History Memo 1 (English)

May-June 2016 — Grade 12 / Matric — History

Memo 2016 Grade 12 English History Hub →

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🎯 50 marks 📄 2 pages 📝 65 items found 📚 6 topics

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1.1The following cognitive levels were used to develop source based questions: COGNITIVE VELS HISTORICAL SKILLS

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 sequen

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 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 scorin g 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 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 Repetitio 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 pre sentation. At the point of

Q1— Section header —

1.1.1Extraction of evidence from Source 1A L1] A bitter winter in 1947 devastated the British economy (1 x 1\1

1.1.2[Extraction of eviden from Source 1A L1] Clement Attlee (1 x 1\1

1.1.3[Extraction of evidence from Source 1A L1] Loy Henderson Dean Acheson Jack Hickerson George Marshall 2 x 1\ (2\

1.1.4[Analysis of evidence from Source 1A L2] o make it seem it was a very urgent matter He wanted his wish (of assisting Greece\ to be realised He wanted

1.2.1[Extraction of evidence from Source 1B L1] Financial support Support in improving its public administration (2 x 1\2\

1.2.2[Interpret ation of evidence from Source 1B Truman wanted the money to be used for economic recovery in Greece

1.2.3[Definition of historical concept from Source 1B L1] A system of government based on the will of the people A government where the peopl e are represented by elected representatives The citizens of the country

1.2.4[Extraction of evidence from Source 1B L1] (1 x 1\1\

1.3.1[Extraction of evidence from Source 1C Sup plied weapons to them Gave them financial support / money (2 x 1\2\

1.3.2[Extraction of evidence from Source 1 America built military bases American capitalists opened many businesses Americans decided to buy anything th at s

1.3.3[Interpretation of evidence from Source 1C L2] It was a American way of expanding her markets without necessarily helping host countries with their economic problems

1.3.4[Determine the useful ness of Source 1C L3] Candidates should indicate whether the information the source would

1.4.1[Interpretation of evidence from Source 1D L2] America supported the Greek government with financial ai ollar sign on the gun\ America supported the

1.4.2[Interpretation of evidence from S ource 1D The communist insurgents did not want the financial assistance of the USA The communist insurgents refused to accept democracy/capitalism Any other relevant response

1.5[Comparison of evidence in Sour ces 1 Source 1C: American foreign policy state that they will support any country with weapons and money and in S ource 1D: America is shown supporting Greece with money (

1.6[Interpretation, eva luation and synthesis of evidence from relevant sources Candidates could include the following points in their response: USA was successful because it

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A L1] The controversy was over who won the pivotal (key\ enga gement in southern Africa Whether or not the SADF won the attle of Cuito Cuanavale Who won the attle of Cuito Cuanavale

2.1.2[Extraction of evidence from Source 2A L1] Resistance to its fronta l attacks on well fortified positions at Tumpo proved a decisive setback the SADF s bid to capture Cuito Cuanavale and its airstrip

2.1.3[Interpretation of evidence from Source 2A They believed that they had won the Battle of Cuito Cuanavale because the SADF had experienced fewer casualties / they based their argument on tatistics The SADF won a tactical victory at the Lomba River

2.1.4[Interpretation of evidence from Source 2A The SADF claimed to have won the ttle of Cuito Cuanavale (on the basis of fewer casualties\ but in the long term, they failed to

2.1.5Explai ning the usefulness of evidence in Source 2A L3] The author is a professional historian who has read widely about the topic and discusses different perspectives on the topic The source was created during the 25

2.2.1[Extraction of evidence from Source 2B L1] It gave renewed confidence to the liberation movement (SWAPO\ The ilitary balance of power changed in favour of liberation and self determination of Africans

2.2.2[Extraction of evidence from Source 2B L1] (a\ Cuban troops were withdrawn from Angola (1 x 1\1\ (b\ The ANC relocated their military camps from Angola to Uganda (1 x 1\1\

