History Memo 2 (English)

Exemplars 2014 — Grade 12 / Matric — History

Memo 2014 Grade 12 English History Hub →

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🎯 150 marks 📄 32 pages 📝 64 items found 📚 6 topics

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1.1The following cognitive levels were used to develop source based questions COGNITIVE LEVE 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, arg

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

2.2Marking of essay questio 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 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 (indica ted 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[Extraction of evidence from Source1A Self emancipation Black South Africans must become self reliant Must move away from becoming apathetic and stagnant To accord dignity to the downtrodden and the oppressed

1.1.2[Interpretation of evidence from Source1A L2] It wanted black South Africans to do things for themselves It wanted black South Africans to act independently of other races Self reliance promoted elf pride

1.1.3[Extraction of evidence from Source1A To uplift sagging spirits Raise battered self esteem Affirm iden tity Assert human dignity To fight off apathy To instil confidence

1.2.1[Interpretation of evidence from Source1B L2] SASO was formed to propagate the ideas of Black Consciousness To safeguard and promote the interests of black South Africans students Any other relevant response

1.2.2[Interpretation of evidence from Source1B L2] SASO was based on the philosophy of Black Consciousness SASO was associated with Steve Biko SASO encouraged black South Africans students to be self assertive

1.2.3[Extraction of evidence from Source1B The workers trikes of 1973 The fall of the Portuguese regimes in both Angola and Mozambique The successes of resistance movements in the war in Rhodesia (Zimbabwe\

1.3[Comparison of evidence in Sources 1A and 1B Both Sources 1A and 1B are similar in the following ways Source 1A states that the BC is a breedin g ground for a new generation of leaders while Source 1B states that SASO recruited

1.4.1[Extraction of evidence from Source1C It challenged the apartheid government Black South Afric an student organisations mobilised students to stand up and fight for their rights BC taught black South Africans to think critically and become

1.4.2[Extraction of evidence from Source 1C Nengwekhulu Biko Pityana Copper Moodley Mafuna (any 4 x 1\ (4\

1.4.3[Interpretation of evidence from Source 1C Black South Africans would now be motivated to demand independence from white minority rule Black South Africans would be inspired by these countries attaining independence and would desire to be free from white

1.4.4[Interpretation of evidence from Source 1C They intensified the struggle against apartheid They organised rallies throughout the country They held several anti apartheid rallies Any o ther relevant response

1.5.1Interpretation of evidence from Source 1D It commemorates Biko s political influence n South Africa during the 1970s Steve Biko served as an inspiration for most South Africans Steve Biko s ideas had a huge impact on South Africa

1.5.2[Interpretation of evidence from Source 1D Biko left a firm and long term legacy on South Africa s struggle for freedom The ideas of Steve Biko are still re levant Steve Biko is regarded as one of the foremost political heroes/martyrs in

1.6[Interpretation and evaluation of evidence from Sources1A, 1B, 1C and 1D L3] Candidates can choose either Source1A or Source 1B or Source 1C or Source 1D to substantiate its usefuln ess SOURCE 1A The source contains key ideas on the philosophy of Black Consciousness

1.7[Interpretation and evaluation of information from all the sources L3] Candidates should include the following aspects in their response Instilled self pride, discipline and assertiveness among black South Africans to

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A To ensure healing and reconciliation among victims and perpetrators of political violence through confession The TRC encouraged the truth to be told Hoped to bring about forgiveness through he

2.1.2[Extraction of evidence from Source 2A Victims gained recognition and validation for their pain and suffering Forgiveness contributed to healing (2 x 1\2\

2.1.3[Interpretation of evidence from Source 2A Apartheid was referred to as a beast The human r ights violations destroyed the lives of many South Africans The TRC aimed to unearth these human rights violations

2.1.4[Extraction of evidence from Source 2A Through forgiveness By perpetrators confessing about the h uman rights crimes that they committed Recognition and acknowledging the pain and suffering that he perpetrators

2.1.5[Interpret and evaluate information from S ource 2A L3] To a great extent because: Survivors received public recognition Apologies and forgiveness were offered Some families gained closure Any other relevant response

2.2.1[Interpretation of evidence fro m Source 2B The TRC will shed light on the human rights violations that were committed by the apartheid regime Reveal the truth so that a process of healing can take place

2.2.2[Interpretation and explanation of information from Source 2B L2] Events that took place were of an evil nature Nobody wanted to deal with it It involved murder and executions for political reasons Many South Africa

2.3.1[Interpretation of evidence from Source 2C She became a widow as a result of the crime committed by the apartheid regime Any other relevant response (1 x 2\2\

