wanted to correct imbalances wanted to restore broken relationships with healing and harmony wanted reconciliation

2.3.1terpretation of evidence from Source 2C To show that Hawa Timol gave evidence at the TRC on the murder of her son Ahmed Timol To show grief, heartache that Hawa Timol endured while giving evidence To show that Hawa Timol wa

2.3.2[Interpretation of evidence from Source 2C She wanted to know who was responsible for the murder of her son She wanted to know the tr uth about the murder of her son To find closure

2.4[Comparison of evidence from Sources 2B and 2C L3] Source 2B states that t he TRC was established to find out about political killings Source 2C ows that

2.5.3[Interpretation of evidence from Source 2D Other families whose family members disappeared or were killed by the police during the apartheid regime must continue search ing

Q3— Section header —

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

3.1[Extraction of evidence from Source 3A Environment Culture Political systems Economic development and prosperity (any 3 x (3\

3.1.4[Extraction of evidence from Source 3A World Bank International Monetary Fund (2 x 1\ (2\

3.1.5[Extraction of evidence from Source 3A To ensure cross border flow of capital To ensure cross border flow of products (2 x 1\ (2\

3.2.1Extraction of evidence from Source 3B They accused countries in the EU of selling chicken pieces at below cost price (1 x 1\

3.2.2Interpretation of evidence from Source 3B They said that the South African poultry farmers we re not on top of their game They said that the farmers in EU were more efficient They said that the South African poultry farmers cheat consumers

3.2.3[Extraction of evidence from Source 3B To combat unemployme nt in the poultry industry Elections are looming To give local producers the upper hand in the fight for the domestic market share (2 x 1\ (2\

3.1.3Interpretation of e vidence from Source 3A Internationalism allowed for greater economic cooperation between countries Internationalism allowed for greater political cooperation between countries Internationalism allowed for mutual agreements between countries

3.3.1Interpretation of evidence from Source 3C The Minister of Trade and I ndustries was trying to broker (Rob Davies as a match referee\ a trade deal between the European Union poultry fa mers and their South African counterparts

3.3.2Interpretation of evidence from Source 3C CHEAP IMPORTS represent countries the EU who are developed countr ies in contrast to

3.4[Compari son of evidence from Sources 3B and 3C L3] Source 3B states that the South African poultry industry is in a crisis because farmers from the EU were allowed to sell their poultry at below cost price

3.5.1[Extraction of evidence from Source 3D L1] Food and Allied Workers Union (FAWU\ (1 x 1\ (1\

3.5.2[Extraction of evidence from Source 3D L1] Britain (1 x 1\ (1\ 16 2017

3.5.3Interpretation of evidence from Source 3D The DTI and DAFF have initiated measures to protect poultry producers against unfair competition The DTI stated that the South African government was working with local

3.5.4[Determining the usefulness of evidence in Source 3D L3] The source is USEFUL because: It highlights the impact that poultry imports had on the South African market It highlights the determination of the trade union FAWU to save the jobs of

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

Year2017

SessionNovember

TypeMemo

PaperPaper 2

LanguageEnglish

Pages21

Downloads3

Examination context

Decade2010s

Years ago9y

SeasonSpring (SH)

Start daySunday

Exam periodNovember 2017

Days since exam3,276

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 2 (English) →

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