grade 12 history congo and tanzania essay

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HISTORY T1 W6 Gr. 12: INDEPENDENT AFRICA: THE CONGO

INDEPENDENT AFRICA: THE CONGO

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grade 12 history congo and tanzania essay

Independent Africa comparative case study: the Congo and Tanzania Essay

Independent Africa comparative case study: the Congo and Tanzania Essay for Grade 12 and Grade 11 History.

This page contains an answer guide to the below History Essay Questions (memo):

What were the ideas that influence the independent states Congo and Tanzania?

After attaining independence Congo and Tanzania were faced with economic, social, and political challenges although there were successes that Mobuto and Nyerere gained in trying to improve the living standards for blacks.

Do you agree with this statement? Use appropriate evidence to support your argument.

[Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.]

Candidates should indicate whether or not they agree with the statement and support their answer with relevant historical evidence. Candidates must specifically look at the economic, social and cultural challenges facing both countries after independence.

MAIN ASPECTS

Candidates should include the following aspects in their response:

Introduction: Candidates should critically discuss the successes and challenges facing Tanzania and the Congo with specific reference to their economic, social and political development after gaining independence from colonial rule.

ELABORATION ECONOMY

The Congo and Tanzania inherited a single-product economy from their colonisers.
Tanzania followed a socialistic economic model.
Congo followed a capitalistic model.
Both countries struggled to develop their respective economies.
Nyerere adopted an African Socialism model outlined in the Arusha Declaration which led to the nationalisation of industries and land.
Its aim was to cut ties with Western countries and create self-sufficiency and self- dependency.
Society would be stable and free of economic inequalities.
Mobuto initially nationalised industries using the Zairianisation policy – which involved taking farms and businesses from the foreign owners who were replaced by Congolese.
When it failed due to lack of skills and poor management he adopted a capitalistic model and returned businesses to foreign owners.
Nyerere introduced Villagisation or Ujaama.
A rural community with farming/collective labour.
Lack of tools, water and management skills led to resistance which the police and military forces could not control.
This led to destruction and abandonment of fields.
Tanzania remained the poorest and most underdeveloped country.
Tanzania reduced corruption of government officials through the “Leadership Code”.
Both countries had to accept foreign aid and allow investments which Nyerere initially viewed as neo-colonialism.

SOCIAL CHALLENGES:

Both countries inherited a colonial education system that promoted Eurocentric values
Both countries were challenged by skills shortages; only a few technicians and engineers were available.
Both countries were taught European history and languages, the African content was regarded as inferior and not taught. Tanzania:
Promoted Swahili (local language) over English
Introduced a massive literacy campaign that saw illiteracy drop drastically (from 80% to 20%) between 1961 and 1981
Nyerere produced, ‘Education for Self-Reliance’ (1967) which promoted basic literacy in primary schools in all rural areas. Congo:
Inherited only 14 university graduates
Expanded its higher education system
Increased primary education from 1,6 million to 4,6 million people between 1960 and 1974
Unlike Swahili in Tanzania, French remained the language of instruction in Congo. Africanisation:

Villagisation (Ujamaa) in Tanzania embraced traditional community values based on self-reliance

Zairianisation in Congo replaced experienced Belgian human resources with local people and replaced European names with local names, e.g. Congo to Zaire

POLITICAL ASPECTS

Attaining independence through democratic elections (the Congo 1960) J. Kasavubu became President and P. Lumumba became the prime minister
After holding multi-party elections at independence, the Congo became a one- party state within the first five years after gaining the independence
Mobuto Sese Seko remained as president for life until his death in 2007
Mobuto Sese Seko created a kleptocracy where a group of appointed public officials abused their position for financial gain
Brought back African values
Strong centralised government
Political stability (though based on authoritarianism)
Any other relevant response
Attaining independence through democratic elections (Tanzania 1961: J. Nyerere – amended the constitution to become President (1962)
Smooth transition (peaceful change/racial harmony/commitment to promotion of human equality and dignity
After holding multi-party elections at independence, it became a one-party state
Nyerere remained as president between the 1960s and 1970s
Nyerere introduced the Leadership Code in the Arusha Declaration which demanded high levels of integrity from public officials
African socialism/ Ujamaa was appropriate for inhabitants
Establishment of the United Republic of Tanzania (1964)
Centralised and unitary state
Any other relevant response Conclusion: Candidates should tie up their arguments with relevant conclusions.

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Grade 12 - Topic 2 - Independent Africa

In 1884, at the Berlin Conference, the European powers carved up Africa amongst themselves. By 1914 all of Africa, except Liberia and Ethiopia, was under colonial rule. Today, African countries are politically independent of their former European masters.

