History Memo 2 (English)

Feb-March 2017 — Grade 12 / Matric — History

Memo 2017 Grade 12 English History Hub →

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🎯 150 marks 📄 32 pages 📝 55 items found 📚 5 topics

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1.1The following cognitive levels were used to develop source based questions: Cognitive Levels Historical skills 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 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 effective argument to

2.3Global assessment of the essay The essay will be assessed holistically (globally\. This approach r equires 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 contextualised Wrong st atement _________________ 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 of

1.1.1[Extraction of evidence from Source 1A To make life in the cities as nasty and unpleasant as possible for black people To discourage urbanisation (2 x 1\ (2\

1.1.2[Interpretation of ev idence from Source 1A They challenged the government s policies They opposed the government s policies They fought for liberation of all South Africans from apartheid Any other relevant response

1.1.3[Extract ion of evidence from Source 1A Insufficient housing Poor sanitation Overcrowded schools Rigid enforcement of pass laws Consequent destruction of family lives Constant police harassment at home and on the streets

1.2.1Extraction of evidence from Source 1B Mashinini wanted to see the oppressed South Africans being freed (1 x

1.2.2Extraction of evidence from Source 1B tudent of note tudent who had a passion for reading (2 x (2\

1.2.3[Explanation of a historical concept from Source 1B L1] A philosophy that was propagated by Steve Biko which advocated self confidence, assertiveness and pride among

1.2.4[Interpretation of evidence from Source 1B Mashinini became an activist to fight against the injustices of apartheid Mashinini at a young age became leader of the Soweto Student Representative Council

1.3.1Extraction of evidence from Source 1C Morris Isaacson H igh (1 x 1\ (1\ .3.2 Extraction of evidence from Source

1.3.3[Interpretation of evidence from Source 1C The police were caught in the m iddle of protesting students and were scared The police tried to force their way out and escape from protesting students Their dog was beaten to death

1.3.4[Interpre tation of evidence from Source 1C Seth Mazibuko saluted the role of women because: They helped disguise student leaders They clothed them with their dresses Women gave them water after they were teargassed by the

1.3.5[Ascertaining the reliability of Source 1C To a great extent It is an eye witness account by Mazibuko on how the 16 June 1976 events unfolded It appeared in the Sunday Times , 12 June 2 016 It can be collaborated with other sources

1.4[Comparison of evidence to determine similarities in Sources 1B and 1C Sources 1B and 1C refer to the youth as leaders who organised the 16 June 1976 march Sources 1B and 1C refer to the youth as being at the forefront of the

1.5.1[Interpretation of evidence from Source 1D The photograph conveys the police s action against unarmed children The photo graph shows unarmed children showing a peace sign and giving up to the police

1.5.2[Interpretation of evidence fro m Source 1D The words are effective because: It reflects the initial peaceful intention of the Soweto Uprising shows the students as fearless in their c hallenge against the

1.6[Interpretation, evaluation and synthesis of evide nce from relevant sources Candidates could include the following aspects in their response The youth of Soweto resisted the government s plan of grand apartheid

2.1.1Extraction of evidence from Source 2A To investigate human rights violations (1 x 1\

2.1.2Explanation of a historical concepts from Source 2A (a\ f perpetrators of gross human rights violation spo ke the truth about their involvement in politically motivated killings then a pardon would be granted

2.1.3[Interpretation of evidence fro m Source 2A L2] There was no cross examination of victims They did not probe the reasons as to why the perpetrators committed gross human rights violations against political

2.1.4[Interpreta tion of evidence from Source 2A (a\ Vlakplaas operat ive They were involved in the murders of the PEBCO hree

2.2.1Extraction of evidence from Source 2B The liberation movements (ANC and PAC\ (1 x

2.2.2[Interpreta tion of evidence from Source 2B The PAC justified its attacks on white outh Afri because

