History Memo 1 (English)

Exemplars 2014 — Grade 12 / Matric — History

Memo 2014 Grade 12 English History Hub →

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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

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 informati on so that they are able to present a reasonable sequence of facts or an effective argument to

2.2Marking of essay estions 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 teache r 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

2.4Keep the synopsis in mind when assessing the essay.

2.4During the first reading of the essay ticks need to be awarded for a relevant introduction (i ndicated by a bullet in the marking guideline/memorandum\, each of the main points/aspects that is properly contextualized (also

2.4The 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 Sou rce 1A L1] One way of life is based on the will of the majority (democracy\ The other w ay

1.1.2Explanation of historical concepts from Source 1A A state and democratic system (as in the USA\ in which citizens were allowed to state their views or opinions (exercise their freedom of expression regarding

1.1.3[Extraction of evidence from Source 1A Economic stability Orderly political system Hoped to prevent the spread of communism any 1\2\

1.1.4Extraction of evidence from Source 1A Turkey 's fall w ould be immediate and serious Turkey would also be taken over by the Communists The

1.1.5Evaluation of reliability of Sources 1A L3] Candidates should indicate why it is RELIABLE or NOT RELIABLE and support their response with relevant evidence. RELIABLE

1.2.1[Extraction of evidence from Source 1B Food Essential pro ducts 1\2\

1.2.2Analysis of evidence from Source 1B L2] To protect the ideology of capitalism To help Europe recover economically from the effects of the WW To c ontain the spread of ommunism Any

1.2.3Extraction of evidence from Source 1B Our policy is directed not against any country or doctrine but against hunger, poverty, desperation and chaos Any government that is willing to assist in the task of recovery will find full co

1.3.1Analysis of evidence from Source 1C United Nations were not nformed or consulted about the implementation of an international programme the ecovery lans

1.3.2Analysis and Interpretation of evidence from Source 1C It was an American programme It would ensure economic control by the USA It would ensure political control by USA USA would interfere in internal affairs

1.3.3[Interpretation of evidence from Source 1C It gives a biased view of the Truman Doctrine and the Marshall Plan The information in the source is too critical about the USA s role in Europe Vyshinsky does not state

1.4.1[Interpretation of evidence from Source 1D USA is shown as powerful and commanding force in Europe it has been drawn as the captain of the ship America is offering economic aid t hrough the Marshall plan but in essence it

1.4.2[Interpretation and evaluation of evi dence from Source 1D to detect bias Candidates should use VISUAL CLUES to detect bias in the cartoon.

1.5Compari son and analysis of evidence from Sources 1B and 1D Source explains the economic support that t he Marshall Plan would provide while Source

1.6[Interpretation, analysis and synthesis of evidence from relevant sources on how the USA and USSR responded to the economic crisis in Europe after 1945 L3] In responding to this question, the candidate is required t

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A L1] To stop the FAPLA offensive agains t Jonas Savimbi s forces To intervene against the succeeding FAPLA offensive ny 1 x 2\ (2\

2.1.2[Extraction of evidence from Source 2A L1] He wanted to get the SADF out of Angola (1 x 2\ (2\

2.1Interpretation of evidence from Source 2A Owing to the strength of the combined Cuban and Angolan forces Because a major battle involved serious risks i.e. a fear of the number of casualties. \2\

2.2.1[Extraction of evidence from S ource 2B L1] The army of the Angolan government

2.2.2[Interpretation of evidence from Source 2B Namibian independence was secured as a result of negotiations after Battle of Cuito Cuanavale. In 1988 ANC believed that FAPLA victory would lead to greater security for

2.2.3Ascertain the usefulness of the evidence in Source 2B Candidates should indicate USEFUL or NOT USEFUL and support

2.3.1Extraction of information in Source 2C (a\ 785 soldiers (1 x 1\ (1\ (b\ 32 soldiers (although Scholtz revises this up to 42\

2.3.2Interpretation and evaluation of evidence from Source 2C If the winner is decided on the basis of military losses then the Cubans/FAPLA would be the losers as they suffered far more casualties than the SADF

2.3.3Ascertain the accuracy of the evidence f rom Source 2C Candidates should indicate either ACCURATE or NOT ACCURATE and

2.4[Compare informa tion in Sources 2B and 2C Source 2B speaks of SADF humiliation at Cuito Cuanavale ; Source C shows that SADF only lost 42 men compared with Cuban/FAPLA losses. Source 2B suggests that SADF military doctrine and strategies were

2.5.1[Explanation of historical concepts from Source 2D L1] move ment by an association of ommunist parties of the world, formed to unite ommunist groups of various countries

2.5[Interpretation of evidence from Source 2D Viljoen argues that international communism was defeated in southern Africa. SADF was supporting U NITA who were fighting against t he USSR supported FNLA (Angolan government troops\

2.5Evaluatin g the reliability of evidence in Source 2D L3] Candidates should indicate why it is RELIABLE or NOT RE

Q3— Section header —

3.1.1Explanation of historical concept in Source 3A The separation of different race group (in this context black and white Americans\ The

3.1.2[Extraction of evidence from Source 3A Black and white Americans were required to use different water fountains There were no African American clerks in downtown s tores There were no

3.1.3Extraction of evidence from Source 3 They were fearful of racial integration They believed that African Americans were inferior to white people They wanted to maintain racial purity any

3.1[Extraction of evidence from Source 3A Seventeen African American churches had been bombed between 1957 and 1962

3.2.1[Extraction of evidence from Source 3B African American communit ies were a pathetic towards their campaign Hostility from a established lack leadership Police arrests were initially

3.2.2Interpretation of evidence from Source 3B When jails were f ull Connor changed tactics ordered the use of fire hoses and police dogs to disperse demonstrators

3.2.3[Interpretation of evidence from Source 3B Spectators were outraged by police attacks on children and hit back by throwing bricks and bottles The spectators did not maintain the non violence meth ods of the civil rights

3.2.4Analysis of information Source 3B The media exposed actions and brutality of the security forces, whic compelled P resident Kennedy to

3.3.1Extra ction of evidence from Source 3C Even when attacked with high power hoses the demonstrators remain non violent Demonstrators photographed sitting peacefully with arms up to protect their heads Demonstrators sitting on pavement soaking wet but non

3.3.2[Evaluation of the usefulness of evidence in Source 3C Candidates should indicate USEFUL or NOT

3.4Comparison of evidence in Sources 3B and 3C Source 3B refers to media capturing images of Connor and his men suppressing protests and source 3C is a product of media coverage Source 3B refers to Bull Connor

3.5.2[Analysis of evidence from Source 3D To have equal rights for all Americans To end discrimination against African Americans To end desegregation in America Any other relevant answer 1 x 2\ (2\ [Interpretation of evidence from Source 3D

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Q5— Section header —

Q6— Section header —

Topics Identified

Source AnalysisEssay WritingCold WarApartheidIndependenceDemocracy

Mark Allocation

Total50 marks

Sections50 + 50 + 50 = 150 marks

Paper information

SubjectHistory

Year2014

SessionExemplars

TypeMemo

PaperPaper 1

LanguageEnglish

Pages23

Downloads3

Examination context

Decade2010s

Years ago12y

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.

Grade 12 subject hubs

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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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