Background and focus

Recommended reading: Martin Meredith

This topic compares two forms of states that emerged from nationalist movements in the 1960s.

The Congo was used as a tool in the Cold War. This left a legacy that continues today.

Tanzania developed as a socialist state, implementing ideas of African socialism.

The focus is on the political, economic, social and cultural successes and challenges that countries

faced in Africa after independence, illustrated by the Congo and Tanzania.

The Scramble for Africa (or the Race for Africa) was the proliferation of conflicting European claims to African territory during the New Imperialism period, between the 1880s and the start of World War 1.

Figure 1 : Africa before Independence Figure 2: Africa Today ( 28/01/2015)

http://www.saflirista.com/Colonial-Africa.png (colonised Africa ) http://www.worldatlas.com/webimage/countrys/africapolitmap.jpg ( Independent Africa )

At the Berlin Conference (1883/4 – 1885), the major European countries carved up Africa amongst seven major European states. (See above). Africa had been transformed from being an extension of seven European powers towards full political independence . The first country to gain independence was Liberia ( 26 / 07 / 1847 ) from Britain. The last country to gain independence was Eritrea ( 24/05/1993) from Ethiopia.

Online Source:

http://africanhistory.about.com/library/timelines/blIndependenceTime.htm [Accessed 16 February 2015]

The following is to be covered in this topic:

What were the ideas that influenced the independent states?

This section includes different forms of government (political ideologies and economies), such as :

1.African socialism,

It is worth mentioning that most African liberation movements were influenced, in varying degrees, by Marxist doctrine. So the amalgamation of what it meant to be African and a newly liberated citizenry; was, again, influenced by Marxist/ Communist doctrine. Post-independent Africa followed this ‘doctrinal’ trajectory by

Friedland and Rosberg's (1992) attempt to summarize the three (3) main characteristics of African socialism, as follows:

a)·no private ownership of land

b)·no social classes

c)·no shirking of responsibility to cooperate (work)

i) http://www.drtomoconnor.com/3160/3160lect03.htm [Accessed 16 February 2015]

ii) http://www.drtomoconnor.com/3160/3160lect03.htm [Accessed 16 February 2015]

iii) http://www.youtube.com/watch?v=WXjL-HHn_a8 [Accessed 16 February 2015]

2. capitalism, democracy and,

3. one-party states

The galvanising of the opposition to colonisation meant that there was a large degree of unanimity within

liberation movements across Africa. ‘One-party states’ quickly emerged. These states were characterised by an

extremely strong political party, perhaps with smaller, peripheral parties; that largely controlled the domestic

conditions in the country. This emergence, in itself, would create problems for these newly-independent

countries, in the future.

http://www.encyclopedia.com/topic/African_Socialism.aspx [Accessed 16 February 2015]

Comparative case studies (1960 to 1980) as examples to illustrate the political, economic, social and cultural successes and challenges in independent Africa (1960 to 1980).

The case studies are NOT meant to be seperately examined.

(the Congo (became a tool of the Cold War)

Source : http://s3.amazonaws.com/churchplantmedia- [Accessed 16 February 2015] cms/mavuno_grassroots_development_for_congo/democratic-republic-congo-map.jpg [Accessed 16 February 2015]

For a brief history of the Congo region in general; and the DRC, in particular, please visit...

http://www.mavunocongo.org/history [Accessed 16 February 2015]

It should be noted however that the CONGO REGION consists of :

1.The Republic of Congo and

2.The Democratic Republic of the Congo

The discussion that follows centres on the Democratic Republic of Congo.

King Leopold II...of Belgium

Patrice Lumumba...of the DRC

Source: http://www.standnow.org/system/files/leopold.jpg [Accessed 16 February 2015]

Source: http://static.guim.co.uk/sys-images/Guardian/Pix/pictures/2013/10/25/1382706596437/Mobutu-Sese-Seko-pictured-010.jpg [Accessed 16 February 2015]

Laurent Kabila

Source: https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQJAqFDU_kkYBG8-GVzbBP9SZARifFSKYPNCCBRfhzFwGFXX7-rqw [Accessed 16 February 2015]

Joseph Kabila

Source: https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcRCTvSpvDBFnZJ6-L91RUREjEl_18DF6vx2ug6N-QXnxloKIOUb [Accessed 16 February 2015]

King Leopold II formally acquires Congo territory as his own private property, naming it Congo Free State

Leopold and his army terrorize inhabitants in pursuit of resources. An estimated 10 million Congolese, half the population, die

Major nationalist riots in the capital threaten Belgium's control over Belgian Congo territory

Mouvemont National Congolais (MNC) party wins parliamentary elections. Patrice Lumumba becomes prime minister. Joseph Kasavubu is elected President.