2.3.2[Extraction of evidence from Source 2C L1] She wanted to hear the truth about her husband s death (1 x 2\2\

2.3.3[Interpretation of evidence from Source 2C She claimed that the TRC was a political process The TRC promoted nation building and the emergence of rainbow nation at the expense of human lives The TRC took place without giving due regard to psyc

2.4.1[Extraction of evidence from Source 2D L1] It embraced reconciliation and sacrificed truth for justice The process of reconciliation embrac ed evil without taking into account the suffering and torment the families of the

2.4.2[Interpretation of evidence from Source 2D L2] It acknowledged the p ain and suffering caused Wanted to reveal the truth of the past events Acknowledged the injustices of the system of apartheid Any other relevant response

2.4.3Interpretation of evidence from Source 2D To forgive perpetrators without first establishing the extent of the human rights violations that victims experienced Acceptance of verbal testimony as the truth without corroborating the evidence

2.4.4[Explanation of a historical concept in Source 2D L2] Matters that are dealt with fairness, honesty, integrity Any other relevant response 1 x 2\ (2\

2.4.5[Interpretation and evaluation of information in Source 2D L3] TRC acknowledged the apartheid system was wrong TRC highlighted violation of human rights TRC acknowledged the victims pain and suffering

2.5[Interpretation and evaluation of information from all the sources L3] Candidates should include the following aspects in their resp onse YES The TRC aimed to address the gross human rights violations

Q3— Section header —

3.1.1[Explanation of a historical concept from Source 3A L2] It is a global network of economic, communication a nd trade which has monopolised the global village. Any other relevant answer (1 x 2\2\

3.1.2[Extraction of evidence from Source 3A Increased international trade A company can op erate in more than one country Greater dependence on the global economy Free movement of capital, goods and services

3.1.3[Interpretation of evidence from Source 3A (a\ Provide work in ess conomically eveloped ountries Cheaper products Provide income for local communities

3.1.4Interpretation of evidence from Source 3A L2] YES McDonald s is a ulti ationa ompany and it shows its economic power and

3.1.5Extraction of evidence from Source 3A L1] To provide cheap labour To provide raw materials Any other relevant answer (2 x 1\ (2\ 14

2.1[Extraction of evidence from Source 3B China India Bermuda (any 2 x 1\ (2\

3.2.2[Analysis and Interpretation of evidence from Source 3B L3] Devastated as they could be without a job in the near future (Factories to China\ Begrudged because economic activities were outsourced (Jobs to India\

3.2.3[Interpretation and evaluation of evidence from Source 3B He wanted to create an impression that he disagreed with the manner in which the c apitalist did business in America His action is questionable as he is leaving for another more economically

3.3[Com paring of evidence in Sources 3A and 3B Both sources refer to the globalisation of the economy Both sources refer to the setting up of MNCs and TNCs in eveloping countries Both sources refer to the creation of employment opportunities in developing

3.4.1[Extraction of evidence from Source 3C L1] World Trade Organisation (1 x 1\ (1\

3.4.2[Interpretation of evidence from Source 3C The World Trade Organisation did not protect their rights of workers Workers were exploited They had no job security They were not allowed to be unionised Any other relevant answer (any

3.4.3[Extraction of evidence from Source 3C They were well educated They were informed about issues that affected their lives They were well informed about issues concerning the activities of the World Trade Organisation

3.4.4Extraction of evidence from Source 3C Genetically engineered foods Sweat shops The clean cutting of forest Animal pr otection laws Beef hormones Poison air, water and land American workers

3.5[Extracting evidence from a visual source Source 3D Ordinary people were against the World Trade Or ganisation The World Trade Organisation exploited people and nature The World Trade Organisation trade agreements favoured the MDCs

3.6Comparing of evidence in Sources and 3C to reach a conclusion L3] Both sources show that the protest against the WTO focused on the exploitation of people and nature Both sources show tha t the protesters were unhappy about the manner in

3.7[Interpretation and evaluation of information from all the sources L3] Candidates sho uld include the following aspects in their response Globalisation increased the g ap between the rich and ordinary people

Q4— Section header —

Q5— Section header —

Q6— Section header —

Topics Identified

Source AnalysisEssay WritingCold WarApartheidIndependenceDemocracy

Mark Allocation

Total50 marks

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

Paper information

SubjectHistory

Year2014

SessionExemplars

TypeMemo

PaperPaper 2

LanguageEnglish

Pages20

Downloads5

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.

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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 2 (English) →

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