2.2.3Extraction of evidence from Source 2B 1] fused to operate (2\

2.2.4[Evaluation of usefulness from Source 2B L3] The source is USEFUL because: It gives insight as to why political parties got involved in political motiv ated crimes It highlights how the NP did not accept blame for the atrocities

2.3.1

2.3.2[Extraction of evidence from Source 2C L1] Bombings Phone tapping Theft of union funds Spying ear campaigns Vlakplaas Third Force

2.4[Comparison of evidence in Sources 2B and 2C L3] In Source 2B the NP admitted the hurt that it had caused by the policies of apartheid whereas in Source 2C the NP indicated i t has no knowledge about apartheid

2.5.1Extraction of evidence from Source 2D Blame e ANC for contributing to the spiral of violence (violation to right of life\ Training self defence units in a volatile situation (violation of

2.5.2[Interpretation o f evidence from Source 2D The response must include BOTH the ANC and the IFP: The ANC did not want to be blamed for human rights violations The ANC felt they were not responsible for the

2.6[Interpretation, evaluation and synthesis of evidence from relevant sources Candidates could include the following aspects in their response. Candidates ould take a stand and explain whether the Truth and

3.1.1[Extraction of evidence from Source 3A USA Britain France Japan Italy Canada Germany Any

3.1.2[Ex traction of evidence from Source 3A L1] Structural djustment olicies consist of loans provided by the International Monetary Fund and World Bank to countries that experience economic crises

3.1.3[Extraction of evidence from Source 3A The IMF wanted to keep African countries in debt They were now able to resched ule their debt repayments To obtain further aid Any 1 x 2\ (2\

3.1.4[Interpretation of evidence from Source 3A It interfered politically in the internal affairs of African countries African go vernments had no say in the conditions that were laid down by the IMF It did not take the political and economic realities of African

3.2.1[Extraction of evidence from Source 3B Between 1980 and 1990 T hird World countries transferred $178 billion to Western commercial banks as part of debt repayment There was an enormous capital drain from countries situated

3.2.2[Interpretation of evidence from Source 3B It destroyed the economies of African countries It contributed to hunger in Africa countries It led to poverty /poor standard of living in Africa countries It led to the destruction of healt

3.2.3[Extraction of evidence from Source 3B Debt among African countries doubled to over $1.5 trillion by the end of the 1980s, doubling again to $3 trillion by the end of the 1990s (1 x 2\ (2\

3.2.4[Evaluation of usefulness from Source 3B L3] Candidates can choose either USEFUL or NOT USEFUL and substantiate their response with relevant evidence. USEFUL

3.3.1Interpretation of information from Source 3C L2] The cartoonist portrays the International Monetary Fund Structural Adjustment Policies in a negative way because: There was no improvement in the past 10 years

3.3.2[Interpretation and evaluation of information from Source 1C L2] The caption shows the impact that the Structural Adjustment Polic es have had on developing countries /no difference The caption shows that after 10 years of implementing

3.4Comparing of evidence in Sources 3B and 3C L3] Source 3B refers to the restrictions that were im posed on government spen ding due to debt repayment while Source 3C shows Africans not

3.5.1Interpretation of evidence from Source 3D To a large extent Privatising state enterprises, reducing inflation, and decreasing budget deficits The extraction of raw materials or goods Any other relevant response

3.5.2[Extraction evidence from Source 3D L1] Layoffs of government workers Wage constraints Higher interest rates Reduced government spending The shutdown of domestic industries Any 3 x 1\

3.6[Interpretat ion, evaluation and synthesis of evidence from relevant sources Candidates could include the following aspects in their response. Developing countries that implemented Structural Adjustment Policies

Q6— Section header —

Topics Identified

Source AnalysisEssay WritingCold WarApartheidDemocracy

Mark Allocation

Total50 marks

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

Paper information

SubjectHistory

Year2017

SessionFeb-March

TypeMemo

PaperPaper 2

LanguageEnglish

Pages21

Downloads3

Examination context

Decade2010s

Years ago9y

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.

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Corresponding examination paper

Examination paper available

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History Paper 2 (English) →

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