June 30, 1960

Belgian Congo gains independence, becoming Republic of Congo

January 17, 1961

Patrice Lumumba is executed by forces from Katanga province backed by Belgium

Kanyarwanda War: Coalitions of different ethnic groups battle for land rights in North Kivu

Joseph-Desire Mobutu overthrows Kasavubu in a Western-backed coup and establishes a one-party system

Mobutu changes the country's official name to "Democratic Republic of Congo" to distinguish it from the former French colony "Republic of Congo"

Mobutu changes the name of the capital from Leopoldville to Kinshasa, and renames several other cities as well

Mobutu renames the country "Zaire" and changes his own name to Mobutu Sese Seko

Massive inflow of Hutu refugees fleeing massacres in Burundi after a failed Hutu rebellion against the Burundian government

All Banyarwanda (ethnic Rwandan and Burundian) residing in Congo from 1959-1963 are granted citizenship

Amid growing resentment of the increase in Banyarwandan Tutsi power, local Hutu and Congolese increase political mobilization and gain additional influence in the national assembly

Citizenship for Banyarwanda groups, mostly Tutsis, is restricted to those who could trace ancestry in Congo back to 1885. This reflected a desire to counter growing Tutsi economic power in the Kivu region

Mobutu declares the Third Republic, introducing a new constitution that includes democratic reforms and lifts the ban on multiparty politics

February 1990

Fall of the Soviet Union. Relations between Mobutu and the West deteriorate, as incentives to back Mobutu in the name of anti-Communism disappear

Governor Jean-Pierre Kalumbo Mbogho orders all Tutsis removed from the region and calls for their extermination. Violence breaks out, claiming 14,000 lives over the next two months

Mobutu dismisses Governor Kalumbo and increases Tutsi representation in the provincial government of the Kivus

Rwanda's Hutu extremist government orchestrates genocide of approx. 800,000 Tutsis and moderate Hutus. After Tutsi rebels take control of Rwanda, over a million refugees flood into Congo, including Rwandan army soldiers and Hutu extremist Interhamwe militiamen complicit in the genocide

First Congo War

Rwandan forces invade Congo to protect Tutsis and destroy Hutu militia camps. Mobutu's government opposes the incursion, prompting reform elements to unite against him.

Anti-Mobutu rebels, backed by Rwanda, seize Kinshasa and install Laurent Kabila as president. The country is renamed again to "Democratic Republic of Congo"

President Kabila calls for withdrawal of all Rwandan and Ugandan forces from the country

Second Congo War

August 1998

Rebels back by Rwanda and Uganda rise up against Kabila and take control of much of eastern DRC. Zimbabwe, Namibia, and Angola send troops to repel the rebels.

Rwanda, Uganda, Zimbabwe, Namibia, Angola, and DRC sign peace accord in Lusaka, Zambia

August 1999: MLC and RDC rebels sign Lusaka accord

November 30, 1999

UN Security Council sets up 5,500-strong force to monitor the ceasefire, known as MONUC. Fighting continues between rebel and government forces, and between Rwanda- and Uganda-backed forces

January 2001

Laurent Kabila is assassinated by a bodyguard and is succeeded by his son, Joseph Kabila.

Tanzania . ..as an example of African socialism

Gained independence from Britain on 09/12/1961.

Source: http://wwwnc.cdc.gov/travel/images/map-tanzania.png [Accessed 16 February 2015]

Â· www.sahistory.org.za ”º timelines ”º This day in History [Accessed 16 February 2015]

Leaders of Tanzania Since Independence

A list of Tanzanian leaders since gaining independence on 9 December 1961

Zanzibar Zanzibar gained its independence as a Sultanate on 10 December 1963, and was proclaimed the People's Republic of Zanzibar on 12 January 1964 following a coup. On 26 April 1964 it merged with the Republic of Tanganyika to become the United Republic of Tanganyika and Zanzibar.

Although Zanzibar and Tanzania are united, Zanzibar continues to have its own president.


1 Jul 1963 - 12 Jan 1964	Jamshid ibn Abd Allah


12 Jan 1964 - 26 Apr 1964	Abeid Amani Rashid Karume	ASP


26 Apr 1964 - 7 Apr 1972	Abeid Amani Rashid Karume	ASP
11 Apr 1972 - 30 Jan 1984	Mwinyi Aboud Jumbe	ASP/CCM
30 Jan 1984 - 24 Oct 1985	Ali Hassan Mwinyi	CCM
24 Oct 1985 - 25 Oct 1990	Idris Abdul Wakil	CCM
25 Oct 1990 - 8 Nov 2000	Salmin Amour	CCM
8 Nov 2000 - present	Amani Abeid Karume	CCM


ASP	Afro-Shirazi Party
CCM	(formed by merger of TANU and ASP in January 1977)
TANU	Tanganyika African National Union (until1964)
TANU	Tanzania African National Union (from 1964)...