2.2.3[Interpretation of evidence from Source Kasrils believed that the Battle of Cuito Cuanavale had benefitted / freed all sides that were involved in the conflict The end of Namibian colonisation and partheid

2.3[Compare information in Sources 2A and 2B L3] Both ources 2A and 2B show that the military balance of pow er shifted as a result of the Battle of

2.4.1[Extraction of information in Source 2C L1] The myth that the South African offensive ere defeated at

2.4.2Defin tion of historical concept Source 2C L1] The spreading of false/ inaccurate information or ideas to deliberately influence

2.4.3[Extraction of information in Source 2C L1] The Cuban propaganda version of this heroic battle it was not until after the war had ended that the facts emerged Cuba and Angola were already negotiating for peace

2.4.4[Interpretation of evidence from Source 2C Cuban and Angolans negotiated for peace in Angola The author argued that South Africa had won a decisive military victory at the Battle of Cuito Cuanavale they had lost very few men or arm

2.5.1[Interpretation of evidence from Source 2D he SADF had been victorious ( WINNERS \ in the attle of Cuito Cuanavale The SADF withdrawing from Angola Any other relevant response any

2.5.2[Interpretation of evidence from Source 2D Candidates should indicate whether they AGREE OR DISAGREE with the atement and support their answer with relevant evidence. AGREE WINNERS The SADF suffered far fewer casualties and military losses than the Cubans

2.6Interpretation, analysis and synthesis of evidence from relevant sources L3] Candidates could include some of the following points in their response South African generals and some military historians argue

Q3— Section header —

3.1.1[Ex traction of evidence from Source 3A eceived information that caravans of automobiles filled with white supremacists were heading towards Little Rock (1 x

3.1.2[Interpretation of evidence from Source 3A African American pupils would not be allowed to enrol at Central High School White conservatives used violence to stop the integration of Central High School

3.1.3[Explanation of historical concepts from Source 3A L1] A process that allowed African American students to attend the same school ith white American students To bring together African American and white American students at Central

3.1.4Extraction of evidence from Source 3A L1] Confused Frightened Voiced their fears by repeating the words blood will run the streets of Little

3.1.5[Interpretation of evidence from Source 3A They were intimidated by Faubus speech (the night before or on the eve of the 3 September 1957\ that blood will run in the streets The NAACP advised African American students

3.2.1[Extraction of evidence from Source 3B Through a side door (1 x 1\ (1\

3.2.2[Extraction of evidence from Sou rce 3B he crowd chased the African American reporters away

3.2.3Interpretation of evidence from Source 3B Wanted assistance so that law and order could be maintained Violence got out of control

3.2.4Extraction of evidence from Source 3B Escorted t he Little Rock Nine to and from Central High S chool Guarded them

3.3[Interpretation of evidence from Source 3C African American students were escorted to and from school by the ederal troops Federal troops were heavily armed The Feder al government inten ded

3.4[Comparison of evidence in Sources 3B and 3C L3] In Source 3B the Mayor of Little Rock, Woodrow Mann asked the edera l troops

3.5.1[Extraction of idence from Source 3D L1] To tell them that one of them will have to walk with Ernest Green at his graduation 1\1\

3.5.2[Extraction of evidence rom Source 3D L1] I have no problem I will walk with him I didn t think anything about it More determined that I was going to walk with him. And I walked with him

3.5.3[Ascertaining the reliability of evidence from Source 3D L3] It is an extract from an interview with Jane Emery a white contemporary American student at Central High School / first hand account

3.6[Interpretation, evaluation and synthesis of evidence from relevant sources L3] Candidates could include the following points in their response: Little Rock Governor Faubus did not support desegregation

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Topics Identified

Source AnalysisEssay WritingCold WarApartheidIndependenceDemocracy

Mark Allocation

Total150 marks

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

Paper information

SubjectHistory

Year2016

SessionMay-June

TypeMemo

PaperPaper 1

LanguageEnglish

Pages23

Downloads5

Examination context

Decade2010s

Years ago10y

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

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