History Memo 1 (English)

November 2014 — Grade 12 / Matric — History

Memo 2014 Grade 12 English History Hub →

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🎯 50 marks 📄 22 pages 📝 45 items found 📚 5 topics

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1.1The following cognitive levels were used to develop source based questions: COGNITIVE LEVELS 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.

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 reas

2.2Marking of essay questions Markers must be aware that the co ntent 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 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 first reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in the marking guidel ine/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 poin

Q1— Section header —

1.1.1[Extraction of evidence from Source 1A Britain /British France /French United States of America (USA\ /Americans Russia (Soviet Union\

1.1.2Interpretation of evidence from Source 1A The Soviet Union intro duced a se parate currency Ostmark in their sector Warn

1.1.3[Explanation of historical concept from Source 1A Concept used by Winston Churchill to indicate the division between East ern and West ern Europe It was a symbolic border between the communist bloc and western Europea

1.1.4Extraction of evidence from Source 1A Wanted t o prevent the spr ead of communism domino effect into Western Europe

1.2.1[Extraction of evidence from Source 1B To deliver necessities /essentials such as food, coal and clothes to West Berlin (1 x 2\2\

1.2.2[Extraction of evidence from Source 1B Lack of fuel led to a limited supply of elect ricity Fresh food was not readily available Berliner s experienced c

1.2Interpretation of evidence in Source 1B Determin not to give in to (bullied\ Soviet p ressure / Communism

1.3[Interpretation of evidence from Source 1C It shows American plane bringing in s upplies to West Berlin Children waiting in anticipation for su pplies Any other relevant response (any 1 x 2\ (2\

1.3.2Interpretation of evidence from Source 1C It may have been used for propaganda purposes to highlight the W est support of est Berlin To show that

1.5[Comparison of information in Sources 1B and 1D L3] Source 1D is a Soviet / communist perspective while Source 1B is a Western capitalist perspective Source 1D

1.6[Interpretation, evaluation and synthesis of evidence from relevant sources Candidates could include the following aspects in their response ivision of Germany and Ber along ideological lines Source and own

2.1.1[Explanation of historical concepts in Source 2A (a\ ar fought by the Angolan liberation movements to free themselves from colonial occupation by Portugal War fought against colonialism or colonial oppressors

2.1.2[Extraction of evidence from Source 2A Foreign countries sent weapons to arm the different liberation ovements (1 x 2\2\

2.1.3[Extraction of evidence from Source 2A L1] (a\ Soviet Union/ Cuba (1 x 1\1\ (b\ USA/ South Africa

2.1.4nterpretation of evidence from S ource 2A USA wanted to prevent the spread of communism /promote capitalism USA concerned about Cuban /USSR involvement in Angolan politics USA wanted to expand t heir own sphere of influence in independent Africa

2.2.1[Interpretation of evidence from Frames 1 and 2 of Source 2B L2] The fear of a domino situation Kissinger feared that if Angola became communist state

2.2.2[Interpretation of evidence in Source 2B L2] He accepted the suggestion ( as shown by his smile\ He understood that USA should get involved in Angola to prevent the spread of

2.2.3Explaining the usefulness of ource 2B It shows that Kissinger (US S ecret ary of S tate\ was encourag

Q3— Section header —

3.1.1nterpretation of evidence in Source 3A Learners will be awarded two mark for the attitude and two mark for the

3.1.2[Interpretation of evidence in Source 3A Many white American students did not want their school to be d esegregated Segregation was part of S outhern culture and many white Americans

3.1.3Interpretation and e valuation of evide nce in Source 3A Agree to a large extent Many US citizens realised that segregation was morally wrong

3.2[Extraction of evidence from Source 3B He feared that the crisis in Little Rock could set the process of integration back fifty years It was an opportunity for the federal government to show its support for the

3.2.2[Extraction of evidence from Source 3B The mob was getting larger / people were joining from all directions The mob was armed and dangerous Fighting and acts of violence broke out The situation was out of control

3.2.3Interpretation of evidence in Source 3 resident Eisenhower did not want to have to intervene in the affairs of a state President Eisenhower was worried about losing the votes of

3.3.2[Explanation of historical concept in Source 3 L1] Human Rights all people irrespective of their race, gender or religion are expected to b e treated fairly/with equality he basic human rights

3.3[Extraction of evidence from Source 3 L1] Fundamental human rights Dignity and worth of human being No distinction on the basis of race, sex, language religion 3 x 1\ (3\

3.3Interpretation of evidence in Source 3 L2] The actions Little Rock spread a negativ e im age of Arkansas to the country and the rest of the world

3.4[Evaluation of the usefulness of Sources 3 L3] The content of the telegram is relevant to the research question / first information Gives the viewpoint

3.5[Interpreta tion, evaluation and synthesis of evidence from relevant sources Candidates could include the following aspects in their response President Eisenhower

Q4— Section header —

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Topics Identified

Source AnalysisEssay WritingCold WarIndependenceDemocracy

Mark Allocation

Total150 marks

Sections50 + 50 + 50 + 50 = 200 marks

Paper information

SubjectHistory

Year2014

SessionNovember

TypeMemo

PaperPaper 1

LanguageEnglish

Pages22

Downloads4

Examination context

Decade2010s

Years ago12y

SeasonSpring (SH)

Start dayWednesday

Exam periodNovember 2014

Days since exam4,372

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

Open the corresponding examination paper to practise the questions before reviewing the marking memorandum on this page. Attempt every question under timed conditions for the most realistic preparation.

History Paper 1 (english) →

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Pages22

Archived on8 September 2026

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