Source: http://africanhistory.about.com/od/tanzania/l/bl-Tanzania-Leaders.htm l [Accessed 16 February 2015]

This speech, by Julius Nyerere outlines the visions and central points of African Socialism.

http://www.juliusnyerere.info/images/uploads/ujamaa_1962.pdf [Accessed 16 February 2015]

Other Resources:

1. http:// www.fsmitha.com/p/ch34-tan.htm [Accessed 16 February 2015]

2. http://www.wsws.org/en/articles/2005/05/exch-m19.html

[Accessed 16 February 2015]

3. http:// African Socialism - Encyclopedia.com [Accessed 16 February 2015]

The successes and challenges faced by independent Africa?

1) the kind of states that emerged - their aims and visions (political ideologies);

2) political including:

Types of leaders:

http://www.sahistory.org.za/people/patrice-lumumba [Accessed 16 February 2015]

“We are not communist, Catholics or socialist. We are African Nationalist. We retain the right to be friends with whoever we like in accordance with the principal of political neutrality.”

Patrice Lumumba

http://www.biography.com/people/patrice-lumumba-38745 [Accessed 16 February 2015]

Mobuto Sese Seko

http://www.imdb.com/name/nm0782891/bio [Accessed 16 February 2015]

“After me, a flood of chaos. Apres moi, le deluge.” – MSS

http://spartacus-educational.com/COLDmobutu.htm [Accessed 16 February 2015]

Nyerere (What are the qualities of a good leader?)

http://www.nyererefoundation.org/biography [Accessed 16 February 2015]

"Violence is unnecessary and costly. Peace is the only way." - JN

https://www.marxists.org/subject/africa/nyerere/biography.htm [Accessed 16 February 2015]

- legacies of colonialism;

http://exploringafrica.matrix.msu.edu/students/curriculum/m7b/activity3.php [Accessed 16 February 2015]

- types of government; and

- political stability and instability;

Economic including:

- types of economies (as third world countries)

social and cultural including:

- benefits of independence;

- education; and

- Africanisation.

What was the impact of the internal and external factors on Africa during the time?

Africa in the Cold War: USSR, USA, Cuba, China and South Africa

Case study: Angola ( 11/11/1975...Portugal )

History of Angola ( briefly)...

Source: http://www.lonelyplanet.com/maps/africa/angola/map_of_angola.jpg [Accessed 16 February 2015]

Angola and slaves: 15th-19th century

Colonial period: 1885-1975

Independence: from1975

http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ad33 [Accessed 16 February 2015]

http://www.sahistory.org.za/topic/case-study-angola [Accessed 16 February 2015]

http://www.sahistory.org.za/dated-event/angola-becomes-independent-portuguese-colonial-rule [Accessed 16 February 2015]

The case study will include:

introduction: how Africawas drawn into the Cold War (broadly);

competing spheres of influence - trade, conflict and aid;

Angola: colonialism and independence (broad overview);

	Bantu speaking people migrate south into region.
	Kingdom of Kongo formed in the north of region.
	Portuguese sailors under the command of Diego CÁ¤o reach northern coastline of Angola. They encounter the Kongo and Ndongo kingdoms -- Angola is named for the Ndongo title for their king, .
	Kongo King, Nzinga Nkuwu, in what is now northern Angola, is converted to Christianity.
	Forts are established along the coast.
	Portuguese found Luanda. Portuguese interests are centred on minerals and slaves. Slaves are shipped to Brazil from the main port at Luanda.
	Portuguese campaign against Queen Nzinga of the Ndongo. The Ndongo are defeated by 1626.
	Dutch occupy Luanda (until 1648) and drive the Portuguese out form settlements along the coast.
	Portuguese forces dispatched from Brazil retake Luanda and the other coastal forts. Military conquest of the region begins.
	Portuguese control the kingdom of Ndongo.
	Portuguese abolish the slave trade (but not forced labour).
	Portuguese slowly begin to extend their control into the interior.
	Angola's borders are fixed as a result of the Berlin Congress.
	Portuguese introduce forced labour.

	Angola's borders as they are known today are settled.
	Following the end of World War II emigration from Portugal to Angola increases.
	Angola upgraded form colony to overseas province of Portugal.
	(MPLA, Popular Movement for the Liberation of Angola ) is formed on a non-racial (and non-tribal) basis, and with a mandate to end colonial rule. MPLA's leader, received support from the Soviet Bloc.
	Luanda and Northern Angola experience MPLA backed rebellions against colonial rule. They are met with severe repression by the Portuguese authorities. MPLA extends its armed struggle throughout rural areas.
	Forced labour is finally abolished as a result of coffee plantation rebellions which cost the lives of 50,000 Angolans.
	Holden Roberto begins an insurgency with his (FNLA, National Front for the Liberation of Angola) in Northern Angola. The FNLA receives support from Zaire and the US.
	( , National Union for the Total Independence of Angola) formed by Jonas Savimbi in Southern Angola -- becoming Angola's third major nationalist movement.
	End of Portuguese colonial era follows the military coup in Lisbon. Independence for African colonies is set for 1975. In Angola a transitional government is formed by the three nationalist movements: MPLA, FNLA, and UNITA. Unfortunately their vastly different goals lead to conflict and civil war. MPLA receives support from Cuba. UNITA receives support from South Africa.
	MPLA unilaterally proclaims the People's Republic of Angola with Neto as president.
	FNLA forces are defeated by MPLA n the north of Angola.
	An invasion by South African forces that are supporting UNITA is stopped 300 km south of Luanda -- MPLA forces are supported by military advisors from Cuba.
	The UN recognizes the MPLA as the legitimate government of Angola. South Africa announces the intention to withdraw its troops from Angola.
	A dissident group within the MPLA attempts a coup.
	Following the death of António Agostinho Neto, José Eduardo dos Santos becomes president for the MPLA.
	South African forces advance 160 km into Angola in support of UNITA.
	FNLA announces its withdrawal from military activities.
	US begin to supply UNITA with military aid.
	An agreement between South Africa and Cuba is signed which would stop their respective aid to UNITA and the MPLA (as well as giving neighbouring Namibia independence).
	MPLA and UNITA agree a ceasefire -- once again it soon crumbles and guerrilla war recommences.
	UNITA still controls large parts of Angola from its base in Jamba. As well as popular support from the Ovimbundu people, UNITA is still receiving support from the US and South Africa.
	MPLA gives up Marxism-Leninism and adopts socialism.
	Another peace deal, this time brokered by the UN, is agreed by the MPLA and UNITA. A new multiparty constitution is drafted.
	Following an electoral win for José Eduardo dos Santos and the MPLA in multiparty national elections, conflict with UNITA begins anew as UNITA rejects results.
	Lusaka Peace Agreement signed between MPLA and UNITA.
	7,000 UN Peacekeepers arrive to oversee the peace agreement.
	Government of National Unity is agreed. Opposing armies are to be combined into a national army. However tensions grow as few UNITA soldiers are incorporated into the new force.
	Government of National Unity formed, but UNITA leader Jonas Savimbi declines a post and stays away from the inauguration ceremony.
	Civil war starts up again.
	UN Peacekeeping mission ended.
	UNITA increases its guerrilla war against MPLA.
	Jonas Savimbi, the UNITA leader, is killed in action by government troops.
	Ceasefire between UNITA and MPLA government is signed. It is estimated that half-a-million Angolans have died in the civil wars and that another half-a -million are now facing starvation.
	UNITA disbands its armed wing.
	Isaias Samakuva elected as new leader of UNITA which has rejuvenated itself as a political party.
	Angola becomes a major oil producing state, with over a million barrels a day being extracted.
	Government announces that it has expelled over 300,000 illegal diamond miners and dealers.
	Peace deal signed with rebels in northern enclave of Cabinda.
	First parliamentary elections for over 15 years.
	President José Eduardo dos Santos announces that presidential elections will be delayed for a few years.
	Angolan parliament changes the constitution, strengthening the presidency and removing the requirement for direct elections.

Source: http://africanhistory.about.com/od/angola/l/Bl-Angola-Timeline.htm [Accessed 16 February 2015]

outbreak of civil war in 1974

- MPLA and UNITA

www.sahistory.org.za/.../angolan-civil-war-1975-2002-brief-history [Accessed 16 February 2015]

reasons for and nature of involvement in Angola (USSR, USA, Cuba, China and South Africa);

http://www.reddit.com/r/AskHistorians/comments/1owf55/why_did_so_many_countries_get_involved_in_the/ [Accessed 16 February 2015]

www.jstor.org/stable/2637389 [Accessed 16 February 2015]

impact on regional stability;

significance of the Battle of Cuito Cuanavale 1987 and 1988;

http://www.sahistory.org.za politics and society ”º 20th Century South Africa [Accessed 16 February 2015]

http://scientiamilitaria.journals.ac.za/pub/article/download/71/99 [Accessed 16 February 2015]

the changing nature of international relationships after 1989

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Independent Africa comparative case study: the Congo and Tanzania Essay

Independent Africa comparative case study: the Congo and Tanzania Essay for Grade 12 and Grade 11 History.

This page contains an answer guide to the below History Essay Questions (memo):

What were the ideas that influence the independent states Congo and Tanzania?

After attaining independence Congo and Tanzania were faced with economic, social, and political challenges although there were successes that Mobuto and Nyerere gained in trying to improve the living standards for blacks.

Do you agree with this statement? Use appropriate evidence to support your argument.

[Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.]

MAIN ASPECTS

Candidates should include the following aspects in their response:

ELABORATION ECONOMY

The Congo and Tanzania inherited a single-product economy from their colonisers.
Tanzania followed a socialistic economic model.
Congo followed a capitalistic model.
Both countries struggled to develop their respective economies.
Nyerere adopted an African Socialism model outlined in the Arusha Declaration which led to the nationalisation of industries and land.
Its aim was to cut ties with Western countries and create self-sufficiency and self- dependency.
Society would be stable and free of economic inequalities.
Mobuto initially nationalised industries using the Zairianisation policy – which involved taking farms and businesses from the foreign owners who were replaced by Congolese.
When it failed due to lack of skills and poor management he adopted a capitalistic model and returned businesses to foreign owners.
Nyerere introduced Villagisation or Ujaama.
A rural community with farming/collective labour.
Lack of tools, water and management skills led to resistance which the police and military forces could not control.
This led to destruction and abandonment of fields.
Tanzania remained the poorest and most underdeveloped country.
Tanzania reduced corruption of government officials through the “Leadership Code”.
Both countries had to accept foreign aid and allow investments which Nyerere initially viewed as neo-colonialism.

SOCIAL CHALLENGES:

Both countries inherited a colonial education system that promoted Eurocentric values
Both countries were challenged by skills shortages; only a few technicians and engineers were available.
Both countries were taught European history and languages, the African content was regarded as inferior and not taught. Tanzania:
Promoted Swahili (local language) over English
Introduced a massive literacy campaign that saw illiteracy drop drastically (from 80% to 20%) between 1961 and 1981
Nyerere produced, ‘Education for Self-Reliance’ (1967) which promoted basic literacy in primary schools in all rural areas. Congo:
Inherited only 14 university graduates
Expanded its higher education system
Increased primary education from 1,6 million to 4,6 million people between 1960 and 1974
Unlike Swahili in Tanzania, French remained the language of instruction in Congo. Africanisation:

Villagisation (Ujamaa) in Tanzania embraced traditional community values based on self-reliance

Zairianisation in Congo replaced experienced Belgian human resources with local people and replaced European names with local names, e.g. Congo to Zaire

POLITICAL ASPECTS

Attaining independence through democratic elections (the Congo 1960) J. Kasavubu became President and P. Lumumba became the prime minister
After holding multi-party elections at independence, the Congo became a one- party state within the first five years after gaining the independence
Mobuto Sese Seko remained as president for life until his death in 2007
Mobuto Sese Seko created a kleptocracy where a group of appointed public officials abused their position for financial gain
Brought back African values
Strong centralised government
Political stability (though based on authoritarianism)
Any other relevant response
Attaining independence through democratic elections (Tanzania 1961: J. Nyerere – amended the constitution to become President (1962)
Smooth transition (peaceful change/racial harmony/commitment to promotion of human equality and dignity
After holding multi-party elections at independence, it became a one-party state
Nyerere remained as president between the 1960s and 1970s
Nyerere introduced the Leadership Code in the Arusha Declaration which demanded high levels of integrity from public officials
African socialism/ Ujamaa was appropriate for inhabitants
Establishment of the United Republic of Tanzania (1964)
Centralised and unitary state
Any other relevant response Conclusion: Candidates should tie up their arguments with relevant conclusions.

Questions and Answers

My Courses has a large Questions and Answers repository for the most popular High School and Tertiary Schools subjects. This comes in handy when doing your revision or preparing for exams, tests, research tasks, and assignments.

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HISTORY PAPER 1 GRADE 12 NSC PAST PAPERS AND MEMOS FEBRUARY/MARCH 2017

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This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: THE COLD WAR: THE ORIGINS OF THE COLD WAR QUESTION 2: INDEPENDENT AFRICA: CASE STUDY – ANGOLA QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: CIVIL RIGHTS MOVEMENT SECTION B: ESSAY QUESTIONS QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: BLACK POWER MOVEMENT
SECTION A consists of THREE source-based questions. Source material that is required to answer these questions will be found in the ADDENDUM.
SECTION B consists of THREE essay questions.
Answer THREE questions as follows: 4.1 At least ONE must be a source-based question and at least ONE must be an essay question. 4.2 The THIRD question may be either a source-based question or an essay question.
You are advised to spend at least ONE hour per question.
When answering questions, you should apply your knowledge, skills and insight.
You will be disadvantaged by merely rewriting the sources as answers.
Number the answers correctly according to the numbering system used in this question paper.
Write clearly and legibly.

SECTION A: SOURCE-BASED QUESTIONS Answer at least ONE question, but not more than TWO questions, in this section. Source material that is required to answer these questions may be found in the ADDENDUM. QUESTION 1: HOW DID THE UNITED STATES OF AMERICA AND THE SOVIET UNION RESPOND TO THE ECONOMIC CRISIS IN EUROPE AFTER 1945? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Refer to Source 1A.

1.1.1 Define the term containment in the context of the Cold War in Europe after 1945. (1 x 2) (2) 1.1.2 Why, according to the source, was the Marshall Plan introduced in Europe? Give TWO reasons. (2 x 1) (2) 1.1.3 How, according to the source, did Stalin respond to America's aid plan to Europe? (2 x 1) (2) 1.1.4 Explain how the Marshall Plan was implemented in Europe. (2 x 2) (4) 1.1.5 Why, according to the information in the source, was the COMECON formed? (1 x 2) (2)

1.2 Use Source 1B.

1.2.1 Quote TWO pieces of evidence from the source that suggest that Bellows believed that the Marshall Plan was a 'great and original initiative'. (2 x 1) (2) 1.2.2 Comment on why you think the United States of America did not want to fall within the Soviet Union's sphere of influence. (2 x 2) (4) 1.2.3 State TWO ways in which the counterpart fund was used to rebuild damaged infrastructure in Europe. (2 x 1) (2)

1.3 Study Source 1C.

1.3.1 How, according to Vyshinsky, did the United States of America violate the principles of the United Nations Charter? (1 x 2) (2) 1.3.2 Explain why Vyshinsky claimed that the Marshall Plan was used as an 'instrument of political pressure' on European countries. (2 x 2) (4) 1.3.3. Explain to what extent a historian researching the Marshall Plan would find the information in this source useful. (2 x 2) (4)

1.4 Compare Sources 1B and 1C. Explain how the information in these sources differs regarding the effect that the Marshall Plan had on relations between European countries and the USA. (2 x 2) (4) 1.5 Consult Source 1D.

1.5.1 Explain the messages portrayed in the cartoon. Use the visual clues in the source to support your answer. (2 x 2) (4) 1.5.2 Comment on the title of the cartoon, 'IT'S THE SAME THING WITHOUT MECHANICAL PROBLEMS', in the context of the 'Marshal Stalin Plan'. (2 x 2) (4)

1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about eight lines (about 80 words), explaining how the United States of America and the Soviet Union responded to the economic crisis in Europe after 1945. (8)

QUESTION 2: WHAT WERE THE CAUSES AND CONSEQUENCES OF CUBA'S INVOLVEMENT IN THE BATTLE OF CUITO CUANAVALE BETWEEN 1987 AND 1988? Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Refer to Source 2A.

2.1.1 What, according to the source, was the outcome of Operation Modular? (1 x 2) (2) 2.1.2 Select TWO pieces of evidence in the source which suggest that South Africa intended to continue fighting in Angola after the battle at the Lomba River. (2 x 1) (2) 2.1.3 Explain the significance of the statement, 'Pretoria (South African government) was now openly leading the war in Angola', in the context of the Battle of Cuito Cuanavale. (1 x 2) (2) 2.1.4 Using the information in the source and your own knowledge, comment on why Jose Eduardo Dos Santos requested military assistance from Fidel Castro. (2 x 2) (4)

2.2 Use Source 2B.

2.2.1 Why, according to the information in the source, was the Angolan army (FAPLA) 'close to being surrounded and annihilated (destroyed)' in 1987? Give TWO reasons. (2 x 1) (2) 2.2.2 List THREE ways in the source that show how the Cuban troops prevented the advance of the SADF into Cuito Cuanavale. (3 x 1) (3) 2.2.3 Why do you think Raúl Castro emphasised the role that President Fidel Castro played in the Battle of Cuito Cuanavale? (1 x 2) (2) 2.2.4 Explain what you think was implied by the phrase, 'Cuito (Cuanavale) held out'. (2 x 2) (4)

2.3 Study Sources 2A and 2B. Explain how the evidence in Source 2B supports the information in Source 2A regarding Cuba's involvement in the Battle of Cuito Cuanavale. (2 x 2) (4) 2.4 Consult Source 2C.

2.4.1 Explain the messages that are conveyed by this photograph. Support your answer by using the visual clues in the source. (2 x 2) (4) 2.4.2 Comment on the significance of this memorial for the people of Angola in the context of the outcome of the Battle of Cuito Cuanavale. (2 x 2) (4)

2.5 Read Source 2D.

2.5.1 What do you understand by the term sovereignty in the context of African history? (1 x 2) (2) 2.5.2 List any THREE ways in which the Battle of Cuito Cuanavale assisted to free African countries from the 'scourge of apartheid'. (3 x 1) (3) 2.5.3 Comment on the usefulness of the information in this source to a historian researching the consequences of Cuba's involvement in the Battle of Cuito Cuanavale. (2 x 2) (4)

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2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words), explaining the causes and consequences of Cuba's involvement in the Battle of Cuito Cuanavale between 1987 and 1988. (8)

QUESTION 3: WHAT IMPACT DID THE CLOSURE OF HIGH SCHOOLS HAVE ON THE COMMUNITY OF LITTLE ROCK, ARKANSAS, IN 1958? Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Refer to Source 3A.

3.1.1 How, according to Governor Faubus, would the closure of high schools in Little Rock affect the following people:

Parents (1 x 1) (1)
Students (1 x 1) (1)

3.1.2 Why, according to the source, did Governor Faubus decide to sign the bills of the Extraordinary Session of the General Assembly? (2 x 1) (2) 3.1.3 Explain the term integration in the context of the closure of schools in Little Rock. (1 x 2) (2) 3.1.4 Comment on what Governor Faubus implied when he said that school integration would lead to a 'catastrophe'. (2 x 2) (4) 3.1.5 Give TWO pieces of evidence in the source that suggest that the federal government had limited control over the state government. (2 x 1) (2) 3.1.6 Explain why a historian researching the reasons for the closure of all high schools in Little Rock, Arkansas, in 1958 would find the information in this source useful. (2 x 2) (4)

3.2 Use Source 3B.

3.2.1 According to the source, how many of the following learners were displaced as a result of Faubus' actions:

White learners (1 x 1) (1)
Black learners (1 x 1) (1)

3.2.2 Comment on why you think the NAACP was against the opening of private schools for displaced black learners. (2 x 2) (4)

3.3 Consult Source 3C.

3.3.1 Explain the intention of this photograph in the context of the closure of schools by Governor Faubus. (2 x 2) (4) 3.3.2 Comment on whether the activity depicted in the photograph supported the claim that 1958 to 1959 was regarded as the Lost Year for learners in Little Rock. (2 x 2) (4)

3.4 Study Sources 3B and 3C. Explain how the evidence in Source 3C supports the information in Source 3B regarding Faubus' decision to close all high schools in Little Rock in 1958. (2 x 2) (4) 3.5 Read Source 3D.

3.5.1 Give TWO reasons in the source for the formation of the Women's Emergency Committee (WEC) in 1958. (2 x 1) (2) 3.5.2 Why, according to the information in the source, did the WEC, the group Stop This Outrageous Purge (STOP) and other community based organisations call for a special election? (1 x 2) (2) 3.5.3 Comment on what the author implied by the statement: '1959 brought to a close an important chapter in the history of public education in Little Rock.' (2 x 2) (4)

3.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words), explaining the impact that the closure of high schools had on the community of Little Rock, Arkansas, in 1958. (8)

SECTION B: ESSAY QUESTIONS Answer at least ONE question, but not more than TWO questions, in this section. Your essay should be about THREE pages long. QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM The United States of America lost the war in Vietnam because of intense opposition to the war within the country, rather than because of military failure on the battlefields of Vietnam between 1963 and 1973. Evaluate the accuracy of this statement. Use relevant historical evidence to support your line of argument.

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA Mobuto Seso Seko (the Congo) and Julius Nyerere (Tanzania) both attempted to 'Africanise' their economies after attaining independence. However, these policies were a total failure in both countries. Critically discuss this statement with reference to the aims, implementation and effects of Mobutu and Nyerere's economic policies in their respective countries from 1960.

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: BLACK POWER MOVEMENT Explain to what extent you agree that the ideas and actions of Malcolm X, Stokely Carmichael and the Black Panther Party gave African Americans a new sense of identity in the United States of America during the 1960s. Use relevant evidence to support your line of argument.

[50] TOTAL: 150

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